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Using Systems Change Strategies to

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Title: Using Systems Change Strategies to


1
Using Systems Change Strategies to Support
Children Birth to Five in Natural and Inclusive
Environments
Preschool LRE Community of Practice September 28,
2004 Jan Thelen, Nebraska Department of
Education Early Childhood Special Education
Coordinator jthelen_at_nde.state.ne.us Jeanine
Huntoon, Nebraska Department of Education Early
Childhood Specialist jhuntoon_at_nde.state.ne.us
2
What was the Impetus for our Systems Change? The
Law Says
The Federal Individuals with Disabilities
Education Act (IDEA) requires that early
intervention (EI) services under Part C for
infants and toddlers with disabilities from birth
to three years of age
3
be provided in natural environments and that
early childhood special education (ECSE) services
under Part B for children ages three through
five be provided in least restrictive
environments.
4
Natural and least restrictive environments means
settings that are natural or normal for the
childs age peers who do not have disabilities.
5
Where We Began
1998 OSEP Part C Monitoring visit to Nebraska
need to provide services in natural environments
  • 1999 2001
  • Creation of state-level Natural Environments
    Task Force by co-lead agencies for Part C
    (NDE-HHS)
  • Multiple trainings, workshops and forums across
    the state by various experts (J. Woods, L.
    Edelman, R. McWilliam, M. B. Bruder, D. Rush, M.
    Shelden, S. Walsh)
  • Spring 2001
  • Task Force additional Stakeholders meet to
    develop recommend comprehensive statewide plan
    for personnel development B-5
  • Adopted two pronged approach (1) systems change
    model for EI/ECSE practitioners Personal
    Development Support model (Dathan Rush MLisa
    Shelden) (2) Companion model for child care
    providers Special Care training (Child
    Development Resources)

6
Where We Began (cont.)
  • Spring 2001
  • Memo to stakeholders statewide inviting
    nomination of LICC Teams to include
  • Administrator/ supervisor
  • ECSE teacher
  • PT, OT, SLP
  • Services coordinator

Summer 2001 Stakeholder meeting to customize PDF
material to reflect state SPED and Co-lead
rules and regulations
  • Oct. 2001-Oct. 2002
  • 3 day PDF Institutes
  • All 29 LICCs represented
  • 140 facilitators trained
  • Oct. 2002-Oct. 2003
  • One day PDFI follow-up meetings

7
Support Level One
  • State-level early intervention and early
    childhood special education program staff,
    regional teams of early childhood leaders from
    across the state, and other selected key
    stakeholders serve as personal development
    facilitators (coaches).

8
Support Level Two
  • Early childhood staff receive ongoing coaching
    by the personal development facilitators.

9
Support Level Three
  • Families and other care providers who
    participate in early childhood programs receive
    coaching from service coordinators, therapists,
    and teachers.

10
Purpose of the PDF Model
  • To support the delivery of services in natural
    and least restrictive environments by assisting
    teams of recognized leaders from across the state
    to function as personal development facilitators.

11
Goals of the PDF Model
  • Support Nebraska in increasing the numbers of
    children with disabilities served in natural and
    least restrictive environments.
  • Improve quality of early intervention and early
    childhood special education services and supports
    provided in and across natural and least
    restrictive settings.
  • Build statewide capacity for ongoing, continuous
    improvement

12
Philosophical Underpinnings
The purpose of early childhood intervention is
to support care providers B-5 in developing the
competence and confidence to help the child learn.
13
Core Values Beliefs
  • Culturally Competent, Family-Centered Care
  • Every family is unique
  • We honor the diversity of families
  • The family is the expert on the child and
    the constant in the childs life
  • Families are equal team members

14
Core Values Beliefs
  • Natural Learning Environments
  • Opportunities for learning occur as part of
    typical life activities both routine and
    spontaneous
  • Our role is to assist care providers to support
    or increase the childs participation in
    existing or desired activity settings
  • Our focus is on activities and settings that
    are interesting and important to
    the child and family

15
Core Values Beliefs
  • Learner-Focused Intervention
  • Teachers and care providers are the primary
    learners rather than the child

16
Core Values Beliefs
  • Early Intervention/Early Childhood Special
    Education Staff as Coaches
  • Coaching is a reciprocal process
  • The coach recognizes and uses the knowledge,
    skills, experience, and interests of the
    learner
  • The coach supports the care
    providers to help the child learn

17
Core Values Beliefs
  • Functional Outcomes Meaningful Supports
  • Supports are designed to achieve outcomes that
    make a meaningful difference in the life of the
    child
  • Supports occur within and are a part of
    real-life
  • We use evidence-based practices

18
Evidence-Based Practices
Practices that are informed by research, in
which the characteristics and consequences of
environmental variables are empirically
established and the relationship directly informs
what a practitioner can do to produce a desired
outcome. (Dunst, Trivette, Cutspec, 2002)
19
Traditional Paradigm
  • Treatment models
  • Expertise models
  • Deficit-based models
  • Service-based models
  • Professionally-centered models
  • (Dunst 2000)

20
New Paradigm
  • Promotion models
  • Capacity-building models
  • Strengths-based models
  • Resource-based models
  • Family-centered models
  • (Dunst 2000)

21
Our Goal
Promoting the childs ability to be and do by
facilitating the familys or care providers
ability to enhance the childs development using
what they consider important. (Shelden Rush,
2001)
22
The Role of Personal Development Facilitators
(PDF)
  • To engage early childhood staff and families
    within their region in an interactive and ongoing
    learning process related to providing support in
    natural and least restrictive environments using
    the process of coaching.

23
Criteria for Selection of PDF
  • Function in a leadership role
  • Have knowledge of state policies, procedures, and
    guidelines
  • Be competent in own discipline and in the area of
    early childhood
  • Be well respected by staff and parents

24
Criteria for Selection cont.
  • Be able to function as a coach
  • Be interested in serving as a coach for others in
    the region
  • Have time to provide coaching within the region

25
Expectations of PDF
  • Participate in the Personal Development
    Facilitator Institute (PDFI)
  • Provide coaching to staff and families
  • Work with team to create a Team Development Plan
  • Participate in quarterly follow-up meetings

26
Purpose of the PDF Institute
  • To coach leaders how to engage early childhood
    staff and contractors within their region in an
    interactive and ongoing learning process related
    to providing supports in natural and least
    restrictive environments through the use of
    classroom-based training curricula, just-in-time
    learning, and the process of coaching.

27
Objectives of the Institute
  • 1) To obtain knowledge of the content (what) and
    process (how) to provide ongoing support to early
    childhood staff and families to ensure that
    supports are provided in accordance with the
    Individuals with Disabilities Education Act
    (IDEA).

28
Objectives cont.
  • 2) To demonstrate skills in coaching and training
    for early childhood staff and families.

29
Objectives cont.
  • 3)To establish a support network among early
    childhood leaders for the purpose of coaching and
    training how to effectively provide supports.

30
Institute Training Process
  • Provide overview of module content
  • Key issues
  • Materials
  • Practice coaching based on key issues module
    content
  • Demonstrate knowledge of policies procedures
  • Challenge bowl
  • Provide opportunities for practice

31
Institute Content Modules
  • The Process of Coaching
  • Natural and Least Restrictive Environments
  • Gathering Information
  • Evaluation Assessment
  • Report-Writing
  • IFSP

32
Institute Content Modules cont.
  • Learner-Focused Intervention
  • Primary Coach Approach
  • Supporting Teachers in Preschool Child Care
    Settings

33
Coaching
  • The strategy a primary coach uses to build the
    capacity of care providers to promote child
    learning and development in family, community,
    and early childhood settings.

34
What is Coaching?
  • Coaching is not telling people what to do its
    giving them a chance to examine what they are
    doing in light of their intentions. (Flaherty,
    1999)

35
What is Coaching?
  • Coaching is developing people on purpose.
    Coaching involves (the other person) in the
    process of planning, creating, and problem
    solving.
  • (Doyle, 1991)

36
Operational Definition of Coaching
  • Coaching is an interactive process of reflection
    and feedback used to provide support and
    encouragement, refine existing practices, develop
    new skills, and promote continuous
    self-assessment and learning.

37
Our Definition
  • Coaching in early childhood is an interactive
    process of observation and reflection in which
    the coach promotes the other persons ability to
    support the child in being and doing. Being with
    the partners in life who the child wants and
    needs to be with and doing what he wants and
    needs to do.
  • (Shelden Rush, 2001)

38
The Coaching Process Summarized
  • Initiation
  • Observation
  • Action
  • Reflection
  • Evaluation of the Coaching Process

39
Features of the Comprehensive, Ongoing Support
Model
  • Quarterly web-based meetings or conference calls
  • Regional awareness-level training
  • Administrators training
  • Master Coach Training
  • Summer Institute
  • Continuous refinement and ongoing development of
    model with Rush and Shelden

40
Lessons Learned (so far)
  • Supports need to be provided to new and
    developing teams as system grows
  • Provision of resources is critical
  • Importance of direct link to local/state
    self-assessment process
  • Readiness of local teams for change
  • Local and state administrative buy-in is
    essential to systems change
  • Using evidence-based practices is key!

41
Were Part of a Bigger Picture
  • Systems change work in higher education (SCRIPT
    and Natural Allies)
  • Nebraskas Early Learning Guidelines (Good Start,
    Grow Smart)
  • No Child Left Behind (standards, assessment and
    accountability measuring EC outcomes)
  • Nebraska State Board of Education
  • EC Policy Study
  • Essential Education

42
We leave you with this
(Change) is a time for new imaginings, of
windows opening even if some doors close. We need
not stumble backwards into the future, casting
longing glances at what used to be we can turn
around and face a changed reality. It is, after
all, a safer posture if you want to keep moving.
(Handy, 1989)
43
We gratefully acknowledge and credit the work
of Dathan R. Rush and MLisa L. Shelden, Puckett
Institute, Morganton, NC, in the development and
ongoing implementation of the PDF model in
Nebraska. We also express our deep
appreciation to Dathan and MLisa for allowing us
to include their materials in this presentation.
44
Questions Discussion
45
Gotcha, Jan!
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