Title: Implementing and Sustaining Effective Programs that Promote the Social and Emotional Development of
1Implementing and Sustaining Effective Programs
that Promote the Social and Emotional
Development of Young ChildrenPart IIRoxane
Kaufmann, Karen Blase, Barbara Smith, Rosemarie
Allen, Patricia Wilson, Valerie Van Behren
2Agenda
- Setting the Stage for the Pyramid Model
- Keeping in Mind the Nuts and Bolts
- A Tale of Two States CO and MD
- Next Steps
3TACSEI Mission
- Identify, disseminate and promote the
implementation of evidence-based practices in
order to improve the social, emotional, and
behavioral functioning of young children with or
at risk for delays or disabilities.
4Pyramid Model
Tertiary Intervention
Secondary Prevention
Universal Promotion
5Implementation Sustainability
- Part I Programmatic Implementation and
Sustainability (Overview) - Part II Sustainability
- Financing
- Embedding the Infrastructure
- Policies
- Champions and Political Support
6Financing
- The Function of the Funding
- Start up activities
- Sustainability as a topic from the start
- The Services themselves
- The face-to-face interactions with children and
parents in many settings - Infrastructure Costs for high quality services
that are sustainable over time (Training,
Coaching, Data Systems for Demo Sites)
7Embedding the Infrastructure
- The Reality of Funding Infrastructure
- Training
- Coaching
- Data Systems
- Demo Sites
- Locus of Responsibility
- Agency, Regional, Collaborative
- Funding Sources
8Policies
- Policy to sustain and sanction the work
- New policies needed for new ways of work
- Alignment of policy to support practice
- There are no administrative decisions they are
all service quality decisions - Feedback Loops at Agency, Region, and State
Levels PEP-PIP cycles - Policy to Enable the Pyramid Model (PEP)
- Practice to Inform the Policy Makers (PIP)
9Champions and Political Support
- Identification and Nurturing of Champions
- Multiple champions at multiple levels
- Data and Stories to Persuade
- Anticipatory Guidance to Build Credibility
10Some Learnings from State Work
- CSEFEL state planning, implementation and
sustainability work - 3-4 states engaged in sustaining their efforts to
create a PD system re the Pyramid Model - 2 states/year will be TACSEI state partners
- State team, trainers, coaches, demo sites,
evaluation
11Nuts and Bolts
- Who, what, where and how
- What will be sustained vision, action
sustainability plan - Who staffing a sustained effort
- FTE
- Job description(s)
- Qualifications
12Nuts Bolts, cont.
- Where will the Pyramid initiative be housed?
What is the agency? Is it an interagency effort?
Is it in one place, or embedded in more than one
on-going endeavor? - How will it be sustained? How much will it cost?
Who will pay for it, one agency? Multiple
agencies?
13Insuring a Sustainable Statewide Program
- The Center For Social Emotional Competence and
Inclusion - Funded by several departments
- RFP created by the state leadership team
- Initial funding 450,000 dollars the first two
years.
14Agency Requirements
- Ability to receive and dispense public and
private funding to support CSEFEL activities. - Agency will provide coordination of this
interagency initiative, including the
Colorado/CSEFEL Pyramid Model Partnership Team
(PMP),
15Agency Requirements (Continued)
- Ability to identify a Director who has expertise
in SE and will be accountable to the PMP Team,
who will serve as Board of Directors to the
Center - Ability to provide training, guidance and
direction to local communities and individual
providers implementing the Pyramid Model.
16Pyramid Model Partnership
- The Pyramid Model Partnership (State Team)
- Continues to provide statewide leadership and
oversight for the Pyramid Model and the planned
statewide implementation of these evidence-based
practices within an early childhood systemic
training structure.
17INTEGRATING AND SUSTAINING SEFEL IN MARYLAND
- SEFEL Implementation in local school systems
- Funding source for supporting LSS
- Sustaining Marylands Progress
- Training, marketing and public awareness, funding
- Patricia Wilson, LCSW-C, University of Maryland,
Division of Child and Adolescent Psychiatry - Valerie von Behren, Maryland State Department of
Education, Division of Special Education/Early
Intervention
18Preschool Special Education SEFEL Initiative
- Prince Georges (PG) County Public School System,
Preschool Special Education Division is one of
our official Maryland SEFEL Demonstration sites - PG County hired a consultant to train not only
their Early Childhood Education and Special
Education staff, but also their community
partners - PG County is implementing in 28 classrooms that
include preschool students with Individual
Education Plans (IEPs)
19SEFEL Implementation in Local School Systems
Preschool
- Currently, 5 local school systems are
implementing SEFEL to varying degrees with the
Preschool Special Education Coordinator taking
the lead - 3 more school systems are planning to implement
SEFEL next school year - FUNDING Preschool LRE Competitive Grant
Initiative
20Financing, Marketing and Public Relations
Strategies
- Maryland is working toward a commitment of
combined funding from state agencies that
supports early childhood and adolescent services,
The Department of Health and Mental Hygiene and
the Maryland State Department of Education - Develop a Brochure and other marketing tools that
will be disseminated through the state during
statewide Early Childhood Education Trainings,
State Conferences and Institute Trainings - State Leadership/Planning Team members will
market The Pyramid Model using presentations
sanctioned by the state.
21Workforce Development Through Formal Statewide
Training Structure
- Maryland will create a state sanctioned
Certification for trainers of the Pyramid Model. - State and regional trainings will be implemented
by these certified expert trainers - Those trained by certified trainers will become
local jurisdiction trainers also certified by the
state - Collaborative training partnerships will be
established to include families, clinicians,
family support partners, family navigators and
teachers
22Statewide Evaluation
-
- The State Leadership and Planning Team will
generate policies and procedures for the
implementation of assessment tools that will
ensure fidelity to the Maryland SEFEL Model. In
turn, these policies and procedures will support
the states plan for continued sustainability.
23Websites
Center on the Social and Emotional Foundations
for Early Learning www.vanderbilt.edu/csefel/