Using Coaching to Increase Practitioners’ Skills and Know - PowerPoint Presentation

Slide1

Using Coaching to Increase Practitioners’ Skills and Knowledge for Implementing Evidence-Based Inclusive Practices

Maryland

WashingtonSlide2

For Research and Training in Inclusive EducationSlide3

Some Background(from Joseph, 2015)

Same time we were piloting a QRIS, hearing concerns about behaviorSlide4

QRIS Data regarding 2013-2014(from Joseph, 2015)

Director Interview: Have you removed a child from care for behavioral reasons?Slide5

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?Slide6

Framework & ImplementationSlide7

Washington Partnerships

CoachesSlide8

For Research and Training in Inclusive EducationSlide9

Coaches

in EA Regions

Total early care programs Early Achievers:

2,400

Total number of children served: 78, 251

16

15

10

3

18

18

13 Slide10

Early Achievers Coach FrameworkSlide11

Individualization in WA standardsSlide12

Need for more…Slide13

Goal of enhanced PD on individualizationSlide14

Implementation: What Slide15

Implementation: HowSlide16

Internships, Webinars, ProductsSlide17

On-going Coach DevelopmentSlide18

Provider ConsultationDirect consultation with providers and/or directors:

Pervasive or disruptive behaviorPossible expulsionSlide19

Individualization Materials and ResourcesSlide20

Shared PD Platforms:Early Achiever Institutes and Coaching Companion

Institutes:

Sessions on positive behavior support, individualizing, and resiliency & wellnessCoaching Companion

Web-based Coaching and ResourcesSlide21

Is it working?Slide22

Coaches Report That TrainingSlide23

Reflective and Responsive Professional Development Slide24

The Parallel Process:A Reflective and Responsive Individualized PD SystemSlide25

Connected Resources

Ongoing Learning

Connected Coaches

Connected

StandardsSlide26

Coach Supportswww.cqel.org

www.cqelcoach.com

www.haringcenter.org

For Research and Training in Inclusive EducationSlide27

Co-PresentersUniversity of WashingtonSoleil

Boyd, M.Ed.Childcare Quality and Early Learning Center for Research and Professional DevelopmentJennifer Fung, Ph.D. & Brittney Lee, M.Ed.

Haring Center for Research and Training in Inclusive Education Slide28

Expanding Inclusive Opportunities for Young Children with DisabilitiesSlide29

The Maryland State Implementation Team

Maryland State Department of EducationTracy Jost, Division of Early Childhood DevelopmentNancy Vorobey, Division of Special Education/Early Intervention Services

Pam Miller, Division of Special Education/Early Intervention ServicesJohns Hopkins University, School of EducationLinda Tsantis,

Principal InvestigatorBeth Boyle, Initiative CoordinatorMary 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.Slide30

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 ProgramsSlide31

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 careSlide32

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 ECSSlide33

Source: Maryland Special Education Census Data

Indicator 6A: Regular Early Childhood Program

With the Majority of Services in that Setting

October 1, 2014

What do the data tell us:

Change is Possible!Slide34

Standards-Based

IEPs

MAH: Reflective Coaching

Functional IFSP Outcomes

NE/LRE

R4K Formative

Pre-K

Expansion

Evidence-Based Practices

Preschool

IEP

COS

Dev.

ScreeningSlide35

Efficacy in Implementationa

i

a

Adapted

from

Fixsen

, D.,

Blase

, K., Metz, A., & Van Dyke, M. (2013)Slide36

Needs Assessment UsingImplementation Science Hexagon

Toolb

l

b

Adapted from Blase, K., Kiser, L., & Van Dyke, M. (2013)Slide37

Stages of Implementation Sciencec

c

Adapted

from

Blase

, K., &

Fixsen

, D. (2013)Slide38

Current Stages of Maryland Jurisdictions/Public Agencies

(N = 26; 100%)

Exploration

(

n

= 6, 23%)

Planning

Community partner engagement

Family engagement

Needs assessment

Installation

(

n

= 4, 15%)

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 outcomesSlide39

Focus of Research of the MAH Reflective Coaching Modeld

Coaching best techniques and practices including

Adult learning principlesCollaboration-building strategies

Video reflective practiceWeb-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

d

Adapted

Rush D.D.

& Sheldon M.L.,(

2011)Slide40

Samples of Data Sources:

Jurisdictional assessmentReflective coaching checklistUDL checklist (in process)Pre and post survey of trainings

Video reflectionSatisfaction surveys of stakeholdersSlide41

J3

Just in timeJust enoughJust for youSlide42

Washington CountySlide43

Anne Arundel CountySlide44

Allegany CountySlide45

State Tool KitMaryland Learning Links

http://marylandlearninglinks.org/363438Reflective coaching checklistUniversal

design for learning checklistVideo ExemplarsUse of reflective coachingUse of EBP

Podcasts with Dathan Rush and M’Lisa Sheldon on Reflective Coaching topicsState RBI Certification Institute for Part B and C ProvidersSlide46

Local Tool KitTransition flow chart2 credit MSDE approved course

on Reflective Coaching Checklist of Qualitative characteristics of Play in Young ChildrenPeer mediated learning strategies for children with visual impairmentsSlide47

ReflectionReadiness is key to success.

Readiness is relative to the people. Underestimated the readiness factorSlide48

Final ThoughtsInitiative 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 implementationLocal level of readiness – consultation vs. coachingLocal priority area for focus as starting pointFunding

RTTT funding end pointState IDEA fundsLocal discretionary funds Slide49

ReferencesBlase

, 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.Slide50

Co-PresentersNancy

M. Vorobey, M.A., Maryland State Department of

Education Email: nancy.vorobey@maryland.gov Laura R. B. Broughton, J.D.,

Ed.D., Johns Hopkins University

Email: lrbbroughton@jhu.edu

Mary Hendricks,

M.S., Johns Hopkins University

Email: mhendri6@jhu.eduSlide51

MAH InformationFor more information, please contact Beth Boyle, Ed.D., Initiative

Coordinator at beth.boyle@jhu.edu.