Supporting Educators to use Effective Instructional Practices Sam Morgan Tracy Evans-Luiselli Jennifer Grisham-Brown

Today Topics DB TA Network Child Specific TA as a method of supporting change State specific model of TA and coaching Goals Understand larger framework for TA delivery Understand coaching as an intensive TA method

DB TA Network OSEP funded National project and state projects Directives for Increased collaboration between DB projects High quality TA by all DB projects

A child specific TA framework TA Guide: https://nationaldb.org/products/ta-reference-guide Adapted from implementation and TA literature for large scale change – child specific, low incidence OSEP funded TA centers – SISEP, NIRN Public health implementation literature Input and resources from state projects – co produced Reflective of state DB project experiences and expertise 4 phases with resources Organized by topics with added resources

Why TA? How can the Guide help you? Implementation/Technical Assistance is an effective way to organize practices that build the capacity of professionals and organizations Decision making: Choose and define delivery methods across TA levels Efficient Effective Realistic Develop a process to support consistency of delivery Improve TA fidelity Have a consistent approach that can be understood by recipients Help with staff transitions and consistency of delivery across staff

What might you consider? Needs assessment methods TA agreements Readiness Decision making process on what level of TA might be appropriate in a given situation Is intensive TA always necessary or sustainable? Define intensive practice - to make it effective and sustainable Facilitation Consultation Coaching

Support to State projects Tiered TA model of support to states Universal – dissemination of TA products, and models of success Targeted – Peer to peer, general consultation Intensive – Ongoing one to one support to state projects

Tier 3 Intensive TA Delivery Process Level of TA Tier 3 – Intensive - Outcomes; Implement evidence based practices with fidelity, improved outcomes for children and youth Tier 2 – Targeted – Outcome: Increased knowledge and skills Tier 1 – Universal– Outcome: Increased knowledge and skills TIER 3 – Intensive TA Process INITIAL FACE-TO-FACE CONSULTATION RFTS MAPS RFTS Cont. Identification RFTS Intervention Planning COACHING USING VIDEO CONFERENCING (Repeat up to 4 times) Review videotapes of teachers implementing interventions with students Review student progress Make changes to intervention plans Evaluation coaching session

Steps of model Preconsultation and home visits Face to face consultation Web-based coaching sessions

Step 1: Preconsultation and home visits Classroom visits Assess need for support and “team readiness” Development of agreement Review of technology needs (I Can Connect) Home visits – Reach for the Stars with families

Step 2: Face-to-Face Consultation Meeting Identify priority skill (s) for student Design intervention plans (vision, hearing, communication, mobility) Identify resources needed

Step 3: web-based coaching (1) view video and provide coaching and feedback; (2) discuss and evaluate student progress; and (3) discuss changes to the intervention plan and need for resources

Step 3: Web-based coaching View video and provide coaching and feedback

Step 3: Web-based coaching Discuss and evaluate student progress

Step 3: Web-based coaching Adaptive equipment Materials Discipline specific support Support for families Identify resources needed

Video Coaching Session “Mom and Henry” Henry - 2 years old; lives with parents and baby sister; dad is from Eastern Europe; mom and dad are very engaged in Henry’s care First session Oct 2017; on back/stomach; unknown syndromic condition Preference assessment ongoing - seems to enjoy light toys, gross motor movement Vision: opacities due to severe corneal scarring. Initially light perception only; improvement over past three months to some form perception; improved orientation and movement toward lights and some preferred toys light Hearing: declined – initially moderate and now severe to profound - bilateral; cause unknown Neurological: “molar tooth sign” by MRI; lack of or low pain threshold Motor: motor/vestibular issues; lack of protective responses Learning History: mostly positioned on back; inconsistent Expressive Communication: reaching, pushing away, fussing, smiling, vocalizing, kicking and arching, patting or banging surface Receptive Communication: acceptance of hand-under-hand gestures and signs is improving; gesture of hands in front (reaches); patting toys (initial imitation); bottle (reaches and brings to mouth); responds to tactile gestures to pull up to stand; enjoys coactive movement and signals for continuation of blanket swing

Outcomes from Web-Based Coaching with Henry’s Team Strong gains in Henry’s vision and motor skills Mom and Dad more confident in how best to support Henry Family initiating environmental arrangements and protective measures FAMILY & TEAM working together and not in isolation; earlier sessions helped facilitate setting priorities especially around vision, positioning, and communication Parent skills in use of technology improved dramatically (sending videos at least weekly).

Challenges Scheduling “Buy-in” from entire team Technical issues Less personal than face to face Focused mostly on school activities and routines Facilitation

Benefits Financial benefits to project Team members can participate from anywhere Team is focused on a single plan that all can follow Videos provide evidence of progress Ongoing support to team Allows for relationship building without traveling to schools Creates consistency in delivering instruction to student Focus remains on student outcomes Home and school are represented Sustainable

Presenters Sam Morgan Program Director NCDB Sam.morgan@hknc.org Tracy Evans-Luiselli Project Director NEC Tracy.luiselli@perkins.org Jennifer Grisham-Brown Principal Investigator Kentucky DB Project Jennifer.grisham-brown@uky.edu