1. SYSTEMS CHANGE THROUGH COACHING

2. INTRODUCTIONS

3. Training Foundation Concepts from Last Year Foundations in ASD Positive Behavioral Interventions and Support Looking at ASD Differently and the Teaming Process Educational Strategies and Supports Peer to Peer Support IEP Development and Implementation Transition Planning

4. Systems Change Agenda Making the Case for Systems Change and Coaching Coaching Skills Coaching Structure Coaching Process and Practices Addressing Barriers

5. 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

6. Why Change? IDEA Revisions –OSEP: 80/80 Rule NCLB Revisions –One Curriculum WITH Special Education Support –21 st Century Universal Design for Learning

7. Intensive Supports Core Curriculum & Instructional Strategies Universal Supports Targeted Universal Supports Level of individualization Multi-Tiered Systems of Support (MTSS) For Students with ASD

8. Why a Coaching Model? Improve Capacity for ALL Staff to Educate Students with ASD Improve resource allocation / efficiency Move from Crisis to Frontloading

9. Why a Coaching Model? Too many students (low vs. high incidence) –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

12. Expert ConsultantCoaching ExpertCollaborative ReactionProactive DependenceBuilding Capacity BlameAccountability Comparison of the Models: Expert Consultant vs. Coaching:

13. MiBLSi Coaching Rationale: To implement a practice successfully, staff need systems and routines to assist, prompt, encourage, and monitor their implementation progress. Definition of Coaching Capacity: “Coaching, or facilitation, capacity refers to the system's ability to organize personnel and resources for supporting local school training and implementation efforts. An emphasis is placed on coaching roles, responsibilities, and activities. Efficiencies are achieved by integrating the coaching functions into job descriptions of existing school personnel (e.g., school psychologist, behavior specialist, social worker, school counselor, teacher, reading specialist, or teacher consultant).” Coaching Expectations –Attend and participate in team training –Meet with team(s) at least monthly –Provide technical assistance as needed –Monitor and report on team efforts –Assist district to build capacity for sustained implementation (redefine your role over time)

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

15. Regional Collaborative Networks (RCNs) START/ Autism Education Center at GVSU SMART Lake side OCANSMAC West MAC LEANMACWayne WIN4 Autism CAN4 GCA CMACUPANThumb Kent CAN CRANNAN Great Lakes Intermediate & Local School District Trainer/Coaches Student and Family School Building Coaches & Teams

16. START Coaching Goal Capacity for coaching in every building serving students with ASD in Michigan................................................................................................................................................................................................................................................................................................................................................................

17. START’s Model for Coaching: The Structure for Systems Change Effective Practices Leadership Initiative (EPLI)

18. EPLI is Designed to…. Increase local ACCESS to information and training in ASD Improve IMPLEMENTATION of evidence-based practices in order to improve OUTCOMES BUILD local district CAPACITY to educate students with ASD Increase use of TEAM and PROBLEM-SOLVING processes Increase EFFECTIVENESS of professional development opportunities

19. Professional Development Outcomes The 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%

20. Coaching Outcomes Increase implementation fidelity of EBPs for students with ASD. Establish capacity for efficient and sustainable implementation of Universal Supports and EBPs for students with ASD. Improve / sustain the use of Meeting Mechanics Improve student outcomes: –Engagement –Independence –Socialization –Opportunities in Integrated Environments

21. 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-Level Coaching Activities

22. Coach Leaders vs Building Coaches In multiple buildings Tends to be Ancillary Staff: –School Psychologist –School Social Worker –Speech and Language Therapist –ASD Teacher Consultants –Occupational Therapist Primarily assigned to one building Tends to be: –Special Education Teacher –General Education Teacher –Building Speech and Language Therapist –School Counselor –Principal

23. Coaching Positions Building CoachCoach Leader Advantages Knowledge of school Staff relationships Regular access Independent Outside perspective Multiple schools experience Disadvantages Conflicting roles Narrow range of experiences Limited knowledge of school Limited relationships Less frequent access

24. What is COACHING? Most common example: SPORTS What does GOOD coaching look like? What does BAD coaching look like?

25. What coaching ISWhat coaching is NOT A set of responsibilities, actions & activities A person—but a person is needed to coordinate the activities and provide support and follow up A bridge between training and implementation Administrative accountability or monitoring Positive and supportive resources and facilitation Dictating or nagging

26. Coaching requires you to CHANGE 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

27. START PRINCIPLES Positive Behavior Support: FRONTLOAD Opportunities in Integrated Environments: LRE Accommodations / Differentiation to Increase Access to Integrated Environments Use the ASD to the Student’s Advantage Independent Skills / Socialization Skill Development Implementation of Evidence-Based Practices Peer to Peer Support Effective Use of Paraprofessionals / Adults TEAM Approach Focus on Outcomes

28. Coaching 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 (expert model) …realize that FEAR, CONFORMITY, AND LAZINESS paralyzes us

29. START’s COACHING MODEL STRUCTURED yet FLEXIBLE

30. CONGRATUATIONS ! ! You’re in the CLUB YOU are Accountable for Coaching…..

31. Implementing a Coaching Model Structure, Process, and Practices Coaching SKILLS

32. COACHING SKILLS Taking on Human Nature

33. COACHING SKILLS FRONTOAD: Best place to solve a problem is.... PROCESSES Have an arsenal of responses….

34. Problem Solving SKILLS MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/ Prioritize Implementation Variables Assign Responsibilities

35. 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

36. IDEA Regulations Two fundamental requirements: –That the child will receive FAPE –In the least restrictive environment (LRE).

37. What is FAPE? IDEA 2004 An educational program that is individualized to a specific child, designed to meet that child's unique needs, provides access to the general curriculum, meets the grade-level standards established by the state, and from which the child receives educational benefit. 20 U.S.C. §1401(9). Ed Benefit = progress over time ( IEP goals, curriculum, social, communication, behavior, etc.) To provide FAPE, schools must provide students with an education that prepares the child for further education, employment, and independent living. 20 U.S.C. §1400(c)(5)(A)(i)

39. Predictors / OutcomesEducationEmploymentIndep. Living Career Awareness P (Potential)P--------------- Community Experience ---------------P Exit Exam Requirements / High School Diploma Status ---------------P Inclusion in General Education M (Moderate)MM Interagency Collaboration PP--------------- Occupational Courses PP--------------- Paid Employment / Work Experience MMP Parental Involvement ---------------P Program of Study ---------------P Self Advocacy / Self Determination PP--------------- Self Care / Independent Living PPM Social Skills PP--------------- Student Support PPP Transition Program MP--------------- Vocational Education MM--------------- Work Study ---------------M National Secondary Transition Technical Assistance Center (NSTTAC)

40. Defining LRE: Fed Language “To the maximum extent appropriate, children with disabilities…. are educated in the general education classroom with children who are not disabled…” ….and that special classes, separate schooling, or other removal of children with disabilities from regular education environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aides and services cannot be achieved satisfactorily.”

41. 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?

42. What to confront and if you should confront it… Crucial Confrontations

43. Know when you are choosing the wrong thing Your solution doesn’t get you what you want Constantly dealing with the same issue Same problem solving conversation over and over You are getting increasingly upset If problem is really about relationship – and address content and pattern – Ground Hog Day

44. Strategy # 1 Confront the Right Issue

45. CPR – Define a Problem Content – What Happened –Usually a Single Event –The Here and Now Pattern – Happening Over Time –Histories - Makes a Difference –Predictability Relationship – What is Happening to Us –Bigger than Content or Pattern –Lost Trust

46. Strategy # 2 Ask Yourself Why would a Reasonable and Rational Person Do What that Person did?

47. Strategy # 3 Adopt a Situational as Well as a Dispositional View of People Situational View – External Dispositional View – Internal

48. Strategy # 4 Adopt a Broader Situational View Need a complete view of humans and the circumstances that surround them (More than just what is wrong with that person)

49. Consequences and Intentions Consequences –Never contained in the person with the infraction –What are the consequences of the problem Intentions –What was the reason the person did what they did? –Start to believe the person is bad –Have to know the intention otherwise invisible motives surface.

50. Silence or Violence The Reactions Typical People Respond to in Conflict

51. Silence Am I acting out my concerns If you don’t talk it out you will act it out Is my conscience nagging me? Won’t be able to make a difference

52. Silence Ramifications: Give Tacit Approval to the Action – Give Permission Seen by others as Playing Favorites Repeats Offenses – Your Thoughts about Person are Correct

53. Violence - Can Stand It No More Not Physically Violent but are Verbally Aggressive Reign Violence on Situation Then and Now

54. Violence Ramifications Person that violated the agreement now thinks the person that confronts (may have been accurate) is crazy –Now person attributes behavior to the person that confronts (could stand no more) and the cycle continues Takes the spotlight off the original offense and puts it on the person who confronted (has had enough) when their behavior is at its worse (Don’t Want That)

55. 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.

56. 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 Differentation

57. 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 The Tough Questions

58. YOUR Tough Meetings / Questions Let’s Play STUMP THE STAFF Coaching Scenarios

59. COACHING SKILLS Stanford Univ Study –Nonverbal (55%) Appearance Posture Eye contact Body movement –Paraverbal (38%) Tone Volume Cadence –Verbal (7%)

60. Not WHAT you said… but….. 7 identical sentences / 7 different meanings: I didn’t say she stole my money.

61. It’s one thing to have INTENT, it’s another to have EFFECT. What are YOUR trigger words? USING “BUT” vs. “AND”

62. 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

63. 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

64. Giving Feedback Good Feedback –Encourages –Focuses on improvements (achieved / possible) –Creates trust and cooperation Bad Feedback –Demotivates –Focuses on blame –Creates defensiveness –Confrontational

65. COACH FEEDBACK ACTIVITY

66. Implementing a Coaching Model Structure, Process, and Practices Coaching SKILLS

67. Three Levels of Coaching ISD / District Coaching Checklist (STRUCTURE) Building Coaching Checklist (PROCESS & PRACTICES) EBP Coaching Checklist (PRACTICES – STUDENT LEVEL)

68. Developing Your Coaching Structure / Model Step 1: Develop a Teaming Structure

69. Building Level Teaming Structure: Tier 1 School Improvement Team UNIVERSAL Academic (RTI) UNIVERSAL Behavior / Social (PBS Building Leadership Team) Grade Level / Dept. Mtgs Membership Roles and Responsibilities Meeting Schedule Basic Agenda TIER 2 Supplemental, some students, reduce risk TIER 3 Individualized, Intensive

70. Building Level Teaming Structure: Tiers 2 and 3—Roles and Responsibilities TARGETED Supplemental, some students, reduce risk INTENSIVE Individualized, Intensive Child Study Team: Academic / Behavior-Social FBA / Wrap Around Team Membership Roles and Responsibilities Meeting Schedule Basic Agenda

71. TEAM PROCESS Team Guiding Principles Team Member Roles and Responsibilities Meeting Agenda Problem Solving Process Action Plan Development and Follow Up

72. MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/ Prioritize Implementation Variables Assign Responsibilities

73. Developing Your Coaching Structure / Model TEAM AUDIT Is there already a team or do we need to add a team to address programming for students with ASD in the ISD / District or Building?

74. BUILDING TEAM AUDIT

75. Developing Your Coaching Structure / Model Step 1: Develop a Teaming Structure Step 2: Establish Guiding Principles

76. What ARE Guiding Principles? A cohesive set of beliefs, grounded in effective practice, that govern programming for students with ASD.

77. Why is important to have guiding principles? Appropriate intervention decisions Consistency Checks and balances Common Language

78. EXAMPLE Principles Regular planning time and TEAM meetings are essential for supporting students with Autism. The general education curriculum represents an opportunity for inclusion and social learning; Skill proficiency is not the primary goal. An appropriate functional communication system will be provided at all times, regardless of competency. Behavior will be managed by following the developed behavior plan.

79. Guiding Principles Development

80. Developing Your Coaching Structure / Model Step 1: Develop a Teaming Structure Step 2: Establish Guiding Principles Step 3: Complete a Capacity-Building Map

82. Lansing Public Schools 4-6 Sheridan Road Advance Path HS 9-12 ASD HS 7-12 HS 7-12 K-8 Stem Academy K-8 Gardner Academy 4-6 Pattengil K-5 North K-3 4-6 Lewton 4-6 Mt. Hope K-8 Pleasant View Academy K-8 Wexford 4-6 Attwood K-3

83. Develop a Picture of YOUR District Buildings # students in the building –Intensity of Need (1=Low; 5=High) Current Implementation Tier

84. Identifying Needs of the Building IMPLEMENTATION TIER TIER 1: UNIVERSAL (NEEDS SUPPORT FOR SUSTAINABILITY) --Teaming structure in place --Team(s) trained --Teams meeting regularly --Utilizing the USAPT --Implementing Peer to Peer Support --Ongoing PD TIER 2: TARGETED Frequent flyers to PD Lack of implementation NEEDS: COACHING NOT TRAINING TIER 3: INTENSIVE Lack of information New Staff 1 st Student with ASD NEEDS: TRAINING AND COACHING

85. EXAMPLE: CCRESA Model of Service: Building Capacity Support Team and Building Coaches L MS SJ HS R MS/HSEl HW Sch Sct MS HS EEK MS OV TP CCEC HS El FST EK EE EC GW W 2 Ss—Level 2 Tier 2 5 Students; Level 4 Tier 3

86. TEAM TIME A.Map out your district / ISD A.Building Name B.Age Level of Building B.Identify # of Total Ss and # of Ssw/ ASD in the building C.Rate the intensity of needs of Ss in the building (1=low; 5=high) D.Code the building for implementation Tier 1 = excellent implementation; Tier 2 = needs coaching for implementation and/or coordination; Tier 3 = need training / information in addition to coaching E.If your building is not implementing Peer to Peer Support or Schoolwide PBIS, identify these as a need F.If your building needs specific training (e.g. sensitivity awareness, peer to peer, PBIS, etc., not this)

87. Developing Your Coaching Structure / Model Step 1: Develop a Teaming Structure Step 2: Establish Guiding Principles Step 3: Complete a Capacity-Building Map Step 4: Identify Coach Leaders, Assignments & Roles and Responsibilities

88. Who are Your Potential Coach Leaders? In multiple buildings Tends to be Ancillary Staff: –School Psychologist –School Social Worker –Speech and Language Therapist –ASD Teacher Consultants –Occupational Therapist

89. A LEADER is a person you would follow to a place you wouldn’t go yourself

90. COACH LEADER ROLE Super Bowl – Go Seahawks Coach – Pete Carroll 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

91. COACH LEADER RESPONSIBILITIES Carry a Caseload of BUILDINGS (i.e. COACHES) Assist and Support Building Coaches in: –Development and maintenance of a 3-tiered model of academic and behavioral support for students with ASD –Development and implementation of evidence-based interventions for students with ASD (USAPT / POC) –Gathering and analyzing data for decision-making IEP Development and Implementation Behavior Plan Development and Implementation –Evidence of Implementation Checks Ongoing Technical Assistance for Building Coaches –Develop and attend these meetings as well as the START Leadership Meetings Report to Coach Coordinator (Reporting Form)Reporting Form

92. 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 CCRESA ASD SUPPORT TEAM Stephanie Dyer-Psychologist Caryn Coyle-ASD TC; CPM Tisha Schafer-Occupational Therapist Joanne Polfus-School Social Worker Lori Seagraves-Speech/Language Therapist

93. Requirements to become a Coach Leader Currently employed by a public school system in Michigan (or school support agency). Professional (credentialed by MDE or other school- related credentialing agency) with at least THREE years of experience working with students with ASD. Possess strong knowledge of Autism Spectrum Disorder and the core concepts in the START module areas (e.g. knowledge grounded in “effective practice” research). Attend a minimum of 10 hours of training in START content, preferably by START Staff Trainers. –Training MUST include Meeting Mechanics and USAPT

94. Who are Your Potential Building Coaches? Primarily assigned to one building Tends to be: –Special Education Teacher –General Education Teacher –Building Speech and Language Therapist –School Counselor –Principal

95. BUILDING COACH ROLE 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

96. BUILDING COACH RESPONSIBILITIES Meet AT LEAST monthly with building team Develop goals from the USAPT Follow up on action items Provide IEP and Building-level Implementation Support Links with Resources Problem Solve in Crisis

97. “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 CCRESA ASD 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

98. Requirements to become a Building Coach Currently employed by a public school system in Michigan (or school support agency). Professional (credentialed by MDE or other school- related credentialing agency). Work regularly (3 days/wk+) in the building assigned as a building coach. Attend 10 hours of training in START content provided by START staff and/or EPLI Approved Trainers.

102. Identifying Coach Leaders Building Coach Assignments Roles / Responsibilities

103. Developing Your Coaching Structure / Model County / District Coaching Checklist Step 1: Develop a Teaming Structure Step 2: Establish K-12 Guiding Principles (all Buildings) Step 3: Complete a Capacity- Building Map Step 4: Identify Coach Leaders, Assignments & Roles and Responsibilities Step 5 & 6: Establish PD for Coaches and District(s)

104. Developing Your Coaching Structure / Model Building Coaching Checklist Step 1: Introduce Yourself to Administration Step 2: Develop Teaming Structure Step 3: Complete the USAPT Step 4: Identify USAPT Priorities

105. Universal Supports Assessment and Planning Tool (www.gvsu.edu/usapt) ONLINE UPDATEwww.gvsu.edu/usapt ONLINE UPDATE

106. USAPT Areas Guiding Principles Parent and Family Support Team Process Educational Strategies and Supports Visual and Organizational Supports Functional Communication System Adult Supports Peer Supports Positive Behavioral Interventions & Supports

107. Coach Qualifications for USAPT At least 3 years experience working with students with ASD STRONG background in evidence- based / effective practices for students with ASD Currently serving as a START building coach or coach leader

108. Review / Complete the USAPT

109. ESTABLISHING PRIORITIES No more than THREE Biggest Bang for Your Buck: –Peer to Peer Support (will need Guiding Principles) –Schoolwide PBIS (requires Teaming Structure) –Differentiation / Grading Matrix –Functional Communication Systems

110. Coaching to Improve Classroom Supports and Student Outcomes Classroom Implementation Checklist EBP Coaching Checklist

111. Developing Your Coaching Structure / Model Building Coaching Checklist Step 1: Introduce Yourself to Administration Step 2: Develop Teaming Structure Step 3: Complete the USAPT Step 4: Identify USAPT Priorities Step 5: Develop a System for Staff to Request / Access Coaching Step 6: Plan for PD Opportunities Step 7: Develop Coaching Goals / Plan for the Year

112. Evidence Based Practices START Coaching for EBP Implementation

113. Purpose / Benefits of Using the Checklist Develop a system for Coaching Build capacity to effectively educate students with ASD Increase knowledge and implementation of Universal Supports and Evidence-Based Practices Improve skills in identifying meaningful goals Improve skills in writing measurable goals Improve and sustain the use of Meeting Mechanics Improve capacity to collect and use data to guide intervention decisions Improve outcomes for students with ASD Inuksuk

114. The START Coaching Checklist Step 1: Preparation for the Project –Identify the ISD, District, and Building –Identify Coach Leader(s) –Identify Building Coach (es) –Obtain Administrator Support Project Information / Purpose – Goals Permission for Monthly Meetings ? Pic and Video Release SAMPLE ADMIN LETTER –Identify Target Student –Complete Student ProfileStudent Profile –Obtain Written Parent/Guardian PermissionParent/Guardian Permission

115. The START Coaching ChecklistCoaching Checklist Step 1: Preparation for the Project Step 2: Team Development –Assemble Project Team and assign roles

116. Assemble a Team Identify Team Leader (Building Coach) Identify Team Members –Parent(s) –Teacher(s) –Building Coach –Coach Leader –Itinerant Staff –Administration –Others? NOTE: CONSIDER PRE-EXISTING TEAMS (EX. Student Assistance Team) Complete Team Information FormTeam Information Form

117. Roles / Responsibilities Facilitator / Run the Board Note-Taker Time Keeper OTHER?

118. MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/ Prioritize Implementation Variables Assign Responsibilities

119. Developing Your Coaching Structure / Model EBP Coaching Checklist Step 1: Identify Building / Coach Leader for the Project Step 2: Obtain Administrator Support Step 3: Identify Target Student Step 4: Identify team and Team Leader (Building Coach); Assign Roles Step 5: Team members briefly review EBPs (NPDC & OCALI)

120. ACTION PLAN WHO DOES WHAT BY WHEN

121. The START Coaching ChecklistCoaching Checklist Step 1: Preparation for the Project Step 2: Team Development –Assemble Project Team and assign roles –Review EBPs –Schedule and Hold Initial Meeting— Agenda Example (Calendar)Agenda ExampleCalendar

122. Team Members Review EBPs http://autismpdc.fpg.unc.edu/content/briefs

124. Team Members Review EBPs NPDC: (http://autismpdc.fpg.unc.edu/)http://autismpdc.fpg.unc.edu/ AIM (Autism Internet Modules) by OCALI (http://www.autisminternetmodules.org)http://www.autisminternetmodules.org Association for Science in Autism Treatment ( http://www.asatonline.org/treatment/treatments_desc.htm ) http://www.asatonline.org/treatment/treatments_desc.htm Evidence-Based National Standards Project: (http://www.nationalautismcenter.org/nationa l-standards-project/phase-2/)http://www.nationalautismcenter.org/nationa l-standards-project/phase-2/

125. http://afirm.fpg.unc.edu/afirm-modules

126. The START Coaching ChecklistCoaching Checklist Step 1: Preparation for the Project Step 2: Team Development –Assemble Project Team and assign roles –Review EBPs –Schedule and Hold Initial Meeting— Agenda Example (Calendar)Agenda ExampleCalendar

127. Agenda for initial meeting Use meeting agenda form to keep meeting notes Provide basic information about the EBP implementation process Establish a calendar for the year including monthly dates and locations (use calendar) Establish data collection plan

128. The START Coaching ChecklistCoaching Checklist Step 1: Preparation for the Project Step 2: Team Development Step 3: Baseline Data –K-12 Target Student Reporting FormK-12 Target Student Reporting Form –USAPT –CETA –Schedule Matrix –Individual Student Data (independence, engagement, socialization)

129. The Schedule Matrix Schedule Expectations & Instructional Outcomes for ALL Students Target Student’s Current Level of Skill (Compared to Peers) Current Supports / Strategies & EBPs in Place Potential Goals / Strategies Needed All Major Transitions / Subjects Independence Social Communication Academic Behavioral Independence Social Interaction Communication Engagement = Task Initiation, Participation (Output) & Task Completion Challenging Behavior Visuals Communication Systems Peer to Peer Support Accommodations / Differentiation PBIS Strategies EBPs Where do skills break down? WHEN: Student is --not independent; --not engaged; --has behavioral challenges;

130. Data Collection Tips Just the FACTS—be careful of the human tendencies to give credit. Adjust the time increments if needed to be more reflective of the facts. Be observant of variables impacting the data

131. Every Team Member should have the OPPORTUNITY to observe at least once!!! Each team member observes once in all areas OR Social worker observes Independence; Speech Therapist observe the Communication / Social Interaction; Psychologist and Teachers observe Engagement….. OR Action Plan

132. The START Coaching ChecklistCoaching Checklist Step 1: Preparation for the Project Step 2: Team Development Step 3: Baseline Data –K-12 Target Student Reporting Form –USAPT –CETA –Schedule Matrix –Individual Student Data (independence, engagement, socialization) IDENTIFY THREE AREAS OF NEED

133. Review Collected Information Develop 3 areas of need –Engagement Task Initiation Task Participation Task Completion –Independence –Social Interaction –Communication –Academic Output –Behavior

134. The START Coaching ChecklistCoaching Checklist Step 1: Preparation for the Project Step 2: Team Development Step 3: Baseline Data Step 4: Select EBPs to Address Areas of Need

135. When you are choosing EBPs: Think about the context / Environment: Contextual Fit Think about the student’s Interests / Strengths / Needs Think about family preferences / input Think about the future: Independence / Socialization

136. Consider the Most Effective EBPs Visual Supports Visual Schedules Task / Routine Checklists Self-Management Systems Peer to Peer Support Functional Communication Systems Video Modeling USE PREFERRED INTERESTS

137. Combining EBPs EBPs are NOT usually used in isolation… –Self-management requires reinforcement –Video modeling may require prompting –FCT requires FBA Professionals should be prepared to understand and implement a combination of EBPs

138. Identify EBP Expertise

139. The START Coaching ChecklistCoaching Checklist Step 1: Preparation for the Project Step 2: Team Development Step 3: Baseline Data Step 4: Select EBPs to Address Areas of Need Step 5: Benchmark Measurable Goals

140. Based on the Areas of Need and Selected EBPs, Write 3 Measurable Goals

141. Writing Measurable Goals / Objectives UTILIZING….Student Will…. Under what conditions? At what level / degree (criteria)?

142. Writing Measurable Goals Formula for Success UTILIZING— Using WHAT tool, support, system, etc. will the student learn to perform the skill? Utilizing a visual schedule Using peers / peer to peer support Using a picture choice board When provided a visual prompt Using a visual functional communication system Utilizing a routine checklist When given a check schedule card Using a choice modification strategy Using a self-management checklist

143. UTILIZING—Using WHAT tool, support, system, etc. will the student learn to perform the skill? Behavior— Get some VERBS in your sentence –What competency / skill should change? –OBSERVABLE Writing Measurable Goals Formula for Success

144. BEHAVIOR Independently transition from activity to activity Make a choice Complete the activity independently Follow the classroom routine Complete the worksheet independently Raise hand and wait to be called on Ask for help Initiate interaction with a peer Follow instructions independently Make and engage in a choice Remain in seat / area Answer content-related questions Request a food item Independently put on / take off

145. UTILIZING—Using WHAT tool, support, system, etc. will the student learn to perform the skill? Behavior— Get some VERBS in your sentence –What competency / skill should change? –OBSERVABLE Conditions / Criteria— Under what conditions and how MUCH / WELL will be considered mastery for the time frame of the IEP (use peers)? Writing Measurable Goals Formula for Success

146. Condition-- Under what condition should the skill be demonstrated (e.g. time, place, event)? During transition times During a social conversation During class discussions At lunch time (or math, science, etc.) During morning and lunch recess During independent work activities When teacher is giving group instructions During morning arrival routines When preparing to go home

147. CRITERIA / Mastery 9 out of 10 trials / opportunities 6 items / assignments 75% accuracy Increase by 10% 3 times a day On 9 consecutive attempts For 15 minutes at a time Within 5 minutes 4 times weekly 3 out of 5 days 4 class periods

148. HINTS for Writing Measurable Goals Observe and Count

149. GOALS & OBJECTIVES / BENCHMARKS Guided Practice Chris will raise his hand when he needs assistance or wants to share important information. (90% of time)

150. GOALS & OBJECTIVES / BENCHMARKS Guided Practice Utilizing a self-management checklist (STRATEGY) Chris will raise his hand and share a key idea (BEHAVIOR) during science and social studies (CONDITION) 4 of 5 opportunities (CRITERIA).

151. GOALS & OBJECTIVES / BENCHMARKS Guided Practice Chris will raise his hand when he needs assistance or wants to share important information. (90% of time) Chris will ask for help and accept teacher response when he doesn’t understand something. (80% of time) With gestural prompts from peers and adults, Chris will limit conversational ideas appropriate to the setting. (90% of time)

152. GOALS & OBJECTIVES / BENCHMARKS Guided Practice Utilizing peer to peer support (STRATEGY) Chris will share an idea in the topic area (BEHAVIOR) During conversations at lunch and recess (CONDITION) 4 of 5 opportunities (CRITERIA)

153. GOALS & OBJECTIVES / BENCHMARKS Guided Practice Kayla will use appropriate social greetings upon entering and leaving the classroom with teacher and peers (hi, bye) in 8 out of 10 trial days. Kayla will expressively identify peers and adults by name in group and play activities with verbal prompting. (4/5 trials) Kayla will gain the attention of a communicative partner by verbal or nonverbal means to make a request, to gain assistance, and to engage in activities. (4/5 trials)

154. GOALS & OBJECTIVES / BENCHMARKS Guided Practice During lunch and snack, Marci will use a visual system (words / pictures) to request at least 10 food items 8 of 10 trials. Marci will use a picture schedule to follow daily classroom routines with no more than 2 prompts 8 of 10 daily transitions. Using a visual list of needed materials for classroom activities, Marci will independently gather 8 of 10 items.

156. Change Prompt Levels Physical prompt Gestural prompt Verbal prompt Visual prompt Independent Change Setting One setting in school Two settings in school 2 school settings plus 1 community setting Ways to Change Condition or Criteria Change People  No adults  Familiar adult  Unfamiliar adult  With one peer  Across multiple peers

157. Benchmark Example: Level of Attainment Annual Goal : Independently follow a visual schedule 4 of 5 days. 0 Given a visual “check schedule” card and the verbal instruction “check your schedule,” with 5-8 verbal / physical prompts, Ss will select each activity from the visual schedule and transition to the appropriate area for that activity on 2 of 5 days. +1 Given a visual “check schedule” card and the verbal instruction “check your schedule,” with no more than 3 verbal / physical prompts, Ss will select each activity from the visual schedule and transition to the appropriate area for that activity on 2 of 5 days. +2 Given a visual “check schedule” card and the verbal instruction “check your schedule,” with no more than 1 verbal prompts, Ss will select each activity from the visual schedule and transition to the appropriate area for that activity on 2 of 5 days. +3 Given a visual “check schedule” card and the verbal instruction “check your schedule,” Ss will independently select each activity from the visual schedule and transition to the appropriate area for that activity on 2 of 5 days. +4 Given a visual “check schedule” card and the verbal instruction “check your schedule,” Ss will independently select each activity from the visual schedule and transition to the appropriate area for that activity on 4 of 5 days.

160. Choosing Targets Classroom Routines Arrival Lunch Dismissal Materials Preparation OTHERS? Group Activities Science Social Studies Music Reading Math Art

161. The START Coaching ChecklistCoaching Checklist Step 1: Preparation for the Project Step 2: Team Development Step 3: Baseline Data Step 4: Select EBPs to Address Areas of Need Step 5: Benchmark Measurable Goals Step 6: Develop and Implementation Plan

162. Plan Considerations DETAILS; DETAILS; DETAILS Training needed Implementation support Needed Resources Communication feedback systems

163. The START Coaching ChecklistCoaching Checklist Step 1: Preparation for the Project Step 2: Team Development Step 3: Baseline Data Step 4: Select EBPs to Address Areas of Need Step 5: Benchmark Measurable Goals Step 6: Develop and Implementation Plan Step 7: Implement and Monitor ProgressMonitor

164. REVIEW / CONCEPTS

165. In ANY Change Initiative, THERE ARE BARRIERS!!!

166. Addressing Barriers Consistency Adult Behavior Knowledge of EBP Implementation On Board / Buy In Fear / Ignorance Common Language

167. For Lansing Public Schools Top 3 Barriers

168. Control the Controllables ACTIVITY

169. IN OUT

170. 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

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