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Tuesday June 22, 2010 Coaching for Implementation of Effective Practices

Tuesday June 22, 2010 Coaching for Implementation of Effective Practices. Coaching for Implementation of Effective Practices. START/NPDC Summer Institute Summer 2010. Many Levels of Coaching. State Coaching Model across Projects START Coaching Model Building Coach Process

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Tuesday June 22, 2010 Coaching for Implementation of Effective Practices

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  1. Tuesday June 22, 2010 Coaching for Implementation of Effective Practices

  2. Coaching for Implementation of Effective Practices START/NPDC Summer Institute Summer 2010

  3. Many Levels of Coaching • State Coaching Model across Projects • START Coaching Model • Building Coach Process • Individual Coaching Process

  4. State Coaching Model (under development and influenced by the Michigan Implementation Network and State Grant Project work)

  5. Michigan Implementation Network • The Michigan Implementation Network (MIN) is an initiative to develop a systematic framework for applying implementation research in order to: • Improve the fidelity of effective practices • Enhance the sustainability of implementation efforts • Scale-up successful programs and practices

  6. “In theory there is no difference between theory and practice; in practice, there is.”Jan van de SnepscheutComputer Scientist

  7. Research to Practice Gap • Emergency medicine • Substance abuse treatment programs • Identifying cures for diseases • Preventative medicine • Maternal and child mortality (Gates) • And of course, education

  8. Research to Practice Gap aka Effective Practices to Implementation

  9. Michigan Implementation Network Two Levels of Activity • Simultaneous work on two closely related yet distinct levels of activity. • Interventions • Implementation • Implementation-level activity is considered to be distinct from intervention-level activity. Michigan Implementation Network (MIN) www. cenmi.org/min

  10. Effective intervention practices + Effective implementation strategies = Positive outcomes for students & families Michigan Implementation Network (MIN) www. cenmi.org/min

  11. Implementation Science IMPLEMENTATION Effective NOT Effective Student Benefits Effective INTERVENTION NOT Effective (Institute of Medicine, 2000; 2001; New Freedom Commission on Mental Health, 2003; National Commission on Excellence in Education,1983; Department of Health and Human Services, 1999)

  12. 2 – 4 Years Stages of Implementation • Exploration • Installation • Initial Implementation • Full Implementation • Innovation • Sustainability Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

  13. “Effective systems change takes 2-5 years even with concentrated and continual actions.” Centre for Strategic Planning

  14. START Coaching Model

  15. Effective Practices Leadership Initiative (EPLI) Trainer and Coaching Model

  16. EPLI is Designed to…. • Increase local ACCESS to information and training in ASD • Improve IMPLEMENTATION of effective practices for students with ASD in order to improve OUTCOMES • BUILD local district CAPACITY to educate students with ASD • Increase use of TEAMING and PROBLEM-SOLVING processes • Increase EFFECTIVENESS of professional development

  17. It “STARTS” with training… What kind of training? Who needs it? Once they get it, how do we support it?

  18. What kind of training? • Systems Level • E.g. Infrastructure, attitude, philosophy, resource allocation, staff roles, goals • Practice Level • E.g. modifications, visual supports, peer support, applied behavior analysis • Team based, intensive

  19. Making Professional Development EffectiveLang & Fox, 2003 • Traditional professional development without follow up to support implementation yields a 5-10% implementation of strategies • With follow up, that number can rise to 75-90% • EPLI trainer/coaches will provide the follow up support to ensure implementation of effective practice for students with ASD

  20. 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 Coaches • Serve in a coaching role at the building level

  21. What is a Coach? • We don’t see coaches as “experts” rather they have expertise. . . • In the CONTENT • In the PROCESS • In the TEAMING necessary to make it happen Isn’t this a “consultant” ? ? ?

  22. Comparison of the Models:Expert Consultant vs. Coach:

  23. Coaching requires you toCHANGE YOUR FOCUS • from crisis to CAPACITY BUILDING • from an expert model to one of teaming, collaboration, and problem solving • From old to new thinking about supporting students with ASD

  24. WHY MOVE TO A COACHING MODEL?

  25. Too Many Students for the Old System • Can’t adequately meet the needs in old system • Always in crisis / no time for proactive strategies • No time for collaboration to improve services in the classroom or build capacity

  26. Moving Toward a 3-Tiered Approach Intensive Individualized Intervention TIER 3 Targeted Intervention TIER 2 Universal Intervention TIER 1

  27. Application to Students with ASD Students with Autism Spectrum Disorders?

  28. Application to Students with ASD Students with Autism Spectrum Disorders can function at any level of the triangle

  29. Quick Reflection Are your buildings using a 3-tiered approach? • For all students? • For students with ASD?

  30. Benefits of Establishing a Coaching Structure • Build systems that can withstand change • Increase effectiveness and efficiency of resources / time / staff • Improve implementation of evidence-based practices with fidelity • Build capacity to educate ALL students • GOAL: IMPROVE STUDENT OUTCOME

  31. START’s COACHING MODEL STRUCTURED yet FLEXIBLE

  32. 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

  33. A coach in every building serving students with ASD in Michigan To provide better educational supports to students with ASD Approximately 15,000 students ___ LEAs ___ PSAs ___ Bldgs.

  34. “For every increment of performance I demand from you,I have an equal responsibility to provide you with the capacity to meet that expectation” (R. Elmore, 2002)

  35. START Coaching Supports • Training • Systems • Practices • Team Process • Regional Collaborative Networks (RCN) • Leadership Meetings twice a year

  36. Coach Leaders are Key • Coach leaders attend RCN and/or START leadership meetings • Coach leaders meet with building coaches to share new information, tools, and strategies

  37. Building Coach Process Team Based with Coaching Support

  38. Goals and Purpose As a building team you want to utilize evidence based practices to improve learning for students with ASD. What does this involve? • Knowing the practices • Implementing the practices with fidelity • Measuring student progress

  39. Building Coach Responsibilities • Identify or create building team • Meet at least monthly with building team • Complete USAPT and student POC • Establish building goals • Review student goals and identify effective practices • Develop action plan items • Follow up to promote implementation with fidelity • Review data (USAPT, student) • Meet with Coach Leaders and other Building Coaches

  40. How does START Support Building Coaches?

  41. COACHING ACTIVITES Step 1: Develop a District Map Step 2: Develop Your Coach Leaders and Building Coaches Step 3: Establish Guiding Principles at Each Building Step 4: Establish a Teaming Structure in Each Building Step 5: Complete the USAPT for the Building to Establish Annual Goals Step 6: Identify need for Implementation Coaches

  42. COACHING MODEL Step 1: Develop Your District Map

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

  44. CCRESA Map W GW

  45. Identifying Needs of the Building: Capacity Building Tool 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

  46. Quick Reflection Are you using the capacity building tool to make decisions about training and coaching needs?

  47. COACHING ACTIVITES Step 2: Develop Your Coach Leaders and Building Coaches

  48. 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

  49. 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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