Presentation on theme: "ECSE Indicator Trainings Lunch & Learn Series Effective Relationships with Community Partners Presenter: Mary Joslin– Preschool Environments Statewide."— Presentation transcript:
ECSE Indicator Trainings Lunch & Learn Series Effective Relationships with Community Partners Presenter: Mary Joslin– Preschool Environments Statewide Coordinator Moderators: Jenny Giles - DPI Early Childhood Special Education Consultant and Ruth Chvojicek Preschool Outcomes Statewide Coordinator
In today’s webinar we will: Identify and prioritize strategies for developing and maintaining effective relationships with community partners Identify resources and supports as you work to develop relationships Hear stories from communities about how they develop and maintain relationships with partners.
In today’s webinar we will not: Specifically address legal and procedural issues So remember that confidentiality procedures must be addressed And always work with your special education director
Important things to Know Everyone is muted We will provide times to ask a question – just raise your hand by clicking in the hand box by your name. You can also submit a question in the question box. Type your question here and press send.
Let’s practice 1.Raise your hand if you have participated in a go-to-webinar before. 2.Put you hands down. 3.Raise your hand if you have never participated in a go-to-webinar. 4.Put your hands down. GREAT JOB!
Today’s agenda CollaborationGaining EntryBuilding relationshipsWhere to begin?Resources
Participant Poll Where is this group in developing community collaborations? Please respond to poll located in the lower section of your control panel – thank you.
Why Research has confirmed the importance of collaborative partnerships In successful inclusion relationships among professionals is a primary facilitator of inclusion In unsuccessful inclusion programs lack of relationship is a primary barrier Early Childhood Research Institute on Inclusion
Stages to collaboration Networking- Exchanging information for mutual benefit Coordinating- Exchanging information for mutual benefit, and altering activities to achieve a common purpose Cooperating- Exchanging information for mutual benefit, and altering activities and sharing resources to achieve a common purpose Collaborating- Exchanging information for mutual benefit, and altering activities, sharing resources, and enhancing the capacity of another to achieve a common purpose HIMMELMAN Consulting
Purpose of the gaining entry phase Become familiar with site and staff Too often special education staff just show up on the first day to provide services Buysee, V. & Wesley, P. (2004). Consultation in early childhood settings Gaining entry
Learn about the program history and experience Identify program organizational structure and norms Clarify expectations Develop a process for communication Plan for what ifs Buysee, V. & Wesley, P. (2004). Consultation in early childhood settings
Participant Poll What information do you think is most important when at the gaining entry phase of your relationship? Please respond to poll located in the lower section of your control panel – thank you.
Building relationship Building Relationship Mutual respect Shared decision making Addressing fears and concerns Engaging in reflective practice Extending the relationship Buysee, V. & Wesley, P. (2004). Consultation in early childhood settings
Marshfield School District Jaki Winch Early Childhood-Special Education Teacher
Participant Poll Identify the two most important factors when at the building relationship phase? Please respond to poll located in the lower section of your control panel – thank you.
Over the years it can get easier Shared history Shared success Effective practices in place
Hudson School District Pam Morrison Early Childhood Special Education Teacher
Participant Poll How long do you think it takes to develop relationships that are sustainable through the challenging times? Please respond to poll located in the lower section of your control panel – thank you.
Evidence from Implementation Science From exploration to full implementation of a new idea takes 2-4 years Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
But it can get harder when: Staff changes Problems arise Leadership changes You don’t have adequate skills or support
CESA 10 and CESA 11 Chris Hambuch-Boyle Early Childhood Program Support Teacher Staff changes wipe off board adult classroom rules ongoing notebook common/sacred planning time
Participant Poll What solutions would you try if a challenge developed? Please respond to poll located in the lower section of your control panel – thank you.
Where to begin? Start with one child Start with one location Start with one professional Start with your 4K partners
Where to begin? Start Anywhere-Follow It Everywhere Deborah Frieze-Preserving Early Childhood March 2012 and 4 K Regional Meetings November 2012 Walk Out Walk On: A Learning Journey into Communities Daring to Live the Future Now.
Middleton Cross Plains School District Kari Gault 4K and Early Childhood Administrator us us (608)
Where can I go for help? Print resources following this slideshow Visit other communities Participate in networking Wisconsin’s Training and Technical Assistance Network including: ECSE Consultant at DPI; CESA Program Support; Regional Collaboration Coaches and Preschool Environments/Preschool Options staff
Ask Us A Question
Upcoming opportunity Early Childhood Collaborative Leadership Forum Preserving Early Childhood 2013/9 th Biennial JoLyn Beeman Memorial Lecture Series March 6 and 7, 2013
THANK YOU FOR Attending and Interacting in Today’s Webinar We will send you a link for the recording of today’s webinar as well as a follow-up survey on this webinar.
Dinnebein, L., & McInerney, W. (2011). Itinerant early childhood special education services. This book has a number of valuable sections. Chapter 3 on Consultation talks about gaining entry and building relationship and has a valuable table on pages Chapter 5 is focused on Coaching rather than consultation and defines the difference. Moving from establishing relationship and building rapport to a level of comfort and partnership are described on pages The itinerant teacher as team member is the subject in chapter 8. Valuable information about handling and resolving conflict are found on pages 113 to 117. Chapter 12 of this book is about the logistics of providing itinerant services. You might want to discuss the Affinity Model in services found on page 166. Pages address some key factors and steps for preparing for site visits.
Hemmeter, M.L., Smith, B.J. & Sandall, S., Askuw, L. (2005). DEC recommended practices workbook: Improving practices for young children with special needs and their families. Missoula, Montana: Division for Early Childhood (DEC). The workbook section is of most use when identifying recommended practices that support effective relationships with community partners is found in the Workbook Forms by Activity section beginning on page 47. Take the time to look at the sections and identify which specific practices require communication and information sharing with regular caregivers.
McWilliam, R. A. (2010). Routines-Based Early Intervention: Supporting Young Children and Their Families. Baltimore: Brookes. Chapter 11 of this book will be useful as you work within Child Care settings. Read through the rules of consultation found on pages Also note the rapport building suggestions on page 176.
Wolery, R.A., & Odom, S.L. (2000). An administrator’s guide to preschool inclusion. Chapters 4 and 8 are especially useful when in addressing how to develop and sustain effective relationships. Chapter 4 is about collaboration and has great descriptions of different models of collaboration. Check out the administrative supports needed on pages Chapter 8 is on systems change and the barriers and resistance issues on pages are especially useful. inclusion
Buysse, V. & Wesley, P. (2005). Consultation in early childhood settings. Baltimore: Brookes. Chapters 3 and 4 were a major source for this webinar Chapter 3 is Gaining Entry and I recommend the questions on pages Chapter 4 is on Building the Relationship and there are key questions to address on pages
DeVore, S., Miolo, G., & Hader, J. (2011). Individualizing inclusion for preschool children using collaborative consultation. Young Exceptional Children. Vol 14, number 4. This short and easy to read article by Wisconsin authors is worth re-reading.
For more resources: Being updated with new tools and resources by April