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

2. 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

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

4. A child specific TA framework
TA 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

5. 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

6. 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

7. 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

8. 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

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

10. 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

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

13. 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

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

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

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

18. 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

19. 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).

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

21. 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

22. Presenters
Sam Morgan Program Director NCDB Tracy Evans-Luiselli Project Director NEC Jennifer Grisham-Brown Principal Investigator Kentucky DB Project