A10 – Coaching: Supporting Effective Problem-Solving & Action Planning
October 27, 2016
Heather Peshak George, Ph.D. & Kathy Christiansen, M.S.University of South Florida 1
This product was developed by the Florida Positive Behavioral Interventions and
Support Project, a project funded by the State of Florida, Department of Education, K-12 Public Schools, Bureau of Exceptional
Education and Student Services, through federal assistance under the Individuals with
Disabilities Education Act (IDEA), Part B.
A10 - Coaching:Supporting Effective
Problem-Solving & Action Planning
Heather Peshak George, Ph.D.Kathy Christiansen, M.S.
University of South Florida2016 National PBIS Leadership Forum
October 27, 2016
Key Words: Coaching, PBIS Foundations, Teams
Maximizing Your Session Participation
When Working In Your Team
Consider 4 questions:
– Where are we in our implementation?– What do I hope to learn?– What did I learn?– What will I do with what I learned?
Where are you in the implementation process?Adapted from Fixsen & Blasé (2005)
• We think we know what we need so we are planning to move forward (evidence-based)
Exploration & Adoption
• Let’s make sure we’re ready to implement (capacity infrastructure)
Installation
• Let’s give it a try & evaluate (demonstration)
Initial Implementation
• That worked, let’s do it for real and implement all tiers across all schools (investment)
• Let’s make it our way of doing business & sustain implementation (institutionalized use)
Full Implementation
Agenda
Critical characteristics of effective coaching
Essential skill sets to engage in collaborative coaching
Problem-solving is foundational for PBIS coaching
Building capacity across all stakeholders
Establish a coaching framework to facilitate effective team-based collaboration and problem-solving to support PBIS implementation fidelity and sustainability.
Critical Elements for Effectiveness in SWPBIS: Implementation Drivers
What is Coaching?• A set of activities that support and build the capacity of
leadership teams to implement a multi-tiered system of supports (MTSS), aligned with improvement plans to enhance student outcomes.
What does that mean?
Multiple skill sets with various areas of expertise are required
One person will probably not possess all the skills necessary to support PBIS implementation fidelity
Every team member is considered a ‘coach’
A10 – Coaching: Supporting Effective Problem-Solving & Action Planning
October 27, 2016
Heather Peshak George, Ph.D. & Kathy Christiansen, M.S.University of South Florida 2
FLPBIS CoachingDistrict & School-based Leadership Teams
Coaching is emphasized
& supported
ALL team members
are coaches
Local coaching network
maintained
Provides support to
all stakeholders
Across all tiers
FLPBIS Coaching
FLPBIS Coaching Framework
Effective CommunicationCritical Skill Sets
Active Listening
Empathizing
Questioning
Paraphrasing
Summarizing
SynthesizingMarch, A. & Gaunt, B. 2013;http://flpbs.fmhi.usf.edu/pdfs/SystemsCoaching.pdf
What are the barriersto effective communication
for me? For my team? How do I know?
Collaborative TeamingLeithwood (2010); Barnhardt (2009); Crawford & Torgeson (2007)
Clear Vision & Goals • Consistently articulated over time
Team Norms, Roles, Responsibilities
Stakeholder Relationships • Mutual respect, Shared responsibility
Multi-disciplinary Team • Participatory leadership• Professional learning a priority
Problem-Solving Expertise
A10 – Coaching: Supporting Effective Problem-Solving & Action Planning
October 27, 2016
Heather Peshak George, Ph.D. & Kathy Christiansen, M.S.University of South Florida 3
Family and Community Engagementhttp://flpbs.fmhi.usf.edu/resources_family.cfm
PRIORITY
Vision & Goal Inclusivity
Mutual respect
Culturally responsive practices
Engage in Problem Solving
Build knowledge to support student
learning
Increase skills
What are my team’s barriers in engaging
families & community members?
How do I know?
MTSS Content Knowledge DisseminationKnowledge, Fluency, Experience
PBIS
MTSS
Critical Elements of PBIS
Principles of Behavior
Antecedents
Behavior and Functions
Rewards and Consequences
Data-driven Decision Making
Data collection
Data review & analysis
Action planning
Implementation Fidelity
Monitoring and Evaluation
Tools and Systems
What barriers exist for me? For my team?
How do I know?
Problem-Solving FacilitationCoaching Foundation
Step 1: Problem Identification & Goal Development
Step 2: Problem Analysis
Step 3: Intervention Design
Step 4: Evaluation Why is the problem occurring?
What are the barriers to achieving our goal?
What is the problem?
What are we going to do to reduce/eliminate the barriers?
Are the strategies working?
How do we know?
Problem-Solving Process
1. Structured process to identify, develop, implement and evaluate strategies to enhance the performance of ALL students
2. Evidence-based [Gutkin & Curtis (2009); Curtis, Castillo, Cohen (2008)]
3. Strongly related to improved student outcomes4. Interventions developed are more effective than
those developed through other methods5. Applicable at all levels
a. School, district, community, stateb. Targeted group, classroom, grade-levelc. Individual student
Problem SolvingGeneral Questions to Explore
1. What problem-solving model is implemented at your school/district?
2. How is fidelity of the problem-solving process monitored at your school/district?
3. How does your team problem-solve coaching issues?
4. What data are used for problem-solving coaching concerns?
5. How are professional development needs for coaching identified?
Problem-Solving for Coaching SupportsGuiding Questions
Step 1:– What do we expect PBIS coaches to know, understand and do?– Do our coaches (school/district-level) meet or exceed the expected
levels?Step 2:
– What barriers preclude coaches from reaching the expected levels?Step 3:
– What strategies (instruction, support, mentoring) will be implemented to address the barriers?
– What resources are needed?– How will effectiveness be monitored?
Step 4:– Were the interventions effective?– If so, what’s next? If not, now what?
A10 – Coaching: Supporting Effective Problem-Solving & Action Planning
October 27, 2016
Heather Peshak George, Ph.D. & Kathy Christiansen, M.S.University of South Florida 4
Problem-Solving Effective Coaching Supports
Step 1• Difference between current level and desired
outcome or goal
Step 2• Barriers preventing the achievement of the desired
outcome/goal
Step 3• Instruction/interventions to achieve the desired goal
Step 4• Outcome
Effective Coaching ReviewEssential Elements
1. Leadership Skills = Peoplea. Effective Communicationb. Collaborative Teamingc. Family & Community Engagement
2. Problem-Solving Skills = Taska. Adherence to structured processb. Implementation fidelity
Human Emphasis1 9 1 9
Task Emphasis
Both are necessary, Neither is sufficient alone!
Professional Development OpportunitiesBuild and Sustain PBIS Implementation
PBIS Leadership
Team
• Identify and adopt multi-tiered evidence-based professional learning process, trainings, & on-going supports
PD Plan • Build local capacity to sustain PBIS practices
Ongoing PD
• Learning opportunities exist on PBIS framework, practices, and systems for all stakeholders.
Tools to evaluate coaching activities and
supports!
This product was developed by the Florida Positive Behavioral Interventions and
Support Project, a project funded by the State of Florida, Department of Education, K-12 Public Schools, Bureau of Exceptional
Education and Student Services, through federal assistance under the Individuals with
Disabilities Education Act (IDEA), Part B.
PBIS School-Level Team Coaching Skills Survey
23
A10 – Coaching: Supporting Effective Problem-Solving & Action Planning
October 27, 2016
Heather Peshak George, Ph.D. & Kathy Christiansen, M.S.University of South Florida 5
PBIS Implementation & Systems Coaching Crosswalk
28
This product was developed by the Florida Positive Behavioral Interventions and
Support Project, a project funded by the State of Florida, Department of Education, K-12 Public Schools, Bureau of Exceptional
Education and Student Services, through federal assistance under the Individuals with
Disabilities Education Act (IDEA), Part B.
District-Level Systems Coaching Survey
29
Systems Coaching Survey
• Measures educators’ skills relative to the 7 Domains of Systems Coaching, and their ability to teach/coach others in the development and application of such skills.
• Results drive data-based instructional planning to inform the design, delivery, and ongoing, targeted professional learning activity to build coaching capacity– Individual– School– District
• Department• External Coaching Cadres
A10 – Coaching: Supporting Effective Problem-Solving & Action Planning
October 27, 2016
Heather Peshak George, Ph.D. & Kathy Christiansen, M.S.University of South Florida 6
Systems Coaching Survey Development Steps
1. Literature review (2010-present)2. Model development
• Expert Validation Panel (2012)– Content & Practitioner Experts
3. Item generation (Spring 2015)4. Expert review panel (Fall 2015)5. Cognitive interviewing (Fall 2015)6. Initial pilot (Spring 2016)
“Gold standard” survey development procedures recommended by DeVellis (2012)
Content Domains
1) Interpersonal Communication Skills
2) Data-Based Problem-Solving Skills
3) Team Facilitation Skills
4) Content Knowledge Dissemination Skills
5) Leadership Skills
6) Professional Learning Skills
7) Evaluation Skills
Scoring Rubric Sample Items
This product was developed by the Florida Positive Behavioral Interventions and
Support Project, a project funded by the State of Florida, Department of Education, K-12 Public Schools, Bureau of Exceptional
Education and Student Services, through federal assistance under the Individuals with
Disabilities Education Act (IDEA), Part B.
Sunshine School District
Example
35
8 District Coaching Teams, N = 26
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
YourSkill
Abilityto Teach
YourSkill
Abilityto Teach
YourSkill
Abilityto Teach
YourSkill
Abilityto Teach
YourSkill
Abilityto Teach
YourSkill
Abilityto Teach
YourSkill
Abilityto Teach
YourSkill
Abilityto Teach
YourSkill
Abilityto Teach
YourSkill
Abilityto Teach
7. Employ a four-step problem
solving process
8. Use guidingquestions tofacilitate the
problem-solvingprocess
9. Facilitate thedevelopment
and validation ofevidence-based
hypotheses
10. Interpretdifferent sources
and types ofacademic data to
supportinterventiondesign and
improve studentoutcomes
11. Interpretdifferent sources
and types ofbehavior data to
supportinterventiondesign and
improve studentoutcomes
12. Interpretdifferent sources
and types ofsocial/emotionaldata to support
interventiondesign and
improve studentoutcomes
13. Collect datato measure thefidelity of the
four stepproblem-solving
process
14. Collect datato measure the
fidelity withwhich student
interventions areimplemented
15. Organize anddisplay data toanswer specificproblem-solving
questions
16. Monitorstudent
performanceacross tiers andcontent areas
Data-Based Problem-Solving Skills
Not Skilled
Minimally Skilled
Somewhat Skilled
Highly Skilled
Very Highly Skilled
A10 – Coaching: Supporting Effective Problem-Solving & Action Planning
October 27, 2016
Heather Peshak George, Ph.D. & Kathy Christiansen, M.S.University of South Florida 7
8 District Coaching Teams, N = 26
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Your Skill Ability toTeach
Your Skill Ability toTeach
Your Skill Ability toTeach
Your Skill Ability toTeach
Your Skill Ability toTeach
Your Skill Ability toTeach
1. Develop and maintain acollaborative relationship
2. Develop consensusamong a group of
individuals
3. Ensure roles,responsibilities, and rulesfor decision-making areunderstood and agreed
upon
4. Summarize andparaphrase others'
thoughts and statementsfor clarification and to
confirm accuracy
5. Ask various types ofquestions to elicit more
detailed information fromothers
6. Facilitate activeparticipation among allindividuals involved in adiscussion or meeting
Interpersonal Communication Skills
Not Skilled
Minimally Skilled
Somewhat Skilled
Highly Skilled
Very Highly Skilled
8 District Coaching Teams, N = 26
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Your Skill Ability to Teach Your Skill Ability to Teach Your Skill Ability to Teach
23. Ensure content knowledge experts are activeparticipants on Leadership Teams when appropriate
24. Access evidence-based strategies, resources, andtools aligned with student and educator needs
25. Use multiple strategies to disseminate relevantresources and tools to educators
Content Knowledge Dissemination Skills
Not Skilled
Minimally Skilled
Somewhat Skilled
Highly Skilled
Very Highly Skilled
Next Steps
1. Continue collecting Surveys from districts focusing on systems coaching
a. Analyze data for ongoing coaching and professional learning needs
b. Support districts and schools in utilizing Survey for internal decision-making
2. Technical Assistance Manual 3. Formal organization of ‘Pilot Study’
• Evaluate Survey technical adequacy
PBIS Coaching Group Chat
1. In which of the 4 systems levels do you currently engage? • District Team, School Leadership Team, Family & Community
2. Which interpersonal communication skills and activities do you currently apply?
3. What collaborative teaming elements is your team implementing?
4. How does your team disseminate evidence-based content knowledge?
5. Which data-based problem-solving skills and activities do you currently apply?
6. How does your team provide professional development and technical assistance?
References/Resources1. Implementing a Multi-Tiered System of Support for Behavior:
A Practical Guide• http://www.florida-rti.org/educatorResources/guidesTools.htm
2. Multi-tiered System of Support (MTSS) Guidance - MTSS Implementation Components: Ensuring common language and understanding • http://www.florida-rti.org/educatorResources/addRes.htm
3. March, A.L., Castillo, J.M., Batsche, G.M., Kincaid, D. (2016). Journal of Applied School Psychology, 32(2), 147-177.
4. March, A.L., Gaunt, B. (2013) Systems Coaching: A Model for Building Capacity
• http://flpbs.fmhi.usf.edu/pdfs/SystemsCoaching.pdf
5. School Level Family and Community Engagement in Multi-Tiered Systems of Supports: Innovation Configuration Map• http://flpbs.fmhi.usf.edu/resources_family.cfm
A10 – Coaching: Supporting Effective Problem-Solving & Action Planning
October 27, 2016
Heather Peshak George, Ph.D. & Kathy Christiansen, M.S.University of South Florida 8
GRADUATE CERTIFICATE IN POSITIVE BEHAVIORSUPPORT (PBS)
MASTER OF SCIENCECHILD & ADOLESCENT BEHAVIORAL HEALTH:
CONCENTRATION IN DEVELOPMENTALDISABILITIES (CABH)
For information please contact:Laura Rodríguez LópezProgram [email protected]
flcic.org
Positive Behavior Support (PBS)
Graduate Certificate
• Deepen your understanding of how to apply Multi-Tiered Systems of Support
• Learn from expert faculty in the field• Access a national network of resources
through our University Center for Excellence in Developmental Disabilities Education, Research & Service (UCEDD)
• Participants come from: education, mental health, early childhood education, social work, school administration, etc.
• 100% Online Program• Rolling Admission (Fall,
Spring & Summer)• Admission Requirements
¾ BA/BS degree from a regionally accredited university, with a cumulative GPA of 3.0 or better.
• 12 credit hours total• Finish in as little as three
semesters
For information please contact:
Laura Rodríguez LópezProgram [email protected]
http://pbs.cbcs.usf.edu
Master of Science in Child & Adolescent Behavioral Health:
Developmental Disabilities
Concentration
• Non-clinical program that prepares students to serve in public and non-profit agencies and schools.
• Focus on child and adolescent behavioral health, cultural competence, behavioral health policy, and research & evaluation.
• Receive interdisciplinary training that prepares you to provide services to children and adolescents with developmental disabilities and mental health needs.
• 100% Online Program• 39 credit hours • Two tracks to choose from:
¾ Thesis in CABH¾ Applied Field Experience
(GRE scores waived if this track is selected)
• Access a national network of resources through our University Center for Excellence in Developmental Disabilities Education, Research & Service (UCEDD)
For information please contact:
Laura Rodríguez LópezProgram [email protected]
http://cabh.cbcs.usf.edu
Questions?
46
Maximizing Your Session Participation
When Working In Your Team
Consider 4 questions:
– Where are we in our implementation?– What do I hope to learn?– What did I learn?– What will I do with what I learned?
Leadership Team Action Planning Worksheets: Steps
Self-Assessment: Accomplishments & Priorities
Leadership Team Action Planning Worksheet
Session Assignments & Notes: High Priorities
Team Member Note-Taking Worksheet
Action Planning: Enhancements & Improvements
Leadership Team Action Planning Worksheet
A10 – Coaching: Supporting Effective Problem-Solving & Action Planning
October 27, 2016
Heather Peshak George, Ph.D. & Kathy Christiansen, M.S.University of South Florida 9
Please Provide FeedbackYour feedback is important to us! Please take a few moments at the end of the session to complete an evaluation form for this session. Forms are available:
• In our mobile application by clicking on Evaluationunderneath the session information.
• Online underneath the posted presentations at www.pbis.org/presentations/chicago_forum_16
• Via paper form from your session facilitator
PBIS Project Contact and ResourcesFLPBS MTSS Project
• Phone: (813) 974-6440• E-mail: [email protected]• Website: http://flpbs.fmhi.usf.edu• Facebook: www.facebook.com/FloridaPBIS• FLPBS on Twitter: www.twitter.com @flpbs
Florida’s Multi-Tiered System of Supports• http://www.florida-rti.org/
Association for Positive Behavior Support• http://www.apbs.org/
Office of Special Education Programs (OSEP)Technical Assistance Center on PBIS
• www.pbis.org
Thank You!Heather Peshak George, [email protected]• www.pbis.org• www.apbs.org
Kathy Christiansen, M.S. [email protected]
51