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Implementing State-wide Standards Across the Part C Service Continuum

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Presentation on theme: "Implementing State-wide Standards Across the Part C Service Continuum"— Presentation transcript:

1 Implementing State-wide Standards Across the Part C Service Continuum
Paula Goff, MS, Kentucky Department for Public Health Scott Tomchek, PhD, University of Louisville, Weisskopf Center

2 2019 OSEP Leadership Conference
OSEP Disclaimer 2019 OSEP Leadership Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2019 OSEP Leadership Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)

3 Our Commonwealth, Known for the B’s

4 Kentucky’s First Steps
CHFS DPH 15 POEs 1200 Providers Child Outcomes Portal Training & TA

5 Notable history for First Steps
Prior to 2004, two State Lead Agency changes, frequent Part C Coordinator vacancies From , budget overruns ranged from $2-$7 million per year Little to no consistency, each Point of Entry operated differently Data collection poor

6 Timeline of Systemic Changes
DPH now lead agency Numerous fiscal and programmatic changes 2004 Operating within budget for 2 years Compliance significantly improved 2012 5% growth absorbed due to effective implementation of primary service provider model All pieces in place to support quality practice 2018

7 Results of 10 years Systemic Improvement Efforts
Total Program Costs $ 53,615,190 $ 32,647,834 Total Number Children Served 7976 14,213 Average Per Child Cost $ 6,722/per child $ 2,297/per child State Determination Rating by US Department of Education Needs Intervention (next to lowest rating) Meets Requirements (highest rating)

8 SSIP—From Development to Implementation
Kentucky’s SSIP relied heavily on development initially Wanted a cohesive, integrated system Had limited resources Needed time to gather resources and build capacity to deploy the professional development SSIP activities staggered due to resources

9 KEIS Program Standards
Family-driven Standard 2: Individualized Standard 3: Evidence-based Standard 4: Natural environment Standard 5: Team-based Standard 6: Transition

10 Integrated System for Practice
First Steps Program Quality Standards Core Competencies SC Performance Standards SC Self -Assessment Tool EI Provider Performance Standards EI Provider Self-Assessment Tool

11 It takes all parts working together….
Effective IFSP Service Coordination POE Manager Early Intervention Provider

12 POE Managers Online interactive modules: General Supervision Reflective Supervision Data-Driven Decision Making Oversight of Providers Four Disciplines of Execution (4DX) Overview Other supports: Data Dictionary DEIC Model By-laws POE Manager Leadership Series

13 Improving Family Assessments
Service Coordinators POE Managers Live RBI© Refresher Training Streamlined documentation Online RBI© Refresher Module RBI© Training Curriculum Facilitated Community of Practice

14 Early Intervention Providers
Targeted Evidence-based Practices: Coaching as a parent-mediated intervention Routine-based interventions Natural environments Strength-based coaching Implementation: “Master Coach” trainers Pilot-site model with planned sustainability Sustainable training and mentorship in EBPs

15 “Master Coach” Selection & Training
3 KEIS Providers: Experienced, motivated, well-respected, active Regionally-based, with pilot sites in mind Training/mentorship/support – Dunn, Pope, Woods, Weigel, Edelman, McWilliams, Jenkins Knowledge base activities Coaching practices and coaching practice Development and implementation support

16 Professional Development
Coaching in Early Intervention Training and Mentorship Program (CEITMP) Discovery Mentorship Fidelity Professional Development Maintenance 1. Discovery – foundational knowledge of coaching 2. Mentorship – begin to apply knowledge of coaching 3. Fidelity – learn to give feedback & implement coaching with fidelity 4. Professional Development – individualized plan for continued implementation of coaching practices Maintenance – high quality continuation of coaching

17 KY coaching Adherence Rubric Development
Reflecting Developing Indicators Developing Descriptors Refining & Reliability Coaching each other and families with reflection to identify the key coaching qualities to compare to key ingredients of effective coaching methods identified in a review of relevant coaching and early intervention literature from multiple fields 7 Quality indicators were identified as necessary for the provider to demonstrate during coaching sessions Descriptors for each indicator with ratings were developed to indicate the level of performance demonstrated by the provider. Videos of coaching session were scored using the rubric to continue to refine the descriptors to improve reliability.

18 Measuring Coaching Quality - KY Coaching Adherence Rubric
CQ # Key Element Coaching Quality Indicator CQ1 Fostering Trusting Relationships Interaction fosters trusting relationships with caregiver(s) by showing genuine interest, actively listening, and responding in non-judgmental, empathetic and supportive ways CQ2 Joint Plan (Beginning) Engages caregiver in identifying priorities and reviewing and developing joint plan CQ3 Observation Observes caregiver and child in prioritized activities followed by asking reflective questions to promote insight CQ4 Action/Practice Proactively captures opportunities for caregiver to practice their prioritized ideas CQ5 Feedback Provides substantive feedback to caregiver, validating and expanding their learning experience, knowledge and contributions CQ6 Reflection Asks effective reflective questions to stimulate thinking and elicit insights from caregiver CQ7 Joint Plan (End) Engages caregiver in developing a plan for actions between visits and for the next visit

19 KY Adherence Rubric – CQ4 Action/Practice
Coaching Quality Indicator PROVIDER… Not Yet Knowledge 1 Awareness 2 Application 3 Mastery 4 CQ4 Proactively captures opportunities for caregiver(s) to practice their prioritized ideas Utilizes preplanned activities while caregiver watches; or no opportunity to observe child or child-caregiver action/practice. Implements own activities while including the caregiver in the activities Identifies opportunities to practice/experiment caregiver identified activity or idea Invites opportunities to engage in practice of caregiver ideas using planned modeling or prompting with reflection Skillfully conducts planned modeling or prompting of caregiver ideas in authentic situations. Reflection with caregiver allows for linkage to other routines, contexts, or outcomes Direct Most Intrusive Hands-on

20 CEITMP Implementation
COMPETENCIES CEITMP Implementation Approximate 7 month New cohort of providers every 2-3 months

21 Provider Performance KY Coaching Adherence Rubric
(Cohorts 1 through 3) Fidelity

22 Challenges Stagnant funding Increasing referrals and eligible children
Resistance to change

23 Sustainability All standards and competencies embedded in new provider orientation All providers required to take the online modules that review the purpose and foundations of early intervention CEITMP will continue to roll out across the state; includes periodic fidelity checks

24 Questions?

25 2019 OSEP Leadership Conference
OSEP Disclaimer 2019 OSEP Leadership Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2019 OSEP Leadership Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)

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