CSEFEL State Planning Rob Corso

CSEFEL  National Center focused on promoting the social emotional development and school readiness of young children birth to age 5.  Jointly funded by the Office of Head Start and the Child Care Bureau, under the auspices of the Administration on Children, Youth and Families at the U.S. Department of Health and Human Services.

Outcomes-Driven T/TA to States Work with 11 states /yr. to build a professional development (PD) system to foster the PD of the early care and education workforce: Enhance knowledge and skills; Support and sustain the use of effective practices at the local level; and Increase the size of the workforce skilled in supporting the social emotional development of young children (birth-5 years old)

CSEFEL States Maryland Colorado IowaTennessee VermontHawaii North CarolinaNebraska CaliforniaWisconsin Massachusetts

Intensive Intervention Targeted Social Emotional Supports Nurturing and Responsive Relationships AND High Quality Environments Systematic approaches have preventive and remedial effects on social emotional develop- ment. Supportive, responsive relationships among adults and children are necessary for promoting social emotional development High quality environments promote positive outcomes for all young children CSEFEL Pyramid Model: Promoting Social Emotional Competence in Infants and Young Children CSEFEL Pyramid Model: Promoting Social Emotional Competence in Infants and Young Children

Convene an interagency, collaborative team (this may be an existing group) to develop policies, procedures and other mechanisms to implement, evaluate and sustain the Pyramid Model; 2. Train trainers and coaches to build the capacity of the workforce and support local implementation; Identify 3 local programs to serve as demonstration sites to demonstrate the effectiveness of the Pyramid Model and practices; and 4. Evaluate outcomes. 1.Convene an interagency, collaborative team (this may be an existing group) to develop policies, procedures and other mechanisms to implement, evaluate and sustain the Pyramid Model; 2. Train trainers and coaches to build the capacity of the workforce and support local implementation; 3.Identify 3 local programs to serve as demonstration sites to demonstrate the effectiveness of the Pyramid Model and practices; and 4. Evaluate outcomes. Partnership Goals

3 Phases of T/TA to States Phase I: Intensive TA to States: - Identify collaborative team and plan infrastructure for sustaining the effort - Identify and train cadre of trainers and coaches - Identify and work with local demonstration sites Phase II: Develop Plan for Progress Monitoring, Evaluation, Sustainability and Mentoring Phase III: Provision of Supports for Sustainability

Phase I: State Planning commit to engage with the Center in a collaborative effort identify a facilitator who will conduct meetings, coordinate the work, be CSEFEL liaison and continue the momentum after Phase I; establish (or use) a collaborative /team for state planning; have monthly team meetings and, after a year of intensive assistance, have in a place: –a goal/vision, –a written action plan, –strategies to implement and evaluate the plan, and –the leadership and structure to support intensive training and on-going, on-site TA and demonstration sites; able to support intensive training and program development as evidenced by resource and staff allocation; and poised to build and/or sustain system capacity as evidenced by written agreements and current efforts to improve PD in the area of social emotional development.

Phase 2: State Implementation and Evaluation Engage in TA (e.g., on-site, telephone, , web-based.) with CSEFEL States will develop and implement: –progress monitoring and evaluation plan –sustainability plan

Phase 3 : State Systems Sustainability Engage in quarterly individualized checkup to monitor sustainability of the PD system and problem solve issues that may have arisen. Participate in distance TA involving all partnership states in the following sustainability initiatives: –Participating in communities of practice, –Assisting in providing ongoing teleconferences, and –Assisting in maintaining the web page specific to state and local capacity building.

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