Becoming a START Team Coach

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Becoming a START Team Coach

• YOUR role in improving
• services for students with ASD.

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What is START?

• Grant project supported by the Michigan
  Department of Education, Office of Special
  Education and Early Intervention Services

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AGENDA

• What is START?
• What is EPLI?
• Implementing EPLI
• Leadership
• Teaming
• Coaching
• EPLI Coach Requirements?

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Why START Began . . .
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STARTs Mission Statement

• Giving professionals and parents the knowledge
  and skills to support individuals with autism
  spectrum disorder in reaching their greatest
  potential

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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.

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STARTs Model of Service
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• What is
• Effective Practice Leadership Initiative (EPLI)

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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

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Making Professional Development EffectiveThe
Lang Fox Article

• 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

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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 . . .

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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

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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

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Regional Collaborative Networks
Districts / ISD -- Trainer/Coaches
SCHOOL BUILDINGS
GOAL A COACH IN EVERY BUILDING
BUILDING LEVEL--USAPT
INDIVIDUAL STUDENT LEVEL--POC
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EPLI Coach Proficiencies

• Personal / Professional Credentials
• Leadership, Teaming and Coaching

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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.

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Leadership, Teaming, and Coaching

• Leadership Setting the Stage
• Teaming Developing the Action
• Coaching Supporting Action and Change

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• 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

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• A LEADER is a person you would follow to a place
  you wouldnt go yourself.

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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 ___

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• 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

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Effective Behavior Support Process
Assess
Collaborative Approach
Plan
Evaluate
Implement
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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.

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Developing a TEAMRecommended Roles/Responsibiliti
es

• Meeting Coordinator
• Facilitator
• Recorder
• Time Keeper
• Data Specialist
• Implementation Coordinator

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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

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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

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Process for Solving ProblemsMEETING MECHANICS
Assign Responsibilities
Problem Identification
Implementation Variables
Problem Specification
Brainstorm
Cluster/ Prioritize
Adapted in part from Allen, S.J. Graden, J.L.
(1997).
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MEETING MECHANICS
Problem Identification
Assign Responsibilities
What is the PROBLEM? Open-Ended /
Democratic Prioritize Concerns
Problem Specification
Implementation Variables
Brainstorm
Cluster/ Prioritize
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MEETING MECHANICS
Assign Responsibilities
Problem Identification
Implementation Variables
Problem Specification
Operational Definitions Data Analysis Antecedent
Variables Focus
Brainstorm
Cluster/ Prioritize
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MEETING MECHANICS
Problem Identification
Assign Responsibilities
True Brainstorm Strategies Time Frame ALL Ideas
are Good Ideas Do not Over-Explain, Defend,
Convince Professional Role Elimination Focus on
Developing the Best Idea in the Room
Problem Specification
Implementation Variables
Brainstorm
Cluster/ Prioritize
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MEETING MECHANICS
Problem Identification
Assign Responsibilities
Clarify Ideas Cluster Similar Ideas Idea
Dependency Prioritize Ideas through Sequencing
Problem Specification
Implementation Variables
Brainstorm
Cluster/ Prioritize
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MEETING MECHANICS
Problem Identification
Assign Responsibilities
Problem Specification
Implementation Variables
Resources Needed Barriers to Implementation
Brainstorm
Cluster / Prioritize
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MEETING MECHANICS
Problem Identification
Assign Responsibilities
Problem Specification
Implementation Variables
Team Process Roles and Function
Brainstorm
Cluster / Prioritize
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A B C Paradigm

• A B C
• Antecedent
  Behavior
  Consequence

BEFORE All variables associated with the problem

Specify Select Agree
What occurs AFTER
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Integrating MM with ABC
A B C PARADIGM A
B C
Antecedent Behavior
Consequence
MEETING MECHANICS Problem Identification Problem
Specification Brainstorm Cluster/Prioritize Imp
lementation Variables Assign Responsibilities
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Integrating MM and ABC
A B C PARADIGM A
B C
Antecedent Behavior
Consequence
MEETING MECHANICS Problem Identification Proble
m Specification Brainstorm Cluster/Prioritize Im
plementation Variables Assign Responsibilities
What is the problem/behavior?
Operationalize Prioritize
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Integrating MM and ABC
A B C PARADIGM A
B C
Antecedent Behavior
Consequence
MEETING MECHANICS Problem Identification Proble
m Specification Brainstorm Cluster/Prioritize Im
plementation Variables Assign Responsibilities
What is the problem/behavior?
All variables associated with the problem
Operationalize Prioritize
Strategies Preventative Proactive Instructional
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Support Plan

• A B C
• Antecedent
  Behavior
  Consequence

Consistently Respond Nonverbal, Non-emotional,
Non-punitive

BEFORE PREVENT TEACH
Specify Select Agree
Goal Frontload the system to PREVENT problems
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Learning Hierarchy
ADAPTATION
GENERALIZATION
FLUENCY
practice
ACCURACY SPEED
ACQUISITION
teaching
Haring, et.al., 1978
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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

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• 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.

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COACHING is not Unique

• MiBLSi Michigans Integrated Behavior and
  Learning Support Initiative
• Reading First
• OTHERS . . .

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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?

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What IS a Coach?

• We dont see coaches as experts rather, they
  HAVE expertise. . .
• In the CONTENT
• In the IMPLEMENTATION
• In the TEAMING necessary to make it happen
• Isnt this a consultant ? ? ?

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Comparison of the ModelsExpert Consultant vs.
Coach
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Why is good coaching so rare?

• DISCUSSION
• NEW TC Role?
• For TEAM rather than STUDENT

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Coaching Rolesthat Lead to Implementation
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Coaching Roles

• Motivate others to change.

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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. . .

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Coaching Roles

• Motivate others to change
• Demonstrate effective practices

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What ARE the 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

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Coaching Roles, cont.

• Motivate others to change
• Demonstrate effective practices
• Provide implementation support/feedback

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Implementation Support?

• 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.

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Providing Feedback

• The trouble with most of us is that we would
  rather be ruined by praise than saved by
  criticism.
• Norman Vincent Peale

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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 recipients decision to change behavior is
  their responsibility.
• Dont 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

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Strategies for Providing Feedback

• Expect feedback in return (listen, dont just
  defend or justify)
• Remember, even constructive feedback can be
  painful
• Some people have to DISCOVER the answer they
  wont respond to feedback.
• An idea discovered is better than an idea
  delivered

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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..
  YOUVE UNDOUBTEDLY EXPERIENCED THESE SCENARIOS
  BEFORE)!
• Practice first in your team of two and then
  demonstrate for other participants at your table

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Coaching Roles, cont.

• Motivate others to change
• Demonstrate effective practices
• Provide implementation support/feedback
• Get Critical Mass!

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Story of the Hybrid Seed

• Bruce Ryan / Neal Gross study on the spread of
  hybrid seed corn (1930s 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
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GET CRITICAL MASS

• .Of people engaging in design behavior

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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

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Evaluate Team FunctioningComplete Are we a
well functioning team? TWICE Yearly (pre / post
measurement)
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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)

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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

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BUT I DONT 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
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Effecting Change

• REMEMBER
• Effective systems change takes 2-5 years even
  with concentrated and continual actions.
• Centre for Strategic Planning

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QUESTIONS?