Adapted from Sugai and Todd, 2004
If a practice is to be implemented successfully, staff need systems and routines to assist, prompt, encourage, and monitor their implementation progress. MiBLSi provides guidance to school leadership teams and staff as they develop, implement, and evaluate their systems and practices that support student achievement.
Definition of Coaching Capacity
Coaching, or facilitation, capacity refers to the system's ability to organize personnel and resources for supporting local school training and implementation efforts. An emphasis is placed on coaching roles, responsibilities, and activities. Efficiencies are achieved by integrating the coaching functions into job descriptions of existing school personnel (e.g., school psychologist, behavior specialist, social worker, school counselor, teacher, reading specialist, or teacher consultant).
- Functions, not people.
- School personnel who have:
- Fluency with Reading/Behavior systems and practices
- Capacity to deliver high-level technical assistance
- Capacity to sustain teams in efforts to implement systems and practices
- “Positive” nag
- Conceptual Feedback
- Attend and participate in team training
- Meet with team(s) at least monthly
- Provide technical assistance as needed
- Monitor and report on team efforts
- Assist district to build capacity for sustained implementation (redefine your role over time)