EPLI Trainer/Coach 

What is a Trainer/Coach?   Requirements    Modules

Responsibilities    Application     

What is a Trainer/Coach?

A Trainer/Coach is a school professional with a Michigan State Department of Education credential that is an approved presenter of the START content modules and has the skills necessary to support the implementation of effective supports for students with ASD. 

School-based professionals who apply to become EPLI Trainer/Coaches attend training sessions to learn information and skills to effectively support local teams by expanding expertise in one or more content areas: Behavior support, educational strategies, and peer-to-peer support.

Requirements to become a Trainer/Coach

A school professional must meet the following criteria in order to be considered as a Trainer/Coach:

• Hold a Michigan Department of Education credential
• Employed by a public school system in Michigan
• Have at least 3 years of experience working with students with ASD
• Complete START Intensive Training series or START RCN Mini Intensive Training series
• Possess strong content knowledge of ASD and effective supports for students with ASD
• Have knowledge and skills in teaming and problem solving
• Have good presence and public speaking skills (or willingness to develop these skills)
• Possess a strong working relationship and credible reputation with colleagues
• Recommended by your RCN and approved by START to participate

If a school professional meets these requirements, completes the application and is approved to participate, then the following requirements must be fulfilled to be approved as a Trainer / Coach:

• Attend the 2-day content module in the area to be approved (Educational Strategies or Behavior Support)
• Attend Implementation Training
• Attend a Competency Evaluation including a 30 minute presentation of material with a co-presenter and a written competency exam on content.

Modules Available to Trainer/Coaches

A number of modules and corresponding training materials (e.g. Power Points, handouts, forms, etc.) are available to approved Trainer / Coaches.  To become approved, Trainer / Coaches must demonstrate competency in at least one of the following two modules:

• Educational Strategies for Students with Autism Spectrum Disorders
  This module will teach participants to use educational strategies that build upon strengths and lead to successful learning.  Appropriate educational supports will be defined including: effective behavioral systems, visual strategies, paraprofessional support, functional communication systems, team process, and peer to peer support. Participants will learn to use age appropriate curriculum and how to appropriately accommodate and modify curriculum.  The processes and considerations necessary for successful transition from preschool through young adulthood will be addressed.

• Behavior Support for Students with Autism Spectrum Disorders
  The Behavior Support module is a team-based training, and participants are encouraged to come as a legitimate team around a target student.  Participants will gain an understanding of positive behavior support (PBS), functional behavioral assessment (FBA) and the components of an effective behavior support plan.  Participants also will learn to collect relevant data and use the information to guide the development of behavioral strategies.  Specific behavioral strategies effective for students with ASD also are addressed.  A team-based problem-solving process is presented that allows educational teams to effectively and efficiently develop and implement behavior supports for students with ASD.

Once approved, Trainer / Coaches receive the following modules for use in their trainings:

• Universal Supports for Students with Autism Spectrum Disorders
  This module will cover the supports considered critical for the vast majority of students with autism spectrum disorder (ASD) in order to provide a solid foundation for learning.  The supports discussed are those identified as highly effective practices in teaching and supporting students with ASD, such as functional communication systems, visual supports, structured environments, social opportunities, parent involvement, team support and more. Focus on supports at the building-level assures that all students within a building are appropriately supported; thus, the Universal Supports module will be closely linked to the Universal Supports Assessment and Planning Tool (USAPT) developed by START.

• Overview of Autism Spectrum Disorders
  This module provides the participant with an overview of autism spectrum disorders (ASD), including current characteristics and definitions; learning characteristics associated with ASD, etiologies and research in the area of autism. The critical importance of using effective practice to support students with ASD will be highlighted along with an introduction to effective uses of data collection for program decision making.  An introduction to team process and problem solving in support of students with ASD will be emphasized as well.

Trainer/Coach Commitment and Responsibilities

Once approved Trainer/Coaches must commit to the following responsibilities:

• Co-present with another EPLI approved Trainer / Coach a minimum of 12 hours per academic year in your local district, ISD, or RCN (Regional Collaborative Network).
  • 18 hours if approved in both modules
• Meet at least monthly with a school-based team serving a student or students with ASD to develop and implement effective supports.
• Provide follow-up activities / coaching to increase the implementation of effective supports.
• Recruit, train, and work collaboratively with Coaches to support buildings in the district in implementing effective supports for students with ASD. 
• Complete the following forms and report information to the START Office as outlined below:

  Fall EPLI RCN Meeting PowerPoint

  • Please open slide show to access links and forms

  Building Coach Reporting Form

  Building Team Audit (rev 10/21/09)

  Coach Leader Reporting Form

  EPLI Trainer/Coach Application (rev 10/09)

  EPLI Trainer/Coach Report

  EPLI Training Roster

  Example Capacity Building Planning Tool

  IEP Implementation Matix Guide