2015 Leadership Conference “All In: Achieving Results Together” Developing and Implementing a Comprehensive System of Personnel Development Mary Beth Bruder,

•2015 Leadership Conference •“All In: Achieving Results Together”

•Developing and Implementing a

•Comprehensive System of Personnel

•Development

•Mary Beth Bruder, Director ECPC, University of Connecticut

•Stephanie Parks, Instructor, University of Kansas

•ECPCTA.org

LOGIC: If we want improved outcomes for infants and young children with disabilities and their families, THEN…………

2

Improved outcomes for children and

families

Improved effectiveness of EI, ECSE, and

EC services and supports

More EC leaders and practitioners

have the requisite

knowledge and skills.

States have high quality

CSPD

How improved CSPDleads toimproved outcomesNote: The working assumption is that the blue box will produce the green boxes. Large scale change will occur after the 5 years of the Center.

ECPC’s focus

Early Childhood Systems (BUILD initiative)

Early Childhood Personnel Center

to facilitate the implementation of integrated and comprehensive early childhood

systems of personnel development (CSPD) for all disciplines serving infants and young

children with disabilities

Comprehensive System of Personnel Development

Personnel Standards

Recruitment and Retention

Preservice Training

Inservice Training

Leadership, Coordination & Sustainability

EvaluationEvaluation

A Comprehensive System of Personal Development

for the early childhood workforce who serve infants, toddlers and preschool children with

disabilities and their families

is a necessary and integral quality indicator of

an early childhood service system

ECPC Framework

Knowledge Generation

Technical Assistance and Dissemination

Leadership and Collaboration

Personnel Standards

Outcomes and Accountability

Evidenced Based Practice

Model CSPD Development

Scaling Up CSPD Elements

Technology

State Agency and Certification Personnel

IHE Faculty

And Other

PD Staff

Admin-istratorsAnd EC Service

Providers

Families Graduate Students

Evaluation

ECPC Goals and Objectives

Knowledge Development

Technical Assistance

Leadership and Coordination

Cross-disciplinary

and EB personnel standards

Joint activities

with OSEP TA centers and EC

leadership organizations

Integrated and Comprehensive

System of Personnel

Development

Guidance to states &

IHEs on per-sonnel standards

Outputs of the Center

• Knowledge Development

• Technical Assistance

• Leadership and Coordination

1) Knowledge Development

• National Data Base of State Personnel Standards

• National Data Base of CSPD Components as Reported by all State Part C and 619

Coordinators

• Research Syntheses on Personnel Issues• National Initiative on Cross Disciplinary

Personnel Standards

National Data Base of Personnel Standards13 disciplines20 variablesA two-step procedure was implemented:

• Step 1: Internet-based data collection (with inter-rater reliability)

• Step 2: Telephone interview for verification. Analysis: Frequency count and percentageFindings:

• Each state dramatically varied in personnel standards.• Related service disciplines had less variance.• Less than 1/3 of the states specified additional requirements

for working in Part C.

Licensing, and certification of personnel who provide services to infants and young children with disabilities and their families

Personnel Standards

Products:• Data report (will be uploaded to ecpcta.org)• At-a-glance one page summary (in your folder).• Web-based personnel standards search tool:

ecpcstandards.info

National Data Base of CSPD ComponentsTelephone interviews with 619/Part C coordinators

• CSPD components and needs• Additional information

Analysis:• 3-step thematic coding: Initial coding; collapse areas; final coding.• Frequency count and percentage.

Findings:• 1/4 of the states do not have all components in place for Part C.• Top components in place: Appropriate licensure and certification;

and technical assistance availability• Top areas of need: Evaluation; ongoing, systematic, and effective in-

service opportunities; and ongoing needs assessment.• Other concerns: Recruitment and retention; and systemic concerns.

Products:• Data report (will be uploaded to ecpcta.org)• At-a-glance one page summary (in your folder).• Selection of intensive and targeted technical assistance states:

• Intensive TA: Delaware, Iowa, Kansas, and Oregon• Targeted TA: Rhode Island, Massachusetts, Florida, Utah, and Hawaii

Literature Syntheses

• #1: Systematic Review of Models of State Agency and Institutions of Higher Education (IHE) Practices Leading to Alignment of State Personnel Standards and Competencies with Curricula at Institutions of Higher Education

• #2: Systematic Review of Models of State Agency and Institutions of Higher Education Practices Leading to Alignment of Preservice and Inservice Training for Early Childhood Interventionists

→ 0 articles met inclusion criteria.

Knowledge Development Cross-Disciplinary Activities

• Two National Meetings of the Organizations to Share Information and Priorities

• Presentations at DEC, ASHA in Year 2; More in Year 3• Completed Crosswalks of Personnel Standards Across:

DEC; NAEYC; AOTA; APTA: ASHA

• Manuscripts Completed by Disciplines Organizations(IYC Current Issue)

• DEC Workgroup Validated a Refined Item by Item Analysis of DEC/NAEYC Personnel Standards……..

National Initiative on Cross Disciplinary Standards• Crosswalk the personnel standards of DEC, NAEYC, ASHA,

AOTA and APTA. • Across 7 practice areas:

• Assessment Practices• Family Centered Care• Collaboration/Teaming• Natural Environments• Achieving individualized family service plan and individualized

education program• Instruction/Intervention• Others

National Initiative on Early Childhood Personnel Standards: Collaborators

• Early Childhood Personnel Center (ECPC)

• National Association for the Education of Young Children (NAEYC)

• Council for Exceptional Children (CEC)

• Division of Early Childhood (DEC) of CEC

Alignments Provide Guidance For:

• Development of IHE CAEP and state accreditation Program Review Documents

• Review of Program Documents by CAEP/state reviewers

• Development, modification, implementation and evaluation of IHE programs – ECE, ECSE, Blended, Multi-age General Special Ed.

• Development, implementation, and evaluation of inclusive clinical experiences

• Articulation of courses across two-year and four-year programs

• Development of state certification policies

Draft Alignments Completed For:

• Initial NAEYC and CEC Standards and Elements

• Advanced NAEYC and CEC Standards and Elements

• Initial NAEYC Standards and Elements with DEC Initial Specialty Set (K & S statements)

• Advanced NAEYC Standards and Elements with DEC Advanced Specialty Set (K & S statements)

DECRecommended Practices

CEC/DECInitial Standards

NAEYCInitial Standards

LeadershipLearner Development &

Individual Learning Differences

Promoting Child Development & Learning

Assessment Learning Environments Building Family & Community Relationships

Environment Curricular Content Knowledge

Observing, Documenting, & Assessing to Support Young

Children & Families

Family Assessment Using Developmentally Effective Approaches

Instruction Instructional Planning & Strategies

Using Content Knowledge to Build Meaningful

Curriculum

Interaction Professional Learning & Ethical Practice Becoming a Professional

Teaming & Collaboration Collaboration Early Childhood Field Experiences

Transition

Personnel Recommended Practices & Standard Areas

Areas of Interdisciplinary Personnel Competencies

“High Leverage Areas” identified during the 2014 stakeholders group meeting:

• Family Centered Practice

• Data-based Intervention/Instruction

• Coordination & Collaboration

• Professionalism

3) Leadership and Coordination

• Leadership Institute with Part C and 619 Coordinators (19 states in cohorts 1 and 2)

• Working Collaboratively with other OSEP Early Childhood TA Centers: DaSy; ECTA; IRIS;IDC

• Working Collaboratively with Other Education and HHS TA Centers: RRCs; Workforce Development

• Working Collaboratively with DEC; NAEYC;AOTA;APTA;ASHA; Zero to Three

Leadership Cohort 1:ArizonaColoradoConnecticutDelawareIdahoRhode IslandSouth Carolina

Leadership Cohort 2:AlaskaMassachusettsMinnesotaNevadaTennesseeTexasVirginiaWashington D.C.

OUR CURRENT LEADERSHIP TA STATES

2) Technical Assistance

• General: Across audiences, regions, and states: To provide information and resources on personnel development

• Targeted: State specific CSPD components: To align national personnel standards and state personnel standards and/or to align preservice preparation with inservice preparation:

MA, RI, UT, HI

• Intensive: State specific: To develop CSPD framework within 8 states:

DE, Iowa, KS, OR

Comprehensive System of Personnel Development

Personnel Standards

Recruitment and Retention

Preservice Training

Inservice Training

Leadership, Coordination & Sustainability

EvaluationEvaluation

Strategic Planning

• Vision

• Mission

• Goals/Objectives

• Self Assessment

• Action/Implementation Plan

• Implement

• Evaluate

Building a Model

• Operational definition and reliable measurement of the outcomes

• Socially valid relationship between intervention and socially valid outcome: if/then

• Consistency of effects across users

• Advantage of alternative service delivery

• Fidelity of Implementation

Paine, Bellamy & Wilcox, 1984

How Will We Do This ?

• Content: CSPD

• Method: Implementation frame through

strategic planning• Outcome:

Scaling up of effective practices for personnel development

Comprehensive System of Personnel Development

Personnel Standards

Recruitment and Retention

Preservice Training

Inservice Training

Leadership, Coordination & Sustainability

EvaluationEvaluation

Method:Implementation Framework

To facilitate the adoption of effective practices through strategic planning

for a CSPD

What Do We Mean by Implementation?

• A specified set of activities designed to put into practice a policy, activity, or program of known dimensions.

• Implementation processes are purposeful and defined in sufficient detail such that independent observers can detect the presence and strength of these “specified activities”

Major Themes in Implementation Literature

1. Assessing readiness and capacity 2. Structure of the implementation process3. Engagement and buy-in4. Program installation 5. Outcome evaluation and fidelity

monitoring 6. Feedback and quality improvement7. Innovation and adaptation

Through Strategic Planning

Strategic Planning for a CSPD

1. Process by which CSPD:• Sets its direction• States its intent• Establishes parameters for implementation

2. CSPD should include:• Clear statement of the problem the strategic plan intends to

address• Broad goal statement of what to be accomplished• Outcome-oriented objectives which move toward that

accomplishment• Strategies and actions which will enable the accomplishment of

objectives• Operational guidelines for implementation

Principles of Strategic Planning

• Strategic planning is directed toward creating a future that could be, rather than reacting to a future that will be.

• The process of strategic planning is as important as the product because the process is designed to create understanding, consensus, and commitment through interactions of leaders and stakeholders.

• Strategic plans must be sufficiently broad to provide flexibility and sufficiently specific to provide direction for functional and operational planning.

The Strategic Planning Process: Key Characteristics

• Focused and Decision Related

• Future Oriented

• Fact-Based

• Avoids Over-Generalization

• Explores Alternative Solutions

• Reassesses Decisions Over Time

• Politically Realistic

VISION via Outcome

MISSION of the Group

CAPACITY of the State

OBJECTIVES AND ACTION PLAN

EVALUATION

Phase I Sequence

• Exploration

• Installation

• Initial Implementation

• Full Implementation

Phase II: Model Replication

We Will

Scale Up Effective Practices for Comprehensive and Integrated Early

Childhood Systems of Personnel Development

AND EFFECT SUSTAINABLECHANGE

WHEN WE…….

• Demonstrate a Reliable Relationship Between and

Among Variables

• Replicate across……..

• Evaluate Fidelity and Outcomes

• Isolate Model Components that are Effective Across

Multiple Exemplars

Scaling UP a CSPD with Fidelity

• Accuracy of Procedures

• Consistency Across Users

•1

•Personnel Development

•Ongoing Professional Development

• Inservice /Technical Assistance

Mentoring & Coaching

•Preservice

• College / University

Degree Programs

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Recruitment & Retention

•Evaluation

•Comprehensive System of

•Personnel Development (CSPD)

Leadership,

Coordination,

& Sustainability

Quality Indicator 1: A cross sector leadership team is in place that can set priorities and make policy, governance, and financial decisions.

Quality Indicator 2: There is a written multi-year plan in place to address all sub-components of the CSPD.

State Personnel

Standards

Quality Indicator 3: State personnel standards across disciplines are aligned to national professional organization personnel standards.

Quality Indicator 4: The criteria for state certification, licensure, credentialing and/or endorsement are aligned to state personnel standards and national professional organization personnel standards across disciplines.

Preservice

Personnel

Development

Quality Indicator 5: Institution of higher education (IHE) programs and curricula across disciplines are aligned with both national professional organization personnel standards and state personnel standards.

Quality Indicator 6: Institution of higher education programs and curricula address early childhood development and discipline specific pedagogy.

Inservice

Personnel

Development

Quality Indicator 7: A statewide system for inservice personnel development and technical assistance is in place for personnel across disciplines

Quality Indicator 8: A statewide system for inservice personnel development and technical assistance is aligned and coordinated with higher education program and curricula across disciplines

Recruitment

and Retention

Quality Indicator 9: Comprehensive recruitment and retention strategies are based on multiple data sources, and revised as necessary.

Quality Indicator 10: Comprehensive recruitment and retention strategies are being implemented across disciplines.

Evaluation

Quality Indicator 11: The evaluation plan for the CSPD includes processes and mechanisms to collect, store, and analyze data across all subcomponents

Quality Indicator 12: The evaluation plan is implemented, continuously monitored, and revised as necessary based on multiple data sources

•KANSAS

•

•Kansas Strategic Planning

•Team

•Part C Coordinator* •Part B, 619 Coordinator* •Early Childhood Coordinator* •IHE Faculty •Family Member •Head Start T/TA •Local Part C Coordinator / Provider •School District Part B, 619 Coordinator •Licensure Representative •Budget Representative •Inservice / TA •Childcare PD Provider

•Strategic Planning Process

•Vision

•Mission

•SWOT Analysis

•Goals

•

•

• •

•

•I. •ua I t Life-long-learning

•build-capacity-families-child re n

••

• p r o v i d e •strong-commitment-to evidenced-based

•resew rch •intentional quality-services based lam% the-greater-good

•invested family-centered Far •high-quality-work professional-standards comprehensive evidence-based

•competent/skilled-workforce •a l i g n m e n t e •

CD

•eb p co tence 0 positive-

i' evidence

•positive-child-outcomes AL' id•Pic •

child-outcomes support collaboration family \€ (1)." positive-outcomes •coaching outcomes tools —

•

outcomes-focused I 11qualit education

•PC/

·...ia • skill-development family-outcomes

•development force

•committed-profess ionals •partnerships-with-families supporting-families effective

•C O I taborative

•positive-outcomes-for-families-child ren •promote-positive-attributions-of-families

•highly-qua lifted-and-a ppropria tely-va lu ed-wo rkfo rce

•better-outcomes-for-child re n-a nd-families

•

•WI-IY ARE WE

•DOING THIS?

•"It's not a great mission statement, but we'll revise it if things get better."

·Templates for Vision & Mission Statements

111 Early Childhood Personnel

Center Mission

www.ecpcta.org

·A mission statement is a clear statement about the purpose of the organization. The mission statement should include the

essential purpose of the organization and inform why it is in existence It should be meaningful. focused and at the same time

flexible.

·The purpose of an organization's mission/philosophy statement is to relate

·WHAT is going to be done

·WHO is going to be served

·WHY it is done

·Examples of Mission Statements:

·(1) The mission of the Kansas Coordinating Council on Early Childhood Developmental Services is to ensure that a

comprehensive service delivery system of integrated services is available in Kansas to all children with or at risk of developmental

delays from birth through age five and their families. 2.The Massachusetts Department of Early

Edr foundation that supports all children in their

devi contributing members of the community, and

sy parents and caregivers.

3.The Newark Public Schools Office of Early C

, . .

In order to accomplish our vision, the Kansas ECPC Strategic Planning Team

(What / action)

(Who)

(Why / so that)

•KS Mission Statement •In order to accomplish our vision,

•the Kansas CSPD Strategic Planning Team will design a cohesive •personnel development system that ensures high quality

early childhood programs and services leading to positive outcomes

for all children and families.

•Silos •Cohesive

•Components •System

•

•

•Threats •Opportunities

•Weaknesses

•SWOT

•Strengths

•Kansas CSPD Team Goals

•1. EC Higher Education Survey ,1111111111111111rik, •2. Analysis and Dissemination

•3. Linking Preservice & Inservice

•4. Evaluation Plan

•Kansas

CSPD

Plan

•

•

•

•

•KansasCSPD.ku.edu

•-11—

•Kansas Early Childhood Comprehensive System of Personnel Development

•About Us Components Future Plans Links Our Work Contact Page

•0,

•Quote from Dave Lindeman

"Our intent is to build a

high-quality, cohesive

personnel development

system designed to

strengthen the capacity

of early childhood

professionals in

Kansas across

disciplines, resulting in

positive outcomes for

young children and

families. It takes time,

but here in Kansas, we

have a good

foundation,"

Dave Lindeman, Director of the

Life Span Institute at Parsons

•Vision

•Kansas' early childhood CSPD will result in positive outcomes for young children and families.

•Mission

•In order to accomplish our vision, the Kansas ECPC Strategic Planning Team will design a cohesive personnel development system that ensures high quality early childhood programs and services leading to positive outcomes for all children and families.

•Personnel Development

•Proselyte Ongoing Professional Development

•1 - 1 - 1 1

•C

•0

•C o C

•16 Ta

•Comments and Questions

•Mary Beth Bruder •ECPC Director

University of Connecticut [email protected]

•860-679-1500

•Stephanie Parks •Sarah Walters •ECU Instructor

University of Kansas [email protected]

•Kansas Part C Coordinator Kansas Dept. of Health & Env.

[email protected]

785-296-2245

•785-864-6843

3) Leadership and Coordination

• Leadership Institute with Part C and 619 Coordinators (19 states in cohorts 1 and 2)

• Working Collaboratively with other OSEP Early Childhood TA Centers: DaSy; ECTA; IRIS;IDC

• Working Collaboratively with Other Education and HHS TA Centers: RRCs; Workforce Development

• Working Collaboratively with DEC; NAEYC;AOTA;APTA;ASHA; Zero to Three

Leadership Cohort 1:ArizonaColoradoConnecticutDelawareIdahoRhode IslandSouth Carolina

Leadership Cohort 2:AlaskaMassachusettsMinnesotaNevadaTennesseeTexasVirginiaWashington D.C.

OUR CURRENT LEADERSHIP TA STATES

•

•

•

•Goal Setting

•"Can you tell me please which way I ought to go from here?"

•"That depends a good deal on where you want to get to," said the Cat.

•"I don't much care where," said Alice.

•"Then it doesn't matter which way you walk," said the Cat.

•Lewis Carroii •Alice's Adventures in Wonderland

State: Nevada Period Covered By Plan: Dec 31, 2015 Outcome: Develop a CSPD that creates and supports a system of early childhood continuum of learning Objective Strategies/Action Steps Resources Responsibility Timeline Evaluation

1.By July 15, 2015,Nevada will develop a cross sector ECSoL (EC System of Learning) State Leadership Team. 2. By July 15, 2015 Nevada will develop a ECSoL Vision and Mission statement. 3. By June 30, 2015, Nevada will submit letter of interest for intensive TA to ECPC. 4. By December 31, 2015, Nevada will create a ECSoL strategic plan.

Complete Financial Framework

Consider Data System

Evaluation

1. Identify additional members

2. Meet 2 X per year in person.

3. Meet monthly via technology.

-------------- Share with: ECAC (8/4/15) ICC (7/16/15) NvAEYC (9/17/15) DEC TACSEI (7/31/15) EI Statewide Mgmt Edie will draft and send to ECSoL for apprioval. Submit to MaryBeth.

ECPC (DG) [413-822-1609] [email protected] ECSoL Leadership Team ECPC Faculty ECSoL Partners Existing REsouces

SSS Registry QRIS Nevada

Ready SSIP Other states

CSPD

ECSoL Leadership Team ECSoL Leadership Team Edie King ECSoL Leadership Team

May 29- July 15 July 15 10:00-12:00.

Confirmation of ECSoL Team members. Written document Written document Written document

•

•Change is not magic or •inspiration.

•It’s completing many •undramatic, small steps •successfully.

•Danziel & Schoonover, 1988