Developing a System to Build Quality 2015 Leadership Conference “All In: Achieving Results Together” Minnesota’s Centers of Excellence for Young Children with Disabilities (CoE) Developing a System to Build Quality Lisa Backer, Early Childhood Special Education Supervisor Division of Early Learning Services Minnesota Department of Education

MN Section 619: Outcome 2, Summary Statement 1

Start with Why Why: Increase slope of developmental trajectories How: Do it right! Do it Well! What: Components of Quality Lisa Simon Sinek: Start with Why How Great Leaders Inspire Action

Technical Assistance National Professional Development Center on Inclusion (NPDCI) NECTAC/ECO/DaSY TACSEI/Pyramid Model ECPC CEELO NCRRC DEC/ECTA (Fox/Trivette/Smith) State Implementation and Scaling-up of Evidence-based practices (SISEP) Data Analytic Partnership National Implementation Research Network (NIRN) Juliann Woods, Robin McWilliam, Lilian Duran

Adaptive Technical Assistance National Professional Development Center on Inclusion (NPDCI) NECTAC/ECO TACSEI/Pyramid Model ECPC CEELO NCRRC DEC/ECTA State Implementation and Scaling-up of Evidence-based practices (SISEP) National Implementation Research Network (NIRN) Juliann Woods, Robin McWilliam, Lilian Duran

A Bit About Minnesota: State Level Minnesota Department of Education (MDE) is the lead agency for Part C Part C and 619 are within MDE’s Division of Early Learning Services Eligible children receive FAPE from birth Moderate eligibility state for Part C 12/1/14 Child Count 5,449 infants and toddlers 0-2 15,295 children 3-5

A Bit About Minnesota: Program Level 339 school districts deliver early intervention (EI) and preschool special education services. Small districts may cooperate to provide EI. Teachers/providers work within teams. Types of Leaders:

Program assessment to build awareness

Centers of Excellence for Young Children with Disabilities 10.0 FTE Professional Development Facilitator (PDF) Role of PDF Stand beside local leaders Review results of INSPIRE ACTION Provide resources to build foundational program quality Explore useable interventions Serve as external coach

Centers of Excellence for Young Children with Disabilities Useable Interventions Pyramid Model, a.k.a. TACSEI (Fox, Dunlap, Smith & Strain) Family-guided Routines-based Intervention (Woods) Classroom Engagement Model (McWilliam) *RP2 Reaching Potentials through Recommended Practices

Useable intervention: Pyramid Model A framework for supporting the social emotional needs of young children in inclusive and natural environments Essential Elements  Tiered strategies for teaching social emotional skills High Quality Supportive Environments Nurturing and Responsive Relationships Integrated instruction and interventions Data based problem solving Targeted Social Emotional Supports

Useable intervention: Classroom Engagement A systematic approach to embedding intervention into classroom environments and everyday routines for children Essential Elements Routines-based Interview  Functional Goals   Integrated Specialized Services Incidental Teaching Zone Defense Schedule Data Collection

Useable Intervention: FGRBI Developmentally appropriate family priorities are embedded within daily routines. Focuses on supporting and coaching the child’s caregivers Essential Elements Family centered Individualized Services &Supports Occur in everyday routines, activities, places Instruction based on functional outcomes Team-based collaboration Parent/Caregiver implemented Coaching as the Primary Service provider

Systems Governance Cross-sector State Leadership Team MDE (ECSE, Head Start, State Pre-K) DHS (Child Care Development, Children’s Mental Health) MDH (Maternal child health home visiting) Others Intervention-specific advisory teams

Active Implementation Frameworks Making It Happen Active Implementation Frameworks USABLE INTERVENTIONS To experience the benefits of the intervention, what exactly are practitioners saying and doing? IMPLEMENTATION STAGES What steps lead to successful implementation? IMPLEMENTATION DRIVERS What critical program and organizational supports are needed to implement this change? IMPLEMENTATION TEAMS Who helps guide the change process? IMPROVEMENT CYCLES How can we efficiently solve problems and get better? Interventions Stages Drivers Teams Cycles ©Copyright Dean Fixsen and Karen Blase  (c) Dean Fixsen and Karen Blase, 2012

Slide 16 16

Implementation Takes Time! Major Implementation Initiatives occur in stages: Exploration and Sustainability Installation Initial Implementation Full Implementation (Sustainability & Effectiveness) Fixsen, Naoom, Blase, Friedman, & Wallace, 2005C 17

Stages of Implementation

Five Year Financial Partnership Year of Implementation Local Program State Year 1* 0% 100% Year 2 20% 80% Year 3 40% 60% Year 4 Year 5 Years 6+ *Funding is a $12,000 Year-1 base plus a per-child amount of $100 for Part B/619 and $50 for Part C.

“Double Bubble” National Implementation Research Network, 2012

Active Implementation Hub