Agenda

1. Implementing and Sustaining Effective Programs that Promote the Social and Emotional Development of Young ChildrenPart IIRoxane Kaufmann, Karen Blase, Barbara Smith, Rosemarie Allen, Patricia Wilson, Valerie Van Behren

2. Agenda • Setting the Stage for the Pyramid Model • Keeping in Mind the Nuts and Bolts • A Tale of Two States: CO and MD • Next Steps

3. TACSEI Mission • Identify, disseminate and promote the implementation of evidence-based practices in order to improve the social, emotional, and behavioral functioning of young children with or at risk for delays or disabilities.

4. Pyramid Model Tertiary Intervention Secondary Prevention Universal Promotion

5. Implementation & Sustainability • Part I: Programmatic Implementation and Sustainability (Overview) • Part II: Sustainability • Financing • Embedding the Infrastructure • Policies • Champions and Political Support

6. Financing • The Function of the Funding • Start – up activities – • Sustainability as a topic from the start • The Services themselves • The face-to-face interactions with children and parents in many settings • Infrastructure Costs for high quality services that are sustainable over time (Training, Coaching, Data Systems for Demo Sites)

7. Embedding the Infrastructure • The Reality of Funding Infrastructure • Training • Coaching • Data Systems • Demo Sites • Locus of Responsibility • Agency, Regional, Collaborative • Funding Sources

8. Policies Policy to sustain and sanction the work New policies needed for new ways of work – • Alignment of policy to support practice • There are no administrative decisions – they are all service quality decisions • Feedback Loops at Agency, Region, and State Levels – PEP-PIP cycles • Policy to Enable the Pyramid Model (PEP) • Practice to Inform the Policy Makers (PIP)

9. Champions and Political Support • Identification and Nurturing of Champions • Multiple champions at multiple levels • Data and Stories to Persuade • Anticipatory Guidance to Build Credibility

10. Some Learnings from State Work • CSEFEL state planning, implementation and sustainability work • 3-4 states engaged in sustaining their efforts to create a PD system re: the Pyramid Model • 2 states/year will be TACSEI state partners • State team, trainers, coaches, demo sites, evaluation

11. Nuts and Bolts • Who, what, where and how • What will be sustained: vision, action & sustainability plan • Who: staffing a sustained effort • FTE • Job description(s) • Qualifications

12. Nuts & Bolts, cont. • Where will the Pyramid initiative be “housed”? What is the agency? Is it an interagency effort? Is it in one place, or embedded in more than one on-going endeavor? • How will it be sustained? How much will it cost? Who will pay for it, one agency? Multiple agencies?

13. Insuring a Sustainable Statewide Program • The “Center” For Social Emotional Competence and Inclusion: • Funded by several departments • RFP created by the state leadership team • Initial funding $450,000 dollars the first two years.

14. Agency Requirements • Ability to receive and dispense public and private funding to support CSEFEL activities. • Agency will provide coordination of this interagency initiative, including the Colorado/CSEFEL Pyramid Model Partnership Team (PMP),

15. Agency Requirements (Continued) • Ability to identify a Director who has expertise in SE and will be accountable to the PMP Team, who will serve as “Board of Directors” to the “Center” • Ability to provide training, guidance and direction to local communities and individual providers implementing the Pyramid Model.

16. Pyramid Model Partnership • The Pyramid Model Partnership (State Team) • Continues to provide statewide leadership and oversight for the Pyramid Model and the planned statewide implementation of these evidence-based practices within an early childhood systemic training structure.

17. INTEGRATING AND SUSTAINING SEFEL IN MARYLAND SEFEL Implementation in local school systems Funding source for supporting LSS Sustaining Maryland’s Progress Training, marketing and public awareness, funding Patricia Wilson, LCSW-C, University of Maryland, Division of Child and Adolescent Psychiatry Valerie von Behren, Maryland State Department of Education, Division of Special Education/Early Intervention

18. Preschool Special Education SEFEL Initiative • Prince George’s (PG) County Public School System, Preschool Special Education Division is one of our official Maryland SEFEL Demonstration sites • PG County hired a consultant to train not only their Early Childhood Education and Special Education staff, but also their community partners • PG County is implementing in 28 classrooms that include preschool students with Individual Education Plans (IEP’s)

19. SEFEL Implementation in Local School Systems ~Preschool~ • Currently, 5 local school systems are implementing SEFEL to varying degrees with the Preschool Special Education Coordinator taking the lead • 3 more school systems are planning to implement SEFEL next school year • FUNDING: Preschool LRE Competitive Grant Initiative

20. Financing, Marketing and Public Relations Strategies • Maryland is working toward a commitment of combined funding from state agencies that supports early childhood and adolescent services, The Department of Health and Mental Hygiene and the Maryland State Department of Education • Develop a Brochure and other marketing tools that will be disseminated throughthe state during statewide Early Childhood EducationTrainings, State Conferences and Institute Trainings • State Leadership/Planning Team members willmarket The Pyramid Model using presentations sanctioned by the state.

21. Workforce Development Through Formal Statewide Training Structure: • Maryland will create a state sanctioned Certification for trainers of the Pyramid Model. • State and regional trainings will be implemented by these certified expert trainers • Those trained by certified trainers will become local jurisdiction trainers also certified by the state • Collaborative training partnerships will be established to include; families, clinicians, family support partners, family navigators and teachers

22. Statewide Evaluation The State Leadership and Planning Team will generate policies and procedures for the implementation of assessment tools that will ensure fidelity to the Maryland SEFEL Model. In turn, these policies and procedures will support the state’s plan for continued sustainability.

23. Websites Center on the Social and Emotional Foundations for Early Learning www.vanderbilt.edu/csefel/