1. Updated 5-3-07 Becoming a START Team Coach YOUR role in improving services for students with ASD.

2. What is START? Grant project supported by the Michigan Department of Education, Office of Special Education and Early Intervention Services

3. AGENDA  What is START?  What is EPLI?  Implementing EPLI Leadership Teaming Coaching  EPLI Coach Requirements?

4. Why START Began...

5. Giving professionals and parents the knowledge and skills to support individuals with autism spectrum disorder in reaching their greatest potential START’s Mission Statement

6. Purpose of START START serves as a coordinating and supporting entity for schools across the state of Michigan to increase access to local resources, training and support for students with Autism Spectrum Disorders.

7. START’s Model of Service

9. What is Effective Practice Leadership Initiative (EPLI)

10. What is EPLI?  Capacity building project (Systems Change)  Utilizes a coaching model to meet goals  Goals: Increase local access to information on effective practices for students with ASD Increase use of effective teaming and problem solving processes Increase effectiveness of professional development Increase implementation of effective practices for students with ASD

11. Making Professional Development Effective The Lang & Fox Article  Traditional professional development (training without follow up to support implementation) yields a 5-10% implementation of strategies success rate  With follow up, that number can rise to 75-90%  EPLI coaches will provide the follow up support to ensure implementation of effective practice for students with ASD

12. Systems Change requires you to CHANGE YOUR FOCUS  from crisis to LONG TERM IMPACT  from your current expert model role to one of a COACH  from other models of service to a START Philosophy Focus...

13. START Principles (excerpt)  Goals for all students with ASD (NRC): Socialization Skill Development Independent Functioning Enriched Quality of Life  Multidisciplinary and collaborative problem-solving approach to developing educational supports and addressing behavioral issues  Positive and proactive strategies to address challenging behavior  Data-based decision-making and ongoing evaluation of interventions to ensure meaningful progress for the individual and the family  Implementing evidence-based (universal) supports that promote integration into normalized settings

14. HOW do we deliver EPLI?  Trainer/Coaches Attend Implementation and Competency Days Deliver content information through training Serve in a coaching role Train new coaches Coordinate coaching role in region/district  Coaches Serve in a coaching role Coordinate coaching role with trainer/coaches

15. Regional Collaborative Networks Districts / ISD -- Trainer/Coaches GOAL: A COACH IN EVERY BUILDING INDIVIDUAL STUDENT LEVEL--POC SCHOOL BUILDINGS BUILDING LEVEL--USAPT

16. EPLI Coach Proficiencies  Personal / Professional Credentials  Leadership, Teaming and Coaching

17. PROFESSIONAL CREDENTIALS  Currently employed by a public school system in Michigan (or school support agency).  Professional (school psychologist, social worker, speech therapist, teacher, teacher consultant, etc.) with at least THREE years of experience working with students with ASD or related disabilities.  Possess strong content knowledge about ASD and effective practices for students with ASD.  Possess knowledge and skills in teaming and problem solving.  Possess a good working relationship with peers and has a credible reputation in the school system.  Possess the drive, dedication and time to commit to the role.

18. Leadership, Teaming, and Coaching  Leadership: Setting the Stage  Teaming: Developing the Action  Coaching: Supporting Action and Change

19. “Leadership is the courage to admit mistakes, the vision to welcome change, the enthusiasm to motivate others, and the confidence to stay out of step when everyone else is marching to the wrong tune.” —E.M. Estes Former President, General Motors

20. A LEADER is a person you would follow to a place you wouldn’t go yourself.

21. Qualities of Truly Great Leaders SELF ASSESSMENT I take a constructively discontented view of the world ___ I consider myself a work-in-progress ___ I excel when the stakes are high ___ I expect more from myself than I do of others ___ I can admit mistakes ___  I rely on my convictions or beliefs to guide my behavior ___ I have a “tough hide” and can laugh ___ I am not deterred by disappointment, failure or rejection ___ I accentuate the positive ___ I value focus and discipline and have the ability to get things done ___ (taken in part from: Phillips & Ashby, 1999)

22.  Leadership is a necessary, but not sufficient element in implementing EPLI.  Teaming: Building a system that supports development and implementation of effective supports for students with ASD

23. Assess Plan Implement Evaluate Effective Behavior Support Process Collaborative Approach

24. Why use a Collaborative Problem Solving Process?  No one person has the right answer.  Variety of perspectives increases the chance of getting a complete picture of the student as well as developing a broad set of interventions that are likely to be effective.  Implementation (Treatment Integrity) increases when team members are involved in the process.  All members are accountable for the outcome.

25. Developing a TEAM Recommended Roles/Responsibilities  Meeting Coordinator  Facilitator  Recorder  Time Keeper  Data Specialist  Implementation Coordinator

26. Habits of Effective Teams  Time is prioritized.  An agenda is developed and used.  Members attend beginning to end.  Meetings begin and end on time.  Ground rules are established and violations addressed.  Action plan items are developed and follow up is addressed.  Developed plans are implemented until the team decides otherwise.  Plan implementation is specifically addressed.  A teaming infrastructure is established that supports problem solving…

27. Infrastructure for TEAMING Paradigms for Success  MEETING MECHANICS: DEVELOP AND PROTECT THE IDEA  A B C PARADIGM: ORGANIZE THE IDEA  LEARNING HIERARCHY: PERSONALIZE THE IDEA  TEAM PROCESS: IMPLEMENT THE IDEA

28. Process for Solving Problems MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/ Prioritize Implementation Variables Assign Responsibilities Adapted in part from Allen, S.J. & Graden, J.L. (1997).

29. Problem Identification Problem Specification Brainstorm Cluster/ Prioritize Implementation Variables Assign Responsibilities What is the PROBLEM? Open-Ended / Democratic Prioritize Concerns MEETING MECHANICS

30. Brainstorm Cluster/ Prioritize Implementation Variables Assign Responsibilities Operational Definitions Data Analysis Antecedent Variables Focus MEETING MECHANICS Problem Identification Problem Specification

31. Problem Identification Problem Specification Brainstorm Cluster/ Prioritize Implementation Variables Assign Responsibilities True Brainstorm Strategies Time Frame ALL Ideas are Good Ideas Do not Over-Explain, Defend, Convince Professional Role Elimination Focus on Developing the Best Idea in the Room MEETING MECHANICS

32. Problem Identification Problem Specification Brainstorm Cluster/ Prioritize Implementation Variables Assign Responsibilities Clarify Ideas Cluster Similar Ideas Idea Dependency Prioritize Ideas through Sequencing MEETING MECHANICS

33. Problem Identification Problem Specification Brainstorm Implementation Variables Cluster / Prioritize Assign Responsibilities Resources Needed Barriers to Implementation MEETING MECHANICS

34. Problem Identification Problem Specification Brainstorm Assign Responsibilities Implementation Variables Cluster / Prioritize Team Process Roles and Function MEETING MECHANICS

35. A B C Paradigm A B C Antecedent Behavior Consequence Specify Select Agree What occurs AFTER BEFORE All variables associated with the problem

36. Integrating MM with ABC A B C PARADIGM A B C Antecedent Behavior Consequence MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/Prioritize Implementation Variables Assign Responsibilities

37. A B C PARADIGM A B C Antecedent Behavior Consequence MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/Prioritize Implementation Variables Assign Responsibilities What is the problem/behavior? Operationalize Prioritize Integrating MM and ABC

38. A B C PARADIGM A B C Antecedent Behavior Consequence MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/Prioritize Implementation Variables Assign Responsibilities What is the problem/behavior? Operationalize Prioritize All variables associated with the problem Strategies: Preventative Proactive Instructional

39. Support Plan A B C Antecedent Behavior Consequence Specify Select Agree Consistently Respond Nonverbal, Non- emotional, Non- punitive BEFORE PREVENT TEACH Goal: Frontload the system to PREVENT problems

40. Learning Hierarchy ACCURACY SPEED ACQUISITION FLUENCY practice GENERALIZATION ADAPTATION teaching Haring, et.al., 1978

41. Infrastructure for TEAMING SUMMARY  MEETING MECHANICS: DEVELOP AND PROTECT THE IDEA  A B C PARADIGM: ORGANIZE THE IDEA  LEARNING HIERARCHY: PERSONALIZE THE IDEA  TEAM PROCESS: IMPLEMENT THE IDEA

42.  Leadership is a necessary, but not sufficient element in implementing EPLI.  Teaming: Building a system that supports development and implementation of effective supports for students with ASD.  Coaching: Supporting through follow up the actions developed during team process.

43. COACHING is not Unique MiBLSi: Michigan’s Integrated Behavior and Learning Support Initiative Reading First OTHERS...

44. What is a COACH? Most common example: SPORTS What is the ROLE of the Coach? What characteristics make a GOOD Coach? What Characteristics make a BAD Coach?

45. What IS a Coach?  We don’t see coaches as “experts”; rather, they HAVE expertise... In the CONTENT In the IMPLEMENTATION In the TEAMING necessary to make it happen Isn’t this a “consultant” ? ? ?

46. Expert ConsultantCoach ExpertCollaborative ReactionProactive DependenceBuilding Capacity BlameAccountability Comparison of the Models: Expert Consultant vs. Coach:

47. Why is good coaching so rare? DISCUSSION NEW TC Role? For TEAM rather than STUDENT

48. Coaching Roles that Lead to Implementation

49. Coaching Roles 1. Motivate others to change.

50. Change to WHAT?  Consistently utilizing Problem Solving / Team Processes  Consistently Implementing Effective Strategies for students with ASD with INTEGRITY  Regularly evaluating the supports and strategies through data collection to assure they are effective POC; USAPT; APEPT  No longer tolerating mediocrity...

52. Coaching Roles 1. Motivate others to change 2. Demonstrate effective practices

53.  GROUP DISCUSSION: Positive Behavior Support foundation Team process / data-based decision-making Family Involvement Appropriate paraprofessional support Visual strategies Functional communication system Peer to peer support Accommodations and modifications Consistent Behavioral Programming What ARE the Effective Practices?

54. Coaching Roles, cont. 1. Motivate others to change 2. Demonstrate effective practices 3. Provide implementation support/feedback

55.  Make sure action plan items are generated and completed (positive nag).  Observe / coordination observations in classroom to evaluate implementation of strategies and supports.  Provide specific feedback on whether strategies are implemented with integrity. Implementation Support?

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

57. Strategies for 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 Talk about the “elephant” in the room

58. Strategies for Providing Feedback  Expect feedback in return (listen, don’t just defend or justify)  Remember, even constructive feedback can be painful  Some people have to DISCOVER the answer… they won’t respond to feedback. An idea discovered is better than an idea delivered

59. Coaching: Feedback Activity  Find a partner (team of two)  Each team will have ONE sheet of paper with TWO scenarios  Each will take one scenario and “play” the EPLI coach, providing feedback to the other member of the team based on the scenario  The other member will take on the role of the person receiving the feedback (HAVE FUN WITH IT.. YOU’VE UNDOUBTEDLY EXPERIENCED THESE SCENARIOS BEFORE)!  Practice first in your team of two and then demonstrate for other participants at your table

60. Coaching Roles, cont. 1. Motivate others to change 2. Demonstrate effective practices 3. Provide implementation support/feedback 4. Get Critical Mass!

61.  Bruce Ryan / Neal Gross study on the spread of hybrid seed corn (1930’s Greene County Iowa)  New seed introduced in 1928 and was superior in every respect  DESIGN: 258 farmers In 1932-33, only a handful used the new seed  DEFAULT: 1934: 16; then 21 more; then 36, 61 … etc.  DEFIANT: By 1941: all but 2 used new seed The Tipping Point; Malcolm Gladwell Story of the Hybrid Seed

62. GET CRITICAL MASS… ….Of people engaging in design behavior

63. NOW the FUN…. The REQUIREMENTS  Determine your TEAM  Student Level  Classroom/Building Level Team  District/ISD Level Team  Complete the COACH AGREEMENT and PROPOSAL for Implementation of EPLI  Meet monthly with TEAM Establish Logistics  Location, facilities, principles, roles / responsibilities, etc. Determine goals for the team  Individual Student Level: Profile Of Change  Building / Classroom Level: Universal Supports Assessment and Planning Tool (USAPT)  District/ISD Level: APEPT Ensure action plan items are reviewed and developed at each meeting Review goals at each meeting Use problem solving process

64. Evaluate Team Functioning Complete “Are we a well functioning team?” TWICE Yearly (pre / post measurement)

65. OTHER REQUIREMENTS  Help team members complete action items on time (positive nag).  Encourage team members to attend local trainings on strategies effective for students with ASD.  Support and coordinate the follow up necessary to ensure implementation of effective strategies.  Recruit and mentor new coaches.  Commit to improve your OWN knowledge and skills and share that knowledge and skills with OTHERS.  Attend local, regional and state coaches meetings.  Log onto Blackboard monthly for updates  Report twice yearly to Coach Leader / Coordinator (Coach Reporting Form)

66. REQUIREMENTS (forms) REVIEW  PROPOSAL Proposal for Implementation of EPLI  DEVELOP GOALS POC, USAPT, APEPT  MEET MONTHLY WITH TEAM  DEVELOP ACTION PLAN ITEMS Action Plan Form  ASSESS TEAM FUNCTIONING (PRE/POST) Are we a well functioning team?  REPORT TWICE YEARLY Coach Reporting Form

67. BUT I DON’T HAVE TIME FOR THIS! EPLI is a GIVE to GET system: Participants give up some work and double other work for greater long-term impact

68. Effecting Change REMEMBER: “Effective systems change takes 2-5 years even with concentrated and continual actions.” Centre for Strategic Planning

69. QUESTIONS?