is a service of the 1 2009 conference call series on early childhood inclusion effective strategies...
TRANSCRIPT
is a service of the
1
2009 Conference Call Series on Early Childhood Inclusion
Effective Strategies for Supporting Local Partnerships to
Promote Inclusive Practices
March 17, 2009
Presenters and Facilitators
Susan Rohrbough, National Child Care Information and Technical Assistance Center (NCCIC)
Ruth Littlefield, 619 Coordinator, New Hampshire
Joan Izen, PTAN Project Director, New Hampshire
Mary Peters, 619 Coordinator, Wisconsin
Marcia Flaherty, Director of instruction, Manitowoc
Public Schools, WI.
Debbie Cate & Kathy Whaley, NECTAC
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Webinar Goals
Gain information about conceptual frameworks that can be used to better understand characteristics of partnerships and interagency relationships.
Gain information about state level
strategies to promote and support interagency partnerships and relationships at the local level.
Gain information about tools and
resources used by state and local partners to promote and sustain inclusive practices.
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Information Sharing
Collaborative principles & practices
Role & function strategies
Cross-system, cross-sector considerations
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Partnership Information
Collaborative leadership
Collaboration frameworks
Duration and intensity
Elements of successful partnerships
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Collaborative Leadership
Collaborative Leadership is developed by a group that is partnering to solve agreed upon issues. Leaders of the group use supportive and inclusive methods to insure that those they represent are part of the change process.
Source: Turning Point. (n.d.). Fundamental concepts: Facilitator’s guide. Retrieved February 5, 2009, from www.collaborativeleadership.org/pages/curriculum/manual_sections/Cl_fundamental_concepts_manual_facilitators_guide.pdf
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Collaborative Leadership Guiding Principles
1. Assessing the Environment2. Developing clarity3. Building trust4. Sharing power and influence5. Developing people6. Self reflection
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Collaboration Pyramid
Cooperation
Coordination
Collaboration
Com
mun
icat
ion
Source: Kagan, S.L. (1991). United we stand: Collaboration for child care and early education services. New York, NY: Teachers College Press.
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Cooperation Coordination Collaboration• Shorter-term informal relations• No clearly defined
MissionStructurePlanning
• Each organizationShares littleRetains authorityKeeps resources separateNo risk
• Formal relationships• Understood mission• Coordinated effort• Longer-term specific interaction• Planning & division of roles• Open communication channels between organizations• Risk increases• Power can be an issue• Resources & rewards shared
• Durable relationship• Become new, committed structure• Full commitment• Common mission• Comprehensive planning• Well-defined communication• New structure determines authority•Risk is much greater•Partners contribute resources & reputation• Power can be unequal•Re sources, results & rewards shared
Lower Intensity
Higherintensity
Collaboration ContinuumKey Relationships and Work
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Adequate fundingResource
managementTimeStaffingEnvironment (i.e.,
facility and space)
Equipment and supplies
Effective communication systems
Detailed, comprehensive planning
Service deliveryPolicies and
proceduresOngoing
evaluation and improvement
Shared visionMutual respectAttitude, beliefs,
and valuesSkillsKnowledge
RESOURCESSYSTEMSPEOPLE
Key Elements of Successful Partnerships
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Determine convener(s) and facilitation
Provide small and large group experiences
Build on assets and strengths
Strategic and operational planning
Individual and group engagement
Team-building and group process
Shared vision
Mutual respect
Attitude, beliefs, and values
Skills
Knowledge
ACTIONSTRATEGY PEOPLE
Partnerships Into Action
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Establish cross-system, cross-sector work groups
Provide professional development opportunities
Set meeting and communication schedule
Systems development & implementation
Joint, coordinated service efforts
Procedural guidance
Assessing our work
Communication systems
Comprehensive planning
Service delivery
Policies and procedures
Ongoing evaluation and improvement
ACTIONSTRATEGYSYSTEMS
Partnerships Into Action
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Determine community assets
Create a Partnership Management role or position
Conduct a review of setting and space
Diversify resources
Partnership management
Environment/space assessment
Adequate funding
Resource management
Time
Staffing
Environment (i.e., facility and space)
Equipment and supplies
ACTIONSTRATEGYRESOURCES
Partnerships Into Action
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Cross-system, Cross-sector Considerations
Creating/using frameworks or models
Acknowledging the role of, and
attention to, ‘people’
Responding proactively to system
effects
Managing resources14
New Hampshire: Partnerships
People: Identified shared vision for inclusion of preschoolers with disabilities in child care
Systems: Worked cross-systems to develop strategy for improvement
Resources: PTAN and State Personnel
New Hampshire PTAN Child Care Inclusion Project
DOE Bureau of Special Education Priority: Preschool LRE
DHHS Child Development Bureau Priority: Decrease expulsion of
children with challenging behaviors Priority: Increase child care
placement options for parents of children with special needs.
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Services for Young Children & Families in
WisconsinBirth to Six Collaborations
www.collaboratingpartners.com
Comprehensive System Approach
•Mental Health & Social Emotional
Development
•Early Care and Education
•Parent Education
•Family Support
•Health and Medical Home
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Networks and Community
Partnerships
Networks & Community Partnerships
Wisconsin Early Childhood Collaborating Partners Regional Action Teams
Braided Funding for Regional Minigrants, Community Collaboration Coaches
Action Plans for regional initiatives and personnel development across sectors
Wisconsin
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System of Personnel
Development
State Personnel Development Grant
Priority Areas: Early Transitions, Early Educational Environments, and the Wisconsin Model Early Learning Standards
Statewide training conducted Includes information for community
approaches to expanding service delivery options for children with disabilities
Wisconsin
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New Hampshire’s Effective Partnership
At the local level -People: common goal of inclusion,
need to build respect, skills and knowledge
Systems: Need to coordinate efforts for young children and develop systems
Resources: Assessment of what each partner can bring to the table (more than fiscal)
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Promoting Preschool Partnerships Pilot Project
•PTAN Advisory Committee
•Development of a Self-Assessment Tool–Accessing Services–Acquire/Share info–Planning/Provide services–Admin support
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Early Childhood Program Support
Leadership
Early Childhood Program Support /Leadership
Preschool Discretionary Grants Common role in each region SPP Priorities Environments, Child
Outcomes, and Transitions (B 6, 7 & 12) Support LEAs and community approaches Regional Services Network
Wisconsin
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http://www.cesa4.k12.wi.us/programs-services/special/ec/mini-grants/index.htm
Statewide Support
www.preschooloptions.org -
Personnel Development
Mini Grant Process
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Using the Collaboration Tool in New Hampshire to Promote Inclusion
• Pilot Project: 2 communities, urban and rural– Preschool Special Ed Coordinator– Child Care Director– Parent of a child who receives services from both programs
• Pilot Teams meet with Advisory Committee - Used facilitators - Decision makers• Revisions to Self-Assessment Tool and Action Plan Form - Minor language changes
- Evidence box• Planning for statewide implementation
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Inclusive Practices in Wisconsin
Building collaborative relationships
• Establish multi-agency planning councils• Inclusive staff development:
Convenient times, substitute teachers, systematic and continuous• Respectful itinerant services
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Impact of the Self-Assessment Tool
- Better lines of communication - Preschool special education coordinator
includes child care colleague in all staff communications - Common and consistent language used- Less “we”-”them”- Using same communication notebook - Parent feels more connected and heard- Shared daily journals for children- Parent feels more empowered
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Inclusive Practices in Wisconsin
• Children are the center of our conversation
• Individual needs considered
• All early childhood environments respected
• Problem solving together
• Support one another
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What is the one lesson you have learned that you would like to share in partnering to promote
inclusive practices?
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Resources
• NCCIC Collaborative Continuum
• New Hampshire’s Self-Evaluation Tool
• New Hampshire Preschool Technical Assistance
Network, PTAN
• Preschool Inclusion in New Hampshire:
Promoting Partnerships to Make it Better!
• Wisconsin Early Childhood Collaborating Partners
• Pre-Kindergarten Children with Disabilities: A Guide for
Making System and Program Level Decisions
• NECTAC Inclusion page33
PACT: Partnerships, Alliances, and Coordination Techniques
PACT is an initiative of NCCIC, a service of the Child Care Bureau, Administration for Children and Families, U.S. Department of Health and Human Services
PACT gives State, Territory, and Tribal policymakers—particularly CCDF Administrators and their partners—the resources they need to build more comprehensive and collaborative early care and school-age programs for serving children and families
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PACT Materials PACT consists of an introduction and six training
modules: Fundamentals of Collaborative Leadership Creating, Implementing, and Sustaining Partnerships Communication Strategies Financing Managing and Facilitating Successful Partnerships Building Capacity to Evaluate Partnership Initiatives
Modules include intersecting and complementing concepts to provide users with a comprehensive package
Materials are available on NCCIC’s Web site at http://nccic.acf.hhs.gov/pact
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10530 Rosehaven Street, Suite 400 ● Fairfax, VA 22030Phone: 800-616-2242 ● Fax: 800-716-2242 ● TTY: 800-516-2242
Email: [email protected] ● Web: http://nccic.acf.hhs.gov
Thank You
NCCIC is a service of the
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