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Promising Practices for

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Promising Practices for

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  1. Nancy Vorobey, Section Chief Maryland State Department of Education Lisa Backer, ECSE Supervisor Minnesota Department of Education Promising Practices for Incorporating IDEA Birth-Five Programs in State Professional Development Systems Moderator: Denise Mauzy DaSy/ELC TA

  2. Agenda • National Context and Overview • Overview of Maryland’s Coaching and Mentoring Project • Overview of Minnesota’s Centers of Excellence • Questions and Discussion

  3. National Professional Development center on inclusion recommendations for states

  4. State Early Childhood Development System Comprehensive health services that meet children’s vision, hearing, nutrition, behavioral, and oral health as well as medical health needs. Early care and education opportunities in nurturing environments where children can learn what they need to succeed in school and life. Early Learning Health, Mental Health and Nutrition Family Support Special Needs/ Early Intervention 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

  5. Participants in Cross-Sector State PD Systems • Practitioners • Early childhood education and special education/early intervention teachers • Teaching assistants • Child care providers • Home visitors • Specialists • Speech-language pathologists • Occupational therapists • Physical therapists • School psychologists • Administrators • Child care directors • Principals • School administrators • Pre-K Coordinators • Family members • Professional Development Providers • Coaches • TA providers • Inclusion specialists • Higher education faculty

  6. PD Systems: Examples of Standards and competencies addressed • DEC Recommended Practices • NAEYC Developmentally Appropriate Practice in Early Childhood Programs • DEC Personnel Standards • Head Start Performance Standards • State Early Learning Guidelines • State Core Competencies • Quality Rating and Improvement Systems • Professional Licensure • Others????

  7. Type of Credit/Acknowledgement of PD • Continuing Education Units (CEU) • College credit • Certificate of completion • Approved training credits to meet state licensing requirements, QRIS requirements or employment requirements, etc.

  8. Collaborative Approach to PD Health Collaborative PD Initiatives Early Childhood Higher Education 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) Early Intervention

  9. Maryland State Department of Education Division of Special Education/Early Intervention ServicesJohns Hopkins UniversitySchool of Education Race-to-the-TopEarly Learning Challenge GrantCoaching and Mentoring Leadership Project

  10. Vision Maryland State Department of Education, Division of Special Education/Early Intervention Services Johns Hopkins University, School of Education Early 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.

  11. Project Overview Maryland State Department of Education, Division of Special Education/Early Intervention Services Johns Hopkins University, School of Education • Trainer of Trainers Model • Coaching and Collaborative Strategies based upon the Principles of Adult Learning • Video Reflection • Technology Support and Web-based Resources • Toolkit Development • Tiered evaluation and data collection of project implementation and effectiveness

  12. Jurisdictional Partners Maryland State Department of Education, Division of Special Education/Early Intervention Services Johns Hopkins University, School of Education Phase 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)

  13. Collaborative Partners Maryland State Department of Education, Division of Special Education/Early Intervention Services Johns Hopkins University, School of Education Center for Technology in Education (CTE) The Abilities Network/Project Act Robin McWilliam Larry Edelman

  14. Ongoing Module Development Maryland State Department of Education, Division of Special Education/Early Intervention Services Johns Hopkins University, School of Education Universal Design for Learning Transdisciplinary Teaming Seamless Transitions Administrators’ Role in Building Inclusive Settings

  15. Scalability and Sustainability Johns Hopkins University School of Education/Maryland State Department of Education, Division of Special Education and Early Intervention Services Tiered team-based planning for goals, implementation, and toolkit development Module Development Web-based resources Toolkit development Responsive monitoring and evaluation of implementation and effectiveness of project components

  16. Emerging ^ Minnesota’s Approach to Professional development

  17. about the land of 10,000 Lakes • Education-lead state for Part C • Mandate free, appropriate public education beginning at birth • Virtual “Office of Early Learning” • Education • Health • Human Services • Part C and Section 619 are part of the Division of Early Learning • State Pre-K • Head Start • Race To The Top: Early Learning Challenge • School districts deliver early intervention and early childhood special education services

  18. key events and Influences: Building the Centers of Excellence

  19. Broad Initiative Goals: 2007 Develop a Cadre of Regional Consultants to Serve Key Stakeholders. Enhance Regional Training and Coaching Capacity. Support Regional Coordination Capacity. Build Statewide Training Dissemination Capacity.

  20. NPDCI Framework: Who, What, How

  21. Data-driven Professional Development • Stakeholder needs assessment • Identified 3 content areas • Cultural & Linguistic Diversity • Routines-based Intervention for Part C • Building capacity to support social and emotional development • Identified regionally-based entity to serve as system fiscal hosts • Each region employed at least .5 FTE Professional Development Facilitator

  22. Teams: State Leadership Team • Cross Sector • Head Start & State Pre-K • Child Care • Maternal Child Health Home Visiting • Children’s Mental Health • Higher Education • PACER Center • DEC • State-, regional- and local-level representatives • Meets monthly • Advises on statewide Early Childhood Special Education PD system including implementation of TACSEI

  23. Teams: Regional PD Councils • Convened by ECSE regional Professional Development Facilitators • Cross sector, including higher education • Meet at least quarterly • Established to create regional efficiencies in early childhood professional development & reduce duplication • Assist in recruitment of TACSEI expansion sites and promotion of TACSEI Foundations courses

  24. Diffusion of innovation Everett M. Rogers: Diffusion of Innovations

  25. ECSE Child Outcome DataGreater Than Expected Progress

  26. Minnesota’s Local Leadership • ECSE Coordinators who are licensed administrators and credentialed as an ECSE teacher or related service provider • Directors of Special Education also credentialed as an ECSE teacher or related service provider • Special Education Coordinator or Director with no background in early childhood • Designated “lead teachers” with content knowledge but no formal leadership credential • Elementary principals

  27. ECSE Child Outcome DataPercent Making Significant Progress (B-O2)

  28. Inspire Action Framework

  29. For each component… • Definition Statement • Related SPP/APR Indicators • Rationale for Inclusion as a Core Component of Quality • Evidence Base • Regulations • Self-Assessment

  30. Active Implementation Frameworks Teams Drivers Interventions Cycles Stages

  31. “Tools” for: • Instructors • Coaches • Teachers • Administrators • Data Collectors • Parents

  32. Questions and Discussion