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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?