Transcript Using Coaching to Increase Practitioners’ Skills and Knowledge... PowerPoint
Using Coaching to Increase Practitioners’ Skills and
Practices
Washington Maryland
For Research and Training in Inclusive Education
Some Background (from Joseph, 2015)
2009 survey of parents with children entering Kindergarten in WA State (n=1,678) Q: Was your child ever asked to leave a
program due to problem behavior?
Reported an expulsion rate of 16.7 per 1,000 (Joseph & Cevasco, 2011) Same time we were piloting a QRIS, hearing concerns about behavior
QRIS Data regarding 2013-2014 (from Joseph, 2015)
Director Interview: Have you removed a child from care for behavioral reasons?
FAMILY CHILD CARE (N=180)
removed child not removed
CENTER CHILD CARE (N=281)
removed child not removed
not removed 31% not removed 44% removed child 56% removed child 69%
QRIS Data from 2013-2014 (from Joseph, 2015)
Is there a “no expulsion” policy as well as policies and practices in place for a referral for more support and supported transitions?
FAMILY CHILDCARE (N=180)
Policy in place No policy
CENTER CHILDCARE (N=281)
Policy in place No policy
Policy in place 18% Policy in place 33% No policy 67% No policy 82%
Framework & Implementation
Washington Partnerships
Coaches
For Research and Training in Inclusive Education
Total early care programs Early Achievers: 2,400 Total number of children served: 78, 251 15
Coaches in EA Regions
18 18 3 10 13 16
Early Achievers Coach Framework
Individualization in WA standards
“no expulsion” or transition policies Individualized instruction for all children Share Individualized child data with parents
High Quality Standards
Need for more…
Anecdotal from coaches Ratings
Goal of enhanced PD on individualization
Support successful inclusion Best possible outcomes for every child Supporting coaches to build skills and capacities of providers
Implementation: What
Provide PD to coaches on Core Inclusion Practices
Membership and inclusion Curriculum modifications and adaptations Embedded teaching and learning & planned instructional sequences Positive behavior support Supporting and including families
Implementation: How Provider Consultation Ongoing Coach Development Internships, Webinars, Products
Provider Consultation Ongoing Coach Development Internships, Webinars, Products
Internships, Webinars, Products
Internships Webinar Small Regional Various Strategies Resources: support in using Content Coach Collaboration Case Study Products For Providers For Coaches In collaboration with eachother
Provider Consultation Ongoing Coach Development Internships, Webinars, Products
On-going Coach Development
E-mail Video Sharing Phone Etc.
On-line technology
Provider Consultation Ongoing Coach Development Internships, Webinars, Products
Provider Consultation
• • Direct consultation with providers and/or directors: Pervasive or disruptive behavior Possible expulsion
Individualization Materials and Resources
• Slides • Prompts • Planning tools Note book USB • Planning tools • Articles • Visual Supports Building Blocks Lending Library • Framework • Inclusive practices • Various Subjects
• •
Shared PD Platforms: Early Achiever Institutes and Coaching Companion
Institutes: • Sessions on positive behavior support, individualizing, and resiliency & wellness Coaching Companion • Web-based Coaching and Resources
Is it working?
Informal •Coach Feedback •Evaluations •Consultation
Formal • QRIS • 18% FCC • 45% CCC • Ind Inst.
• 27%
Coaches Report That Training
Enhanced their knowledge about individualization and strategies to support all learners Will help providers support ALL children Would recommend the training for colleagues Will enhance their coaching work with providers
Reflective and Responsive Professional Development
Coach and Provider Feedback Ongoing PD enhancement Research and Data
The Parallel Process: A Reflective and Responsive Individualized PD System
Expertise on Individualization Shared Case Consultation Monthly reflective practice Feedback and Response Cycle Individualized Consultation Monthly webinar and case study Small group internships Resources Individualized Coaching Communities of Practice Expert Consultation Resources Individualized Instruction Inclusive Care Policies Family Engagement
Ongoing Learning
Connected Standards Connected Coaches Connected Resources
Coach Supports
www.cqel.org
www.cqelcoach.com
For Research and Training in Inclusive Education www.haringcenter.org
Co-Presenters University of Washington
• Soleil Boyd, M.Ed.
Childcare Quality and Early Learning Center for Research and Professional Development • Jennifer Fung, Ph.D. & Brittney Lee, M.Ed.
Haring Center for Research and Training in Inclusive Education
Expanding Inclusive Opportunities for Young Children with Disabilities
The Maryland State Implementation Team Maryland State Department of Education Tracy Jost, Division of Early Childhood Development Nancy Vorobey, Division of Special Education/Early Intervention Services Pam Miller, Division of Special Education/Early Intervention Services Johns Hopkins University, School of Education Linda Tsantis, Principal Investigator Beth Boyle, Initiative Coordinator Mary Hendricks, Coaching Consultant Monica Vacca, Coaching Consultant Laura Broughton, Program Evaluator Deborah Carran, Program Evaluator John Castellani, Principal Investigator We also want to thank our partners with the Johns Hopkins University Center for Technology in Education for their ongoing assistance with incorporating Marking Access Happen into Maryland’s Birth -21website, Maryland Learning Links.
Maryland Demographics: State Organization • 24 local jurisdictions: 23 counties & Baltimore City • • Local Programs: 24 local school systems + Maryland School for the Blind and Maryland School for the Deaf 24 Local Infants & Toddlers Programs
Maryland Demographics: Fast Facts Maryland is one of 5 “Birth Mandate” States: legislation was enacted in 1980 requiring all local jurisdictions to service to eligible children beginning at birth. Maryland is the only State currently implementing the Extended IFSP Option (January 2010).
Children Served 13,105 preschool children with disabilities served - 1125 through an Extended IFSP and 11,980 through an IEP (October 2014) 29,811 children served through public school pre-kindergarten programs (2013) 10,653 3 & 4 year-old children served through Head Start (2013) 220,930 slots available in center-based and family child care
What do the data tell us?
Expanding Inclusive Community-Based Preschool Increases From 2004/05 to 2014/15 3 yo Separate ECS 3 yo Regular ECS 4 yo Separate ECS 4 yo Regular ECS 27% 26% 28% 39% 24% 21% 35% 52%
What do the data tell us: Change is Possible!
Source: Maryland Special Education Census Data
Indicator 6A: Regular Early Childhood Program With the Majority of Services in that Setting October 1, 2014
Preschoo l IEP R4K Formative NE/LRE
i a Adapted from Fixsen, D., Blase, K., Metz, A., & Van Dyke, M. (2013)
Efficacy in Implementation
a
l b Adapted from Blase, K., Kiser, L., & Van Dyke, M. (2013) Needs Assessment Using Implementation Science Hexagon Tool b
c Adapted from Blase, K., & Fixsen, D. (2013) Stages of Implementation Science c
Exploration Stage
Ask: How are we planning for…?
Installation Stage
Ask: How are we installing...?
Initial Implementation Stage
Ask: How are we supporting and building resilience.
..?
Full Implementation Stage
Ask: How are we improving , capacity building, scaling , and sustaining ...?
Current Stages of Maryland Jurisdictions/Public Agencies
(
N
= 26; 100%)
Exploration
(
n
= 6, 23%)
Installation
(
n
= 4, 15%)
Planning Community partner engagement Family engagement Needs assessment
Personalized professional development and support Team responsiveness Programmatic and structure changes Initial Implementation
(
n
= 10, 38%)
Leadership support Communication loops Feedback and revision Full Implementation
(
n
= 1, 4%)
Additional training and support based upon data Planning for sustainability Examining outcomes
d Adapted Rush D.D. & Sheldon M.L.,(2011) Focus of Research of the MAH Reflective Coaching Model d
Coaching best techniques and practices including
Adult learning principles Collaboration-building strategies Video reflective practice Web-based resources IPod Apps Tool kit
UDL principles and strategies
Common Core Standards with particular interest in Common Language Standards Individually and collectively on
Performance of preschool students with disabilities and their families
Samples of Data Sources
:
Jurisdictional assessment
Reflective coaching checklist
UDL checklist (in process)
Pre and post survey of trainings
Video reflection
Satisfaction surveys of stakeholders
J 3
Just in time
Just enough
Just for you
Washington County
• • Foundation in Reflective Coaching established Leadership team identified • • • Think Tank Model used to explore EBP Monthly meetings with community partners One hour of content and one hour of application to the jurisdiction needs • • • Relationships established with coaches and community providers Partnering with other jurisdictions Expanding EBP to include RBI training
Anne Arundel County
• Empathy and Perspective • Leadership team and community partners identified • Head Start, Community Childcare and Family childcare support • Routines Based Interview training • Explored the RBI as a means for engaging families, early care providers and ECSE in decision making for priorities
Allegany County
• • • • Coaching institute with 20 coaches Identification of collaborative partners Re-identified coaches Additional training and support on reflective coaching • • • Monthly coaches meeting Identification of the focus on transition both horizontally and vertically Meetings with partners and building relationships • • • Four strong coaches Transition process that is supported at all levels Transition that occurs within a process makes a tremendous difference
State Tool Kit
Maryland Learning Links http://marylandlearninglinks.org/363438 Reflective coaching checklist Universal design for learning checklist Video Exemplars Use of reflective coaching Use of EBP Podcasts with Dathan Rush and M’Lisa Coaching topics Sheldon on Reflective State RBI Certification Institute for Part B and C Providers
Local Tool Kit
Transition flow chart 2 credit MSDE approved course on Reflective Coaching Checklist of Qualitative characteristics of Play in Young Children Peer mediated learning strategies for children with visual impairments
Reflection
Readiness is key to success.
Readiness is relative to the people. Underestimated the readiness factor
Final Thoughts
Initiative vs. “Project” Language is Important! Communicating long term commitment to changes in State and local program infrastructures and practices Emphasis on sustainability and “renewal” Generative and it becomes systemic Overarching framework for implementation Local level of readiness – consultation vs. coaching Local priority area for focus as starting point Funding RTTT funding end point State IDEA funds Local discretionary funds
References
Blase, K., & Fixsen, D. (2013).
Stages of implementation science: Where are we?
Chapel Hill, NC: National Implementation Research Network.
Blase, K., Kiser, L., & Van Dyke, M. (2013).
The hexagon tool: Exploring context.
Chapel Hill, NC: National Implementation Research Network, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill.
Blase, K., van Dyke, M., & Fixsen, D. (2013).
Implementation drivers: Assessing best practices.
Chapel Hill, NC: National Implementation Research Network, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill.
Cook, B. G., & Odom, S. L. (2013). Evidence-based practices and implementation science in special education.
Exceptional children, 79
(2), 135-144.
Fixsen, D. L., Blase, K.A., Naoom, S. F., & Duda, M.A. (2013).
Implementation drivers: Assessing best practices.
Chapel Hill, NC: National ImplementationResearch Network, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill.
Fixsen, D., Blase, K., Metz, A., & Van Dyke, M. (2013). Statewide implementation of evidence-based programs.
Exceptional Children, 79
(2), 213-230.
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation science: A synthesis of the literature. Tampa, FL: University of South Florida, Louis de la Oarte Florida Mental Health Institute, The National Implementation Research Network (FNHI Publication #231).
Ogden, T., & Fixsen, D. L. (2014). Implementation science: A brief overview and a look ahead.
Zeitschrift fűr Psychologie, 222
(1), 4-11.
Rush, D. D. & Sheldon, M. L. (2011) The early childhood coaching handbook. Brookes Publishing, Baltimore, MD. Slavin, R. E. (2008). Evidence-based reform in education: Which evidence counts? Response to comments.
Educational Researcher, 37
, 47-50.
Wallace, F., Blase, K., Fixsen, D., and Naoom, S. (2008).
Implementing the findings of research: Bridging the gap between knowledge and practice.
Alexandria, VA: Educational Research Service.
Co-Presenters
Nancy M. Vorobey, M.A.
,
Maryland State Department of Education Email: [email protected]
Laura R. B. Broughton, J.D., Ed.D.
,
Johns Hopkins University Email: [email protected]
Mary Hendricks, M.S., Johns Hopkins University Email: [email protected]
MAH Information