Transcript How to implement EBPs

Statewide, Comprehensive
Early Childhood Plan
Spark NH
Early Childhood Advisory Council
July 26, 2012
Presented by:
Martha Diefendorf
Mary Peters
Frank Porter Graham Child Development Institute
Build Infrastructure
Statewide,
Comprehensive
Early Childhood
Plan
Program quality
Effective practices
THE CHARGE
Ensure
Implementation
All NH children
and their families
are
healthy, learning,
and thriving now,
and in the future!
Develop a state-wide plan to build infrastructure
and ensure fidelity and sustainability of
implementation processes that support
program quality and effective practices that
positively impact child and family outcomes
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Roles and Responsibilities
Thinking, Doing, Approving
Governor
Commissioner
Spark NH
Full Council
Executive Committee
Spark NH Committees (Data, Quality, etc.)
Spark NH Policy Committee
Spark NH Core Planning Team
Spark NH Staff
Larger Stakeholder Group
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Core Planning Team
Membership
1. Ellen Wheatley, Council Chair
2. Erika Argersinger, Council Vice Chair
3. Laura Milliken, Council Director
4. Jeanne Agri, Policy Committee Co-Chair
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Core Planning Team
Role and Activities
Conference calls (~1 per month for 90 minutes)
• Communicate with TA providers about progress and next
steps
• Review/revise notes and distribute to Policy Committee
• Set pace for meetings and product development
• Jointly design process agendas for webinars and on-site
meetings
• Arrange logistics for onsite meetings
• Contribute content for calls and meetings using web space
for electronic management and storage of files--Basecamp
• Steer workgroups of Policy Committee
• Provide input into methods for stakeholder input and review
of draft products (e.g., web-based surveys, focus groups)
• Provide input into the written plan (design, organization and
content)
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Proposed Timeline
Major Milestones
June 2012 – September 2013
Basecamp – July 2012
Onsite meetings (fall, winter, spring)
Draft plan – May 2013
Final plan – August 2013
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Basecamp
https://tadnet.basecamphq.com
Web-based application for project management
Account: TA & D Network
Company: Spark NH
Project: Strategic Planning
People: Access with Permission
Comprehensive
Early Childhood System
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ALIGNMENT ACROSS LEVELS OF THE SYSTEM
State Infrastructure/Administration
Professional Development Level
Local Infrastructure/ Program Administration
Practice/Provider Level
Family Level
Child Level
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INTEGRATION ACROSS PROGRAMS
Home
Visiting
Early
Head
Start
Early
Intervention
IDEA Part C
Child
Care
Head
Start
Preschool
Special Ed
State
Pre-K
Kindergarten
Elem
School
IDEA B 619
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ALIGNMENT ACROSS AGE GROUPS
Prenatal
Birth - Two
Three Year Olds
Four Year Olds
Five Year Olds
Six Year Olds
Six – Eight Year Olds
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ALIGNMENT OF SYSTEM COMPONENTS
1.
2.
3.
4.
5.
6.
Governance
Policy and Planning
Funding and Sustainability
Quality EC Programs and Services
Workforce and Professional Development
Communications &
Public Awareness
7. Early Childhood Data Systems
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What Results Should a Comprehensive Early Childhood System Deliver?
Comprehensive
services that promote
children’s physical,
developmental, and
mental health
Health and
Mental Health
Nurturing relationships, safe
environments, and enriching
experiences that foster learning
and development
Early Learning
and
Development
THRIVING
CHILDREN
AND FAMILIES
Family
Leadership and
Support
Resources,
experiences, and
relationships that
strengthen
families, engage
them as leaders,
and enhance
their capacity to
support
children’s well
being
Values and Principles Optimally, a comprehensive early childhood system will:
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Reach all children and families, and as early as possible, with needed services and supports
Genuinely include and effectively accommodate children with special needs
Reflect and respect the strengths, needs, values, languages, cultures and communities of children and families
Ensure stability and continuity of services along a continuum from prenatal into school entry and beyond
Ease access for families and transitions for children
Value parents as decision makers and leaders
Catalyze and maximize investment and foster innovation
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New Hampshire Comprehensive Early Childhood System
Leadership and
Governance
Workforce and
Professional
Development
Funding and
Sustainability
Evaluation, Monitoring and
Accountability
Early Learning
and Development
Communications &
Public Awareness
safe, enriching
environments &
relationships
Comprehensive
Health Care
prenatal,
medical, dental,
mental health
Quality EC
Programs and
Services
THRIVING
CHILDREN
AND
FAMILIES
Family
Leadership
and Support
nurturing &
financially stable
families
Planning and
Policy
Development
Early Childhood
Data System
Alignment
Draft, 7/20/12
ALIGNMENT OF
SYSTEM COMPONENTS
Spark NH Committees
Focus of Committee Work
provide and coordinate leadership,
monitoring and accountability
1. Governance
2. Policy and Planning
statewide comprehensive strategic planning
3. Funding and Sustainability
funding, sustainability, investment, strategic financing
4. Quality EC Programs and
Services
5. Workforce and
Professional Development
6. Communications &
Public Awareness
7. Early Childhood Data
Systems
enhance and align federal/state program quality
standards, access, collaboration & coordination,
comprehensive assessment systems
education/training, credentialing, personnel
standards, recruitment and support
public awareness, website, information loop,
community engagement, family engagement and
leadership
data linkages and alignment, data gaps/needs; data
sharing
Yellow text = additional concepts from the ECSWG definition of infrastructure components.
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Conceptual Framework for
System Improvement
SUPPORT AND
ENCOURAGE
IF
Local
Infrastructure
Improved
Practices
State
Infrastructure
Workforce/
Professional
Development
THEN
Results are
improved for
CHILDREN
and
FAMILIES
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Levels of the Service System
State Infrastructure
policy, funding, support and collaboration
at the state level
Professional Development higher education and state’s capacity for
training & TA across the state
Community Infrastructure policy, funding, support and collaboration
at community and local agency level
Service Provider/Practice
Children/family
provider knowledge and skills
positive outcomes for children and family
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Stages of Planning
for Systems Change
1. DESIRED OUTCOMES
Deciding where we want to go
2. CHALLENGES
Understanding where we are
3. STRATEGIES
Planning how to get there
4. EVALUATION & BENCHMARKS
Knowing if we are getting there
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Long-Term Systems Improvement Plan
Multi-level
Challenges
State
Professional
Development
Regional/
local/agency
Providers
practices
Children and
families
. . . . . . Timeline . . . . . . .
Strategies
Activity 4
Activity 1
Benchmarks
Activity 3
Benchmarks
State
Personnel
Development
Activity 2
Benchmarks
Multi-level
Outcomes
Benchmarks
Regional/
local/agency
Providers
practices
Children
and families
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Sample Visual Depiction of Plan
Issue Area: Evaluation and Assessment
Desired Result: Children, birth to five, and their families across the State will benefit from
Challenge: Practices regarding evaluation and assessment and determination of eligibility of children birth
consistent and timely evaluation and assessment practices which support appropriate
eligibility decisions and selection of needed supports, services and community resources.
through five are inconsistent across regions and do not necessarily reflect research and
evidence-based practices or meet compliance with provisions of IDEA.
MULTI-LEVEL
TARGETS
Year 1
Summer
Fall
Winter
Spring
Year 2
Summer
Fall
Winter
Spring
Year 3
Summer
Planned Strategies/Activities
1. Department of Education and Lead
State
Infrastructure
Personnel
Development
Community
Infrastructure
Service
Provider/
Practice
Agency review current practices and
procedures being used in the state to
evaluate & assess young children and
determine their eligibility for services.
4. State agencies develop an
interagency agreement
regarding data collection and
monitoring related to this issue.
2. Both State agencies review
5. Workgroup
representing multiple
perspectives and
system levels develops
guidance document.
research findings on best
practices related to evaluation,
assessment and eligibility.
7. Evaluation data
informs final revisions
to the document;
training needs are
ascertained,
training/TA plan is
developed, and
evaluation plan for
training/TA is designed
3. State agencies jointly determine
policies and procedures for
selection and use of evaluation and
assessment tools, implementing best
practices, and using results for
eligibility determination, program
planning and outcome measurement.
6. Regional
administrators and
local providers
from selected sites
field test the
procedures.
11. State agencies monitor
regions to ensure consistent
implementation of evidencebased practices and accurate
data collection.
9. Regional administrators
refine procedures to fit
their circumstances and
oversee implementation
of evaluation/assessment
methods and data
collection procedures.
8. Final guidance
document is
disseminated and
training and TA
is provided for
administrators
and providers in
all regions.
10. Local providers
evaluate and
assess children
using new policies
and procedures,
and accurately
collect and report
data.
Family Level
. . . . Meaningful stakeholder involvement and strategic communication throughout all activities . . . .
. . . . Evaluation embedded in each activity . . . .
MULTI-LEVEL
IMPACTS
State provides consistent
guidance and uses data
about evaluation/
assessment and eligibility
to inform state decisions.
State TA system uses the
new guide to inform the
field on quality evaluation/
assessment/eligibility
practices and for ongoing
training and TA.
Regional administrators
support service providers
to implement state
guidelines for consistent
and timely use of
evaluation/ assessment
and eligibility methods.
All service providers
conduct quality evaluation
and assessment to
determine eligibility for
children (B-5) according
to state guidelines to
ensure consistency and
equity.
Families understand the
reasons for and
implications of having
their child evaluated and
assessed, and take an
active part in the process.
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Strategic Planning
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NH Strategic Plans
Plans Provided to Date
• Child Care Advisory
Council
• Head Start
• Early Supports and
Services
• Preschool Special
Education
• Early Childhood
Comprehensive System
• ECAC Strategic Report
• Home Visiting
• Hunger Solutions
• Healthy Eating and
Active Living
• Prevention of Obesity
• Infant Mental Health
• Fetal Alcohol Syndrome
• Special Medical Services
• Legislative Committee
Report (HB86)
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Landscaping
Summary of Current NH Plans
ACTIONS
• Develop a complete list of existing plans
and other suitable materials
• Review plans
• Using a mapping framework for comprehensive system.
• child and family service sectors
• infrastructure functions
• Using a system level framework
• Summarizing common goals & intended outcomes
• Identify strengths & opportunities
DELIVERABLES
• Identify gaps & challenges
 List of exiting plans
 Visual map of system
• Create a “visual map” of service system
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Plan Development
Strategically Conceptualize NH’s Service System
ACTIONS
• Communicate with Spark NH committees for input
• Produce written report
• Strengths of the system, gaps, duplication,
commonalities
• Opportunities for collaboration
• Analysis of contribution of existing plans to the
statewide comprehensive system
• Communicate with Spark NH committees
for feedback and validation
DELIVERABLES
 Summary report
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Studying Successes
Summary of RTT-Early Learning Challenge Grants
• Review winning states’ RTT-ELC grants
ACTIONS
• Summarize highlights RTT-ELC plans
• Identify commonalities with NH needs and
priorities
• Produce summary report with findings
DELIVERABLES
 Written report
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Plan Development
Strategically Conceptualize NH’s Service System
• Develop agreed-upon intended outcomes at all
systems levels
ACTIONS
• Brainstorm strategies for reaching the intended
outcomes
• Prioritize level of impact and effort for each strategy
• Determine the timeline and flow
of strategies
• Develop action plans for each
strategy
• Determine benchmarks for
accountability
DELIVERABLES
 Written overview
 Visual depiction of
system development
 Compendium of
action plans
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Spark NH
Proposed Role and Activities
NH Comprehensive EC Service System:
Conceptualization and Development
• Validate “map” of existing service system
• Articulate agreed-upon intended outcomes at all levels of
the system
• Determine major strategies or activities to be undertaken
for reaching the intended outcomes
• Determine the flow of activities in a timeline and their
relationship to each other
• Determine data elements for monitoring and evaluating
implementation of plan
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Spark NH
Proposed Role and Activities, con’t.
Oversee Plan Development
• Decide on workgroup structure for creating specific
action plans for system development
• Communicate with other Spark NH Council,
Committees, and identified stakeholders
• Participate in development of specific action plans
with steps, timelines, benchmarks for accountability,
and TA needs with key stakeholders
•
Approve strategy for soliciting stakeholder input
• Review and approve deliverables
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Spark NH
Proposed Role and Activities, con’t.
Oversee Plan Implementation
• Disseminate the plan to relevant stakeholders
• Promote public awareness about the plan
• Host summit to launch implementation
• Monitor implementation
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Shifting Sands
A system is not
a structure or
something fixed.
Systems are complex,
ever evolving and
dynamic.
A plan is not
something fixed in
stone. It provides
direction but is a living
document, meant to be
changed as needed to
fit current realities.
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Questions?
Advice?
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