increase capacity of hv programs to implement reflective practice increase buy in of reflective...

Intersecting Interests & Training/Technical Assistance Networking

Forum 2014

Wisconsin Early Childhood Collaborating Partners: www.collaboratingpartners.com

Description & Desired Outcomes Lead Agencies & Partners Target Audience

TTA Provider Requirements Resources/Tools Sustainability Ideas

Contact Information:

• Increase capacity of HV programs to implement reflective practice

• Increase buy in of reflective practice• Increase capacity statewide for IMH

consultation• Support outreach for IMH Certificate

Program• Support for IMH Endorsement

• DCF & DHS (as co-leads on the Family Foundations Comprehensive Home Visiting Program - FFHV)

• Project LAUNCH• WI-AIMH• UW Department of Psychiatry /Infant,

Early Childhood, and Family Mental Health Certificate Program

• Consultants signed formal contracts with WI-WIAMH

• Senior Consultants had to be eligible for endorsement at Level IV of IMH Endorsement

• Consultants-in-Training filled out an application outlining education and experience; and committed to work toward Level III Endorsement

• 2 years of 3 sessions of Reflective Practice Retreats led by Dr. Bill Schafer, a national reflective supervision expert

• Monthly reflective practice sessions at each FFHV site with case presentations by program staff

• Monthly consultation for program supervisors• Monthly Reflective Supervision for Consultants

with Senior Consultants• On-going reflective practice/supervision

professional development opportunities

• Build IMH and Reflective Practice Consultation into program budgets

• Share results of this project’s evaluation re: changes in practice and child/family outcomes

• Continue to work on expanding Medicaid reimbursement policies

• Link IMH and reflective practice consultation to trauma-informed care initiatives

Leslie McAllister, DCF Home Visiting Coordinator, [email protected] Mauer, Project LAUNCH Coordinator, [email protected] Donahue, Clinical Specialist, WI-AIMH, [email protected]

Building Capacity for Reflective Supervision & Infant Mental Health Consultation within Home Visiting

• FFHV Program Supervisors• FFHV Seasoned Home Visitors• People interested in becoming

IMH/Reflective Practice consultants (consultants-in-training)

• Experienced IMH consultants (Senior Consultants)

http://www.collaboratingpartners.com/

mailto:[email protected]




Forum 2014





1. Building on interest-based activity settings and learning opportunities vs. embedding therapy

2. Promoting child participation in interest-based activity settings that have development-enhancing qualities vs. focusing on skill development

3. Adult responsiveness to the child vs. the therapist focusing on teaching specific skills

• Birth to 3 Program Team, DHS• Early Childhood Professional

Development Program and WPDP at Waisman Center

• RESource Team, CESA 5• 72 County Birth to 3 Programs

• Preparing Mentors Project in 2010

• RESource Technical Assistance Regional Facilitators (RESource)

• On Line Learning Modules free for Birth to 3 providers (series of 5)

• http://fipp.org for seminal articles• http://www.waisman.wisc.edu/birthto3/pd

fs/CoachingFAQ.pdf for FAQ

• Framework for Reflective Questions http://fippcase.org/casetools/casetool_vol4_no1.pdf

• Implementation Science• Began with Intensive Institutes• Six month follow-up TA• Regional Institutes• Continued technical assistance• On Line Blog and FAQ• Preparing Mentor Project• On Line Learning Modules

Terri Enters, Birth to 3 Part C Coordinator, DHS, [email protected] Davies, RESource, [email protected] Noddings Eichinger, Waisman Center, [email protected]

Birth to 3 Primary Coach Approach to Teaming Within Natural Environments

• Birth to 3 TEAMS and Practitioners• Occupational Therapists• Physical Therapists• Speech Pathologists• Early Childhood Educators• Social Workers• Leaders in Birth to 3• Parents and families


http://fipp.org/

http://www.waisman.wisc.edu/birthto3/pdfs/CoachingFAQ.pdf

http://www.waisman.wisc.edu/birthto3/pdfs/CoachingFAQ.pdf

http://fippcase.org/casetools/casetool_vol4_no1.pdf

http://fippcase.org/casetools/casetool_vol4_no1.pdf





Forum 2014





• Evidence-based framework that promotes healthy social & emotional development & prevents challenging behaviors in young children.

• Research demonstrates that the most effective way to change practice & support social & emotional development of all children is through the program–wide adoption of the Pyramid Model.

• Coaching is an essential component of the program-wide implementation as it bridges theoretical concepts to practices.

• Classroom-based implementation of the Pyramid Model practices is supported through practice-based coaching. Practice-based coaching is a cyclical process for supporting teachers’ use of effective teaching practices that lead to positive outcomes for children.

WI Pyramid Model State Leadership Team

• CESA 11• Children’s Trust Fund• Dept. of Children and

Families• Dept. of Public Instruction• Dept. of Health

Services/Birth to 3• Head Start T/TA• Higher Education• Milwaukee Child Welfare

Partnership/Home visiting• SFTA• Parents Plus• Waisman center• WECA• WI Alliance for Infant

Mental Health• WI PBIS

• Knowledge and understanding of the Pyramid Model content (8 part training series)

• Commitment to a coaching/mentoring model• Participation in the Pyramid Model Implementation

Academy with program leadership team• Knowledge and understanding of practice-based

coaching• Meets reliability criteria on use of TPOT and, when

available, the TPITOS

Tools:•BoQ – Benchmarks of Quality

• Used by the program leadership team to evaluate status of the implementation and action plan

•TPOT- Teaching Pyramid Observation Tool• Used by coaches to support preschool

teachers in using evidence-based practices•TPITOS – Teaching Pyramid Infants and Toddlers Observation Scale

• Used by coaches to support infant/toddler teachers in using evidence-based practices

Resource:Coaches and Program Wide Pyramid Model pages on Collaborating Partner's website

• Allocate funds to increase the number of T/TA providers able and available to provide coaching supports for program wide implementation in different regions of the state

• Continue to demonstrate the effectiveness of coaching through empirical and anecdotal data and program examples

• Continue to develop resources to increase efficiency of both external and internal Pyramid Model coaching

• Continue to expand program-wide implementation of the Pyramid Model

• Continue to host Pyramid Model Implementation Academy to support and prepare Pyramid Model coaches

Lana Nenide: [email protected] Julie Betchkal: [email protected] http://www.collaboratingpartners.com/social-emotional-competence-sefel-pyramid.php

WI Pyramid Model for Social and Emotional Competence

• In programs implementing Pyramid Model practices program-wide, teachers supported by internal coaches who are in turn supported by external coaches.

• External Coach- Guides the program leadership team & internal coach to support teachers in implementing practices, collect & analyze data to make decisions about professional development, policy alignment & action steps to implement Program-Wide Benchmarks of Quality. External coach is typically member of WI T/TA system.

• Internal Coach- Mentors teachers & member of program leadership team. Assists with data collection on teacher use of strategies & supports individual teachers in increasing use of evidence based practices. Internal coach is typically associated with the program.




http://www.collaboratingpartners.com/social-emotional-competence-sefel-pyramid.php


Forum 2014





Practicums in Early Childhood Education• Application of child dev. Theory to

practice• Cultivation of relationships with children,

families and the community• Assessment of child growth & dev.• Use best practices in teaching and

learning• Demonstrate professionalism

• All 16 Wisconsin Technical College System colleges

• Partners: Head Starts, privately-owned child care, publicly-supported child care; WECA and T.E.A.C.H.

Each program differs

NWTC example• In operation for 3 years • No history of non-compliance with

licensing codes • Staff with 2 or 4 year degrees • Serve as a mentor

• Technical College faculty• Collaborative student work-groups• State-wide aligned ECE curriculum

• Continuous flow of high quality, practicum sites

• Paid/scholarship practicums

Katie Roberts, Education Director, Wisconsin Technical College System Office (WTCS)[email protected]; 608.266.8887

IHE Practicum/Other Examples of Coaching

• Cooperating Teachers (mentors/coaches)

• Technical college practicum students (mentees)




Forum 2014





The goal of YoungStar is to improve the quality of child care and reward high-quality providers by:• Establishing a 5 Star quality rating system for all

child care providers• Rating providers based upon points earned

across 4 categories: Education Qualifications and Training, Learning Environment and Curriculum, Professional & Business Practices, & Child Health & Well-Being Practices

• Paying WI Shares rates based upon star ratings

YoungStar Consortium:• Supporting Families Together

Association• Wisconsin Early Childhood Association• Celebrate Children’s Foundation

Technical Consulting Agencies:Child Care Resource and Referral Network offices, and WECA Milwaukee

• BA in Early Childhood Education or related field, Registry level 13 or higher

• At least 3 years of experience working in an early childhood education setting

• Knowledge of environmental rating scales

• Adult learner and approved consultant training through the PDAS system

Providers participating in YoungStar have access to:• Free, onsite technical consultation• Free professional development

counseling• Micro-Grants• Technical or formal rating• Annual training opportunities

• YoungStar is funded through the Department of Children and Families with some additional funds from Celebrate Children’s Foundation and local and regional partnerships.

• Some YoungStar services are augmented through Race to the Top funding, through DCF

YoungStar Partners:Supporting Families Together Association and partners, www.supportingfamiliestogether.org Wisconsin Early Childhood Association, www.wisconsinearlychildhood.org Celebrate Children Foundation, www.celebrate-children.org

YoungStar Technical Assistance and Consultation

• YoungStar participation is required for providers who accept Wisconsin Shares child care subsidy payments, and optional for others

• Including Group Child Care, Family Child Care, School Age Programs and (new in 2014) Day Camps.


http://www.supportingfamiliestogether.org/

http://www.wisconsinearlychildhood.org/

http://www.celebrate-children.org/


Forum 2014





• A systems-approach to coaching for improved student outcomes

• Applicable to individuals and/or teams

• Acknowledges mentoring – coaching continuum; individualized

• Promotes a Professional Learning Community (PLC) framework

• Training provided by the Wisconsin RtI Center, Heidi Laabs, trainer/facilitator

• CESA /MPS EC Program Support Teachers (PSTs) & DPI-OEL Statewide Coordinators

Participation in 4-day training offered by the WI RtI Center

• The Art of Coaching by Elena Aguilar. Jossey-Bass, San Francisco, CA., 2013

• Motion Leadership by Michael Fullan. Corwin, Thousand Oaks, CA., 2010

• http://www.wisconsinrticenter.org

• A practical, common-sense approach to providing effective TA

• Applicable across all settings • Form Communities of Practice

(CoP) or Professional Learning Communities (PLC) to support cross sector TA providers

http://www.wisconsinrticenter.org/Or contact the Cooperative Educational Service Agency, Program Support Teachers (CESA PST’s)http://www.wesp-dhh.wi.gov/Birth_to_Six_Redesign/PST_Contacts.pdf

Leadership and Coaching for Change/Response to Intervention (RtI) Implementation

Early childhood (early childhood special education and 4K) school staff and community-based partners statewide


http://www.wisconsinrticenter.org/

http://www.wisconsinrticenter.org/

http://www.wesp-dhh.wi.gov/Birth_to_Six_Redesign/PST_Contacts.pdf


Forum 2014





• Parent-child relationships are a critical foundation for early development.

• PIWI recognizes the critical role of parent-child interaction in child’s development. Children’s development is enhanced when parents understand, embrace and act on their own important roles in supporting their children’s developmental agendas.

• The goal of PIWI is to increase parental/caregiver competence, confidence and mutual enjoyment.

• WI Alliance for Infant Mental Health• WI Child Welfare Professional

Development System • Children’s Trust Fund• Saint A• WI Pyramid Model state leadership team• Kenosha – A Parents Place

• PIWI training • Competence in triadic strategies of

coaching • Ability to join in with parent to provide

developmentally supportive environments for their children by expanding on families’ knowledge and understanding of their children, building on natural interaction styles, and acting on parent preferences

• Triadic Strategies handout

• PIWI training (Pyramid Academy and through Home Visiting Training and TA)

• Parent Module Team• CSEFEL website• TACSEI website• Zero To Three

• Continue to support professionals on their knowledge and use of PIWI strategies

• Continue to offer PIWI as part of the WI Pyramid Model Implementation Academy

• Partner with Saint A to pilot PIWI framework within other program models

Staci Sontoski: [email protected] & Lana Nenide: [email protected]://csefel.vanderbilt.edu/resources/training_piwi.html

Parents Interacting with Infants (PIWI)/WI Pyramid Model Parent Module

• Parents/Caregivers of young children• PIWI can be used in playgroups,

home visits, group based or individual settings


http://csefel.vanderbilt.edu/resources/piwi/PIWI%20Handouts%20PDFs/Handout%206%20-%20Triadic%20Strategies%20Examples.pdf



http://csefel.vanderbilt.edu/resources/training_piwi.html


Forum 2014





• The goal of Professional Development Counseling is to offer supports and resources to providers and programs interested in taking steps to grow professionally within the systems of child care and YoungStar

• The goal of the T.E.A.C.H. Scholarship Program is to increase education, retention and compensation in the child care workforce

• BA in Early Childhood Education or related field, Registry level 13 or higher

• At least 3 years of experience working in an early childhood education setting

• Adult learner and approved consultant training through the PDAS system

Providers participating in these programs have access to:• Free phone & face-to-face

consultations• Financial support to increase

education• Grant-supported intensive counseling

models• Informational workshops

• These programs are funded through the Department of Children and Families with some additional funds from Celebrate Children’s Foundation and local and regional partnerships.

• These services are augmented through Race to the Top funding, through DCF

Autumn Gehri, Wisconsin Early Childhood Association, 608-729-1029, www.wisconsinearlychildhood.org

Professional Development Counseling & T.E.A.C.H. Scholarship Services

• All regulated child care programs, including programs participating in YoungStar

• Includes Group Child Care, Family Child Care, and School Age Programs

• Wisconsin Early Childhood Association & The Department of Children and Families

• Partner with WI Institutions of Higher Education


http://www.wisconsinearlychildhood.org/

increase capacity of hv programs to implement reflective practice increase buy in of reflective...

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