a new approach to coaching livingston/ingham pilot project
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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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198919901991 199219931994 199519961997 1998199920002001 200220032004 200520062007 2008200920102011 20122013
Nu
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Michigan Students with an ASD Eligibility
1,208
17,415
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61
255
453
636
809
961
1149
1225
13301300
1394
1303
1210
1160
1077
1015
575
352
289
223
177 186145
115
15
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
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
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