Suzanne Perry, M.Ed., NBCT Director Early Childhood ...€¦ · Professional Development 1 3...

Suzanne Perry, M.Ed., NBCT Director Early Childhood Special Education

Arizona Department of Education

Amy Curtiss Florence Unified School District #1

Describe state challenges for supporting educators working with students with autism and other developmental disabilities

Describe a state and school district collaboration to bring evidence-based practices to schools in Arizona.

Get feedback from participants about strategies for furthering educator capacity.

Arizona is a huge state with currently more than 10,000 children with autism with IEP’s.

Incidence is now:

Challenge #1

1:68 acc.

to CDC

Growing at a rate of 9% per year Challenge #2

“If you’ve met one person with autism, you’ve met one person with autism,”-- Dr. Stephen Shore, person with autism and

Professor at Adelphi University

Challenge #3

https://www.youtube.com/watch?v=YtvP5A5OHpU

“Although it is highly probable that both general and special educators will encounter students with ASD in their classrooms, consistent with the findings from the state analysis above and of the National Research Council [NRC] (2001), most teacher graduates receive minimal to no preparation in evidence-based practices for students diagnosed with ASD.”

-Morrier, Hess, & Heflin, 2011 Challenge #4

http://dilbert.com/strip/1997-12-21

Training was not resulting in

changes to practice

Challenge #5

SY 2012-13

Schools that reported students with Autism

8902 took the AIMS test

4210 passed

Average 48% pass rate

Challenge #6

Building Sustainable Systems of Support Within Local School Districts What:

Focus on positive outcomes for:

o Students, Staff and Parents

Why:

Research guides us:

o Effective practices for students

o Effective staff development

How:

Empower school districts:

o Implementation and training sites throughout the state/district

o Practical solutions for teachers

o District level coaches for sustainability

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Research Guides Practice National Professional Development Center on ASD and National Standards Report

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http://autismpdc.fpg.unc.edu/ www.nationalautismcenter.org

Principles of ABA Task Analysis Discrete Trial Training Reinforcement Systems Peer Mediated Instruction Schedules Visual Supports Aug Communication Self-Management Modeling/Imitation Pivotal Response Training

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Evidence-Based Practices

http://www.azed.gov/special-education/files/2014/12/matrix-updated-7-2015-1024x793.jpg

Research on Professional Development

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Content Focus Active Learning Coaching

• To achieve fidelity of implementation of behaviorally based curricula, it requires a

system-wide response at the local level via in-service training that provides for on-going support (National Autism Center, 2009).

• Research has documented that when teachers are engaged in active learning (observation, practice and collaboration with professionals) they are more likely to improve their practice (Lieberman, 1996; Louks-Horsley, Hewson, Love, & Stiles, 1998).

• The best staff training includes demonstration, coaching and follow-up training. Bolton & Mayer (2008)

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Teachers Need Tools Comprehensive Curricula for

students with ASD Visual Supports Progress Monitoring IEP Goals Training for General Educators Self-Assessment on Quality Program Indicators

Fidelity of Implementation Checklists

Lesson Plans

Technology

Guides to the Common Core

Transition Planning Across Grade Levels

Post-secondary

Challenges identified

Evidence Based Practices identified

How do we get

educators to use

EBP’s (for students

with autism and other

Developmental

Disabilities)

effectively?

Implementation is defined as a specified set of activities designed to put into practice an activity or program of known dimensions.

Implementation Science National Implementation Research Network

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2012-2014 • Provide training and curriculum materials to 27 early childhood teams

throughout the state in evidence-based practices for students with ASD. 2014-2015 • Expand project to include elementary teams. • Address program specific needs to assist in implementation of curriculum. • Assist teams when transitioning students from preschool to school age. 2015-2017 • Additional preschool and elementary implementation teams • Scale up the project to the secondary level • Establish training sites for preschool, elementary and secondary levels

EBP’s: Discrete Trial Training, Pivotal Response Training, Functional Routines, Reinforcement (ABA) all included in the Autism Grant Training Coaching: 10 coaching visits per district/year Leadership: Director/Principal included in all trainings, supported to look for implementation Environment: Key members of team are included in training, includes instructional resources, coaching, modeling and hands on support Data: Daily instructional data collected aligned to standards (both State and TSG, now)

Arizona Autism Project

Arizona Autism Project State and District Collaboration

2012-Preschool Implementation Site 2014-Expanded to Elementary Level 2015-Expanded Preschool/Elem Training Site Middle/High School 2016-Expanded to Middle/High School Training Site

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1. Comprehensive Workshop (3 days) a. Knowledge:

a. ASD b. Evidence-based strategies c. Behavioral Principles

b. Strategies a. DT, PRT, Functional Routines, PBIS

c. Programming for individual student needs and team planning for implementation

2. Materials for Implementation a. Fidelity of implementation b. Consistency between staff

3. On site program implementation and hands-on training a. 4 days per preschool team and 4 days per elementary team b. 1 day workshop/collaboration meeting at end of year.

4. Development of training sites and coaches

Applied Behavior Analysis Package of treatments that include

discrete trial teaching,

incidental teaching,

errorless learning,

behavioral momentum,

and shaping

Video of ABA

http://starautismsupport.com/video/star-program-instructional-strategies

Research into Practice: Curriculum Tools

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Preschool/Elementary STAR Program

Middle School/High School

Professional Development Workshops

Teacher Tools Including Curricula and Classroom Visual Supports

In Class Coaching

Building Capacity through Training Sites and District Level Coaches

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Build Capacity Training Site Development Process

Two Day STAR Workshop

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Coaching

Classroom Coaching Setting up Visuals and Environmental Supports Student Schedules

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Preschool Training Site Preschool Implementation Sites Elementary Implementation Sites Middle/High School Implementation Sites Middle/High School Training Sites

• Consistency between classrooms and preschool to kindergarten: Students have acquired skills at a faster rate than previously

• Increased independence, communication and social skills. Additionally: Parent Training has provided consistency across school and home environments Lead preschool teacher is a “coach” and supports new teachers

Contact: Suzanne Perry

Director, Early Childhood Special Education

Suzanne.Perry@azed.gov

Amy Curtiss

Florence Unified School District #1

acurtiss@fusdaz.org