Post on 19-Jan-2016
description
Using a Coaching Model to Support Students with ASD in Schools
March 27, 2009
MiBLSi Coaches Conference
Introductions
WHY MOVE TO A COACHING MODEL?
Too Many Students for the Old System
Michigan Students with an ASD Eligibility Label
0
2000
4000
6000
8000
10000
12000
14000
1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
Nu
mb
er o
f st
ud
ents
1,208
13,839
Too Many Students
• Can’t adequately meet the needs / use #’s as a reason
• Can’t do anything effectively
• Always in crisis / no time for proactive strategies
• No time for collaboration to improve services IN the classroom / build capacity
Increased need for capacity-building
• IDEA Revisions
• OSEP: 80/80 Rule
• NCLB Revisions
• Focus on One Curriculum: – General Education WITH Special Education
Support (EVERYONE looking in the same direction)
Moving Toward a 3-Tiered Approach
Universal Intervention TIER 1
Targeted Intervention TIER 2
Intensive Individualized Intervention TIER 3
Used for 100%Effective for 80%
7-15%
1-5%
Application to Students with ASD
Universal / Tier 1
Targeted / Tier 2
Intensive / Tier 3
Students with Autism
Spectrum Disorders?
Application to Students with ASD
Universal / Tier 1
Targeted / Tier 2
Intensive / Tier 3
What ARE Universal Supports for Students with ASD?
• Family Involvement• Positive Behavior Support• Visual Supports and Strategies• Opportunities in Integrated Environments
– Accommodations / Modifications to Increase Access to Integrated Environments
• Build in Preferred Activities• Focus on Independent Functioning /
Socialization Skill Development• Peer to Peer Support• Effective Use of Paraprofessionals to support
independence and socialization• Implementation Fidelity through Coaching
Fidelity of Implementation
• All educators need to know the effective practices
• Be able to implement those practices
• Have follow up support to assure implementation fidelity.
Increase ACCOUNTABILITY for OUTCOME
• Responsibility for implementation– Lack of “role up your sleeves”– Come and go without responsibility
• Ownership– Blame direct service staff
• Skills in prescriptive student support– Pick and choose the TC preferred strategies
• Knowledge of system– Staff, resources, structure, etc.– General education curriculum
Implementing START Coaching
• EPLI (Effective Practice Leadership Initiative)
• EPLI is designed to:
– Increase local ACCESS to information and training in ASD
– Improve IMPLEMENTATION of effective practices for students with ASD in order to improve OUTCOMES
– BUILD local district CAPACITY to educate students with ASD
– Increase use of TEAM and PROBLEM-SOLVING processes
HOW do we deliver EPLI?
• Trainer/Coaches– Deliver content information through training– Recruit and train building coaches
• Coach Coordinators / Leaders– Serve in a coach consultant role– Coordinate district / ISD coaching activities– Work collaboratively with Trainer/Coaches
• Building Coaches– Serve in a coaching role at the building level
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 PROCESS– 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:
This change requires you to THINK DIFFERENTLY
The way you think creates the results you get. The most powerful way to improve the quality of your results is to improve the way you think . . .
HOW:
…stop focusing on the problem
…understand no one person knows the RIGHT answer
…realize that FEAR, CONFORMITY,
AND LAZINESS paralyzes us
START’s Coaching Model
STRUCTURED yet
FLEXIBLE
START Coaching StructureRoles / Responsibilities
• Coach Coordinator(s): – Coach representatives to the RCN– Coordinate coaching in the region– Report out progress to RCN / START
• Coach Leader(s): – ISD / District Level Coaches– Carry caseload of buildings / coaches– Meet regularly / support building coaches– Report progress to Coach Coordinator
• Building Coaches: – Coaches working at the building level– Positive nag / crisis response– Assure action items are completed– Coordinate / report progress to Coach Leader
RCN: EPLI Coach Coordinator(s)
Districts Level – EPLI District Coach Leaders
Building COACH
Building COACH
COACH
Leader
Building Coach
Building COACHBuilding
COACH
Building COACH
ISD / District Level (Coach Leaders)
Building COACH
Building COACH
COACH
Leader
Building Coach
Building COACHBuilding
COACH
Building COACH
START Coaching Goal
A coach in every building serving
students with ASD in Michigan
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EXAMPLE:CCRESA Model of Service: Building Capacity
Support Team and Building Coaches
CCRESA
St. Johns
P-W Bath
Dewitt
Ovid-Elsie
Fowler
ASD Team
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Who are Coach Leaders?
• In multiple buildings• Tends to be Ancillary Staff:
– School Psychs– SSW– Providers of Speech and
Language– ASD Teacher Consultants– OTs / PTs
A LEADER is a person you would
follow to a place you wouldn’t go yourself
Super Bowl – Go Steelers
• Coach Mike Tomlin• HIS ROLE• Teach others about the game• Assist others in their understanding• Guide others in making right decisions• Deal with the toughest calls of the
game
What is their JOB ?
• Carry a Caseload of BUILDINGS (i.e. COACHES)
• Recruit Building Coaches
• Assist and Support Building Coaches in:– Development and maintenance of a 3-tiered model of academic
and behavioral support for students with ASD• Consult on Tier 2/3 students
– Development and implementation of evidence based interventions (USAPT / POC)
– Gathering and analyzing data for decision-making• IEP Development and Implementation• Behavior Plan Development and Implementation
• Coordination/Training of Building Coaches• Consultation with Teams/Coaches• Resource for Current Research/Best Practice• Screening Observations• Evaluation via Centralized Team Model• Classroom/Staff Sensitivity Training• Workshops/Trainings• Resource Library (under construction)• Collaboration with Ingham/Eaton counties (CRAN)• Parent Support Groups• Coach/Mentoring support
CCRESAASD
SUPPORT TEAM
Stephanie Dyer-Psychologist
Caryn Coyle-ASD TC; CPM
Tisha Schafer-Occupational Therapist
Joanne Polfus-School Social Worker
Lori Seagraves-Speech/Language Therapist
Requirements to be a Coach Leader
• Michigan Department of Ed Credential
• Work for the public schools
• Three years experience working with students with ASD
• START Training
Who are Building Coaches?
• Primarily assigned to ONE building
• EXAMPLES:– Special Ed Teacher– Gen Ed Teacher– Provider of Speech and Language– Principal
Coaching T-Ball, Elementary Basketball, Pee-Wee Hockey
• Not to run out on court, field, ice
YOUR ROLE
• Teach others about the game• Assist others in their understanding• Guide others in making right decisions• Deal with the toughest calls of the game
WHAT IS THEIR JOB?
• Meet monthly with building team– School Improvement Team– Tiered / Academic – Behavior Support Teams– Special Ed / ASD Support Teams
• Develop goals for building capacity– EIC-ASD– USAPT– POC
• Follow up on action items
• Provide Implementation Support
• Problem Solve in Crisis
• Report to Coach Leader
• “Front line” resource person for building• Coordinate team meetings for each student
with ASD in their building• Communication link between building and
ASD team (trainings, supports, resources)• Link for consultation requests, screening
observations, evaluations• Support for classroom teachers and support
staff
CCRESAASD
BUILDING COACHES
Attend 3 2-day training modules
Submit resume and application
Attend 5-6 coaches meetings/training during year
Submit meeting agendas/minutes from teamings
Requirements to be a Building Coach
• Michigan Department of Ed Credential
• Work for the public schools / primarily in ONE building
• START Training
TO BE A COACH
• TOOLS
• SKILLS
• RESOURCES / SUPPORTS
TOOLS
• USAPT
• EIC-ASD– http://education.gsu.edu/autism/
• APERS– Evidence-based practices– http://www.ocali.org/
COACHING SKILLS
TAKING ON HUMAN NATURE
Problem Solving ProcessMEETING MECHANICS
ProblemIdentification
ProblemSpecification
Brainstorm Cluster/Prioritize
ImplementationVariables
AssignResponsibilities
Adapted in part from
Allen, S.J. & Graden, J.L. (1997).
COACHING SKILLS
• FBA on Adults– Begin with the end in mind– 10 minute vs. 1 hour approach– Right vs. Successful
• Keep Focus on the STUDENTS
• Keep out of the OPINION DEBATE– Law– Evidence–based support– DATA
COACHING SKILLS
• Talk about the WHITE 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?
COACHING SKILLS
• FRONTLOAD: Best place to solve a problem is…
• Have an arsenal of responses….
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.
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
The Tough Questions
• If you use visuals THAT much, aren’t you creating dependence on visuals?– SYSTEMS dependent vs. ADULT dependent– SYSTEMS increases INDEPENDENCE
• If we put that student in general education, he will disrupt the learning of others. Don’t you think he would be better off in a restricted setting?– DEFINITION OF LRE
Now you know the WHAT… What about the HOW?
• Nonverbal (55%)– Appearance– Posture– Eye contact– Body movement
• Paraverbal (55%)– Tone– Volume– Cadence
• Verbal (7%)
I didn’t say you were stupid.
COACHING SKILLSProviding Feedback
“The trouble with most of us is that we would rather be ruined by praise than saved by criticism.”
—Norman Vincent Peale
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
Coaching Supports / Resources
• Quarterly Coaches Meetings
• Online Coach Manual
• Coaching Kits
• Visual Supports Kits
• Reinforcing Coaching Activities
COACHING GOAL
• GET CRITICAL MASS– HOW?
– The Story of the Hybrid Seed
• 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
Getting Critical Mass
• DESIGN:– What did it take to be one of the initial
farmers to use the new seed?
• DEFAULT:– What are the characteristics of the farmers
who incrementally used the new seed?
• DEFIANT:– What about characteristics of the hold-out
farmers?
The Tipping Point; Malcolm Gladwell
THESE ARE BEHAVIORS / NOT PEOPLE
• DESIGN:– Closest to the CUSTOMER– Advocate change when it benefits the
customer
• DEFAULT:– Protecting SELF
• DEFIANT:– Furthest from the customer– Protecting STATUS QUO
GET CRITICAL MASS
• DESIGN:– NEEDS in order to continue to advocate for
the customer?
• DEFAULT:– NEEDS in order to make change toward
supporting the customer?
• DEFIANT:– NEEDS to change?
There are Barriers to Change
What are the BARRIERS?
• Administration
• $$$$$$$$
• Location
• Resources
• NCLB / MEAP requirements?
• New Grad Requirements. . .
Control the Controllables
ACTIVITY
Effecting Change
REMEMBER:
“Effective systems change takes 2-5 years even with concentrated and continual actions.”
Centre for Strategic Planning
Questions?