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http://miblsi.cenmi.org/
Coaching at the Building Level
2013 MiBLSi Coaching Conference
Coaching Using the Implementation Drivers – “Driver’s Ed”
Participant Workbook*
Name:__________________________
*This workbook is intended for use by Coaches and people who are responsible for providing
support to Coaches participating with MiBLSi Schools/District/ISDs.
The material for this training day was developed with the efforts of:
Aaron Barnes; MiBLSi Content Specialist Pam Jones; MiBLSi Technical Assistance Partner (TAP) Region 2 Claire MacArthur; MiBLSi Technical Assistance Partner (TAP) Region 1
Tami Morrow; MiBLSi Technical Assistance Partner (TAP) Region 4 Jen Rollenhagen; MiBLSi Measurement and Evaluation Specialist
John Vail; MiBLSi Technical Assistance Partner (TAP) Region 9
Mission Statement:
To develop support systems and sustained implementation
of a data-driven, problem-solving model in schools
to help students become better readers with
social skills necessary for success.
Session Description
In order to create a sustainable, effective and efficient MTSS system in
schools, implementation science has shown that educators must attend to a host of factors called “drivers”. Well-designed drivers allow a school to
move toward a destination (i.e. goal). But when ignored can stop desired improvements dead in their tracks. In this session, we will describe the
critical drivers at the building level, identify barriers and bridges, and clarify what coaches can do to support successful, sustainable implementation.
Intended Outcomes
Coaches will recognize the key aspects of successful implementation of Multi Tiered System of Supports (MTSS)
Coaches will learn how to systematically identify barriers, bridges, and a pathway to successful implementation
Coaches will understand their role in supporting the MTSS process in an ongoing manner
http://m
iblsi.cenmi.org
Coa
chin
g at
the
Bui
ldin
g Le
vel
gg
“Pay
ing
atte
ntio
n to
the
Driv
ers
arou
nd y
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MiB
LSi C
oach
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onfe
renc
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ovem
ber 2
013
Your
Bui
ldin
gP
itC
rew
Aar
onB
arne
s–
Pro
fess
iona
lLea
rnin
g
Your
Bui
ldin
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it C
rew
Aar
on B
arne
s P
rofe
ssio
nal L
earn
ing
Pam
Jone
sTe
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calA
ssis
tanc
eP
am J
ones
–Te
chni
cal A
ssis
tanc
e
Cl
iM
Ath
Th
ilA
it
Cla
ire M
acA
rthur
–Te
chni
cal A
ssis
tanc
e
Tam
i Mor
row
–Te
chni
cal A
ssis
tanc
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Jenn
ifer R
olle
nhag
en –
Eva
luat
ion
and
Res
earc
h
2Jo
hn V
ail –
Tech
nica
l Ass
ista
nce
Out
com
esfo
rTod
ay
Par
ticip
ants
will
:
Out
com
es fo
r Tod
ay
Par
ticip
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will
:•
Ext
end
unde
rsta
ndin
g of
the
impo
rtanc
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a
wel
lfun
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and
focu
sed
build
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wel
l-fun
ctio
ning
and
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sed
build
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lead
ersh
ip te
amL
ftt
dit
th•
Lear
n a
proc
ess
for a
ttend
ing
to th
e Im
plem
enta
tion
Driv
ers
whe
n w
orki
ng a
s a
bild
it
build
ing
team
•Le
arn
abou
t the
coa
ch’s
role
as
it ap
plie
s to
en
surin
g th
e th
e te
am a
ttend
s to
the
driv
ers
3
Age
nda
I.A
Wel
l-Fun
ctio
ning
Bui
ldin
g M
TSS
Le
ader
ship
Tea
mII
The
Rol
eof
the
Coa
chat
the
Bui
ldin
gII.
The
Rol
e of
the
Coa
ch a
t the
Bui
ldin
g (s
yste
ms)
Lev
elIII
.“B
rain
-Dum
ping
” as
a W
ay o
f Sta
ying
on
Coa
rse
for a
n E
ffect
ive
and
Sus
tain
able
MTS
S E
ffort
4
A B
rief R
evie
w o
f the
Driv
ers
Coa
chin
gIn
form
atio
nC
oach
ing
Mat
eria
ls/T
ools
/R
esou
rces
Dec
isio
nS
uppo
rt
Trai
ning
Inte
grat
ed
Dec
isio
n S
uppo
rt D
ata
Sys
tem
and
C
ompe
nsat
ory
Sel
ectio
nFe
edba
ck
Faci
litat
ive
Adm
inis
tratio
nVi
sion
5A
dapt
ed fr
om F
ixse
n &
Bla
se, 2
008
Man
agem
ent/
Coo
rdin
atio
n
Whe
nit
com
esto
the
Whe
n it
com
es to
the
impl
emen
tatio
ndr
iver
s…im
plem
enta
tion
driv
ers…
AI
dt
dth
hd
fidti
A: I
und
erst
and
the
rese
arch
and
am
con
fiden
t in
appl
ying
this
kno
wle
dge
to o
ur M
TSS
wor
kB
: I a
m s
till l
earn
ing
abou
t the
driv
ers
and
how
they
fit w
ith o
ur M
TSS
wor
kC
: I a
m ju
st b
egin
ning
to g
ain
an u
nder
stan
ding
of
the
impl
emen
tatio
ndr
iver
san
dne
edm
ore
the
impl
emen
tatio
n dr
iver
s an
d ne
ed m
ore
supp
ort i
n co
nnec
ting
thes
e to
our
MTS
S w
ork
D:D
river
sw
hatd
river
s?D
: Driv
ers,
wha
t driv
ers?
Impl
emen
tatio
n D
river
s: D
iggi
ng
Indi
vidu
ally
read
the
“Impl
emen
tatio
nD
eepe
rIn
divi
dual
ly, re
ad th
e Im
plem
enta
tion
Driv
ers
Ref
eren
ce S
heet
,”--H
ighl
ight
text
of i
nter
est
Sh
hihl
iht
itht
tS
hare
you
r hig
hlig
hts
with
a p
artn
er a
t yo
ur ta
ble—
wha
t con
nect
ions
, di
scov
erie
s, o
r que
stio
ns a
re y
ou h
avin
g af
terr
eadi
ngth
isre
fere
nce
shee
t?af
ter r
eadi
ng th
is re
fere
nce
shee
t?
Sha
re o
ut id
eas
with
you
r tab
le g
roup
7
yg
p
Kno
w-T
hink
IKno
w-W
antt
oK
now
Kno
w
Thin
k I K
now
W
ant t
o K
now
TOP
IC: I
mpl
emen
tatio
n D
river
s
Kno
wTh
ink
I kn
owW
ant t
o kn
owO
n yo
ur o
wn:
kn
owkn
owy
Com
plet
e ea
ch
colu
mn
on y
our
yre
cord
ing
shee
t
Task
Gro
up:
Com
pare
and
sha
re
in a
roun
d-ro
bin
patte
rnG
roup
s at
Wor
k –
Copy
right
M
iraVi
aLL
C –
All r
ight
s re
serv
ed
MiB
LSiD
efin
ition
ofC
oach
ing
Coa
chin
gis
asy
stem
atic
resu
lts
MiB
LSi D
efin
ition
of C
oach
ing
Coa
chin
g is
a s
yste
mat
ic, r
esul
ts
orie
ntat
ed p
roce
ss th
at fa
cilit
ates
t
dl
tf
ifiki
llco
mpe
tenc
y de
velo
pmen
t of s
peci
fic s
kills
an
d kn
owle
dge
for e
duca
tiona
l per
sonn
el
(indi
vidu
ally
or a
s a
mem
ber o
f a te
am) t
o im
plem
ent e
ffect
ive
prac
tices
with
fide
lity
pp
yan
d du
rabi
lity,
gen
eral
ized
acr
oss
varie
d se
tting
sse
tting
s.
9
A W
ell-I
mpl
emen
ted
MTS
S at
the
Bui
ldin
gLe
vel
Bui
ldin
g Le
vel 10
T-C
hart
Sta
rter
TC
hart
Sta
rter
Exam
ples
Non
-Exa
mpl
esA
gend
a ha
s be
en
dist
ribut
ed a
t lea
st 2
4 h
id
ith
Mee
tings
are
infre
quen
t w
ith n
o ag
enda
and
littl
e t
tho
urs
in a
dvan
ce w
ith
chan
ce fo
r tea
m in
put.
stru
ctur
e
Rem
inde
rs o
f act
ion
item
sto
have
been
item
s to
hav
e be
en
com
plet
ed a
re in
clud
ed
in th
e ag
enda
--an
d ar
e co
mpl
eted
at t
he c
urre
nt
mee
ting.
11
Act
ivity
Scen
ario
:Yo
uar
ea
spec
tato
rata
Scen
ario
:Yo
uar
ea
spec
tato
rata
y
Scen
ario
: Yo
u ar
e a
spec
tato
r at a
Sc
enar
io:
You
are
a sp
ecta
tor a
t a
build
ing
lead
ersh
ip m
eetin
g.
build
ing
lead
ersh
ip m
eetin
g.
Usi
ngth
eT
Usi
ngth
eT--
Cha
rtpr
ovid
ed,i
dent
ifyC
hart
prov
ided
,ide
ntify
Usi
ng th
e T
Usi
ng th
e T
Cha
rt p
rovi
ded,
iden
tify
Cha
rt p
rovi
ded,
iden
tify
exam
ples
and
non
exam
ples
and
non
--exa
mpl
es o
f wha
t ex
ampl
es o
f wha
t yo
ush
ould
/sho
uld
noth
ear
see
you
shou
ld/s
houl
dno
thea
rse
eyo
u sh
ould
/ sh
ould
not
hea
r, se
e,
you
shou
ld /
shou
ld n
ot h
ear,
see,
fe
el, e
tc. i
f the
bui
ldin
g ha
d a
real
ly
feel
, etc
. if t
he b
uild
ing
had
a re
ally
llll
il
td
MTS
St
ii
lt
dM
TSS
ti
wel
lw
ell--i
mpl
emen
ted
MTS
S sy
stem
in
impl
emen
ted
MTS
S sy
stem
in
plac
e.pl
ace.
12
MiBLSi Blank T-Chart of Examples and Non-examples for Building Leadership Team Meeting
Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi) is a Mandated Activities Project (MAP), funded under the Individuals with Disabilities Education Act (IDEA) through the
Michigan Department of Education, Office of Special Education
Blank T-Chart
Building Leadership Team Meeting
Examples Non-Examples
T-C
hart
Exa
mpl
e
1
A w
ell i
mpl
emen
ted
MTS
S m
odel
sta
rts
with
an
effe
ctiv
e
Bui
ldin
g Le
ader
ship
Tea
m
2
Pur
pose
of t
he
Bui
ldin
g Le
ader
ship
Tea
m
•C
oord
inat
e an
d m
anag
e th
e im
plem
enta
tion
ofan
MTS
Sm
odel
of a
n M
TSS
mod
el
•D
evel
opth
eca
paci
tyof
alls
taff
mem
bers
toD
evel
op th
e ca
paci
ty o
f all
staf
f mem
bers
to
perfo
rm th
e re
spon
sibi
litie
s re
quire
d by
an
MTS
Sm
odel
MTS
S m
odel
•Th
is c
apac
ity w
ill b
e di
ffere
nt fo
r diff
erin
g ro
les
and
resp
onsi
bilit
ies
with
in th
e de
velo
ping
p
pg
syst
ems
3
Pur
pose
of t
he
Bui
ldin
g Le
ader
ship
Tea
m (c
ont.)
•C
reat
e th
e or
gani
zatio
nal s
truct
ures
to
supp
ort c
ontin
uous
impr
ovem
ent
Ct
ii
lt
titt
h•
Cus
tom
ize
impl
emen
tatio
n at
the
build
ing
leve
l to
mee
t spe
cific
bui
ldin
g ne
eds
•U
se d
ata
to d
rive
the
wor
k an
d pl
anni
ng
4
pg
Impl
emen
tatio
n of
Effe
ctiv
e P
ract
ices
with
and
w
ithou
tan
Impl
emen
tatio
nS
uppo
rtTe
amw
ithou
t an
Impl
emen
tatio
n S
uppo
rt Te
am
Impl
emen
tatio
n N
o Im
plem
enta
tion
Team
Impl
emen
tatio
n Te
am
Per
cent
of
Impl
emen
tatio
n80
%14
%
Tim
e3
Year
s17
yea
rs
5(B
alas
& B
oren
, 200
0; F
ixse
n, B
lase
, Tim
bers
, & W
olf,
2001
)
Lead
ersh
ipTe
amR
oles
Prin
cipa
l: C
tth
ii
dt
bli
h
Lead
ersh
ip T
eam
Rol
es
•C
asts
the
visi
on a
nd e
stab
lishe
s ex
pect
atio
ns.
•C
reat
esan
den
hanc
essy
stem
ofsu
ppor
tfor
•C
reat
es a
nd e
nhan
ces
syst
em o
f sup
port
for
staf
f act
iviti
es re
late
d to
MTS
S th
roug
h pr
ovid
ing
rele
vant
prof
essi
onal
prov
idin
g re
leva
nt p
rofe
ssio
nal
deve
lopm
ent,
secu
ring
rela
ted
reso
urce
s an
d ac
know
ledg
ing
succ
ess.
•M
onito
rs im
plem
enta
tion
activ
ities
and
pr
ovid
es fe
edba
ck•
Gui
des
data
-bas
ed d
ecis
ion
mak
ing
•R
espo
nds
to b
arrie
rs th
roug
h pr
oble
m
6
solv
ing
Lead
ersh
ipTe
amR
oles
MTS
S L
eade
rshi
p Te
am M
embe
rs:
Lead
ersh
ip T
eam
Rol
es
•C
reat
es a
nd im
plem
ents
act
iviti
es a
t th
e bu
ildin
g le
vel w
ith a
n em
phas
is
gp
on s
choo
l-wid
e im
plem
enta
tion
•C
omm
unic
ates
with
rest
ofst
aff
Com
mun
icat
es w
ith re
st o
f sta
ff M
TSS
act
iviti
esC
oach
:C
oach
:•
Faci
litat
es th
e pr
oces
s fo
r sch
ool-
idi
lt
tiw
ide
impl
emen
tatio
n•
Sup
ports
prin
cipa
l and
team
7
mem
bers
Lead
ersh
ipTe
amA
ctiv
ities
•P
artic
ipat
ein
the
lead
ersh
ipte
amtra
inin
gs
Lead
ersh
ip T
eam
Act
iviti
es
Par
ticip
ate
in th
e le
ader
ship
team
trai
ning
s
Cl
tt
titi
itid
fili
tt
•C
ompl
ete
team
tim
e ac
tiviti
es a
nd fa
cilit
ate
follo
w-u
p as
sign
men
ts w
ith s
taff
•D
evel
op a
n im
plem
enta
tion
plan
for M
TSS
pp
p
•C
omm
unic
ate
know
ledg
evi
sion
and
plan
•C
omm
unic
ate
know
ledg
e, v
isio
n an
d pl
an
with
all
staf
f
8
Lead
ersh
ipTe
amA
ctiv
ities
cont
•W
ork
toin
tegr
ate
effo
rtsw
ithth
esc
hool
Lead
ersh
ip T
eam
Act
iviti
es c
ont.
Wor
k to
inte
grat
e ef
forts
with
the
scho
ol
impr
ovem
ent p
roce
ss to
ens
ure
coor
dina
tion
•E
nsur
e th
e tim
ely
and
accu
rate
col
lect
ion
of
data
(stu
dent
out
com
e an
d pr
ogra
m q
ualit
y da
ta) a
long
with
the
use
of d
ata
for d
ecis
ion
mak
ing
•M
eet a
t lea
st m
onth
ly, u
sing
mee
ting
hi
td
li
lt
di
mec
hani
cs to
dev
elop
, im
plem
ent,
and
revi
ew
outc
omes
of a
ctio
n pl
ans
rela
ted
to th
e i
lt
tifM
TSS
9
impl
emen
tatio
n of
MTS
S
Effe
ctiv
eTe
amM
eetin
gs
•M
eetin
gda
tes
are
esta
blis
hed
fort
heye
ar
Effe
ctiv
e Te
am M
eetin
gs
Mee
ting
date
s ar
e es
tabl
ishe
d fo
r the
yea
r (k
now
ing
addi
tiona
l dat
es m
ight
nee
d to
be
adde
das
need
aris
es)
adde
d as
nee
d ar
ises
)•
Age
ndas
pre
pare
d in
adv
ance
of t
he m
eetin
gA
id
ld
ibili
ti•
Ass
igne
d ro
les
and
resp
onsi
bilit
ies
•Fa
cilit
ator
•R
ecor
der:
will
reco
rd m
eetin
g m
inut
es a
nd
item
s fo
r act
ion
plan
Dt
Al
t•
Dat
a A
naly
st•
Tim
e K
eepe
r
10
Ski
llsfo
rMee
ting
Rol
esS
kills
for M
eetin
g R
oles
Faci
lita
tor
•A
sk q
ues
tion
s
Not
e Ta
ker
•U
ses c
omp
ute
rW
d
Da
ta A
naly
st
•Li
kes d
ata
•Im
ple
men
t gr
oup
no
rms
•K
eep
peo
ple
on
tra
ck
(ba
ck o
n tr
ack
)
•W
ord
pro
cess
er•
Save
file
s•
Edit
file
s•
Ab
ility
to
liste
n to
a
•N
avi
gati
on t
hrou
gh
ap
plic
ati
on•
Disc
rim
ina
tes w
hat
to a
sk w
hen
crea
ting
(b
ack
on
tra
ck)
•A
bili
ty t
o lis
ten
to a
d
iscu
ssio
n a
nd
pa
rap
hra
se c
riti
cal
info
rma
tion
to a
sk w
hen
crea
ting
cu
stom
rep
orts
•C
rea
te a
sto
ry fr
om
da
ta su
mm
ary
•Fl
uen
t w
ith
mee
ting
m
inu
te fo
rm
da
ta su
mm
ary
•Fo
r ne
w p
rob
lem
s•
Sta
tus
on o
ld
pro
ble
ms
11N
ewto
n, J
. S.,
Todd
, A. W
., A
lgoz
zine
, K.,
Hor
ner,
R. H
., &
Alg
ozzi
ne, B
. (2
009)
. The
Tea
m
Initi
ated
Pro
blem
Sol
ving
(TIP
S) T
rain
ing
Man
ual.
Edu
catio
nal a
nd C
omm
unity
Sup
ports
, U
nive
rsity
of O
rego
n, u
npub
lishe
d tra
inin
g m
anua
l.
Effe
ctiv
eTe
amM
eetin
gs(c
ont)
•E
stab
lish
ace
ntra
lloc
atio
nfo
rmee
ting
Effe
ctiv
e Te
am M
eetin
gs (c
ont.)
Est
ablis
h a
cent
ral l
ocat
ion
for m
eetin
g m
inut
es, p
rodu
cts/
activ
ities
cre
ated
(e.g
., D
ropb
oxG
oogl
eD
ocs
shar
eddr
ive)
Dro
pbox
, Goo
gle
Doc
s, s
hare
d dr
ive)
Dt
if
ht
b•
Det
erm
ine
a pr
oces
s fo
r how
team
mem
bers
w
ill re
ceiv
e m
eetin
g up
date
s if
they
are
bl
ttt
dth
tiun
able
to a
ttend
the
mee
tings
•E
stab
lish
a pr
oces
s fo
r com
mun
icat
ing
info
rmat
ion
from
the
mee
ting
to th
e re
st o
f
12
gth
e bu
ildin
g st
aff
Exa
mpl
eA
ctio
nP
lan
Exa
mpl
e A
ctio
n P
lan
13
Exa
mpl
e A
ctio
n P
lan
14
Rol
e of
a C
oach
at t
heB
uild
ing
Leve
lB
uild
ing
Leve
l
1
“Sch
ool i
mpr
ovem
ent w
ill fa
il if
the
wor
k of
co
ache
sre
mai
nsat
the
one-
to-o
nele
vel.
coac
hes
rem
ains
at t
he o
neto
one
leve
l. C
oach
es a
re s
yste
ms
lead
ers.
The
y ne
ed
deve
lopm
enta
sch
ange
agen
tsat
both
deve
lopm
ent a
s ch
ange
age
nts
at b
oth
the
inst
ruct
iona
l lev
el a
nd th
e le
vel o
f i
til
dt
hIt’
orga
niza
tiona
l and
sys
tem
cha
nge.
It’s
tim
e to
reca
st th
eir r
ole
as in
tegr
al to
w
hole
-sys
tem
refo
rm.”
(Ful
lan
& K
nigh
t,201
1) 2
Type
s of
Coa
chin
gP
ract
ices
/Ski
llsTh
ete
chni
cals
kill
setr
equi
red
toS
yste
ms
Con
ditio
nsth
atsu
ppor
tTh
e te
chni
cal s
kill
set r
equi
red
to
impa
ct
indi
vidu
al p
erfo
rman
ce
•Wor
king
to B
uild
Con
tent
Flu
ency
Hi
hL
lfb
kd
kl
d
Con
ditio
ns th
at s
uppo
rt
impl
emen
tatio
n of
pra
ctic
es•A
lloca
tion
of ti
me
and
reso
urce
s •L
ink
reso
urce
allo
catio
n to
stu
dent
t
•H
igh
Leve
l of b
ackg
roun
d kn
owle
dge
in a
nd e
xper
ienc
e w
ith th
e pr
actic
e•P
erfo
rman
ce F
eedb
ack
•Acc
ount
abili
ty
outc
omes
•Sup
porti
ng th
e de
velo
pmen
t of
Lead
ersh
ip, O
rgan
izat
ion
and
Com
pete
ncy
for a
ll pr
actic
esy
py
p
Dat
aIn
form
atio
n re
quire
d to
gui
de s
kill
deve
lopm
ent p
roce
ss•T
rain
ing
and
Ass
ista
nce
in A
naly
zing
Dat
a•A
ctio
n P
lan
with
sho
rt/lo
ng te
rm m
easu
rabl
e go
als
•Dat
a us
ed fo
r con
tinuo
us re
gene
ratio
n (P
EP
/PIP
)(P
EP
/PIP
)•U
sing
Gui
ding
Que
stio
ns to
faci
litat
e de
cisi
on m
akin
g
Act
ivity
RRef
lect
ing
onyo
ur“c
oach
ing
time”
:ef
lect
ing
onyo
ur“c
oach
ing
time”
:
Act
ivity
RRef
lect
ing
on y
our
coac
hing
tim
e:
efle
ctin
g on
you
r co
achi
ng ti
me
:
Wha
t per
cent
age
is s
pent
coa
chin
g W
hat p
erce
ntag
e is
spe
nt c
oach
ing
syst
ems,
prac
tices
/ski
lls,a
ndda
ta?
syst
ems,
prac
tices
/ski
lls,a
ndda
ta?
syst
ems,
pra
ctic
es/s
kills
, and
dat
a?
syst
ems,
pra
ctic
es/s
kills
, and
dat
a?
Wha
tper
cent
age
doyo
uw
ish
you
Wha
tper
cent
age
doyo
uw
ish
you
Wha
t per
cent
age
do y
ou w
ish
you
Wha
t per
cent
age
do y
ou w
ish
you
coul
d sp
end
in e
ach
type
of c
oach
ing?
co
uld
spen
d in
eac
h ty
pe o
f coa
chin
g?
Take
2 m
inut
es a
nd w
rite
on s
lide
and
Take
2 m
inut
es a
nd w
rite
on s
lide
and
then
shar
eou
twith
part
ner
then
shar
eou
twith
part
ner
4
then
sha
re o
ut w
ith p
artn
er.
then
sha
re o
ut w
ith p
artn
er.
Sys
tem
sC
oach
ing
Sys
tem
Coa
ches
atte
ndto
the
Driv
ers
Sys
tem
s C
oach
ing
Sys
tem
Coa
ches
atte
nd to
the
Driv
ers
Ass
istin
g th
e B
uild
ing
Lead
ersh
ip T
eam
to
inte
ntio
nally
do
wor
k ac
ross
all
Driv
ers
–Ye
s, w
e ne
ed to
bui
ld s
kill
(thro
ugh
,(
gco
mpe
tenc
y)–
We
also
need
tobe
sure
the
orga
niza
tion’
sW
e al
so n
eed
to b
e su
re th
e or
gani
zatio
ns
envi
ronm
ent i
s st
ruct
ured
to s
uppo
rt th
e w
ork
wor
k–
Nee
d to
be
sure
Lea
ders
hip
is o
n bo
ard,
pr
ovid
esth
evi
sion
etc
5
prov
ides
the
visi
on, e
tc.
Stra
tegy
forS
yste
ms
Leve
lCoa
chin
gS
trate
gy fo
r Sys
tem
s Le
vel C
oach
ing
Iden
tifyi
ng B
arrie
rs, B
ridge
s, a
nd
Kno
win
g W
here
to S
tart
APr
oble
m-S
olvi
ngPr
oces
sA
Prob
lem
Solv
ing
Proc
ess
6
Bra
in D
umpi
ng a
nd o
ther
Gre
at
pg
Idea
s fro
m J
ill J
acks
on*
Bui
ldin
g Te
am P
roce
ss fo
r Act
ion
–Id
entif
ying
aP
robl
emof
Pra
ctic
eId
entif
ying
a P
robl
em o
f Pra
ctic
e–
Cre
atin
g an
Impl
emen
tatio
n S
tate
men
tB
iD
i–
Bra
in D
umpi
ng–
Sor
ting
and
Seq
uenc
ing
–P
riorit
izin
g–
Sch
edul
ing
Sch
edul
ing
*j
klti
7
* ww
w.ja
ckso
n-co
nsul
ting.
com
8
Pro
blem
ofP
ract
ice
Iden
tifyi
ngth
eP
robl
emof
Pra
ctic
e
Pro
blem
of P
ract
ice
Jill
Jack
son
Iden
tifyi
ng th
e P
robl
em o
f Pra
ctic
e–
Wee
d ou
t unc
ontro
llabl
e el
emen
ts–
Mus
t be
data
-bou
nd a
nd d
irect
ly
obse
rvab
le–
Focu
sed
on T
each
er b
ehav
iors
and
doa
ble
–C
onne
cts
toth
ebr
oade
rSch
ool
Con
nect
s to
the
broa
der S
choo
l Im
prov
emen
t–
Ishi
gh-le
vera
ge(i
eth
isch
ange
will
have
–Is
hig
h-le
vera
ge (i
.e. t
his
cha
nge
will
hav
e a
sign
ifica
nt im
pact
on
stud
ent
achi
evem
ent)
9
achi
evem
ent)
Key
Con
side
ratio
nsJi
llJa
ckso
n
The
prob
lem
ofpr
actic
esh
ould
be
Key
Con
side
ratio
ns Jil
l Jac
kson
The
prob
lem
of p
ract
ice
shou
ld b
e –
Act
iona
ble
by e
very
one
in th
e sc
hool
–Th
e on
ly p
riorit
y–
Dat
a-bo
und
–D
irect
ly o
bser
vabl
e“H
avin
ga
goal
isgr
eatb
utso
lvin
ga
Hav
ing
a go
al is
gre
at b
ut s
olvi
ng a
pr
oble
m to
geth
er c
reat
es c
ritic
al m
ass.
”
10
Exa
mpl
e
We
are
notp
rovi
ding
adeq
uate
inst
ruct
ion
Exa
mpl
e
We
are
not p
rovi
ding
ade
quat
e in
stru
ctio
n in
ear
ly p
honi
cs s
kills
in K
inde
rgar
ten
and
1stG
did
db
DIB
ELS
1stG
rade
as
evid
ence
d by
our
DIB
ELS
da
ta.
As
a re
sult,
stu
dent
s ar
e no
t rea
dy
for r
eadi
ng in
con
nect
ed te
xt b
y th
e se
cond
sem
este
r of 1
stgr
ade.
Thi
s is
g
inhi
bitin
g to
o m
any
stud
ents
from
bei
ng
ontra
ckin
futu
reye
ars
on tr
ack
in fu
ture
yea
rs.
11
Exa
mpl
e
We
are
bein
gin
cons
iste
ntin
our
Exa
mpl
e
We
are
bein
g in
cons
iste
nt in
our
m
onito
ring
and
ackn
owle
dgin
g ou
r b
hi
lt
tif
td
ti
thbe
havi
oral
exp
ecta
tions
of s
tude
nts
in th
e ha
llway
s du
ring
pass
ing
perio
ds a
s ev
iden
ced
by o
ur S
WIS
loca
tion
data
and
ob
serv
atio
ns.
As
a re
sult ,
the
hallw
ays
,y
are
cong
este
d, lo
ud, a
nd s
et th
e st
age
for
hors
epla
yTh
isis
inhi
bitin
gst
uden
tsfro
mho
rsep
lay.
Thi
s is
inhi
bitin
g st
uden
ts fr
om
getti
ng to
cla
ss o
n tim
e an
d be
ing
read
y fo
rlea
rnin
g12
for l
earn
ing.
Non
-Exa
mpl
e
Par
ents
are
notm
akin
gsu
rest
uden
ts
Non
Exa
mpl
e
Par
ents
are
not
mak
ing
sure
stu
dent
s ha
ve th
eir h
omew
ork
done
. A
s a
resu
lt,
td
ttk
ii
thl
stud
ents
are
not
kee
ping
up
in th
e cl
ass.
Th
is is
resu
lting
is to
o m
any
stud
ents
fa
iling
the
clas
s.
13
Exa
mpl
eor
Non
-Exa
mpl
e?
We
are
notu
sing
Exp
licit
Inst
ruct
ion
toits
Exa
mpl
e or
Non
Exa
mpl
e?
We
are
not u
sing
Exp
licit
Inst
ruct
ion
to it
s fu
ll po
tent
ial i
n ou
r dai
ly le
sson
s as
id
db
ii
llk
thh
evid
ence
d by
prin
cipa
l wal
k-th
roug
h ob
serv
atio
ns.
As
a re
sult,
stu
dent
s ar
e no
t hig
hly
enga
ged
nor g
ettin
g ad
equa
te
prac
tice
and
feed
back
. Th
is is
inhi
bitin
g p
gus
from
dec
reas
ing
the
num
ber o
f st
uden
tsne
edin
gm
ore
inte
nsiv
esu
ppor
tst
uden
ts n
eedi
ng m
ore
inte
nsiv
e su
ppor
t.
14
Exa
mpl
eW
ear
eno
tusi
ngex
plic
itvo
cabu
lary
Exa
mpl
eW
e ar
e no
t usi
ng e
xplic
it vo
cabu
lary
in
stru
ctio
n to
its
full
pote
ntia
l in
daily
le
sson
sas
evid
ence
dby
prin
cipa
lwal
k-le
sson
s as
evi
denc
ed b
y pr
inci
pal w
alk
thro
ugh
obse
rvat
ions
and
Exp
lore
da
taA
sa
resu
ltst
uden
tsar
eno
thig
hly
data
. A
s a
resu
lt, s
tude
nts
are
not h
ighl
y en
gage
d no
r get
ting
adeq
uate
pra
ctic
e an
dfe
edba
ckto
build
thei
rlex
icon
This
and
feed
back
to b
uild
thei
r lex
icon
. Th
is
is in
hibi
ting
us fr
om d
ecre
asin
g th
e nu
mbe
rofs
tude
nts
need
ing
mor
enu
mbe
r of s
tude
nts
need
ing
mor
e in
tens
ive
supp
ort i
n re
adin
g co
mpr
ehen
sion
15
com
preh
ensi
on.
The
Pro
blem
of P
ract
ice
Sta
tem
ent T
empl
ate
Jill J
acks
on
Our
(ins
ert p
eopl
e, p
erso
n) a
ren’
t / a
re
(inse
rt w
hat i
s m
issi
ng o
r pro
blem
(
gp
beha
vior
) as
evid
ence
d by
(ins
ert d
ata
or
evid
ence
)A
sa
resu
lt(in
sert
peop
leev
iden
ce).
As
a re
sult
(inse
rt pe
ople
, pe
rson
) are
/are
n’t (
inse
rt th
e ef
fect
of t
he
abov
ebe
havi
oror
mis
sing
beha
vior
)ab
ove
beha
vior
or m
issi
ng b
ehav
ior)
. Th
is is
inhi
bitin
g us
from
(ins
ert d
esire
d ou
tcom
es).
16
Act
ivity
Your
turn
:Yo
urtu
rn:
y
Your
turn
:Yo
ur tu
rn:
Cre
ate
a Pr
oble
m o
f Pra
ctic
e C
reat
e a
Prob
lem
of P
ract
ice
stat
emen
t, us
ing
the
tem
plat
e st
atem
ent,
usin
g th
e te
mpl
ate
supp
lied,
for a
n is
sue
you
are
curr
ently
su
pplie
d, fo
r an
issu
e yo
u ar
e cu
rren
tly
pp,
yy
pp,
yy
faci
ng in
you
r bui
ldin
g (o
r in
your
fa
cing
in y
our b
uild
ing
(or i
n yo
ur
dist
rict)
dist
rict)
dist
rict).
dist
rict).
Be
prep
ared
to s
hare
.B
e pr
epar
ed to
sha
re.
17
Rol
e of
the
Coa
ch
Wha
t is
the
Rol
e of
the
Coa
ch in
W
hat i
s th
e R
ole
of th
e C
oach
in
Dev
elop
ing
a Pr
oble
m o
f Pra
ctic
e?
Dev
elop
ing
a Pr
oble
m o
f Pra
ctic
e?
Bef
ore
Bef
ore::
Bef
ore
Bef
ore::
••St
artin
g po
ints
Star
ting
poin
ts•
Inve
stig
ate
curr
entd
ata
dial
ogue
with
staf
f•
Inve
stig
ate
curr
ent d
ata,
dia
logu
e w
ith s
taff,
an
d cu
rren
t wor
k.
••Ex
plor
eEx
plor
e••
Expl
ore
Expl
ore
•P
rior p
rofe
ssio
nal d
evel
opm
ent o
r cur
rent
sc
hool
initi
ativ
essc
hool
initi
ativ
es•
Min
dful
of s
tage
s of
impl
emen
tatio
n,
wal
king
the
driv
ers
and
scaf
fold
ing
of18
wal
king
the
driv
ers,
and
sca
ffold
ing
of
supp
orts
.
Rol
e of
the
Coa
chW
hat i
s th
e R
ole
of th
e C
oach
in D
evel
opin
g W
hat i
s th
e R
ole
of th
e C
oach
in D
evel
opin
g a
Prob
lem
ofPr
actic
e?a
Prob
lem
ofPr
actic
e?a
Prob
lem
of P
ract
ice?
a
Prob
lem
of P
ract
ice?
D
urin
g:D
urin
g:C
omm
unic
atio
nC
omm
unic
atio
n/Fe
edba
ck lo
ops:
/Fee
dbac
k lo
ops:
••Le
ad te
am th
roug
h ef
fect
ive
prob
lem
sol
ving
Le
ad te
am th
roug
h ef
fect
ive
prob
lem
sol
ving
pr
oces
spr
oces
spr
oces
s.pr
oces
s.••
Ensu
re v
isio
n an
d le
ader
ship
Ensu
re v
isio
n an
d le
ader
ship
••A
ntic
ipat
ing
and
Pre
Ant
icip
atin
gan
dPr
eC
orre
ctin
g:C
orre
ctin
g:••
Ant
icip
atin
g an
d Pr
eA
ntic
ipat
ing
and
Pre--
Cor
rect
ing:
Cor
rect
ing:
••St
ay fo
cuse
d on
driv
ers
and
ensu
re s
yste
ms
Stay
focu
sed
on d
river
s an
d en
sure
sys
tem
s co
achi
ngas
deve
lopi
ngpr
oble
mof
prac
tice
coac
hing
asde
velo
ping
prob
lem
ofpr
actic
eco
achi
ng a
s de
velo
ping
pro
blem
of p
ract
ice.
coac
hing
as
deve
lopi
ng p
robl
em o
f pra
ctic
e.••
Key
con
side
ratio
ns o
f pro
blem
of p
ract
ice
Key
con
side
ratio
ns o
f pro
blem
of p
ract
ice
stat
emen
t.st
atem
ent.
19••
Min
dful
of c
ontr
olla
ble
and
unco
ntro
llabl
e M
indf
ul o
f con
trol
labl
e an
d un
cont
rolla
ble
elem
ents
.el
emen
ts.
Rol
e of
the
Coa
chW
hat i
s th
e R
ole
of th
e C
oach
in D
evel
opin
g W
hat i
s th
e R
ole
of th
e C
oach
in D
evel
opin
g a
Prob
lem
ofPr
actic
e?a
Prob
lem
ofPr
actic
e?a
Prob
lem
of P
ract
ice?
a
Prob
lem
of P
ract
ice?
D
urin
g:D
urin
g:••
Rei
nfor
cem
ent o
f the
pro
cess
:R
einf
orce
men
t of t
he p
roce
ss:
••Pr
ovid
e in
term
itten
t cel
ebra
tions
Prov
ide
inte
rmitt
ent c
eleb
ratio
ns••
Prov
ide
spec
ific
and
cont
inge
nt
Prov
ide
spec
ific
and
cont
inge
nt
feed
back
feed
back
••Fa
cilit
ate
prob
lem
sol
ving
fram
ewor
kFa
cilit
ate
prob
lem
sol
ving
fram
ewor
k••
Tech
nica
lAss
ista
nce:
Tech
nica
lAss
ista
nce:
Tech
nica
l Ass
ista
nce:
Tech
nica
l Ass
ista
nce:
••Id
entif
y an
d ad
dres
s pe
rfor
man
ce
Iden
tify
and
addr
ess
perf
orm
ance
pr
oble
ms,
reso
urce
s,an
dsu
ppor
t.pr
oble
ms,
reso
urce
s,an
dsu
ppor
t.
20
prob
lem
s, re
sour
ces,
and
sup
port
.pr
oble
ms,
reso
urce
s, a
nd s
uppo
rt.
Problem of Practice
Our _____________________________________________________ are/are not (insert person/people) ______________________________________________________________________________________________________. (insert problem behavior or what is missing) As a result, our ______________________________________________ are/are not (insert person/people) _____________________________________________________________________________________________________. (insert the effect of the problem behavior or missing element) This is inhibiting us from ________________________________________________________________________. (insert desired outcomes)
Implementation Statement
We will _______________________________________________________________________ in order to (insert desired treatment) ______________________________________________________________________________________
(expected adult behavior change) in order to ______________________________________________________________________________ .
(insert statement of expected change in student behavior, achievement and/or proficiency)
Cre
atin
g Th
e Im
plem
enta
tion
gp
Sta
tem
ent J
ill J
acks
on
Wha
t are
you
impl
emen
ting?
Wha
t effe
ct d
o yo
u ex
pect
the
?im
plem
enta
tion
to h
ave?
Wh
tth
kl
th?
Wha
t are
the
mar
kers
alo
ng th
e w
ay?
Wha
tare
the
bene
fits
fort
hest
affa
ndfo
rW
hat a
re th
e be
nefit
s fo
r the
sta
ff an
d fo
r th
e st
uden
ts?
1
Exa
mpl
e
We
will
train
and
prov
ide
inst
ruct
iona
l
Exa
mpl
e
We
will
train
and
pro
vide
inst
ruct
iona
l co
achi
ng o
n ef
fect
ive
deco
ding
rout
ines
f
Ki
dt
d1s
td
th
ifo
r Kin
derg
arte
n an
d 1s
tgr
ade
teac
hers
in
orde
r to
incr
ease
the
num
ber o
f stu
dent
s at
ben
chm
ark
on N
WF
to 8
0% b
y th
e w
inte
r of 1
stgr
ade.
g
2
Exa
mpl
e
We
will
alli
ncre
ase
both
amou
ntan
d
Exa
mpl
e
We
will
all i
ncre
ase
both
am
ount
and
co
nsis
tenc
y of
mon
itorin
g an
d k
ld
ifh
llb
hi
iac
know
ledg
ing
of h
allw
ay b
ehav
ior i
n or
der t
o re
duce
pro
blem
beh
avio
rs,
tard
ines
s, a
nd d
isru
ptio
n to
the
begi
nnin
g of
cla
sses
by
50%
by
seco
nd s
emes
ter.
yy
3
Exa
mpl
e or
Non
-Exa
mpl
e?p
p
We
will
prov
ide
in-c
lass
coac
hing
inW
e w
ill pr
ovid
e in
-cla
ss c
oach
ing
in
orde
r to
incr
ease
the
amou
nt a
nd fi
delit
y f
liit
it
tii
dt
iof
exp
licit
inst
ruct
ion
in o
rder
to in
crea
se
the
num
ber o
f stu
dent
s m
aste
ring
the
cont
ent a
s a
resu
lt of
cor
e in
stru
ctio
n.
4
Exa
mpl
e
We
will
prov
ide
initi
altra
inin
gan
don
goin
g
Exa
mpl
e
We
will
prov
ide
initi
al tr
aini
ng a
nd o
ngoi
ng
in-c
lass
coa
chin
g in
ord
er to
incr
ease
the
td
fidlit
fli
itb
lam
ount
and
fide
lity
of e
xplic
it vo
cabu
lary
in
stru
ctio
n in
ord
er to
incr
ease
the
num
ber o
f stu
dent
s on
-trac
k in
read
ing
by
25%
as
mea
sure
d b y
the
Exp
lore
test
.y
p
5
Impl
emen
tatio
n S
tate
men
t p
Tem
plat
e
Will
(itt
h“t
tt”)
id
t
Jill
Jack
son
We
will
(inse
rt th
e “tr
eatm
ent”)
in o
rder
to
(exp
ecte
d ad
ult b
ehav
ior c
hang
e) in
ord
er
to (i
nser
t sta
tem
ent o
f exp
ecte
d ch
ange
in
stud
entb
ehav
ior,
achi
evem
enta
nd/o
rst
uden
t beh
avio
r, ac
hiev
emen
t and
/or
prof
icie
ncy)
.
6
Act
ivity
Your
turn
:Yo
urtu
rn:
y
Your
turn
:Yo
ur tu
rn:
Cre
ate
an Im
plem
enta
tion
stat
emen
t C
reat
e an
Impl
emen
tatio
n st
atem
ent
for t
hat s
ame
issu
e yo
u id
entif
ied
for t
hat s
ame
issu
e yo
u id
entif
ied
in
in
your
yo
ur P
robl
em o
f Pra
ctic
e.Pr
oble
m o
f Pra
ctic
e.yy B
dt
hB
dt
hB
e pr
epar
ed to
sha
re.
Be
prep
ared
to s
hare
.
7
Impl
emen
tatio
n S
tate
men
t
How
has
this
been
com
mun
icat
edto
the
Oth
er C
onsi
dera
tions
–Ji
ll Ja
ckso
n
How
has
this
bee
n co
mm
unic
ated
to th
e st
aff?
Wha
t is
the
curre
nt c
omm
itmen
t by
the
staf
f?W
hat i
s th
e cu
rrent
impl
emen
tatio
n ra
te o
f th
est
aff?
the
staf
f?H
ow c
an y
ou “r
e-up
” the
com
mitm
ent o
f th
e st
aff?
8
Rol
eof
the
Coa
ch
Wha
tis
the
Rol
eof
the
Coa
chin
Dev
elop
ing
Wha
tis
the
Rol
eof
the
Coa
chin
Dev
elop
ing
Rol
e of
the
Coa
ch
Wha
t is
the
Rol
e of
the
Coa
ch in
Dev
elop
ing
Wha
t is
the
Rol
e of
the
Coa
ch in
Dev
elop
ing
an Im
plem
enta
tion
Stat
emen
t?
an Im
plem
enta
tion
Stat
emen
t?
Bef
ore
Bef
ore:: ••
Be
min
dful
ofex
pect
atio
ns,b
enef
its,
Be
min
dful
ofex
pect
atio
ns,b
enef
its,
Be
min
dful
of e
xpec
tatio
ns, b
enef
its,
Be
min
dful
of e
xpec
tatio
ns, b
enef
its,
and
mar
kers
.an
d m
arke
rs.
••H
ave
awar
enes
sof
hist
ory
ofH
ave
awar
enes
sof
hist
ory
of••
Hav
e aw
aren
ess
of h
isto
ry o
f H
ave
awar
enes
s of
his
tory
of
com
mun
icat
ion
and
build
ing
com
mun
icat
ion
and
build
ing
com
mitm
ent
com
mitm
ent
com
mitm
ent.
com
mitm
ent.
9
Rol
eof
the
Coa
ch
Wha
tis
the
Rol
eof
the
Coa
chin
Dev
elop
ing
Wha
tis
the
Rol
eof
the
Coa
chin
Dev
elop
ing
Rol
e of
the
Coa
ch
Wha
t is
the
Rol
e of
the
Coa
ch in
Dev
elop
ing
Wha
t is
the
Rol
e of
the
Coa
ch in
Dev
elop
ing
an Im
plem
enta
tion
Stat
emen
t?
an Im
plem
enta
tion
Stat
emen
t?
Dur
ing:
Dur
ing:
••Fa
cilit
ate
disc
ussi
onFa
cilit
ate
disc
ussi
onFa
cilit
ate
disc
ussi
onFa
cilit
ate
disc
ussi
on••
Wha
t, w
hy, a
nd h
ow, o
f the
W
hat,
why
, and
how
, of t
he
impl
emen
tatio
nst
atem
ent
impl
emen
tatio
nst
atem
ent
impl
emen
tatio
n st
atem
ent
impl
emen
tatio
n st
atem
ent
••B
e m
indf
ul o
f the
lead
ersh
ip,
Be
min
dful
of t
he le
ader
ship
, or
gani
zatio
nal,
and
com
pete
ncy
orga
niza
tiona
l,an
dco
mpe
tenc
ydr
iver
sdr
iver
sor
gani
zatio
nal,
and
com
pete
ncy
orga
niza
tiona
l, an
d co
mpe
tenc
y dr
iver
s dr
iver
s ••
Util
ize
know
ledg
e of
pro
gram
/fide
lity
data
to
Util
ize
know
ledg
e of
pro
gram
/fide
lity
data
to
iden
tify
criti
calf
eatu
res
ofid
entif
ycr
itica
lfea
ture
sof
impl
emen
tatio
nim
plem
enta
tion
10
iden
tify
criti
cal f
eatu
res
of
iden
tify
criti
cal f
eatu
res
of im
plem
enta
tion
impl
emen
tatio
n
The
Bra
inD
ump
Jill
Jack
son
Bra
indu
mpi
ngis
the
proc
ess
of
The
Bra
in D
ump
Jill
Jack
son
Bra
in d
umpi
ng is
the
proc
ess
of
iden
tifyi
ng li
tera
lly e
very
sin
gle
thin
g /
ti/i
tth
td
td
/ac
tion
/ ite
m th
at y
ou n
eed
to d
o /
cons
ider
/ cr
eate
/ de
cide
/ le
arn
in o
rder
to
sol
ve th
e pr
oble
m.
Be
sure
toin
clud
ew
haty
oune
edto
lear
nB
e su
re to
incl
ude
wha
t you
nee
d to
lear
n or
new
info
rmat
ion
to ro
ot o
ut.
1
Bra
inD
ump
Bra
in D
ump
Jill
Jack
son
Mak
e su
re th
at y
ou a
re li
stin
g sm
all
actio
nabl
ebe
havi
ors
and
notj
ustl
istin
gac
tiona
ble
beha
vior
s an
d no
t jus
t lis
ting
conc
epts
.e
gtra
inte
ache
rto
use
quic
kde
codi
ng–
e.g.
trai
n te
ache
r to
use
quic
k de
codi
ng
prac
tice
sets
with
stu
dent
s vs
. im
prov
e te
ache
rsde
codi
ngsk
ills
repe
rtoire
teac
hers
dec
odin
g sk
ills
repe
rtoire
.–
e.g.
Prin
cipa
l pro
vide
s de
tails
of h
ow
coac
hing
onth
issk
illw
illta
kepl
ace
coac
hing
on
this
ski
ll w
ill ta
ke p
lace
(ti
mel
ine,
seq
uenc
e, c
omm
unic
atio
n) v
s.
prin
cipa
l will
pro
vide
coa
chin
g le
ader
ship
.
2
pc
pap
ode
coac
gea
des
p
Bra
in D
umpi
ng U
sing
the
Driv
ers
pg
g
Wal
king
the
Whe
el–
Lead
ersh
ipp–
Org
aniz
atio
nC
ompe
tenc
y–
Com
pete
ncy
3
Impl
emen
tatio
n D
river
s
Chi
Info
rmat
ion
Coa
chin
gIn
form
atio
n Mat
eria
ls/T
ools
/R
esou
rces
Dec
isio
nS
uppo
rt
Trai
ning
Res
ourc
es
Inte
grat
edD
ecis
ion
Sup
port
Dat
a S
yste
mIn
tegr
ated
an
d
Com
pens
ator
y
Sel
ectio
nFe
edba
ck
Faci
litat
ive
Adm
inis
tratio
nVi
sion
4A
dapt
ed fr
om F
ixse
n &
Bla
se, 2
008
Adm
inis
tratio
nM
anag
emen
t/C
oord
inat
ion
Act
ivity
Rev
iew
the
“Bra
inD
umpi
ngEx
ampl
eR
evie
wth
e“B
rain
Dum
ping
Exam
ple
y
Rev
iew
the
Bra
in D
umpi
ng E
xam
ple
Rev
iew
the
Bra
in D
umpi
ng E
xam
ple
Tem
plat
e.”
Wha
t pat
tern
s do
you
Te
mpl
ate.
” W
hat p
atte
rns
do y
ou
tib
tth
tid
thti
btt
hti
dth
notic
e ab
out t
he q
uest
ions
and
the
notic
e ab
out t
he q
uest
ions
and
the
exam
ple
stat
emen
ts?
exam
ple
stat
emen
ts?
5
Act
ivity
Com
plet
eth
ete
mpl
ate
fort
heC
ompl
ete
the
tem
plat
efo
rthe
y
Com
plet
e th
e te
mpl
ate
for t
he
Com
plet
e th
e te
mpl
ate
for t
he
follo
win
gfo
llow
ing
--Le
ader
ship
Le
ader
ship
––Vi
sion
Visi
on--
Org
aniz
atio
nO
rgan
izat
ion
--Inf
orm
atio
nIn
form
atio
nO
rgan
izat
ion
Org
aniz
atio
n In
form
atio
nIn
form
atio
n--
Your
cho
ice
Your
cho
ice
6
Rol
eof
the
Coa
ch
Wha
tis
the
Rol
eof
the
Coa
chin
Wha
tis
the
Rol
eof
the
Coa
chin
Faci
litat
ing
Faci
litat
ing
Rol
e of
the
Coa
ch
Wha
t is
the
Rol
e of
the
Coa
ch in
W
hat i
s th
e R
ole
of th
e C
oach
in F
acili
tatin
g Fa
cilit
atin
g th
e B
rain
Dum
p?
the
Bra
in D
ump?
Bef
ore
Bef
ore:: ••
Prac
tice/
run
thro
ugh
befo
reha
ndPr
actic
e/ru
nth
roug
hbe
fore
hand
Prac
tice/
run
thro
ugh
befo
reha
ndPr
actic
e/ru
n th
roug
h be
fore
hand
••A
ntic
ipat
e qu
estio
ns a
nd b
arrie
rsA
ntic
ipat
e qu
estio
ns a
nd b
arrie
rsC
idib
ll
dC
idib
ll
d••
Con
side
r pos
sibl
e ex
ampl
es a
nd
Con
side
r pos
sibl
e ex
ampl
es a
nd
non
non--
exam
ples
exam
ples
••B
e m
indf
ul o
f the
com
pone
nts
of th
e B
e m
indf
ul o
f the
com
pone
nts
of th
e th
ree
driv
ers.
thre
e dr
iver
s.
7
Rol
eof
the
Coa
ch
Wha
tis
the
Rol
eof
the
Coa
chin
Wha
tis
the
Rol
eof
the
Coa
chin
Faci
litat
ing
Faci
litat
ing
Rol
e of
the
Coa
ch
Wha
t is
the
Rol
e of
the
Coa
ch in
W
hat i
s th
e R
ole
of th
e C
oach
in F
acili
tatin
g Fa
cilit
atin
g th
e B
rain
Dum
p?
the
Bra
in D
ump?
Dur
ing:
Dur
ing:
••Th
ink
acro
ssth
erig
htdr
iver
s,at
the
right
Thin
kac
ross
the
right
driv
ers,
atth
erig
htTh
ink
acro
ss th
e rig
ht d
river
s, a
t the
righ
t Th
ink
acro
ss th
e rig
ht d
river
s, a
t the
righ
t tim
etim
e••
Pre
Pre--
corr
ectt
ost
ick
tow
hatt
hete
amca
nco
rrec
tto
stic
kto
wha
tthe
team
can
Pre
Pre--
corr
ect t
o st
ick
to w
hat t
he te
am c
an
corr
ect t
o st
ick
to w
hat t
he te
am c
an
cont
rol
cont
rol
••C
onsi
derin
gw
hati
sfe
asib
lean
dpr
actic
alC
onsi
derin
gw
hati
sfe
asib
lean
dpr
actic
al••
Con
side
ring
wha
t is
feas
ible
and
pra
ctic
al.
Con
side
ring
wha
t is
feas
ible
and
pra
ctic
al.
••Pr
ovid
e po
sitiv
e re
info
rcem
ent
Prov
ide
posi
tive
rein
forc
emen
t
8
••En
sure
ther
e ar
e ac
tiona
ble
item
s.En
sure
ther
e ar
e ac
tiona
ble
item
s.
Brain Dumping Template Using the Drivers - Example Implementation Solution: MS Explicit Vocabulary Instruction
Driver Action Leadership – Vision How do we clearly define and adequately communicate what success looks like, sounds like, acts like …?
* Provide data and information that demonstrates a need to do something different * Teachers will be provided a model of what success looks like * Principal clearly defines implementation expectations.
Leadership – Removal of barriers (Facilitative Administration) How do we remove potential barriers that might prevent staff from implementing and sustaining the solution?
* Deepen staff knowledge of explicit vocab through articles, video, and in class demonstrations * Create time in staff meetings for ongoing practice and feedback * Identify a common vocab list for initial instruction
Leadership – Management and Coordination Who ensures that all components of the implementation are fully functioning and what should they do?
* Principal or teacher leader provides feedback base on weekly walk-through. * Principal Email reminders to view practice *
Organization – Information How do we develop systems / common understandings that normalize solution to the environment?
* Show Anita Archer / Kevin Feldman videos * Require reading / discussion of IES document regarding Adolescent Literacy * Develop the standardized IPIC procedure
Organization – Materials / Tools / Resources How do we provide the resources will be needed to start this? … to sustain this? What is needed to make this a budget priority?
* Use Videos * Anita Archers walk-through template * Explore Tests
Organization – Decision Support Data System What data is needed to know if the system is implemented and working?
* Create fidelity and feedback tool based on Anita Archer template. * Use Explore data - Reading as a student achievement outcome measure * Create pre- and post test for 18 word initial instruction session (6 weeks)
Organization – Feedback How and when will data be reviewed and acted upon?
* Share walk through observation summaries at monthly staff meetings * Share Explore data annually in April * Provide post – test results within one week of administration.
Competency – Selection How do we identify /select the right people?
* Solicit teachers willing to model classroom roll-out on examples done in staff meeting practice times. * Use Language Arts Lead Teacher in the walk-through process and as a teacher resource. * All teachers will implement regardless of subject taught
Competency – Training How do we model, teach, and transfer needed skills?
* Provide initial training in the IPIC procedure along with videos and background information at fall PD day. * Provide round-robin practice sessions at monthly staff meetings * Provide in-class modeling of lessons with follow-up observation
Competency – Coaching How do we provide staff with the ongoing feedback and guidance necessary to develop full mastery?
* Schedule initial and follow-up observation / feedback sessions with lead teacher. * Include Explicit Vocabulary instruction as part of principal observation *
Brain Dumping Template Using the Drivers – Template Implementation Solution: __________________________________
Driver Action Leadership – Vision What needs to be done to clearly define and adequately communicate what success looks like, sounds like, acts like …?
* * *
Leadership – Removal of barriers (Facilitative Administration) How do we remove potential barriers that might prevent staff from implementing and sustaining the solution?
* * *
Leadership – Management and Coordination Who ensures that all components of the implementation are fully functioning?
* * *
Organization – Information How do we develop systems / common understandings that normalize solution to the environment?
* * *
Organization – Materials / Tools / Resources How do we provide the resources will be needed to start this? … to sustain this? What is needed to make this a budget priority?
* * *
Organization – Decision Support Data System What data is needed to know if the system is implemented and working?
* * *
Organization – Feedback How and when will data be reviewed and acted upon?
* * *
Competency – Selection How do we identify /select the right people?
* * *
Competency – Training How will the skills needed be modeled, taught, and transferred?
* * *
Competency – Coaching How do we provide staff with the ongoing feedback and guidance necessary to develop full mastery?
* * *
Impl
emen
tatio
n D
river
s
Chi
Info
rmat
ion
Coa
chin
gIn
form
atio
n Mat
eria
ls/T
ools
/R
esou
rces
Dec
isio
nS
uppo
rt
Trai
ning
Res
ourc
es
Inte
grat
edD
ecis
ion
Sup
port
Dat
a S
yste
mIn
tegr
ated
an
d
Com
pens
ator
y
Sel
ectio
nFe
edba
ck
Faci
litat
ive
Adm
inis
tratio
nVi
sion
1A
dapt
ed fr
om F
ixse
n &
Bla
se, 2
008
Adm
inis
tratio
nM
anag
emen
t/C
oord
inat
ion
Bra
in D
umpi
ng a
nd o
ther
Gre
at
pg
Idea
s fro
m J
ill J
acks
on -
Rev
isite
d
Bui
ldin
g Te
am P
roce
ss fo
r Act
ion
–Id
entif
ying
a P
robl
em o
f Pra
ctic
e–
Cre
atin
gan
Impl
emen
tatio
nS
tate
men
tC
reat
ing
an Im
plem
enta
tion
Sta
tem
ent
–B
rain
Dum
ping
Sti
dS
i–
Sort
ing
and
Sequ
enci
ng–
Prio
ritiz
ing
–Sc
hedu
ling
1
Sor
ting
and
Seq
uenc
ing
the
Sor
ting
and
sequ
enci
ngis
abou
tpla
cing
gq
gA
ctio
nsS
ortin
g an
d se
quen
cing
is a
bout
pla
cing
th
e ac
tions
on
a ca
lend
ar b
y an
swer
ing
thf
lli
tith
e fo
llow
ing
ques
tion:
“Whe
n do
I ne
ed to
get
this
item
don
e to
g
avoi
d di
re c
onse
quen
ces?
”th
isw
eek?
this
wee
k?th
is m
onth
?th
is s
emes
ter?
this
year
?2
this
yea
r?
Prio
ritiz
ing
Bas
edon
wha
tcat
egor
yyo
upl
aced
the
Prio
ritiz
ing
Bas
ed o
n w
hat c
ateg
ory
you
plac
ed th
e ac
tion
item
s in
(i.e
. wee
k, m
onth
, t
)i
itiith
ith
tse
mes
ter,
year
), pr
iorit
ize
with
in th
at
cate
gory
. W
hat n
eeds
to h
appe
n fir
st,
wha
t’s n
ext,
and
so o
n?
3
Sch
edul
ing g
“Bre
akin
g in
to M
anag
eabl
e C
hk
”N
tht
ht
dd
Chu
nks”
Now
that
you
hav
e so
rted,
seq
uenc
ed
and
prio
ritiz
ed, y
ou n
eed
to d
eter
min
e if
any
actio
n w
ill ta
ke lo
nger
than
thre
e ho
urs.
Ifso
,itn
eeds
tobe
brok
enin
toa
hour
s.
If so
, it n
eeds
to b
e br
oken
into
a
smal
ler c
hunk
.
4
Rol
eof
the
Coa
ch
Wha
tis
the
Rol
eof
the
Coa
chin
Wha
tis
the
Rol
eof
the
Coa
chin
Act
ion
Act
ion
Rol
e of
the
Coa
ch
Wha
t is
the
Rol
e of
the
Coa
ch in
W
hat i
s th
e R
ole
of th
e C
oach
in A
ctio
n A
ctio
n Pl
anni
ng?
Plan
ning
?
Dur
ing:
Dur
ing: ••
Feas
ible
and
prac
tical
Feas
ible
and
prac
tical
Feas
ible
and
pra
ctic
alFe
asib
le a
nd p
ract
ical
••B
reak
ing
task
s in
to m
anag
eabl
e B
reak
ing
task
s in
to m
anag
eabl
e ch
unks
chun
ksch
unks
chun
ks••
Kee
ping
pos
itive
and
act
ion
orie
nted
Kee
ping
pos
itive
and
act
ion
orie
nted
••Ti
me
fram
es a
re c
reat
ed fo
r ite
ms.
Tim
e fr
ames
are
cre
ated
for i
tem
s.••
Hel
ping
to p
riorit
ize
actio
n st
eps.
Hel
ping
to p
riorit
ize
actio
n st
eps.
5
pg
pp
pg
pp
Rol
eof
the
Coa
ch
Wha
tis
the
Rol
eof
the
Coa
chin
Wha
tis
the
Rol
eof
the
Coa
chin
Act
ion
Act
ion
Rol
e of
the
Coa
ch
Wha
t is
the
Rol
e of
the
Coa
ch in
W
hat i
s th
e R
ole
of th
e C
oach
in A
ctio
n A
ctio
n Pl
anni
ng?
Plan
ning
?D
urin
g:D
urin
g:D
urin
g:D
urin
g:R
ealit
y C
heck
Rea
lity
Che
ckIf
ftl
kitt
hti
iti
thIf
ftl
kitt
hti
iti
th••
If af
ter l
ooki
ng a
t the
act
ion
item
s in
the
If af
ter l
ooki
ng a
t the
act
ion
item
s in
the
cale
ndar
, you
real
ize
that
ther
e is
no
way
to
cale
ndar
, you
real
ize
that
ther
e is
no
way
to
doth
isw
ell
you
have
thre
eop
tions
:do
this
wel
lyo
uha
veth
ree
optio
ns:
do th
is w
ell,
you
have
thre
e op
tions
:do
this
wel
l, yo
u ha
ve th
ree
optio
ns:
••Ex
pand
the
timel
ine
Expa
nd th
e tim
elin
e••
Acc
ess
mor
e re
sour
ces
and
peop
le to
A
cces
s m
ore
reso
urce
s an
d pe
ople
to
get i
t don
ege
t it d
one
6
••R
educ
e th
e sc
ope
(for n
ow) o
f the
R
educ
e th
e sc
ope
(for n
ow) o
f the
im
plem
enta
tion
plan
impl
emen
tatio
n pl
an
Rol
eof
the
Coa
ch
Wha
tis
the
Rol
eof
the
Coa
chin
Wha
tis
the
Rol
eof
the
Coa
chin
Act
ion
Act
ion
Rol
e of
the
Coa
ch
Wha
t is
the
Rol
e of
the
Coa
ch in
W
hat i
s th
e R
ole
of th
e C
oach
in A
ctio
n A
ctio
n Pl
anni
ng?
Plan
ning
?D
urin
g:D
urin
g:D
urin
g:D
urin
g:R
educ
ing
the
qual
ity o
r fid
elity
of t
he
Red
ucin
g th
e qu
ality
or f
idel
ity o
f the
i
lt
tih
ldb
ti!
il
tti
hld
bti
!im
plem
enta
tion
shou
ld n
ever
be
an o
ptio
n!im
plem
enta
tion
shou
ld n
ever
be
an o
ptio
n!
7
Rol
eof
the
Coa
ch
Wha
tis
the
Rol
eof
the
Coa
chin
Wha
tis
the
Rol
eof
the
Coa
chin
Act
ion
Act
ion
Rol
e of
the
Coa
ch
Wha
t is
the
Rol
e of
the
Coa
ch in
W
hat i
s th
e R
ole
of th
e C
oach
in A
ctio
n A
ctio
n Pl
anni
ng?
Plan
ning
?A
fter:
Afte
r:A
fter:
Afte
r:••
Com
mun
icat
ion/
Feed
back
Loo
psC
omm
unic
atio
n/Fe
edba
ck L
oops
••O
n go
ing
feed
back
on
wha
t suc
cess
O
n go
ing
feed
back
on
wha
t suc
cess
lo
oks
like
(Lea
ders
hip
driv
er)
look
s lik
e (L
eade
rshi
p dr
iver
)••
Ant
icip
atin
g an
d Pr
eA
ntic
ipat
ing
and
Pre--
Cor
rect
ing
Cor
rect
ing
••A
ssis
tto
Rem
ove
pote
ntia
lbar
riers
Ass
istt
oR
emov
epo
tent
ialb
arrie
rsA
ssis
t to
Rem
ove
pot
entia
l bar
riers
A
ssis
t to
Rem
ove
pot
entia
l bar
riers
th
at m
ight
pre
vent
sta
ff fr
om
that
mig
ht p
reve
nt s
taff
from
im
plem
entin
gan
dsu
stai
ning
actio
nim
plem
entin
gan
dsu
stai
ning
actio
n
8
impl
emen
ting
and
sust
aini
ng a
ctio
n im
plem
entin
g an
d su
stai
ning
act
ion
plan
ning
(Lea
ders
hip
driv
er)
plan
ning
(Lea
ders
hip
driv
er)
Rol
eof
the
Coa
ch
Wha
tis
the
Rol
eof
the
Coa
chin
Wha
tis
the
Rol
eof
the
Coa
chin
Act
ion
Act
ion
Rol
e of
the
Coa
ch
Wha
t is
the
Rol
e of
the
Coa
ch in
W
hat i
s th
e R
ole
of th
e C
oach
in A
ctio
n A
ctio
n Pl
anni
ng?
Plan
ning
?A
fter:
Afte
r:A
fter:
Afte
r:••
Rei
nfor
cem
ent o
f the
pro
cess
R
einf
orce
men
t of t
he p
roce
ss
••N
ew s
kills
taug
ht (C
ompe
tenc
y N
ew s
kills
taug
ht (C
ompe
tenc
y D
river
)D
river
)••
Tech
nica
l Ass
ista
nce
Tech
nica
l Ass
ista
nce
••W
hatd
ata
isne
eded
/revi
ewed
toW
hatd
ata
isne
eded
/revi
ewed
toW
hat d
ata
is n
eede
d/re
view
ed to
W
hat d
ata
is n
eede
d/re
view
ed to
kn
ow if
act
ion
item
s ar
e ac
hiev
able
? kn
ow if
act
ion
item
s ar
e ac
hiev
able
? (O
rgan
izat
ion
Driv
er)
(Org
aniz
atio
nD
river
)
9
(Org
aniz
atio
n D
river
)(O
rgan
izat
ion
Driv
er)
Act
ivity
Nex
tSte
pN
extS
tep
y
Nex
t Ste
pN
ext S
tep::
As
you
refle
ct o
n th
is in
form
atio
n,
As
you
refle
ct o
n th
is in
form
atio
n,
y,
y,
wha
t is
the
next
ste
p fo
r you
as
a w
hat i
s th
e ne
xt s
tep
for y
ou a
s a
coac
hto
ensu
reth
atth
ete
amw
illbe
coac
hto
ensu
reth
atth
ete
amw
illbe
coac
h to
ens
ure
that
the
team
will
be
coac
h to
ens
ure
that
the
team
will
be
atte
ndin
g to
the
criti
cal d
river
s?at
tend
ing
to th
e cr
itica
l driv
ers?
Shar
ew
ithpa
rtne
rSh
are
with
part
ner
Shar
e w
ith p
artn
erSh
are
with
par
tner
10
Fina
lTho
ught
Fina
l Tho
ught
Jill
Jack
son
“Avo
id o
ver-t
hink
ing.
Th
isis
abou
tAC
TIO
Nno
tTh
is is
abo
ut A
CTI
ON
, not
P
ER
FEC
TIO
N!”
11