Supporting a Tiered Model Framework Panel Members: Rosemarie Allen Ardith Ferguson Linda Forrest Paula Neth Tom Patton Holly Wilcher Claudia Zundel 1.
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Supporting a Tiered Model Framework
Panel Members:•Rosemarie Allen•Ardith Ferguson
•Linda Forrest•Paula Neth•Tom Patton
•Holly Wilcher•Claudia Zundel
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Ensuring a Sustainable Statewide Program
The “Center” For Social Emotional Competence and Inclusion: Funded by several departments RFP created by the state leadership
team Initial funding $450,000 dollars the first
two years.
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The Center
CDHS through its Divisions of Child Care and Developmental Disabilities in partnership with the Division of Behavioral Health is developing a center that will provide a centralized point of contact, coordination, and technical support for early childhood social-emotional training for early care and education settings including family child care and in home providers.
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Primary Work of the Center The primary work of the center will be
based on two national models currently being implemented in Colorado:
The Pyramid Model Approach for Promoting Social and Emotional Development of Infants and Young Children
The SpecialQuest Birth-Five Approach to Early Childhood Inclusion
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Training
At least one statewide training on the Pyramid Model and/or SpecialQuest will be held per year.
Develop a method to provide ongoing assistance and support to the trainers. This will include phone support and at least one face to face contact yearly
The Center will develop and maintain a registry of approved trainers
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Coaches
The Center will maintain a list of at least 20 active coaches, as well as remain sensitive to community need for coaching the Center will: develop qualifications for coaches create a formal quality assurance
process for approving coaches; maintain a database of approved
coaches develop a method to continually
support the coaches.
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Demonstration Sites The Center will provide needed
technical assistance and support to five demonstration sites. The existing sites are: Fremont County Headstart, Creative Options (Aurora) Mesa County School District.
The other two sites could be anywherewithin the state.
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Technical Assistance
Providers The Center will provide technical
assistance via means that maximize both effectiveness and efficiency in addressing a particular issue; i.e., appropriate for the request and overall program budget.
The Center will be expected to respond to provider calls within one business day.
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Providers The Center will develop a contract with
providers concerning how the provision of additional training and technical assistance, consultation or other appropriate supports may be provided.
The Center will develop and implement outreach strategies that reach all early care and learning environments with a special emphasis on those representing diverse backgrounds.
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Technical Assistance
Programs The Center will provide guidance for private or
public programs implementing the Pyramid Model/Special Quest Approach across a multiple classrooms and/or settings.
This will include, at a minimum, materials, phone consultation and on site assistance to promote sustainability.
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Technical Assistance (continued)
Community The Center will develop materials
and methods for the creation of a community-based leadership team that can sustain the Pyramid Model and SpecialQuest Approach.
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Agency Requirements (Continued)
Serve as an “Umbrella” organization to support Social/Emotional Programs and Inclusion, statewide.
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The Role of Early Intervention ColoradoDivision for Developmental
Disabilities
Presented by Ardith Ferguson, M.Ed.
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A Statewide Program that includes Infants and Toddlers with Disabilities
EI Colorado is collaborating with theDivisions of Child Care and BehavioralHealth:
$300,000
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Infant and Toddler Focus (continued)
First year training will be on infant and toddler modules
Providers will include those working as early interventionists in home and community settings
One of the demonstration sites must include an infant and toddler focus
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Infant and Toddler Focus (continued)
The skills and knowledge of EI providers will be expanded which in turn will help create and retain jobs in Colorado
More inclusive settings will be available for infants and toddlers with disabilities
Better collaboration will exist between early childhood agencies
Arapahoe Community College
Embedding Evidence-based Competencies for Promoting Social and Emotional Development and Addressing Challenging Behavior in Early Care & Education Settings
Course of study through community college that leads to social/emotional certificate/endorsement
NAEYC accreditation
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Promotional Level: Qualistar Rating and Improvement
System High Quality Supportive Environments Nurturing and responsive relationships
Prevention Level: Coaching and technical assistance
support to individual programs and classrooms
Intervention Level: Referrals for child care providers and
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CONNECTING GREAT KIDS with GREAT CARE
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Insuring a Sustainable Statewide Program
Coordinate with other PBS efforts: CDE Positive Behavior Supports (Big B PBS)
Regional Support to coaches State Personnel Development Improvement
Grant (SPDIG) The “Center” and State level partnership
Coordinate training and coaching support Provide accessible resources through web
site
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Training
Support district and BOCES staff to participate in PBS trainings
Provide coaching training to existing and new coaches
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Technical Assistance
Leadership Teams CDE will provide technical assistance and
support to Leadership Teams for up to one year for planning for implementation.
Provide technical assistance to existing Leadership Teams who have been implementing in the past 3 years.
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Levels of Intervention
Provide training and technical assistance on tiered levels of intervention for more challenging behavior (RtI/PBS)
Explore becoming formally connected to the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI)
Supporting a Professional Development System
Technical Assistance Literature Consultation Presentations
Social and Emotional Training Needs Assessments
Professional Development Planning for communities
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Supporting a Professional Development System cont.
Early Childhood Social and Emotional Interdisciplinary Credential and Core Knowledge Voluntary Quality Assurance process Professional development pathways Matrix of professional development offerings
Trainer and Training Approval Process Formally recognizes trainers:
Content expertise Adult learning experience
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Supporting a Professional Development System cont.
Career Pathways Guidance for careers related to early childhood
social and emotional health
Education Stipend Project Rewards early childhood professionals for
pursuing education (e.g. social and emotional related coursework in higher education settings)
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Division Overview
Three Sections: Prevention, Intervention, Treatment
Position shared with childcare
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Address
All
Life
Dom
ains
Least restrictive, most ap
prop
riate setting
Individualized
Services
Culturally Competent Services Multi-system Collaboration
Fam
ily F
ocu
sed
Com
munity
Bas
ed
Values and Principles:
Colorado’s System of Care for Children 0 - 5
Universal Prevention/Promotion
Promoting All Children’s
Social/Emotional Health
75% - 80%
Early Intervention/PreventionServices to High Risk Populations,
(e.g., Child Welfare, Substance Abusers,
Teen Parents, etc…)
15% – 20%
Services/ InterventionDirect Services for Children w/ Severe
Emotional Disturbances(as defined by Project BLOOM)
3% -5%
Training
Screening/Assessment
Family/YouthInvolvement& Activities
Wrap Around
Social Marketing
Care Coordination
Development of Specific Services
Program Evaluation
Paid For ByProject BLOOM
Paid For ByProject BLOOM
Infrastructure supports all
levels of need
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Closing Quote
“The cost of failure to intervene early is far too high a price to pay when predictable negative outcomes can be prevented.”
(Gould, Cost of Failure Study, 2000)
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