B17-Building Strong Tier III Systems & Practices Through Practice-Based Coaching

1. B17-Building Strong Tier III Systems & Practices Through Practice-Based Coaching Rose Iovannone, Ph.D., BCBA-D & Don Kincaid, Ed.D., BCBA-D University of South Florida Holly Seniuk Ph.D., BCBA-D & Jodie Soracco, M.Ed, BCBA University of Nevada, Reno Key Words: Tier III, Coaching, FBA/BIP

2. Objectives Participants will: • Provide at least one definition of coaching • List coaching competencies • Evaluate coaching competencies • Explain the differences between systems level and content level coaching • Discuss use of tools to assist coaching skills/content (FBA/BIP) • Describe at least one action step they can take to improve coaching practices in their setting

3. Who Is Here? • Position/Role/Responsibilities • Where are you in the coaching spectrum? • Not a clue what a coach is or what a coach does and I’m now a coach! • I am a coach but want more information on how and what to coach. • My district/school is thinking about establishing coach positions, and I’m curious • I am a coach and I’m fantastic. I’m just here because I couldn’t find anything else to go to. • Other

4. 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?

5. Where are you in the implementation process?Adapted from Fixsen & Blase, 2005

6. 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

7. Tier 3 Fact or Myth? We cannot do Tier 3 until we have Tiers 1 and 2 implemented with fidelity. Iovannone, R. & Kincaid, D. (2017). Common Tier 3 Myths. APBS Newsletter, 15(1), 3-4.

8. Tier 3 Systems in Schools-What We Know • Tier 3 not viewed or implemented systemically • FBA/BIPs primary individualized support provided • FBA/BIPs lack technical adequacy • Improved student outcomes not being realized • Ineffective Tier 3 systems and supports may impact: • Restraint/Seclusion • Suspensions/Expulsions • Disproportionality • Drop out/Graduation Rates

9. What is coaching? No universal definition Generally is having someone with expertise and content knowledge in a role providing direct support to others to implement trained EBPs (Campell & Malkus) Interactive process of reflection and feedback used to support others to refine current practices, develop and implement new practices/skills, and promote self-assessment and learning (Definition from National Center for Quality Teaching and Learning-NCQTL) Many titles (implementation specialist, facilitator, coach)

10. Coaching versus Training Training is the presentation of material to develop new knowledge and /or skill Coaching is the ongoing support needed for implementation and sustained use of new knowledge and/or skills under authentic conditions.

11. Coaching Mantra • We cannot control the behavior of others • We can have an impact on behavior of others by • Creating trusting and healthy relationships • Working collaboratively toward shared goals

12. Practice-Based Coaching (PBC) • Used to support teachers implementation of evidence-based practices-specifically pre-school, early childhood teachers • Practice-based coaching and collaborative partnerships-Cyclical process • Coaching Cycle Components • Establishing shared goals and action planning • Engaged in focused observation • Reflecting and receiving feedback about practices • Embedded instruction • Implementation of skills is within authentic practices or job responsibilities

13. Coaching and Tier 3—Description • Systems-focus on organizational support and change • Examples • Facilitating teams in developing systems that guide all district educators in implementing and sustaining Tier 3 Supports for all students needing individualized supports • Content-Coaching educators to implement evidence-based individualized behavioral supports • Examples • Building capacity of others to implement technically adequate FBA/BIPs • Coaching teachers and others to select, develop, and implement behavior interventions • Prefer to use term “active coaching” • Incorporates cyclical process of practice-based coaching and reflection while providing structure and sequence of BST

14. Tier 3 Behavior System District Level Coach to Facilitate District Leadership Team in Systemic Change Coach to Support Skill Capacity Building School Level School Leadership Team Coach Coach to Facilitate Development and Implementation of Strategies (i.e., FBA/BIP)

15. Coach to Facilitate District Leadership Team in Systemic Change District Level Systems Coach Tools and Examples

16. Characteristics of Effective System Coaches (The National Center on Quality Teaching and Learning) • Positive working relationships • Approachability • Respect • Genuine caring • Positive outlook • Performance feedback • Strength-based approach • Competent facilitating groups • Organization-scope and sequence • Atmosphere of trust • Constructive reflection • Opportunity for open discussion • Establishing processes for reaching consensus

17. Tier 3 Systems Resource at Florida DOE website; Google Florida Department of Education, Bureau of Exceptional Education and Student Services (BEESS) Go to BEESS resources In search box, type Blueprint for Tier 3 Download OR email me http://www.fldoe.org/core/fileparse.php/7690/urlt/Tier3Blueprint.pdf

18. Tools and Processes for Tier 3 Redesign Tier 3 Redesign Protocol for Staff

19. 1. Engage in initial data review and report District Interview Technical Adequacy Tool for Evaluation- Revised (TATE) Reviewing any district data – process, student outcomes, etc. Summary report prepared

20. Tools and Processes for Tier 3 Redesign Tier 3 District Interview

21. Tools and Processes for Tier 3 Redesign • FBA/BIP Technical Adequacy Tool for Evaluation (TATE) • Scoring Tool • Rubric

24. 2. Action Planning • Initiate with district response to Summary Report • Report highlights strengths and needs aligned with Blueprint • Action-planning meeting-team brain storming strategies used to: • Develop a vision-5 years out • Identify and categorize areas of strengths and areas of need • Prioritize areas of need • Develop measurable goals • Begin identifying immediate tasks to be completed in 1-3 months

25. Tools and Processes for Tier 3 Redesign Tier 3 Redesign Action Plan (District Use)

27. Coach to Support Skill Capacity Building District Level-Content Coach Tools and Resources

28. Four Features of Effective Content Coaching (McCamish, Reynolds, Algozzine, & Cusumano, 2015) Holding knowledge and expertise in content area of focus Creating opportunities for practicing targeted skills and providing performance feedback Shaping skills from acquisition to fluency using ongoing practice and performance feedback Delivering and providing high-quality professional development and on-going technical assistance to build skill capacity

29. Coaching for Content • Purpose • Building capacity of educators to implement evidence-based practices • Example: Providing support for facilitators to guide teams in the development of high quality FBA/BIPs

30. Coaching Tools: Note Tools developed based on Prevent-Teach-Reinforce (PTR)-an FBA/BIP model subjected to two randomized controlled trials Manualized/standardized process, yet individualized Collaborative model with team guided by PTR Facilitator (Coach) All steps require input from team members and consensus BIPs are linked to hypotheses; interventions selected from menu; all strategies task analyzed Coaching component to train teacher to implement plan and to provide active support More information: iovannone@usf.edu (to get articles, forms, etc.)

31. Tools Used for Coaches to Improve FBA/BIP Facilitation (Training Coaches) Innovation Configuration Map Coach/Coachee Pre-planning/Fidelity Form Product Review

32. Innovation Configuration Map (IC Map) • Several purposes/uses • Needs assessment • Self-assessment • Reflection • Framework for setting goals and action plan steps • Pre/post

33. Coach-Coachee Pre-Planning Form Multiple purposes Structured framework for modeling and role playing Pre-assignment for responsibilities and focused observation Reflection and feedback Fidelity/progress monitoring measure

36. Provides framework for reviewing FBA/BIP completed products • Reflection/feedback • Fidelity/progress monitoring Coach-Coachee Product Review

38. School Leadership Team Coach School Level System Coaching

39. Measuring the School Leadership Team Implementation and Coaching Perceptions of Practices-Revised (PoP-R) survey Critical Components Checklist-Tiers II/III (CCC-II/III) School Leadership Team Coaching Fidelity Tool Systems Coaching Survey (SCS)

40. Perceptions of Practices Survey - Revised The Perceptions of Practices Survey - Revised measures educators’ perceptions of the extent of implementation of problem-solving practices across tiers for academics, behavior, and social-emotional content. The toolcurrently is being revised from a previous versions (see Castillo, et al., 2011). http://www.livebinders.com/play/play?id=2391389

41. Critical Components Checklist-Tiers II/III (CCC-II/III) Critical Components Checklist-Tiers II/III (CCC-II/III) are fidelity measures that assess the degree to which schools are implementing the critical components of problem-solving at each tier of service delivery. These Checklists currently are being revised from previous versions (see Castillo, et al., 2011. http://www.livebinders.com/play/play?id=2391384

42. School Leadership Team Coaching Fidelity Tool This fidelity tool will assess the extent to which adherence to the intervention processes (e.g., stages of planning and problem-solving), procedures (specific steps), and structures (PD sessions) occurred. The tool will be a checklist of whether a component of the intervention occurred.

43. Systems Coaching Survey The Systems Coaching Survey (SCS) is an instrument that measures the perceived skills of SLTs to facilitate MTSS implementation as well as their abilities to teach others these skills. http://www.floridarti.usf.edu/resources/presentations/2016/fl_literacy/Systems%20Coaching%20Survey%201.22.16.pdf

44. Coach to Facilitate Development and Implementation of Strategies (i.e., FBA/BIP) School Level Content Coaching Tools and Resources

45. Coaching Interventions

48. BIP Fidelity Check