Supporting a Tiered Model Framework Panel Members: Rosemarie Allen Ardith Ferguson Linda Forrest Paula Neth Tom Patton Holly Wilcher Claudia Zundel 1

2 Presented by Rosemarie Allen, M.Ed

3  The Vision

4 Ensuring 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. 4

5 The Center  CDHS through its Divisions of Child Care and Developmental Disabilities in partnership with the Division of Behavioral Health is developing a center that will provide a centralized point of contact, coordination, and technical support for early childhood social- emotional training for early care and education settings including family child care and in home providers.

6 Primary Work of the Center  The primary work of the center will be based on two national models currently being implemented in Colorado: The Pyramid Model Approach for Promoting Social and Emotional Development of Infants and Young Children The SpecialQuest Birth-Five Approach to Early Childhood Inclusion

7 Training  At least one statewide training on the Pyramid Model and/or SpecialQuest will be held per year.  Develop a method to provide ongoing assistance and support to the trainers. This will include phone support and at least one face to face contact yearly  The Center will develop and maintain a registry of approved trainers

8 Coaches  The Center will maintain a list of at least 20 active coaches, as well as remain sensitive to community need for coaching the Center will: develop qualifications for coaches create a formal quality assurance process for approving coaches; maintain a database of approved coaches develop a method to continually support the coaches.

9 Demonstration Sites  The Center will provide needed technical assistance and support to five demonstration sites. The existing sites are: Fremont County Headstart, Creative Options (Aurora) Mesa County School District. The other two sites could be anywhere within the state.

10 Technical Assistance Providers  The Center will provide technical assistance via means that maximize both effectiveness and efficiency in addressing a particular issue; i.e., appropriate for the request and overall program budget.  The Center will be expected to respond to provider calls within one business day.

11 Providers  The Center will develop a contract with providers concerning how the provision of additional training and technical assistance, consultation or other appropriate supports may be provided.  The Center will develop and implement outreach strategies that reach all early care and learning environments with a special emphasis on those representing diverse backgrounds.

12 Technical Assistance  Programs The Center will provide guidance for private or public programs implementing the Pyramid Model/Special Quest Approach across a multiple classrooms and/or settings. This will include, at a minimum, materials, phone consultation and on site assistance to promote sustainability.

13 Technical Assistance (continued)  Community The Center will develop materials and methods for the creation of a community-based leadership team that can sustain the Pyramid Model and SpecialQuest Approach.

14 Agency Requirements (Continued)  Serve as an “Umbrella” organization to support Social/Emotional Programs and Inclusion, statewide.

15 The Role of Early Intervention Colorado Division for Developmental Disabilities Presented by Ardith Ferguson, M.Ed. 15

16 A Statewide Program that includes Infants and Toddlers with Disabilities EI Colorado is collaborating with the Divisions of Child Care and Behavioral Health: $300,000 16

17 Infant and Toddler Focus (continued)  First year training will be on infant and toddler modules  Providers will include those working as early interventionists in home and community settings  One of the demonstration sites must include an infant and toddler focus

18 Infant and Toddler Focus (continued)  The skills and knowledge of EI providers will be expanded which in turn will help create and retain jobs in Colorado  More inclusive settings will be available for infants and toddlers with disabilities  Better collaboration will exist between early childhood agencies

19

20 Presented by Linda Forrest Arapahoe Community College

 Embedding Evidence-based Competencies for Promoting Social and Emotional Development and Addressing Challenging Behavior in Early Care & Education SettingsEvidence-based Competencies for Promoting Social and Emotional Development and Addressing Challenging Behavior in Early Care & Education Settings  Course of study through community college that leads to social/emotional certificate/endorsement  NAEYC accreditation 21

22 Presented by Paula Neth, Qualistar Early Learning

Promotional Level:  Qualistar Rating and Improvement System High Quality Supportive Environments Nurturing and responsive relationships Prevention Level:  Coaching and technical assistance support to individual programs and classrooms Intervention Level:  Referrals for child care providers and families 23 CONNECTING GREAT KIDS with GREAT CARE

24 Presented by Tom Patton, CDE

25 Insuring a Sustainable Statewide Program  Coordinate with other PBS efforts: CDE Positive Behavior Supports (Big B PBS)  Regional Support to coaches  State Personnel Development Improvement Grant (SPDIG) The “Center” and State level partnership  Coordinate training and coaching support Provide accessible resources through web site 25

26 Training  Support district and BOCES staff to participate in PBS trainings  Provide coaching training to existing and new coaches

27 Technical Assistance Leadership Teams  CDE will provide technical assistance and support to Leadership Teams for up to one year for planning for implementation.  Provide technical assistance to existing Leadership Teams who have been implementing in the past 3 years.

28 Levels of Intervention  Provide training and technical assistance on tiered levels of intervention for more challenging behavior (RtI/PBS)  Explore becoming formally connected to the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI)

29 Presented by Holly Wilcher, Colorado Office of Professional Development

Supporting a Professional Development System  Technical Assistance Literature Consultation Presentations  Social and Emotional Training Needs Assessments  Professional Development Planning for communities 30

Supporting a Professional Development System cont.  Early Childhood Social and Emotional Interdisciplinary Credential and Core Knowledge Voluntary Quality Assurance process Professional development pathways Matrix of professional development offerings  Trainer and Training Approval Process Formally recognizes trainers:  Content expertise  Adult learning experience 31

Supporting a Professional Development System cont.  Career Pathways Guidance for careers related to early childhood social and emotional health  Education Stipend Project Rewards early childhood professionals for pursuing education (e.g. social and emotional related coursework in higher education settings) 32

33 Division of Behavioral Health Claudia Zundel, MSW

34 Division Overview  Three Sections: Prevention, Intervention, Treatment  Position shared with childcare 34

35 Address All Life Domains Least restrictive, most appropriate setting Individualized Services Culturally Competent Services Multi-system Collaboration Family Focused Community Based Values and Principles: Colorado’s System of Care for Children Universal Prevention/Promotion Promoting All Children’s Social/Emotional Health 75% - 80% Early Intervention/Prevention Services to High Risk Populations, (e.g., Child Welfare, Substance Abusers, Teen Parents, etc…) 15% – 20% Services/ Intervention Direct Services for Children w/ Severe Emotional Disturbances (as defined by Project BLOOM) 3% -5% Training Screening/ Assessment Family/Youth Involvement & Activities Wrap Around Social Marketing Care Coordination Development of Specific Services Program Evaluation Paid For By Project BLOOM Paid For By Project BLOOM Infrastructure supports all levels of need

36 Early Childhood Specialist Program  Duties  Training  Results

37 Mental Health Consultation  SSUF Program  Kid Connects  State Infrastructure  Rules

38 Blue Ribbon Policy Council

39 Closing Quote “The cost of failure to intervene early is far too high a price to pay when predictable negative outcomes can be prevented.” (Gould, Cost of Failure Study, 2000)

Thank you!  Questions? 40