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
START Project
MI-TOP
MRS
Providing feedback and data
on implementation efforts
RCN
District Team
ISD/DISTRICT
TEAM
BUILDING TEAM
BUILDING STAFF &
STUDENTS
Providing supports for effective
practices implemented with fidelity
Adapted from Michigan Implementation Network (MIN)
www. cenmi.org/min
Training Foundation
• Foundations in ASD and Effective Practices
• Guiding Principles and the Teaming Process
• Looking at Adults with ASD Differently
• “Stop It” and Other Behavioral Strategies
• Re-Thinking the Glass House Rule (Asperger’s)
• Peer to Peer and Other Natural Supports
• Discovery and the IEP
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
Multi-Tiered Model of Support
Few
Intensive TIER 3
Targeted TIER 2
Some
Universal TIER 1
All
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
Comparison of the Models:
Expert Consultant vs. Coaching:
Expert Consultant
Coaching
Expert
Collaborative
Reaction
Proactive
Dependence
Building Capacity
Blame
Accountability
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
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 / ACTIVITIES
Coaching SKILLS
Developing YOUR
Coaching 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 Building
IMPLEMENTATION TIER
Tier 3:
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
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
Control the Controllables
ACTIVITY
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