PowerPoint Presentation

Engaging in a Practical & Reciprocal Relationship Between Effective Leadership & Coaching Brian Gaunt, Ph.D.Clark Dorman, Ed.S.Amanda March, Ph.D.1IntroductionsWho are we?Who are you?2Your Participation is NeededUsing the (worksheet) provided (5 min):Question #1: What are you particularly interested in learning about today?

Question #2: What is your goal with regards to leadership/coaching or PBS/RtI?

Question #3: What barriers or concerns are making it difficult to implement PBS/RtI at your site?3AgendaStatewide Integrated Model of a Multi-Tiered System of SupportEffective Leadership CharacteristicsCoaching Skills/FunctionsReciprocal Relationship b/w Leadership and CoachingApplications at the school, district, state levelActivity: Implementing Leadership/Coaching models 4Building & Implementing a Statewide Integrated Model of MTSS

A brief context for building and implementing MTSS in Florida is needed for understanding our leadership and coaching models, as well as their relationship. It is hoped that such a context can be used for consideration of how you might design and implement similar models in your state, district, or school.5Statewide ContextBarriers to implementing MTSS as a data-based service delivery system for ALL students:Gen Ed vs. ESEAcademic vs. BehaviorSilos, Multiple Initiatives, Limited Resources (i.e., fragmented infrastructures)Limited Knowledge of Implementation ProcessesLimited Capacity for Program Evaluation EffortsOne of the most commonly stated concerns by educators in schools trying to implement MTSS is that there is no time and no support. Why? In short, silos, limited knowledge and capacity for systems change, and a fragmented educational system at higher levels lead to fragmented school level practices and an overwhelmed, resistant building staff with a perception of one more thing to do.6Big Idea!We need to model a collaborative, integrated Multi-Tiered System of Supports (MTSS) process at the state level so that we can advocate for it at the district and school level.

Common language to describe MTSS

Common understanding for how to use MTSS

We must look at how to develop greater alignment and integration within & between the state and districts levels. In order to do that, well need a common language and common understanding of MTSS transition to next slide to complete sentence (towards alignment and integration of educational system).7Resources

MTSS Implementation Components: Ensuring Common Language & Understanding

http://www.floridarti.usf.edu/resources/format/pdf/mtss_q_and_a.pdf

To Align & Integrate

Align: ESEA/IDEIA/State Statutes/SEA & LEA Policies & ProceduresLeadership, Coaching Skills, Professional Development & Staff EvaluationProgram Evaluation & School/District ImprovementSchool, Family & Community EngagementEvidence-based Practices (Curr/Instruct/Assess)MTSS(Data-based Problem-Solving)Summary slide to highlight that MTSS is a framework to integrate all education policies, initiatives, practices, procedures, and resources to ensure ALL students are making progress towards their educational goals.9Context

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_______________________________________________________________________The union of the FLPBS Project + the PS/RtI Project in Florida now represents an integrated approach to implementing and supporting students through a multi-tiered system of supports.10What is MTSS?A Multi-Tiered System of Supports (MTSS) is a term used to describe an evidence-based model of educating students that uses data-based problem solving to integrate academic and behavioral instruction and intervention. The integrated instruction and intervention is delivered to students across multiple tiers based on student need. Need-driven decision-making seeks to ensure that district resources reach the appropriate students (and schools) at the appropriate levels to accelerate the performance of ALL students to achieve and/or exceed proficiency.

We use the term Multi-Tiered System of Supports to describe an evidence-based model of using data-based problem-solving to support all students integrated needs (click) across all tiers of service options and (click) through allocation of data-based resource allocation based on students needs.11Mission and VisionThe collaborative vision of the FL PS/RtI & FLPBS/RtI:B Projects is to:Enhance the capacity of all Florida school districts to successfully implement and sustain a multi-tiered system of student supports with fidelity in every school;

Accelerate and maximize student academic and social-emotional outcomes through the application of data-based problem solving utilized by effective leadership at all levels of the educational system;

Inform the development, implementation, and ongoing evaluation of an integrated, aligned, and sustainable system of service delivery that prepares all students for post-secondary education and/or successful employment within our global society.

In an effort to guide our inter-project collaborative towards a common language and common understanding; not to mention a common way of work, we developed the following mission which aims to(click) Enhance the capacity of District leaders to implement MTSS (click) in order to accelerate ALL student outcomes (click) as demonstrated by ongoing program evaluation efforts.12Leadership & CoachingCharacteristics, function, skillsnot titles or persons.Teams are the context for applying bothLeadership without coaching = ?Coaching without Leadership = ?

Answer: implementation failure. (Fullan & Knight, 2011)13Characteristics of Effective LeadershipContext:Workgroups

CoachingProgram EvaluationData-Based Problem-Solving (DBPS)Leadership/TeamingPK-12 AlignmentFamily and Community Engagement

Workgroup Goals:Evidence based definition of Leadership empirically linked to improved student outcomes

Provision of support to districts to realize the components of the definitionDefinition:Effective district leadership is evidenced by teams or individuals who:

Establish and articulate a clear vision with a sense of urgency for change, maintain focus and deliver a consistent message of implementation over time

Focus on schools (districts are successful when schools are successful)

Create relationships with stakeholders based upon mutual respect and shared responsibility

Engage in expert problem solving

Invest in professional development

(Leithwood, 2010; Barnhardt, 2009; Crawford & Torgeson, 2007)Definition:Establish and articulate a clear vision with a sense of urgency for change, maintain focus and deliver a consistent message of implementation over time

Message not always developed collaboratively

Need for change/innovation must be perceived as immediately necessary

Must be communicated frequently

Definition:Focus on schools (districts are successful when schools are successful)

Help principals become stronger leaders, improve classroom instruction, and access to data management systems that facilitate effective, timely data-based decision-making

Are current data systems meaningful and integrated?

Problem of change is the problem of the smallest unit

Definition:Create relationships with stakeholders based upon mutual respect and shared responsibility

Internal and External Stakeholders

Leadership depends on collective capacity so these relationships are critical, not optional

Engage parents and other community stakeholder in the turnaround efforts

Definition:Engage in expert problem solving Identify the correct barriers and goals efficiently and effectively

Engage in good problem analysis with an understanding that there are many typical barriers to attaining school goals.

Know that there are several identified strategies for removing barriers and achieving the vision and apply appropriate strategies based upon school-specific needs

Evaluate the effectiveness of implemented strategiesDefinition:Invest in professional development

Building a comprehensive system for delivering meaningful PD of staff must be considered a major priority for the great majority of district leaders

Need training and technical assistance that is job embedded, ongoing and sustained aimed at building capacities directly related to turnaround challenges

Planful, Strategic, Capacity BuildingDiscussion:QuestionsHow does this model resonate with you?

What value does this model have potentially for your organization?

How would this model help you to reach your organizational goal(s)?

Share OutMTSS Coaching Definition & ModelCoaching exists to bring about change Sprick, Knight, Reinke, & McKale (2006)A New Role for CoachingSchool improvement will fail if the work of coaches remains at the one-to-one level. Coaches are systems leaders. They need development as change agents at both the instructional level and the level of organizational and system change. Its time to recast their role as integral to whole-system reform.~Michael Fullan & Jim Knight (2011)25MTSS Coaching DefinitionCoaching (v.): application of a set of activities that provide dynamic support and facilitation to develop the capacity of school/district leadership teams to implement MTSS aligned with the school/district improvement plan in order to enhance student outcomes.

Tenets include:Not necessarily a person, but a set of skills and activities

There are some essential skills sets required of the leadership team to support & complete the activities

26MTSS Coaching:from Definition to ApplicationCoaching to facilitate MTSS capacity in schools and districts requires the following skill domains:

Problem-Solving Facilitation Skills

Content Knowledge

Leadership Support

Professional Development271) Problem-Solving Facilitation SkillsSchool-Based Consultation ActivitiesIndividual consultationSmall group problem-solving consultation (Gutkin & Curtis, 2008)Systems-level consultation (Curtis, Castillo, & Cohen, 2008)

Problem-Solving & Facilitation SkillsKnowledge of empirically validated consultation models/approachesCommunication skills (i.e., questioning, listening, summarizing, paraphrasing, delivering, integrating, empathizing)Interpersonal collaborative skills (i.e., relationship-building, trust, shared decision-making)Knowledge and skills to effectively facilitate the 4-step & 8-step problem-solving processes

282) Content KnowledgeInstruction & Pedagogy Systems Issues Evidence-Based Practices for Academics & Behavior (Core, Supplemental, & Intensive)Systems Change Literature & Stages of Concern

Classroom Management StrategiesMulti-Tiered Systems of SupportIntervention ResourcesBest Practices in Professional DevelopmentCurriculum & Instructional RoutinePolicies & Procedures at State & District LevelEffective Teaming, Data-Based Problem-Solving, & EvaluationFamily & Community Engagement PracticesTreatment Acceptability, Social Validity, & Stakeholder Buy-In293) Leadership SupportCoaching develops the leadership skills of teachers and principals in order to address whole-school organizational improvement, facilitate reallocation and deployment of resources, and evaluate outcomes (Neufeld & Roper, 2003)

MTSS Leadership (Leithwood, 2010; Barnhardt, 2009; Crawford & Torgeson, 2007)Establish a vision with a sense of urgency for change, maintain focus and deliver a consistent message over time Focus on schools (districts are successful when schools are successful)Create relationships with stakeholders based upon mutual respect and shared responsibilityEngage in expert problem solving Invest in professional development

Leadership Support: developing the skills of the leadership team to support MTSS and address school-/district-wide organizational improvement; leadership must be linked at all levels (school, district, state); there should be a reciprocal relationship of support between coaching activities & leadership teams.

304) Professional Development

Educators need ongoing PD to obtain skills necessary to implement any change effort (Sansosti, Telzrow, & Noltemeyer, 2008). Examples of PD required of all educators in MTSS include:

Developing and gathering data sourcesInterpreting data Matching interventions to student needPresenting intervention outcomes to othersEngaging in problem-solving processes

Coaching facilitates PD at the individual, small group, and whole-school or district/regional levels within an continuous improvement framework (Borman, Feger, & Kawakami, 2006).

MTSS Coaching Model32Coaching Responsibilities1) Demonstrate effective interpersonal communication skills2) Use data-based problem-solving to answer a variety of questions3) Disseminate evidence-based content knowledgea. Organizational Change/Implementation Processb. Integrated MTSSS Three-Tiered Modelc. Best Practices in Reading, Math, Behavior Instructiond. Best Practices in Family and Community Engagement (FACE)4) Facilitate team-based collaborative problem solving5) Support leadership team and staff capacity to sustain a MTSS6) Provide professional development training and technical assistance7) Evaluate the impact of coaching activities and supports

33MTSS Coaching Model DiscussionHow does this model resonate with you?What potential value does this model have for your organization?How would this model help you reach your goal(s)?

10 minute discussion and brief share out, looking for an understanding of the model and clarify any misconceptions. 34Leading & CoachingA Reciprocal Relationship between Effective Leadership Characteristics and Coaching FunctionsLeadership + CoachingLeadership CharacteristicsVision, focus, consistent message of implementationFocus on schoolsRelationships based on respect & shared responsibilityExpert problem-solvingInvestment in PDCoaching ResponsibilitiesEffective interpersonal communication Data-based problem-solvingContent KnowledgeOrg. ChangeIntegrated multi-tiered systemAcademic/BehaviorFamilies/CommunitiesTeam FacilitationSupport leadershipProvide PDEvaluate impacts

Leadership & Coaching Its about problem-solving as a team!= Teamwork!Who canSet a vision, provide the urgency for change, a consistent focus and message of implementation over time?Ensure a focus on schools as the unit of analysis?Facilitate effective team processes and problem-solving?Demonstrate effective interpersonal communication towards establishing relationships based on respect and shared responsibilities?Participate and contribute to data-based problem-solving & decision-making?Provide content expertise in systems change, curriculum, instruction, and assessment practices?Invest and provide PD?Evaluate school improvement impacts on student outcomes?

A Team Is A TeamVision/MissionSchool FocusFacilitation SkillsPurposeful RelationshipsProblem-solvingContent ExpertiseProfessional DevelopmentOutcome Evaluation

SchoolsDistrictsStateCommunicate Needs With Data (Student & Implementation)Provide Supports Matched to Needs (Student & Implementation)

System Goals & ExpectationsData-Based AlignmentWith Mission/GoalsState Leadership Team & MTSS Coaching SupportBig Idea!We need to model a collaborative, integrated Multi-Tiered System of Supports (MTSS) process at the state level so that we can advocate for it at the district and school level.

We need a common language and common understanding!Common Language/Understanding

MTSS Implementation Components: Ensuring Common Language & Understanding

http://www.floridarti.usf.edu/resources/format/pdf/mtss_q_and_a.pdf

MTSS Project TeamInter-Project Leadership Team (ILT)MTSS Vision/Mission StatementModel Development Work Groups:Leadership, Coaching, Integrated DBPS, PK-12 Alignment, Family & Community Engagement, & Program EvaluationDepartmentsProduct Development & Integration Sub-groupProfessional Development Sub-groupDAPPS Management & Evaluation Sub-groupState/District Program Evaluation Sub-groupFLDOE inter-department collaborative Sub-groupF&CE Communication Network Sub-group

District LeadershipTeamFamilies &Community PartnersSchoolLeadership TeamsGrade/Content Instructional TeamsALL StudentsMTSS Project ILTFLDOE Leadership, Projects, & NetworksDAPPS Teams District SupportNetwork of District Support Specialists/Coordinators/FacilitatorsDOE Leadership & Statewide Integration(EXTERNAL PROJECT ACTIVITIES)External FocusInternal FocusShort-Term Model DevelopmentExisting Project-SpecificPK-12 Align ModelIntegrated DBPS ModelF&CE ModelInternal Professional DevelopmentDAPPS Implementation & Evaluation Internal MTSS Evaluation Model MTSS Model Integration & Product DevelopmentLeadership& Coaching (MTSS INTERNAL PROJECT ACTIVITIES)FLPBS K-12Integrated PK ModelPS/RtI Elem ModelPS/RtI Secondary ModelDistrict Leadership Team & State Coaching SupportDistrict Action Planning & Problem-Solving ProcessCollaboration of PS/RtI & FLPBS2-4 person district teamsFor Pilot: Leadership and Evaluation supportOverview of DAPPS ProcessStep 1: Application & Readiness Step 2: District Needs AssessmentStep 3: Action Planning Group problem-solving used.Step 4: Delivery of Training and TAStep 5: EvaluationWhat is the DAPPS?(District Action Planning and Problem Solving)Systems-level data-based problem solving process Open-ended process; not a prescriptionProfessionalizes, rather than personalizes, decision-making around difficult issuesInclusive, rather than exclusive, processCustomized to the needs, goals, culture, capacity and pace of individual districtsNot our agenda!...but, promote DISTRICT agenda

Needs Assessment:Prioritizing Planning GoalsNeeds AssessmentArchival DataMTSS Survey DataInterview Data

Summary ReportProblem ID: Student outcomesProblem Analysis:Fidelity?Infrastructure?Consensus?

School Leadership Team & District Coaching SupportSchool-based TeamsSchool-based Leadership Teams?Professional Learning Communities (PLCs)?Intervention Teams?Support Teams?etc.

How many teams is too many? To few?Depends; In relation to what purpose?Consider2 primary team-based activities that need to be sustained over time:Problem-solving student related barriers to successful learning and providing matched services through a multi-tiered system of supports.Problem-solving organizational alignment, integration, and capacity concerns towards full implementation of MTSS components with fidelity.RememberLeadership and Coaching are a set of characteristics and skill sets that comprise the work of a team.

The focus of problem-solving may define the team name, schedule, and personnel who participate.

but a team is a team.School-Level DiscussionTurn to your neighbor and share your thoughts about the model of leadership and coaching presented:What benefits do you see in application of these ideas at the school level?

What barriers exist with application of these ideas at the school level?

What current practices are currently evident in your school(s) that align with this reciprocal model?Reflection & ApplicationYour Participation is NeededUsing the (worksheet) provided (5 min): What level of the system are you most invested in (school, district, state)?

What is your goal for improving the level of the system you are invested in?

What is the current status of the level of the system you are invested in with relation to your goal in #11 above?(Need a name for the worksheet). Ill create it and list all the questions that we have identified for use in the outline. Ill also look to provide a structure akin to the 8-step PS process for the audiences use in PS barriers to implementing our leadership/coaching ideas.55Developing an Action Plan for Building Capacity of Leadership & CoachingActivity in Small-Group Planning & Problem-SolvingProblem-Solving Crosswalk:4-step8-stepProblem Identification

2. Problem Analysis

3. Intervention Development

4. Response to Intervention (RtI)1. Set a goal and ID how you will measure that goal2. Identify Resources & Obstacles to attaining that goal.3. Prioritize the obstacles.4. Identify strategies to eliminate or reduce the obstacle5. Develop action plan to implement strategies.6. Develop follow-up plan.7. Evaluate reduction of barrier/obsticle.8. Evaluate progress on original goal.Small Group Planning & Problem Solving ModelIdentify the problem or goal in concrete, descriptive, behavioral termsRecord all resources/ideas for resolving the problem or achieving the goal, and all obstacles that must be overcome or reduced.Select one obstacle from the listBrainstorm strategies to reduce or eliminate only the obstacle selectedDesign a concrete plan of action, specifying who, will do what, and by whenFollow-up planEvaluation planGoal progress plan

Example Using MTSSImplementationat Building LevelStep 1Step 1: Full implementation of a three-tiered MTSS model for addressing the academic needs of all students at Lee Elementary school within 3 years.

Step 1 (Contd)The model is to be implemented for grades K1 by the end of year 2. Among the desired outcomes are (a) the collection, visual presentation (e.g., graphing), analysis, and use of data to implement interventions that lead to improved reading performance;

(b) data-based demonstration of improved reading performance based on achievement of state curricular benchmarks; and (c) use of scientifically based individual and/or group problem-solving methods by personnel as appropriate within the model.Step 2: Resources & ObstaclesResourcesLeadership understands the model and is committedSome student services staff are committed and have needed skills (e.g., school psychologist, behavior specialist, reading specialist, PBS coach)Some of the classroom teachers agree with the principles, but do not understand the specifics of the MTSS modelSWPBS implementation with fidelity (BoQ > 80%)

Step 2: Resources & BarriersBarriersLeadership is unsure how to address the many issues relating to implementation of the academic components of MTSSSome student services staff do not understand role within the model and lack problem-solving skills (e.g., counselor, social worker)Some teachers believe the model is intended to keep students out of special education and will leave the students with greater needs but less support

Step 3: Select one barrier to achievement of the desired goalLeadership is unsure how to address the many issues relating to implementation of the academic components of the MTSS modelStep 4: Brainstorm ideas to reduce or eliminate the barrier identified Confer with personnel in districts where the MTSS model has been implemented.Create a building-level integrated MTSS implementation team.Identify and read relevant articles from the literature.Secure the services of an outside consultant familiar with the model.

Step 5. Design multiple action plans 1.Mrs. Payton (principal) will invite individuals to be members of the buildings integrated MTSS implementation team, ensuring representation of key stakeholder groups, including parents and grade-level representation of classroom teachers by 5/26; ~Mr. Tipperson (assistant principal) will contact on 5/19Step 5 (contd)2. Mr. Graham (school psychologist) will contact the director of psychology services with Sunshine School District concerning the operation and training for the MTSS implementation team by 5/26;

~ Mr. Tipperson will contact on 5/19Step 6: Establish procedures for follow up and support - See Step 5 in prior slideStep 7A: Develop plan for evaluating completion of action plans Action Plan 1: At the planning group meeting on 5/27, confirm membership of the integrated MTSS implementation team and ensure appropriate representation of all key stakeholder groups.

Step 7A: Develop plan for evaluating completion of action plans Action Plan 2: At the planning group meeting on 5/27, confirm the availability of operational information and the person to conduct training for the team. Also confirm the date and time for the training session.

Step 7B: Develop plan for evaluating progress with reduction of barrier (#3)After integrated MTSS implementation team trained and operational for one monthHas plan for identification of MTSS implementation issues been developed?Has list of specific MTSS implementation issues been developed?Have action plans been developed to address any issues identified?Step 8: Evaluation of Progress toward Goal (#1 Implementation of Integrated MTSS Model)Consensus:BeliefsInfrastructure:Skills (teachers, student services)Policies and ProceduresImplementationSelf-Assessment of Problem-Solving Implementation (SAPSI)Benchmarks of Quality (BoQ)OutcomesStudent OutcomesSmall Group Planning & Problem-Solving ActivitySelf-Study & Action Planning Small Group Planning & Problem Solving ModelIdentify the problem or goal in concrete, descriptive, behavioral termsRecord all resources/ideas for resolving the problem or achieving the goal, and all obstacles that must be overcome or reduced.Select one obstacle from the listBrainstorm strategies to reduce or eliminate only the obstacle selectedDesign a concrete plan of action, specifying who, will do what, and by whenFollow-up planEvaluation planGoal progress plan

Planning & Problem-Solving WorksheetGuiding document for the 8-Step Planning & Problem-Solving Process

This slide will help to introduce the SGP&Psing worksheet, and provide a visual prompt for which document the participants are to use (many of them look alike!). 75ResourcesLeithwood, K. (2010). Characteristics of school districts that are exceptionally effective in closing the achievement gap. Leadership and Policy in Schools, 9, 245-291. http://o.b5z.net/i/u/10063916/h/Pre-Conference/CASS_Research_Paper_3_Leithwood_Turning_Around_School_Systems.pdfCurtis, M.J., Castillo, J.M., & Cohen, R.M. (2008). Best practices in system-level change. In A. Thomas, & J. Grimes (Eds.), Best Practices in School Psychology V (pp. 887-902). Bethesda, MD: National Association of School Psychologists.Fullan, M & Knight, J. (2011). Coaches as system leaders. Educational Leadership (October 2011).MTSS implementation components: Ensuring common language and understandinghttp://www.floridarti.usf.edu/resources/format/pdf/mtss_q_and_a.pdfAPBS Website: (Session D7) Coaching for capacity: Integrating academics and behavior into an applied model.APBS Website: (Session F6) Small-group Problem-solving: A practical model to address barriers to implementation and sustainabilityFloridas Dept. of Education MTSS Website: http://www.florida-rti.org Florida PS/RtI Project Website: http://www.floridarti.usf.eduFloridas Positive Behavior Support: MTSS Project Website: http://flpbs.fmhi.usf.eduComing Soon.Narrated adobe presentation for Session F6 on small-group planning and problem-solving best practices. Email bgaunt@usf.edu if you are interested.

The End!Thank you!Brian Gaunt, Ph.D., MTSS Inter-Project Coordinatorbgaunt@usf.edu

Clark Dorman, Ed.S., FL PS/RtI Project Leaderdorman@usf.edu

Amanda March, Ph.D., Professional Learning Specialistamarch@usf.edu