ENGAGING IN A PRACTICAL &
RECIPROCAL RELATIONSHIP
BETWEEN EFFECTIVE
LEADERSHIP & COACHING
Brian Gaunt, Ph.D.
Clark Dorman, Ed.S.
Amanda March, Ph.D.
Who are we?
Who are you?
INTRODUCTIONS
Your Participation is Needed
• Using 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?
Agenda
• Statewide Integrated Model of a Multi-Tiered
System of Support
• Effective Leadership Characteristics
• Coaching Skills/Functions
• Reciprocal Relationship b/w Leadership and
Coaching
• Applications at the school, district, state level
• Activity: Implementing Leadership/Coaching
models
BUILDING & IMPLEMENTING
A STATEWIDE INTEGRATED
MODEL OF MTSS
Statewide Context
• Barriers to implementing MTSS as a databased service delivery system for ALL
students:
– Gen Ed vs. ESE
– Academic vs. Behavior
– Silos, Multiple Initiatives, Limited Resources
(i.e., fragmented infrastructures)
– Limited Knowledge of Implementation
Processes
– Limited Capacity for Program Evaluation Efforts
Big 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…
Resources
• MTSS Implementation
Components: Ensuring
Common Language &
Understanding
• http://www.floridarti.usf.edu/resourc
es/format/pdf/mtss_q_and_a.pdf
…To Align & Integrate
Evidence-based
Practices
(Curr/Instruct/Assess)
Program Evaluation
& School/District
Improvement
MTSS
(Data-based
Problem-Solving)
Align:
ESEA/IDEIA/St
ate
Statutes/SEA
& LEA Policies
& Procedures
School, Family
& Community
Engagement
Leadership,
Coaching Skills,
Professional
Development &
Staff Evaluation
Context
+
______________________________________________________________________
_
=
What 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.
Mission and Vision
The 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 socialemotional 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 postsecondary education and/or successful employment within
our global society.
Leadership & Coaching
• Characteristics, function, skills…not titles or
persons.
• “Teams” are the context for applying both
• Leadership without coaching = ?
• Coaching without Leadership = ?
• Answer: implementation failure. (Fullan &
Knight, 2011)
CHARACTERISTICS OF
EFFECTIVE LEADERSHIP
Context:
Workgroups
•
•
•
•
•
•
Coaching
Program Evaluation
Data-Based Problem-Solving (DBPS)
Leadership/Teaming
PK-12 Alignment
Family 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
definition
Definition:
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 strategies
Definition:
• 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 Building
Discussion:
• Questions
4. How does this model resonate with you?
4. What value does this model have potentially for
your organization?
4. How would this model help you to reach your
organizational goal(s)?
• Share Out
MTSS COACHING
DEFINITION & MODEL
“Coaching exists to
bring about change”
Sprick, Knight, Reinke, & McKale (2006)
A “New Role” for Coaching
“School 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. It’s time to
recast their role as integral to whole-system
reform.”
~Michael Fullan & Jim Knight (2011)
MTSS Coaching Definition
Coaching (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
MTSS Coaching:
from Definition to Application
• Coaching to facilitate MTSS capacity in
schools and districts requires the following
skill domains:
1) Problem-Solving Facilitation Skills
1) Content Knowledge
1) Leadership Support
1) Professional Development
1) Problem-Solving Facilitation Skills
• School-Based Consultation Activities
– Individual consultation
– Small group problem-solving consultation (Gutkin & Curtis, 2008)
– Systems-level consultation (Curtis, Castillo, & Cohen, 2008)
• Problem-Solving & Facilitation Skills
– Knowledge of empirically validated consultation
models/approaches
– Communication skills (i.e., questioning, listening,
summarizing, paraphrasing, delivering, integrating,
empathizing)
– Interpersonal collaborative skills (i.e., relationshipbuilding, trust, shared decision-making)
– Knowledge and skills to effectively facilitate the 4-step &
8-step problem-solving processes
2) Content Knowledge
Instruction & Pedagogy
Systems Issues
Evidence-Based Practices for
Academics & Behavior (Core,
Supplemental, & Intensive)
Systems Change Literature &
Stages of Concern
Classroom Management
Strategies
Multi-Tiered Systems of Support
Intervention Resources
Best Practices in Professional
Development
Curriculum & Instructional
Routine
Policies & Procedures at State &
District Level
Effective Teaming, Data-Based Problem-Solving, & Evaluation
Family & Community Engagement Practices
Treatment Acceptability, Social Validity, & Stakeholder Buy-In
3) Leadership Support
• Coaching 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 responsibility
– Engage in expert problem solving
– Invest in professional development
4) 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 sources
Interpreting data
Matching interventions to student need
Presenting intervention outcomes to others
Engaging 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 Model
Professional Development
Leadership Support
Problem-Solving
Facilitation Skills
Content
Knowledge
Coaching Responsibilities
1) Demonstrate effective interpersonal communication skills
2) Use data-based problem-solving to answer a variety of
questions
3) Disseminate evidence-based content knowledge
a. Organizational Change/Implementation Process
b. Integrated MTSSS Three-Tiered Model
c. Best Practices in Reading, Math, Behavior Instruction
d. Best Practices in Family and Community Engagement
(FACE)
4) Facilitate team-based collaborative problem solving
5) Support leadership team and staff capacity to sustain a
MTSS
6) Provide professional development training and technical
assistance
7) Evaluate the impact of coaching activities and supports
MTSS Coaching Model Discussion
Professional
Development
Leadership
Support
ProblemSolving
Facilitation
Skills
Content
Knowledge
7. How does this model
resonate with you?
8. What potential value
does this model have
for your
organization?
9. How would this
model help you
reach your goal(s)?
LEADING & COACHING
A Reciprocal Relationship between
Effective Leadership Characteristics
and Coaching Functions
Leadership + Coaching
Leadership Characteristics
Coaching Responsibilities
• Vision, focus, consistent
message of
implementation
• Focus on schools
• Relationships based on
respect & shared
responsibility
• Expert problem-solving
• Investment in PD
• Effective interpersonal
communication
• Data-based problem-solving
• Content Knowledge
–
–
–
–
•
•
•
•
Org. Change
Integrated multi-tiered system
Academic/Behavior
Families/Communities
Team Facilitation
Support leadership
Provide PD
Evaluate impacts
Leadership & Coaching
It’s about problem-solving as a team!
= Teamwork!
Who can…
• Set 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 system’s change, curriculum,
instruction, and assessment practices?
• Invest and provide PD?
• Evaluate school improvement impacts on student
outcomes?
A Team Is A Team
•
•
•
•
•
•
•
•
Vision/Mission
School Focus
Facilitation Skills
Purposeful
Relationships
Problem-solving
Content Expertise
Professional
Development
Outcome
Evaluation
Provide Supports
Matched to
Needs (Student &
State
Implementation)
Districts
Schools
Communicate
Needs With
Data (Student
&
Implementation)
STATE LEADERSHIP TEAM &
MTSS COACHING SUPPORT
Big 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/resourc
es/format/pdf/mtss_q_and_a.pdf
MTSS Project Team
• Inter-Project Leadership Team (ILT)
• MTSS Vision/Mission Statement
• Model Development Work Groups:
– Leadership, Coaching, Integrated DBPS, PK-12 Alignment,
Family & Community Engagement, & Program Evaluation
• “Departments”
–
–
–
–
–
–
Product Development & Integration Sub-group
Professional Development Sub-group
DAPPS Management & Evaluation Sub-group
State/District Program Evaluation Sub-group
FLDOE inter-department collaborative Sub-group
F&CE Communication Network Sub-group
DOE Leadership & Statewide Integration
(EXTERNAL PROJECT ACTIVITIES)
ALL Students
MTSS Project ILT
FLDOE
Leadership,
Projects, &
Networks
FLPBS
K-12
Integrated
DBPS
Model
Integrated
PK Model
PS/RtI
Elem
Model
PS/RtI
Secondary
Model
PK-12
Align
Model
F&CE
Model
Network of
District Support
Specialists/Coor
dinators/Facilita
tors
(MTSS INTERNAL
PROJECT ACTIVITIES)
MTSS Model
Integration &
Product
Development
Leadership
& Coaching
Grade/Content
Instructional
Teams
DAPPS Teams
– District
Support
School
Leadership Teams
Families &
Community
Partners
District
Leadership
Team
DAPPS
Implementation &
Evaluation
Internal MTSS
Evaluation Model
External Focus
Internal Focus
Internal
Professional
Development
Short-Term Model
Development
Existing Project-Specific
DISTRICT LEADERSHIP TEAM &
STATE COACHING SUPPORT
District Action Planning
& Problem-Solving Process
• Collaboration of PS/RtI & FLPBS
– 2-4 person district teams
– For Pilot: Leadership and Evaluation support
• Overview of DAPPS Process
– Step 1: Application & Readiness
– Step 2: District Needs Assessment
– Step 3: Action Planning – Group problemsolving used.
– Step 4: Delivery of Training and TA
– Step 5: Evaluation
What is the DAPPS?
(District Action Planning and Problem Solving)
• Systems-level data-based problem solving process
• Open-ended process; not a prescription
• Professionalizes, rather than personalizes, decisionmaking around difficult issues
• Inclusive, rather than exclusive, process
• Customized to the needs, goals, culture, capacity and
pace of individual districts
• Not our agenda!...but, promote DISTRICT agenda
Needs Assessment:
Prioritizing Planning Goals
• Needs Assessment
– Archival Data
– MTSS Survey Data
– Interview Data
• Summary Report
– Problem ID: Student outcomes
– Problem Analysis:
• Fidelity?
• Infrastructure?
• Consensus?
SCHOOL LEADERSHIP TEAM &
DISTRICT COACHING SUPPORT
School-based Teams
•
•
•
•
•
School-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?
Consider…
• 2 primary team-based activities that need to
be sustained over time:
1. Problem-solving student related barriers to
successful learning and providing matched
services through a multi-tiered system of
supports.
2. Problem-solving organizational alignment,
integration, and capacity concerns towards
full implementation of MTSS components
with fidelity.
Remember
• Leadership 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 Discussion
• Turn to your neighbor and share your thoughts
about the model of leadership and coaching
presented:
1. What benefits do you see in application of these
ideas at the school level?
1. What barriers exist with application of these
ideas at the school level?
1. What current practices are currently evident in
your school(s) that align with this reciprocal
model?
REFLECTION &
APPLICATION
Your Participation is Needed
• Using the (worksheet) provided (5 min):
10. What level of the system are you most
invested in (school, district, state)?
10. What is your goal for improving the level of
the system you are invested in?
10. What is the current status of the level of the
system you are invested in with relation to
your goal in #11 above?
DEVELOPING AN ACTION
PLAN FOR BUILDING
CAPACITY OF LEADERSHIP &
COACHING
Activity in Small-Group Planning
& Problem-Solving
Problem-Solving Crosswalk:
4-step
8-step
1. Problem Identification
1. Set a goal and ID how you will measure
that goal
2. Problem Analysis
2. Identify Resources & Obstacles to
attaining that goal.
3. Prioritize the obstacles.
3. Intervention Development
4. Identify strategies to eliminate or reduce
the obstacle
5. Develop action plan to implement
strategies.
6. Develop follow-up plan.
4. Response to Intervention (RtI)
7. Evaluate reduction of barrier/obsticle.
8. Evaluate progress on original goal.
Small Group Planning & Problem
Solving Model
1.
2.
3.
4.
5.
6.
7.
8.
Identify the problem or goal in concrete, descriptive,
behavioral terms
Record 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 list
Brainstorm strategies to reduce or eliminate only the
obstacle selected
Design a concrete plan of action, specifying who, will do
what, and by when
Follow-up plan
Evaluation plan
Goal progress plan
EXAMPLE USING MTSS
IMPLEMENTATION
AT BUILDING LEVEL
Step 1
• Step 1: Full implementation of a threetiered MTSS model for addressing the
academic needs of all students at Lee
Elementary school within 3 years.
Step 1 (Cont’d)
• The model is to be implemented for grades K–1
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 & Obstacles
Resources
• Leadership understands the model and is
committed
• Some 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 model
• SWPBS implementation with fidelity (BoQ
> 80%)
Step 2: Resources & Barriers
Barriers
• Leadership is unsure how to address the
many issues relating to implementation of
the academic components of MTSS
• Some 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 goal
“Leadership is unsure how to address the
many issues relating to implementation of
the academic components of the MTSS
model”
Step 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 building’s
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 5/19
Step 5 (cont’d)
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 5/19
Step 6: Establish procedures for
follow up and support
- See Step 5 in prior slide
Step 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 month
– Has 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:
– Beliefs
• Infrastructure:
– Skills (teachers, student services…)
– Policies and Procedures
• Implementation
– Self-Assessment of Problem-Solving Implementation
(SAPSI)
– Benchmarks of Quality (BoQ)
• Outcomes
– Student Outcomes
Self-Study & Action Planning
SMALL GROUP PLANNING &
PROBLEM-SOLVING ACTIVITY
Small Group Planning & Problem
Solving Model
1.
2.
3.
4.
5.
6.
7.
8.
Identify the problem or goal in concrete, descriptive,
behavioral terms
Record 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 list
Brainstorm strategies to reduce or eliminate only the
obstacle selected
Design a concrete plan of action, specifying who, will
do what, and by when
Follow-up plan
Evaluation plan
Goal progress plan
Planning &
Problem-Solving Worksheet
• Guiding document for
the 8-Step Planning &
Problem-Solving
Process
Planning and Problem Solving Worksheet
Priority Selected:
_____________________________________________________________
_____________________________________________________________
1. Desired Outcome and How it will be Measured:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. Brainstorm all available resources/positive factors that might
facilitate achievement of desired outcome and all obstacles that
might prevent achieving the desired outcome:
Resources (+)
Obstacles (-)
Resources
•
•
•
•
•
•
•
•
•
•
Leithwood, K. (2010). Characteristics of school districts that are exceptionally
effective in closing the achievement gap. Leadership and Policy in Schools, 9, 245291.
– http://o.b5z.net/i/u/10063916/h/PreConference/CASS_Research_Paper_3_Leithwood_Turning_Around_School_System
s.pdf
Curtis, 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 understanding
– http://www.floridarti.usf.edu/resources/format/pdf/mtss_q_and_a.pdf
APBS 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 sustainability
Florida’s Dept. of Education MTSS Website: http://www.florida-rti.org
Florida PS/RtI Project Website: http://www.floridarti.usf.edu
Florida’s Positive Behavior Support: MTSS Project Website: http://flpbs.fmhi.usf.edu
Coming 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 Coordinator
bgaunt@usf.edu
Clark Dorman, Ed.S.,
FL PS/RtI Project Leader
dorman@usf.edu
Amanda March, Ph.D.,
Professional Learning Specialist
amarch@usf.edu