California Early Start Network: A statewide videoconference community of practice Communities of practice are groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise by interacting on an ongoing basis. Why develop the COP? Opportunities to network, learn together have diminished due to size/diversity of CA and elimination of state agency conferences Policy clarification Maurine Ballard-Rosa, Ph.D., California State University, Sacramento; Gina Guarneri, M.A., UC Davis CEDD; Dillon Henry, M.A., Orange County Office of Education; Andrea Knowlton, M.A., Napa County Office of Education; Marie Poulsen, Ph.D., USC UCEDD; Cathy Mikitka, M.A., Sacramento County Office of Education/SEEDS Program; Diane Williams, M.A., Alta California Regional Center; Kelly Young, J.D., Warmline Family Resource Center Reference Why a Community of Practice? Steps to Develop Our COP Pilot First videoconference May 2011 Invited participants Gathered input to the process Launch Depended on word of mouth for new members Contact person follows up with letter of invitation and phone call Growth May 2011: 7 counties October 2013: 20 counties Evaluation (19 responses) Satisfaction with the Videoconference 2013: 74% highly satisfied, 26% satisfied 2012: 26% highly satisfies, 61% satisfied, 13% somewhat satisfied We have established a supportive network: 2013: 68% strongly agree, 32% agree 2012: 91% yes, 9% no (noted tech or scheduling issues) Evaluation Tied to Our Purpose Share Knowledge CES Network has helped us to understand how other counties do things or hear a state perspective that influences our practices and sparks discussion. Share resources Sample forms from other Counties are very helpful. Being able to get information about upcoming trainings and conferences is key Outcomes Inquire: Purpose: to use videoconferencing technology to establish a supportive network of early intervention programs to share knowledge, resources, problem solve Community: Administrators/decision makers for Part C (CA Early Start) programs Design: Used existing videoconference system Invited administrators we had relationship with Planning Group Facilitators: UCEDDs and CSUS staff Identified communication coordinator Met with state agencies to ask for support for policy questions Sustain Each meeting includes introductions and member updates Send out notes with major topic points, meeting reminder and agenda Evaluate each spring Drop box established to house resources Phone conference only if needed Met with Director of Special Education to share knowledge Grow Established trust At first, we established agenda and encouraged discussion Now: group determines agenda, leads discussion Members request information from each other State agencies have joined us to discuss policy Problem solve Focus on: "How do you take the assessment process and its information and develop family outcomes that are related to the assessment information?" has resulted in interagency collaboration with regional center and LEAs to develop training and ongoing implementation within the IFSP process, making sure that family outcomes are developed on a family interview and which results in family generated functional outcomes. Cambridge, d., Kaplan, S. & Suter, V. (2005). Community of Practice Design Guide: A Step-by-Step Guide for Designing and Cultivating Communities of Practice in Higher Education. Retrieved from Wenger,E., McDermott, R. and Synder, W.M. (2002). Cultivating Communities of Practice – A Guide to Managing Knowledge. Harvard Business Review. Lessons Learned Relationships are key! Use existing resources. Facilitators are key. o Facilitators build culture of trust and support. o Provide organizational structure. o Two are helpful! COP builds over time, needs nurturing. Encourage and support active participation. Evaluation leads to improvement in process