Intersecting Interests & Training/Technical Assistance Networking Forum 2014
Building Capacity for Reflective Supervision & Infant Mental Health Consultation within Home
Visiting
Description & Desired Outcomes
• Increase capacity of HV programs to
implement reflective practice
• Increase buy in of reflective practice
• Increase capacity statewide for IMH
consultation
• Support outreach for IMH Certificate
Program
• Support for IMH Endorsement
TTA Provider Requirements
• DCF & DHS (as co-leads on the
Family Foundations Comprehensive
Home Visiting Program - FFHV)
• Project LAUNCH
• WI-AIMH
• UW Department of Psychiatry
/Infant, Early Childhood, and Family
Mental Health Certificate Program
Resources/Tools
Target Audience
• FFHV Program Supervisors
• FFHV Seasoned Home Visitors
• People interested in becoming
IMH/Reflective Practice consultants
(consultants-in-training)
• Experienced IMH consultants (Senior
Consultants)
Sustainability Ideas
• Build IMH and Reflective Practice
Consultation into program budgets
• Share results of this project’s evaluation
re: changes in practice and child/family
outcomes
• Continue to work on expanding Medicaid
reimbursement policies
• Link IMH and reflective practice
consultation to trauma-informed care
initiatives
Leslie McAllister, DCF Home Visiting Coordinator, [email protected]
Jennie Mauer, Project LAUNCH Coordinator, [email protected]
Stephanie Donahue, Clinical Specialist, WI-AIMH, [email protected]
• Consultants signed formal contracts with
WI-WIAMH
• Senior Consultants had to be eligible for
endorsement at Level IV of IMH
Endorsement
• Consultants-in-Training filled out an
application outlining education and
experience; and committed to work toward
Level III Endorsement
Contact
Information:
Lead Agencies & Partners
• 2 years of 3 sessions of Reflective Practice
Retreats led by Dr. Bill Schafer, a national
reflective supervision expert
• Monthly reflective practice sessions at each FFHV
site with case presentations by program staff
• Monthly consultation for program supervisors
• Monthly Reflective Supervision for Consultants
with Senior Consultants
• On-going reflective practice/supervision
professional development opportunities
Wisconsin Early Childhood Collaborating Partners: www.collaboratingpartners.com
Intersecting Interests & Training/Technical Assistance Networking Forum 2014
Birth to 3 Primary Coach Approach to Teaming Within Natural Environments
Description & Desired Outcomes
Lead Agencies & Partners
1. Building on interest-based activity settings
and learning opportunities vs. embedding
therapy
2. Promoting child participation in interest-based
activity settings that have developmentenhancing qualities vs. focusing on skill
development
3. Adult responsiveness to the child vs. the
therapist focusing on teaching specific
skills
• Birth to 3 Program Team, DHS
• Early Childhood Professional
Development Program and WPDP at
TTA Provider Requirements
Resources/Tools
• Preparing Mentors Project in
2010
• RESource Technical Assistance
Regional Facilitators (RESource)
• On Line Learning Modules free for Birth
to 3 providers (series of 5)
• http://fipp.org for seminal articles
• http://www.waisman.wisc.edu/birthto3/pd
fs/CoachingFAQ.pdf for FAQ
• Framework for Reflective Questions
http://fippcase.org/casetools/casetool_vo
l4_no1.pdf
Contact
Information:
Waisman Center
• RESource Team, CESA 5
• 72 County Birth to 3 Programs
Target Audience
Birth to 3 TEAMS and Practitioners
Occupational Therapists
Physical Therapists
Speech Pathologists
Early Childhood Educators
Social Workers
Leaders in Birth to 3
Parents and families
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Sustainability Ideas
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Implementation Science
Began with Intensive Institutes
Six month follow-up TA
Regional Institutes
Continued technical assistance
On Line Blog and FAQ
Preparing Mentor Project
On Line Learning Modules
Terri Enters, Birth to 3 Part C Coordinator, DHS, [email protected]
Michelle Davies, RESource, [email protected]
Carol Noddings Eichinger, Waisman Center, [email protected]
Wisconsin Early Childhood Collaborating Partners: www.collaboratingpartners.com
Intersecting Interests & Training/Technical Assistance Networking Forum 2014
WI Pyramid Model for Social and Emotional Competence
Lead Agencies & Partners
Description & Desired Outcomes
• Evidence-based framework that promotes healthy social &
emotional development & prevents challenging behaviors in
young children.
• Research demonstrates that the most effective way to change
practice & support social & emotional development of all
children is through the program–wide adoption of the Pyramid
Model.
• Coaching is an essential component of the program-wide
implementation as it bridges theoretical concepts to practices.
• Classroom-based implementation of the Pyramid Model
practices is supported through practice-based coaching.
Practice-based coaching is a cyclical process for supporting
teachers’ use of effective teaching practices that lead to
positive outcomes for children.
TTA Provider Requirements
• Knowledge and understanding of the Pyramid Model
content (8 part training series)
• Commitment to a coaching/mentoring model
• Participation in the Pyramid Model Implementation
Academy with program leadership team
• Knowledge and understanding of practice-based
coaching
• Meets reliability criteria on use of TPOT and, when
available, the TPITOS
Contact
Information:
WI Pyramid Model State
Leadership Team
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Partnership/Home visiting
SFTA
Parents Plus
CESA 11
Waisman center
Children’s Trust Fund
WECA
Dept. of Children and
WI Alliance for Infant
Families
Dept. of Public Instruction Mental Health
• WI PBIS
Dept. of Health
Services/Birth to 3
Head Start T/TA
Higher Education
Milwaukee Child Welfare
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Resources/Tools
Tools:
•BoQ – Benchmarks of Quality
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Used by the program leadership team to
evaluate status of the implementation and
action plan
•TPOT- Teaching Pyramid Observation Tool
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Used by coaches to support preschool
teachers in using evidence-based practices
•TPITOS – Teaching Pyramid Infants and Toddlers Observation
Scale
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Used by coaches to support infant/toddler
teachers in using evidence-based practices
Resource:
Coaches and Program Wide Pyramid Model pages on
Collaborating Partner's website
Target Audience
• In programs implementing Pyramid Model practices program-wide,
teachers supported by internal coaches who are in turn supported
by external coaches.
• External Coach- Guides the program leadership team & internal
coach to support teachers in implementing practices, collect &
analyze data to make decisions about professional development,
policy alignment & action steps to implement Program-Wide
Benchmarks of Quality. External coach is typically member of WI
T/TA system.
• Internal Coach- Mentors teachers & member of program
leadership team. Assists with data collection on teacher use of
strategies & supports individual teachers in increasing use of
evidence based practices. Internal coach is typically associated
with the program.
Sustainability Ideas
• Allocate funds to increase the number of T/TA providers able
and available to provide coaching supports for program wide
implementation in different regions of the state
• Continue to demonstrate the effectiveness of coaching
through empirical and anecdotal data and program examples
• Continue to develop resources to increase efficiency of both
external and internal Pyramid Model coaching
• Continue to expand program-wide implementation of the
Pyramid Model
• Continue to host Pyramid Model Implementation Academy to
support and prepare Pyramid Model coaches
Lana Nenide: [email protected] Julie Betchkal: [email protected]
http://www.collaboratingpartners.com/social-emotional-competence-sefel-pyramid.php
Wisconsin Early Childhood Collaborating Partners: www.collaboratingpartners.com
Intersecting Interests & Training/Technical Assistance Networking Forum 2014
IHE Practicum/Other Examples of Coaching
Description & Desired Outcomes
Practicums in Early Childhood
Education
• Application of child dev. Theory to
practice
• Cultivation of relationships with children,
families and the community
• Assessment of child growth & dev.
• Use best practices in teaching and
learning
• Demonstrate professionalism
TTA Provider Requirements
Lead Agencies & Partners
• All 16 Wisconsin Technical College
System colleges
• Partners: Head Starts, privately-owned
child care, publicly-supported child care;
WECA and T.E.A.C.H.
Resources/Tools
Target Audience
• Cooperating Teachers
(mentors/coaches)
• Technical college practicum students
(mentees)
Sustainability Ideas
Each program differs
NWTC example
• In operation for 3 years
• No history of non-compliance with
licensing codes
• Staff with 2 or 4 year degrees
• Serve as a mentor
Contact
Information:
• Technical College faculty
• Collaborative student work-groups
• State-wide aligned ECE curriculum
• Continuous flow of high quality,
practicum sites
• Paid/scholarship practicums
Katie Roberts, Education Director, Wisconsin Technical College System Office (WTCS)
[email protected]; 608.266.8887
Wisconsin Early Childhood Collaborating Partners: www.collaboratingpartners.com
Intersecting Interests & Training/Technical Assistance Networking Forum 2014
YoungStar Technical Assistance and Consultation
Description & Desired Outcomes
The goal of YoungStar is to improve the quality of
child care and reward high-quality providers by:
• Establishing a 5 Star quality rating system for all
child care providers
• Rating providers based upon points earned
across 4 categories: Education Qualifications
and Training, Learning Environment and
Curriculum, Professional & Business Practices,
& Child Health & Well-Being Practices
• Paying WI Shares rates based upon star ratings
TTA Provider Requirements
• BA in Early Childhood Education or
related field, Registry level 13 or
higher
• At least 3 years of experience working
in an early childhood education setting
• Knowledge of environmental rating
scales
• Adult learner and approved consultant
training through the PDAS system
Contact
Information:
Lead Agencies & Partners
YoungStar Consortium:
• Supporting Families Together
Association
• Wisconsin Early Childhood Association
• Celebrate Children’s Foundation
Technical Consulting Agencies:
Child Care Resource and Referral Network
offices, and WECA Milwaukee
Resources/Tools
Providers participating in YoungStar have
access to:
• Free, onsite technical consultation
• Free professional development
counseling
• Micro-Grants
• Technical or formal rating
• Annual training opportunities
Target Audience
• YoungStar participation is required for
providers who accept Wisconsin Shares
child care subsidy payments, and
optional for others
• Including Group Child Care, Family
Child Care, School Age Programs and
(new in 2014) Day Camps.
Sustainability Ideas
• YoungStar is funded through the
Department of Children and Families
with some additional funds from
Celebrate Children’s Foundation and
local and regional partnerships.
• Some YoungStar services are
augmented through Race to the Top
funding, through DCF
YoungStar Partners:
Supporting Families Together Association and partners, www.supportingfamiliestogether.org
Wisconsin Early Childhood Association, www.wisconsinearlychildhood.org
Celebrate Children Foundation, www.celebrate-children.org
Wisconsin Early Childhood Collaborating Partners: www.collaboratingpartners.com
Intersecting Interests & Training/Technical Assistance Networking Forum 2014
Leadership and Coaching for Change/Response to Intervention (RtI)
Implementation
Description & Desired Outcomes
• A systems-approach to coaching for
improved student outcomes
• Applicable to individuals and/or
teams
• Acknowledges mentoring – coaching
continuum; individualized
• Promotes a Professional Learning
Community (PLC) framework
TTA Provider Requirements
Participation in 4-day training
offered by the WI RtI Center
Contact
Information:
Lead Agencies & Partners
• Training provided by the
Wisconsin RtI Center, Heidi
Laabs, trainer/facilitator
• CESA /MPS EC Program Support
Teachers (PSTs) & DPI-OEL
Statewide Coordinators
Resources/Tools
• The Art of Coaching by Elena
Aguilar. Jossey-Bass, San
Francisco, CA., 2013
• Motion Leadership by Michael
Fullan. Corwin, Thousand Oaks,
CA., 2010
• http://www.wisconsinrticenter.org
Target Audience
Early childhood (early childhood
special education and 4K) school
staff and community-based
partners statewide
Sustainability Ideas
• A practical, common-sense
approach to providing effective TA
• Applicable across all settings
• Form Communities of Practice
(CoP) or Professional Learning
Communities (PLC) to support cross
sector TA providers
http://www.wisconsinrticenter.org/
Or contact the Cooperative Educational Service Agency, Program Support Teachers (CESA PST’s)
http://www.wesp-dhh.wi.gov/Birth_to_Six_Redesign/PST_Contacts.pdf
Wisconsin Early Childhood Collaborating Partners: www.collaboratingpartners.com
Intersecting Interests & Training/Technical Assistance Networking Forum 2014
Parents Interacting with Infants (PIWI)/WI Pyramid Model Parent Module
Description & Desired Outcomes
• Parent-child relationships are a critical
foundation for early development.
• PIWI recognizes the critical role of parentchild interaction in child’s development.
Children’s development is enhanced when
parents understand, embrace and act on their
own important roles in supporting their
children’s developmental agendas.
• The goal of PIWI is to increase
parental/caregiver competence, confidence
and mutual enjoyment.
TTA Provider Requirements
• PIWI training
• Competence in triadic strategies of
coaching
• Ability to join in with parent to provide
developmentally supportive
environments for their children by
expanding on families’ knowledge and
understanding of their children,
building on natural interaction styles,
and acting on parent preferences
Contact
Information:
Lead Agencies & Partners
• WI Alliance for Infant Mental Health
• WI Child Welfare Professional
Development System
• Children’s Trust Fund
• Saint A
• WI Pyramid Model state leadership team
• Kenosha – A Parents Place
Resources/Tools
• Triadic Strategies handout
• PIWI training (Pyramid Academy and
through Home Visiting Training and TA)
• Parent Module Team
• CSEFEL website
• TACSEI website
• Zero To Three
Target Audience
• Parents/Caregivers of young children
• PIWI can be used in playgroups,
home visits, group based or
individual settings
Sustainability Ideas
• Continue to support professionals on
their knowledge and use of PIWI
strategies
• Continue to offer PIWI as part of the WI
Pyramid Model Implementation
Academy
• Partner with Saint A to pilot PIWI
framework within other program
models
Staci Sontoski: [email protected] & Lana Nenide: [email protected]
http://csefel.vanderbilt.edu/resources/training_piwi.html
Wisconsin Early Childhood Collaborating Partners: www.collaboratingpartners.com
Intersecting Interests & Training/Technical Assistance Networking Forum 2014
Professional Development Counseling & T.E.A.C.H. Scholarship Services
Lead Agencies & Partners
Description & Desired Outcomes
• The goal of Professional Development
Counseling is to offer supports and
resources to providers and programs
interested in taking steps to grow
professionally within the systems of child
care and YoungStar
• The goal of the T.E.A.C.H. Scholarship
Program is to increase education,
retention and compensation in the child
care workforce
TTA Provider Requirements
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BA in Early Childhood Education or
related field, Registry level 13 or
higher
At least 3 years of experience
working in an early childhood
education setting
Adult learner and approved
consultant training through the
PDAS system
Contact
Information:
•
Wisconsin Early Childhood
Association & The Department of
Children and Families
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Partner with WI Institutions of
Higher Education
Target Audience
• All regulated child care programs,
including programs participating in
YoungStar
• Includes Group Child Care, Family
Child Care, and School Age
Programs
Resources/Tools
Providers participating in these programs
have access to:
• Free phone & face-to-face
consultations
• Financial support to increase
education
• Grant-supported intensive counseling
models
• Informational workshops
Sustainability Ideas
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These programs are funded
through the Department of Children
and Families with some additional
funds from Celebrate Children’s
Foundation and local and regional
partnerships.
These services are augmented
through Race to the Top funding,
through DCF
Autumn Gehri, Wisconsin Early Childhood Association, 608-729-1029, www.wisconsinearlychildhood.org
Wisconsin Early Childhood Collaborating Partners: www.collaboratingpartners.com