START Coaching IEP Implementation Coaching Checklist Evidence Based

START Coaching IEP Implementation Coaching Checklist Evidence Based Practices

Coaching Agenda • Case for Coaching • Review of the IEP Implementation Coaching Checklist • Address Barriers

Why a Coaching Model? • Too many students (low vs. high incidence) – Can’t adequately meet the needs / use #’s as a reason – Can’t do anything effectively – Always in crisis / no time for proactive strategies – No time for collaboration to improve services IN the classroom / build capacity

Coaching Model Goals • Improve Capacity for ALL Staff to Educate Students with ASD • Improve resource allocation / efficiency • Move from Crisis to Frontloading

Multi-Tiered Systems of Support (MTSS) For Students with ASD Targeted Universal Supports Le ve lo f in div idu ali za tio n Intensive Supports Core Curriculum & Instructional Strategies

START PRINCIPLES (Universal Supports) • Positive Behavior Support: FRONTLOAD SYSTEMS • Opportunities in Integrated Environments: LRE • Accommodations / Differentiation • Access to General Education • Use the ASD to Student’s Advantage • Focus on Independent, Engagement and Socialization Skills (PIVOTAL) • Implementation of Evidence-Based Practices (EBP) • Peer to Peer Support • Effective Use of Parapros / Adults • TEAM Approach • Focus on Improved Outcomes

Purpose / Benefits of Using the Checklist • Write authentic IEPs for students with ASD • Identify relevant needs (PLAAFP) • Implement universal supports • Write meaningful measurable goals • Efficiently collect and use data • Improve team processes (Meeting Mechanics) Inuksuk • Increase knowledge of EBP for students with ASD • Increase capacity to implement EBP • Develop a coaching system to improve implementation • Improved outcomes for students with ASD and other developmental disabilities

Pacing Guide and Action Plan

IEP Implementation Coaching Checklist IEP Preparation

Parent / Guardian Permission

IEP Team and Coach Information

Coach Leaders vs Building Coaches • In multiple buildings • Tends to be Ancillary Staff: – School Psychologist – School Social Worker – Speech and Language Therapist – ASD Teacher Consultants – Occupational Therapist • Primarily assigned to one building • Tends to be: – Special Education Teacher – General Education Teacher – Building Speech and Language Therapist – School Counselor – Principal

Coaching Positions Advantages Disadvantages Building Coach Leader Knowledge of school Staff relationships Regular access Independent Outside perspective Multiple schools experience Conflicting roles Narrow range of experiences Limited knowledge of school Limited relationships Less frequent access

Adapted from Michigan Implementation Network (MIN) START Project RCN Coaching Coordination District Team ISD / DISTRICT TEAM Coach Leaders BUILDING TEAM Building Coach(es) CLASSROOMS & STUDENTS

Requirements to become a Coach Leader • Currently employed by a public school system in Michigan (or school support agency). • Professional (credentialed by MDE or other schoolrelated credentialing agency) with at least THREE years of experience working with students with ASD. • Possess strong knowledge of Autism Spectrum Disorder and the core concepts in the START module areas (e. g. knowledge grounded in “effective practice” research). • Attend a minimum of 10 hours of training in START content, preferably by START Staff Trainers. – Training MUST include Meeting Mechanics and USAPT

Requirements to become a Building Coach • Currently employed by a public school system in Michigan (or school support agency). • Professional (credentialed by MDE or other schoolrelated credentialing agency). • Work regularly (3 days/wk+) in the building assigned as a building coach. • Attend 10 hours of training in START content provided by START staff and/or EPLI Approved Trainers.

COACH RESPONSIBILITIES • Connect, AT LEAST monthly, with building team (IEP Team) • Follow up on action items • Provide Implementation Support • Model Meeting Mechanics • Support the Team!!!

Coaching Skills - Video

IEP Implementation Coaching Checklist IEP Preparation

Building Level Teaming Structure: Tier 1 Considerations for USAPT Completion School Improvement Team UNIVERSAL Academic (RTI) UNIVERSAL Behavior / Social (PBS Building Leadership Team) Grade Level / Dept. Mtgs Membership Roles and Responsibilities Meeting Schedule Basic Agenda TIER 3 Individualized, Intensive TIER 2 Supplemental, some students, reduce risk

Building Level Teaming Structure: Tiers 2 and 3 Considerations for USAPT Completion INTENSIVE Individualized, Intensive Child Study Team: Academic / Behavior-Social FBA / Wrap Around Team Membership Roles and Responsibilities Meeting Schedule Basic Agenda TARGETED Supplemental, some students, reduce risk

USAPT Scoring Guide

USAPT Rating Form

Scoring Analysis

Establishing Building Priorities

IEP Implementation Coaching Checklist IEP Preparation

CETA Completion • Self-Assessment • Observer • Both & Compare

IEP Implementation Coaching Checklist IEP Preparation

K-12 Target Student Reporting Form-RCN

Engagement Data

Independence Data

Socialization Data Early Childhood Elementary Secondary

Data Collection Tips • Just the FACTS—be careful of the human tendencies to give credit. • Adjust the time increments if needed to be more reflective of the facts. • Be observant of variables impacting the data

Every Team Member should have the OPPORTUNITY to observe at least once!!! • Each team member observes once in all areas OR • Social worker observes Independence; Speech Therapist observe the Communication / Social Interaction; Psychologist and Teachers observe Engagement…. . OR • Action Plan

K-12 Target Student Data Form RCN

IEP Implementation Coaching Checklist IEP Preparation

The Schedule Matrix

Schedule Matrix Examples

IEP Implementation Coaching Checklist IEP Preparation

Universal Supports Checklist

Review Collected Information • Develop at least 3 areas of need – Engagement • Task Initiation • Task Participation • Task Completion – Independence – Social Interaction – Communication – Academic Output – Behavior

Data Analysis - Video

Data Collection Complete Schedule Meeting - Video

Meeting Agenda Considerations • • Review Data Parent Input / Passport PLAAFP Statement Supp Aids & Services Goals and Benchmarks Implementation Fidelity Plan Data Collection Calendar Meeting Schedule for the Year

Roles / Responsibilities • Facilitator / Run the Board • Note-Taker • Time Keeper • OTHER?

MEETING MECHANICS Assign Responsibiliti es Problem Identificati on Problem Specificatio n Brainstorm Implementation Variables Cluster/ Prioritize

ACTION PLAN • WHO • DOES WHAT • BY WHEN

IEP Implementation Coaching Checklist IEP Considerations

IEP Implementation Coaching Checklist IEP Considerations Elicit Parent Input AVOID Guiding Principles

Passport

IEP Implementation Coaching Checklist IEP Considerations

The PLAAFP Statement of the student’s Present Levels of Academic Achievement and Functional Performance (and transition related needs). Question you are attempting to answer: How does the student’s DISABILITY impact access to and participation in & progress in: • The general education CURRICULUM • General education ENVIRONMENTS (including social skill development, independent skills, etc. )? • Further education, employment, and independent living

What about “ACADEMIC ACHIEVEMENT? ” • ED did not define “academic achievement” • 2006 IDEA Regulations: – “’Academic achievement’ generally refers to a child’s performance in academic areas (e. g. reading, math, science. . ). We believe the definition could vary depending on a child’s circumstance or situation, and therefore, we do not believe a definition of ‘academic achievement’ should be included in these regulations. ” • ASD Eligibility Requirements….

PLAAFP Statement Framework AREAS of the student’s DISABILITY that impact access to and participation & progress in: • The general education CURRICULUM • General education ENVIRONMENTS (including social skill development, independent skills, etc. )? • Ability to Participate in Instruction • Socialization Skills / Competence • Communication • Independent Skills • Transition Issues • Ability to Manage Stress / Anxiety Janzen, J. , 2003 • Behaviors

PLAAFP Statement Framework AREAS of the student’s DISABILITY that impact access to and participation in & progress in: DATA for each area— The general education CURRICULUM COMPARED TO SAME AGE PEERS General education ENVIRONMENTS (including social skill development, independent skills, etc. )? • Ability to Participate in Instruction • Socialization Skills / Competence • Communication • Independent Skills • Transition Issues • Ability to Manage Stress / Anxiety • Behaviors

OPTIONS for DATA • • • Standardized Measures Rating Scales State / Local Assessments Behavior Plans / Logs Classroom Output Grades / Progress on Current IEP Goals Direct Observation GLCEs MDE Quick Reference Guide: Section 2 PLAAFP

PLAAFP Statement Framework AREAS of the student’s DISABILITY that impact access to and participation & progress in: The general education CURRICULUM General education ENVIRONMENTS (including social skill development, independent skills, etc. )? • Ability to Participate in Instruction • Socialization Skills / Competence • Communication • Independent Skills • Transition Issues • Ability to Manage Stress / Anxiety • Behaviors How do these needs IMPACT Data for access to, EACH area— involvement & participation in, COMPARED success in general TO PEERS education CURRICULUM and ENVIRONMENTS?

PLAAFP Statement Guided Practice Area Data IMPACT Social Sean has 97% fewer social interactions than others students the same age based on staff observations. He talks about Star Wars excessively which results in peers resisting interaction with him. He does not have a preferred friend, and at lunch and recess, he plays alone. According to the “developmental inventory”, typical peers can identify a preferred friend and interact with others during play activities. In the classroom, Sean does not choose a partner or join a work group without adult prompting. He does not participate in cooperative work with peers without argument, which results in adult intervention and 3 -4 times per week, Sean having to leave the classroom due to disruption. Social interactions are impacted by continual Star Wars talk.

PLAAFP Statement Guided Practice Area Independent Skills Data Sean does not independently navigate the daily schedule. He require 6 -7 verbal and visual prompts by adults before following simple tasks. He does not independently get materials he needs to complete classroom activities and tasks, and requires constant adult prompts to complete classroom work. Based on classroom observations, typical peers navigate the environment independently and complete their assignments with minimal adult prompting / support. IMPACT Because Sean requires intensive adult prompting to follow the daily routine, prepare for classroom activities, and complete classroom work, he misses instruction as much as 40 minutes per hour. As such, he is pulled out of the classroom to “catch up” on his work as much as an hour a day at which time he is missing the other instruction in the classroom.

PLAAFP Statement EXAMPLE Area Behavior Data IMPACT Johnny has a low frustration Based on teacher report and tolerance especially with classroom observations, when paper / pencil academic frustrated, Johnny misses as tasks. When this occurs, much as 20 -30 minutes per which ranges from 3 -5 times incident of engaged time per day, he whines and will attempting to deal with his not continue his work. frustration. Additionally, he When extremely frustrated does not utilize strategies for which occurs 2 -3 times reducing his frustration so he is weekly, he utters swear not able to persist in academic words loud enough for peers tasks which further impacts his to hear him. Based on progress. “developmental inventory”, ‘peers his age persist when frustrated and can identify and use 2 -3 strategies for reducing frustration.

PLAFFP Worksheet

IEP Implementation Coaching Checklist IEP Considerations

What ARE Supplementary Aids / Services? • § 300. 42 Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with §§ 300. 114 through 300. 116. (Authority: 20 U. S. C. 1401(33))

MDE Interpretation of the Purpose of Supplementary Aids and Services • Provided to enable the student to: – Advance appropriately toward attaining the annual IEP goals. – Be involved and progress in the general education curriculum and to participate in extra-curricular and other nonacademic activities. – Be educated and participate in activities with other students with disabilities and nondisabled students. MDE OSE-EIS Quick Reference Guide: Section 5

Supplementary Aids / Services Universal Supports (the Non-Negotiables) • Visual / Organizational Supports • Functional Communication System • Accommodations / Differentiation • Peer to Peer Support • Positive Behavioral Interventions and Supports • Appropriate Adult Support

IEP Implementation Coaching Checklist IEP Considerations

Based on areas of need not met through supplementary aids and services and those requiring specialized instruction: Write and Benchmark at least 3 Measurable Goals

Writing Measurable Goals & Objectives / Benchmarks UTILIZING…. Student Will…. Under what conditions? At what level / degree (criteria)?

Writing Measurable Goals Formula for Success • UTILIZING—Using WHAT tool, support, system, etc. will the student learn to perform the skill? • • • Utilizing a visual schedule Using peers / peer to peer support Using a picture choice board When provided a visual prompt Using a visual functional communication system Utilizing a routine checklist When given a check schedule card Using a choice modification strategy Using a self-management checklist

s n o i t p i r c s De of s P B E

Resources for EBPs • NPDC (http: //autismpdc. fpg. unc. edu/) • National Standards Project (http: //www. nationalautismcenter. org/nationalstandards-project/phase-2/) • AIM (Autism Internet Modules) by OCALI (http: //www. autisminternetmodules. org) • AFIRM (NPDC) http: //afirm. fpg. unc. edu/afirm-modules • Association for Science in Autism Treatment (http: //www. asatonline. org/treatments_desc. htm )

Considerations in Choosing EBPs • Context / Environment: Contextual Fit • Student’s Interests / Strengths / Needs • Family Preferences / Input • Universal Supports • Future Success: Independence / Socialization

Combining EBPs • EBPs are NOT usually used in isolation… – Self-management requires reinforcement – Video modeling may require prompting – FCT requires FBA • Professionals should be prepared to understand implement a combination of EBPs

Identify EBP Expertise

Writing Measurable Goals Formula for Success • UTILIZING—Using WHAT tool, support, system, etc. will the student learn to perform the skill? • Behavior—Get some VERBS in your sentence – What competency / skill should change? – OBSERVABLE

BEHAVIOR • • • • Independently transition from activity to activity Make a choice Complete the activity independently Follow the classroom routine Complete the worksheet independently Raise hand wait to be called on Ask for help Initiate interaction with a peer Follow instructions independently Make and engage in a choice Remain in seat / area Answer content-related questions Request a food item Independently put on / take off

Writing Measurable Goals Formula for Success • UTILIZING—Using WHAT tool, support, system, etc. will the student learn to perform the skill? • Behavior—Get some VERBS in your sentence – What competency / skill should change? – OBSERVABLE • Conditions / Criteria— Under what conditions and how MUCH / WELL will be considered mastery for the time frame of the IEP (use peers)?

Writing Measurable Goals Formula for Success • Condition--Under what condition should the skill be demonstrated (e. g. time, place, event)? • • • During transition times During a social conversation During class discussions At lunch time (or math, science, etc. ) During morning and lunch recess During independent work activities When teacher is giving group instructions During morning arrival routines When preparing to go home

CRITERIA / Mastery • • • 9 out of 10 trials / opportunities 6 items / assignments 75% accuracy Increase by 10% 3 times a day On 9 consecutive attempts For 15 minutes at a time Within 5 minutes 4 times weekly 3 out of 5 days 4 class periods

HINTS for Writing Measurable Goals Observe and Count

GOALS & OBJECTIVES / BENCHMARKS Guided Practice Chris will raise his hand when he needs assistance or wants to share important information. (90% of time)

GOALS & OBJECTIVES / BENCHMARKS Guided Practice • Utilizing a self-management checklist (STRATEGY) Chris will raise his hand share a key idea (BEHAVIOR) during science and social studies (CONDITION) 4 of 5 opportunities (CRITERIA).

GOALS & OBJECTIVES / BENCHMARKS Guided Practice • Chris will raise his hand when he needs assistance or wants to share important information. (90% of time) • Chris will ask for help and accept teacher response when he doesn’t understand something. (80% of time) • With gestural prompts from peers and adults, Chris will limit conversational ideas appropriate to the setting. (90% of time)

GOALS & OBJECTIVES / BENCHMARKS Guided Practice • Utilizing peer to peer support (STRATEGY) Chris will share an idea in the topic area (BEHAVIOR) During conversations at lunch and recess (CONDITION) 4 of 5 opportunities (CRITERIA)

GOALS & OBJECTIVES / BENCHMARKS Guided Practice • Kayla will use appropriate social greetings upon entering and leaving the classroom with teacher and peers (hi, bye) in 8 out of 10 trial days. • Kayla will expressively identify peers and adults by name in group and play activities with verbal prompting. (4/5 trials) • Kayla will gain the attention of a communicative partner by verbal or nonverbal means to make a request, to gain assistance, and to engage in activities. (4/5 trials)

Benchmark Example: First: Write in Baseline Third: Write in the Intermediate Goals Second: Write in the measurable yearly goal

Benchmark Example: Level of Attainment Goal Area : Independently follow a visual schedule 0 Given a visual “check schedule” card and the verbal instruction “check your schedule, ” with 5 -8 verbal / physical prompts, Ss will select each activity from the visual schedule and transition to the appropriate area for that activity on 2 of 5 days. +1 Given a visual “check schedule” card and the verbal instruction “check your schedule, ” with no more than 3 verbal / physical prompts, Ss will select each activity from the visual schedule and transition to the appropriate area for that activity on 2 of 5 days. +2 Given a visual “check schedule” card and the verbal instruction “check your schedule, ” with no more than 1 verbal prompts, Ss will select each activity from the visual schedule and transition to the appropriate area for that activity on 2 of 5 days. +3 Given a visual “check schedule” card and the verbal instruction “check your schedule, ” Ss will independently select each activity from the visual schedule and transition to the appropriate area for that activity on 2 of 5 days. +4 Given a visual “check schedule” card and the verbal instruction “check your schedule, ” Ss will independently select each activity from the visual schedule and transition to the appropriate area for that activity on 4 of 5 days.

Ways to Change Criteria or Conditions Change Prompt Levels (CRITERIA) � Physical prompt � Gestural prompt � Verbal prompt � Visual prompt � Independent Change People Change Setting � � � One setting in school Two settings in school 2 school settings plus 1 community setting � No adults � Familiar adult � Unfamiliar adult � With one peer � Across multiple peers

Targets = Conditions Classroom Routines • • Arrival Lunch Dismissal Materials Preparation • OTHERS? Group Activities • • • Science Social Studies Music Reading Math Art