IEP Implementation Coaching Checklist

IEP Implementation Coaching Checklist
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

Intensive Supports Key Concepts:
Positive Behavior Interventions and Supports for Students with ASD Module Training Guide; AY Multi-Tiered Systems of Support (MTSS) For Students with ASD Intensive Supports Targeted Universal Supports Level of individualization Key Concepts: Review the 3-tiered model of PBIS. Discuss how the model represents levels of intervention not type of students. Discuss how the core PBIS strategies should impact the largest number of students in order to reduce the number of students in tiers 2 and 3. Because of the resources needed to support students at tiers 2 and 3. Considerations: Application: Universal Supports Core Curriculum & Instructional Strategies Autism Education Center; Grand Valley State University ©2010 All Rights Reserved

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) 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 Inuksuk

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 Building Coach Coach Leader Advantages
Knowledge of school Staff relationships Regular access Independent Outside perspective Multiple schools experience Disadvantages 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 school-related 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 school-related 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

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 8

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 8

USAPT Scoring Guide

USAPT Rating Form

Scoring Analysis

Establishing Building Priorities

CETA Completion Self-Assessment Observer Both & Compare

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….. Action Plan

K-12 Target Student Data Form RCN

The Schedule Matrix

Schedule Matrix Examples

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 Problem Responsibilities Identification
SECTION 4-B EBS PROCESS FBA Slide Summary Effective Behavior Support Process Section 4 Time Estimate: Entire section: Full Day Section 4-B Time Estimate: 2-3 hours This Slide: Review the Meeting Mechanics Process TRANSITION slide Key Concepts Meeting Mechanics is a problem solving process we are going to use to complete the ASSESS, PLAN, and IMPLEMENT sections of the Effective Behavior Support process. The ASSESSMENT section will include PROBLEM IDENTIFICATION and PROBLEM SPECIFICATION sections of Meeting Mechanics. Training Activities Materials Needed Implementation Variables Problem Specification Brainstorm Cluster/ Prioritize

ACTION PLAN WHO DOES WHAT BY WHEN

IEP Implementation Coaching Checklist IEP Considerations

Elicit Parent Input AVOID Guiding Principles

Passport

Question you are attempting to answer:
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 Key Concepts: This slide describes the critical questions to ask in order to develop the PLAAFP. Be sure to focus on how the DISABILITY (in this case, ASD) impacts 1. Access to; 2. Participation in; and 3. Progress (success) in BOTH the CURRICULUM and the ENVIRONMENTS (considering both social competence and independent skills). Remind participants of the mistakes discovered during the Ed Benefit Review process as well as those discussed that occurring frequently in practice (e.g. list of standard scores, list of EVERY deficit the student has related to academic performance, etc.). How might asking the question in this way change the PLAAFP information? Discuss how it is no wonder that IEP teams interpreted the PLAAFP statement to be a list of academic performance deficits as the title itself says “Present Levels of Academic Achievement”… then proceed to the next slide…. Considerations: Application:

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…. Key Concepts: Simply read the quote and then talk about for ASD, “academic achievement” could potentially refer to communication skills, social competence, independent skills, etc. and that’s why the ED (Education Department) did not define it. Considerations: This concept may be conceptually difficult for participants to grasp. Spend as much time as necessary to answer questions or have discussion so participants are prepared for the next concept. Application:

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 Key Concepts: For students with ASD, according to Janzen, the areas listed on this slide tend to be the “academic achievement” areas that are needed to be addressed. Discuss each one and have participants think about whether that area is a primary “need” area for their target student. Considerations: Application: Janzen, J., 2003

AREAS of the student’s DISABILITY that impact access to and participation in & 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 DATA for each area— COMPARED TO SAME AGE PEERS Key Concepts: For each identified area of need, data compared to peers must also be provided. This is where standardized assessment information can be helpful because it is typically normed to the peer group. However, what about areas of need for which there are no standardized measures such as transitions. How is information gathered relative to peers? The next slide describes other sources of information regarding behaviors of peers but all of the information should be coupled with OBSERVATION OBSERVATION OBSERVATION!!! Considerations: Application:

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 Key Concepts: There are a number of options for gathering peer information including the GLCEs (Grade Level Content Expectations) themselves. Review each options and discuss. Considerations: Application: Have participants identify which of these options they have available to compare with their target student. Have participants review the GLCEs from their target student’s grade level for information.

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 Data for EACH area— COMPARED TO PEERS How do these needs IMPACT access to, involvement & participation in, success in general education CURRICULUM and ENVIRONMENTS? Key Concepts: Once the areas are identified and data compared to peers provided, the IEP team must determine what IMPACT that area is having on access, participation, and progress in the curriculum and environments. The next few slides provide guided practice information for discussion. Considerations: Application:

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. Key Concepts: Perfect PLAAFP statements are not provided as it is human nature to get the “cut and paste” effect. Guided practice allows participants to really problem solve the information and consider alternative ways to provide or gather it. Such practice increases implementation fidelity of the process. Words in red are “wiggle” words (i.e. words that are loosely defined and can easily be misinterpreted). Have participants discuss what data they might need to change the wiggle word into actual data. It is not by accident that socialization and independent skills were used for guided practice. Read each statement and allow for discussion / practice. Considerations: Application:

PLAAFP Statement Guided Practice
Area Data IMPACT Independent Skills 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. 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. Key Concepts: Perfect PLAAFP statements are not provided as it is human nature to get the “cut and paste” effect. Guided practice allows participants to really problem solve the information and consider alternative ways to provide or gather it. Such practice increases implementation fidelity of the process. Words in red are “wiggle” words (i.e. words that are loosely defined and can easily be misinterpreted). Have participants discuss what data they might need to change the wiggle word into actual data. It is not by accident that socialization and independent skills were used for guided practice. Read each statement and allow for discussion / practice. Considerations: Application:

PLAAFP Statement EXAMPLE
Area Data IMPACT Behavior Johnny has a low frustration tolerance especially with paper / pencil academic tasks. When this occurs, which ranges from 3-5 times per day, he whines and will not continue his work. When extremely frustrated which occurs 2-3 times weekly, he utters swear words loud enough for peers to hear him. Based on “developmental inventory”, ‘peers his age persist when frustrated and can identify and use 2-3 strategies for reducing frustration. Based on teacher report and classroom observations, when frustrated, Johnny misses as much as minutes per incident of engaged time attempting to deal with his frustration. Additionally, he does not utilize strategies for reducing his frustration so he is not able to persist in academic tasks which further impacts his progress. Key Concepts: Perfect PLAAFP statements are not provided as it is human nature to get the “cut and paste” effect. Guided practice allows participants to really problem solve the information and consider alternative ways to provide or gather it. Such practice increases implementation fidelity of the process. Words in red are “wiggle” words (i.e. words that are loosely defined and can easily be misinterpreted). Have participants discuss what data they might need to change the wiggle word into actual data. It is not by accident that socialization and independent skills were used for guided practice. Read each statement and allow for discussion / practice. Considerations: Application:

PLAFFP Worksheet

What ARE Supplementary Aids / Services?
§ 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 §§ through (Authority: 20 U.S.C. 1401(33)) Key Concepts: This is an excerpt from IDEA which describes Supplementary Aids and Services. Point out the focus on supports that enable to the student to be educated with nondisabled students. Considerations: Application:

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. Key Concepts: MDE has increased the standard for Supplementary Aids and Services to include enabling the student to make adequate progress on IEP goals and objectives and to be involved and progress in the curriculum and extra-curricular activities. Considerations: Application: 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 Key Concepts: It is critical when considering supplemental aids and services to consider universal supports for students with ASD. Although not every student will need a comprehensive plan for each area, it is important to at least discuss the potential need for these non-negotiables. Considerations: Application:

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)? Key Concepts: The easiest way to think about goal writing is in ABC. Every goal has to identify the conditions under which the goals is to be worked on and mastered, the actual observable behavior to change, and the criteria by which mastery is defined. The next few slides will provide examples for participants. Considerations: Application:

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 Key Concepts: Review the examples and allow participants time for discussion. This section allows participants to gain an understanding of writing observable and measurable goals but the real learning will occur during guided practice and actual practice. Considerations: Application:

Key Concepts: In selecting practices, methodologies, teaching strategies, etc. to best work on the developed goals, considerations must be made regarding these areas to better ensure a good fit between the goal, the student, the environment and the practice. These are the practices that have evidence-based support and many resources for implementation. Considerations: Application:

Descriptions of EBPs

Resources for EBPs NPDC (http://autismpdc.fpg.unc.edu/)
National Standards Project ( AIM (Autism Internet Modules) by OCALI ( AFIRM (NPDC) Association for Science in Autism Treatment ( )

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 and implement a combination of EBPs

Identify EBP Expertise

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 Key Concepts: Review the examples and allow participants time for discussion. This section allows participants to gain an understanding of writing observable and measurable goals but the real learning will occur during guided practice and actual practice. Considerations: Application:

BEHAVIOR Independently transition from activity to activity
Make a choice Complete the activity independently Follow the classroom routine Complete the worksheet independently Raise hand and 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 Key Concepts: Review the examples and allow participants time for discussion. This section allows participants to gain an understanding of writing observable and measurable goals but the real learning will occur during guided practice and actual practice. Considerations: Application:

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)? Key Concepts: Review the examples and allow participants time for discussion. This section allows participants to gain an understanding of writing observable and measurable goals but the real learning will occur during guided practice and actual practice. Considerations: Application:

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 Key Concepts: Review the examples and allow participants time for discussion. This section allows participants to gain an understanding of writing observable and measurable goals but the real learning will occur during guided practice and actual practice. Considerations: Application:

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 Key Concepts: Review the examples and allow participants time for discussion. This section allows participants to gain an understanding of writing observable and measurable goals but the real learning will occur during guided practice and actual practice. Considerations: Application:

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) Key Concepts: Providing guided practice for participants allow them to problem solve through the variables that should be considered when writing goals. Be sure participants understand that these goals are not intended to be “model” examples but rather real examples to offer practice opportunities. Considerations: Application:

Utilizing a self-management checklist (STRATEGY) Chris will raise his hand and share a key idea (BEHAVIOR) during science and social studies (CONDITION) 4 of 5 opportunities (CRITERIA). Key Concepts: Providing guided practice for participants allow them to problem solve through the variables that should be considered when writing goals. Be sure participants understand that these goals are not intended to be “model” examples but rather real examples to offer practice opportunities. Considerations: Application:

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) Key Concepts: Providing guided practice for participants allow them to problem solve through the variables that should be considered when writing goals. Be sure participants understand that these goals are not intended to be “model” examples but rather real examples to offer practice opportunities. Considerations: Application:

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) Key Concepts: Providing guided practice for participants allow them to problem solve through the variables that should be considered when writing goals. Be sure participants understand that these goals are not intended to be “model” examples but rather real examples to offer practice opportunities. Considerations: Application:

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) Key Concepts: Providing guided practice for participants allow them to problem solve through the variables that should be considered when writing goals. Be sure participants understand that these goals are not intended to be “model” examples but rather real examples to offer practice opportunities. Considerations: Application:

Benchmark Example: First: Write in Baseline
Third: Write in the Intermediate Goals Key Concepts: Example of a “gassed” goal. Considerations: Application: Second: Write in the measurable yearly goal

Goal Area : Independently follow a visual schedule
Benchmark Example: Level of Attainment Goal Area : Independently follow a visual schedule 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. Key Concepts: Example of a “gassed” goal. Considerations: Application:

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

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

IEP Implementation Coaching Checklist Implementation & Progress Monitoring

Plan Considerations DETAILS; DETAILS; DETAILS Training Needed
Implementation Support Needed Resources Communication Feedback Systems

Progress Monitoring Plan
Who How Often Where Using what tool

Addressing Barriers

Control the Controllables
ACTIVITY

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