Title: ?Quality and Inclusion:

Promising Practices for Incorporating IDEA Birth-Five Programs in State Professional Development Systems

Nancy Vorobey, Section ChiefMaryland State Department of Education

Lisa Backer, ECSE SupervisorMinnesota Department of Education

Moderator: Denise MauzyDaSy/ELC TA

AgendaNational Context and Overview Overview of Marylands Coaching and Mentoring ProjectOverview of Minnesotas Centers of ExcellenceQuestions and Discussion 2National Professional Development center on inclusion recommendations for statesQuick review of handout.34Early LearningHealth, Mental Health and NutritionFamily SupportSpecial Needs/ Early InterventionState Early Childhood Development SystemEarly care and education opportunities in nurturing environments where children can learn what they need to succeed in school and life.Economic and parenting supports to ensure children have nurturing and stable relationships with caring adults.Early identification, assessment and appropriate services for children with special health care needs, disabilities, or developmental delaysComprehensive health services that meet childrens vision, hearing, nutrition, behavioral, and oral health as well as medical health needs.Early Childhood Systems Working Group4Participants in Cross-Sector State PD Systems PractitionersEarly childhood education and special education/early intervention teachersTeaching assistantsChild care providersHome visitorsSpecialistsSpeech-language pathologistsOccupational therapistsPhysical therapistsSchool psychologistsAdministratorsChild care directorsPrincipalsSchool administratorsPre-K CoordinatorsFamily membersProfessional Development ProvidersCoachesTA providersInclusion specialistsHigher education faculty

PD Systems: Examples of Standards and competencies addressed DEC Recommended PracticesNAEYC Developmentally Appropriate Practice in Early Childhood ProgramsDEC Personnel StandardsHead Start Performance StandardsState Early Learning GuidelinesState Core CompetenciesQuality Rating and Improvement Systems Professional LicensureOthers????

6Type of Credit/Acknowledgement of PDContinuing Education Units (CEU)College creditCertificate of completionApproved training credits to meet state licensing requirements, QRIS requirements or employment requirements, etc.Make note about trainer and training approval---registries7Collaborative Approach to PDCollaboration:a commitment to work together to address a problem and achieve a goal that could not be accomplished by the organizations working individually (Mattessich et al., 2004)Collaborative PD InitiativesEarly ChildhoodHigher EducationEarlyInterventionHealthMaryland State Department of Education Division of Special Education/Early Intervention Services Johns Hopkins UniversitySchool of Education

Race-to-the-TopEarly Learning Challenge GrantCoaching and Mentoring Leadership Project

VisionEarly Intervention and Early Childhood Special Education professionals will use evidence-based team-building, transdisciplinary and collaborative strategies to work with birth through five staff to build inclusive opportunities and sustainable collaborative capacity in early childhood environments.

Maryland State Department of Education, Division of Special Education/Early Intervention ServicesJohns Hopkins University, School of Education10Project OverviewTrainer of Trainers ModelCoaching and Collaborative Strategies based upon the Principles of Adult LearningVideo ReflectionTechnology Support and Web-based ResourcesToolkit DevelopmentTiered evaluation and data collection of project implementation and effectiveness

Maryland State Department of Education, Division of Special Education/Early Intervention ServicesJohns Hopkins University, School of Education11Jurisdictional PartnersPhase 1 (2012-2013)Allegany County (Western Region)Anne Arundel County (Annapolis/Baltimore Metro)Harford County (North Central)Wicomico County (Southern Eastern Shore)Carroll County (Western Region)

Phase 2 (2013-2014)Frederick County (Western Region)Washington County (Western Region)Maryland School For the Deaf (Statewide)St. Marys County (Southern Region)Charles County (Southern Region)

Maryland State Department of Education, Division of Special Education/Early Intervention ServicesJohns Hopkins University, School of EducationThrough needs assessments and planning meetings, each jurisdictional partner has identified goals and an implementation plan for the project, so that the key components of the project are structured to address both the strengths within each jurisdiction, as well as the gaps in current inclusive practices within each jurisdiction.12Collaborative PartnersCenter for Technology in Education (CTE)The Abilities Network/Project ActRobin McWilliamLarry EdelmanMaryland State Department of Education, Division of Special Education/Early Intervention ServicesJohns Hopkins University, School of EducationProject ACT- provides training, technical assistance, and consultative services to child care providers, Head Start centers, and schools to support inclusionRobin McWilliam expert in the field of EI/ECSE, Director of the Center for Child and Family ResearchLarry Edelman - Senior Instructor in the Department of Pediatrics at the University of Colorado, expert in the use of technology in Professional Development and technical assistance in early childhood.13Ongoing Module DevelopmentUniversal Design for LearningTransdisciplinary TeamingSeamless TransitionsAdministrators Role in Building Inclusive SettingsMaryland State Department of Education, Division of Special Education/Early Intervention ServicesJohns Hopkins University, School of EducationDriven by jurisdictional needs assessments14Scalability and SustainabilityTiered team-based planning for goals, implementation, and toolkit developmentModule DevelopmentWeb-based resourcesToolkit developmentResponsive monitoring and evaluation of implementation and effectiveness of project componentsJohns Hopkins University School of Education/Maryland State Department of Education, Division of Special Education and Early Intervention ServicesMinnesotas Approach to Professional development Emerging^

about the land of 10,000 LakesEducation-lead state for Part CMandate free, appropriate public education beginning at birthVirtual Office of Early Learning EducationHealthHuman ServicesPart C and Section 619 are part of the Division of Early LearningState Pre-KHead StartRace To The Top: Early Learning ChallengeSchool districts deliver early intervention and early childhood special education serviceskey events and Influences: Building the Centers of ExcellenceBroad Initiative Goals: 2007Develop a Cadre of Regional Consultants to Serve Key Stakeholders.Enhance Regional Training and Coaching Capacity.Support Regional Coordination Capacity. Build Statewide Training Dissemination Capacity.

NPDCI Framework: Who, What, How

Data-driven Professional DevelopmentStakeholder needs assessmentIdentified 3 content areas Cultural & Linguistic DiversityRoutines-based Intervention for Part CBuilding capacity to support social and emotional developmentIdentified regionally-based entity to serve as system fiscal hostsEach region employed at least .5 FTE Professional Development FacilitatorCross SectorHead Start & State Pre-KChild CareMaternal Child Health Home VisitingChildrens Mental HealthHigher EducationPACER CenterDECState-, regional- and local-level representativesMeets monthlyAdvises on statewide Early Childhood Special Education PD system including implementation of TACSEI

Teams: State Leadership Teameducation.state.mn.us22Backer22Convened by ECSE regional Professional Development FacilitatorsCross sector, including higher educationMeet at least quarterlyEstablished to create regional efficiencies in early childhood professional development & reduce duplicationAssist in recruitment of TACSEI expansion sites and promotion of TACSEI Foundations coursesTeams: Regional PD Councilseducation.state.mn.us23Backer23Diffusion of innovation

Everett M. Rogers: Diffusion of InnovationsECSE Child Outcome DataGreater Than Expected Progress education.state.mn.us25

Minnesotas Local LeadershipECSE Coordinators who are licensed administrators and credentialed as an ECSE teacher or related service providerDirectors of Special Education also credentialed as an ECSE teacher or related service providerSpecial Education Coordinator or Director with no background in early childhoodDesignated lead teachers with content knowledge but no formal leadership credentialElementary principalsECSE Child Outcome DataPercent Making Significant Progress (B-O2)education.state.mn.us29Inspire Action Framework

For each componentDefinition StatementRelated SPP/APR IndicatorsRationale for Inclusion as a Core Component of QualityEvidence BaseRegulationsSelf-Assessment

Active Implementation FrameworksInterventionsStagesDriversCyclesTeamseducation.state.mn.us35

Tools for: InstructorsCoachesTeachersAdministratorsData CollectorsParents

Questions and Discussion

36THANK YOU