Presentation is loading. Please wait.

Presentation is loading. Please wait.

Project DIRECT Laurie Dinnebeil & William McInerney University of Toledo.

Similar presentations


Presentation on theme: "Project DIRECT Laurie Dinnebeil & William McInerney University of Toledo."— Presentation transcript:

1

2 Project DIRECT Laurie Dinnebeil & William McInerney University of Toledo

3 MEPI Planning Model IEP Intervention Planning with Consultation Partner Maturation - Biological Influence Maturation - Biological Influence Environment - Environment - Facilitative effect of materials, routines, etc. Peer Mediation - Structured peer interactions Peer Mediation - Structured peer interactions Intensive - Direct intervention necessary Intensive - Direct intervention necessary

4 M = Maturation / Biology n Evaluate learning objective to determine if target behavior / skill is likely to improve as a result of biological development and experience without significant teacher or peer involvement n (e.g. minor articulation problems, grasping of objects, dressing skills, response to peer communication bids)

5 E = Environmental Support n Evaluate learning objective to determine if target behavior / skill is likely to improve as a result of child access to materials or teacher engineering of learning (or home) environment. Will securing items in a variety of containers and placing out of childs reach result in increased opportunities for fine motor skill development and communication (e.g. seeking desired toy/item with or w/o request for assistance)?

6 P = Peer Intervention/Support n Evaluate learning objective to determine if target behavior / skill is likely to improve as a result of child interaction with competent peers. Teacher organization of peer buddies and cooperative activity groups will increase opportunities for imitation learning (via peer modeling). Also peer expectations for social interaction and communication may provide motivation to target child to improve skill or behavior

7 I = Intensive/Direct Intervention n Evaluate learning objective to determine if target behavior / skill requires IMMEDIATE intervention and/or will enhance childs acceptance in learning community. Examples would include aggressive behavior, very limited communication skills, very limited personal mobility, and toilet training (if developmental indicators present). Child would not be expected to make reasonable progress toward acquisition of this skill/behavior without DIRECT and consistent teacher intervention.

8 Benefits of Matrices in Planning Intervention ECE teacher, parents and administrators can see the link between daily schedule, daily routines and priority IEP objectives ECE teacher, parents and administrators can see the link between daily schedule, daily routines and priority IEP objectives INCIDENTAL and DIRECT instruction opportunities can be identified INCIDENTAL and DIRECT instruction opportunities can be identified Appropriate strategies and opportunity for instruction linked with opportunities Appropriate strategies and opportunity for instruction linked with opportunities

9 Activity-Based Intervention Matrix adapted from Grisham-Brown and Hemmeter, 1998

10 Activity-Based Intervention Matrix A DAILY SCHEDULE OF ACTIVITIES IEP Objective #1:Making Choices (Level E, P) Center Time Block center or housekeeping? Classroom Chores Water plants or feed fish? Snack/Cooking Activity Pudding or milkshakes? Small Group-Art Which art materials to use? Going to Park with Parents Slide or swing? # Opportunities: 5 adapted from Grisham-Brown and Hemmeter, 1998

11 Activity-Based Intervention Matrix B HOME - SCHEDULE IEP Objective #1:Making Choices (Level E, P) Breakfast Block center or housekeeping? Laundry w Mom Water plants or feed fish? Lunchtime Preparation Pudding or milkshakes? Reading Time Which art materials to use? Playing with my Brother Slide or swing? # Opportunities: 5 adapted from Grisham-Brown and Hemmeter, 1998

12 Activity-Based Intervention Matrix C DAILY SCHEDULE OF ACTIVITIES IEP Objective #2:Reach and Grasp (Level M, E) Center Time Build tower w/ blocks Classroom Chores Reach for/grasp attendance slip – place on desk in office Snack/Cooking Activity Reach for/grasp cooking utensils Small Group-Art Reach for/grasp built-up paintbrush handle Going to Park with Parents Reach/grasp to hold onto swing/side of slide # Opportunities: 5 adapted from Grisham-Brown and Hemmeter, 1998

13 Activity-Based Intervention Matrix D HOME SCHEDULE IEP Objective #2:Reach and Grasp (Level M, E) Breakfast Build tower w/ blocks Laundry w Mom Reach for/grasp attendance slip – place on desk in office Holiday Baking w Mom Reach for/grasp cooking utensils Gluing Stuff w Mom Reach for/grasp built-up paintbrush handle Play Games with my Brother Reach/grasp to hold onto swing/side of slide # Opportunities: 5 adapted from Grisham-Brown and Hemmeter, 1998

14 Activity-Based Intervention Matrix E DAILY SCHEDULE OF ACTIVITIES IEP Objective #3: Initiate Social Interaction (Level P, I) Center Time Greet other children – vocalize or eye contact` Classroom Chores Initiate contact with office personnel Snack/Cooking Activity Eye contact w/ peers – their turn to stir Small Group-Art Initiate interaction w/ adult – ask for assistance Going to Park with Parents Eye contact/vocalize – to let know what she wants to be pushed # Opportunities: 5 adapted from Grisham-Brown and Hemmeter, 1998

15 Activity-Based Intervention Matrix F DAILY SCHEDULE OF ACTIVITIES IEP Objective #4: Cause/Effect (Use of Switch) (Level E,P or I) Classroom Chores Use switch to turn on toy (dump truck @ blocks center building site) Snack/Cooking Activity Switch to activate blender etc Small Group-Art Going to Park with Parents Switch to turn on music box Classroom Chores # Opportunities: 3 adapted from Grisham-Brown and Hemmeter, 1998

16 Discussion Gail is 4-year old with mild cognitive delay. She needs help in using words to express her needs. How would you use a consultative approach to help her teacher recognize opportunities for Gail to practice use of words skill throughout the day? How would you help her mother recognize opportunities at home?

17 Discussion Jaron is 5-year old with mild autism (PDD- NOS). He needs to use Boardmaker pictures to improve his activity transition skills in preparation for kindergarten. How would you use a consultative approach to help his teacher to recognize / create opportunities for Jaron to practice this skill throughout the day? Could you do the same for his parents? How?

18 Discussion Michael is 4-year old with Down Syndrome and mild CD. He needs to improve his verbal communication with peers with the use of American Sign Language. How would you use a consultative approach to help his teacher or parent to recognize / create opportunities for Michael to practice this skill throughout the day?

19 Critical Factors in Effectiveness of Consultation Process Time Demands (e.g. caseload, travel, planning time) Time Demands (e.g. caseload, travel, planning time) Create released time (volunteer relief, university students, subs)Create released time (volunteer relief, university students, subs) Schedule meetingsSchedule meetings Establish consultation logs / information exchange (e.g. listserv)Establish consultation logs / information exchange (e.g. listserv) Administrative Support Administrative Support Letters of IntroductionLetters of Introduction ContractContract

20 Factors that Affect Consultation Process continued… n Administrative Support of LEA and ECE Program Administrators This can be addressed, initially, through formal Letters of Introduction This can be addressed, initially, through formal Letters of Introduction –Parent –Partner Teacher/Consultee –IECSE/CC Administrator –IECSE Supervisor/CC Administrator

21 Formal Agreement should include: n Description of services including emphasis on consultation model n Name/contact information for immediate supervisor of ICESE professional n Name, credentials and experience of IECSE teacher Components of a Formal Agreement for IECSE Services

22 n Relationship between IECSE collaboration with ECE partner and addressing of child IEP requirements n Anticipated frequency and duration of scheduled visits Interactive professional development contact (IECSE professional & ECE professional) Interactive professional development contact (IECSE professional & ECE professional)continued…

23 n Need for meetings with ECE partner teacher/consultee re: child progress n Plans for communication with parents re: child progress n Description of related responsibilities of IECSE professional –Sample IECSE Services Contract IECSE Services ContractIECSE Services Contractcontinued…

24 Discussion What are the benefits of communicating, before itinerant services begin, the role and responsibilities of the Itinerant ECSE teacher to: What are the benefits of communicating, before itinerant services begin, the role and responsibilities of the Itinerant ECSE teacher to: Director of the receiving preschool or child care center?Director of the receiving preschool or child care center? Parent of the child receiving Itinerant ECSE services?Parent of the child receiving Itinerant ECSE services?

25 Discussion…continued What are the benefits of communicating, before itinerant services begin, the role and responsibilities of the Itinerant ECSE teacher to: ECE partner teacher/consultee?ECE partner teacher/consultee? What are the limitations of failing to communicate the role and responsibilities of the Itinerant ECSE teacher?

26 n What Helps Make Consultation Work? n What Are The Major Challenges? n How Can We Address The Problems? n What Are Some Possible Solutions?

27 WHAT MAKES CONSULTATION WORK? Positive relationship/rapport with the partner teacher Working as a team, collaborating Communication with parents Explicating role of itinerant teacher

28 KEY POINTS - OHIO Focus groups n Relationship between IECSE and ECE teachers n Systems Elements

29 RELATIONSHIP BETWEEN IECSE AND ECE TEACHERS –Educational Backgrounds/Experiences –Personal/Professional Characteristics – Working Together – Working Together

30 n Educational backgrounds & experiences of the teachers n Gap between education levels lack of knowledge/familiarity with jargon -- need to adjust consultation style, strategies (e.g., cheat sheet re: jargon, acronyms) – Because I m new, some don t take me seriously. – Because I m new, some don t take me seriously. –Hiring practices; training – It is important to have trust, rapport and longevity between ECE teachers and itinerants. – It is important to have trust, rapport and longevity between ECE teachers and itinerants.

31 n Personal / Professional Characteristics – Consultation works best with teachers who are open to growth and new ideas. – Consultation works best with teachers who are open to growth and new ideas. – It seems like newer teachers are more receptive; [they] are like a sponge and want new ideas. - partner teachers want IECSEs to be the expert even though IECSEs often reject the label – I m so laid back and the teachers are used to me just coming in and going with the flow. Maybe I need to be more assertive. They re so busy that I hate to make demands on them. – I m so laid back and the teachers are used to me just coming in and going with the flow. Maybe I need to be more assertive. They re so busy that I hate to make demands on them.

32 n Working Together n Working Together Student needs direct instruction because partner teacher cannot or will not implement intervention –Respite – break for the teacher – Consultation does not work as effectively in a chaotic environment. A teacher who has less noise volume and teaches children to behave responsibly, has a better grasp and is able to implement ideas. – Consultation does not work as effectively in a chaotic environment. A teacher who has less noise volume and teaches children to behave responsibly, has a better grasp and is able to implement ideas.

33 OASIS OF EXCELLENCE When itinerant teacher feels that she/he is the only one who can deliver quality instruction, therefore they must take advantage of the time they are there

34 n Consider …. n If child is achieving IEP goals under pull-out and small group instruction of IECSE teacher, why adopt a more complex model of intervention such as consultation? n There are factors other than the effect of massed teaching sessions (60-90 minutes), once per week, that may account for child progress … n Children with special needs may be learning skills and behaviors as a result of other factors that are addressed in the MEPI model (see next slide) for analysis of learning factors

35 Working Together continued: n The teacher is not comfortable. She is threatened or thinks she will be criticized. n The teacher is not comfortable. She is threatened or thinks she will be criticized. n I always try to validate what teachers are doing. I let them know that I m learning from them too. I write positive comments regarding things that I ve observed the teacher doing in notes to parents, on the IEP. n I always try to validate what teachers are doing. I let them know that I m learning from them too. I write positive comments regarding things that I ve observed the teacher doing in notes to parents, on the IEP. n Have lots of back-up plans so if they shoot me down, I have something else to try. n Have lots of back-up plans so if they shoot me down, I have something else to try.

36 n Using this [consultative] approach gives you credibility to the [ECE] teacher because they see you know them. n Using this [consultative] approach gives you credibility to the [ECE] teacher because they see you know them. n It s consistency that makes it work …. n It s consistency that makes it work …. n teacher follows through, asks questions, etc. n teacher follows through, asks questions, etc.

37 Challenges to Consultation –TIME!! –Tradition of Direct Services –Professional Preparation of ECE/SPED Teachers –Personal Comfort and Professional Expectations of IECSE Teachers –Administrative Support

38

39 Tradition Tradition –If direct approach has been always used in the past, transitioning to consultative approach is difficult –Lack of knowledge about itinerant services in general, especially at administration level n Introductory letters to parents, ECE administrators, teachers n Describe/explain role of itinerant

40 Professional Preparation Professional Preparation –Most IECSE teachers were not exposed to CONSULTATION / COACHING models or skill training as undergraduate students

41 Personal Comfort and Professional Expectations Personal Comfort and Professional Expectations –Most IECSE teachers expect to work with children vs. other adults. They define the role of teacher as direct instruction of children not coaching of other adults –Some IECSE teachers are uncomfortable working with a number of adult partners vs. children

42 Administrative Support Administrative Support Itinerants dont get support that classroom teachers get. Itinerants dont get support that classroom teachers get. –Training/Professional Development –Evaluation n PIECES n Knowledge and Skills Inventory for Consultants (Buysse & Wesley, 2007) –Monitoring Child Progress on IEP n Data responsibility, legal perspective

43 PIECES: Performance Indicators for ECE Specialists n Designed for two primary purposes: –Provide SUPERVISORS with tool to support high quality Itinerant ECSE service delivery and guide professional development –Provide Itinerant ECSE teachers with tool to enhance reflective practice and guide professional development n Developed by a team of ECSE supervisors, Itinerant ECSE teachers, and Higher Education faculty

44 Parts of the PIECES n Part A: Requisite knowledge and skills related to ECSE service delivery n Part B: Communication skills and specialized knowledge related to coaching and information sharing in order to develop family, professional, and community relationships that support learning in the pre-K LRE n Part C: Specialized knowledge to coordinate and facilitate integrated service delivery (embedded instruction) to support learning in the LRE

45 Identifying Critical Knowledge and Skills for IECSE Teachers n Each Part is organized around specific performance indicators that have been described with the use of observable examples

46 Rubrics to Assess Knowledge and Skill Level n Each indicator is described using a continuum of rubrics: Basic, Proficient or Distinguished n A 2-page checklist provides an easy-to- read overview of the Itinerant ECSE teachers performance in each of the 3 major parts and subsections of PIECES

47 Part A: Requisite K & S Related to ECSE Service Delivery Part A: 1. Knowledge of the organizational context of the childs environment 2. Ability to design and implement child-focused interventions

48 Part B: Requisite K & S Related to Coaching and Information Sharing 1. Ability to build a collaborative team 2. Ability to establish and implement a plan for regular communication among team members 3. Demonstrates appropriate use of specific interpersonal communication skills to establish ongoing relationships with families and providers. 4. Helps others develop skills and use strategies via a coaching model. 5. Provides information to support the childs success in the community-based program.

49 Part C: Requisite K&S to Coordinate &Facilitate Integrated Service Delivery 1. Coordinates and monitors service delivery. 2. Designs and implements professional development (PD) activities.

50 For Discussion…Evan Is Too Aggressive Jill is an itinerant ECSE teacher working with Mary Jo, an early childhood teacher who is Evans teacher. Evan is 5 years old and has autism. Evan has been on Jills caseload for 4 months and in Mary Jos classroom for a month.

51 Evan Is Too Aggressive cont… Mary Jo is concerned because Evan has limited verbal skills which creates problems (e.g. screaming, scratching, pushing) in his interaction with his peers Jill and Mary Jo are meeting to discuss Evans progress and the topic of Evans negative behavior is at the top of the agenda!

52 Evan Is Too Aggressive cont… What should Jill say and do during this visit with Mary Jo to help Evan to be successful in this early childhood environment?

53 Evan Is Too Aggressive cont… Prepare to discuss recommendations with the rest of the group, including specifics related to: Information that might help Mary JoInformation that might help Mary Jo Skills that Mary Jo may need to learnSkills that Mary Jo may need to learn Expectations for IEP-focused interventions to be managed by Mary JoExpectations for IEP-focused interventions to be managed by Mary Jo

54 Evan Is Too Aggressive cont… Role play the situation with a partner and be prepared to discuss the things that Jill should say and do to provide Mary Jo with the professional support that she needs (and expects).

55 Evan Is Too Aggressive contd… How would your recommendations be affected by this information re: Mary Joe and Jill (Itinerant ECSE Teacher) Scenario #1 Mary Jo is 40-year old ECE teacher who holds BS Degree in ECE and has 10 years of experienceMary Jo is 40-year old ECE teacher who holds BS Degree in ECE and has 10 years of experience Jill is 24-year old with BS in ECE and 2 years experience as Itinerant ECSEJill is 24-year old with BS in ECE and 2 years experience as Itinerant ECSE

56 Evan Is Too Aggressive contd… How would your recommendations be affected by this information re: Mary Joe and Jill (Itinerant ECSE Teacher) Scenario #2 Mary Jo is 30-year old with AA Degree in Child Care Technology and has 2 years of experience in PreK.Mary Jo is 30-year old with AA Degree in Child Care Technology and has 2 years of experience in PreK. Jill is 26-year old with BS in ECE, M.Ed.in ECSE and 3 years experience as Itinerant ECSEJill is 26-year old with BS in ECE, M.Ed.in ECSE and 3 years experience as Itinerant ECSE

57 Evan Is Too Aggressive contd… How would your recommendations be affected by this information re: Mary Joe and Jill (Itinerant ECSE Teacher) Scenario #3 Mary Jo is 29-year old with H.S. Degree and has 7 years of experience in PreKMary Jo is 29-year old with H.S. Degree and has 7 years of experience in PreK Jill is 40-year old with BS in ELEM ED, 4 years experience as Grade 4-5 teacher and 2 years experience as Itinerant ECSEJill is 40-year old with BS in ELEM ED, 4 years experience as Grade 4-5 teacher and 2 years experience as Itinerant ECSE

58 Evan Is Too Aggressive cont… How would your recommendations be affected by this information re: Mary Joe and Jill (Itinerant ECSE Teacher) Scenario #4 Mary Jo is 45-year old with High School degree and CDA and has 16 years of experience in Head StartMary Jo is 45-year old with High School degree and CDA and has 16 years of experience in Head Start Jill is 35-year old with BS in SPED, 4 years experience as Middle School SPED teacher, and this is her 1st year as Itinerant ECSE teacherJill is 35-year old with BS in SPED, 4 years experience as Middle School SPED teacher, and this is her 1st year as Itinerant ECSE teacher

59 Evan Is Too Aggressive contd… How would your recommendations be affected by this information re: Mary Joe and Jill (Itinerant ECSE Teacher) Scenario #5 Mary Jo is 35-year old with High School degree 12 years of experience in PreK.Mary Jo is 35-year old with High School degree 12 years of experience in PreK. Jill is 52-year old with Masters degree in ECSE,10 years of experience in classroom-based ECSE and 9 years of experience year as Itinerant ECSE teacherJill is 52-year old with Masters degree in ECSE,10 years of experience in classroom-based ECSE and 9 years of experience year as Itinerant ECSE teacher


Download ppt "Project DIRECT Laurie Dinnebeil & William McInerney University of Toledo."

Similar presentations


Ads by Google