Transcript 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.
Updated 5-3-07
What is START?
Grant project supported by the
Michigan Department of
Education, Office of Special
Education and Early
Intervention Services
AGENDA
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What is START?
What is EPLI?
Implementing EPLI
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Leadership
Teaming
Coaching
EPLI Coach Requirements?
Why START Began . . .
Students with ASD in Michigan
12000
11,366
Number of students
10000
8000
6000
4000
2000
1208
0
1989 1990
1991 1992
1993 1994
1995 1996
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007
START’s Mission Statement
Giving professionals and
parents the knowledge and
skills to support individuals
with autism spectrum
disorder in reaching their
greatest potential
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?
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Capacity building project (Systems Change)
Utilizes a coaching model to meet goals
Goals:
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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 Effective
The Lang & Fox Article
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Traditional professional development
(training without follow up to support
implementation) yields a 5-10%
implementation of strategies success rate
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With follow up, that number can rise to
75-90%
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EPLI coaches will provide the follow up
support to ensure implementation of
effective practice for students with ASD
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
w/out follow-up
w/follow-up
Systems Change requires you to
CHANGE YOUR FOCUS
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from crisis to LONG TERM IMPACT
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from your current expert model role to one of
a COACH
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from other models of service to a START
Philosophy Focus . . .
START Principles (excerpt)
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Goals for all students with ASD (NRC):
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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?
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Trainer/Coaches
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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
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Serve in a coaching role
Coordinate coaching role with trainer/coaches
Regional Collaborative Networks
Districts / ISD -- Trainer/Coaches
SCHOOL BUILDINGS
GOAL: A COACH IN EVERY BUILDING
BUILDING LEVEL--USAPT
INDIVIDUAL STUDENT LEVEL--POC
EPLI Coach Proficiencies
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Personal / Professional Credentials
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Leadership, Teaming and Coaching
PROFESSIONAL CREDENTIALS
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Currently employed by a public school system in Michigan (or
school support agency).
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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.
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Possess strong content knowledge about ASD and effective
practices for students with ASD.
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Possess knowledge and skills in teaming and problem solving.
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Possess a good working relationship with peers and has a
credible reputation in the school system.
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Possess the drive, dedication and time to commit to the role.
Leadership, Teaming, and Coaching
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Leadership: Setting the Stage
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Teaming: Developing the Action
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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 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 ___
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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)
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Leadership is a necessary, but not sufficient element
in implementing EPLI.
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Teaming: Building a system that supports
development and implementation of effective
supports for students with ASD
Effective Behavior Support Process
Assess
Plan
Evaluate
Implement
Why use a Collaborative
Problem Solving Process?
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No one person has the right answer.
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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.
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Implementation (Treatment Integrity) increases when
team members are involved in the process.
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All members are accountable for the outcome.
Developing a TEAM
Recommended Roles/Responsibilities
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Meeting Coordinator
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Facilitator
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Recorder
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Time Keeper
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Data Specialist
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Implementation Coordinator
Habits of Effective Teams
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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
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MEETING MECHANICS:
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A B C PARADIGM:
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ORGANIZE THE IDEA
LEARNING HIERARCHY:
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DEVELOP AND PROTECT THE IDEA
PERSONALIZE THE IDEA
TEAM PROCESS:
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IMPLEMENT THE IDEA
Process for Solving Problems
MEETING MECHANICS
Assign
Responsibilities
Problem
Identification
Implementation
Variables
Problem
Specification
Brainstorm
Cluster/
Prioritize
Adapted in part from
Allen, S.J. & Graden, J.L. (1997).
MEETING MECHANICS
Problem
Identification
Assign
Responsibilities
Problem
Implementation
What is the PROBLEM?
Specification
Variables
Open-Ended / Democratic
Prioritize Concerns
Brainstorm
Cluster/
Prioritize
MEETING MECHANICS
Assign
Responsibilities
Problem
Identification
Problem
Specification
Implementation
Variables
Operational Definitions
Analysis
Brainstorm DataCluster/
AntecedentPrioritize
Variables Focus
MEETING MECHANICS
Problem
Assign
True Brainstorm Strategies
Identification
Responsibilities
Time Frame
ALL Ideas are Good Ideas
Implementation
Problem
Do
not Over-Explain, Defend,
Convince
Specification
Variables
Professional Role Elimination
Focus on Developing the Best Idea in the Room
Brainstorm
Cluster/
Prioritize
MEETING MECHANICS
Problem
Identification
Assign
Responsibilities
Clarify Ideas
Cluster Similar Ideas
Idea Dependency
Problem
Implementation
Prioritize
Ideas through Sequencing Variables
Specification
Brainstorm
Cluster/
Prioritize
MEETING MECHANICS
Problem
Identification
Problem
Specification
Assign
Responsibilities
Implementation
Variables
Resources Needed
Barriers
to Implementation
Cluster /
Brainstorm
Prioritize
MEETING MECHANICS
Problem
Identification
Assign
Responsibilities
Problem
Team Process
Specification
Roles and Function
Brainstorm
Implementation
Variables
Cluster /
Prioritize
A B C Paradigm
A
B
Antecedent
Behavior
BEFORE
All variables
associated with
the problem
Specify
Select
Agree
C
Consequence
What occurs
AFTER
Integrating MM with ABC
MEETING MECHANICS
Problem Identification
Problem Specification
Brainstorm
Cluster/Prioritize
Implementation Variables
Assign Responsibilities
A B C PARADIGM
A
Antecedent
B
Behavior
C
Consequence
Integrating MM and ABC
MEETING MECHANICS
A
Antecedent
A B C PARADIGM
B
Behavior
Problem Identification
Problem Specification
What is the
problem/behavior?
Brainstorm
Cluster/Prioritize
Operationalize
Implementation Variables
Assign Responsibilities
Prioritize
C
Consequence
Integrating MM and ABC
MEETING MECHANICS
A
Antecedent
Problem Identification
Problem Specification
All variables
associated
with the
problem
A B C PARADIGM
B
Behavior
What is the
problem/behavior?
Operationalize
Brainstorm
Cluster/Prioritize
Strategies:
Implementation Variables
Assign Responsibilities
Preventative
Proactive
Instructional
Prioritize
C
Consequence
Support Plan
A
B
Antecedent
Behavior
BEFORE
Specify
PREVENT
Select
Agree
TEACH
C
Consequence
Consistently
Respond
Nonverbal, Nonemotional, Nonpunitive
Goal: Frontload the system to PREVENT problems
Learning Hierarchy
ADAPTATION
GENERALIZATION
FLUENCY
ACQUISITION
teaching
ACCURACY
SPEED
Haring, et.al., 1978
Infrastructure for TEAMING
SUMMARY
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MEETING MECHANICS:
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A B C PARADIGM:
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ORGANIZE THE IDEA
LEARNING HIERARCHY:
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DEVELOP AND PROTECT THE IDEA
PERSONALIZE THE IDEA
TEAM PROCESS:
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IMPLEMENT THE IDEA
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Leadership is a necessary, but not sufficient element
in implementing EPLI.
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Teaming: Building a system that supports
development and implementation of effective
supports for students with ASD.
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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?
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We don’t see coaches as “experts”; rather, they
HAVE expertise. . .
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In the CONTENT
In the IMPLEMENTATION
In the TEAMING necessary to make it happen
Isn’t this a “consultant” ? ? ?
Comparison of the Models:
Expert Consultant vs. Coach:
Expert Consultant
Coach
Expert
Collaborative
Reaction
Proactive
Dependence
Building Capacity
Blame
Accountability
Why is good coaching so rare?
DISCUSSION
NEW TC Role?
For TEAM rather than STUDENT
Coaching Roles
that 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
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POC; USAPT; APEPT
No longer tolerating mediocrity. . .
Coaching Roles
1.
Motivate others to change
2.
Demonstrate effective practices
What ARE the Effective Practices?
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GROUP DISCUSSION:
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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
Coaching Roles, cont.
1.
Motivate others to change
2.
Demonstrate effective practices
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Provide implementation support/feedback
Implementation Support?
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Make sure action plan items are generated
and completed (positive nag).
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Observe / coordination observations in
classroom to evaluate implementation of
strategies and supports.
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Provide specific feedback on whether
strategies are implemented with integrity.
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
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Effective feedback is meant to help the recipient.
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Feedback will not FIX what you believe is wrong with
another person.
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The recipient’s decision to change behavior is their
responsibility.
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Don’t give feedback to “get something off your chest.”
Feedback should be descriptive, not evaluative
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Give information, not judgment.
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Be honest and straightforward
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Talk about the “elephant” in the room
Strategies for Providing Feedback
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Expect feedback in return (listen, don’t just
defend or justify)
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Remember, even constructive feedback can be
painful
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Some people have to DISCOVER the answer…
they won’t respond to feedback.
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An idea discovered is better than an idea delivered
Coaching: Feedback Activity
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Find a partner (team of two)
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Each team will have ONE sheet of paper with TWO
scenarios
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Each will take one scenario and “play” the EPLI coach,
providing feedback to the other member of the team based
on the scenario
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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)!
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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!
Story of the Hybrid Seed
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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:
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DEFAULT:
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258 farmers
In 1932-33, only a handful used the new seed
1934: 16; then 21 more; then 36, 61 … etc.
DEFIANT:
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By 1941: all but 2 used new seed
The Tipping Point; Malcolm Gladwell
GET CRITICAL MASS…
….Of people engaging in design behavior
NOW the FUN…. The REQUIREMENTS
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Determine your TEAM
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Student Level
Classroom/Building Level Team
District/ISD Level Team
Complete the COACH AGREEMENT and PROPOSAL for Implementation
of EPLI
Meet monthly with TEAM
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Establish Logistics
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Determine goals for the team
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Location, facilities, principles, roles / responsibilities, etc.
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)
OTHER REQUIREMENTS
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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
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PROPOSAL
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DEVELOP GOALS
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Action Plan Form
ASSESS TEAM FUNCTIONING (PRE/POST)
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POC, USAPT, APEPT
MEET MONTHLY WITH TEAM
DEVELOP ACTION PLAN ITEMS
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Proposal for Implementation of EPLI
Are we a well functioning team?
REPORT TWICE YEARLY
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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?