SYSTEMS CHANGE
THROUGH COACHING
INTRODUCTIONS
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
Systems Change Agenda
• Making the Case for Systems Change and
Coaching
• Coaching Skills
• Coaching Structure
• Coaching Process and Practices
• Addressing Barriers
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
Why Change?
• IDEA Revisions
– OSEP: 80/80 Rule
• NCLB Revisions
– One Curriculum WITH Special Education
Support
– 21st Century Universal Design for Learning
Multi-Tiered Systems of Support (MTSS)
For Students with ASD
Intensive Supports
Targeted Universal
Supports
Universal Supports
Core Curriculum
& Instructional Strategies
Why a Coaching Model?
• Improve Capacity for
ALL Staff to Educate
Students with ASD
• Improve resource
allocation / efficiency
• Move from Crisis to
Frontloading
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
Comparison of the Models:
Expert Consultant vs. Coaching:
Expert Consultant
Coaching
Expert
Collaborative
Reaction
Proactive
Dependence
Building Capacity
Blame
Accountability
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)
START Project
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
Student and Family
School Building Coaches & Teams
Intermediate & Local School District Trainer/Coaches
SMART
West
MAC
NAN
UPAN
CAN4
GCA
CMAC
CRAN
Thumb
Kent
CAN
Lake
side
LEAN
Great
Lakes
MAC
OCAN
Wayne
SMAC
Regional Collaborative Networks (RCNs)
START/ Autism Education Center at GVSU
WIN4
Autism
START Coaching Goal
..
.
.
.
.
.
.
.
.
.
.
.... .
.
.
.
.
Capacity for
.
.
. . . .. . . . ...... ... ...
. .... .
... . . .
coaching in
.... .
.. .
.
.... . .
.
. .... . .....
every building
..... ................ .
........... . . . .
serving students
.
.
.
. .... ... ..... . . .. .. ... .. .
. ... . ...... . ...
with ASD in
. .. .......... ...... ...... ..
Michigan
..... . ..... ............
. .. ........... .
.
START’s Model for Coaching:
The Structure for Systems Change
Effective Practices
Leadership Initiative
(EPLI)
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
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
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
w/out follow-up
• With follow up, that
number can rise to 75-90%
w/follow-up
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
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
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
Coaching Positions
Advantages
Disadvantages
Building Coach
Coach Leader
Knowledge of school
Staff relationships
Regular access
Independent
Outside perspective
Multiple schools
experience
Conflicting roles
Narrow range of
experiences
Limited knowledge of
school
Limited relationships
Less frequent access
What is COACHING?
Most common example: SPORTS
What does GOOD coaching look like?
What does BAD coaching look like?
What coaching IS
What 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
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
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
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
START’s COACHING MODEL
STRUCTURED
yet
FLEXIBLE
CONGRATUATIONS ! !
You’re in the CLUB
YOU are Accountable
for Coaching…..
Implementing a Coaching Model
Structure, Process,
and Practices
Coaching SKILLS
COACHING SKILLS
Taking on Human Nature
COACHING SKILLS
• FRONTOAD: Best place to
solve a problem is . . . .
• PROCESSES
• Have an arsenal of
responses….
Problem Solving SKILLS
MEETING MECHANICS
Assign
Responsibilities
Problem
Identification
Implementation
Variables
Problem
Specification
Brainstorm
Cluster/
Prioritize
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
IDEA Regulations
• Two fundamental requirements:
– That the child will receive FAPE
– In the least restrictive environment (LRE).
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)
Engagement in education, employment, or training after leaving school
Other health impairment
Learning disability
Speech / language
impairment
Hearing impairment
Emotional disturbance
Traumatic brain injury
Visual impairment
Orthopedic impairment
Mental impairment
Multiple disabilities
Autism
0
NLTS2, 2009
20
40
60
Percentage
80
100
120
Predictors / Outcomes
Education
Employment
Indep. Living
Career Awareness
P (Potential)
P
---------------
Community Experience
---------------
P
---------------
Exit Exam Requirements / High
School Diploma Status
---------------
P
---------------
Inclusion in
General Education
M (Moderate)
M
M
Interagency Collaboration
P
P
---------------
Occupational Courses
P
P
---------------
Paid Employment /
Work Experience
M
M
P
Parental Involvement
---------------
P
---------------
Program of Study
---------------
P
---------------
Self Advocacy / Self Determination
P
P
---------------
Self Care / Independent Living
P
P
M
Social Skills
P
P
---------------
Student Support
P
P
P
Transition Program
M
P
---------------
Vocational Education
M
M
---------------
Work Study
---------------
M
---------------
National Secondary Transition Technical Assistance Center (NSTTAC)
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.”
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?
What to confront and if you should
confront it…
Crucial Confrontations
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
Strategy # 1
Confront the Right Issue
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
Strategy # 2
Ask Yourself
Why would a Reasonable and
Rational Person Do What that
Person did?
Strategy # 3
Adopt a Situational as Well as
a Dispositional View of People
Situational View – External
Dispositional View – Internal
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)
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.
Silence or Violence
The Reactions Typical People
Respond to in Conflict
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
Silence Ramifications:
• Give Tacit Approval to the Action –
Give Permission
• Seen by others as Playing Favorites
• Repeats Offenses – Your Thoughts
about Person are Correct
Violence - Can Stand It No More
Not Physically Violent but are Verbally
Aggressive
Reign Violence on Situation Then and Now
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)
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.
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
The Tough Questions
• 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
YOUR Tough Meetings / Questions
Let’s Play
STUMP THE STAFF
Coaching Scenarios
COACHING SKILLS
• Stanford Univ Study
– Nonverbal (55%)
•
•
•
•
Appearance
Posture
Eye contact
Body movement
– Paraverbal (38%)
• Tone
• Volume
• Cadence
– Verbal (7%)
Not WHAT you said… but…..
7 identical sentences / 7 different meanings:
I didn’t say she stole my money.
I didn’t say she stole my money.
I didn’t say she stole my money.
I didn’t say she stole my money.
I didn’t say she stole my money.
I didn’t say she stole my money.
I didn’t say she stole my money.
It’s one thing to have INTENT,
it’s another to have EFFECT.
What are YOUR trigger words?
USING “BUT” vs. “AND”
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
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
Giving Feedback
• Good Feedback
– Encourages
– Focuses on improvements (achieved / possible)
– Creates trust and cooperation
• Bad Feedback
–
–
–
–
Demotivates
Focuses on blame
Creates defensiveness
Confrontational
COACH
FEEDBACK
ACTIVITY
Implementing a Coaching Model
Structure, Process,
and Practices
Coaching SKILLS
Three Levels of Coaching
• ISD / District Coaching Checklist
(STRUCTURE)
• Building Coaching Checklist (PROCESS &
PRACTICES)
• EBP Coaching Checklist (PRACTICES –
STUDENT LEVEL)
Developing Your Coaching Structure / Model
Step 1: Develop a Teaming Structure
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 3
Individualized, Intensive
TIER 2
Supplemental, some
students, reduce risk
Building Level Teaming Structure:
Tiers 2 and 3—Roles and Responsibilities
INTENSIVE
Individualized, Intensive
Child Study Team:
Academic / Behavior-Social
FBA / Wrap Around Team
Membership
Roles and Responsibilities
Meeting Schedule
Basic Agenda
TARGETED
Supplemental, some
students, reduce risk
TEAM PROCESS
• Team Guiding Principles
• Team Member Roles and
Responsibilities
• Meeting Agenda
• Problem Solving Process
• Action Plan Development and
Follow Up
MEETING MECHANICS
Assign
Responsibilities
Problem
Identification
Implementation
Variables
Problem
Specification
Brainstorm
Cluster/
Prioritize
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?
BUILDING TEAM AUDIT
Developing Your Coaching Structure / Model
Step 1: Develop a Teaming Structure
Step 2: Establish Guiding Principles
What ARE Guiding Principles?
A cohesive set of
beliefs, grounded in
effective practice, that
govern programming
for students with ASD.
Why is important to have guiding principles?
• Appropriate
intervention decisions
• Consistency
• Checks and balances
• Common Language
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.
Guiding Principles Development
Developing Your Coaching Structure / Model
Step 1: Develop a Teaming Structure
Step 2: Establish Guiding Principles
Step 3: Complete a Capacity-Building
Map
Lansing Public Schools
K-3
K-3
K-3
4-6
Pattengil
K-8
Stem
Academy
K-3
K-3
K-3
4-6
Sheridan
Road
K-8
K-3
K-3
K-3
4-6
K-3
K-3
Lewton
4-6
North
HS
9-12
ASD
Pleasant
View
Academy
Mt. Hope
K-8
K-5
HS
7-12
Gardner
Academy
K-8
K-3
HS
7-12
4-6
Attwood
Wexford
Advance
Path
Develop a Picture of YOUR District
• Buildings
• # students in the building
– Intensity of Need (1=Low; 5=High)
• Current Implementation Tier
Identifying Needs of the Building
IMPLEMENTATION TIER
TIER 3: INTENSIVE
Lack of information
New Staff
1st Student with ASD
NEEDS: TRAINING AND COACHING
TIER 2: TARGETED
Frequent flyers to PD
Lack of implementation
NEEDS: COACHING NOT TRAINING
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
EXAMPLE:
CCRESA Model of Service: Building Capacity
2 Ss—Level 2
Tier 2
Support Team and Building Coaches
W
CCEC
EEK
TP
L
EC
EE
5 Students;
Level 4
Tier 3
FST
OV
HS
R
EK
Sch
SJ
HW
HS
MS
Sct
GW
HS
El
MS/HS
El
MS
MS
TEAM TIME
A. Map out your district / ISD
A.
B.
Building Name
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)
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
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
A LEADER is a
person you would
follow to a place you
wouldn’t go yourself
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
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)
Stephanie Dyer-Psychologist
CCRESA
ASD
SUPPORT
TEAM
Caryn Coyle-ASD TC; CPM
Tisha Schafer-Occupational Therapist
Joanne Polfus-School Social Worker
Lori Seagraves-Speech/Language Therapist
•
•
•
•
•
•
•
•
•
•
•
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
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 schoolrelated 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
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
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
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
Attend 3 2-day training modules
CCRESA
ASD
BUILDING
COACHES
Submit resume and application
Attend 5-6 coaches meetings/training during year
Submit meeting agendas/minutes from teamings
• “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
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 schoolrelated 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.
St. Clair County Coaches Enhancement Checklist

Talk with your building administrator about your role as a
Coach.

Present about ASD at a staff meeting.

Choose 3 building staff you have avoided in your coaching role
and have 2 conversations in regards to ASD.

Present on ASD awareness to staff or students in your district.

What is your “follow through” on the monthly “training topic”
from the Coaches meeting?

Share actual examples of “Accommodations and Modifications”
you have made for your students.

Connect with 2 other “Coaches” outside of your building, district
or county and exchange one new idea.

Your idea ____________________________________
Dear Director/Supervisor,
As you may know, your district is part of the Capitol Region Autism Network (CRAN),
a collaborative effort between Eaton ISD, Ingham ISD, and Clinton County RESA.
CRAN is one of 16 regional collaborative networks established through the Statewide
Autism Resources and Training initiative (START), which is a Michigan Department
of Education grant project.
The number of students determined eligible for Special Education services under the
ASD classification in Michigan is increasing dramatically. It is critical that we prepare
our schools and staff to appropriately support and include these students. The START
project has successfully implemented a system of intensive training throughout the state
that has allowed hundreds of teachers, administrators, parents, and staff to gain a
knowledge base in the best practices for supporting students with autism. However, we
need to do more.
As representatives of CRAN, we need your leadership to implement the ASD Building
Coach Model. This model is rapidly becoming a standard of practice for educating
individuals on the autism spectrum. The concept of coaching invokes a message of
support, teaming, sustainability, and empowerment versus an outdated expert model;
our ASD Building Coach Model promotes this message.
Our goal is to have an ASD Building Coach in every school building in the tricounty area. The coaches are provided with training opportunities and are responsible
for passing information to their building colleagues, supporting the implementation of
appropriate strategies for students, and coordinating regular team meetings at their
buildings. Although this is an ambitious goal, we are well on our way to its
achievement.
What do we ask of you? We are looking for coaches to be assigned in the buildings
that do not yet have an identified coach. A list of districts and buildings is attached and
we ask that you take a few minutes to examine it and consider “filling in the blanks.”
Coaches need to attend 4-5 coaches training meetings throughout the year and if they
have not yet done so, they will be asked to attend three intensive training modules to
provide them with a solid foundation of knowledge to appropriately support students
with ASD. The next coaches meeting is DATE from TIME to TIME at LOCATION.
You likely will have questions about the ASD Building Coach model, what it entails,
and who is best suited to fill the coaching role. Please feel free to contact one of the
Coaching Coordinators listed in the attachment.
Thank-you for your help in the development of this service model and we look forward
to reaching our goal of a trained ASD Building Coach in every building in our tricounty region.
Sincerely,
Kris Chapman
Dyer
Director of Special Education
Coordinator
Sheri Kraft
Stephanie
Supervisor of Special Education
ASD Support Team
LEAN
Livingston Educational Autism Network
Memorandum
To:
From:
Date:
Re:
The staff of
School
, Building Coach
What is a Building Coach?
Did you know that our County has achieved a goal of identifying a coach in every building
this year? My role as Building Coach, as defined through LEAN and START, is to facilitate
Team discussions regarding students with autism who are identified as having difficulty.
If you have questions or concerns about a student with autism whom you are working with,
please contact me. I will gather the student’s Team together, and facilitate the group
meeting using meeting mechanics (otherwise known as white board). My goal is to organize
the Team so that decisions can be made to allow the student to become successful in the
classroom environment.
LEAN / START’s goal is that all students with autism (in fact, all students with
disabilities) are able to function as an individual within the larger classroom environment
with minimally acceptable behaviors, completing meaningful functional tasks, without
affecting the educational achievement and enjoyment of others in the same environment.
Keep in mind that I am not an autism expert. Along with some training in autism, I have
also received training from LEAN and START to lead a Team through a research-based
decision-making procedure. I also have access to universal supports, resources, supplies,
and materials that have been proven successful with students with autism.
Identifying Coach Leaders
Building Coach Assignments
Roles / Responsibilities
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 CapacityBuilding Map
Step 4: Identify Coach Leaders,
Assignments & Roles and
Responsibilities
Step 5 & 6: Establish PD for
Coaches and District(s)
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
Universal Supports Assessment
and Planning Tool
(www.gvsu.edu/usapt)
ONLINE UPDATE
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
Coach Qualifications for USAPT
• At least 3 years experience working
with students with ASD
• STRONG background in evidencebased / effective practices for students
with ASD
• Currently serving as a START building
coach or coach leader
Review / Complete the USAPT
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
Coaching to Improve Classroom
Supports and Student Outcomes
• Classroom Implementation Checklist
• EBP Coaching Checklist
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
START Coaching for EBP
Implementation
Evidence Based Practices
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
Inuksuk
• Improve outcomes for students with ASD
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 Profile
– Obtain Written Parent/Guardian Permission
The START Coaching Checklist
Step 1: Preparation for the Project
Step 2: Team Development
– Assemble Project Team and assign roles
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 Form
Roles / Responsibilities
• Facilitator / Run the Board
• Note-Taker
• Time Keeper
• OTHER?
MEETING MECHANICS
Assign
Responsibilities
Problem
Identification
Implementation
Variables
Problem
Specification
Brainstorm
Cluster/
Prioritize
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)
ACTION PLAN
• WHO
• DOES WHAT
• BY WHEN
The START Coaching 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)
Team Members Review EBPs
http://autismpdc.fpg.unc.edu/content/briefs
Team Members Review EBPs
• NPDC: (http://autismpdc.fpg.unc.edu/)
• AIM (Autism Internet Modules) by OCALI
(http://www.autisminternetmodules.org)
• Association for Science in Autism Treatment
(http://www.asatonline.org/treatment/treatments_desc.htm )
National Standards Project:
Evidence-Based
(http://www.nationalautismcenter.org/nationa
l-standards-project/phase-2/)
http://afirm.fpg.unc.edu/afirm-modules
The START Coaching 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 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
The START Coaching 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)
The Schedule Matrix
Schedule
All Major
Transitions
/ Subjects
Expectations &
Instructional
Outcomes for
ALL Students
Target Student’s
Current Level of Skill
(Compared to Peers)
Current
Supports /
Strategies &
EBPs in Place
Independence
Independence
Visuals
Social
Social Interaction
Communication
Systems
Communication
Communication
Academic
Engagement = Task
Initiation, Participation
(Output) & Task
Completion
Accommodations
/ Differentiation
Challenging Behavior
EBPs
Behavioral
Peer to Peer
Support
PBIS Strategies
Potential Goals /
Strategies Needed
Where do skills
break down?
WHEN:
Student is
--not independent;
--not engaged;
--has behavioral
challenges;
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
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
The START Coaching 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
Review Collected Information
• Develop 3 areas of need
– Engagement
• Task Initiation
• Task Participation
• Task Completion
– Independence
– Social Interaction
– Communication
– Academic Output
– Behavior
The START Coaching Checklist
Step 1: Preparation for the Project
Step 2: Team Development
Step 3: Baseline Data
Step 4: Select EBPs to Address Areas of Need
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
Consider the Most Effective EBPs
Name __________________________________________
•
•
•
•
•
•
Visual Supports
Visual Schedules
Task / Routine Checklists
Self-Management Systems
Peer to Peer Support
Functional Communication
Systems
• Video Modeling
• USE PREFERRED INTERESTS
Mario
Bowser
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
Identify EBP Expertise
The START Coaching 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
Based on the
Areas of Need
and Selected EBPs,
Write 3
Measurable Goals
Writing Measurable Goals / Objectives
UTILIZING….
Student Will….
Under what conditions?
At what level / degree
(criteria)?
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
Writing Measurable Goals
Formula for Success
• 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
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
Writing Measurable Goals
Formula for Success
• 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
• 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
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
HINTS for Writing Measurable Goals
Observe
and
Count
GOALS & OBJECTIVES / BENCHMARKS
Guided Practice
Chris will raise his hand when
he needs assistance or wants
to share important
information. (90% of time)
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).
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)
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)
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)
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.
DEVELOPING BENCHMARKS
Student (DOB):
Level Of
Attainment
Date:
Goal 1:
Goal 2:
Goal 3:
0
BASELINE
+1
st
End of 1 Quarter
+2
nd
End of 2 Quarter
+3
rd
End of 3 Quarter
+4
Annual Goal
Targeted EBP:
Targeted EBP:
Targeted EBP:
Ways to Change Condition or Criteria
Change
Prompt Levels
Change Setting
•
•
•
Physical prompt
•
Gestural prompt
•
Verbal prompt
•
Visual prompt
•
Independent
•
One setting in school
Two settings in
school
2 school settings
plus 1 community
setting
Change People

No adults

Familiar adult

Unfamiliar adult

With one peer

Across multiple peers
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.
Benchmarks
Building team:
Student:
Harmon
Daniel
Date: Updated 1-12
DOB: November
Level
Of
Attainment
Goal 1:
Goal 2:
Goal 3:
0
Daniel does not complete his
routine in the morning without adult
assistance and physical, visual or
verbal prompting.
During group carpet time, Daniel
refuses to sit in the carpet area with
his peers.
Daniel requires verbal and
physical prompts to do any
paper/pencil tasks.
+1
Using a visual routine checklist,
Daniel will enter the building and
put his belongings away at arrival
with 3 adult visual / physical
prompts 2 of 5 consecutive days.
Using peer to peer support, Daniel
will sit in the carpet area with his
peers during group time for one
minute on 2 of 5 days.
+2
Using a visual routine checklist,
Daniel will enter the building
independently and put his
belongings away during arrival on 2
of 5 consecutive days.
Using peer to peer support, Daniel
will sit in the carpet area with his
peers during group time for 5
minutes on 2 of 5 days.
+3
Using a visual routine checklist,
Daniel will enter the building
independently and put his
belongings away on 5 of 5
consecutive days.
Using peer to peer support, Daniel
will sit in the carpet area with his
peers during group time for the entire
group time on 2 of 5 days.
+4
Using a visual routine checklist,
Daniel will enter the building
independently and put his
belongings away during arrival for 2
consecutive weeks.
Using peer to peer support, Daniel
will sit in the carpet area with his
peers during group time for the entire
time on for 4 of 5 consecutive days.
EBP
Visual Schedule (Routine
Checklist)
Peer Mediation Instruction (Peer to
Peer Support)
Using visual supports
(accommodations / modifications)
& video modeling, Daniel will
complete one worksheet daily
with no more than 3 visual /
verbal prompts.
Using visual supports
(accommodations / modifications)
& video modeling, Daniel will
independently complete one
worksheet daily for 5 consecutive
days.
Using visual supports
(accommodations / modifications)
& video modeling, Daniel will
independently complete 4 of 5
required worksheets for 5
consecutive days.
Using visual supports
(accommodations / modifications)
& video modeling, Daniel will
independently complete 4 of 5
required daily worksheets for 2
consecutive weeks.
Visual Supports
(accommodations / modifications)
Benchmarks
Building team: Harmon
Student: Phillip Coker
Date: Updated 1-12
DOB: May 8, 2002
Level
Of
Attainment
Goal 1:
Goal 2:
Goal 3:
0
Phillip struggles to maintain
attention and focus during
academic activities. He requires
adult prompting to complete work.
Phillip requires adult prompting to
follow the classroom routine. He
requires adult prompting to
complete classroom procedures.
Phillip struggles with participating
during group activities. He will go
to the back of the room and look at
books even when prompted to
participate.
Using a visual routine checklist,
Phillip will complete 4 of 8
classroom routines with no more
than 3 prompts.
Utilizing peer to peer support,
Phillip will participate and remain in
a group activity for 5 minutes 2 of 5
group activities.
Using a visual routine checklist,
Phillip will independently complete
4 of 8 classroom routines.
Utilizing peer to peer support,
Phillip will participate and remain in
a group activity for 5 minutes 4 of 5
activities.
Using a visual routine checklist,
Phillip will independently complete
7 of 8 classroom routines 2 of 5
days.
Utilizing peer to peer support,
Phillip will participate and remain in
a group activity for 10 minutes 4 of
5 activities.
Using a visual routine checklist,
Phillip will independently complete
all classroom routines for 4 of 5
days.
Utilizing peer to peer support,
Phillip will participate and remain in
a group activity for 15 minutes 4 of
5 activities.
Visuals / Self-Management
Peer Mediated Instruction / Peer to
Peer Support
+1
+2
+3
+4
EBP
Using visual supports
(accommodations, modifications,
white board), Phillip will complete
an academic assignment in science
with no more than 3 prompts for 2
of 5 assignments.
Using visual supports
(accommodations, modifications,
white board), Phillip will
independently complete an
academic assignment in science
for 2 of 5 assignments.
Using visual supports
(accommodations, modifications,
white board), Phillip will
independently complete academic
assignments in science and social
studies for 4 of 5 assignments.
Using visual supports
(accommodations, modifications,
white board), Phillip will
independently complete academic
assignments in core academic
areas for 4 of 5 assignments.
Visual Supports (accommodations,
modifications, white board)
Choosing Targets
Classroom Routines
•
•
•
•
Arrival
Lunch
Dismissal
Materials
Preparation
• OTHERS?
Group Activities
•
•
•
•
•
•
Science
Social Studies
Music
Reading
Math
Art
The START Coaching 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
Plan Considerations
• DETAILS; DETAILS; DETAILS
• Training needed
• Implementation support
• Needed Resources
• Communication feedback systems
The START Coaching 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 Progress
REVIEW / CONCEPTS
In ANY Change Initiative,
THERE ARE BARRIERS!!!
Addressing Barriers
•
•
•
•
•
•
•
Consistency
Adult Behavior
Knowledge of EBP
Implementation
On Board / Buy In
Fear / Ignorance
Common Language
For Lansing Public Schools
Top 3
Barriers
Control the Controllables
ACTIVITY
IN
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
REMEMBER:
“Effective systems change takes 2-5
years even with concentrated and
continual actions.”
Centre for Strategic Planning