A New Approach to Coaching

Livingston/Ingham Pilot Project

Elementary Coaches Training Date Presentation Expected Outcome(s) Concerns 9/17 Peer to Peer

10/15 Data Collection

11/18 Implementation

Secondary Coaches Training

2/18 Looking at ASD Differently

3/18 Differentiation

4/15 Parapro-Advocacy-P2P

You Have to Have Someone to Keep You Organized!

Lisa WillisAdministrative Assistant

Pinckney Community Schools

START Livingston/Ingham Counties Planning Meeting Pilot Coaches Training for 2014-15

April 22, 2014 Present: Karen Burling, Ellen Gehl , Sarah Winslow - (Ingham County) Maureen Ziegler (START), Denise Wood, Mary Peet, Chantal Charron, Carol Pearsall, Pamela Holloway, Michelle Charron - (LESA) Topic: Livingston/Ingham START Pilot Coaches Training for 2014-15 Information:

o 6 half day sessions - 3rd week of month o LEAN Core Team meeting the other half of the day

DATE DAY TIME WHO

LEAN CORE

Meeting September 17 Wednesday 8:30 – 11:45* Elementary 12:00 – 3:00 October 15 Wednesday 8:30 – 11:45* Elementary 12:00 – 3:00 November 18 Tuesday 8:30 – 11:45* Elementary 12:00 – 3:00 February 18 Wednesday 11:15 – 2:30* Secondary 9:00 – 11:00 March 18 Wednesday 11:15 – 2:30* Secondary 9:00 – 11:00 April 15 Wednesday 11:15 – 2:30* Secondary 9:00 – 11:00 *SCECH (formerly CEU) offered and must include 15 min break. Will look into getting CEs for Social Workers

Discussion:

o We need to take coaching concepts and break them down for them to understand and utilize o Expand on the skills of coaches as to “how to handle those who are not interested in using techniques and

supports that work” o Utilizing the Classroom Checklist as a guideline for training and utilizing it to ensure fidelity of

implementation of supports o Give the teams a job at the end of each session and have them report out at the next one o We need to pay attention to the infrastructure needed to implement strategies as “we couldn’t do this

without things (visuals and other supports) being in place” o Ideas include the importance of implementation of supports, regulation, explaining the why, self- checks

and balance – critiquing, infrastructure, common language to talk about it, the importance of data collection and interpreting the data – if students interpret their own data it can have an amazing impact on their behaviors, patterns and trends, etc.

o We can now pay for teacher subs through START o Committee would like the admin module presented in early August (before the 15th) to all administrators

within the County. Carol Pearsall will work with Dan Danosky to see about having Maureen present the idea and components of the training at one of the monthly County Superintendents meetings. Invite all building administrators to increase their understanding and support the initiative.

o SCECH credits – do we want to offer credits for each day or the complete three session series? o Structure for the day: It is important that the trainings involve 1) presentation; 2) processing information

and interacting to ensure comprehension; and 3) application to the work back in the district o Each district building will send 3 staff per elementary building (general ed teacher, special ed and

ancillary) for the fall training and 3 + staff per building for the secondary training. These numbers will come from the program consultants to Lisa Willis.

o Next meeting date to come together to refine plan needs to be determined.

Major Changes from K-12 I.T. or Mini I.T.

• Three ½ Days – Shorter Presentation – Longer Team Time• Numbers, Numbers, Numbers

-Number of Students with ASD in Ingham and Livingston County-Number of T.C. or Program Consultants

• Forced Implementation-Action Plans, Action Plans, Action Plans

• Roles of T.C. or Program Consultants as Coach Leaders• Report Out at Next Training Date

-Must Report Out at Next Training Date

Who Is Here Today

• CRAN/LEAN Administrative Support• Coach Leaders from Ingham• Coach Leaders from Livingston

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Michigan Students with an ASD Eligibility

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Age

Number of Michigan Students with ASD by Age* Based on 2013 MDE, OSE Eligibility Count

# of Students with ASD vs. # of Teacher Consultants or Program Consultants

• Ingham County – 535 Students –6 Teacher Consultants

• Livingston County – 505 Students–6 Program Consultants

Purpose of Today

Understand Your Role as a Coach in the Implementation of Peer to Peer Support

Programs

Before You Leave Today…

• Your Coach Leaders will meet with you and your team• Action Plans will Be Developed

Before We Meet on October 15

• Complete Steps on Action Plan• Coach Leaders will meet with your team to determine

if support in needed to complete action plan

October 15…

• Report out on Action Plan• Share with Group where your team is in the

Implementation of the Peer to Peer Support Program

Engagement Data Sheet

Student Name (DOB): _______________________________ Grade: ________ Observer:________________________ Instructions:

Select a 30 minute classroom instruction time for the observation. Set a timer for 5 minutes. When the timer goes off, indicate whether the student is engaged (yes or no) in the time interval column. A definition of engagement is

provided below. Continue for 6 consecutive 5-minute time intervals (a total of 30 minutes). Collect engagement data in at least 3 different subjects.

Definition of Engagement: The student is participating in the task assigned by the teacher in a manner similar to the peers in the classroom.

Example for Group work – Student is participating in group work with peers as assigned by teacher. Non-example for Group work – Student is sitting with an iPad during assigned group work not engaged in group activity with peers.

Date Time Subject T1 T2 T3 T4 T5 T6 Gen Ed or Sp Ed

Yes Yes Yes Yes Yes Yes G or S No No No No No No

Yes Yes Yes Yes Yes Yes G or S No No No No No No

Yes Yes Yes Yes Yes Yes G or S No No No No No No

Yes Yes Yes Yes Yes Yes G or S No No No No No No

Yes Yes Yes Yes Yes Yes G or S No No No No No No

Yes Yes Yes Yes Yes Yes G or S No No No No No No

Yes Yes Yes Yes Yes Yes G or S No No No No No No

Yes Yes Yes Yes Yes Yes G or S No No No No No No

START Elementary Coaching Pilot Ingham and Livingston Counties

Evaluation Form ’14-15

INTENDED OUTCOMES 1

Strongly Disagree

2 Disagree

3 Agree

4 Strongly

agree I learned how to use coaching skills to support other staff who are working with students with ASD

The Peer to Peer Support Module increased my understanding of the coaching role in the development of Peer to Peer Support Programs at the Elementary Level

The Data Collection Module increased my understanding of the coaching role for making data based decisions about students with ASD

The Implementation Module increased my understanding of the coaching role to help staff implement evidence based practices for students with ASD

RELEVANCE AND DELIVERY OF CONTENT 1 2 3 4 I learned something new from the information presented

This information will be useful in my planning and work with students

The organization of the sessions was conducive to learning

USEFULNESS OF MATERIALS 1 2 3 4 The materials I received at the three modules will be useful in my work with students with ASD: Peer to Peer Elementary Quick Guide Data Collection Sheets Implementation Power Point

What information shared will benefit you in your current role?

Other Comments / Ideas / Suggestions:

Panel Discussion

• Introductions• Questions from START• Questions from the Audience

Coaching to ImplementationLess Presenting – More Coaching – Better Implementation• Elementary (Action Plans)

• Increased Peer to Peer Support Programs Beyond Lunch and Recess• Increased Data Collection on Students with ASD• Used Data to Make Decisions about Students with ASD• Assist Coaches in Understanding Implementation Issues

• Secondary (Action Plans)• Using the ASD to the Student’s Advantage• Differentiated Output

-Increase Engagement in General Education Curriculum

Panel Discussion

• Introductions• Questions from START• Questions from the Audience