1. David P. Lindeman, Ph.D., and Phoebe Rinkel, M.S. University of Kansas Guiding Documents  DEC Recommended Practices in Early Intervention/Early Childhood Special Education  Agreed Upon Mission and Key Principles for Providing Early Intervention Services in Natural Environments  IDEA – Part C  Kansas Infant-Toddler Services Procedure Manual Overview of Training Notebook and Modules Module Topics:  Overview of Statewide Program  Family Service Coordination  Child Find  Referral/Screening  Evaluation/Assessment  Individual Family Service Plan  Local Interagency Coordinating Council  Service Delivery  Transition  Finance and Quality Practices  Policy, Procedures & Staff Management Core Expectation Areas:  Leadership  Policies and procedures  Resources  Professional development  Monitoring, evaluation, and accountability Session Structure:  12 monthly, day-long meetings with state agency and state technical assistance staff  Sessions had a dual focus: 1)Focus on key principles for providing early intervention services in natural environments, and 2)Policies and procedures that support the key principles. Community of Practice:  Each cohort invited to Community of Practice  Yearly cohort of coordinates/administrators  Peer to peer support  Coordinator Connections (Four times per year)  Regular coordinator meetings (Four times per year)  New coordinator mentorship  Year two individualized TA plans (focus on growth & sustainability) Outcome: Each new coordinator/administrator designed a strategic plan for building both their own leadership skills and the competence of their staff prior the end of the training. Impact of Initiative on New Coordinators: Year One*  90% of the new coordinators found the new coordinator handbook to be useful.  100% of the new coordinators found the materials organized and meaningful.  70% of the new coordinators thought the mission and key principles were covered throughout the training.  Some individuals would have liked additional information on incorporation of the early childhood outcomes in home visits.  Respondents would have liked a combination of online and in-person training to decrease travel expenses.  Respondents liked having the opportunity to talk with other coordinators and thought it was critical to the training.  The training helped new coordinators understand Part C policies and procedures. *Based on completed evaluations. The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression and genetic information in the University’s programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Director of the Office of Institutional Opportunity and Access, IOA@ku.edu, 1246 W. Campus Road, Room 153A, Lawrence, KS, 66045, (785) 864-6414, 711 TTY. KITS is supported through grants from the Kansas State Department of Education – Early Childhood, Special Education, and Title Programs (Grant #21013) as a part of the Kansas Technical Assistance Network (TASN) and the Kansas Department of Health and Environment – Infant Toddler Services. References Fixsen, D., Blasé, K., Naoom, S., & Duda, M. (2013). Implementation drivers: Assessing best practices. National Implementation Science Network (NIRN) v. 4/2013, 1-49. Kansas Department of Health and Environment, Infant-Toddler Services. (2013). Kansas Infant-Toddler Services Procedure Manual. Retrieved from http://www.ksits.org/part_c_manual.htm http://www.ksits.org/part_c_manual.htm Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from http://www.dec-sped.org/recommendedpractices http://www.dec-sped.org/recommendedpractices Workgroup on Principles and Practices in Natural Environments, OSEP TA Community of Practice: Part C Settings. (2008, March). Agreed upon mission and key principles for providing early intervention services in natural environments. Retrieved from http://ectacenter.org/~pdfs/topics/families/Finalmissionandprinciples3_11_08.pdf http://ectacenter.org/~pdfs/topics/families/Finalmissionandprinciples3_11_08.pdf Kansas Inservice Training System www.kskits.org © Introduction This poster presents a model for preparing new early intervention program coordinators/administrators and those with little experience to become effective leaders. This state initiative, as part of the broader comprehensive professional development system, was designed to support new program coordinators to understand their role, responsibilities, and to become a leader in their early intervention program. This initiative was based on the understanding that capable leadership ultimately impacts child and family outcomes, and was a collaborative effort between the Kansas Department of Health and Environment Infant- Toddler Services and Kansas Inservice Training System (KITS), the professional development provider for the state’s early intervention programs. Purpose of Initiative New coordinators are often skilled practitioners who are promoted into an administrative role. Many have little or no background or training for this new role. This initiative is designed to develop the knowledge and skills needed as an early intervention program leader. Relationship of DEC Recommended Practices to Initiative The DEC Recommended Practices identify 14 key leadership responsibilities associated with implementation of the Recommended Practices. A leader is defined by DEC as one in position of program leadership and authority in providing services to young children who have or are at risk for developmental delays or disabilities and their families. The DEC Recommended Practices are best implemented within a supportive leadership structure. This initiative was aligned with all 14 leadership practices as defined by DEC; but in particular, with the training curriculum reflected in the following nine practices: L1. Leaders create a culture and a climate in which practitioners feel a sense of belonging and want to support the organization's mission and goals. L2. Leaders promote adherence to and model the DEC code of Ethics, DEC Position Statements and Papers, and the DEC Recommended Practices. L3. Leaders develop and implement policies, structures, and practices that promote shared decision making with practitioners and families. L7. Leaders develop, refine and implement policies and procedures that create the conditions for practitioners to implement DEC Recommended Practices. L9. Leaders develop and implement an evidence-based professional development system or approach that provides practitioners a variety of supports to ensure they have knowledge and skills needed to implement the DEC Recommended practices. L10. Leaders ensure practitioners know and follow professional standards and all applicable laws and regulations governing service provision. L12. Leaders collaborate with stakeholders to collect and use data for program management and continuous program improvement and to examine the effectiveness of services and supports in improving child and family outcomes. L13. Leaders promote efficient and coordinated service delivery for children and families by creating the conditions for practitioners from multiple disciplines and the family to work together as a team. L14. Leaders collaborate with other agencies and programs to develop and implement ongoing community-wide screening procedures to identify and refer children who may need additional evaluation and services. Leadership is one of the drivers critical to implementation of any practice or program (Fixsen, Blasé, Naoom, & Duda, 2013).