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

Updated 5-3-07

Becoming a START Team Coach

YOUR role in improving

services for students with ASD.

What is START?

Grant project supported by the Michigan Department of

Education, Office of Special Education and Early Intervention Services

AGENDA

What is START? What is EPLI? Implementing EPLI

Leadership Teaming Coaching

EPLI Coach Requirements?

Why START Began . . .

Students with ASD in Michigan

0

2000

4000

6000

8000

10000

12000

1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007

Nu

mb

er

of

stu

de

nts

1208

11,366

Giving professionals and parents the knowledge and

skills to support individuals with autism spectrum disorder in

reaching their greatest potential

START’s Mission Statement

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.

START’s Model of Service

What is

Effective Practice Leadership Initiative

(EPLI)

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

Making Professional Development EffectiveThe Lang & Fox Article

0%10%20%30%40%50%60%70%80%90%

100%

w/out follow-up w/follow-up

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

Systems Change requires you toCHANGE 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 . . .

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

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

Regional Collaborative Networks

Districts / ISD -- Trainer/Coaches

GOAL: A COACH IN EVERY BUILDING

INDIVIDUAL STUDENT LEVEL--POC

SCHOOL BUILDINGS

BUILDING LEVEL--USAPT

EPLI Coach Proficiencies Personal / Professional Credentials

Leadership, Teaming and Coaching

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.

Leadership, Teaming, and Coaching

Leadership: Setting the Stage

Teaming: Developing the Action

Coaching: Supporting Action and Change

“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

A LEADER is a person you would follow to a place you

wouldn’t go yourself.

Qualities of Truly Great LeadersSELF 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)

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

Assess

Plan

Implement

Evaluate

Effective Behavior Support Process

Effective Behavior Support Process

Collabora

tive

Approach

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.

Developing a TEAMRecommended Roles/Responsibilities Meeting Coordinator

Facilitator

Recorder

Time Keeper

Data Specialist

Implementation Coordinator

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…

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

Process for Solving ProblemsMEETING MECHANICS

ProblemIdentification

ProblemSpecification

Brainstorm Cluster/Prioritize

ImplementationVariables

AssignResponsibilities

Adapted in part from

Allen, S.J. & Graden, J.L. (1997).

ProblemIdentificatio

n

ProblemSpecificatio

n

Brainstorm Cluster/Prioritize

ImplementationVariables

AssignResponsibilit

ies

What is the PROBLEM?Open-Ended / Democratic

Prioritize Concerns

MEETING MECHANICSMEETING MECHANICS

Brainstorm Cluster/Prioritize

ImplementationVariables

AssignResponsibilit

ies

Operational DefinitionsData Analysis

Antecedent Variables Focus

MEETING MECHANICSMEETING MECHANICS

ProblemIdentificati

on

ProblemSpecificatio

n

ProblemIdentificatio

n

ProblemSpecificatio

n

Brainstorm Cluster/Prioritize

ImplementationVariables

AssignResponsibilit

ies

True Brainstorm StrategiesTime Frame

ALL Ideas are Good IdeasDo not Over-Explain, Defend, Convince

Professional Role EliminationFocus on Developing the Best Idea in the

Room

MEETING MECHANICSMEETING MECHANICS

ProblemIdentificati

on

ProblemSpecification

Brainstorm Cluster/Prioritize

ImplementationVariables

AssignResponsibilit

iesClarify Ideas

Cluster Similar IdeasIdea Dependency

Prioritize Ideas through Sequencing

MEETING MECHANICSMEETING MECHANICS

ProblemIdentificati

on

ProblemSpecification

Brainstorm

Implementation Variables

Cluster / Prioritize

AssignResponsibilit

ies

Resources NeededBarriers to Implementation

MEETING MECHANICSMEETING MECHANICS

ProblemIdentificati

on

ProblemSpecification

Brainstorm

Assign Responsibilit

ies

ImplementationVariables

Cluster / Prioritize

Team ProcessRoles and Function

MEETING MECHANICSMEETING MECHANICS

A B C Paradigm

A B C Antecedent Behavior Consequence

Specify

Select

Agree

What occurs AFTER

BEFORE

All variables associated with

the problem

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

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

Integrating MM and ABC

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

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

Learning Hierarchy

ACCURACY

SPEEDACQUISITION

FLUENCY

practi

ce

GENERALIZATION

ADAPTATION

teaching

Haring, et.al., 1978

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

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.

COACHING is not Unique

MiBLSi: Michigan’s Integrated Behavior and Learning Support Initiative

Reading First

OTHERS . . .

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?

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” ? ? ?

Expert Consultant Coach

Expert Collaborative

Reaction Proactive

Dependence Building Capacity

Blame Accountability

Comparison of the Models:Expert Consultant vs. Coach:

Why is good coaching so rare?

DISCUSSION

NEW TC Role?For TEAM rather than STUDENT

Coaching Rolesthat Lead to Implementation

Coaching Roles

1. Motivate others to change.

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. . .

Coaching Roles

1. Motivate others to change

2. Demonstrate effective practices

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?

Coaching Roles, cont.

1. Motivate others to change

2. Demonstrate effective practices

3. Provide implementation support/feedback

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?

Providing Feedback

“The trouble with most of us is that we would rather be ruined by praise than saved by criticism.”

—Norman Vincent Peale

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

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

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

Coaching Roles, cont.

1. Motivate others to change

2. Demonstrate effective practices

3. Provide implementation support/feedback

4. Get Critical Mass!

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

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

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

Evaluate Team Functioning

Complete “Are we a well functioning team?” TWICE Yearly

(pre / post measurement)

Are we a well functioning team?

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)

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

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

Effecting Change

REMEMBER:

“Effective systems change takes 2-5 years even with concentrated and continual actions.”

Centre for Strategic Planning

QUESTIONS?