Project DIRECT

1. Project DIRECT Laurie Dinnebeil & William McInerney University of Toledo

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

3. M = Maturation / Biology • 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 • (e.g. minor articulation problems, grasping of objects, dressing skills, response to peer communication bids)

4. E = Environmental Support • 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 child’s 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)?

5. P = Peer Intervention/Support • 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

6. I = Intensive/Direct Intervention • Evaluate learning objective to determine if ‘target’ behavior / skill requires IMMEDIATE intervention and/or will enhance child’s 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.

7. Benefits of Matricesin Planning Intervention • 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 • Appropriate strategies and opportunity for instruction linked with opportunities

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

9. Activity-BasedIntervention Matrix A adapted from Grisham-Brown and Hemmeter, 1998

10. Activity-Based Intervention Matrix B adapted from Grisham-Brown and Hemmeter, 1998

11. Activity-Based Intervention Matrix C adapted from Grisham-Brown and Hemmeter, 1998

12. Activity-Based Intervention Matrix D adapted from Grisham-Brown and Hemmeter, 1998

13. Activity-Based Intervention Matrix E adapted from Grisham-Brown and Hemmeter, 1998

14. Activity-Based Intervention Matrix F adapted from Grisham-Brown and Hemmeter, 1998

15. 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?

16. 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?

17. 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?

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

19. Factors that Affect ConsultationProcess continued… • Administrative Support of LEA and ECE Program Administrators • This can be addressed, initially, through formal ‘Letters of Introduction’ • Parent • Partner Teacher/Consultee • IECSE/CC Administrator • IECSE Supervisor/CC Administrator

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

21. continued… • Relationship between IECSE collaboration with ECE partner and addressing of child IEP requirements • Anticipated frequency and duration of scheduled visits • Interactive professional development ‘contact’ (IECSE professional & ECE professional)

22. continued… • Need for meetings with ECE partner teacher/consultee re: child progress • Plans for communication with parents re: child progress • Description of related responsibilities of IECSE professional • Sample IECSE Services Contract

23. Discussion • 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? • Parent of the child receiving Itinerant ECSE services?

24. 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? What are the limitations of failing to communicate the role and responsibilities of the Itinerant ECSE teacher?

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

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

27. KEY POINTS - OHIO Focus groups • Relationship between IECSE and ECE teachers • Systems Elements

28. RELATIONSHIP BETWEEN IECSE AND ECE TEACHERS • Educational Backgrounds/Experiences • Personal/Professional Characteristics • ‘Working Together’

29. Educational backgrounds & experiences of the teachers • 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.” • Hiring practices; training • “It is important to have trust, rapport and longevity between ECE teachers and itinerants.”

30. Personal / Professional Characteristics • “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.”

31. ‘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.”

32. 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

33. Consider …. 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? There are factors other than the effect of massed teaching sessions (60-90 minutes), once per week, that may account for child progress … 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

34. Working Together continued: • “The teacher is not comfortable. She is threatened or thinks she will be criticized.” • “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.” • “Have lots of back-up plans so if they shoot me down, I have something else to try.”

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

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

37. TIME! Just 5 minutes? already too busy! I'm late! I'm Late!

38. 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 • Introductory letters to parents, ECE administrators, teachers • Describe/explain role of itinerant

39. Professional Preparation • Most IECSE teachers were not exposed to CONSULTATION / COACHING models or skill training as undergraduate students

40. 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

41. Administrative Support • “Itinerants don’t get support that classroom teachers get.” • Training/Professional Development • Evaluation • PIECES • Knowledge and Skills Inventory for Consultants (Buysse & Wesley, 2007) • Monitoring Child Progress on IEP • Data responsibility, legal perspective

42. PIECES: Performance Indicators for ECE Specialists 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 Developed by a team of ECSE supervisors, Itinerant ECSE teachers, and Higher Education faculty

43. Parts of the PIECES Part A: Requisite knowledge and skills related to ECSE service delivery 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 Part C: Specialized knowledge to coordinate and facilitate integrated service delivery (embedded instruction) to support learning in the LRE

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

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

46. Part A: Requisite K & S Related to ECSE Service Delivery Part A: • Knowledge of the organizational context of the child’s environment • Ability to design and implement child-focused interventions

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

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

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

50. 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 Evan’s progress and the topic of Evan’s ‘negative behavior’ is at the top of the agenda!