systems change through coaching
DESCRIPTION
SYSTEMS CHANGE THROUGH COACHING. Project OUTCOMES. Build Capacity to educate s tudents with ASD in the LRE Improve Outcomes: Access to Higher Education Employment Independent Living Community Involvement. Feedback Loops . START Project MI-TOP MRS. - PowerPoint PPT PresentationTRANSCRIPT
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SYSTEMS CHANGE THROUGH COACHING
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Project OUTCOMES
• Build Capacity to educate students with ASD in the LRE
• Improve Outcomes:– Access to Higher Education– Employment– Independent Living– Community Involvement
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BUILDING STAFF & STUDENTS
Providing supports for effective practices implemented with fidelity
Providing feedback and dataon implementation efforts
District Team
BUILDING TEAM
ISD/DISTRICT TEAM
RCN
START ProjectMI-TOP
MRS
Feedback Loops
Support Loops
Adapted from Michigan Implementation Network (MIN) www. cenmi.org/min
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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
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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
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The World is Flat: Educational Impact
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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
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All
Some
FewMulti-Tiered Model of Support
Intensive TIER 3
Targeted TIER 2
Universal TIER 1
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START’s Model for Coaching:The Structure for Systems Change
Effective Practices Leadership Initiative
(EPLI)
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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
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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
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Expert Consultant Coaching
Expert Collaborative
Reaction Proactive
Dependence Building Capacity
Blame Accountability
Comparison of the Models:Expert Consultant vs. Coaching:
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Coaching requires you toCHANGE 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
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Patch Adams
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START’s COACHING MODEL
STRUCTUREDyet
FLEXIBLE
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CONGRATUATIONS ! !
You’re in the CLUB
YOU are Accountable for Coaching…..
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Initiation into EPLI: Finding Nemo
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Implementing a Coaching Model
Organizational STRUCTURE / ACTIVITIES
Coaching SKILLS
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Developing YOURCoaching Model
Develop an ISD / District Map
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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
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Identifying Needs of the BuildingIMPLEMENTATION TIER
TIER 1:--Teaming structure in place--Team(s) trained--Teams meeting regularly--Implementation of effective practices--Ongoing PD
Tier 2:Frequent flyers to PDLack of implementation
Tier 3:Lack of informationNew Staff1st Student with ASD
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Developing your COACHING MODEL
Step 1: Develop an ASD Picture of your District / ISD
Step 2: Develop Your Coach Leaders / Building Coaches
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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
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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
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How will YOUR Model Look?
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Addressing Barriers
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Control the Controllables
ACTIVITY
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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
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CELEBRATION OF PROGRESS
• TEAM Award
• Individual Award
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