welcome and year in review north summit jan 2019 · •goal 1 = identify and train “deputy...
TRANSCRIPT
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WELCOMEwww.captain.ca.gov/handouts.html
WIFI: SJCOE GUEST (NO PASSWORD)
“SCALE UP SUCCESS”
2018-2019 CAPTAIN Summit
CEUs (BCBA, SLP, LEP/LCSW/LEP)Must RegisterMust Sign in & Sign out each day
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Special Thank You to Our Hosts!
San Joaquin County SELPA Brandie Brunni, Assistant Superintendent/SELPA Director
Kathy Skeels, Assistant Superintendent/SELPA Director (Retired)Susan Scott, Program Specialist, CAPTAIN Leader
Alex Hinson & Pam Abdollahzadeh
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Welcome to San Joaquin County Office of EducationKathy Skeels, Assistant-Superintendent/SELPA Director
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HOW TO BE SOCIAL DURING THE SUMMIT!INSTAGRAM:captain_ebps
TWITTER:@captain_ebps
HOW TO ON HANDOUTS PAGE
www.captain.ca.gov/handouts.html
CAPTAIN
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Scale Up Success!2018 – 2019 CAPTAIN Summit
Evidence
Based
Practices Welcome
and Year In Review
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Scaling Up Defined:
“the deliberate efforts to increase the impact of successfully tested innovations so as to benefit more people and to foster policy and program
development on a lasting basis.” -Simmons and Shiffman (2007)
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Successful Scale Up Requires:
• Aligning with common definitions and messaging
• Disseminating information and resources effectively
• Providing effective training and technical assistance to adopters and their organizations and management
• Adapting to the heterogeneous contexts where the practices will be implemented
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The California Autism Professional Training and Information Network (CAPTAIN):
Evidence
Based
Practices
• Goal: Scale up the use of the the NPDC – ASD model and increase knowledge of ASD and use of Evidence Based Practices (EBPs) for ASD in CA
• Method: Use Implementation Science frameworks and a Train the Trainer method to scale up the use of the model across CA
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Ways We All Support the Scale up of EBPs for ASD…..
How Many of You Are…..
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EBP 1
EBP 2
EBP 3
Scaling Across EBPs
PRT
Peer Mediated
Interventions
Video Modeling
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Scaling Across Recipients of Interventions
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Scaling Across Implementers of the Interventions
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Scaling Across Age Levels/Grade Levels
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Scaling Across Families
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Scaling Across Sites and/or Districts
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EBPs
Scaling Across Agencies and Provider Groups
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Scaling Across the State of California
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At This Year’s Summit:• State agencies (CDE, CCEE, DDS) will share about efforts to support the scale up
of EBPs and effective practices into our service delivery systems
• Talk to one another about how to scale up within ”Job Alike” groups
• Hear from Cadre members from across the State on how they have “Scaled up Success”
• Talk to your regional partners about how to support scale up within your Regional Planning Teams
• Hear from experts in innovations for Technical Assistance and Coaching and in Managing Severe Behaviors so that you can help bring these methods to scale
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How Are We Doing onCAPTAIN Goals and
Requirements?
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CAPTAIN Cadre Membership
Agency 2018 - 2019
Regional Center 49
SELPA/School Districts 339
Family Support Agency 20
University Programs (UCEDD/LEND) 7
Total 415
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Increasing Awareness of ASD and EBP
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Learn the Signs. Act Early. State Systems Grant• Goal 1 = Identify and train “Deputy Ambassadors” to
disseminate LTSAE info and resources across the state• Update = 26 returning Deputy Ambassadors• Next Steps: Train at least one DA in each region! Find out who
your DA is, have them share updates at each Regional Meeting
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• Goal 2 = Create and distribute regional resource and referral brochures to support “Child Find” and parent participation in developmental monitoring
• Update = Over 8500 Regional LTSAE Milestones Brochures Disseminated Across CA!
Learn the Signs. Act Early. State Systems Grant
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Next Steps: Regional Brochures Available In Spanish
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21
9
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Cadre Training Requirement for Awareness of ASD and EBP
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Training and Use of Specific EBPs
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48
17
35
55
15
30
43
12
45
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More Than ExpectedExpected LevelLess Than Expected
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bers
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SELPA Cadre Training Requirements on Specific EBPs
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52
30
18
56
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49
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More Than ExpectedExpected LevelLess Than Expected
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SELPA Cadre Coaching Requirements
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CAPTAIN EBP Implementation Award
Nomination Form on CAPTAIN website in
Resources!
QUESTION:Why are Implementation Awards important?
ANSWER:Research indicates that when you recognize and reward staff for their work and investment in the process of implementing EBPs you will have:
• Increased fidelity of implementation
• Improved sustainability
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CAPTAINEBP Implementation Award
• CAPTAIN Cadre Members will notify CAPTAIN Leadership using the award form on CAPTAIN website
• CAPTAIN Leadership will send a “CAPTAIN Implementation Award” back to the Cadre member who will forward the award to the individual and also makes sure the SELPA Director, Principal, etc. are informed
• Award will be announced via CAPTAIN Social Media platforms and announced each year at the Summits during “Hot Topics/What’s New in ASD”
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80% fidelity with the EBP over a period of at least 3 months
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CAPTAIN 007Gwen Baquiran, CAPTAIN Cadre
EBP: VISUAL SUPPORT * REINFORCEMENT
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CAPTAIN 007EBP: Visual Support
Casandra Guerrero, CAPTAIN CadreMichelle Stone and her Teaching Team
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CAPTAIN 007 IMPLEMENTATION AWARDEES
Colleen Forbrush, Resource SpecialistSan Benito County of Education
Katie Pretzer, Sp-Language PathologistSan Benito County of Education
Kristy JollyNew Brighton Middle School, Santa Cruz County Office of EducationNorth Santa Cruz County SELPA
Nancy MacLean, Site AdministratorSan Benito County of Education
Jeanette Billardi, TeacherCienega Elementary School, CienegaUSD
Liz Tonders, ParaeducatorCienega Elementary School, CienegaUSD
Michelle Goldstone, SpEd TeacherSan Benito High School District
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CAPTAIN 101 NorthIMPLEMENTATION AWARD
Michela Figini-Myers, CAPTAIN CadreMegan Walker, Education Specialist Nokomis Elementary SchoolUkiah USD Mendocino County SELPA
EBP: Visual Support and PECS
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CAPITAL CAPTAINIMPLEMENTATION AWARD
Mary Rettinhouse, CAPTAIN CadreJessica Knuth, VP of Operations Reach Adult Development, Inc.
Alta Regional Center, Sacramento, CA
EBP: VISUAL SUPPORT and REINFORCEMENT
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CAPITAL CAPTAINIMPLEMENTATION AWARD
Tammy Goin, CAPTAIN Cadre
Kelly Goodwin, TeacherCordova Lane Center
Folsom Cordova USD SELPA
EBP: PECS
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Training for Regional Center Vendors
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27
26
22
21
11
9
Individual Consultations on Specific Cases
Presentations at Staff/Unit Meetings
Consultation/Training through TA toFamilies/Programs
Presentations at Vendor Meetings
Presentations at Local/RegionalConferences
New Hire Trainings/Orientations
Frequency
2017
Methods for Providing Awareness Training to Vendors about ASD EBPs
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16
14
14
9
8
7
7
6
6
3
Behavior ServicesAdult Day Programs
ResidentialSocial Skills
Supported LivingIndependent Living Skills
Adaptive SkillsRespiteDaycare
Supported Employment
Frequency
2017
Types of Vendors Targeted in Trainings
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Regional Collaboration
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56
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Participation Regional Collaboration Meetings
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In Addition…Regional Groups have:• Held regional interagency CAPTAIN conferences• Hosted make and take events• Developed their own websites• Developed their own social media• Created their own newsletters• Participated at community events (e.g., Autism Walks, Parent Conferences
by Family Support Centers, Fiesta Educativa meetings, etc.)• Engaged in radio interviews to increase awareness about EBPs for ASD• Provided training to first responders in their communities• Created regional Google sites/Google docs to share resources• Provided support to other regions that experienced natural disasters (e.g.,
provided materials for teachers of students with ASD)
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“Managing Up”Meeting with Your Leaders
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Meet with Agency Leader After Summit to Review Training/Coaching/Regional Plan
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Meet with Direct Supervisor After Summit to Review Training/Coaching/Regional Plan
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CAPTAIN Focus Our First 5 Years
What:EBPs for
ASD
How:Effective Training,
Coaching and Cross Agency Collaboration
Context:Organizational
Factors Influencing
implementation
Better Outcomes
for Students with ASD
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Exploring Multi-Level Systems Factors Facilitating Educator Training and Implementation of EBP
What:EBPs for
ASD
How:Effective Training,
Coaching and Cross Agency Collaboration
Context:Organizational
Factors Influencing
Implementation
Better Outcomes
for Students with ASD
Funder: IES Goal 1 (exploratory) Dates: 9/1/2017 – 8/31/2020
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Explore the system level factors that may affect CAPTAIN scale up success
1. Identify factors related to CAPTAIN trainer outcomes (time in training; coaching; supporting staff)
2. Measure teacher and student outcomes related to training
3. Assess how system factors affect these outcomes
Larger Goal =Understand our unique CA context(s) to
inform use of EBPs and scale up
System Level
FactorsSELPA Structure
ResourcesCollaborationLeadership
Culture/Climate
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Phase 1 Phase 2 Phase 3
Cadre Survey (2017 – 2019) Focus Groups(2017 – 2018)
Multi-Level Data on Malleable Factors
that Affect Outcomes(2018 – 2019)
Social Network Case Study
Mapping Social Dynamics of EBP Implementation
(2018-2019)
Project Updates
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2.692.542.492.74 2.602.422.28
2.522.282.192.182.17
0
1
2
3
SingleMultiMulti w/ CoNSS
Mea
n
Unscheduled 1:1Scheduled 1:1Group
2.932.652.672.78 2.772.582.562.52 2.412.232.352.13
0
1
2
3
Mea
n Unscheduled 1:1Scheduled 1:1Group
What Are Most Common Methods of Information Dissemination/Training Across SELPA Types
OVERVIEW OF ASD EBP
SPECIFIC EBPs
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Focus Group Findings
Barriers to Implementation• Staffing issues
• Turnover• Access to substitutes• Workload
• Organizational structure• Attitudes of leaders and Gen
Ed staff• Unionized time for training
Facilitators of Implementation• Rewards• Recognition
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Barriers to Implementation fromall SELPA Cadre (Survey)
1.25.65.95.96.26.5
8.010.511.111.7
25.6
Lack of ResourcesStaff Turnover
OtherRole does not allow for training/coaching
Admin SupportFoundational Skills
Staff Buy-InBudget/Funding
Time for CoachingSubstitutes/StaffTime for Training
0.0 5.0 10.0 15.0 20.0 25.0 30.0
Percentage
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Top Barriers to Implementation of EBPs Across SELPA Types
Single
Time for Training
Budget/ Funding
Foundation Skills of
Staff
Multi
Time for Training
Staff Buy-in
Budget/ Funding
Multi w/ COE
Time for Training
Lack of Substitutes
Time for Coaching
Necessary Small
Time for Coaching
Lack of Substitutes
Time for Training
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Phase 1 Phase 2 Phase 3
CAPTAIN Cadre Survey/ Focus
Groups
Multi-Level Data on Malleable Factors
that Affect Outcomes
Social Network Case Study
Mapping Social Dynamics of EBP Implementation
Now In Phase 2
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Primary Survey MeasuresMeasure SELPA Distric
tScho
ol Specialist
sClass Staff
Implementation Climate Scale X X X X XOrganizational Climate Scale X X XImplementation Leadership Scale X X X X XEvidence-based Practice AttitudesScale
X X X
Implementation Citizenship Behavior X XASD EBP Resource Assessment Tool X X XDecision Making Structures and Methods
X X X
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Survey Respondents Needed!!!!SELPA
Directors
Directors of SPED/ SPED Admins/ Autism/Behavior
Specialists
Site Principals Where ASD Programs/Services
Occur
Teachers. Paras, DIS Providers of ASD
Programs/Services
SELPA Program Specialists and/or
Program Managersx Number of LEAs
x number of sites where ASD programs
occur We Need Your help!!!!
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Survey Information and Recruitment Video
1) Complete the statewide survey (if you have not yet)2) Prompt your directors to send it to the proper school sites and
specialists with a request to complete3) Cadre can assist us with recruitment by sending the request and/or
giving the survey info card to proper respondents
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Thank You and Welcome on Behalf of the CAPTAIN Leadership Team