Presentation on theme: "SYSTEMS CHANGE THROUGH COACHING"— Presentation transcript:
1 SYSTEMS CHANGE THROUGH COACHING IEP Development and Implementation for Students with ASDSTART Training GuideThe 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 toInternalize the Essence of the material.An idea discovered is betterthan an idea delivered.
2 Project OUTCOMESBuild Capacity to educate students with ASD in the LREImprove Outcomes:Access to Higher EducationEmploymentIndependent LivingCommunity Involvement
3 Feedback Loops Support Loops START ProjectMI-TOPMRSProviding feedback and data on implementation effortsRCNDistrict TeamISD/DISTRICT TEAMBUILDING TEAMSupport LoopsProviding supports for effective practices implemented with fidelityBUILDING STAFF & STUDENTSAdapted from Michigan Implementation Network (MIN) www. cenmi.org/min
4 Training Foundation Foundations in ASD and the Teaming Process Looking at Adults with ASD DifferentlyRe-Thinking the Glass House Rule (Asperger’s)Positive Behavioral Interventions and SupportNatural SupportsIEP & 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
7 Why a Coaching Model?Improve Capacity for ALL Staff to Educate / Prepare Students with ASD for their FutureImprove resource allocation / efficiencyMove from Crisis to Frontloading
8 Multi-Tiered Model of Support FewIntensive TIER 3Targeted TIER 2SomeUniversal TIER 1All
9 START’s Model for Coaching: The Structure for Systems Change Effective PracticesLeadership Initiative (EPLI)
10 EPLI is Designed to….BUILD local district CAPACITY to educate students with ASDImprove IMPLEMENTATION of effective practices for students with ASD in order to improve OUTCOMESIncrease use of TEAM and PROBLEM-SOLVING processesIncrease EFFECTIVENESS of professional development opportunities
11 HOW do we deliver EPLI? Trainer/Coaches Coach Leaders Deliver content information through trainingRecruit and train building coachesCoach LeadersServe in a coach / consultant roleCoordinate district / ISD coaching activitiesWork collaboratively with Trainer/CoachesBuilding-Level Coaching Activities
12 Comparison of the Models: Expert Consultant vs. Coaching: CollaborativeReactionProactiveDependenceBuilding CapacityBlameAccountability
14 Coaching requires you to CHANGE YOUR FOCUS from crisis to CAPACITY BUILDINGfrom an expert model to one of teaming / collaboration / problem solvingFrom old to NEW thinking about supporting students with ASD:START Principles / Mantras / Data
21 COACHING SKILLS FRONTOAD: Best place to solve a problem is . . . . PROCESSESHave an arsenal of responses….
22 Problem Solving SKILLS MEETING MECHANICS AssignResponsibilitiesProblemIdentificationImplementationVariablesProblemSpecificationBrainstormCluster/Prioritize
23 Coaching Skills in Responding Keep out of the OPINION DEBATELawResearchDataKeep Focus on the STUDENTSHow will this improve outcomes?How will this increase socialization opportunities?How will this improve independent skills?FBA on AdultsBegin with the end in mind10 minute vs. 1 hour approach
24 COACHING SKILLS Talk about the ELEPHANT Spotlight vs. Lightening BoltFocus on OUTCOME / IMPLEMENTATIONDiscovery vs. ExpertAn idea discovered is better than an idea delivered--Crisis vs. Build capacityDo 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 QuestionsThis student is hurting our staff! When is enough enough?DATA on implementation fidelityDocumentation of using data to make program adjustmentsLack of progress on goals and objectivesIf 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 PlaySTUMP THE STAFFCoaching Scenarios
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 evaluativeGive information, not judgment.Be honest and straightforward-- FRONTLOADTalk about the “elephant” in the roomExpect 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 cooperationBad FeedbackDemotivatesFocuses on blameCreates defensivenessConfrontational
34 Developing YOUR Coaching Model Develop an ISD / District Map
36 EXAMPLE: CCRESA Model of Service: Building Capacity Support Team and Building Coaches ASDTeamFowlerOvid-ElsieDewittBathP-WSt. JohnsCCRESALMSSJHSRMS/HSElHWSchSctEEKOVTPCCECFSTEKEEECWGW
37 Develop a Picture of YOUR District Buildings# students in the buildingCurrent Implementation Tier
38 Identifying Needs of the Building IMPLEMENTATION TIER Lack of informationNew Staff1st Student with ASDTier 2:Frequent flyers to PDLack of implementationTIER 1:--Teaming structure in place--Team(s) trained--Teams meeting regularly--Implementation of effective practices--Ongoing PD8
39 Developing your COACHING MODEL Step 1: Develop an ASD Picture of your District / ISDStep 2: Develop Your Coach Leaders / Building Coaches
40 Who are Coach Leaders? In multiple buildings Tends to be Ancillary Staff:School PsychologistSchool Social WorkerSpeech and Language TherapistASD Teacher ConsultantsOccupational Therapist40
41 Who are Building Coaches? Primarily assigned to one buildingTends to be:Special Education TeacherGeneral Education TeacherBuilding Speech and Language TherapistSchool CounselorPrincipal41