Coaching with Fidelity Kaci Fleetwood, M.Ed, BCBA, LBA Jodie - PowerPoint PPT Presentation

Coaching with Fidelity Kaci Fleetwood, M.Ed, BCBA, LBA Jodie Soracco, M.Ed, BCBA, LBA APBS 2020 J 11

Lens of Implementation State District Level Level Building Doesn’t fit Level in a box

Identify a Buddy • Make eye contact with someone close to you • Tap elbows or give each other a thumbs up to confirm you’ve noticed each other • Plan to talk to your buddy during think, pair, share prompts

“ There was a moment in sports when employing a coach was unimaginable – and then came a time when not doing so was unimaginable. We care about results in sports, and if we care half as much about results in schools and in hospitals, we may reach the same conclusion. ” Atul Gawande 5

Why is Coaching Important? • More accurate implementation fidelity scores (McIntosh et al., 2017) • Greater improvements in outcomes (Artman-Meeker, Hermeter, & Snyder, 2014; Capella et al., 2012; Flynn, Lissy, Alicea, Tarzates, & Mckay, 2017) • Sustainability and scale-up (Fixen & Blasé, 1993; Horner et al., 2014) 6

“You would never have a team without a coach” - Shauna Bake (Pershing County MTSS Coordinator), 2019 7

Research to Practice Gap • Research* has demonstrated that coaching is essential for translating training into effective implementation. • However, little explicit guidance exists on how to structure the roles and activities of external coaches who support multiple implementation sites. *(Joyce & Showers, 2002; LaPolla & Scott, 2019; McDaniel & Bloomfield, 2019; Sugai et al., 2012)

Default Approach • Those who have been responsible for recruiting, training, and supervising external coaches at the district, regional, or state level often resort to simply hiring candidates with the most robust coach-related experience and permit a type of “free- range coaching”. • This results in a great deal of variability in what coaching activities are performed, how school sites are supported.

Diverse Backgrounds In Nevada Coaching Positions are filled by individuals with diverse professional histories • Licensed Teachers • School Psychologists • Board Certified Behavior Analysts • Social Workers • RN/Psychiatric Nurses • School Administrators • Others 10

What are the Roles of a Coach? • “External Coaches” – Coach teams – Train content – Evaluate outcomes – Coordinate implementation – Expand LEA capacity – Other duties as assigned

SOLUTION: OUTLINE PERFORMANCE EXPECTATIONS FOR DIVERSE COACHING FUNCTIONS

Leveraging a School-wide Approach • Expectations = professional values • Locations/Contexts= job functions • Coaching Competencies= observable behaviors

Expectation What Value/ expectations/ Safe Respectful values work for Responsible your coach(es)? Expectation Value/ Expectation Value/

What professional values apply to your context?

MTSS External Coach Expectation Matrix Insert Nevada Coach Matrix Overall (O) Coaching Teams (C) Training (T) Responsible 1. Attend meetings and coach trainings with 1. Attend site-team meetings (data-driven) ______ 1. Ask for clarification or assistance for coordinator ______ concepts/topics with which you are 2. Collect monthly artifacts from teams ______ not yet fluent ______ 2. Self-monitor tasks assigned and completion _____ 3. Facilitate establishment of data collection systems 2. Schedule & present targeted trainings ______ _____ 3. Engage in formal dissemination ______ 4. Consultation notes completed ______ P rofessional Values/ 4. Reports and data are delivered to the 5. Use TFI to collect data and drive action planning 3. Collect evaluations on all formal Driven Data- Expectations state on or before due date ______ ______ presentations ______ 5. Use data to allocate time and resources 6. Use various data sources for assessment, planning, 4. Review & reflect on feedback from: ______ and reporting ______ participants, district administrators, and coordinators ______ Professional 6. Assist district to build capacity for 7. Advocate for smallest change that will have the 5. Engage in Effective Spokesperson sustained implementation ( redefine your largest impact ______ techniques while presenting ______ role over time ) ______ 8. Build credibility & rapport ______ Bonus: Present on MTSS/PBIS at district, 7. Read professional literature at a state, and national forums ______ minimum of 30 min/week ______ 8. Engage in professional and ethical standards (see Coaches Code) ______

MTSS External Coach Expectation Matrix Insert Nevada Coach Matrix Overall (O) Coaching Teams (C) Training (T) Responsible 1. Attend meetings and coach trainings with 1. Attend site-team meetings (data-driven) ______ 1. Ask for clarification or assistance for coordinator ______ concepts/topics with which you are 2. Collect monthly artifacts from teams ______ not yet fluent ______ 2. Self-monitor tasks assigned and completion _____ 3. Facilitate establishment of data collection systems 2. Schedule & present targeted trainings ______ _____ 3. Engage in formal dissemination ______ 4. Consultation notes completed ______ 4. Reports and data are delivered to the 5. Use TFI to collect data and drive action planning 3. Collect evaluations on all formal Driven Data- state on or before due date ______ ______ presentations ______ Locations/Contexts 5. Use data to allocate time and resources 6. Use various data sources for assessment, planning, 4. Review & reflect on feedback from: ______ and reporting ______ participants, district administrators, and coordinators ______ Professional 6. Assist district to build capacity for 7. Advocate for smallest change that will have the 5. Engage in Effective Spokesperson delineate job functions sustained implementation ( redefine your largest impact ______ techniques while presenting ______ role over time ) ______ 8. Build credibility & rapport ______ Bonus: Present on MTSS/PBIS at district, 7. Read professional literature at a state, and national forums ______ minimum of 30 min/week ______ 8. Engage in professional and ethical standards (see Coaches Code) ______

MTSS External Coach Expectation Matrix Insert Nevada Coach Matrix Overall (O) Coaching Teams (C) Training (T) Responsible 1. Attend meetings and coach trainings with 1. Attend site-team meetings (data-driven) ______ 1. Ask for clarification or assistance for coordinator ______ concepts/topics with which you are 2. Collect monthly artifacts from teams ______ not yet fluent ______ 2. Self-monitor tasks assigned and completion _____ 3. Facilitate establishment of data collection systems 2. Schedule & present targeted trainings ______ _____ 3. Engage in formal dissemination ______ 4. Consultation notes completed ______ 4. Reports and data are delivered to the 5. Use TFI to collect data and drive action planning 3. Collect evaluations on all formal Driven Data- state on or before due date ______ ______ presentations ______ 5. Use data to allocate time and resources 6. Use various data sources for assessment, planning, 4. Review & reflect on feedback from: ______ and reporting ______ participants, district administrators, and coordinators ______ Professional 6. Assist district to build capacity for 7. Advocate for smallest change that will have the 5. Engage in Effective Spokesperson sustained implementation ( redefine your largest impact ______ techniques while presenting ______ role over time ) ______ 8. Build credibility & rapport ______ Bonus: Present on MTSS/PBIS at district, 7. Read professional literature at a state, and national forums ______ minimum of 30 min/week ______ 8. Engage in professional and ethical standards (see Coaches Code) ______

Continuous Improvement • Contexts updated annually as needed • Competencies revised annually based on feedback/field test • V1 (2015); v2 (2016); v3 (2017); v4 (2018); v5 (2019) 2015 2016 2017 2018 2019 State/Overall Overall Overall Overall Overall District District District District Coaching Teams Teams Teams Teams Teams Training Content/ Content/ Content/ Individual Presentations Presentations Presentations

TEACHING COACHING COMPETENCIES

Leveraging a School-Wide Approach • Annual Coaches “Kick-Off” event at the beginning of each school year • Reveal the current matrix • Use a Cool Tool format to teach each competency: – Include rationale for competency – Include examples of that competency in observable behaviors – Include non-example of that competency

T1: Attend site-team meetings (data-driven) Rationale: Training alone is a death sentence for initiatives. On-site technical assistance is key to translating what teams have learned in training into practice. Examples: Non-Examples: Attending meetings to give guidance and Being the leader and running meetings • • feedback for teams Allocating your time to support teams Avoiding teams who are difficult to work • • based on their need with Proactively scheduling time to attend Attending meeting(s) and not providing • • their meeting (pre-arranged) feedback 23