Fall RCN EPLI Meeting

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Fall RCN EPLI Meeting
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INTRODUCTIONS
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Your Learning Accountability

• NOVICE
• INTERMEDIATE
• ADVANCED

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Problem Solving Process
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START is going GREEN

• www.gvsu.edu/autismcenter

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Todays Agenda

• General START Calendar
• EPLI Changes / Updates
• START / MDE Priorities
• Establishing a coaching structure
• Implementing a coaching structure
• Coaching tools and skills

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START CALENDAR

• SB-CEUs offered for most START meetings /
  trainings
• Online registration _at_ START website at least a
  month prior to all events
• RCN State Leadership Meeting (FALL)
• Nov 2 _at_ Lexington Lansing (old Sheraton)
• TOPIC Brain Rules for Training and Coaching
  (Presenter John Medina in a.m.)
• Who should come?
• TRAINERS!!! Coach Leadership RCN Leadership
• How many can come? 15-20 per RCN
• RCN to keep master list
• Systematically CHOOSE who should attend with
  expectation they return with information to share

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START CALENDAR

• START Conference Lansing Lexington
• April 27, 2010 Pre Conference Paul Wehman
  Transition Strategies
• April 28, 2010 Conference KEYNOTE Laura
  Schreibman Evidence Based Practices Latest
  Research in ASD
• Spring Leadership Meeting April 29, 2010
• Looking at ASD Differently

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START Calendar

• IEP Development and Implementation Module
• Target Audience Monitors, Supervisors,
  Directors, Building Principals, IEP Facilitators
• Dec 10, 2009 _at_ Lexington Lansing
• OR
• Feb 26, 2010 _at_ GVSU Loosemore (Downtown Grand
  Rapids)
• CET (Centralized Evaluation Team)
• Eligibility Determination for ASD Team Training
• Target Audience MET Members
• Feb. 4, 2010 _at_ GVSU Eberhard Center (Downtown
  Grand Rapids)

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RCN EPLI Meetings

• SPRING RCN EPLI Meeting
• Module updatesIT Modules, IEP, trainer/coach
  skills, etc.
• Current implementation data / issues
• Who should attend
• EPLI Trainer / Coaches
• Coach Leadership (not building coaches)
• RCN Representatives

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Trainer / Coach Updates

• New Requirements to APPLY to become a START
  Trainer / Coach
• Have to attend mini IT or START IT (complete
  series)
• Attend the module applying for Trainer/Coach
  approval presented by START staff AND trainer
  prep
• Complete new application and send to START with
  preferred date / location. T/C will receive an
  approval / non-approval email from START.

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EPLI New Trainer ModulesEd Strategies

• Gratiot Isabella
• Module Nov. 4 5, 2009 (8 a.m. 4 p.m.)
• Trainer Prep Dec 9, 2009 (830 330)
• Competency Days Feb. 2 or 3, 2010 (830 330)
• Kent
• Module Nov. 9 10, 2009 (8 a.m. 4 p.m.)
• Trainer Prep Dec. 18, 2009 (830 330)
• Competency Days Mar. 29, 2010 (830 330)
• Wayne
• Module Dec. 14 15, 2009 (8 a.m. 4 p.m.)
• Trainer Prep TBD
• Competency Days May 10, 2010 (830 330)

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EPLI New Trainer ModulesBehavior

• Gratiot Isabella
• Module Dec. 2 3, 2009 (8 a.m. 4 p.m.)
• Trainer Prep Dec 9, 2009 (830 330)
• Competency Days Mar. 11 or 12, 2010 (830
  330)
• Kent
• Module Dec. 7 8, 2009 (8-4)
• Trainer Prep Dec. 18, 2009 (830 330)
• Competency Days TBD
• Wayne
• Module Feb. 8 9, 2010 (8 a.m. 4 p.m.)
• Trainer Prep TBD
• Competency Days May 11, 2010 (830 330)

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Accountability Trainer / Coaches REPORTING to
START

• Report to RCN Trainer Coordinator by mid and end
  year RCN Business Meetings (establish dates by
  RCN)
• EPLI Trainer/Coach Report
• EPLI Training Roster
• Keep on file for ONE year
• Content Evaluations
• PPT of the presentations

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Meaningful Data?
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START / MDE PRIORITIES

• Training and Coaching
• LRE Educational Environments (SPP 5)

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Continuum of Alternative Placements
MI CIMS Thresholds for Restriction SPP Indicator
5 LRE 2009-10 Targets (2010-11)
Removal from the General Education Classroom
gt60 Target 12.4 (11.9)
General Education Classroom 80 Target 61 (63)
Removal from the General Education Classroom
21-60
Separate Facility Target 4.9 (4.8)
ltlt Less
More gtgt
Restrictive
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START / MDE PRIORITIES

• Training and Coaching
• LRE Educational Environments (SPP 5)
• Transition (SPP 13 and 14)
• Parent Partnerships (SPP 8)
• Implementation
• Evidence Based Practices (NPDC)

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What ARE Evidence-Based PracticesNational
Professional Development Center (NPDC)

• Randomized / Quasi-Experimental Design Studies
  2 high quality OR
• 2. Single Subject Design 3 from different
  investigators / research groups / 5 high quality
  OR
• 3. Combination 1 from 1 and 3 from 2 by at
  least 3 different investigators / research groups
• High Quality
• Lack design flaws that create confounds
• Experimental Control / Rule out competing
  explanations

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Resources for EBPs in ASD

• NPDC http//www.fpg.unc.edu/autismpdC/
• OCALI http//www.ocali.org/
• Autism Internet Modules
• National Standards Project http//www.nationalau
  tismcenter.org
• Georgia State EIC ASD (Enhancing
  Instructional Contexts for Students with ASD)
• http//education.gsu.edu/autism/index.htm
• Association for Science in ASD Treatment
  http//www.asatonline.org
• Scroll Down and Click
• How do I know if a specific treatment will work?

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START Definition of Effective Practices

• Effective Practices consist of documented
  practices and findings from evidence-based
  studies that can lead to greater student success.
  The use of effective practices involves matching
  a practice with student need and documenting the
  student response to the practice. Therefore
  effective practices involve knowledge of proven
  practices, professional judgment, and data
  collection.

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To increase implementation of effective
practices, you NEED coaching support.
Information alone does not translate to
implementation!!
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COMMITMENT

• There's a difference between interest and
  commitment. When you're interested in doing
  something, you do it only when circumstance
  permit. When you're committed to something, you
  accept no excuses, only results.
• --Author Unknown

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Benefits of Establishing a Coaching Structure

• Build systems that can withstand change
• Increase effectiveness and efficiency of
  resources / time / staff, etc.
• Align initiatives
• Improve implementation of evidence-based
  practices WITH fidelity
• Build capacity to educate ALL students
• GOAL IMPROVE STUDENT OUTCOME

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STARTs COACHING MODEL

• STRUCTURED
• yet
• FLEXIBLE

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START Coaching ModelRoles / Responsibilities

• Coach Coordinator(s)
• Coach representatives to the RCN
• Coordinate coaching in the region
• Report out progress to RCN / START
• Coach Leader(s)
• ISD / District Level Coaches
• Carry caseload of buildings / coaches
• Meet regularly / support building coaches
• Report progress to Coach Coordinator
• Building Coaches
• Coaches working / meeting at the building level
• Positive nag / crisis response
• Assure action items are completed
• Coordinate / report progress to Coach Leader

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Who are Coach Leaders?

• Itinerant Staff (tend to go to multiple
  buildings)
• Have expertise in ASD and implementation of
  effective practices
• Have expertise in the core concepts / principles
  of START (attended IT / multiple trainings)
• Have expertise in Meeting Mechanics and team
  process

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COACH LEADER RESPONSIBILITIES

• Assigned a Caseload of BUILDINGS (i.e. COACHES)
• Assist and Support Building Coaches in
• Developing and maintaining a 3-tiered model of
  academic and behavioral support for students with
  ASD
• Development and implementation of effective
  practices for students with ASD
• Gathering and analyzing data for decision-making
• IEP Development and Implementation
• Behavior Plan Development and Implementation
• Conduct Evidence of Implementation Checks
• Ongoing Technical Assistance for Building Coaches
• Develop and attend these meetings as well as the
  START Leadership Meetings
• Report to Coach Coordinator (Reporting Form)

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EXAMPLECCRESA Model of Service Building
CapacitySupport Team and Building Coaches
W
GW
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Identifying Needs of the BuildingCapacity
Building Report
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
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Coaching Support for Buildings

• Design
• Default
• Defiant

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Tier 2 Buildings DEFAULT

• Lack data to demonstrate the need to change.
• Coaching Response?
• Bandaids on crisis situations.
• Coaching Response?
• Lack of skills / support to translate information
  to implementation.
• Coaching Response?

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Who are Building Coaches?

• Assigned to ONE building
• Attend START training (minimum 10 hours)
• EXAMPLES
• Special Ed Teacher
• Gen Ed Teacher
• Provider of Speech and Language
• Principal

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BUILDING COACH RESPONSIBILITIES

• Meet AT LEAST monthly with building team
• YEA RIGHT ANOTHER TEAM?
• Develop goals for building capacity at the
  building level
• Tier 1 Tiers 2/3
• Follow up on action itemspositive nag
• Provide IEP and Building-level Implementation
  Support
• Problem Solve in Crisis
• Report to Coach Leader (Reporting Form)

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ANOTHER INEFFECTIVE TEAM?
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The 3-tiered ApproachSystems Approach to
Improved Practices
Intensive Individualized Intervention
TIER 3
1-5
7-15
Targeted Intervention TIER 2
Universal Intervention TIER 1
Used for 100 Effective for 80
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Application to Students with ASD
Intensive / Tier 3
Students with Autism Spectrum Disorders?
Targeted / Tier 2
Universal / Tier 1
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Application to Students with ASD
Intensive / Tier 3
Targeted / Tier 2
Students with Autism Spectrum Disorders can
function at any level of the triangle
Universal / Tier 1
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BUILDING TEAM AUDIT
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Building Level Teaming Structure Tier 1
TIER 3
Individualized, Intensive
School Improvement Team TIER 1 Academic
(RTI) TIER 1 Behavior / Social (PBS Building
Leadership Team) Grade Level / Dept.
Mtgs Membership Roles and Responsibilities Meeti
ng Schedule Basic Agenda
TIER 2 Supplemental, some
students, reduce risk
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Aligning Initiatives
School Improvement
Transition
RTI
MiBLSI
START
Mich Merit Curriculum
UDL
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Building Level Teaming Structure Tiers 2 and
3Roles and Responsibilities
TIER 3
Individualized, Intensive
Child Study Team Academic / Behavior-Social FBA
/ Wrap Around Team Membership Roles and
Responsibilities Meeting Schedule Basic Agenda
TIER 2 Supplemental, some
students, reduce risk
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TO BE A Good COACH

• TOOLS / Resources / Supports
• SKILLS

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Universal Supports Assessment and Planning Tool
Revisions
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Purpose of USAPT Revisions

• To improve a schools ability to accurately and
  OBJECTIVELY evaluate universal systems for
  students with ASD.
• Methods (drawing from the Benchmarks of Quality)
• Added descriptive anchors
• Created a structure for coaches to support their
  buildings using the USAPT

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USAPT Area Changes

• Guiding Principles
• Parent and Family Support
• Team Process
• Educational Strategies and Supports
• Visual and Organizational Supports
• Functional Communication System
• Adult Supports
• Peer Supports
• Positive Behavior Supports

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The Forms

• Directions (for completing, scoring, summarizing,
  action planning)
• Team Member Rating Form
• Coachs Scoring Form
• Scoring Guide
• Team Summary

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Team Member Rating Form
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Scoring Guide
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Coachs Scoring Form
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Coach Qualifications for USAPT

• At least 3 years experience working with students
  with ASD
• STRONG background in evidence-based / effective
  practices for students with ASD
• Currently serving as a START building coach or
  coach leader

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Team Summary

• Areas of Discrepancy

• Score Summary

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Universal Supports Assessment and Planning Tool
USAPTREVIEW OF CONTENT
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The IEP Another TOOL?

• Honor PROCESS / not FORM
• Honor LRE in the IEP process
• Address unique needs of students with ASD in the
  IEP process
• Address IEP Implementation

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Purpose of the IEP
Access to and participation in.
Extracurricular Activities
General Education Curriculum
Nonacademic Activities
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• The PLAAFP

Statement of the Students present levels of
academic achievement and functional performance
--how students disability affects students
involvement and progress in the general education
classroom and curriculum
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Question to Ask?What skills does the student
need in order to access / master the content
rather than what content the student needs to
learn.
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Making Program Decisions

• What special education programs / services and/or
  ancillary / related services are needed.
• THE LRE QUESTION
• With supplementary aids / services AND / OR
• Push in ancillary / related services
• Can the student make adequate progress on goals
  and objectives
• If yes, no pull out program / services is
  needed. NO RESTRICTION
• If no, what level of restriction is needed and
  for what services
• Speech language, OT, PT, etc.
• Classroom / Program

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COACHING SKILLSTaking on Human Nature
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Basic COMMUNICATION SKILLS

• Stanford Univ Study
• Nonverbal (55)
• Appearance
• Posture
• Eye contact
• Body movement
• Paraverbal (38)
• Tone
• Volume
• Cadence
• Verbal (7)

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Not WHAT you said but..

• 7 identical sentences / 7 different meanings
• I didnt say she stole my money.
• I didnt say she stole my money.
• I didnt say she stole my money.
• I didnt say she stole my money.
• I didnt say she stole my money.
• I didnt say she stole my money.
• I didnt say she stole my money.

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Coaching Skills in Responding

• Keep out of the OPINION DEBATE
• Law
• Research
• Data
• Keep Focus on the STUDENTS
• How will this improve outcomes?
• How will this increase socialization
  opportunities?
• How will this improve independent skills?
• FBA on Adults
• Begin with the end in mind
• 10 minute vs. 1 hour approach

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Coaching Skills in Meetings

• Talk about the ELEPHANT
• STRATEGIES?
• Discovery vs. Expert
• An idea discovered is better than an idea
  delivered---
• OTHERS?------

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YOUR Tough Meetings / Questions

• Lets Play
• STUMP THE STAFF

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The Swear Jar
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Homework

• Develop a graphic of the districts / buildings
  you are assigned as a coach leader
• Identify each building by Tier
• Identify each building by Design, Default,
  Defiant
• List of what information from the RCN EPLI
  Meetings you provided to your building coaches
  and method for providing it.

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Questions / Comments