Using Coaching to Increase Practitioners’ Skills and Knowledge for Implementing Evidence-Based Inclusive 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) CENTER CHILDCARE (N=281) Policy in place Policy in place No policy 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 Coaches in EA Regions 18 18 10 15 3 13 Total early care programs Early Achievers: 2,400 Total number of children served: 78, 251 16 Early Achievers Coach Framework Individualization in WA standards “no expulsion” or transition policies Individualized instruction for all children High Quality Standards Share Individualized child data with parents 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 Embedded Curriculum teaching and Membership modifications learning & planned and and inclusion adaptations 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 Products Small Regional Content For Providers Various Strategies Coach Collaboration For Coaches Resources: support in using Case Study In collaboration with eachother Provider Consultation Ongoing Coach Development Internships, Webinars, Products E-mail On-going Coach Development Phone Video Sharing On-line technology Etc. Provider Consultation Ongoing Coach Development Provider Consultation Internships, Webinars, Products Direct consultation with providers and/or directors: • • Pervasive or disruptive behavior Possible expulsion Individualization Materials and Resources • Slides • Prompts • Planning tools • Framework • Inclusive practices Notebook USB Building Blocks Lending Library • Planning tools • Articles • Visual Supports • 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 Formal •Coach Feedback •Evaluations •Consultation • QRIS • 18% FCC • 45% CCC • Ind Inst. • 27% Coaches Report That Training Enhanced their knowledge about individualization and strategies to support all learners Would recommend the training for colleagues Will help providers support ALL children Will enhance their coaching work with providers Reflective and Responsive Professional Development Ongoing PD enhancement Coach and Provider Feedback Research and Data Monthly reflective practice Feedback and Response Cycle Small group internships Resources Individualized Coaching Communities of Practice Expert Consultation Resources Each and Every Child Shared Case Consultation Individualized Consultation Monthly webinar and case study Providers Expertise on Individualization Coaches Coach Support Team The Parallel Process: A Reflective and Responsive Individualized PD System Individualized Instruction Inclusive Care Policies Family Engagement Ongoing Learning Connected Standards Connected Coaches Connected Resources Coach Supports For Research and Training in Inclusive Education www.cqel.org www.cqelcoach.com 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 27% 26% 3 yo Regular ECS 28% 39% 4 yo Separate ECS 24% 21% 4 yo Regular ECS 35% 52% What do the data tell us: Change is Possible! Indicator 6A: Regular Early Childhood Program With the Majority of Services in that Setting October 1, 2014 Source: Maryland Special Education Census Data NE/LRE Preschoo l IEP R4K Formative aAdapted from Fixsen, D., Blase, K., Metz, A., & Van Dyke, M. (2013) Efficacy in Implementationa i bAdapted from Blase, K., Kiser, L., & Van Dyke, M. (2013) Needs Assessment Using Implementation Science Hexagon Toolb l cAdapted from Blase, K., & Fixsen, D. (2013) Stages of Implementation Sciencec Exploration Stage Installation Stage Initial Implementation Stage Full Implementation Stage Ask: How are we planning for…? Ask: How are we installing...? Ask: How are we supporting and building resilience...? 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%) Initial Implementation (n = 10, 38%) Full Implementation (n = 1, 4%) Planning Community partner engagement Family engagement Needs assessment Personalized professional development and support Team responsiveness Programmatic and structure changes Leadership support Communication loops Feedback and revision Additional training and support based upon data Planning for sustainability Examining outcomes dAdapted Rush D.D. & Sheldon M.L.,(2011) Focus of Research of the MAH Reflective Coaching Modeld 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 3 J 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 Sheldon on Reflective Coaching topics 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: 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.edu MAH Information For more information, please contact Beth Boyle, Ed.D., Initiative Coordinator at beth.boyle@jhu.edu.