ECSE Indicator Trainings Lunch & Learn Series

1. ECSE Indicator TrainingsLunch & Learn Series Effective Relationships with Community Partners Presenter: Mary Joslin– Preschool Environments Statewide Coordinator Moderators: Jenny Giles - DPI Early Childhood Special Education Consultant and Ruth Chvojicek Preschool Outcomes Statewide Coordinator

2. In today’s webinar we will:

3. In today’s webinar we will not:

4. Important things to Know • Everyone is muted • We will provide times to ask a question – just raise your hand by clicking in the hand box by your name. • You can also submit a question in the question box. Type your question here and press send.

5. Let’s practice • Raise your hand if you have participated in a go-to-webinar before. • Put you hands down. • Raise your hand if you have never participated in a go-to-webinar. • Put your hands down. GREAT JOB!

6. Today’s agenda

7. Participant Poll Where is this group in developing community collaborations? Please respond to poll located in the lower section of your control panel – thank you.

8. Why • Research has confirmed the importance of collaborative partnerships • In successful inclusion relationships among professionals is a primary facilitator of inclusion • In unsuccessful inclusion programs lack of relationship is a primary barrier Early Childhood Research Institute on Inclusion

9. http://fpg.unc.edu/resources/administrators-guide-preschool-inclusionhttp://fpg.unc.edu/resources/administrators-guide-preschool-inclusion

10. HIMMELMAN Consulting www.partneringintelligence.com

11. Gaining entry Buysee, V. & Wesley, P. (2004). Consultation in early childhood settings

12. Gaining entry Buysee, V. & Wesley, P. (2004). Consultation in early childhood settings

13. Participant Poll What information do you think is most important when at the gaining entry phase of your relationship? Please respond to poll located in the lower section of your control panel – thank you.

14. Building relationship Buysee, V. & Wesley, P. (2004). Consultation in early childhood settings

15. Marshfield School District • Jaki Winch • Early Childhood-Special Education Teacher

16. Participant Poll Identify the two most important factors when at the building relationship phase? Please respond to poll located in the lower section of your control panel – thank you.

17. Over the years it can get easier

18. Hudson School District • Pam Morrison • Early Childhood Special Education Teacher

19. Participant Poll How long do you think it takes to develop relationships that are sustainable through the challenging times? Please respond to poll located in the lower section of your control panel – thank you.

20. Evidence from Implementation Science From exploration to full implementation of a new idea takes 2-4 years Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

21. But it can get harder when:

22. CESA 10 and CESA 11 Chris Hambuch-Boyle Early Childhood Program Support Teacher • Staff changes • wipe off board • adult classroom rules • ongoing notebook • common/sacred planning time

23. Participant Poll What solutions would you try if a challenge developed? Please respond to poll located in the lower section of your control panel – thank you.

24. Where to begin? Start with one location Start with one child Start with your 4K partners Start with one professional

25. Where to begin? Start Anywhere-Follow It Everywhere Deborah Frieze-Preserving Early Childhood March 2012 and 4 K Regional Meetings November 2012 Walk Out Walk On: A Learning Journey into Communities Daring to Live the Future Now.

26. Middleton Cross Plains School District • Kari Gault • 4K and Early Childhood Administrator • KGault@mcpasd.k12.wi.us • (608) 829-9039

27. Where can I go for help? www.collaboratingpartners.com

28. Ask Us A Question

29. Upcoming opportunity Early Childhood Collaborative Leadership Forum Preserving Early Childhood 2013/9th Biennial JoLyn Beeman Memorial Lecture Series March 6 and 7, 2013 http://www.collaboratingpartners.com/documents/PECflyer.pdf

30. THANK YOU FOR Attending and Interacting in Today’s Webinar We will send you a link for the recording of today’s webinar as well as a follow-up survey on this webinar.

31. Dinnebein, L., & McInerney, W. (2011). Itinerant early childhood special education services. • This book has a number of valuable sections. • Chapter 3 on Consultation talks about gaining entry and building relationship and has a valuable table on pages 46-47. • Chapter 5 is focused on Coaching rather than consultation and defines the difference. Moving from establishing relationship and building rapport to a level of comfort and partnership are described on pages 66-68. • The itinerant teacher as team member is the subject in chapter 8. Valuable information about handling and resolving conflict are found on pages 113 to 117. • Chapter 12 of this book is about the logistics of providing itinerant services. You might want to discuss the Affinity Model in services found on page 166. Pages 168-171 address some key factors and steps for preparing for site visits.

32. Hemmeter, M.L., Smith, B.J. & Sandall, S., Askuw, L. (2005). DEC recommended practices workbook: Improving practices for young children with special needs and their families. Missoula, Montana: Division for Early Childhood (DEC). • The workbook section is of most use when identifying recommended practices that support effective relationships with community partners is found in the Workbook Forms by Activity section beginning on page 47. Take the time to look at the sections and identify which specific practices require communication and information sharing with regular caregivers.

33. McWilliam, R. A. (2010). Routines-Based Early Intervention: Supporting Young Children and Their Families. Baltimore: Brookes. • Chapter 11 of this book will be useful as you work within Child Care settings. Read through the rules of consultation found on pages 174-175. Also note the rapport building suggestions on page 176.

34. Wolery, R.A., & Odom, S.L. (2000). An administrator’s guide to preschool inclusion. • Chapters 4 and 8 are especially useful when in addressing how to develop and sustain effective relationships. • Chapter 4 is about collaboration and has great descriptions of different models of collaboration. Check out the administrative supports needed on pages 64-66 • Chapter 8 is on systems change and the barriers and resistance issues on pages 140-141 are especially useful. http://fpg.unc.edu/resources/administrators-guide-preschool-inclusion

35. Buysse, V. & Wesley, P. (2005). Consultation in early childhood settings. Baltimore: Brookes. • Chapters 3 and 4 were a major source for this webinar • Chapter 3 is Gaining Entry and I recommend the questions on pages 46-48. • Chapter 4 is on Building the Relationship and there are key questions to address on pages 59-60.

36. DeVore, S., Miolo, G., & Hader, J. (2011). Individualizing inclusion for preschool children using collaborative consultation. Young Exceptional Children. Vol 14, number 4. • This short and easy to read article by Wisconsin authors is worth re-reading.

37. For more resources: • www.preschooloptions.org • Being updated with new tools and resources by April