Incorporating IDEA BirthFive Programs in State Professional Development Systems Nancy Vorobey Section Chief Maryland State Department of Education Lisa Backer ECSE Supervisor Minnesota Department of Education ID: 678176
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Promising Practices for Incorporating IDEA Birth-Five Programs in State Professional Development Systems
Nancy Vorobey, Section Chief
Maryland State Department of EducationLisa Backer, ECSE SupervisorMinnesota Department of Education
Moderator: Denise MauzyDaSy/ELC TASlide2
AgendaNational Context and Overview Overview of Maryland’s Coaching and Mentoring ProjectOverview of Minnesota’s Centers of ExcellenceQuestions and Discussion Slide3
National Professional Development center on inclusion recommendations for statesSlide4
4
Early Learning
Health, Mental Health and Nutrition
Family Support
Special Needs/ Early Intervention
State Early Childhood Development System
Early 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
delays
Comprehensive health services that meet children’s vision, hearing, nutrition, behavioral, and oral health as well as medical health needs.Slide5
Participants in Cross-Sector State PD Systems PractitionersEarly childhood education and special education/early intervention teachersTeaching assistantsChild care providersHome visitorsSpecialists
Speech-language pathologistsOccupational therapistsPhysical therapistsSchool psychologistsAdministrators
Child care directorsPrincipalsSchool administratorsPre-K CoordinatorsFamily membersProfessional Development ProvidersCoachesTA providersInclusion specialistsHigher education facultySlide6
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 Competencies
Quality Rating and Improvement Systems Professional LicensureOthers????Slide7
Type 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.Slide8
Collaborative Approach to PD
Collaboration
: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 Initiatives
Early
Childhood
Higher
Education
Early
Intervention
HealthSlide9
Maryland State Department of Education Division of Special Education/Early Intervention Services Johns Hopkins UniversitySchool of Education Race-to-the-TopEarly Learning Challenge Grant
Coaching and Mentoring Leadership Project
Slide10
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 EducationSlide11
Project 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 EducationSlide12
Jurisdictional 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. Mary’s County (Southern Region)Charles County (Southern Region)Maryland State Department of Education, Division of Special Education/Early Intervention ServicesJohns Hopkins University, School of
EducationSlide13
Collaborative PartnersCenter for Technology in Education (CTE)The Abilities Network/Project ActRobin McWilliamLarry Edelman
Maryland State Department of Education, Division of Special Education/Early Intervention
ServicesJohns Hopkins University, School of EducationSlide14
Ongoing Module DevelopmentUniversal Design for LearningTransdisciplinary TeamingSeamless TransitionsAdministrators’ Role in Building Inclusive Settings
Maryland State Department of Education, Division of Special Education/Early Intervention
ServicesJohns Hopkins University, School of EducationSlide15
Scalability and SustainabilityTiered team-based planning for goals, implementation, and toolkit developmentModule DevelopmentWeb-based resourcesToolkit developmentResponsive monitoring and evaluation of implementation and effectiveness of project components
Johns Hopkins University School of Education/Maryland State Department of Education, Division of Special Education and Early Intervention ServicesSlide16
Minnesota’s Approach to Professional development Emerging
^Slide17
about the land of 10,000 LakesEducation-lead state for Part CMandate free, appropriate public education beginning at birthVirtual “Office of Early Learning” EducationHealthHuman Services
Part 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 servicesSlide18
key events and Influences: Building the Centers of ExcellenceSlide19
Broad 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.Slide20
NPDCI Framework: Who, What, HowSlide21
Data-driven Professional DevelopmentStakeholder needs assessmentIdentified 3 content areas Cultural & Linguistic DiversityRoutines-based Intervention for Part CBuilding capacity to support social and emotional development
Identified regionally-based entity to serve as system fiscal hostsEach region employed at least .5 FTE Professional Development FacilitatorSlide22
Cross SectorHead Start & State Pre-KChild CareMaternal Child Health Home VisitingChildren’s Mental HealthHigher EducationPACER CenterDECState-, regional- and local-level representatives
Meets monthlyAdvises on statewide Early Childhood Special Education PD system including implementation of TACSEI
Teams: State Leadership Team
education.state.mn.us
22Slide23
Convened 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.us
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Diffusion of innovationEverett M. Rogers: Diffusion of InnovationsSlide25
ECSE Child Outcome DataGreater Than Expected Progress
education.state.mn.us25Slide26Slide27Slide28
Minnesota’s 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 principalsSlide29
ECSE Child Outcome DataPercent Making Significant Progress (B-O2)
education.state.mn.us29Slide30Slide31
Inspire Action FrameworkSlide32
For each component…Definition StatementRelated SPP/APR IndicatorsRationale for Inclusion as a Core Component of QualityEvidence BaseRegulationsSelf-AssessmentSlide33Slide34
Active Implementation Frameworks
Interventions
Stages
Drivers
Cycles
TeamsSlide35
education.state.mn.us
35
“Tools” for:
Instructors
Coaches
Teachers
Administrators
Data Collectors
ParentsSlide36
Questions and DiscussionSlide37
THANK YOU