ECSE Indicator Trainings Lunch & Learn Series Effective Relationships with Community Partners Presenter: Mary Joslin– Preschool Environments Statewide

ECSE Indicator TrainingsECSE Indicator TrainingsLunch & Learn SeriesLunch & Learn Series

Effective Relationships with Community Partners

Presenter: Mary Joslin– Preschool Environments Statewide CoordinatorModerators: Jenny Giles - DPI Early Childhood Special Education Consultant and Ruth

Chvojicek Preschool Outcomes Statewide Coordinator

In today’s webinar we will:In today’s webinar we will:

In today’s webinar we will In today’s webinar we will not:not:

Important things to KnowImportant things to Know

Everyone is mutedWe 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.

Let’s practiceLet’s practice

1. Raise your hand if you have participated in a go-to-webinar before.

2. Put you hands down.3. Raise your hand if you have never

participated in a go-to-webinar.4. Put your hands down.

GREAT JOB!

Today’s agendaToday’s agenda

Participant PollParticipant Poll

Where is this group in developing community collaborations?

Please respond to poll located in the lower section of your control panel – thank you.

WhyWhy

• 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

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

HIMMELMAN Consulting www.partneringintelligence.com

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

Gaining entryGaining entry

Gaining entryGaining entry



What information do you think is most important when at the gaining entry phase of your relationship?


Building relationshipBuilding relationship


Marshfield School DistrictMarshfield School District

• Jaki Winch• Early Childhood-Special

Education Teacher


Identify the two most important factors when at the building relationship phase?


Over the years it can get Over the years it can get easiereasier

Hudson School District Hudson School District

• Pam Morrison• Early Childhood Special

Education Teacher


How long do you think it takes to develop relationships that are sustainable through the challenging times?


Evidence from Implementation Evidence from Implementation ScienceScience

From exploration to full implementation of a new idea

takes 2-4 years

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

But it can get harder when:But it can get harder when:

CESA 10 and CESA 11CESA 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


What solutions would you try if a challenge developed?


Where to begin?Where to begin?

Start with one childStart with one location

Start with one professional

Start with your 4K partners

Where to begin?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.

Middleton Cross Plains School Middleton Cross Plains School DistrictDistrict

• Kari Gault• 4K and Early Childhood

Administrator• [email protected].

us• (608) 829-9039

Where can I go for help?Where can I go for help?

www.collaboratingpartners.com

Ask Us A QuestionAsk Us A Question

Upcoming opportunityUpcoming 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

THANK YOU FOR Attending and Interacting

in Today’s WebinarWe will send you a link for the recording of today’s

webinar as well as a follow-up survey on this webinar.

Dinnebein, L., & McInerney, W. (2011). Dinnebein, L., & McInerney, W. (2011). Itinerant early Itinerant early childhood special education serviceschildhood 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.

Hemmeter, M.L., Smith, B.J. & Sandall, S., Askuw, L. (2005). Hemmeter, M.L., Smith, B.J. & Sandall, S., Askuw, L. (2005). DEC DEC recommended practices workbook: Improving practices for young recommended practices workbook: Improving practices for young children with special needs and their familieschildren with special needs and their families. Missoula, Montana: . Missoula, Montana:

Division for Early Childhood (DEC).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.

McWilliam, R. A. (2010). McWilliam, R. A. (2010). Routines-Based Early Intervention: Routines-Based Early Intervention: Supporting Young Children and Their Families.Supporting Young Children and Their Families. Baltimore: Baltimore:

Brookes.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.

Wolery, R.A., & Odom, S.L. (2000). Wolery, R.A., & Odom, S.L. (2000). An administrator’s guide to An administrator’s guide to preschool inclusion.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

Buysse, V. & Wesley, P. (2005). Buysse, V. & Wesley, P. (2005). Consultation in early childhood Consultation in early childhood settingssettings. Baltimore: Brookes.. 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.

• 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.

For more resources:For more resources:

• www.preschooloptions.org• Being updated with new tools and resources

by April

Documents

ECSE Indicator Trainings Lunch & Learn Series Effective Relationships with Community Partners Presenter: Mary Joslin– Preschool Environments Statewide