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Building the Birth to Five Workforce. Three States’ Experiences of Collaborative Activities for Assuring Highly Qualified Personnel. Introductions. VIRGINA: Deana Buck, Project Director/Team Leader Partnership for People with Disabilities - PowerPoint PPT Presentation
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Building the Birth to Five Workforce
Three States’ Experiences of Collaborative Activities for Assuring
Highly Qualified Personnel
Introductions• VIRGINA:
Deana Buck, Project Director/Team Leader Partnership for People with Disabilities Virginia Commonwealth University
• NEW HAMPSHIRE:
Linda Graham, Family Centered Early Supports & Services DHHS Bureau of Developmental Services Gale Hall, Department Head, Child & Family Studies NHTI, Concord’s Community College
• VERMONT: Manuela Fonseca, Early Education Coordinator
Vermont Department of Education
Virginia: Strengthening the System
Virginia
• Lead Agency – Department of Behavioral Health and Developmental Services
• Partnership for People with Disabilities at VCU (VA’s UCEDD) – Integrated Training Collaborative
Virginia
• Needs – Highly Qualified Personnel:
– Additional providers to serve eligible children and families.
– Improve quality and consistency of services and service delivery.
– Meet federal requirements regarding Part C personnel.
Virginia
• Needs – Highly Qualified Personnel:
– Standardized processes across the Commonwealth.
– Collect and report data (OSEP & GA).
– Requirements for ongoing professional development to meet and maintain Part C credentials.
– Expand funding for Part C system, including Early Intervention Medicaid Model.
Recent Activities
• Established Core Competencies in 10 areas, including SC
– http://www.infantva.org/documents/ovw-cc-EI-ITC-CoreCompetenc.pdf
• Clarified Infant & Toddler Connection of Virginia Service Pathway
– http://www.infantva.org/documents/ovw-ccED-ServicePathChart.pdf
• Developed Practitioner Qualifications and Responsibilities (by discipline) –
– http://www.infantva.org/documents/ovw-cc-EI-PersonnelQual-QA.pdf
• Defined Training/Competency requirements in Virginia
Development of Professional Development/Credentialing
Resources • www.eitraining.vcu.edu• Through the Integrated Training Collaborative,
developed, field-tested, and posted 5 content modules:– Family-Centered Practices– Child Development– Practitioner Requirements– Service Pathway– Supervision
Impact:
On-Line Modules:Complexity of content varies by topic Include video linksInteractive discussion questionsLinked to competenciesQuestions to ponder….Test at the end of each moduleReferences
Impact:
Credentialing Medicaid Early Intervention Providers:Must have passing score on all modulesMaintain professional licensureApply as a provider and agree to meet
all Part C requirements1,220 individuals enrolled (as of
11/16/09)
Impact
Stronger collaboration with the Department of Medical Assistance Services.
Greater clarity in early intervention system (including development of Practice Manual).
Stronger articulation of Part C personnel requirements in IHE programs.
Better data about providers and means for reaching them.
New Hampshire
New Hampshire: Building the system
• Meetings among stakeholders to plan strategies started 2001
• Process ended without resolution after 2-3 years
• FCESS resuscitated group to advise on changing the rules and creating a process for alternative credential for evaluators
• Agreed to develop a system for bringing evaluators into EI drawing on competencies and portfolio assessment
• Agreed to end the work and implement a project
Early Interventionist Credential
• System designed as a pilot• Candidates had to be working in FCESS, have attended the
“Welcome to ESS” orientation, have a BA in a related field, and apply.
• There are 67 competencies. Candidates show they meet these through a combination of work samples, interviews, family surveys and peer and supervisor reports.
• Validators- have worked in EI for 5 years, are evaluators according to the rules,have completed the “Welcome to ESS” training.
• Advisory board-convened from interested parties, mostly people who had worked on previous stages of the process.
New Hampshire Career ladder
• Advisory board focused on access to the system and building the pipeline
• Visuals- a career ladder- to stimulate discussion of what is missing
Independent IHE’s figure it out
• Articulation agreements between Technical schools and IHEs
• Developed an AS in working with young children with disabilities, BS in Early Intervention is in development
• Developed in tandem• Rule change for EI
Credential-recommended by the Advisory Board
• Investigating on line classes, creating NH specific modules
• IHE planning EI specific classes for BS
• certificate program for personnel currently in the field who want more birth-3 coursework
• Mentoring for validators and candidates
• Stipends for validators-pilot to determine how much to put aside
Using ARRA money
Impact
• Three individuals have successfully completed this new Early Interventionist credential
• Three additional individuals are in the process of completing the requirements for the Early Interventionist credential
Vermont
Vermont: Building the Higher Education Collaborative-EC/ECSE Program
Needs:• Lack of licensed EI/ECSE
personnel • Requirement for licensed ECE
or EI/ECSE personnel to staff state prekindergarten program
• People in the workforce with years of valuable experience in Head Start, in schools as para-educators, in child care, etc. but who lacked a license
• Only one IHE approved to offer EI/ECSE preparation
• Access limited by geography, cost, scheduling
HEC-EC/ECSE Goals:
• Increase the number of licensed EI/ECSE (birth through age 5) and ECE (birth-grade 3) personnel
• Increase access to preparation by bringing classes closer to students, offering reduced tuition costs and scholarships, and alternate scheduling
• Increase number of EI/ECSE/ECE personnel with advanced degrees
HEC-EC/ECSE Program Development
• Collaboration between the University of Vermont and the Vermont Department of Education
• An advisory committee was formed and began planning in 2004
• A 3-tier program (i.e., additional endorsement, initial licensure, and BA with a recommendation for licensure) was outlined
• Part of Vermont’s OSEP State Improvement Grant funded need-based scholarships
• The first cohort enrolled in Summer 2005
A Word About VT Licensure
Structure:• Separate licenses for
EI/ECSE and ECE• If licensed in another
area, can add endorsement (21 credits for EI/ECSE & 18 credits for ECE)
• Initial licensure requires 12 weeks internship or student teaching (or equivalent experiences), and a web-based licensure portfolio
Requirement for license:• EI/ECSE:
– Provide special education services under Part B 619
– OPTIONAL for delivering Part C services
• EI/ECSE or ECE:– Lead teacher in state’s
publicly funded pre-K• ECE:
– Teach preK - grade 3
Features of HEC-EC/ECSE Program
• Graduate level course work based on EI/ECSE or ECE competencies
• Shared foundational coursework between the EI/ECSE and ECE programs (i.e., child development, early language and literacy development, curriculum development)
• Offsite two-year preparation program; one course per semester
• Tier 1 is for those seeking an additional endorsement
• Tier 2 is for those seeking initial licensure; includes a supervised EI/ECSE internship or ECE student teaching experience
• All of HEC-EC/ECSE credits may be applied towards a masters degree
Snapshot of Today’s HEC-EC/ECSE
• Cohort 3 began Summer 2009; – 21 EI/ECSE & 18 ECE
• Hybrid courses: Courses typically delivered onsite (2 or 3 sites) on 5-6 Saturdays/semester plus some online work
• Instructors are from UVM, or are consultants or practitioners
• Approximately 25% of each cohort members decide to pursue the masters degree
• Development of Tier 3 continues to be stymied
Impacts
• Program completers:– Cohort 1: EI/ECSE = 25, ECE = 21– Cohort 2: EI/ECSE = 30, ECE = 28
• Masters degrees from UVM:– M.Ed. in Early Childhood Special Education
• 8 completed or in progress
– M.Ed. in Curriculum & Instruction• 12 completed or in progress
• Decrease in “provisional licenses” in EI/ECSE
For More Information
• VIRGINA: Deana Buck: [email protected]
• NEW HAMPSHIRE:
Linda Graham: [email protected]
Gale Hall: [email protected]
• VERMONT:Manuela Fonseca: [email protected]