Where do I find George Sugai’s presentation?

1. Where do I find George Sugai’s presentation? • START website: • RCN • Updates and Information • http://www.gvsu.edu/autismcenter/rcn-updates-information-287.htm

2. Top Ten Ideas that “Clicked” from George’s presentation? • PBIS is a framework. • Tier I, II, III Systems/Adults and Practice/Kids • Coaching needs to be embedded in training and evaluation. • We need data to make decisions (USAPT, classroom, student). • Identify the smallest number of Interventions that will have the Biggest Impact

3. Top Ten Ideas that “Clicked” from George’s presentation? • Working with all students improves outcomes for students with ASD. • We need to work with other initiatives. • We need to address adult behavior. • Coaching is a function not a person. • If you ask someone to do something new and different, they need to stop two other things.

4. Okay…Top 11 Ideas • We need to use more checklists.

5. Why a Coaching Model? “We give schools strategies & systems for developing positive, effective, & caring school & classroom climates, but implementation is not accurate, consistent, or durable. Schools need more than training.” Sugai, today

6. Why a Coaching Model? • Too many students: • Always in crisis • No time for proactive strategies • Can’t implement plans effectively • No time for collaboration to improve services • No time to build capacity

9. Why a Coaching Model? • Improve Capacity to Teach All Students • Improve Resource Allocation / Efficiency • Move from Crisis to Proactive Approach

10. WHY a COACHING MODEL? Few Intensive TIER 3 Targeted TIER 2 Some Students with Autism Spectrum Disorders? Universal TIER 1 All

11. Social Skills Communication Reading Comprehension Following Directions Science Computers Math Label behavior…not people Dec 7, 2007

12. Why a Coaching Model? • Improve Effectiveness of PD (Lang & Fox 2003) • Improve implementation of practices with fidelity

13. Effective Practices • PBIS • Peer to Peer Support • Visual Strategies / Schedules • Structured Learning Environments • Functional Communication Systems • Access to General Education Curriculum / Environments • Systematic Instruction • Functional Approach to Challenging Behavior • Focus on Independence Skills/Self-Management Systems

14. START’s COACHING MODEL STRUCTURED yet FLEXIBLE

15. Feedback Loops START Project 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

17. START Project Regional Collaborative Network ISD / District Level Districts Level – EPLI District Coach Leaders Building COACH Building COACH Building Coach Building COACH Building Coach Building COACH COACH Leader COACH Leader Building COACH Building COACH Building COACH Building COACH Building COACH Building COACH

18. A Coach in Every Building Serving Students with ASD in Michigan To provide better educational supports to students with ASD Approximately 15,403 students ~551 LEAs ~233 PSAs

21. Coaching Outcomes • Improved teaming / problem solving • Increased use of effective practices • Implementation with fidelity

22. COACHING ACTIVITES Step 1: Develop ISD/District Map Step 2: Develop Your Coach Leaders and Building Coaches Step 3: Complete the USAPT for the Building to Establish Priorities Step 4: Establish a Teaming Structure in Each Building Step 5: Establish Guiding Principles at Each Building Step 6: Implementation Coaching

23. COACHING MODEL Step 1: Develop an ISD / District Map

24. Develop a “Picture” of the District • Buildings • # students in the building • Level of capacity within a building

26. CCEC EEK TP L EC EE FST HS OV R EK Sch SJ HW HS Sct MS MS HS MS El El MS/HS CCRESA Map W GW

27. Identify Needs of the Building Few • Tier 3: • Lack of information • New staff • 1st Student with ASD Some • Tier 2: • Frequent flyers to PD • Inconsistent implementation • TIER 1: • Teaming structure in place • Team(s) trained • Teams meeting regularly • Implementation of effective practices All

28. Tools and Resources • Capacity Building Tool • District Map • Capacity Building Map Tool

29. COACHING ACTIVITES Step 2: Identify and Train Coach Leaders and Building Coaches

30. START Coaching ModelRoles / Responsibilities • Coach Leader(s): • ISD / District Level Coaches • Carry caseload of buildings / coaches • Meet regularly / support building coaches • Building Coaches: • Coaches working at the building level • Assist with the facilitation of meetings • Assure action items are completed • Coordinate with Coach Leader

31. 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

32. COACH LEADER ROLESuper Bowl – Go Packers • Coach – Mike McCarthy • 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

33. 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 school-related 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

34. 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

35. Stephanie-Psychologist Caryn-ASD TC; CPM Tisha-Occupational Therapist Joanne-School Social Worker Lori-Speech/Language Therapist CCRESA ASD SUPPORT TEAM • 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

36. 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

37. 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 school-related 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.

38. 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

39. BUILDING COACH ROLECoaching 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

40. CCRESA ASD BUILDING COACHES Attend three 2-day training modules Submit resume and application Attend 5-6 coaches meetings/training during year Submit agenda and minutes from team meetings • “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

41. Developing Coaching Skills • Supporting a Team • Communication • Conflict Resolution • Managing Change More to Come

42. Tools and Resources • Coach Leader Requirements • Coach Leader Roles and Responsibilities • Coach Leader Reporting Form • District Coaching Capacity

43. Tools and Resources • Building Coach Requirements • Building Coach Roles and Responsibilities • Building Level Coaching Foundations Checklist

44. COACHING ACTIVITES Step 3: Complete the USAPT for the Building to Establish Prioritites

45. 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 and Supports

46. Scoring Guide

49. USAPT Online Completion • Register your building and enter your data into the online USAPT system by completing the form @ http://www.gvsu.edu/autismcenter/usapt_registration.htm • Note: Each building will use a different email address for log on so it is helpful to use the building principal or the building coach’s email to log into the system. • Data entry periods: • Fall: Aug 1 to Dec 1 • Spring: March 1 to July 1

50. Tools and Resources Directions Scoring Guide Team Member Rating Form Coach’s Scoring Form Team Summary Team Priorities