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The framework establishes statewide instructional coaching to support teachers with high-quality literacy practices, tackling implementation challenges such as coaching-definition clarity, limited coach professional learning, and insufficient data for fidelity and impact. It outlines a 3-Step Coaching Cycle—defining coaching, preparing ongoing coach learning, and creating a coaching data system—supported by SEA readiness, partner collaboration, and evidence-based coaching practices.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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are now  \nIn 2020 the New Hampshire Bureau of Special Education Services (BSES) decided to change the focus of its State Systemic Improvement Plan (SSIP) and State Identified Measurable Result (SIMR) from preschool social and emotional outcomes to literacy. Data from the previous three years showed that there were many elementary schools in New Hampshire that were struggling with reading proficiency, some remaining stagnant in the lower 25%, with other schools reporting proficiency rates of 10% . BSES based its decision to change its SSIP on a full review of data including a comparison of the national data for reading proficiency to state data, which identified a downward trend in New Hampshire’s reading scores; a review of all stakeholder feedback on how the state might improve implementation of its SSIP improvement strategies; and a review of current literacy initiatives in New Hampshire. Additionally, in the Fall of 2021, the State’s Advisory Council on Special Education selected reading proficiency as one of  \ntheir priority areas. Council members were concerned about the gap between regular education and special education students as well as a general concern about reading proficiency levels for students with disabilities.  \nPROGRAM DESIGN  \nIn its SSIP redesign BSES recognized that to improve student literacy outcomes, classroom teachers needed ongoing support in the form of coaching to improve their implementation of high-quality literacy practices. However, the coaches involved in the SSIP were unfamiliar with how to effectively coach teachers. BSES recognized that it needed to develop a new infrastructure improvement strategy in its SSIP focused on developing a statewide instructional coaching framework in literacy.  \nThe National Center for Systemic Improvement (NCSI) has provided technical assistance for almost four years to BSES in the redesign and implementation of its SSIP. Because of the close relationship that developed between NCSI and BSES Educational Consultants, BSES did not hesitate to approach NCSI for technical assistance as it embarked on an infrastructure improvement  \nstrategy to create a statewide instructional coaching framework model. The coaching framework was initially designed to provide instructional coaching to educators participating in Language Essentials for Teachers of Reading and Spelling (LETRS) professional development in its SSIP pilot schools.  \nThrough implementation science research (Barrett, 2021) and its coaching work with other states, NCSI has identified implementation challenges to using coaching as a strategy for improving teaching and student learning.  \nThese challenges are:  \n• A lack of clarity about the definition of coaching.  \n• Minimal professional learning for coaches in effective coaching for teachers.  \n• A lack of data on coaching to evaluate for fidelity and impact and to support coach development.  \nNCSI’s approaches to improving SEA capacity to address these implementation challenges are:  \n1. Building SEA readiness for using coaching to improve teaching and student learning;  \n2. Engaging the SEA as partners for delivering ongoing professional learning for coaches;  \n3. Collaborating with the SEA to create and use a coaching data system.  \nBUILDING SEA READINESS FOR USING COACHING TO IMPROVE TEACHING AND STUDENT LEARNING  \nIn late 2022 NCSI and BSES held a series of calls to discuss different instructional coaching models used in schools. The purpose of these calls was to build the SEA’s readiness for implementing a coaching model that would best meet the needs of BSES. Over the next two months NCSI shared research and resources about the 3-Step Coaching Cycle (Pierce & St. Martin, 2023), which has been used by NCSI in its  \nwork with other states. The 3-Step Coaching Cycle is a researchbased model that emphasizes  \nMilestone 1:  \nDevelop a clear definition  \nof ","cbCaicAUPVYpT9n1","https://ap.wps.com/l/cbCaicAUPVYpT9n1","pdf",467325,"English","# Where we are now\n## Program design\n# Building SEA readiness for using coaching to improve teaching and student learning\n## Engaging SEA as partners for delivering ongoing professional learning for coaches","[{\"question\":\"Why did New Hampshire BSES change its SSIP focus in 2020?\",\"answer\":\"BSES shifted from preschool social and emotional outcomes to literacy after data showed many elementary schools struggling with reading proficiency and a downward trend in the state’s reading scores.\"},{\"question\":\"What implementation challenges does NCSI identify when using coaching to improve teaching and learning?\",\"answer\":\"Challenges include unclear coaching definitions, minimal professional learning for coaches, and a lack of coaching data to assess fidelity and impact and support coach development.\"},{\"question\":\"What are the three steps in the Coaching Cycle used in the framework?\",\"answer\":\"The cycle includes: developing a clear definition of coaching, providing ongoing professional learning to coaches, and creating and using a coaching data system.\"}]","Bridging the Gap in the 603 - Implementing a 3 Step Coaching Framework in New Hampshire | PDF",1792057211,13]