1. 1st Annual EPLI Trainer Day
March 19, 2018

2. Find START on Social Media
Instagram: startpeertopeer
Hashtag: #STARTProject
Facebook “Like” our page (Statewide Autism Resources and Training (START))

4. Training Resources Coaching Tool Kit Audio Notes

5. Today’s Agenda & Goals ENGAGEMENT CONTENT LRE (Inclusion) Research
Behavior Scripts (1h – 11a)
Peer to Peer Curriculum (30m – 11:30a)
LUNCH (45m – 12:15p)
Caseload Analysis (30m – 1:45p)
Literacy (30m – 1:15p)
BREAK (15m - 1:30)
Differential Eligibility (15m – 1:45)
Changes to the AS Module (15m – 2:00
Students with Complex Needs (15m – 2:15p)
Wrap Up (15m – 2:30p)
CONTENT

6. “Inclusion Confusion”
Geography is a necessary but insufficient variable for providing an inclusive education.
Content of Instruction
Instructional Strategies
Intensity of Instruction
Opportunity to Respond
Culture of Belonging
Environmental Supports
Quirk, C., Ryndak, D.L., Taub, D. (2017) Research and Evidence-based Practices to Promote Membership and Learning in General Education for Students with Extensive Support Needs. Inclusion, 5 (2),

8. Clarifying Vocabulary
Exclusion: Denied Access
Segregation: Separate Environment
Integration:
Adjust to Standard Environment
Inclusion: Equitable Opportunities
Adapted from A Summary of the Evidence on Inclusive Education (2016). Alana

9. Inclusion as an Equitable Education
Equal Opportunity
Full membership in the social and learning contexts
Intentional development of supports to address learning, social, and behavioral needs to ensure access and progress in the general education curriculum and in pivotal (engagement / independence) & functional / adaptive skills and IEP goals.

10. Multi-Tiered System of Support (MTSS)
Positive Behavior Interventions and Supports for Students with ASD
Module Training Guide; AY
Multi-Tiered System of Support (MTSS)
Intensive Supports
Targeted Supports
Level of individualization
Key Concepts:
Review the 3-tiered model of PBIS. Discuss how the model represents levels of intervention not type of students.
Discuss how the core PBIS strategies should impact the largest number of students in order to reduce the number of students in tiers 2 and 3. Because of the resources needed to support students at tiers 2 and 3.
Considerations:
Application:
Universal Supports
for Students with Dx
Core Curriculum &
Instructional & Behavioral Strategies
Autism Education Center; Grand Valley State University ©2010 All Rights Reserved

11. Current Theme in Inclusive Education Outcome Research
Students with
Extensive Support Needs
Intellectual Disabilities
Autism Spectrum Disorder
Multiple Disabilities

12. The Dynamic Relationship Between Content, Curriculum and Student Learning: Three Primary Findings
The amount, type, and quality of interactions between students with extensive support needs and their typical peers were better in general education contexts.
Services in general education contexts could be superior to those in self-contained settings with respect to:
The quality of student Individualized Education Programs, the aspects of instruction and the overall program provided
The amount of time that teachers provided instruction
The amount of time students were engaged in instruction and social interactions with general education classmates
When these student received services in inclusive general education contexts, their learning outcomes could be better across skills areas and activities including:
Social competence
Language Development and Use
General education content areas
The Dynamic Relationship Between Context, Curriculum, and Student Learning: A Case for Inclusive Education as a Research-based Practice. Jackson, Ryndak, & Wehmeyer, (2010).

13. Students with Disabilities Students without Disabilities
“There is clear and convincing evidence that inclusive educational settings can confer substantial short and long-term benefits to students with and without disabilities.”
Students with Disabilities
Students without Disabilities
Increased academic achievement & graduation
Increased independence
Increased engagement
Increased attendance
Increased communication skills
Increased social competence & quality of relationships
Decreased behavior / disciplinary referrals
Same level of teacher attention
Neutral or Positive Effects
Academic Achievement
Social Competence
Additional Benefits:
Reduced fear of human differences
Increase friendly relationship
Less prejudice
Less patronizing / pitying behavior
Quirk, C., Ryndak, D.L., Taub, D. (2017) Research and Evidence-based Practices to Promote Membership and Learning in General Education for Students with Extensive Support Needs. Inclusion, 5 (2),

14. Kurth & Mastergeorge, 2010 15 Ss w/ ASD (not AS) – 12 males
7-9th grade; years old
7 >80% day in gen ed (reading & math instruction in gen ed)
8 self-contained >50% (reading & math instruction in sped)
Measures:
Cognitive GE mean 64.9; SC mean 60.0
Adaptive GE mean 44.4; SC mean 42.3
Academic
Reading GE mean 67.6; SC mean 13.1
Writing GE mean 83.6; SC mean 14.1
Math GE mean 77.4; SC mean 8.5
Kurth & Mastergeorge (2010). Academic and Cognitive Profiles of Students with Autism: Implications for Classroom Practice and Placement. International Journal of Special Education, 25 (2), 8-14

15. There is STRONG Evidence that Student with “Extensive Support Needs”
Acquire skills and content knowledge in general education with rigorous instruction and UDL-based adaptations (e.g. differentiated instruction; universal and environmental supports, peer supports)
Are BEST served by educational teams that approach their education with the intent of finding solutions to general education access and learning barriers rather than alternative placements.
Involvement and Progress in the General Education Curriculum for Students With Extensive Support Needs: K-12 Inclusive-Education Research and Implications for the Future. Ryndak, Lewis & White, (2013).

16. Rationale for Segregated Programming Simply Not Supported
7 years; 6 self-contained; 5 districts; 3 states
Rationale:
Community (i.e. more protective environment)
Not purposefully created or given much attention
Evidence that it, in fact, was the opposite
Less Distractions: SC more frequent; more severe
Curriculum and Instruction: (structure; individualized)
Less structure than gen ed
Context-Free / Meaningless Curriculum (i.e. little inquire-based / cooperative learning; often “seat work;” no connection to gen ed)
No Specially Trained Instructor – mostly parapros
Behavior Supports: Confrontational staff; Few attempts to understand or respond to function; Contingent removal; Use of time out / restraints
Does Self-Contained Special Education Deliver on Its Promises? A Critical Inquiry Into Research and Practice. Causton-Theoharis, Theoharis, Orsati, Cosier, (2011)

17. Inclusive Education Barriers HUMAN NATURE
Protection (Students with and without Disabilities and Learning Environment)
Perceived need for resources
Assumptions & Misconceptions
Student Ability
Benefits (i.e. wasting valuable instructional time)
Functional Skills

18. Activities with a Purpose http://www. thinkingcollaborative
Increase engagement (mixing up tables
Focus on processing content
Includes fluency building (scripts)
ALL participate
Enlarge idea generation
Name it

19. You get a question from a special education teacher:
The 30 Second Speech
You get a question from a special education teacher:
“How am I guaranteed that when I send my students to gen ed, they are receiving an appropriate / better education? What about functional skills?”
Develop a 30 second response (1m)
Pair/share with person NOT at your table (limit discussion) then return to your table (3m)
Starting with last person to return to your table, each shares PARTNER’s response in clockwise manner (3m)
Select best response at your table to report out (1m)

20. Report Out 3-2-1

21. Behavior Scripts Behavioral Skills Training
Practice with Feedback
Observation
Assessment
Rationale
Detailed Script
ICF (Implemented Consistently with Fidelity)
IBI (Implemented but Inconsistently and/or without Fidelity)
NI (Not Implemented)
NO (No Opportunity for Implementation)

22. Behavior Scripts The Basic Structure
Engagement
Disengagement
Schedule / Break

23. Doing what peers are doing and what the teacher expects them to be doing.

24. Engagement Script: Teaching to be a Student
During large group instruction:
Have peer(s) or additional adult translate gen ed teacher’s instructions (step by step), expectations, core discussion points, answers peers are providing, etc. on a white board, post it, paper, etc. This will help keep <student> oriented to key information in the environment.
If the teacher is asking for peers to respond, visually prompt <student> to “raise your hand” and wait for the teacher to call on him/her.
Write down the correct answer (on a post it, white board, etc.) so <student> doesn’t have to generate a correct answer (even if you know he/she knows the answer).
Once the teacher calls on <student>, visually prompt <student> to read the answer out loud and then provide a high 5 or thumbs up for a “great job.” This will help <student> learn what it means to be a student and engage with the class.
During small group / independent instruction:
Have selected peers sit near <student> and do the expected work in order to model what <student> is expected to be doing.
Visually prompt <student> to do what his/her peers are doing.
Differentiate all work to a level <student> can do independently.
Provide high 5’s, thumbs up, “great job” or other feedback as <student> interacts with assignments (right or wrong). Engagement is what is important, not always correctness.
To ensure correctness, differentiate work to a level <student> will get the answer correct <errorless learning>.

25. Disengagement Script
If <student> is not engaged, visually prompt <student> to complete a very specific task in the activity and/or differentiate the expectation to lower demand AND increase the use of the Sr script.
If this is not successful, offer a choice within the activity. Examples include “you do one, I do one,” “I’ll write, you trace?” “you pick which one you want to do,” “do you want to do the first ½ or the 2nd ½” etc. Peers can be used to pair with <student> to accomplish this or another adult.
If this is not successful, use the One More Script.
If these 3 steps are not successful, utilize the Schedule / Break Script.
If this is not successful to move <student> to re-engagement or break, use the Break Protocol.

26. Schedule / Break Script
If the Engagement, Disengagement, and One More Scripts don’t work to get <student> re- engaged, visually prompt and say “schedule or break.”
If <student> says schedule, return to the expected task and use the One More script as soon as needed to keep <student> engaged.
If <student> says “break,” follow break protocol.
If <student> says nothing or says schedule but continues to disengagement or has challenging behaviors, visually prompt and say “it’s time for a break” and follow break protocol.
Break Protocol:
If <student> chooses break or break is directed, show the break card and say “time for a break” and direct <student> to the break area.
Once in the break area, disengage from all interaction. Do not respond to questions, comments, discussion, etc.
After a designated time period (15 seconds to 1 minute), say and show the visual “schedule or break.”
If <student> chooses to continue break, say “ok” and disengage again for the designated time period.
Offer the choice of “schedule or break” each time within the designated time period.
Default is always break so if <student> doesn’t choose schedule or break or tries to engage in a discussion or asks questions, show and say “you have chosen break” and follow the break protocol.
If <student> chooses schedule, write down the expectations (mini-schedule) for returning to schedule and return to the schedule and the Engagement Script.

27. Corrections Exceed Affirmation

28. Concept or Clarification
Starting with person <…….> and moving in a clockwise rotation, answer ONE of the following questions:
As a trainer, the concept that most resonated with me is _________________.
The one question or clarification I still have is ________________.
Once everyone has participated, the first person summarizes concepts and questions for report out.

29. Curriculum

30. Curriculum – Three Options
Autism Internet Modules
Historically used
Thorough content
Ready to Use
Developed for Professionals
START P2P Curriculum
Engaging Content
Age Appropriate
Aligned with AIM Modules
Develop Your Own
Tons of resources “out there”
Can tailor to your specific needs
Time consuming

31. Autism Internet Modules
Option #1
Autism Internet Modules
(AIM)

32. Curriculum Levels Level 1 – Basic – 8 Modules (6th-12th Grade)
Level 2 – Intermediate – 9 Modules (6th-12th Grade)
Level 3 – Advanced 1 – 11 Modules (9th-12th Grade)
Level 4 – Advanced 2 – 10 Modules (9th-12th Grade)

33. Flexibility In the Curriculum
6th – 12th Grade
Students in Different Grades at Same Level
Entry Point - Level 1 – Basic Regardless of Grade of Peer to Peer Support Student
6th, 7th and 8th Graders – Level 3 and 4 with Permission Only
On-Line or Direct Instruction

35. Specific Example
A 12th Grade Peer to Peer Support Student in their 1st Semester of the program would enter the curriculum at Level 1 – Basic and may complete the following On-Line Modules:
1. About Autism Spectrum Disorder
2. Recognizing Autism – Assessment for Identification
3. Peer Mediated Instruction
4. Prompting
5. Reinforcement
Restricted Patterns of Behavior Interests and Activities
Many teachers are using the post-test of each module to help determine the grade for the class.

36. Specific Example
Two 7th Grade Peer to Peer Support Students are in the same hour. Student A - 3rd Semester Student B - 1st Semester Student A is Level 2 – Intermediate – On-Line Student B is Level 1 – Basic – On-Line Teacher of record must track the level of each peer to peer support student in each class

37. START Online Curriculum
Option #2
START Online Curriculum
Big Idea
Accesses online course on own time (supports student during one hour)
< 30 minutes per week
Meets with Teacher of Record and/or Peer Coordinator monthly
Case Conferences
Live Lessons (PPTs developed)

38. Overview of START P2P Curriculum
Six Semesters of Content Developed
Moodle/Google Classroom OR
Face to Face

39. Overview of START P2P Curriculum (cont.)
Students learn through
Videos
Articles
Websites
Students are assessed via:
Forum
Journal entry
Quizzes
Final Project
Teacher input surveys

40. Overview of START P2P Curriculum (cont.)
Syllabus
Week by Week Lesson Plans
All assignments
Power Point Presentations for Face to Face Lessons
One Pager “Expectations” explanations
Teacher input forms for assessing LINK students
Case Conference “Think Sheets”
Grading Rubrics
Data Collection tools; surveys

41. Week Title Content Assignments
SEMESTER ONE
Week
Title
Content
Assignments 1
Peer to Peer Overview – Your Role!
Syllabus
LINK Promises
Video - Olivet Football
Pretest 2
About Autism Spectrum Disorder
Video – Just Like You – Autism 3
Peer Mediated Instruction
Article – We Teach By Our Own Example
Video – EUPISD LINKS 4
Interests, Activities, and Restricted Patterns of Behavior
Video – Kick of Hope
Article – Strengths and Challenges 5
Social Deficits
Quick Read – Social Deficits 6
Article – Autism 7
Quick Read – Peer-isms
Video – Jason McElwain 8
Language and Communication
Video – I Am Carley
Quick Read – Language and Communication

42. Semester At a Glance

50. I want… Access to the Moodle Course?
Contact Jana Benjamin:
Access to the Course Materials?
START Website: gvsu.edu/autismcenter
Peer to Peer
Peer to Peer Online Course

54. What About The Curriculum for Other Disability Areas
Yea…START Has That

55. We simply eliminated the ASD specific information….
In year two of the direct instruction/online Moodle Course, we have covered all disability areas…

57. Peer to Peer Online/Hybrid Class Rationale
Increase Peer Programs
Engaging Curriculum; Age Appropriate; Aligned with MDE Guidelines
Provide rural districts with a highly qualified teacher of record
Provide local districts with a “canned program” for their teacher of record.

58. Structure Elective Credit
Earn extra elective credit (LINKS) as well as the credit for the class that they are supporting the student in (math)
Earn elective credit for the class that they are supporting the student in (LINKS)
Weekly Online Content/Assignments
Quick reads, videos, quizzes, journal reflections, forums
Case Conferences with Building Coordinator
Face to Face Lessons with Teacher of Record

62. Resources Within Program
Course Overview “one-pager” for Admin.
Syllabus
All reading content
Assignments
3 Face to Face Lesson PowerPoints
Building Coordinator Roles One-pager
Classroom Teacher Expectations one-pager
Teacher/Bldg. Coordinator Input Sheets
Grading Rubric
….and much more

63. 2015-2016 Targeted Schools Whitefish Township Rudyard Area Schools
Ojibwe Charter School
Tahquamenon
St. Ignace

64. START Data Collection Forms

65. START Data Collection - Elementary

66. START Data Collection - Secondary

67. General Education Building

68. Self Contained Special Ed Building

69. Peer to Peer Support Surveys

70. Student with ASD Survey

71. Pre - LINK Student Survey

72. Post LINK Student Survey

73. Pre – Parent of Student with ASD

74. Post Parent of Student with ASD

75. Pre – Parent of LINK Student

76. Post Parent of LINK Student

77. Parent Survey