Experiences Developing and Conducting Training on the ECO Child Outcomes Summary Form Ted Maloney, MT Pam Reising-Rechner, IL

Foundations of Part C Services in Montana The Part C Lead Agency is Department of Public Health and Human Services, Developmental Disabilities Program The Developmental Disabilities Program contracts with seven independent Regional Agencies to provide Part C and other Family Support Services (children 3 through 18 years old) Approximately 700 infants and toddlers are in Part C on any day and receive Part C services annually

Part C Services in Montana The regional Part C agencies employ Family Support Specialists to provide service coordination and early intervention home- based services Family support specialist typically possess a Bachelors or Masters Degrees in a Education, Health or Human Service Discipline, thus they enter with varying levels of young child assessment and intervention skills

Part C Services in Montana Family Support Specialists receive on the job training and must meet a more stringent certification within two years The Lead Agency and regional Part C service providers have a long history of collaboration on developing and implementing service system components

Illinois 619 Preschool Context Approximately 33,000 children aged 3-5 are served through 800+ school districts and 100 special education cooperatives. Illinois is a state in which “local control” is very important. Approximately 657 districts operate state- funded prekindergarten projects. Many districts “blend” their early childhood special education and prekindergarten children into the same classrooms.

Illinois 619 Preschool Context Illinois Early Learning Standards are appropriate for and utilized by prekindergarten, ECSE, Head Start, and child care programs. Most prekindergarten programs are already using evidence-based curricula and assessment systems identified by ISBE. Work Sampling, Creative Curriculum, and the Head Start Outcome Framework are aligned with the Early Learning Standards.

Illinois 619 Preschool Context Many school districts and special education cooperatives have high quality assessment practices in place and a few districts have developed child outcomes and measurement systems for all preschool aged children. Preschool discretionary funds support the statewide ECSE training and technical assistance system called STARNET.

Illinois 619 Preschool Context The web based data collection system is in the development stage. Districts and Cooperatives will be able to report individual child assessment scores and demographic data. Report modules will be included that provide ISBE with summary reports by district, cooperative and statewide.

What strategies did you use to garner buy-in from local administrators and providers?

Initial Buy-In Strategies Montana The Developmental Disabilities Program, regional Part C service providers, Family Support Services Advisory Council (ICC) and The University of Montana’s Rural Institute collaborate in implementing a Part C General Supervision Enhancement Grant that was funded in the fall or 2004, started January, 2005 Disseminated information concerning OSEP and ECO Center resources for early childhood outcomes and SPP/APR.

MT- Buy-In Strategies Linked planning, training, systems development and Technical Assistance into a Part C comprehensive strategic plan Developed early childhood outcome “Blueprint” for SPP Established a Part C Work Group (Part C providers, middle managers, DDP and Part C GSEG) to work on the strategic plan, including early childhood outcomes

MT- Buy-In Strategies Focused all of the above activities on: –Making Part C Service improvements at all levels, Family Support Specialist, Regional Part C Agencies and Lead Agency through early childhood outcomes (and SPP) –This is an evolutionary process that will change and improve with participants’ feedback

Illinois Initial Buy-In Strategies The Early Childhood Outcomes System was developed by a committee of stakeholders including school district personnel from rural and urban districts, university researchers, and the Department of Human Services, Lead Agency for Part C. In order to get buy in we included administrators on the committee to advise us on how this System would work best and be easiest for everyone in the State to implement.

Illinois Initial Buy-In Strategies ISBE disseminated a “Guidance Document” to the field explaining the System in terms of the SPP and OSEP requirements. This document included all the dates of training throughout the state and a registration form. We recommended that administrators attend the trainings.

How did you provide training on using the COSF?

Montana- Training for Using the COSF Process ECO training on child and family outcomes for Part C work in October: –Introduction to ECO Center child and family outcomes resources/processes –Participants were the Part C Work Group (Part C Managers) –Dr. Kathy Hebbeler, ECO Center –Additional Facilitation for Planning and Decision- Making by Ted Maloney, Part C GSEG and Erica Swanson, Part C Coordinator

Montana- Training ECO training on COSF and procedures for “Train the Trainers” - Part C managers and senior Family Support Specialists (January 31-February 1) –Presentation of ECO COSF forms and process –Discussions of ECO resources –Practice using actual child data and information –Planning for implementation and resource development –Kathy Hebbeler, ECO,Ted Maloney, Part C GSEG and Erica Swanson, Part C Coordinator

Montana- Training Adapted ECO documents and presentations into a Montana EC Outcomes Document EC Outcome meeting with “Trainers” (Regional Part C Managers and Senior Family Support Specialists) –“Who’s In, Who’s Out” –Feedback on EC Outcomes Document –Developed a training presentation for EC Outcomes Document –Discussed training Family Support Specialists

Montana- Training Regional Part C agencies “Trainers” teach Family Support Specialists in their agencies –Training presentation going over EC Outcomes Document –“Who’s In, Who’s Out” –Practice using actual child data and information –Follow-up with individual support and feedback

Illinois Training on the Child Outcome System The Early Childhood Outcomes System training package was developed by Jeanette McCollum at U of I. The training package includes a comprehensive piece explaining the “why” of the new outcomes requirements. Dr. McCollum adapted the ECO Center documents into the Illinois Early Childhood Outcomes System form. She also developed the district planning forms and materials.

Illinois Training A training of trainers was conducted to roll out training on the System. The Trainers included all of the STARNET staff, administers from large and small districts, committee members and many staff from Chicago Public Schools. 24 general trainings were held throughout the State. The training team included a STARNET staff and a district/cooperative administrator. Other individual trainings were conduced on request.

Illinois Training STARNET videotaped a training and put it on DVD for use when districts have staff turnover or if needed in place of attending a training. Districts and Cooperatives could contact STARNET for ongoing support at any time.

Questions or reactions from participants at this point?

What strategies did you use to assure buy-in and consistent use of the COSF ?

Montana- Strategies for Assuring Consistent Use Part C Regional Agencies and stakeholders involved in key early decisions about how Montana would approach early childhood outcomes Part C Agencies involved in specific decisions about using the ECO resources and COSF Joint training of Part C managers and Family Support Specialists across the state

Montana- Strategies for Assuring Consistent Use Each Part C agency is using the EC Outcome Document and training resources Planned review and feedback meeting after three months Follow-up informal evaluation and Technical Assistance

Illinois- Strategies for Assuring Consistent Use Large and small districts involved in development of Illinois system. Part C system of child outcomes measurement is aligned with Part B system. Districts were asked to submit a plan as to how they would meet the requirements of the Early Childhood Outcomes System. These plans were read by the committee and kept on file. Revised plans from every district are due again in September.

What ongoing support and Technical Assistance are you providing to regional Part C agency staff ?

Montana- Ongoing Support and TA Technical Assistance by telephone and Telephone follow-up after Part C agencies completed their training of Family Support Specialists Process to determine additional training needs in related areas (e.g., Child development, assessment, functional outcomes)

Montana- Ongoing Support and TA Late June meeting to discuss baseline implementation issues and revising Montana Child Outcome Document for ongoing measurement after baseline period Review Child Outcomes Summary Forms for baseline to determine fidelity and emerging issues

Illinois- Ongoing Support and TA On-going training will be scheduled throughout the year and a Question and Answer document is being developed. The videotaped training is available for use. Individual support is available thru STARNET year-round. All forms, the Power point presentation and documents are available on the ISBE website

What have you learned (or do you think you have learned) so far?

MT- What We Have Learned Setting the foundation by disseminating OSEP and ECO documents about EC outcomes and SPP/APR and discussing issues of development and implementation –Getting the buy-in early and often! Collaborative planning, development and implementation of EC Outcome System and documents

MT- What We Have Learned Including the Family Support Specialists as well as Part C managers in training and decision-making Emphasis on foundations (e.g., early childhood development, multiple sources of child outcome data) prior to addressing the COSF forms and process

MT- What We Have Learned Include: –Practice –Plenty of “thinking out loud” –Discussions –In addition to covering the material/content Listen Seek feedback

Illinois- What We Have Learned During training it was important to link the System to the SPP and to use the legal citation requiring outcomes measurement. It was crucial to have buy-in from administrators. The Q&A on going document will be an important resource. This process was a good way for districts to examine the assessment tools they currently use decide whether they were gathering the information they needed.

Questions or reactions from participants?