A New Approach to Coaching
Livingston/Ingham Pilot Project
Elementary Coaches Training
Date Presentation
Expected Outcome(s)
9/17
Peer to Peer
10/15
Data Collection
11/18
Implementation
Secondary Coaches Training
2/18
3/18
4/15
Looking at ASD
Differently
Differentiation
ParaproAdvocacy-P2P
Concerns
You Have to Have Someone to Keep You Organized!
Lisa Willis
Administrative Assistant
Pinckney Community Schools
START Livingston/Ingham Counties Planning Meeting
Pilot Coaches Training for 2014-15
April 22, 2014
Present: Karen Burling, Ellen Gehl , Sarah Winslow - (Ingham County) Maureen Ziegler (START), Denise Wood,
Mary Peet, Chantal Charron, Carol Pearsall, Pamela Holloway, Michelle Charron - (LESA)
Topic: Livingston/Ingham START Pilot Coaches Training for 2014-15
Information:
o 6 half day sessions - 3rd week of month
o LEAN Core Team meeting the other half of the day
DATE
DAY
TIME
September 17
Wednesday
8:30 – 11:45*
October 15
Wednesday
8:30 – 11:45*
November 18
8:30 – 11:45*
Tuesday
February 18
Wednesday
11:15 – 2:30*
March 18
Wednesday
11:15 – 2:30*
April 15
Wednesday
11:15 – 2:30*
*SCECH (formerly CEU) offered and must include 15
Will look into getting CEs for Social Workers
WHO
Elementary
Elementary
Elementary
Secondary
Secondary
Secondary
min break.
LEAN CORE
Meeting
12:00 – 3:00
12:00 – 3:00
12:00 – 3:00
9:00 – 11:00
9:00 – 11:00
9:00 – 11:00
Discussion:
o
We need to take coaching concepts and break them down for them to understand and utilize
o
Expand on the skills of coaches as to “how to handle those who are not interested in using techniques and
supports that work”
o
Utilizing the Classroom Checklist as a guideline for training and utilizing it to ensure fidelity of
implementation of supports
o
Give the teams a job at the end of each session and have them report out at the next one
o
We need to pay attention to the infrastructure needed to implement strategies as “we couldn’t do this
without things (visuals and other supports) being in place”
o
Ideas include the importance of implementation of supports, regulation, explaining the why, self- checks
and balance – critiquing, infrastructure, common language to talk about it, the importance of data
collection and interpreting the data – if students interpret their own data it can have an amazing impact
on their behaviors, patterns and trends, etc.
o
We can now pay for teacher subs through START
o
Committee would like the admin module presented in early August (before the 15th) to all administrators
within the County. Carol Pearsall will work with Dan Danosky to see about having Maureen present the
idea and components of the training at one of the monthly County Superintendents meetings. Invite all
building administrators to increase their understanding and support the initiative.
o
SCECH credits – do we want to offer credits for each day or the complete three session series?
o
Structure for the day: It is important that the trainings involve 1) presentation; 2) processing information
and interacting to ensure comprehension; and 3) application to the work back in the district
o
Each district building will send 3 staff per elementary building (general ed teacher, special ed and
ancillary) for the fall training and 3 + staff per building for the secondary training. These numbers will
come from the program consultants to Lisa Willis.
o
Next meeting date to come together to refine plan needs to be determined.
Major Changes from K-12 I.T. or Mini I.T.
• Three ½ Days – Shorter Presentation – Longer Team Time
• Numbers, Numbers, Numbers
-Number of Students with ASD in Ingham and Livingston County
-Number of T.C. or Program Consultants
• Forced Implementation
-Action Plans, Action Plans, Action Plans
• Roles of T.C. or Program Consultants as Coach Leaders
• Report Out at Next Training Date
-Must Report Out at Next Training Date
Who Is Here Today
• CRAN/LEAN Administrative Support
• Coach Leaders from Ingham
• Coach Leaders from Livingston
Michigan Students with an ASD Eligibility
18000
17,415
16000
Number of students
14000
12000
10000
8000
6000
4000
2000
1,208
0
1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
Number of Michigan Students with ASD by Age
* Based on 2013 MDE, OSE Eligibility Count
1600
1394
1400
1330
1303
1300
1225
1200
1210
1160
1149
1077
1015
1000
961
809
800
636
575
600
453
400
352
289
255
223
177
200
186
145
115
61
15
0
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Age
15
16
17
18
19
20
21
22
23
24
25
26
# of Students with ASD vs. # of Teacher
Consultants or Program Consultants
• Ingham County – 535 Students
–6 Teacher Consultants
• Livingston County – 505 Students
–6 Program Consultants
Purpose of Today
Understand Your Role as a Coach in the
Implementation of Peer to Peer Support
Programs
Before You Leave Today…
• Your Coach Leaders will meet with you and your team
• Action Plans will Be Developed
Before We Meet on October 15
• Complete Steps on Action Plan
• Coach Leaders will meet with your team to determine
if support in needed to complete action plan
October 15…
• Report out on Action Plan
• Share with Group where your team is in the
Implementation of the Peer to Peer Support Program
Engagement Data Sheet
Student Name (DOB): _______________________________
Grade: ________
Observer:________________________
Instructions:

Select a 30 minute classroom instruction time for the observation.

Set a timer for 5 minutes.

When the timer goes off, indicate whether the student is engaged (yes or no) in the time interval column. A definition of engagement is
provided below.

Continue for 6 consecutive 5-minute time intervals (a total of 30 minutes).

Collect engagement data in at least 3 different subjects.
Definition of Engagement: The student is participating in the task assigned by the teacher in a manner similar to the peers in the classroom.

Example for Group work – Student is participating in group work with peers as assigned by teacher.

Non-example for Group work – Student is sitting with an iPad during assigned group work not engaged in group activity with peers.
Date
Time
Subject
T1
T2
T3
T4
T5
T6
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Gen Ed or Sp Ed
G or S
G or S
G or S
G or S
G or S
G or S
G or S
G or S
START Elementary Coaching Pilot
Ingham and Livingston Counties
Evaluation Form ’14-15
INTENDED OUTCOMES
I learned how to use coaching skills to support
other staff who are working with students with
ASD
The Peer to Peer Support Module increased my
understanding of the coaching role in the
development of Peer to Peer Support Programs
at the Elementary Level
The Data Collection Module increased my
understanding of the coaching role for making
data based decisions about students with ASD
The Implementation Module increased my
understanding of the coaching role to help staff
implement evidence based practices for students
with ASD
RELEVANCE AND DELIVERY OF CONTENT
I learned something new from the information
presented
This information will be useful in my planning
and work with students
The organization of the sessions was conducive
to learning
USEFULNESS OF MATERIALS
The materials I received at the three modules will
be useful in my work with students with ASD:

Peer to Peer Elementary Quick Guide

Data Collection Sheets

Implementation Power Point
1
Strongly
Disagree
2
Disagree
3
Agree
4
Strongly
agree
1
2
3
4
1
2
3
4
What information shared will benefit you in your current role?
Other Comments / Ideas / Suggestions:
Panel Discussion
• Introductions
• Questions from START
• Questions from the Audience
Coaching to Implementation
Less Presenting – More Coaching – Better Implementation
• Elementary (Action Plans)
•
•
•
•
Increased Peer to Peer Support Programs Beyond Lunch and Recess
Increased Data Collection on Students with ASD
Used Data to Make Decisions about Students with ASD
Assist Coaches in Understanding Implementation Issues
• Secondary (Action Plans)
• Using the ASD to the Student’s Advantage
• Differentiated Output
-Increase Engagement in General Education Curriculum
Panel Discussion
• Introductions
• Questions from START
• Questions from the Audience