SYSTEMS CHANGE THROUGH COACHING. Project OUTCOMES Build Capacity to educate students with ASD in the...

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 data on 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 the Teaming Process

• Looking at Adults with ASD Differently

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

• Positive Behavioral Interventions and Support

• Natural Supports

• IEP & Discovery: The Road Map

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

Few

Multi-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

STRUCTURED

yet

FLEXIBLE

CONGRATUATIONS ! !

You’re in the CLUB

YOU are Accountable for Coaching…..

Initiation into EPLI: Finding Nemo

Implementing a Coaching Model

Organizational

STRUCTURE / ACTIVITIESCoaching SKILLS

COACHING SKILLS

Taking on Human Nature

COACHING SKILLS

• FRONTOAD: Best place to solve a problem is . . . .

• PROCESSES• Have an arsenal of

responses….

Coaching Skills in Responding

• Keep out of the OPINION DEBATE– Law– Research– Data

• Keep Focus on the STUDENTS– How will this improve outcomes?– How will this increase socialization opportunities?– How will this improve independent skills?

• FBA on Adults– Begin with the end in mind– 10 minute vs. 1 hour approach

COACHING SKILLS

• Talk about the 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?

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

YOUR Tough Meetings / Questions

Let’s Play

STUMP THE STAFF

Coaching Scenarios

COACHING SKILLS• Stanford Univ Study

– Nonverbal (55%)• Appearance• Posture• Eye contact• Body movement

– Paraverbal (38%)• Tone• Volume• Cadence

– Verbal (7%)

Not WHAT you said… but…..

7 identical sentences / 7 different meanings:

I didn’t say she stole my money.

I didn’t say she stole my money.

I didn’t say she stole my money.

I didn’t say she stole my money.

I didn’t say she stole my money.

I didn’t say she stole my money.

I didn’t say she stole my money.

It’s one thing to have INTENT,

it’s another to have EFFECT.

What are YOUR trigger words?

USING “BUT” vs. “AND”

COACHING SKILLS:Providing 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

Giving Feedback

• Good Feedback– Encourages– Focuses on improvements (achieved / possible)– Creates trust and cooperation

• Bad Feedback– Demotivates– Focuses on blame– Creates defensiveness– Confrontational

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

START @ Grand Valley State University; Autism Education Center © 2008-09 ; All Rights Reserved

START @ Grand Valley State University; Autism Education Center © 2008-09 ; All Rights Reserved

Control the Controllables

ACTIVITY

START @ Grand Valley State University; Autism Education Center © 2008-09 ; All Rights Reserved

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

START @ Grand Valley State University; Autism Education Center © 2008-09 ; All Rights Reserved