Journey to Implementation of District VB program

Kellie Krause Author

03/16/2021 Added

7 Plays

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Journey to Implementation of District wide VB programming.

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[00:00:10.022]Hi, my name is Kelly Krause
[00:00:11.240]and I'm gonna be presenting today.
[00:00:13.480]A journey to implementation
[00:00:16.200]of district-wide verbal behavior programming
[00:00:19.280]and the manding sessions.
[00:00:21.760]Well let me share my screen.
[00:00:50.960]As I said, my name is Kelly Krause.
[00:00:52.770]I'm an autism program facilitator
[00:00:54.550]for Millard Public Schools.
[00:00:56.680]I've been a speech language pathologist for 22 years now
[00:01:01.550]and I've worked in mainly the schools.
[00:01:04.150]I've also worked in private practice.
[00:01:06.610]I've worked in the hospitals
[00:01:07.870]and a little bit in the nursing homes
[00:01:09.160]over those years.
[00:01:10.800]Schools have been my passion and working
[00:01:12.690]with kids with autism has been a passion for me as well.
[00:01:15.200]So the kids are truly the ones that I learn from the most.
[00:01:19.800]Each of them as individuals, we learn from them
[00:01:22.250]and they teach us more than any book or any session
[00:01:25.410]will ever teach us.
[00:01:27.290]So we're here today to talk
[00:01:28.630]about mandating verbal behavior programming
[00:01:31.540]how to implement that throughout a district.
[00:01:34.320]One of the things I wanna share with you
[00:01:35.670]is a cute little picture of my four kiddos.
[00:01:37.810]This is a few years ago
[00:01:38.870]but what's really interesting is to think about
[00:01:42.010]you see some of those family pictures
[00:01:43.820]and everybody's smiling
[00:01:44.830]and color coordinated and looking at the camera.
[00:01:46.860]And that's just not reality sometimes.
[00:01:49.140]Sometimes they're pulling each other's hair
[00:01:51.680]and making faces and not smiling at all for the camera.
[00:01:54.480]So just keep in mind that, you know
[00:01:57.200]nothing is ever perfect.
[00:01:58.780]We just do the best we can
[00:01:59.980]with what we have and we make it work for our district so.
[00:02:04.900]Alright, so our objectives for today
[00:02:07.370]are to talk about how to implement this.
[00:02:10.490]This is just our Millard program,
[00:02:12.530]our model of what we've been working on
[00:02:14.700]for quite a few years now.
[00:02:16.430]I've been the autism program facilitator for three years now
[00:02:19.270]this is my third year in the role.
[00:02:21.540]When I came into the district
[00:02:22.810]I had to figure out who had training and that type of thing.
[00:02:25.810]So our verbal behavior programming
[00:02:28.080]is across 35 buildings
[00:02:30.950]elementary up through our high school.
[00:02:32.890]And then also our young adult program.
[00:02:35.660]We are starting to go more into the birth to three
[00:02:38.390]age population with verbal behavior this year.
[00:02:40.700]So I'll talk about that today as well.
[00:02:43.980]You're also gonna learn about how to just organize
[00:02:46.280]trainings, figure out how to coach,
[00:02:49.920]provide coaches with coaching training.
[00:02:53.610]Talk about the programming
[00:02:54.910]throughout the district and how we have things implemented.
[00:02:58.010]And then we'll also talk the support of the ESU
[00:03:02.287]and the state network and how we got things rolling
[00:03:05.390]and who supports who and things like that.
[00:03:09.050]We'll also talk about just how to get that set up
[00:03:11.650]and how to transition between different grade levels.
[00:03:14.070]When kids move from fifth grade
[00:03:16.700]up to middle school programs and such
[00:03:18.680]we'll talk about the transitions and what that looks like.
[00:03:21.630]We'll also talk about how to coach our teams
[00:03:24.680]that are using verbal behavior using that fidelity.
[00:03:27.730]And then we'll also talk about how to collaborate
[00:03:30.350]with home and parents so that they know
[00:03:33.960]what the program means for their child.
[00:03:36.330]And then we'll talk about school and private therapy
[00:03:39.770]especially those local ABA therapists
[00:03:41.910]that we collaborate with so much.
[00:03:44.560]And it is so imperative that we have that relationship
[00:03:48.340]between whoever's working with the child.
[00:03:51.180]So it's kind of a triad between homeschool
[00:03:53.600]and any private clinics.
[00:03:56.310]So a long, long time ago, it was probably 17 years ago.
[00:04:00.010]I was an SLP in a building that had a preschool
[00:04:03.100]and we had an alternative curriculum program
[00:04:05.420]in the building.
[00:04:06.680]And what happened was we were handed this book
[00:04:09.250]called the ABLLS and it was here's every skill
[00:04:12.420]a child needs to know.
[00:04:14.210]And go ahead and use this because this is what they need.
[00:04:17.840]Well, there was a little bit of training maybe,
[00:04:20.190]but not much.
[00:04:21.150]And there was no errorless teach, none of the cold probes
[00:04:24.430]none of the data collection back then.
[00:04:26.610]I think it's really evolved over the years
[00:04:28.940]and become such a fine oiled machine
[00:04:32.610]that we can help train our staff on
[00:04:35.250]and help guide them through coaching.
[00:04:38.660]So the trainings that ESU three has provided
[00:04:41.260]our staff with includes the intensive
[00:04:43.770]three day overall verbal behavior.
[00:04:46.680]It's a very intense program.
[00:04:47.870]A lot of times I'll have staff come back and say
[00:04:49.727]"while I was doing that
[00:04:50.650]I just didn't know it was called that"
[00:04:52.110]or "I didn't know the exact process.
[00:04:54.430]And so we can fine tune what we're doing with our students."
[00:04:57.800]We also are learning that with verbal behavior
[00:05:01.120]when they go to the three-day training
[00:05:02.350]it almost feels like it's a class in college.
[00:05:06.450]It's very intense.
[00:05:07.630]It's a lot of information in three days,
[00:05:10.760]it's kind of overwhelming for some staff.
[00:05:12.720]For others they get it
[00:05:14.120]and they're right on it and using it right away.
[00:05:16.660]So it just kind of depends on the people
[00:05:18.750]that go to the training.
[00:05:20.360]The other trainings after that would include
[00:05:22.670]a two day early learner for our younger kiddos
[00:05:25.650]or kiddos that need a little bit more.
[00:05:28.250]And then we also have on the other end of the spectrum
[00:05:30.290]a two day advanced training that ESU three offers.
[00:05:33.450]And that's for our kiddos that have more advanced language
[00:05:36.810]but we wanna push them to the next levels as well.
[00:05:39.630]Now, the ESU does provide a day of training
[00:05:43.940]for support staff to kind of give them an overview.
[00:05:47.070]And that's been very beneficial
[00:05:48.580]for a lot of our support staff as well.
[00:05:51.320]And then over the past couple of years
[00:05:52.790]we've done a coaching of coaches training.
[00:05:55.610]And we'll talk about that a little bit later too.
[00:05:57.480]But it's been really beneficial
[00:05:59.610]for us to learn how to coach other people
[00:06:03.230]from the basic beginnings of verbal behavior
[00:06:05.760]and then move on up to really taking off
[00:06:08.700]with these programs and implementing them with our students.
[00:06:11.860]The last thing on here I have
[00:06:13.190]is just the motivating operations video
[00:06:15.160]that the state put together.
[00:06:17.810]And it is a wonderful video that I use
[00:06:19.910]even if people aren't trained in verbal behavior,
[00:06:22.360]our staff really benefits from this video.
[00:06:24.560]And they learn so much about how to work with kids
[00:06:27.560]and how to motivate them and how to get them
[00:06:29.690]to want to work with you and to do this work so.
[00:06:34.450]Okay, so our starting point
[00:06:35.970]for me was when I came into this role three years ago
[00:06:38.850]a lot of people had already been through the training.
[00:06:41.420]But I didn't know who had, had which trainings
[00:06:44.040]and which kids were using verbal behavior programs
[00:06:47.720]and which teachers really understood it
[00:06:50.710]and took off with it with fidelity
[00:06:52.610]and who kind of need a little bit more guidance.
[00:06:55.840]So I created a Google form
[00:06:57.670]and all I did really was put on there.
[00:07:00.500]What are the optional trainings that we have
[00:07:02.870]through ESU three or through our district for autism
[00:07:06.500]including all of the verbal behavior trainings.
[00:07:09.000]And then I created a list of which staff
[00:07:11.060]cause we have a lot of staff like I said
[00:07:13.980]had been through the training
[00:07:15.040]but I wasn't sure who had had which trainings.
[00:07:17.580]And then I had to look at our students, what did they need?
[00:07:21.030]Did they need to continue verbal behavior?
[00:07:22.920]Did they need more of the early learner
[00:07:24.640]or the advanced language
[00:07:26.490]depending on where the students were
[00:07:28.780]I had to kind of figure that out as well.
[00:07:31.170]Where we're at today is we have a number of staff
[00:07:35.330]that are certified.
[00:07:36.340]And let me explain our programs a little bit.
[00:07:38.550]We have our resource teachers
[00:07:41.220]and then we've got our alternative curriculum programs.
[00:07:43.750]So you'll hear me say an ACP classroom.
[00:07:45.790]That's our alternative curriculum program.
[00:07:47.980]And all of our teachers that elementary
[00:07:50.220]up through our young adult program are trained in that.
[00:07:52.700]We also have a structure behavior skills program
[00:07:54.910]and quite a few of our students
[00:07:56.140]in those programs use verbal behavior as well.
[00:07:58.730]So those teachers and our SLPs
[00:08:00.760]our speech language pathologists are also trained.
[00:08:04.210]So right now we have four of our staff
[00:08:07.430]that are birth to three staff using verbal behavior.
[00:08:10.690]20 preschool staff, 28 elementary, 12 middle school staff
[00:08:15.870]and four high school staff.
[00:08:17.260]So a total of 68 staff members
[00:08:19.850]that are running programs right now.
[00:08:22.590]And then our number of students
[00:08:24.210]that are using verbal behavior programming
[00:08:26.560]are 17 in preschool, 52 in elementary,
[00:08:30.161]18 in middle school and five students in our high schools.
[00:08:34.350]So a total of 92 students that were coaching
[00:08:37.427]their programs throughout the district.
[00:08:40.220]So if you think about it as a construction analogy
[00:08:43.100]we are building a house, right?
[00:08:45.980]And we've got all these workers that need the training
[00:08:49.500]so that they know what to do
[00:08:51.330]but then they also need the materials.
[00:08:52.950]And I'll talk a lot about materials today
[00:08:54.710]and how to get things up and running.
[00:08:57.340]And then you also just need to make sure
[00:08:58.980]that everybody's collaborating together.
[00:09:00.880]So that you've got that plumber coming in
[00:09:03.260]and he knows what the electrician is doing.
[00:09:05.790]And the general contractor who's that German teacher
[00:09:08.820]is everybody on the same page
[00:09:10.160]and working together to make sure that this is built
[00:09:13.610]with fidelity and exactly what our students need.
[00:09:16.890]So that it makes it very individual.
[00:09:19.250]Now, my role as a program facilitator
[00:09:21.600]I work with all students in our district
[00:09:24.450]and their families and their teams birth to 21.
[00:09:27.740]We also have two elementary program facilitators
[00:09:30.820]that work with all of our specialized staff and students.
[00:09:33.930]We have one middle school program facilitator
[00:09:36.477]and one high school program facilitator.
[00:09:39.480]So they are also coaches
[00:09:41.770]and kind of helped me to figure out coaching
[00:09:44.070]and throughout the district, this bigger picture.
[00:09:48.410]So really when you get down to it like I said
[00:09:50.650]you gotta look at what is already going on.
[00:09:53.620]Kinda think about as you're driving along
[00:09:55.730]you're gonna look in the rear view mirror
[00:09:57.110]to know like, okay where have we been presently?
[00:10:00.170]Where am I?
[00:10:01.003]And then looking forward, where are we going?
[00:10:02.960]So thinking about the who, which of your staff
[00:10:07.290]have the training?
[00:10:08.830]Do they need it or do they not?
[00:10:11.470]And then which of your students need verbal behavior?
[00:10:14.090]So it's not just for kids with autism
[00:10:16.590]you can use it with a lot of students with needs
[00:10:20.230]but majority of our students with autism
[00:10:22.420]do have this program running in our district.
[00:10:25.830]So you think about just the number of staff
[00:10:29.330]that can attend those trainings.
[00:10:30.970]Right now there's three or four times a year
[00:10:34.970]that the three-day verbal behavior training
[00:10:37.110]is offered in our ESU three.
[00:10:39.140]And so we are given so many slots for that.
[00:10:42.600]So we have to figure out who can go
[00:10:44.500]and at what time and which students need it.
[00:10:47.070]So it's kind of that fine motor of like
[00:10:49.450]we're figuring everything out all at the same time.
[00:10:52.190]We're figuring out which trainings, who's going,
[00:10:55.430]when can they go?
[00:10:56.820]As we bring in new staff onboard
[00:10:59.040]we have to send that staff to training too
[00:11:00.890]depending on the kids already have a program up and running.
[00:11:04.110]We've been bringing this more into our resource teachers
[00:11:07.310]at the elementary level
[00:11:09.020]because we have a lot of preschool students that will start.
[00:11:11.870]And then they move to a building
[00:11:13.060]that the teachers haven't been trained yet.
[00:11:14.770]So we're bringing those teachers back to make sure
[00:11:16.850]that they have the training.
[00:11:18.630]One of the things too, that we struggled with this year
[00:11:20.930]with the pandemic was we didn't have enough staff
[00:11:23.920]to be in subs to be able to send people to trainings.
[00:11:27.440]So what we ended up doing was we sent
[00:11:29.100]a lot of our speech language pathologists
[00:11:30.960]that didn't need a sub.
[00:11:32.440]And then we ended up starting to send
[00:11:33.900]some of our birth to three.
[00:11:35.260]And I'll talk about that a little bit later
[00:11:36.740]and the benefits of that.
[00:11:38.180]It kind of worked out really nicely for us.
[00:11:41.160]One other thing that I did was I created
[00:11:42.860]a one hour overview for some of those teachers
[00:11:45.470]who had, had the training in the past.
[00:11:47.560]But either used it with a student
[00:11:49.140]and then didn't have a student the next couple of years
[00:11:51.330]or they just still just didn't feel comfortable
[00:11:53.380]with the program.
[00:11:54.860]So I created a one hour overview
[00:11:56.520]so that I could go back and train those staff members
[00:11:59.910]so that they did feel comfortable with it.
[00:12:03.880]So when I talk about coaching the coach,
[00:12:06.820]we have our program facilitators
[00:12:11.120]and I trying to coach all of that huge number
[00:12:14.240]of 68 different staff members that I mentioned earlier.
[00:12:17.340]What was wonderful is we were able to get coaching training.
[00:12:21.400]So it was coaching of the coaches.
[00:12:23.410]And we learned so much through going through the training.
[00:12:28.860]And I'll talk about these ladies on the next side.
[00:12:31.130]We had staff come out and help us to figure out
[00:12:35.350]what we needed to learn.
[00:12:36.890]What were our skills as coaches,
[00:12:38.820]so that we could provide our team members
[00:12:41.390]that were running the program, the right feedback.
[00:12:44.160]So yes, we have a fidelity checklist and yes,
[00:12:47.540]sometimes they would come out
[00:12:48.750]and work with us directly, observe a student.
[00:12:51.670]We would give feedback.
[00:12:52.940]They would coach us on the feedback.
[00:12:54.470]Were we on the right track or not
[00:12:56.390]or where we kind of hitting that mark
[00:12:58.640]but needed a little bit more guidance
[00:13:00.110]on what to tell our staff as far as next steps
[00:13:02.610]for coaching them.
[00:13:05.090]So what we do is we get together once a month
[00:13:07.970]the program facilitators and I
[00:13:10.070]and look at who needs training, who are we sending next?
[00:13:14.320]When are those trainings available?
[00:13:16.970]We work through that in really just trying to make sure
[00:13:21.490]that we have everything moving in the right direction
[00:13:23.590]moving forward with staff's needs,
[00:13:26.640]students' needs materials, et cetera.
[00:13:29.610]Once people go through the training
[00:13:31.420]they will get all the information from ESU three
[00:13:33.857]and the trainers that have been nationally trained.
[00:13:36.950]So we created a district folder
[00:13:38.750]to put all of those resources in.
[00:13:40.460]So it's at their fingertips
[00:13:42.180]and then the ESU three also has a link.
[00:13:44.080]And I'll share that on our next slide to talk about that.
[00:13:46.680]So what's really great though, is just knowing
[00:13:49.770]that some people need a little bit more extra time.
[00:13:52.870]Some people just need you to walk
[00:13:55.620]through it with them to get things up and running.
[00:13:57.530]And then once they have it, they take off with it
[00:13:59.740]and they're helping coach each other too.
[00:14:02.240]So that's really the beauty in the program
[00:14:03.910]as it takes a village
[00:14:05.960]and everybody's kind of working together
[00:14:07.710]towards the same goal.
[00:14:10.030]So I just wanna say thank you
[00:14:11.490]to the people who did our training.
[00:14:14.150]Teri McGill runs such a wonderful program
[00:14:17.290]at ESU three with all of the trainings.
[00:14:19.820]She created this website too that has everything
[00:14:22.780]in one place, which has been a godsend for us.
[00:14:25.530]To make sure that we're sharing that stuff out
[00:14:28.030]with our teams and making sure
[00:14:29.900]that everybody's in the know about what they need.
[00:14:33.094]Stacy and Kaye came out and helped us train
[00:14:36.370]when they weren't able to actually come out
[00:14:37.970]to the buildings.
[00:14:38.803]We ended up sharing videos of our teachers
[00:14:40.960]doing airless teach sessions and showing pictures
[00:14:44.510]of the data collection books.
[00:14:46.340]And we were able to work through technology
[00:14:49.740]to make sure that we were being coached as coaches,
[00:14:52.760]but our staff was also being coached
[00:14:54.830]and next steps and figuring out what everybody needed.
[00:14:58.410]These ladies have also done so much
[00:15:00.300]in putting together things like I said earlier.
[00:15:02.530]When I was handed that book 17 years ago,
[00:15:05.140]as an SLP and figure it out
[00:15:07.800]this has been great to have all the resources from them.
[00:15:10.540]Cause everybody who's learned along the way
[00:15:12.960]has been willing to share those resources,
[00:15:14.900]those cheat sheets and things like that.
[00:15:16.740]So that's really been beneficial for everybody
[00:15:19.170]to help each other out.
[00:15:21.960]Okay, so when it comes to the list of materials
[00:15:24.300]what we needed was we created a Google form
[00:15:27.610]when staff members were asking for certain materials.
[00:15:30.910]So whether they needed the three by five cards
[00:15:33.680]the language cards, binders, dots, et cetera
[00:15:37.460]any of those things.
[00:15:38.640]And I've got a list on the next page.
[00:15:40.180]We'll talk about, as far as specific materials.
[00:15:43.400]We've created a Google form
[00:15:45.430]and then our staff can go in and check what they need.
[00:15:47.840]And we could get that sent out to them or delivered to them.
[00:15:50.830]When we have new students start
[00:15:52.220]on a verbal behavior program, we're making sure
[00:15:54.730]that every student has their own materials
[00:15:57.850]and that those materials then will transfer with them.
[00:16:00.780]So we have certain storage containers
[00:16:03.240]that we bought that I'll show you.
[00:16:04.840]We purchased for each of our alternative curriculum programs
[00:16:07.700]so that everybody had the same material.
[00:16:11.310]So if they were to switch buildings
[00:16:13.320]it would still look the same.
[00:16:15.040]Everything would still be the same
[00:16:16.380]as far as what the materials were.
[00:16:19.210]And then we created a checklist.
[00:16:21.100]I created this list
[00:16:22.930]cause what I found was sometimes
[00:16:24.860]the materials would get to the next building.
[00:16:26.800]Sometimes they wouldn't, or it'd be just parts
[00:16:29.170]or nobody knew where things were.
[00:16:31.090]So I created a checklist so that when our kids
[00:16:33.280]move up from our preschool to our kindergarten program,
[00:16:36.320]here's all of their materials.
[00:16:37.690]It goes with them just like their iPad or wheelchair
[00:16:40.800]anything else that the child needs.
[00:16:43.220]If kids are moving from fifth grade
[00:16:44.860]to our sixth grade middle school
[00:16:47.000]or to ninth grade at our high school.
[00:16:48.850]Or even after high school to our young adult program,
[00:16:51.750]we have that checklist of materials
[00:16:53.900]so that, that can continue with our students.
[00:16:57.650]So here's the checklist.
[00:16:58.790]I'm not gonna read it for you, but just wanted to share.
[00:17:01.310]I let staff know every child gets their own assessment
[00:17:04.350]whether it's the ABLLS, the VBMAPP or the AFLS.
[00:17:07.370]We did go ahead and purchase an AFLS
[00:17:09.410]for each of our buildings at the middle school level
[00:17:13.520]and our three high schools so that they had that.
[00:17:16.280]And that's the assessment of functional living skills
[00:17:18.880]which was also another training that we attended.
[00:17:21.630]And then we send staff to where they watch the video
[00:17:24.190]the webinar that the state put together
[00:17:26.500]so that we can make sure
[00:17:27.640]that they have the correct training.
[00:17:29.300]Then each kid has their own assessment.
[00:17:31.460]They've got their own materials.
[00:17:32.870]And this is just a picture of a photo box
[00:17:35.660]that we purchased from Michaels.
[00:17:37.820]So that each of the buildings had the same materials
[00:17:40.810]if they had multiple students on the program
[00:17:43.470]then everything looked the same building to building.
[00:17:46.280]And I kind of joke with staff sometimes
[00:17:48.020]that I feel like a dealer sometimes.
[00:17:49.510]Cause my entire trunk is filled with language cards,
[00:17:52.100]three by five cards, binders, dividers, anything you need
[00:17:56.040]I've got it in the back of my car so.
[00:17:59.760]Okay, this is just a quick video to show you.
[00:18:02.920]It takes a lot of time to get the program up and running
[00:18:06.850]and to be able to provide staff
[00:18:08.440]with a sub was nice in the past.
[00:18:11.040]We had been able to give them a sub
[00:18:12.520]for a half day to help build that program.
[00:18:14.840]Without subs this year
[00:18:16.010]we've been kind of being creative and using teacher workdays
[00:18:19.730]or coming out and working with them
[00:18:22.190]during their planning time
[00:18:23.350]so that we could get programs up and running.
[00:18:25.520]So just a quick little video to show you
[00:18:27.900]how much work goes into building these programs.
[00:18:39.860]So you get those teachers that are really organized
[00:18:42.180]and really wanna lay things out
[00:18:43.800]and make sure they've got all their bases covered
[00:18:45.740]with the data collection.
[00:18:47.490]But you've got your binder you've gotta create your cards.
[00:18:50.010]You've gotta figure out the assessment.
[00:18:52.110]So there's lots of things
[00:18:53.067]and we wanna make sure that we're consistent with this.
[00:18:56.240]Oops.
[00:18:57.510]Okay.
[00:18:58.380]So when it comes to data collection and that consistency
[00:19:01.370]is do all of our students have the right assessment.
[00:19:05.080]So VBMAPP is usually for our littles.
[00:19:08.250]And when I go to talk about our ABA clinics,
[00:19:11.230]you'll see we really wanna collaborate with them.
[00:19:14.940]So that we're all on the same page
[00:19:16.790]with what we're doing and what skills we're working on.
[00:19:19.040]So we're not working against one another.
[00:19:20.960]So we've got the VBMAPP.
[00:19:22.330]We have our ABLLS assessment, all those skills
[00:19:24.243]that a child needs to know until age
[00:19:26.130]I think it was 11 or 12.
[00:19:27.950]And then our assessment of functional living skills
[00:19:29.930]for our kiddos that are needing more life skills.
[00:19:33.640]And then we have PEAK which is the new assessment
[00:19:36.630]and new protocol of verbal behavior
[00:19:38.860]kind of that latest innovation.
[00:19:40.280]Some of us in the state have been through training.
[00:19:42.760]And I think you'll be hearing more
[00:19:44.090]about that at another session today.
[00:19:46.350]So great information, love it,
[00:19:49.110]trying to figure out how all this
[00:19:50.390]is gonna keep working and moving forward.
[00:19:52.210]So when it comes to collaborating then
[00:19:54.670]with our clinics in the Omaha area,
[00:19:58.120]we really appreciate the fact that sometimes
[00:20:00.470]they already have done a VBMAPP.
[00:20:02.090]Or they already have done an ABLLS
[00:20:03.860]or if we've already done it
[00:20:04.840]we can share that with them and make sure
[00:20:06.400]that we're all working towards that same goal for students.
[00:20:10.800]It's all about a team.
[00:20:12.270]It's all about collecting that data
[00:20:13.900]and moving to next steps.
[00:20:15.810]Some of our teams have been really inventive
[00:20:17.970]in how they figure out how to do a spreadsheet
[00:20:20.690]and how I keep track of materials and what the child needs.
[00:20:24.140]So we did make graphs.
[00:20:27.190]We encourage them to, yes, some people like to use
[00:20:30.080]more of the paper, pencil, others like more of a computer.
[00:20:33.130]And we use that information though,
[00:20:35.410]just to make sure we're moving forward with our goals.
[00:20:38.730]When we talk to our teams about training,
[00:20:41.240]it's usually the teacher who is the main person
[00:20:44.350]who's seeing the student every day.
[00:20:46.670]Our speech language pathologist is coming in and working
[00:20:49.110]on those language goals during their time
[00:20:50.920]throughout the week.
[00:20:52.030]And then we also had our parents trained for those teachers
[00:20:55.930]who are using the program and that way they can help
[00:20:58.520]with the cold probe or that data collection every day.
[00:21:00.800]So that we are ensuring that we are collecting
[00:21:03.300]that information daily, so.
[00:21:06.280]This next slide just shows you an example
[00:21:08.760]of one of our teams took the information,
[00:21:11.500]created their own spreadsheet in Google drive.
[00:21:14.410]And that way they can keep track of things on here
[00:21:17.940]as well as in the spreadsheet
[00:21:20.280]and then as well as on the cards.
[00:21:22.280]But it kind of gives you the overview
[00:21:23.730]and then that's something that they can share out
[00:21:25.290]with parents.
[00:21:26.123]Sometimes the parents wanna see
[00:21:27.880]what their child's working on,
[00:21:29.000]or sometimes they just wanna see
[00:21:30.070]the progress and those data charts
[00:21:32.400]that show our monthly graphs of here's, where we're at
[00:21:35.940]and here's where we're at next.
[00:21:37.300]So we just kind of wanna always make sure
[00:21:39.320]we're moving forward.
[00:21:42.470]As I mentioned before, we collaborate very much
[00:21:46.160]I have them all listed here
[00:21:47.400]all the different local ABA clinics
[00:21:49.230]that we have students that are receiving therapy
[00:21:51.540]from them that are in our schools.
[00:21:53.610]So the one thing I would stress the most
[00:21:56.790]is just make sure that you have that release of information
[00:21:59.270]signed by parents before you start collaborating with them.
[00:22:02.860]It's been wonderful to work with them
[00:22:04.260]in the last couple of years though.
[00:22:05.240]And build those relationships
[00:22:06.580]across the district and across the Omaha area.
[00:22:10.930]Not everybody's gonna have this situation
[00:22:13.170]but if you do, it's been really, really beneficial
[00:22:16.220]for our teams to collaborate with them and make sure
[00:22:19.340]that we are working towards those same goals
[00:22:21.370]and the same assessments and things like that.
[00:22:26.500]So this is an example of VBMAPP
[00:22:28.430]that one of our teams was shared.
[00:22:31.850]And then just talking about our coaches,
[00:22:34.380]like I said before it's our program facilitators
[00:22:37.910]and I get together once a month and we figure out
[00:22:40.154]where are we at with each of our teams.
[00:22:42.140]Who needs what, who's going where,
[00:22:44.310]it's all just kind of a fine dance
[00:22:45.880]of like that coaching.
[00:22:46.990]And if we're out at the buildings
[00:22:48.750]and we could see the programs, great.
[00:22:50.440]If not, we've asked some of our teams
[00:22:52.140]to send in videos and then we give them
[00:22:54.110]that fidelity checklist and go through that
[00:22:56.590]to say "how are things going?
[00:22:58.850]Good, bad, ugly."
[00:22:59.870]Like some teams they've taken it, they've run with it.
[00:23:04.500]We hardly ever have to talk to them about it.
[00:23:06.280]Cause they already realized next steps
[00:23:08.400]of what their student needs.
[00:23:09.890]Other teams are needing a little bit more guidance
[00:23:12.860]and having that time to implement a program
[00:23:16.070]or to keep things running or to know
[00:23:17.610]like where do we go next, so.
[00:23:21.610]All right.
[00:23:22.443]As you can tell it's Saturday (laughing)
[00:23:24.610]our lovely alarms are going off.
[00:23:30.580]Okay.
[00:23:31.800]Cheat sheets.
[00:23:32.750]I created a file folder for each of our coaches
[00:23:36.850]as you can see here.
[00:23:40.120]And what it has is a checklist of all of the things
[00:23:44.190]you need to do from beginning to end.
[00:23:46.780]So have you completed your assessment?
[00:23:48.620]Have you figured out the reinforcement
[00:23:50.450]that works for the student?
[00:23:51.900]Have you figured out their VR?
[00:23:53.390]That's one thing a lot of teams forget, a variable ratio.
[00:23:56.840]How much can the student do
[00:23:58.110]before you need to reinforce them?
[00:24:00.720]So we have that done and written
[00:24:04.370]up next to wherever they're working with their students
[00:24:06.640]so that we know whoever's working
[00:24:08.380]with that child knows what their VR is.
[00:24:09.593]Knows what the reinforcement is,
[00:24:11.510]knows what the data is, what we're saying.
[00:24:13.680]And we're consistent across things.
[00:24:15.750]We also have an ABLLS cheat sheet
[00:24:17.670]which has been really nice to show staff
[00:24:20.630]that you don't have to start with the big, huge ABLLS book
[00:24:23.810]and assess every area you can start and figure out
[00:24:26.390]like where exactly is the kiddo and then go from there.
[00:24:29.890]We also have the fidelity checklist.
[00:24:32.370]I always give this to teams beforehand
[00:24:34.240]and say this is what I'm gonna be looking for.
[00:24:36.434]I'm not your administrator.
[00:24:39.240]I'm not gonna be telling you,
[00:24:40.960]I'm not gonna be writing you up or anything like that.
[00:24:43.760]I'm just here to coach you from wherever you're at.
[00:24:45.930]We'll help you move to next steps.
[00:24:47.390]Wherever the kids program is at, that's what we're gonna do
[00:24:50.160]is figure out what are our next steps.
[00:24:51.820]Here's one or two things to work on
[00:24:53.860]until the next time I come back out to coach you.
[00:24:56.740]Okay.
[00:24:57.655]And then we also have some little cheat sheets
[00:24:58.710]that we share with the teams.
[00:25:01.710]And I don't remember which person
[00:25:04.530]which coach trait did this
[00:25:06.370]but created this lovely document
[00:25:08.600]that has all of the operants and what to say
[00:25:11.480]and what it looks like and just different examples
[00:25:14.020]for staff.
[00:25:14.853]So we always share that with our staff too.
[00:25:16.430]Here's all the cheat sheets, we'll walk you through
[00:25:18.960]this program, we'll get you the next steps.
[00:25:22.720]Okay.
[00:25:24.800]And then we also wanna make sure
[00:25:26.063]that we're educating all of our stakeholders.
[00:25:28.390]So before our staff ever even goes to training
[00:25:31.470]we will share out some information sheets
[00:25:33.570]with the administrators in our building.
[00:25:35.630]So they understand what kind of training
[00:25:37.690]they're going to, why are we doing this?
[00:25:40.470]Which students is it gonna benefit?
[00:25:42.190]And things like that.
[00:25:44.140]Once staff completes that training then
[00:25:46.310]and it's our ACP, our alternative curriculum program
[00:25:49.470]our structured behavior skills,
[00:25:51.070]our resource teachers and other speech language pathologists
[00:25:54.250]that are attending the trainings.
[00:25:56.110]And then when they come back
[00:25:57.240]we can help coach them to next steps.
[00:26:00.300]Like I said before, I also created a one hour
[00:26:02.750]kind of an optional review for the staff
[00:26:04.910]that had been trained.
[00:26:06.250]But needed a little bit of guidance
[00:26:07.890]on, oh don't forget about this.
[00:26:09.440]Don't forget about all the operants
[00:26:11.020]and how reinforcement should work and things like that.
[00:26:13.770]So I created that and just offer it here and there
[00:26:16.420]throughout the school year so that they can learn from that.
[00:26:21.500]Then one last thing that we did was we had
[00:26:23.670]the trainers come out and do a training
[00:26:27.420]for us with our paraprofessionals, the one day training.
[00:26:31.210]So we got to see what that training looked like.
[00:26:33.710]And now we're able to take that
[00:26:35.670]and train our paraprofessionals twice a year.
[00:26:38.650]So in October and February, we have one day
[00:26:41.110]that's a staff training day.
[00:26:43.120]Usually during conference time
[00:26:44.580]that our paraprofessionals are able to attend.
[00:26:47.210]This last time when we did this in February
[00:26:49.720]we had 33 parents attend the training
[00:26:52.340]from our preschool on up through our high school level.
[00:26:55.130]So people from all over our district
[00:26:57.750]we are just kind of moving them from wherever they're at
[00:27:00.390]to the next step.
[00:27:01.305]And making sure that we continue to make that progress.
[00:27:05.940]When it comes to student progress,
[00:27:07.620]looking this is just the front of an ABLLS book.
[00:27:10.900]I absolutely love the fact
[00:27:12.290]that we can share with parents.
[00:27:14.370]Here's where they were.
[00:27:15.960]Here's where they are six months
[00:27:17.310]from now or a year from now.
[00:27:18.410]We can go back and see
[00:27:20.210]that we know that our kids are making progress.
[00:27:22.284]To be able to actually see this progress
[00:27:25.600]and share this with a parent.
[00:27:27.300]We have had so many parents in tears just knowing
[00:27:29.820]like I knew my kid was coming a long way
[00:27:32.240]but I didn't realize it was this much.
[00:27:33.890]Or to see how great that progress is
[00:27:36.030]it's absolutely wonderful to be able to share that
[00:27:37.970]with parents, but it's also a good feeling
[00:27:40.140]for our teachers who are running the program.
[00:27:42.227]"Hey, look at what I've been doing.
[00:27:43.800]I can actually see my work now."
[00:27:45.840]Sometimes we don't get to see the work that we do.
[00:27:49.100]And that's one of the things
[00:27:50.280]that our birth to three teams shared with me.
[00:27:53.650]We work with these kiddos sometimes
[00:27:55.130]for two years when we send them up and they're like
[00:27:57.407]"what have you been doing?"
[00:27:58.760]And now we can show them,
[00:28:00.127]"look here's where they were when they started with this.
[00:28:02.690]And here's where they, we are now."
[00:28:05.730]Okay.
[00:28:06.563]So the last part I wanna talk about is manding sessions.
[00:28:09.651]The three-day training looks a little bit different
[00:28:12.190]than it did in years past where we're focusing
[00:28:15.120]a lot more on manding sessions.
[00:28:17.020]So manding is just requesting, what do you want?
[00:28:19.750]What does a kid want?
[00:28:20.952]And these are all different examples on here
[00:28:23.760]of how to figure out what a kiddo
[00:28:26.220]how they can mand for different things.
[00:28:28.200]So a lot of times I will start with teams
[00:28:30.860]and make sure that they have a reinforcement survey
[00:28:33.230]completed by the parents or by the student if they're older.
[00:28:36.360]And asking them "how do we set up these sessions
[00:28:38.700]throughout the day?"
[00:28:39.730]Yes, we've got our cold probe and we've got
[00:28:41.520]our airless teach sessions scheduled
[00:28:43.250]throughout the day.
[00:28:44.220]How do we bring in that manding session?
[00:28:46.040]It's a little bit more natural for our littles in preschool
[00:28:48.560]where it can be during snack time.
[00:28:50.750]So can they mand for the cup and the napkin
[00:28:53.700]and the goldfish crackers and the drink and everything else?
[00:28:57.490]And then we can build it to other things from there.
[00:29:00.190]With our older kiddos, can we have them in elementary,
[00:29:03.080]give them all the materials except for the pencil
[00:29:05.230]or that one thing that they really need.
[00:29:07.000]And they have demand for that and request that.
[00:29:09.520]So how to just be creative and making sure
[00:29:12.170]that we are adding those sessions in daily for our students
[00:29:15.890]so that we're building that functional communication.
[00:29:19.800]Once those are scheduled, then I also encourage staff
[00:29:23.020]and there's some really nice cheat sheets
[00:29:24.930]out there that how do you collect that data?
[00:29:27.620]How many times are they manding or requesting things?
[00:29:30.370]How natural is it?
[00:29:31.860]And it doesn't have to be verbal.
[00:29:33.270]Is it with pecs or is it with a device
[00:29:35.760]or is it with some other low tech picture?
[00:29:39.953]We wanna make sure that it is the most functional
[00:29:42.060]for our students and making sure
[00:29:43.930]that we're hitting those skills, that they're missing.
[00:29:49.180]So kind of just an overview.
[00:29:50.840]We wanna continue to sustain the programs that we have.
[00:29:54.160]We wanna continue that professional development
[00:29:57.490]and making sure everybody's got the right training
[00:29:59.610]that they have.
[00:30:00.850]How do we make sure that they have the programs
[00:30:03.300]running with fidelity?
[00:30:04.760]We always tell them, no one's perfect.
[00:30:06.650]You're doing the best you can with what you know.
[00:30:09.000]We'll coach you the next steps.
[00:30:10.300]We'll give you that next goal
[00:30:11.830]every time we come out.
[00:30:13.300]How do we continue to improve for our students
[00:30:16.010]in what we're doing and what works for them?
[00:30:19.670]And then some teams have been kind of resistant.
[00:30:22.070]We've had a lot going on this past year
[00:30:24.110]with stress, with COVID, with workloads.
[00:30:26.760]Just not being able to send people to trainings.
[00:30:28.760]It's been really difficult to work through that process
[00:30:31.720]this past year but we're still moving forward.
[00:30:34.310]We still try to guide them like I said.
[00:30:36.170]We were able to send other staff
[00:30:37.670]to the training since we didn't have subs
[00:30:39.480]for new staff that came in this year.
[00:30:42.940]So we're hoping to be able to send them next year
[00:30:44.740]to the three-day training.
[00:30:46.590]And then just looking down the road
[00:30:48.630]at that new innovation, more information,
[00:30:52.070]more professional development, we all need that time.
[00:30:55.130]And I'm really appreciative
[00:30:56.880]of all of the webinars that our trainers
[00:30:59.590]have created that are on a state website.
[00:31:02.600]That for our staff to be able to say,
[00:31:05.147]"okay, we've got some time.
[00:31:07.620]Here's the training, here's the materials.
[00:31:09.880]Let's put it all together
[00:31:11.440]and make sure that we're moving things forward."
[00:31:13.160]And as our kiddos come up with more and more programs
[00:31:16.110]we're having to train more staff and make sure
[00:31:18.210]that everybody who comes in knows what our programs
[00:31:21.850]look like and can move to the next steps with our kiddos.
[00:31:26.510]So as far as just hopes and dreams for the future,
[00:31:28.760]we know that as we add more and more training
[00:31:32.420]and more students that are using the program.
[00:31:34.660]That train just gets heavier
[00:31:36.510]and heavier as we move forward.
[00:31:38.470]And we wanna make sure that we are continuing
[00:31:40.640]to move forward with what people need.
[00:31:43.130]Do they have that fidelity checklist
[00:31:45.460]when it comes to PEAK and other new innovations.
[00:31:47.680]Are we getting the training to our staff and what they need?
[00:31:50.930]And it's heavier.
[00:31:54.170]But the more that we have more people
[00:31:56.130]what I found was we have one team
[00:31:58.270]that just went through training recently.
[00:32:00.480]And they're in the preschool
[00:32:03.000]but in their building is an alternative curriculum program.
[00:32:05.670]And that staff went to the training last year.
[00:32:08.130]Well, they had started it with just a couple of kiddos
[00:32:10.250]and saw how wonderful it was and how great it's working.
[00:32:13.200]So now they're able to help collaborate
[00:32:14.890]and work together with each other.
[00:32:16.950]So if you build it, they will come
[00:32:19.630]and you will just have to keep training
[00:32:21.100]more and more people.
[00:32:23.630]So it's just such a wonderful program.
[00:32:25.340]I can't say enough great things about verbal behavior.
[00:32:28.040]We really appreciate Terry and all the trainers
[00:32:30.860]and all that they've done for us to become coaches
[00:32:34.410]for all of our staff that are running the programs
[00:32:36.880]in our district.
[00:32:38.960]So we're gonna spend some time
[00:32:42.300]with questions and answers.
[00:33:02.745]If you have any questions
[00:33:03.578]please feel free to contact me at any time.
[00:33:05.970]Thank you so much.

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Journey to Implementation of District VB program

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