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Miami Valley Autism/Low Incidence Coaching Team (ACT)

Overview

Lisa Combs, Coordinator/Instructional Coach Susan Aebker, DHS, OTR/L

Carol Dittoe, CCC/SLP

History

  Initiated by Frank DePalma, Jan Balbach and Don Sheer as a collaborative program of the Montgomery Co. ESC and the Miami Valley Regional Center.

  Was developed in response to district request for “on the ground” assistance for serving students with autism.

  Team was hired/assigned in the Spring of 2010, to begin in August, 2010.

  Team comprised of: Secretary, Coordinator/Instructional Specialist, Sensory Specialist, Communication Specialist.

Meet the Team…

Linda Swafford, ACT Team Secretary Lisa Combs, ACT Team Coordinator and Instructional Specialist Carol Dittoe, CCC/SLP, ACT Communication Specialist Susan Aebker, DHS, OTL/R, ACT Sensory Specialist Angela Theewis-Sheets, MA, Intervention Specialist, Model Classroom

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Team Roles

  Coordinator   Responsible for overall framework of the program and

related procedures   Prepares and provides reports and updates   Developed and maintains the Moodle website for remote

supports   Develops and distributes informational/promotional

materials

Choice of our name…

  Focused on ACTION ….not just discussion.

  Focused on the true COACHING model …ongoing, embedded support.

  Focused on TEAM …supporting the entire educational team with our entire

team to ensure an integrated, comprehensive approach.

Premise for all ACT Work….

"I did then what I knew how to do. Now that I know better, I do better.”

(Maya Angelou)

Our job is to respectfully empower others to “do better” by providing them knowledge, resources and ongoing support in learning and practicing

new skills.

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2010-2011 ACT Goals for Region 10…   Directly impact at least 100 students and their education teams

through intensive onsite coaching.

  Develop an individualized, integrated student support approach that addresses instruction, communication and sensory needs.

  Develop an active and engaged Community of Practice surrounding the topic of Autism and Low Incidence Best Practices.

  Develop a system of remote supports to build the capacity of teams to serve students with autism and low incidence disabilities

  Develop a model/demonstration classroom for use in hands on professional development and university collaboration.

4 Prong Approach

4 Prong Approach—1st Prong Intensive Onsite Coaching

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Team Roles

  Secretary   Fields phone calls and email requests   Maintains files   Maintains master file of resources and materials   Coordinates schedules, maintains team calendar   Coordinates referral paperwork   Creates sample student support materials (visual

contracts, interactive schedules, Power Cards, etc.)   Maintains student database and collects data   Coordinates registration for Community of Practice sessions   Orders materials

Team Roles   Instructional Specialist observes and makes

recommendations based on components such as…   Content Standards   Learner characteristics   Positive behavior supports   Differentiation of instruction through content, process and

product   Bloom’s taxonomy/task demands   Classroom layout and structure   Classroom methods and materials   “Hidden Curriculum”   Classroom leadership/supervision of paraprofessionals.

Team Roles   Sensory/Motor Specialist observes and makes

recommendations based on components such as…   Student sensory threshold   Student sensory regulation strategies   Teacher sensory threshold   Environmental characteristics which can interfere with

sensory modulation   Academic instruction enhanced by targeted sensory

strategies   Motor issues affecting student access within the

educational environment   Visual perceptual limitations that impact learning

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Team Roles

  Communication/AT Specialist observes and makes recommendations based on components such as…   Ways in which expressive and receptive language

differences impact instruction   How student behavior is reflecting communication needs   How communication can be facilitated through visual

supports   How augmentative communication can support instruction

and socialization   How assistive technology can support student success   Social needs related to communication issues

Referral Workflow August-January

Summary….

  127 Students Referred   84 completed as of 2/1/11

  From 6 counties   From 28 school districts (representing rural, urban and

suburban)

  Impacting 281 professionals as of 2/1/11   Anticipated year end professional impact of onsite

coaching:   400-450 professionals

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Referrals by County

Referrals by type of District

Professionals Impacted…

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Onsite Coaching Process

  Referral made

  Background information collected   MFE/IEP/FBA/BIP   Underlying Characteristics Checklist   Sensory Profiles   Motivation Assessment Scales

  Initial meeting and student or classroom observation

  Development of SSP or CSP

  Assignment of Point Coach

SSP or CSP: The Student (or Classroom) Support Plan   Framework for supporting referred students or

classrooms and the professionals who serve them.

  Integrated approach addresses instruction, sensory and communication issues.

  Individually tailored recommendations of research based practices, based on identified desired outcomes.

  Sample materials provided.

  “First Steps” recommendations.

  Ongoing coaching/modeling/demonstration and follow along.

“Point Person” or “Lead Coach” responsibilities   Present SSP or CSP to educational teams

  “Chunk” recommendations into “first steps”, “next steps” as team is ready

  Provide training/professional development as needed

  Model/demonstrate recommended strategies

  Connect team members to additional resources

  Update ACT team on student progress

  Call in other ACT coaches as needed

  Assist in ongoing troubleshooting/revision of strategies

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Evaluation Results… Attainment of Outcomes

Evaluation Results… Professional Confidence Levels

Evaluation Results… Benefits of Coaching Process

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Evaluation Results… Most Valued Services

4 Prong Approach—2nd Prong Remote Supports

Remote Supports

  Online Community

  Live Chats

  Video Consultation

  Video Demonstration

  Virtual Coaching

  Webinars

  Book Studies

  Resources and Links

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ACT NOW Website: http://moodle.mvidl.esu.k12.oh.us/course/view.php?id=18

ACT NOW is created as a “Moodle Course” for interactive learning…

  Online Community

  How-to Corner

  Community of Practice Forum

  Book Studies

  Resources and Links

Online Community   Blogs:

  Sensory supports   Classroom supports   Communication supports   Behavior supports

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How-to Corner

Community of Practice Forum The goal of a community of practice is that, through the process of sharing information and experiences, participants learn from each other, and have an opportunity to grow personally and/or professionally. CoPs online, through discussion boards, listservs and chat rooms, or in real life, such as in informal meetings or in professional development sessions. ACT CoPs meet both online and in virtual forums.

Book Study An off-shoot of the ACT Community of Practice is the Book Study area on the ACT NOW website. The first book studied for credit through Ashland University is “The Hidden Curriculum” by Brenda Smith Myles.

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Resources and Links

Future Plans for the ACT program…

  Archived Webinars on some of our more popular Community of Practice topics

  “Bug in ear” real-time remote coaching

4 Prong Approach—3rd Prong Model Classroom

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Model/Demonstration Classroom

  Located at Kettering Learning Center West

  Serves students with low incidence disabilities, mostly students with multiple disabilities and/or autism spectrum disorders.

  Teacher: Angela Theewis-Sheets

  Experienced Paraprofessionals

  Separate observation room

Model/Demonstration Classroom   Utilizes best practice approaches to individualizing

instruction for students with autism and low incidence disabilities, including….   Visual supports   Structured teaching approaches   Sensory supports   Multisensory instructional strategies   Positive behavior supports and individualized behavior

management   Social skills development   Yoga   Standards based instruction with individualized

accommodations.

University Collaboration Vision…

Goal: To help our region’s universities support and sustain the pre-service development of teachers in the area of moderate to intensive licensure through:

  Observation Opportunities   Field Experiences   Practicums   Student Teaching

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University Collaboration Vision…

  Shortage of teachers in Moderate to Intensive licensure area.

  Many regional school districts have no option but to hire “Mild to Moderate” licensed teachers for MD and Autism classes.

  High burn out rate for teachers who feel ill-prepared to take on the intensive needs classes due to lack of training.

  Shortage of top quality classrooms to place Moderate to Intensive teacher candidates for observation, field experience, and student teaching.

Paraprofessional Training Vision

  Use Model classroom as a piece of a training program for paraprofessionals hired to work with students with autism and low incidence disabilities.

  Observation/shadowing

  Onsite field experiences

4 Prong Approach—4th Prong Communities of Practice

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Community of Practice focus:

  Support implementation of best practices with research based information.

  Give service providers opportunities to create materials to support our Student Support Plans.

  Provide networking opportunities for teams serving low-incidence students across the region.

  Support retention of educational staff in low incidence programs by reducing isolation and increasing peer to peer mentoring.

Community of Practice Meeting Topics and Attendance

  Intellitools Make and Take 14

  Supervision of Autism and Low Incidence 17

  ProLoQuo 2 Go 43

  SticKids Make and Take 30

  Boardmaker 36

  The Ziggurat Model registration in progress

  The Alert Program registration in progress

Advantages of ACT CoP over traditional PD…

  Specific to the identified needs in the region

  Embedded in daily practice

  Available “follow along” mentoring from ACT coaches and others through ACT NOW moodle

  Promotes peer-to-peer learning beyond geographical or district boundaries

  Cross-disciplinary approach around a shared interest promotes better teamwork and a comprehensive approach to implementation of strategies

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Question/Answer…..

Contact A.C.T.

  Linda Swafford, Secretary   linda.swaffod@mcesc.org

  Lisa Combs, Supervisor and Instructional Specialist   lisa.combs@mcesc.org

  Susan Aebker, DHS, OTL/R, Sensory/Motor Specialist   susan.aebker@mcesc.org

  Carol Dittoe, CCC/SLP, Communication Specialist   carol.dittoe@mcesc.org