Together We’re Better

1. Collaborative Approaches to Including Children With and Without Disabilities Together We’re Better Camille Catlett & Jennie Couture November 9, 2012

2. Silos of Early Childhood PreK Child Care Early Intervention Head Start

3. How does it work in your state/community? Is professional development coordinated across key sectors (child care, Head Start, public pre-k, early intervention, health, mental health) or organized separately within individual sectors?

4. An integrated professional development system is “a comprehensive system of preparation and ongoing development and support for allearly childhood education professionals working with and on behalf of young children” from birth to age 8 and their families (LeMoine, 2008)

5. Definition of professional development “Professional development is facilitated teaching and learning experiences that are transactionaland designed to support the acquisition of professional knowledge, skills, and dispositions as well as the application of this knowledge in practice …”

6. Definition (continued) The key components of professional development include: • characteristics and contexts of the learners (i.e.,the “who” ); • content (i.e., the “what” of professionaldevelopment); and • organization and facilitation of learning experiences (i.e., the “how”).”

7. A framework for professional development

8. Early Childhood Inclusion: A Joint Position Statement of DEC and NAEYC

9. Definition Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.

10. http://npdci.fpg.unc.edu/resources/articles/Early_Childhood_Inclusionhttp://npdci.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion

11. Georgia: Reaping the Benefits

13. All early childhood personnel in Georgia will benefit from an integrated continuum of professional development and other systemic supports and services that prepare them to promote the full participation of each child, including those with diverse abilities and challenges, in high quality inclusive settings

14. Increase emphasis on children with disabilities and inclusion in statewide structures and programs Increase emphasis on inclusion throughout statewide professional development efforts Grow the regional cross-sector professional development system to support the entire state

15. Statewide Structures and Programs Quality Rating and Improvement System Child Care Licensing Rules Georgia’s Pre-K Guidelines Early Childhood Advisory Initiatives Content-Related PD Products

16. Emphasis on Inclusion in State Professional Development Efforts Technical College System Curriculum Support NPDCI Landscape Survey GAYC Pre-Conference Session

17. Regional Cross-Sector System

18. Georgia Regional Team System Goals • Increase collaboration and coordination • Decrease duplication of efforts • Provide targeted support to ECE professionals • Increase number of inclusive ECE opportunities for all children

19. Why? • Differing regional needs • Lack of emphasis on inclusion in PD offerings • Limited collaboration among partners • Duplication of efforts

20. Leadership • Active support provided by Department of Early Care and Learning, the Child Care Resource and Referral Agencies, and members of the Georgia Quest for Quality Inclusion State Leadership Team • A Child Care Resource and Referral Agency Inclusion Coordinator serves as the leader of each regional team • Team members are individuals with responsibility for professional development, drawn from sectors across the region

21. Membership • Preschool Special Education • DOE PD System leaders • Higher Education • Child Care • Head Start • Georgia’s Pre-k • Early Intervention • Private Trainers • Parents and Families

22. Georgia Regional Team System • 7 current teams • 3 being developed in 2012 • Criteria • 0-5 population • Numbers of providers • Early Intervention Natural Environment Data • DOE LRE Data • Areas “At Potential”

23. Getting Started • Kick-Off Summit • Regional Needs Assessment • Focus on Child Care (center, family, informal) • Planning to meet identified needs • Supported and targeted PD efforts • Evaluation • Ongoing sharing of PD resources and offerings in the region

24. What’s Different for Communities? • Increased focus on inclusion • Regional partners moving out of silos • Increase in number of Georgia Pre-K fully inclusive classes • Georgia Pre-K inclusion classes begun in critical areas

25. What’s Different for ECE Professionals? • Leaders • Collaborative PD Offerings • Collaborative Coaching and TA • Increased Collaboration Between Child Care and Professionals Serving Child

26. Evaluation of the Regional Team Approach Surveys Sent: 50 Surveys Completed: 33 Return Rate: 66% Survey Dates: Jan-Feb 2011

27. Evaluation of the Regional Team Approach Increased Collaboration: 66% Know Resources: 63% Continue Regional Teams: 81% Expansion: 93%

28. Where do we go from here?

29. Resources to Support Your Work

30. Handout: Research Synthesis Points on Quality Inclusive Practices NPDCI

31. 8 New Landing Pads Just Released! NPDCI

32. Landing Pads A sampling of evidence and resources, related to each feature, to support your learning and professional development needs Find them online at http://npdci.fpg.unc.edu/resources/quality-inclusive-practices-resources-and-landing-pads NPDCI

33. Guidance for the Journey

34. Guidance for the Journey

35. Guidance for the Journey

36. Appreciation Thank you for joining us today.

37. Questions?