District Coaching System

District Coaching System Version 1.0 May 2017

Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI) funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of Education.

District Coaching System (May 2017) Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI), funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of Education.

of 26 Table of Contents

of 26 District Coaching System

Successful and consistent use of effective innovations that will sustain overtime requires coaching supports. One of the purposes of a district implementation infrastructure is to ensure the district has a system (structure) to provide equal access to coaching for the core components of effective innovations. The coaching system outlines the effective innovation components that require coaching and it also outlines the district guidelines and procedures accessing high-quality coaching supports. There are two types of Coaching: (1) Systems Coaching; and (2) Instructional Coaching. Systems coaching is what is required by MIBLSI; however, some districts also have instructional coaching supports. If you do not have instructional coaching accessible to staff then delete number two on this page. 1. Systems Coaching: Coaching to develop a school leadership team’s capacity to effectively use and support the use of a program, practice, or approach to enhance student outcomes

Coaching Recipients:  Principal  School leadership team members  Select staff that are learning how to use things the school leadership team is working to support staff (e.g., how to use the PBIS acknowledgement system)

2. Instructional Coaching: Content or practice-level coaching to help teachers improve their instruction in a discipline using a particular program, practice, or strategy to improve student outcomes

Coaching Recipients:  Classroom teachers  Interventionists  Para-educators

of 26 Systems Coaching Concepts

Systems Coaching Concepts: 1. Engagement and Collaboration 2. Team Development 3. Change Facilitation 4. Discovery and Diagnosis

Elementary Categories of Coaching Concepts Table 1. Tier 1 Positive Behavior Intervention Supports (PBIS) Coaching Concepts or Skills by Stage of Implementation and listed in order of priority. Exploration Installation Implementation 1. Assess need and 1. School Leadership Team 1. Data support context (SLT) development 2. Data-based problem 2. Relationship 2. Defining school-wide solving development expectations 3. Use and 3. Promote buy-in and 3. Teaching lesson plans refinements of readiness for PBIS 4. Monitoring behavioral communication 4. School Leadership expectations protocols Team (SLT) 5. Acknowledgement System formation 6. SWIS installation activities 7. Correction procedures 8. Communication protocol development and use 9. Class-wide PBIS practices

of 26 Table 2. Tier 1 School-Wide Reading Model Coaching Concepts or Skills by Stage of Implementation and listed in order of priority. Exploration Installation Implementation 1. Assess need, fit, and 1. School Leadership 1. Data support context Team (SLT) 2. Data-based problem 2. Relationship development solving development 2. School-wide Reading 3. Use and refinements 3. Promote buy-in and Model Fluency of communication readiness for a 3. Development of the protocols School-wide Reading School-wide Reading Model Plan 4. School Leadership 4. Communication protocol Team (SLT) formation development and use 5. Development of the Grade Level Instructional Plans

Table 3. Integrated Behavior and Reading Intervention System Coaching Concepts or Skills by Stage of Implementation and listed in order of priority. Exploration Installation Implementation 1. Assess the need, fit, 1. School Leadership 1. Data Systems and context for Team (SLT) 2. Data Support: intervention supports development or Outcome Measures Intervention System 2. Maintain Focus on Tier 3. Progress Monitoring 1 Implementation Team development Efforts 2. School-wide 4. Diagnostic & Assessment System Intervention Placement 3. Promote buy-in and Assessments readiness for an (continued from Tier 1): Intervention System: 3. Intervention Schedule 5. Fidelity 4. School Leadership 4. Intervention Details 6. Data-based problem solving Team (SLT) Capacity 5. Interventionist for Supporting the Implementation 7. Use and refinements Intervention System: Supports: of communication protocols 5. Intervention System 6. Intensification Strategies Team Formation: only formed if SLT capacity 7. Communication protocol for supporting the development and use for Intervention System intervention access and

of 26 Exploration Installation Implementation does not exist effectiveness: 8. Development of the Grade Level Instructional Plans 9. Student Support Team Operating Procedure

Secondary Categories of Coaching Concepts Table 4. Tier 1 Positive School Climate (PSC) Coaching Concepts or Skills by Stage of Implementation and listed in order of priority. Exploration Installation Implementation 1. Assess need and 1. School Leadership Team 1. Data support: context (SLT) development 2. Data-based problem 2. Relationship 2. Defining school-wide solving development expectations 3. Use and 3. Promote buy-in and 3. Teaching lesson plans refinements of readiness for 4. Monitoring behavioral communication Positive School expectations protocols Climate (PSC) 5. Acknowledgement System 4. School Leadership Team (SLT) 6. SWIS installation activities formation 7. Correction procedures 8. Communication protocol development and use 9. Class-wide PBIS practices

of 26 Table 5. Tier 1 School-wide Content Area Reading Coaching Concepts or Skills by Stage of Implementation and listed in order of priority. Exploration Installation Implementation 1. Assess need and 1. School Leadership Team 1. Data support context (SLT) development 2. Data-based problem 2. Relationship 2. School-wide Content Area solving development Reading Model Fluency 3. Use and refinements 3. Promote buy-in and 3. Development of the Content of communication readiness for a Area Reading Plan protocols School-wide Content 4. Communication protocol Area Reading Model development and use 4. School Leadership 5. Development of Department Team (SLT) Teams formation 6. Development of Department Level Plans

Table 6. Integrated Behavior and Reading Intervention System Coaching Concepts or Skills by Stage of Implementation and listed in order of priority. Exploration Installation Implementation 1. Assess the need, fit, 1. School Leadership 1. Data Systems and context for Team (SLT) 2. Data Support: intervention supports development or Outcome Measures Intervention System 2. Maintain Focus on Tier 3. Progress Monitoring 1 Implementation Team development Efforts 2. School-wide 4. Diagnostic & Assessment System Intervention Placement 3. Promote buy-in and Assessments readiness for an (continued from Tier 1): Intervention System: 3. Intervention Schedule 5. Fidelity 4. School Leadership 4. Intervention Details 6. Data-based problem solving Team (SLT) Capacity 5. Interventionist for Supporting the Implementation 7. Use and refinements Intervention System: Supports: of communication protocols 5. Intervention System 6. Intensification Strategies Team Formation: only formed if SLT capacity 7. Communication protocol for supporting the development and use for Intervention System intervention access and does not exist effectiveness:

of 26 Exploration Installation Implementation 8. Development of the Cross-Department Instructional Plans 9. Student Support Team Operating Procedure

Conditions that Warrant Coaching • School leadership team is learning to use an innovation and support the successful use of the innovation across the school • Continuous refinements and improvements to the use of innovations require teams to modify and refine their existing structures and / or processes to support the innovations

Coach Pre-Requisite Knowledge and General Responsibilities

PBIS Coaching:  Prior knowledge about Applied Behavior Analysis and / or believes all behavior serves a purpose and can be changed  Understands that to change student behavior, it is necessary to alter the environment and adult interactions with the student  Actively seeks to alter “role-bound authority” beliefs (e.g., does not believe students should just behave because the adults told them to)  Successful implementation experience in implementing PBIS (preferred) or willingness to observe successful implementation sites and learn how to effectively replicate the success  Evidence of intervening to prevent and reduce misbehaviors as opposed to resorting to suspending students or other exclusionary practices  Willingness to devote additional time to deepen personal knowledge of an integrated behavior and reading MTSS model as well as specific components related to behavior supports, coaching techniques, and data analysis

School-wide Reading Model Coaching:  Familiar with and supportive of the finding of the National Reading Panel (NRP) Report

of 26  Familiar with MTSS and reading-specific Institute of Education Science (IES) Practice Guides (e.g., “Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in Primary Grades”  Successful implementation experience in: o Core reading program that was structured to teach the Big Ideas of Reading to mastery using a combination of whole group, small group and individual student instructional supports. o School-wide systems designed to improve reading achievement (e.g., use of 90-minute reading block, provided additional intervention to struggling students within the general education setting) o Administering and scoring Curriculum Based Measures (CBM) such as DIBELS Next o Data analysis to inform instructional adjustments for students (grade level, below grade level, intensive needs students)

School-wide Content Area Reading Coaching:  Define the Big Ideas of Adolescent Reading  Familiarity with the recommendations outlined in secondary MTSS reference materials such as, the “IES Practice Guide for Improving Adolescent Literacy: Effective Classroom and Intervention Practices.” “RTI Reading at the Secondary Level.  Supportive of developing an implementation plan for core subject area teachers to teach common reading strategies such as, pre-teaching vocabulary, summarization, student engagement strategies, and the use of writing frames to increase student’s understanding of the information found within their core subject area textbooks and taught during their classes.  Ability to review and action plan using Early Warning Indicator data for all students and other curriculum based measures for students with intensive needs.  Willingness to devote additional time to deepen personal knowledge of an integrated behavior and reading MTSS model as well as, specific components related to reading supports, coaching techniques, and data analysis

General School-Level Coach Responsibilities:  Develops a coaching service delivery plan for each of the schools the coach supports that is aligned to the school’s data  Active member of School Leadership Team  Prompts the leadership team to monitor the activities within their implementation plan

of 26  Provides assistance with installing the structures and tools necessary to implement MTSS components with fidelity and sustainability through modeling, consultation, and feedback.  Develops the School Leadership Team’s fluency around resources, assessment tools, and data use  Enhances the team’s skills and assisting them in adapting the MTSS components to fit the culture and context of school/district  Respected by colleagues  Facilitates team meetings and / or specific agenda topics with the goal of developing the School Leadership Team’s collective capacity to fulfill those functions  Openness to giving and receiving feedback for refining coaching skill

District Guidelines Funding Required (Identify whether stipends or other incentives are going to be provided to individuals selected to perform coaching responsibilities.) The research literature has provided guidance for the ratio of coaches to school leadership teams. It is recommended that the ratio of coaches to coach recipients be no greater than 1:4. Therefore, (insert district name) will aim to have one school-level coach per school; however, it will be acceptable to have one coach supporting up to four schools. If the coach will be providing supports in both the PBIS and reading MTSS components, (insert district name) will reduce the coaching ratio to 1:2.

of 26 Statement Clarifying Coach’s Decision-Making Authority  Individuals selected to coach colleagues provide a supporting role. They are neither in evaluative positions nor should they ever be made to feel they are in an evaluative position.  District decisions (e.g., scheduling, professional learning, work responsibilities, staff attendance at professional learning) will be made in accordance to district policies and procedures and in alignment with coach’s Individualized Professional Learning Plans.  Since the role of the school coach is in addition to other assignments (e.g., teacher, school psychologist, social worker, reading specialist) it is possible for them to have more than one supervisor: principal and person assigned to coordinate and supervise the coaching aspects of the person’s role. It will be important that there be clearly defined responsibilities to avoid confusion.  The coach’s supervisor would need to work with the appropriate people to make decisions about the following: o Adjusting individual’s job responsibilities o Budget decisions (e.g., attendance at professional learning sessions, release time for preparatory activities) o Assisting in the prioritization of responsibilities to make additional space to engage in coaching activities  School leadership team members in collaboration with the coach can determine: o The plan for fading the coach’s direct modeling of things that the school leadership are working to learn how to do o Communication protocol with coach, principal, and coach’s coordinator / supervisor including expectations around confidentiality o Products and materials to share for feedback and observation activities if needed o Relevant information needed to be shared with the District Implementation Team and other groups / teams as outlined in the District Implementation Team’s communication plan  Coach in collaboration with the school leadership team members can determine: o Communication protocol with school leadership team members including expectations around confidentiality o Methods of coaching to be used given need and request (e.g., consultation, prompting, modeling, observation) o Method of feedback to be used and timeline for feedback District Coaching System (May 2017) Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI), funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of Education.

of 26 District Coaching System (May 2017) Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI), funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of Education.

of 26 Frequency of Coaching

Minimum allocation of time for coaching • 4 hours per month allocated to support a combination of coaching activities. • The allocation of time for coaching is an initial estimate; however, it will be re- evaluated three times per year for the first year of coaching and adjusted accordingly.

Maximum allocation of time for coaching • 16 hours or 2 days per month (18 days per year) • The allocation of coaching time will also include specific professional learning days for coaches. Topics will align with the needs identified in each of the coach’s Individualized Professional Learning Plans. The professional learning for coaches will preview concepts that will be introduced to their school leadership teams and outline initial and on-going practice opportunities that will occur during and after the school leadership team sessions. The professional learning sessions will also outline the types coaching supports necessary to assist school leadership members in successful use of challenging concepts. Coaches will practice using their coaching skills to support school leadership teams.

Fading of coaching supports • The coach and the principal, and school leadership members will outline a plan to fade the coach’s direct modeling and co-facilitation of processes and product development learned from professional learning sessions.

Communication Protocols Linking communication protocols are developed to ensure effective and timely communication between the coaches, the District Implementation Team, and person responsible for coordinating / supervising the coaching activities. It will be the responsibility of the person coordinating / supervising the coaches to ensure regular opportunities for coaches to communicate successes and barriers impeding efforts. Additionally, it is the responsibility of the coach coordinator / supervisor to ensure all members of the school leadership team understand how the focus of work within the school aligns with the larger vision for (insert district name) and to ensure they all have access to on-going professional learning.

Supervision and Accountability Structures List name(s) of person responsible for coordinating and supervising identified coaches other than the individual’s supervisor (e.g., principal, director of special education).

of 26 Selection Guidelines A selection process will be used to identify school-level coaches that include opportunities for mutual selection. That is, (insert district name) will ensure school and district leadership are not only comfortable with the choice of school coaches but those individuals selected will also need to feel comfortable with the defined role. A detailed job description that includes preferred skillset and responsibilities has assisted (insert district name) in developing a high-quality selection process that will: 1. Provide clarity to staff interested in fulfilling the role as a school coach about scope of work they will be asked to do 2. Provide relevant information that will be used to develop an individualized professional learning plan for the identified school coaches. This plan will include professional learning from MIBLSI

Two-Part Selection Process 1. Assignment: Provided to candidates prior to the interview process. The timeline to send the assignment is contingent on how long the selection committee believes it should take for each candidate to produce a high-quality product. 2. Selection Protocol: Process includes time to debrief the candidate’s assignment and to engage each candidate in a variety of role-plays, scenarios, and open-ended questions relative to the position, which they are applying.

P ost-Selection Process After the assignment and selection protocol are completed, an individualized professional learning plan is developed for the coaches selected that will build upon their noted strengths and address areas where knowledge, skills, and abilities need to be further developed. A template is included.

of 26 Sample Assignments

PBIS Coach Interview Assignment One of the components of a high-quality selection process includes an opportunity for candidates to develop a product that directly aligns with the PBIS coach responsibilities. One of the responsibilities listed in the job description was to, “access and use fidelity and student outcome data to develop and refine an individualized coaching service delivery plan that prioritizes coaching supports for the school teams.” Assignment: Please submit your assignment via email to (insert email address).

Context:  You are a PBIS coach of one school in the district. The School Leadership Team is getting ready to attend fall data review. You are going to review their data and follow the steps for creating an Individualized Coaching Service Delivery Plan.  This is the school’s third data review cycle. They have been engaged in this work for almost two years. Their first two SWPBIS TFI Total Scores were 34% and 50%. Their School Leadership Team members have remained constant since they started PBIS installation. Their school principal and district leadership are very supportive of the MTSS work and their schools are getting ready later this school year to begin the installation of Tier 2 PBIS components of the integrated behavior and reading MTSS model.

Materials you have access to:  School’s most recent SWPBIS TFI data  Steps for Developing an Individualized Coaching Plan  Tier 1 PBIS Coaching Service Delivery Plan  Tier 1 PBIS Coaching Service Delivery Cheat Sheet  Individualized Coaching Service Delivery Plan template

Considerations:  You do not have access to the school’s SWPIS TFI notes or their MTSS Implementation Plan. While this is not ideal, it does happen.  You can take some liberties in making assumptions about the School Leadership Team; however, please make sure if you do so, to overtly note the assumptions you are making. For example, you could overtly note an assumption like this: “I assumed the School Leadership Team is meeting monthly but does not have a good meeting structure based on their SWPBIS TFI data so my plan includes…”

of 26  When you arrive to the interview, we will have a chance to debrief the plan you developed.

Elementary Reading Coach Interview Assignment One of the components of a high-quality selection process includes an opportunity for candidates to develop a product that directly aligns with the reading coach responsibilities. One of the responsibilities listed in the job description was to, “access and use fidelity and student outcome data to develop and refine an individualized coaching service delivery plan that prioritizes coaching supports for the school teams.” Assignment: Please submit your assignment via email to (insert email address).

Context:  You are an elementary reading coach for one school in the district. The School Leadership Team is getting ready to attend spring data review. You are going to review their data and follow the steps for creating an Individualized Coaching Service Delivery Plan.  This is the end of the school’s second year in the data review cycle. They have been engaged in this work for two years. Their first two R-TFI (elementary edition) Total Scores were 45% and 37%. Their School Leadership Team members have remained constant since they started installation. Their school principal and district leadership are very supportive of the MTSS work and their schools are getting ready later this school year to begin the installation of Tier 2 & 3 reading components of the integrated behavior and reading MTSS model.

Materials you have access to:  School’s most recent R-TFI data  Steps for Developing an Individualized Coaching Plan  Tier 1 Reading Systems Coaching Service Delivery Plan  Tier 1 Reading Systems Coaching Service Delivery Cheat Sheet  Individualized Coaching Service Delivery Plan template

Considerations:  You do not have access to the school’s R-TFI notes or their MTSS Implementation Plan. While this is not ideal, it does happen.  You can take some liberties in making assumptions about the School Leadership Team; however, please make sure if you do so, to overtly note the assumptions you are making. For example, you could overtly note an assumption like this: “I assumed the School Leadership Team is meeting monthly but does not have a good meeting structure based on their R-TFI data so my plan includes…”

of 26 Secondary School-Wide Content Area Coach Interview Assignment One of the components of a high-quality selection process includes an opportunity for candidates to develop a product that directly aligns with the reading coach responsibilities. One of the responsibilities listed in the job description was to, “access and use fidelity and student outcome data to develop and refine an individualized coaching service delivery plan that prioritizes coaching supports for the school teams.” Assignment: Please submit your assignment via email to (insert email address).

Context:  You are a secondary reading coach for one school in the district. The School Leadership Team is getting ready to attend spring data review. You are going to review their data and follow the steps for creating an Individualized Coaching Service Delivery Plan.  This is the end of the school’s second year in the data review cycle. They have been engaged in this work for two years. Their first two R-TFI (secondary edition) Total Scores were 10% and 60%. Their School Leadership Team members have remained constant since they started the installation of a School-wide Content Area Reading Model. Their school principal and district leadership are very supportive of the MTSS work and their schools are getting ready later this school year to begin the installation of Tier 2 & 3 reading components of the integrated behavior and reading MTSS model.

Materials you have access to:  School’s most recent R-TFI data  Steps for Developing an Individualized Coaching Plan  Tier 1 School-Wide Content Area Reading Coaching Service Delivery Plan  Tier 1 School-Wide Content Area Reading Coaching Service Delivery Cheat Sheet  Individualized Coaching Service Delivery Plan template

Considerations:  You do not have access to the school’s R-TFI notes or their MTSS Implementation Plan. While this is not ideal, it does happen.  You can take some liberties in making assumptions about the School Leadership Team; however, please make sure if you do so, to overtly note the assumptions you are making. For example, you could overtly note an assumption like this: “I assumed the School Leadership Team is meeting monthly but does not have a good meeting structure based on their R-TFI data so my plan includes…”

of 26 Sample Selection Questions

General Coaching Questions 1. Describe your understanding of the role of a school-level coach. 2. How do you see your previous experiences preparing you for this role? 3. Discuss the differences between system coaching and instructional coaching. How do you see each type complementing one another? 4. We are seeking system-level coaches for our School Leadership Teams. Outline why emphasizing coaching for the systems to support MTSS is an important first step in supporting staff’s use of the components of an integrated behavior and reading MTSS model. 5. Communication between the School Leadership Team and the rest of the staff is always a challenge. Outline strategies you would model for the School Leadership Team and the rest of the staff to ensure on-going communication related to MTSS implementation efforts.

PBIS Specific Selection Questions 1. Scenario a. Part 1: A part of your role as a school coach will be to develop the capacity of the School Leadership Team to successfully use the components of PBIS. Describe what you would do to develop their independence to analyze and use PBIS fidelity data and outcome data for on-going action planning? b. Part 2: You are a coach of a School Leadership Team that has the appropriate background knowledge and ability to lead the implementation of PBIS but are lacking confidence to independently do so. They prefer to over-rely on you to analyze data, follow through on action items, etc. What steps would you take to develop their confidence and minimize their overdependence on you? 2. Scenario a. You are working with the staff to develop an acknowledgement system that would reward them for demonstrating expected behaviors. A teacher asks, “Why are we rewarding students for doing things they should just do anyway? They shouldn’t need a reward to follow expectations.” How would you respond? 3. Role Play a. You are working with a principal who is concerned about how to get her school staff to buy-in to some of the required measures / data systems necessary for PBIS implementation. SRSS and SWIS are two sticking points with the staff. You are the school-level coach. The principal asks you the following questions (this is a role-play).

of 26 a.i. Principal: I have had a few teachers ask me about why schoolwide POSITIVE behavior support pushes for the collection of discipline referrals, which reflect unacceptable student behavior. What’s the research behind the use of discipline referrals as an outcome measure? a.ii. Follow-up from the Principal: I understand the value of collecting office discipline referral data and using SWIS, but there has been a push from surrounding districts and frankly, even our own district to use Data Director as a warehouse and reporting system for everything. This is a way for us to reduce costs. Our technology director also tells us that Data Director can be customized to include all of the same reports as SWIS. How do I help my teachers and technology department understand the need for SWIS and its unique features that help our schools implement PBIS? 4. How do you see PBIS connecting at a school level with other initiatives like restorative practices, school or community-based mental health, and bully prevention? 5. Identify some indicators that a School Leadership Team needs more intensive coaching support in conducting effective team meetings. Describe the strategies you would use to coach the team. 6. Scenario: During grade level team meetings, the teachers are reviewing SWIS data and have noticed increases in student misbehavior during the reading instructional block. The teachers turn to you and ask, “Why is this happening and what can we do to remedy the situation?” How do you respond?

Elementary Reading Coaching Questions 1. Scenario: One component of a School-Wide Reading Model is the development of an assessment system that outlines some of the following; the universal screening measures that will be implemented to specific grade levels, timelines, and process for ensuring fidelity in administration and scoring of the measures. The School Leadership Team asks you, “Why do we need an assessment system anyway?” Outline the important points you want to include in a response. 2. Please describe your experience with implementing evidence-based reading intervention programs and core curriculum programs. Identify which programs you have implemented and your experiences with implementing each core curriculum or intervention program. 3. Outline how you structured a reading block in your classroom? Describe the types of instruction that occurred (whole group, small group, etc.), types of activities that students were expected to participate in, and your role as the teacher during the reading block. 4. Scenario: During grade level team meetings, the teachers are reviewing screening data and SWIS data. They have noticed increases in student misbehavior during

of 26 the reading instructional block. The teachers turn to you and ask, “Why is this happening and what can we do to remedy the situation?” How do you respond? 5. Role Play: a. Option 1: A principal says, “I hear all MIBLSI partners have to adopt a basal reading program.” You dispel that myth; however, you have seen the school and the district-wide elementary reading data and you suspect an issue with the quality of the core reading curriculum materials that are being used to teach the state standards. You decide to talk to the principal in greater detail about what you suspect the issues are with the quality of their core reading materials and provide some suggestions for next steps. b. Option 2: Provide the candidate with the link to the sample lesson from REWARDS (Lesson 23) via Voyager Sopris website at (http://www.voyagersopris.com/rewardsflipbook_np/? _ga=1.141022129.2014983814.1459462439#p=62) Ask the candidate to demonstrate how s/he would teach us how to deliver Activity H in Lesson 23 and provide feedback to teachers on their delivery/practice with Activity H. c. Option 3: Provide the candidate with the link to the Anita Archer video (https://www.dropbox.com/s/wely95ci2i9wqwo/Providing%20Feedback%20to %20Teachers%20on%20Delivery%20Skills.mp4?dl=0) on providing feedback to teachers on delivery skills to watch prior to the interview. During the interview, ask the candidate to describe how s/he could incorporate this information into the professional learning opportunities s/he would provide to educators as a part of their role.

Secondary School-Wide Content Area Reading Coach Questions 1. Describe the similarities and differences in MTSS implementation efforts at the elementary and secondary levels. 2. Define the Big Ideas of Adolescent Reading (Allow person to respond). How would you work to build staff background knowledge in these Big Ideas even though you have staff that teaches particular core subject areas? 3. One critical component of School-wide Content Area Reading Model is for all core subject teachers to have a common implementation focus on a set of strategies to improve students’ ability to understand the information presented in their core subject area classes. a. Part 1: Describe the difference between disciplinary reading strategies and content-area reading strategies? b. Part 2: Which content area reading strategies would you suggest staff work to successfully use with their students (let person respond)? Which order would you suggest they be implemented and why.

of 26 4. Scenario: Cross department team meetings, the teachers are reviewing Early Warning Indicator data and SWIS data. They have noticed a pattern of student misbehavior during science and social studies with lowest performing students. The teachers turn to you and ask, “What can we do to remedy the situation?” How do you respond? 4. Role Play: You are the coach of a middle school. The principal introduces the content-area reading strategies of the secondary MTSS work as “additional tools for teacher’s toolboxes.” Staff receive professional learning in the first strategy. You start to notice that implementation is spotty and wonder if it has anything to do with the way people interpreted the principal’s words. You decide to have a meeting with the principal to discuss how the two of you can work together to improve the level of use for the content reading strategy.

of 26 Post Selection Process

Individualized Professional Learning Plan Name: Role: People Responsible for Supports within the Plan: (list names) Coaching Assignment: [list school(s)] Calendar of Dates:  List MIBLSI Coaching Support Sessions  List any other professional learning the coach will need to personally attend to enhance their knowledge, skills, and abilities  List MIBLSI professional learning topics in the scope and sequence for the school leadership team since the coach must be there to coach the team during the day  List meetings (e.g., face to face, conference calls) with the District Implementation Team designee responsible for on-going coordination or communication with coaches  Other

of 26 Professional Learning Needs Use the template below to record the coach’s professional learning plan. One row has been completed as an example. Add additional rows as needed. Professional Knowledge Development Date(s) Person(s) Learning Supporting Need

Introduction to Follow the steps for creating an on- Online Module MIBLSI staff will the Big Ideas of line account for Michigan Virtual Review by: facilitate the PBIS and University’s Professional Learning January 8th coaching application of Portal. Independently access the support Product Review the big ideas to following LearnPort PBIS on-line sessions by: January 15th secondary modules: MTSS settings MIBLSI Coordinator  Multi-Tiered System of Support Coaching and coach Overview Support supervisor will Session is  Behavior Science and the make sure scheduled for Three Term Contingency debriefing January 18th  Big Ideas of Positive Behavioral opportunities Interventions and Supports occur for the PBIS modules  Best Practices in Defining and product Problem Behaviors review with MIBLSI  SWPBIS Identifying 3-5 Implementation Behavioral Expectations Specialist given  Acknowledgements in SWPBIS their  Teaching Behavioral Expectations  Correcting Behavior Fluently  Building Level Implementation  Coaching Role  Measuring Implementation Fidelity at the School Level

PBIS, Positive School Climate (PSC) product reviews by accessing the MIBLSI LiveBinder: Attend the MIBLSI PBIS Coaching Support Session

of 26 Professional Knowledge Development Date(s) Person(s) Learning Supporting Need

(Insert next (Outline how knowledge will be (Provide dates (Identify the professional developed for the professional for when the person(s) learning need) learning need) activities should supporting the be completed) need)

Additional Resources The following documents will assist teams in establishing their coaching system and can be found within the District Implementation Team training materials on the MIBLSI website. (https://miblsi.org/training-materials/miblsi/training-sequence#local-districts). Tier 1 Positive Behavior Intervention Supports (PBIS) and Positive School Climate (PSC) Coaching Service Delivery Plan Tier 1 Elementary Reading System Coaching Service Delivery Plan Tier 1 School-Wide Content Area Reading Coaching Service Delivery Plan Intervention System for Advanced Tiers Coaching Service Delivery Plan