Coaching the Core of Coaching the Core of Tier I: The Foundation Tier I: The Foundation

of RTIof RTI

Amy D. Petti, Ed.D

Amy D. Petti, Ed.D

Portland State University

Portland State University

Sabrina Flamoe, M.A.T.

Sabrina Flamoe, M.A.T.

North Clackamas School District

North Clackamas School District

May 21, Bellevue, WA

May 21, Bellevue, WA

Intr

oduct

ions

Intr

oduct

ions

Turn and Talk

Turn and TalkName,Name,

DistrictDistrict

RoleRoleAlter Ego/Why

Alter Ego/WhyRole Aerobics

Role Aerobics

Wha

t abo

ut T

ier 1

?

Wha

t abo

ut T

ier 1

?

What if your CORE program is

What if your CORE program is

not meeting 80% of students’

not meeting 80% of students’

needs? needs? What if your CORE program

What if your CORE program

isn’t meeting 80% of all

isn’t meeting 80% of all students needs in all

students needs in all classrooms? classrooms? What if you have limited

What if you have limited

resources in time, money, and

resources in time, money, and

materials for interventions?

materials for interventions?

What if your program budget

What if your program budget

is being cut? is being cut?

A Coaching Story

A Coaching StorySchool ASchool A

Funds IAsFunds IAs

Title I Title I

CoordinatorCoordinator

Data prepData prep

Data analysis

Data analysis

PD for IAsPD for IAs

Plans Plans

interventions

interventions

Doesn’t meet

Doesn’t meet

School BSchool B

Funds CoachFunds Coach

Stipends to Stipends to

teachersteachers

Replaces IAs

Replaces IAs

with release

with release

timetime

Establishes Establishes

collaborative

collaborative

practices practices

Meets AYP Meets AYP

When w

ere

you

When w

ere

you

coach

ed?

coach

ed?

What

do

What

do

Coach

es

Do?

Coach

es

Do?

Pattern of Participation Level of Implementation

No peer structure for follow up – participation by volunteers as individuals

5-10% implementation

Participation by peer-coaching teams from a variety of schools (or classrooms)

75% implementation or better

Participation by whole-school faculties organized into peer-coaching teams for follow up

90% implementation or better (can reach 100%)

Effects of Effects of

Implementation

Implementation

Level of IMPLEMENTATION by Pattern of Participation

Joyce & Showers, 1995, p. 14.

Eff

ect

Siz

e o

f

Eff

ect

Siz

e o

f Tr

ain

ing O

utc

om

es

Train

ing O

utc

om

es

Training Outcomes

Training components & combinations

Knowledge

Skill Transfer of training

Information .63 .35 .00

Theory .15 .50 .00

Demonstration 1.65 .26 .00

Theory + Demonstration

.66 .86 .00

Theory + Practice 1.15 .00

Theory + Demonstration + Practice

.75 .00

Theory + Demonstration + Practice + Feedback

1.31 1.18 .39

Theory+ Demonstration +Practice + Feedback +Coaching

2.71 1.25 1.68

Why

Coa

chin

g W

orks

Why

Coa

chin

g W

orks

SharedSharedStudent Focused

Student FocusedAuthenticAuthenticData Driven

Data Driven CollaborativeCollaborativePrecise

Precise PublicPublicPractice Practice inin Practice

Practice

Coac

hing

Mod

els

Coac

hing

Mod

els

Conti

nuum

of

Conti

nuum

of

Impro

vem

ent

Impro

vem

ent Learning

WalksRounds Lab-sites

Who/what/purpose

Who/what/purpose

Who/what/purpose

benefits benefits benefits

limitations limitations limitations

Coac

hing

Met

hods

Coac

hing

Met

hods

Coaching Menu…

Coaching Menu…

View

ing

Coac

hing

View

ing

Coac

hing

PD fo

r the

Coa

ches

PD fo

r the

Coa

ches

RegularRegularFacilitated

FacilitatedExtendedExtendedCommunication

CommunicationCo-sponsored with

Co-sponsored with principals principals

Fund

ing

PD a

nd

Fund

ing

PD a

nd

Coac

hing

Co

achi

ng

Coac

hing

Res

ourc

es

Coac

hing

Res

ourc

es

Joyce, B., Showers, B. (1995).

Joyce, B., Showers, B. (1995). Student achievement

Student achievement

through staff development: Fundamentals of school

through staff development: Fundamentals of school

renewal. renewal. White Plains, NY: Longman

White Plains, NY: Longman

Fullan, M. (2008).

Fullan, M. (2008). The six secrets of change: What the

The six secrets of change: What the

best leaders d to help their organization survive and

best leaders d to help their organization survive and

thrive. thrive. San Francisco, Ca: Jossey-Bass.

San Francisco, Ca: Jossey-Bass.

Kee, K., Anderson, K, Dearing, V., Harris, Ed. & Shuster, F.

Kee, K., Anderson, K, Dearing, V., Harris, Ed. & Shuster, F.

(2010). (2010). Results coaching: The new essentials for school

Results coaching: The new essentials for school

leaders. leaders. Thousand Oaks, CA: Corwin.

Thousand Oaks, CA: Corwin.

Killion, J. & Harrison, C. (2006).

Killion, J. & Harrison, C. (2006). Taking the lead: New

Taking the lead: New

roles for teachers and school-based coaches.

roles for teachers and school-based coaches. Oxford, OH: Oxford, OH:

National Staff Development Council

National Staff Development Council

Knight, J. (Ed.) (2009).

Knight, J. (Ed.) (2009). Coaching: Approaches and

Coaching: Approaches and

perspectives. perspectives. Thousand Oaks, CA: Corwin.

Thousand Oaks, CA: Corwin.

Knight, J. (2007).

Knight, J. (2007). Instructional coaching: A partnership

Instructional coaching: A partnership

approach to improving instruction.

approach to improving instruction. Thousand Oaks, CA:

Thousand Oaks, CA:

Corwin. Corwin.

Knight, J. (2011).

Knight, J. (2011). Unmistakable impact: A partnership

Unmistakable impact: A partnership

approach for dramatically improving Instruction.

approach for dramatically improving Instruction.

Thousand Oaks, CA: Corwin.

Thousand Oaks, CA: Corwin.

Petti, A (2010)Petti, A (2010). . Circles of leadership: Oregon district

Circles of leadership: Oregon district

redefines coaching roles to find a balance between

redefines coaching roles to find a balance between

school and district goals.

school and district goals. Journal of Staff Development

Journal of Staff Development

31, (6),pp. 52-56.

31, (6),pp. 52-56.