SYSTEMS CHANGE THROUGH COACHING

Project OUTCOMES

• Build Capacity to educate students with ASD in the LRE

• Improve Outcomes:– Access to Higher Education– Employment– Independent Living– Community Involvement

BUILDING STAFF & STUDENTS

Providing supports for effective practices implemented with fidelity

Providing feedback and dataon implementation efforts

District Team

BUILDING TEAM

ISD/DISTRICT TEAM

RCN

START ProjectMI-TOP

MRS

Feedback Loops

Support Loops

Adapted from Michigan Implementation Network (MIN) www. cenmi.org/min

Training Foundation• Foundations in ASD and Effective Practices

• Guiding Principles and the Teaming Process

• Looking at Adults with ASD Differently

• “Stop It” and Other Behavioral Strategies

• Re-Thinking the Glass House Rule (Asperger’s)

• Peer to Peer and Other Natural Supports

• Discovery and the IEP

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

The World is Flat: Educational Impact

Why a Coaching Model?• Improve Capacity for ALL Staff to

Educate / Prepare Students with ASD for their Future

• Improve resource allocation / efficiency

• Move from Crisis to Frontloading

All

Some

FewMulti-Tiered Model of Support

Intensive TIER 3

Targeted TIER 2

Universal TIER 1

START’s Model for Coaching:The Structure for Systems Change

Effective Practices Leadership Initiative

(EPLI)

EPLI is Designed to….• BUILD local district CAPACITY to educate

students with ASD

• Improve IMPLEMENTATION of effective practices for students with ASD in order to improve OUTCOMES

• Increase use of TEAM and PROBLEM-SOLVING processes

• Increase EFFECTIVENESS of professional development opportunities

HOW do we deliver EPLI?• Trainer/Coaches

– Deliver content information through training– Recruit and train building coaches

• Coach Leaders– Serve in a coach / consultant role– Coordinate district / ISD coaching activities– Work collaboratively with Trainer/Coaches

• Building-Level Coaching Activities

Expert Consultant Coaching

Expert Collaborative

Reaction Proactive

Dependence Building Capacity

Blame Accountability

Comparison of the Models:Expert Consultant vs. Coaching:

Coaching requires you toCHANGE YOUR FOCUS

• from crisis to CAPACITY BUILDING

• from an expert model to one of teaming / collaboration / problem solving

• From old to NEW thinking about supporting students with ASD: – START Principles / Mantras / Data

Patch Adams

START’s COACHING MODEL

STRUCTUREDyet

FLEXIBLE

CONGRATUATIONS ! !

You’re in the CLUB

YOU are Accountable for Coaching…..

Initiation into EPLI: Finding Nemo

Implementing a Coaching Model

Organizational STRUCTURE / ACTIVITIES

Coaching SKILLS

Developing YOURCoaching Model

Develop an ISD / District Map

EXAMPLE:CCRESA Model of Service: Building Capacity

Support Team and Building Coaches

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Develop a Picture of YOUR District

• Buildings• # students in the building• Current Implementation Tier

Identifying Needs of the BuildingIMPLEMENTATION TIER

TIER 1:--Teaming structure in place--Team(s) trained--Teams meeting regularly--Implementation of effective practices--Ongoing PD

Tier 2:Frequent flyers to PDLack of implementation

Tier 3:Lack of informationNew Staff1st Student with ASD

Developing your COACHING MODEL

Step 1: Develop an ASD Picture of your District / ISD

Step 2: Develop Your Coach Leaders / Building Coaches

Who are Coach Leaders?

• In multiple buildings

• Tends to be Ancillary Staff:– School Psychologist– School Social Worker– Speech and Language Therapist– ASD Teacher Consultants– Occupational Therapist

Who are Building Coaches?

• Primarily assigned to one building

• Tends to be:– Special Education Teacher– General Education Teacher– Building Speech and

Language Therapist– School Counselor– Principal

How will YOUR Model Look?

Addressing Barriers

Control the Controllables

ACTIVITY

GETTING CRITICAL MASS• DESIGN BEHAVIOR:

– Closest to the CUSTOMER– Advocate change when it benefits the

customer

• DEFAULT BEHAVIOR:– Protecting SELF

• DEFIANT BEHAVIOR:– Furthest from the customer– Protecting STATUS QUO

CELEBRATION OF PROGRESS

• TEAM Award

• Individual Award