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SYSTEMS CHANGE THROUGH COACHING. Project OUTCOMES Build Capacity to educate students with ASD in the LRE Improve Outcomes: –Access to Higher Education.

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Presentation on theme: "SYSTEMS CHANGE THROUGH COACHING. Project OUTCOMES Build Capacity to educate students with ASD in the LRE Improve Outcomes: –Access to Higher Education."— Presentation transcript:

1 SYSTEMS CHANGE THROUGH COACHING

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 BUILDING STAFF & STUDENTS Providing supports for effective practices implemented with fidelity Providing feedback and data on implementation efforts District Team BUILDING TEAM ISD/DISTRICT TEAM RCN START Project MI-TOPMRS Adapted from Michigan Implementation Network (MIN) www. cenmi.org/min

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

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 –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 Expert ConsultantCoaching ExpertCollaborative ReactionProactive DependenceBuilding Capacity BlameAccountability Comparison of the Models: Expert Consultant vs. Coaching:

13

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

16 START’s COACHING MODEL STRUCTURED yet FLEXIBLE

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

18 Initiation into EPLI: Finding Nemo

19 Implementing a Coaching Model Organizational STRUCTURE / ACTIVITIES Coaching SKILLS

20 COACHING SKILLS Taking on Human Nature

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

22 Problem Solving SKILLS MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/ Prioritize Implementation Variables Assign Responsibilities

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

24 COACHING SKILLS Talk about the ELEPHANT –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%) Appearance Posture Eye contact Body movement –Paraverbal (38%) Tone Volume Cadence –Verbal (7%)

29 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 –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

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36 EXAMPLE: CCRESA Model of Service: Building Capacity Support Team and Building Coaches L MS SJ HS R MS/HSEl HW Sch Sct MS HS EEK MS OV TP CCEC HS El FST EK EE EC GW W

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

38 Identifying Needs of the Building IMPLEMENTATION TIER TIER 1: --Teaming structure in place --Team(s) trained --Teams meeting regularly --Implementation of effective practices --Ongoing PD Tier 2: Frequent flyers to PD Lack of implementation Tier 3: Lack of information New Staff 1 st Student with ASD

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

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

42 How will YOUR Model Look?

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

44 Control the Controllables ACTIVITY

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

46 CELEBRATION OF PROGRESS TEAM Award Individual Award

47 Grand Valley State University; Autism Education Center © ; All Rights Reserved


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