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 Note: 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 Evaluation

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- istrators And 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 Standards  13 disciplines  20 variables  A 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 percentage  Findings: 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 Components  Telephone 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)

DEC Recommended Practices CEC/DEC Initial Standards NAEYC Initial Standards Leadership Learner Development & Individual Learning Differences Promoting Child Development & Learning AssessmentLearning Environments Building Family & Community Relationships Environment Curricular Content Knowledge Observing, Documenting, & Assessing to Support Young Children & Families FamilyAssessment Using Developmentally Effective Approaches Instruction Instructional Planning & Strategies Using Content Knowledge to Build Meaningful Curriculum Interaction Professional Learning & Ethical Practice Becoming a Professional Teaming & CollaborationCollaboration 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: Arizona Colorado Connecticut Delaware Idaho Rhode Island South Carolina Leadership Cohort 2: Alaska Massachusetts Minnesota Nevada Tennessee Texas Virginia Washington 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 Evaluation

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 Evaluation

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 process 3.Engagement and buy-in 4.Program installation 5.Outcome evaluation and fidelity monitoring 6.Feedback and quality improvement 7.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 ` ~ t~-~y~~~~~.~F'~i'f1~T.FT~.~' 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 provide strong-commitment-to evidenced-based resew rch intentional quality-services based lam % the-greater-good invested family-centered F a r high-quality-work professional-standards comprehensive evidence-based competent/skilled-workforce alignmente CD eb p co tence 0 positive- i' evidence positive-child-outcomes AL' idPic child-outcomes support collaboration family \€ (1)." positive-outcomes coaching outcomes tools — outcomes-focused I 11qualit education P C/ ...ia skill-development family-outcomes development force committed-profess i onals partnerships-with-families supporting-families effective CO 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 1 11 Early Childhood Personnel Center Mission 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. 1.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, rik, 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 C 0 C o C 1 6 Ta

Comments and Questions Mary Beth Bruder ECPC Director University of Connecticut Stephanie ParksSarah Walters ECU Instructor University of Kansas Kansas Part C Coordinator Kansas Dept. of Health & Env

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: Arizona Colorado Connecticut Delaware Idaho Rhode Island South Carolina Leadership Cohort 2: Alaska Massachusetts Minnesota Nevada Tennessee Texas Virginia Washington 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

Change is not magic or inspiration. It’s completing many undramatic, small steps successfully. Danziel & Schoonover, 1988