Implementing and Sustaining Effective Programs that Promote the Social and Emotional Development of

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Implementing 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
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Agenda

• Setting the Stage for the Pyramid Model
• Keeping in Mind the Nuts and Bolts
• A Tale of Two States CO and MD
• Next Steps

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TACSEI 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.

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Pyramid Model
Tertiary Intervention
Secondary Prevention
Universal Promotion
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Implementation Sustainability

• Part I Programmatic Implementation and
  Sustainability (Overview)
• Part II Sustainability
• Financing
• Embedding the Infrastructure
• Policies
• Champions and Political Support

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Financing

• 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)

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Embedding the Infrastructure

• The Reality of Funding Infrastructure
• Training
• Coaching
• Data Systems
• Demo Sites
• Locus of Responsibility
• Agency, Regional, Collaborative
• Funding Sources

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Policies

• 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)

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Champions and Political Support

• Identification and Nurturing of Champions
• Multiple champions at multiple levels
• Data and Stories to Persuade
• Anticipatory Guidance to Build Credibility

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Some 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

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Nuts 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

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Nuts 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?

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Insuring 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.

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Agency 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),

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Agency 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.

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Pyramid 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.

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INTEGRATING 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

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Preschool 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)

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SEFEL 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

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Financing, 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.

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Workforce 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

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Statewide 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.

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Websites
Center on the Social and Emotional Foundations
for Early Learning www.vanderbilt.edu/csefel/