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Presentation on theme: "SYSTEMS CHANGE THROUGH COACHING"— Presentation transcript:

IEP Development and Implementation for Students with ASD START Training Guide The trainer guide is located in the notes pages of each PowerPoint slide. The IEP Development and Implementation Module is separated into sections (or chunks), and each section is titled with a transition slide that includes the Key Concepts (big ideas) for that section. Trainer / Coaches can present this entire module at one time or offer mini-trainings by section. In each section, slides can be re-arranged to individualize the training and additional information can be added to provide a detailed presentation of that content; however, the content in each slide must be maintained to protect the fidelity of the information. Any information added must align with MDE OSE-EIS and START practices. In the notes pages, each slide includes the following: Key Concepts: A summary of the important points for that slide; Considerations: Potential misunderstanding or issues relative to the concepts; Application: Potential activities that serve to increase implementation fidelity or participant understanding of the key concepts. Many slides include visual supports such as clipart, pictures, cartoons etc. Trainer / Coaches may make any changes to these visual supports necessary to personalize the training; however, the CONTENT should not be altered to maintain the fidelity of the information. To be an effective trainer of this module, you will have to Internalize the Essence of the material. An idea discovered is better than an idea delivered.

2 Project OUTCOMES Build Capacity to educate students with ASD in the LRE Improve Outcomes: Access to Higher Education Employment Independent Living Community Involvement

3 Feedback Loops Support Loops
START Project MI-TOP MRS Providing feedback and data on implementation efforts RCN District Team ISD/DISTRICT TEAM BUILDING TEAM Support Loops Providing supports for effective practices implemented with fidelity BUILDING STAFF & STUDENTS Adapted from Michigan Implementation Network (MIN) www.

4 Training Foundation Foundations in ASD and the Teaming Process
Looking at Adults with ASD Differently Re-Thinking the Glass House Rule (Asperger’s) Positive Behavioral Interventions and Support Natural Supports IEP & Discovery: The Road Map

5 Why Change? We are agents of change or agents of the status quo.
Status quo doesn’t get us from here to where KIDS need to be. Jacque Thompson, MAASE 2007

6 The World is Flat: Educational Impact

7 Why a Coaching Model? Improve Capacity for ALL Staff to Educate / Prepare Students with ASD for their Future Improve resource allocation / efficiency Move from Crisis to Frontloading

8 Multi-Tiered Model of Support
Few Intensive TIER 3 Targeted TIER 2 Some Universal TIER 1 All

9 START’s Model for Coaching: The Structure for Systems Change
Effective Practices Leadership Initiative (EPLI)

10 EPLI is Designed to…. BUILD local district CAPACITY to educate students with ASD Improve IMPLEMENTATION of effective practices for students with ASD in order to improve OUTCOMES Increase use of TEAM and PROBLEM-SOLVING processes Increase EFFECTIVENESS of professional development opportunities

11 HOW do we deliver EPLI? Trainer/Coaches Coach Leaders
Deliver content information through training Recruit and train building coaches Coach Leaders Serve in a coach / consultant role Coordinate district / ISD coaching activities Work collaboratively with Trainer/Coaches Building-Level Coaching Activities

12 Comparison of the Models: Expert Consultant vs. Coaching:
Collaborative Reaction Proactive Dependence Building Capacity Blame Accountability


14 Coaching requires you to CHANGE YOUR FOCUS
from crisis to CAPACITY BUILDING from an expert model to one of teaming / collaboration / problem solving From old to NEW thinking about supporting students with ASD: START Principles / Mantras / Data

15 Patch Adams


17 CONGRATUATIONS ! ! You’re in the CLUB YOU are Accountable
for Coaching…..

18 Initiation into EPLI: Finding Nemo

19 Implementing a Coaching Model

20 COACHING SKILLS Taking on Human Nature

21 COACHING SKILLS FRONTOAD: Best place to solve a problem is . . . .
PROCESSES Have an arsenal of responses….

Assign Responsibilities Problem Identification Implementation Variables Problem Specification Brainstorm Cluster/ Prioritize

23 Coaching Skills in Responding
Keep out of the OPINION DEBATE Law Research Data Keep Focus on the STUDENTS How will this improve outcomes? How will this increase socialization opportunities? How will this improve independent skills? FBA on Adults Begin with the end in mind 10 minute vs. 1 hour approach

Spotlight vs. Lightening Bolt Focus on OUTCOME / IMPLEMENTATION Discovery vs. Expert An idea discovered is better than an idea delivered-- Crisis vs. Build capacity Do it for them?

25 The Tough Meetings You want a goal about that, write it yourself…
I can’t believe the parent wants me to provide data on why I selected these strategies… I think kids with aggression need to be sent home and charged with assault. He has ASD. He needs to go to the ASD program. We can’t have general ed students support students with ASD.. it will take away from their school day.

26 The Tough Questions This student is hurting our staff! When is enough enough? DATA on implementation fidelity Documentation of using data to make program adjustments Lack of progress on goals and objectives If you modify the curriculum THAT much, what is the student actually learning? Learning HOW to Learn: Purpose of Modifications

27 YOUR Tough Meetings / Questions
Let’s Play STUMP THE STAFF Coaching Scenarios

28 COACHING SKILLS Stanford Univ Study Nonverbal (55%) Paraverbal (38%)
Appearance Posture Eye contact Body movement Paraverbal (38%) Tone Volume Cadence Verbal (7%)

29 7 identical sentences / 7 different meanings:
Not WHAT you said… but….. 7 identical sentences / 7 different meanings: I didn’t say she stole my money.

30 It’s one thing to have INTENT, it’s another to have EFFECT.
What are YOUR trigger words? USING “BUT” vs. “AND”

31 COACHING SKILLS: Providing Feedback
“The trouble with most of us is that we would rather be ruined by praise than saved by criticism.” —Norman Vincent Peale

32 Providing Feedback Effective feedback is meant to help the recipient.
Feedback will not FIX what you believe is wrong with another person. The recipient’s decision to change behavior is their responsibility. Don’t give feedback to “get something off your chest.” Feedback should be descriptive, not evaluative Give information, not judgment. Be honest and straightforward-- FRONTLOAD Talk about the “elephant” in the room Expect feedback in return (listen, don’t just defend or justify) Remember, even constructive feedback can be painful

33 Giving Feedback Good Feedback Bad Feedback Encourages
Focuses on improvements (achieved / possible) Creates trust and cooperation Bad Feedback Demotivates Focuses on blame Creates defensiveness Confrontational

34 Developing YOUR Coaching Model
Develop an ISD / District Map


36 EXAMPLE: CCRESA Model of Service: Building Capacity Support Team and Building Coaches
ASD Team Fowler Ovid- Elsie Dewitt Bath P-W St. Johns CCRESA L MS SJ HS R MS/HS El HW Sch Sct EEK OV TP CCEC FST EK EE EC W GW

37 Develop a Picture of YOUR District
Buildings # students in the building Current Implementation Tier

38 Identifying Needs of the Building IMPLEMENTATION TIER
Lack of information New Staff 1st Student with ASD Tier 2: Frequent flyers to PD Lack of implementation TIER 1: --Teaming structure in place --Team(s) trained --Teams meeting regularly --Implementation of effective practices --Ongoing PD 8

39 Developing your COACHING MODEL
Step 1: Develop an ASD Picture of your District / ISD Step 2: Develop Your Coach Leaders / Building Coaches

40 Who are Coach Leaders? In multiple buildings
Tends to be Ancillary Staff: School Psychologist School Social Worker Speech and Language Therapist ASD Teacher Consultants Occupational Therapist 40

41 Who are Building Coaches?
Primarily assigned to one building Tends to be: Special Education Teacher General Education Teacher Building Speech and Language Therapist School Counselor Principal 41

42 How will YOUR Model Look?

43 Addressing Barriers Grand Valley State University; Autism Education Center © ; All Rights Reserved

44 Control the Controllables
ACTIVITY Grand Valley State University; Autism Education Center © ; All Rights Reserved

Closest to the CUSTOMER Advocate change when it benefits the customer DEFAULT BEHAVIOR: Protecting SELF DEFIANT BEHAVIOR: Furthest from the customer Protecting STATUS QUO Grand Valley State University; Autism Education Center © ; All Rights Reserved

TEAM Award Individual Award

47 START @ Grand Valley State University; Autism Education Center © 2008-09 ; All Rights Reserved


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