1. SYSTEMS CHANGE THROUGH COACHING
IEP Development and Implementation for Students with ASD
START Training Guide
The trainer guide is located in the notes pages of each PowerPoint slide. The IEP Development and Implementation Module is separated into sections (or chunks), and each section is titled with a transition slide that includes the Key Concepts (big ideas) for that section. Trainer / Coaches can present this entire module at one time or offer mini-trainings by section. In each section, slides can be re-arranged to individualize the training and additional information can be added to provide a detailed presentation of that content; however, the content in each slide must be maintained to protect the fidelity of the information. Any information added must align with MDE OSE-EIS and START practices.
In the notes pages, each slide includes the following:
Key Concepts: A summary of the important points for that slide;
Considerations: Potential misunderstanding or issues relative to the concepts;
Application: Potential activities that serve to increase implementation fidelity or participant understanding of the key concepts.
Many slides include visual supports such as clipart, pictures, cartoons etc. Trainer / Coaches may make any changes to these visual supports necessary to personalize the training; however, the CONTENT should not be altered to maintain the fidelity of the information.
To be an effective trainer of this module, you will have to
Internalize the Essence of the material.
An idea discovered is better
than an idea delivered.

2. Project OUTCOMES
Build Capacity to educate students with ASD in the LRE
Improve Outcomes:
Access to Higher Education
Employment
Independent Living
Community Involvement

3. Feedback Loops Support Loops
START Project
MI-TOP
MRS
Providing feedback and data on implementation efforts
RCN
District Team
ISD/DISTRICT TEAM
BUILDING TEAM
Support Loops
Providing supports for effective practices implemented with fidelity
BUILDING STAFF & STUDENTS
Adapted from Michigan Implementation Network (MIN) www. cenmi.org/min

4. 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

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. The World is Flat: Educational Impact

7. 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

8. Multi-Tiered Model of Support
Few
Intensive TIER 3
Targeted TIER 2
Some
Universal TIER 1
All

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

10. 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

11. HOW do we deliver EPLI? Trainer/Coaches Coach Leaders
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

12. Comparison of the Models: Expert Consultant vs. Coaching:
Collaborative
Reaction
Proactive
Dependence
Building Capacity
Blame
Accountability

14. 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 / Mantras / Data

15. Patch Adams

16. START’s COACHING MODEL
STRUCTURED
yet
FLEXIBLE

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

18. Initiation into EPLI: Finding Nemo

19. Implementing a Coaching Model
Organizational STRUCTURE / ACTIVITIES
Coaching SKILLS

20. COACHING SKILLS Taking on Human Nature

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

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

23. 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

24. 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?

25. 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.

26. 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

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

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

29. 7 identical sentences / 7 different meanings:
Not WHAT you said… but…..
7 identical sentences / 7 different meanings:
I didn’t say she stole my money.

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

31. 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

32. 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

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

34. Developing YOUR Coaching Model
Develop an ISD / District Map

36. EXAMPLE: CCRESA Model of Service: Building Capacity Support Team and Building Coaches
ASD
Team
Fowler
Ovid-
Elsie
Dewitt
Bath
P-W
St. Johns
CCRESA L MS SJ HS R
MS/HS El HW
Sch
Sct
EEK OV TP
CCEC
FST EK EE EC W GW

37. Develop a Picture of YOUR District
Buildings
# students in the building
Current Implementation Tier

38. Identifying Needs of the Building IMPLEMENTATION TIER
Lack of information
New Staff
1st Student with ASD
Tier 2:
Frequent flyers to PD
Lack of implementation
TIER 1:
--Teaming structure in place
--Team(s) trained
--Teams meeting regularly
--Implementation of effective practices
--Ongoing PD 8

39. Developing your COACHING MODEL
Step 1: Develop an ASD Picture of your District / ISD
Step 2: Develop Your Coach Leaders / Building Coaches

40. 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 40

41. 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 41

42. How will YOUR Model Look?

43. Addressing Barriers
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44. Control the Controllables
ACTIVITY
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45. GETTING CRITICAL MASS DESIGN BEHAVIOR: DEFAULT 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
Grand Valley State University; Autism Education Center © ; All Rights Reserved

46. CELEBRATION OF PROGRESS
TEAM Award
Individual Award

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