7/27/2014 A COLLABORATIVE PROCESS SUPPORTING TEACHERS AND SCHOOL STAFF IN THE IMPLEMENTATION OF EVIDENCE-BASED PRACTICES Judy Anderson, MS, School District of Philadelphia Erica Reisinger, MSEd, University of Pennsylvania Zinnia Piotrowski, MEd, BCBA, University of Pennsylvania Agenda • School District of Philadelphia Demographics • Philly AIMS Consultation Components • Student and Teacher Outcomes • Inclusion • Social Skills Intervention • Questions 1
7/27/2014 K-5 AS Classrooms 2008-2014 Over 2xs more classrooms 90 80 70 60 2008-09 50 # classrooms 2011-12 40 2013-14 30 20 10 0 K-2 3-5 District autism support classrooms K-5 AS Classrooms Teacher Retention in AS 2011-2014 (3 yrs) 3-5 K-2 Attrition Attrition Retained Retained 2
7/27/2014 AS Teachers Grades K-5 160 140 120 100 80 60 40 20 0 AS AS Teachers Teachers supported by Philly AIMS School District of Philadelphia Placement 2013-14 STUDENTS WITH ASD (GRADES K-5) Self Contained Classrooms Primary Diagnosis 1100 1150 1200 1250 1300 1350 1400 3
7/27/2014 District’s Recommended AS Classroom Interventions Reading • Reading Mastery Math Motor Skills Development • Distar Math • Connecting Math • Handwriting without Concepts Tears Program STAR Program Language • PRT • Language for Learning • DTT • Language for Thinking • Functional Routines • Language for Writing Assistive Technology • Teachtown (computer based) Assessments used in the AS Classrooms Formative Benchmark Diagnostic Summative Chapter Test AIMSweb Key Math 3 PASA Computer base DIBELS Brigance Student Learning Profile 4
7/27/2014 The Philly AIMS Team • Classroom consultation for new • Needs Assessment teachers • Customized scope • iPad remote and sequence consultation • Implementation • Phone and email Checklist consultation • Feedback loop • School-Based PD Quality Improvement Consultation and Quality Assurance • Liaison between SDP and STAR developers Material Communication • Ning website • Individual picture Support schedules • Facebook • Visual supports • Monthly newsletter • File folder activities • PD for Psychologists • Toys • EI Transition Work • Reinforcers Group • Velcro • Principal engagement: new award 5
7/27/2014 Communication- Quality Improvement and Quality Assurance- Consultation- Material support • Liaison between SDP and STAR developers • Ning website • Facebook • Monthly newsletter • PD for Psychologists, OT, PT, Special Ed Directors, & Principals • EI Transition Work Group • Principal engagement: new award Meade School, Philadelphia 6
7/27/2014 Communication- Quality Improvement and Quality Assurance- Consultation- Material support Customized scope and sequence (consultation timeline) 1. Needs Assessment 2. Implementation Checklist 3. Consultant-Principal-Central Administration feedback loop 4. 7
7/27/2014 Consultation Timeline for Philadelphia AS Needs Assessment Needs Assessment Evaluation Evaluation Time 1 Time 2 Student Student Learning Learning Profiles Profiles completed completed Time 2 Time 1 Half Day Professional DT Implementation Development Training SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH APRIL MAY JUNE Needs Assessment Baseline to inform: 1. Individualized consultation Structured Classroom Implementation Teacher survey goals interview observation checklist 2. Principal feedback 3. Group PD goals 8
7/27/2014 Classroom Observation Implementation Checklist 9
7/27/2014 Consultant-Principal-Administration Feedback Loop Consultant- Administration training goals Feedback to Professional School leaders Development Classroom- Consultant- based support Teacher goal & goal revision sharing Communication- Quality Improvement and Quality Assurance- Consultation- Material support • Classroom consultation • new teachers in K-5 autism support • two inclusion schools • iPad remote consultation • Phone and email consultation • School-Based PD 10
7/27/2014 Sample Student / Staff Schedule Reading Mastery Distar Math STAR program Language for Learning Language for Thinking TIME Language for Writing TRAINED STAFF TeachTown Lexia Strategies for Teaching based on Autism Research (STAR) • Based on principles of ABA • Curriculum covers 6 content areas: • Receptive Language • Expressive Language • Spontaneous communication • Pre-academics • Play skills/social interaction • Functional Routines 11
7/27/2014 STAR DT • Three instructional methods: PRT • Discrete Trial Training • Pivotal Response Training FR • Functional Routines • Goal is to generalize skills taught in the 1:1 setting to increasingly larger groups and more naturalistic daily routines Instructional Child Consequence Pause Cue Response Instructional Methods • Discrete Trial Training (DT) • A highly structured teaching format in which concepts are broken down into small, discrete skills for instruction and are taught in a logical sequence • Pivotal Response Training (PRT) • A naturalistic intervention that uses the child’s interests and motivation to teach skills by targeting “pivotal” areas of a child's development • Functional Routines (FR) • The teaching of independent participation in common school and self-care routines using task analysis 12
7/27/2014 DT Outcomes in Philadelphia PRT Outcomes in Philadelphia 13
7/27/2014 FR Outcomes in Philadelphia Implementation Outcomes in Philadelphia 14
7/27/2014 Teacher Outcomes in Philadelphia Preparing for Inclusion 15
7/27/2014 Our Schools • Currently collaborating with two schools to identify School A School B strategies and tools that promote successful inclusion. 441 students enrolled 582 students enrolled • WD. Kelley and LEA 15% students with IEPs 15% students with IEPs 2 autism support classrooms 3 autism support classrooms (k-2) and (3-5) (k-2), (2-4), (3-5) Project Goals • Identify current inclusive practices within the District • Identify barriers to inclusion • Provide support to administrators and teachers in identifying plans for expanding inclusive practice within the schools • Develop planning tools specific to the needs of the School District of Philadelphia 16
7/27/2014 Barriers Student Classroom School Student Classroom School Level Barriers School • Large class sizes • Lack of furniture for additional students • Lack of instructional materials for all students • Staffing limitations • Staff willingness to include students with IEPs • Lack of formal process for inclusion • Lack of training for teachers in inclusive practices or working with students with special needs • Classroom safety • Lack of school-wide behavioral support • Challenges with parent perceptions • Overtaxed staff – lack of meeting time 17
7/27/2014 Student Classroom Next Steps School • Develop an implementation checklist that accounts for barriers identified in the School District of Philadelphia • Develop written roles and responsibilities for administrators, general and special educators, and other support staff • Develop model sites where strategies can be further developed for wider dissemination • Increase consultation focus at the School-wide administrative level Social Skills Intervention Research 18
7/27/2014 Autism Intervention Research: Behavioral (AIR-B) & Remaking Recess • Main aim was to determine if changes to social isolation could be made at school with brief intervention with noontime aides • Measures of friendship quality, loneliness, social networks, and observations of children on the playground • Outcome measures: • Social networks • Size of social network (# of connections) • Reciprocity of friendships • Indegrees (how many nominate child with ASD as friend) • Playground observations • Teacher ratings of child’s behavior Social Engagement with Aide Intervention • Consultation to aides • Engagement states • 16 manualized visits with • Games with rules aides • Joint engagement • On the school yard or in the • Parallel aware lunch room • Parallel play • Autism knowledge, creative • Onlooking game play, social menus • Proximity • Barriers to overcome • Solitary engagement • Loss of recess • Does increased • Climate in lunch room engagement on the • Role definition and playground positively retention of aides impact friendships in • Prioritization of social skills the classroom? development 19
7/27/2014 Social networks Social networks 20
7/27/2014 Questions? Quality Improvement Consultation and Quality Assurance Material Communication Support THANK YOU janderson3@philasd.org ereis@upenn.edu zinnia@upenn.edu 21
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