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System Solutions to Access Early Childhood Services for All
ABI G AI L ALBE RI CO, MPH, PRO G RAM MANAG E R, DE PARTME NT O F PUBLI C HE ALTH, ASSO CI ATI O N O F UNI VE RSI TY CE NTE RS O N DI SABI L I T I E S
CO RI F LOYD, PRO G RAM ANALYST, CHI LDRE N AND YO UTH W I TH SPE CI AL HE ALTH CARE NE E DS, ASSO CI ATI O N O F MATE RNAL AND CHI LD HE ALTH PRO G RAMS
Learning Objectives/Agenda• Early Childhood Screening
and Services for All
• Developmental Screening: AMCHP Resources and Tools to Identify Opportunities for Action and Cross-System Collaboration
• CDC’s Learn the Signs. Act Early. Program
• Action Learning Activity
• Describe tools and resources to improve rates of screening and early identification.
• Apply tools and resources to align early childhood program activities and action plans.
• Identify opportunities for cross-system collaboration to support access to services for children.
Early Childhood Screening and
Services for All
Sixby’15 Early Childhood Goal
At least six states increase by 15 percent the proportion of children
ages 0-3 who receive recommended developmental screening. At
least six states commit to improving cross-system information
exchange that supports access to services for children identified by
screening.
Collaboration with partners: CDC, HRSA, AIDD, DOE, Birth to Five:
Watch Me Thrive!
Pediatric Perspectives Article: “Systemwide Solutions to Improve
Early Intervention for Developmental-Behavioral Concerns”
http://sixbyfifteen.org/
Early Childhood Screening and
Services for All
Action 1: Child- and Family-Focused Early Detection and Care Coordination Entity in Every U.S. State
Action 2: Comprehensive, Tiered, Equitable Approach to Assessing Developmental-Behavioral Needs and Corresponding Supports
Action 3: Universal Access to High-Quality Early Learning Programs and Preschool
Action 4: Continuous Accountability for the Early Detection & Intervention Process, Including Tracking Outcomes (i.e. Developmental-Behavioral Status) at Kindergarten Entrance
Head Start Subpart C: Education and Child
Development Program Services
1302.31 Teaching and the learning environment
1302.32 Curricula(1) Center-based and family child care programs must implement developmentally appropriate research-based early childhood curricula, including additional curricular enhancements, as appropriate that:
(ii) Are aligned with the Head Start Early Learning Outcomes Framework: Ages Birth to Five and, as appropriate, state early learning and development standards; and are sufficiently content-rich to promote measurable progress toward development and learning outlined in the Framework; and, (iii) Have an organized developmental scope and sequence that include plans and materials for learning experiences based on developmental progressions and how children learn.
Head Start Subpart C: Education and Child
Development Program Services
1302.33 Child screenings and assessments
A) Screening (1) In collaboration with each child’s parent and with parental consent, a program must complete or obtain a current developmental screening to identify concerns regarding a child’s developmental, behavioral, motor, language, social, cognitive, and emotional skills within 45 calendar days of when the child first attends the program or, for the home-based program option, receives a home visit. A program that operates for 90 days or less must complete or obtain a current developmental screening within 30 calendar days of when the child first attends the program.
(2) A program must use one or more research-based developmental standardized screening tools to complete the screening. A program must use as part of the screening additional information from family members, teachers, and relevant staff familiar with the child’s typical behavior.
(3) If warranted through screening and additional relevant information and with direct guidance from a mental health or child development professional a program must, with the parent’s consent, promptly and appropriately address any needs identified through:
(i) Referral to the local agency responsible for implementing IDEA for a formal evaluation to assess the child’s eligibility for services under IDEA as soon as possible
Head Start Subpart C: Education and Child
Development Program Services
B) Assessment for individualization.
(1) A program must conduct standardized and structured
assessments, which may be observation-based or direct, for
each child that provide ongoing information to evaluate the
child’s developmental level and progress in outcomes aligned
to the goals described in the Head Start Early Learning Child
Outcomes Framework: Ages Birth to Five. Such assessments
must result in usable information for teachers, home visitors, and
parents and be conducted with sufficient frequency to allow for
individualization within the program year.
(2) A program must regularly use information from paragraph
(b)(1) of this section along with informal teacher observations
and additional information from family and staff, as relevant, to
determine a child’s strengths and needs
Head Start Subpart C: Education and Child
Development Program Services 1302.34 Parent and family engagement in education and child
development services.
(a) Center-based and family child care programs must structure education and child
development services to recognize parents’ roles as children’s lifelong educators, and to
encourage parents to engage in their child’s education. A program must offer opportunities
for parents to be involved in the program’s education services and implement policies to
ensure:
(2) Teachers regularly communicate with parents to ensure they are well-informed about
their child’s routines, activities, and behavior;
(3) Teachers hold parent conferences, as needed, but no less than two times per program
year, to enhance the knowledge and understanding of both staff and parents of the child’s
education and developmental progress and activities in the program;
(6) Teachers inform parents, about the purposes of and the results from screenings and
assessments and discuss their child’s progress;
(7) Teachers, except those described in paragraph (b)(8) of this section, conduct at least
two home visits per program year for each family, including one before the program year
begins, if feasible, to engage the parents in the child’s learning and development
Head Start Subpart C: Education and Child
Development Program Services
1302.35 Education in home-based programs.
(a) Purpose: A home-based program must implement a
research-based curriculum that delivers developmentally,
linguistically, and culturally appropriate home visits and group
socialization activities that support children’s cognitive, social,
and emotional growth for later success in school.
(f) Screening and assessments. A program that operates the
home-based option must implement provisions in §1302.33
and inform parents about the purposes of and the results from
screenings and assessments and discuss their child's
progress.
Importance of Early Identification of
Development Delay and Disability
CDC estimates that 1 in 68 children has been identified with
an autism spectrum disorder and about 1 in 6 children aged
3–17 has a developmental disability.
Many children with a developmental disability are not
identified until after entering school.
Early intervention (before school age) can have a significant
impact on a child’s ability to learn new skills as well as reduce
the need for costly interventions over time.
Developmental Screening: AMCHP Resources and Tools to Identify Opportunities for Action and Cross-System Collaboration
Cori Floyd,Program Analyst, [email protected]
What is AMCHP?• The Association of Maternal and Child Health Programs (AMCHP) is a
national resource, partner and advocate for state public health
leaders and others working to improve the health of women, children,
youth and families, including those with special health care needs.
Members• Maternal and Child
Health (MCH) Directors • Children and Youth with
Special Health Care Needs (CYSHCN) Directors
• Individual and organizational members
• Families
Types of Service• Advocate for MCH
programs in Washington• Communicate
information • Convene leaders to share
experiences and ideas• Disseminate best
practices• Forge partnerships • Provide technical
assistance (TA)
Title V
What is Title V?• The nation’s longest standing public health legislation; only program
focused solely on improving the health of all mothers and children,
including children with special health care needs
• Appropriates funds to states to
• Ensure access to quality health services
• Promote the health of children by providing preventive and
primary care services
• Provide and promote family-centered, community-based,
coordinated care for children with special health care needs
• Appropriates funds to provide for Special Projects of Regional and
National Significance (SPRANS), research, and training for MCH and
CSHCN
Title V Block Grant Requirements
✓ They also complete a statewide comprehensive needs assessment
every five years
✓ Must choose eight out of 15 National Performance Measures to
prioritize based on state needs assessment
✓ Must chose at least one Evidence-Based Strategy Measure (ESMs) per NPM
✓ Both ESMs and NPMs are meant to inform the National Outcome Measures (NOMs) to represent the desired result of Title V program activities and interventions.
National Outcome Measures
National Performance Measures
State Performance
Measures
Evidence-Based/-Informed Strategy Measures
AMCHP and Developmental Screening
• State Public Health Autism Resource Center (SPHARC): Comprehensive,
web-based resource center that provides TA and facilitates cross-state
learning
• The Block Grant Transformation provided a focus on Developmental
Screening (NPM6)
• 41 States chose NPM 6
• SPHARC developed resources and tools to help state public
health agencies identify opportunities for alignment, coordination,
and action planning
National Landscape
• Snapshot of grants/ programs that have a specific objective and/or measure around developmental and/or ASD screening
• Not exhaustive, but focuses on national or multi-state reach
• Matrix of states that have/had these programs
16
www.amchp.org/spharc
National Landscape: Developmental Screening
Screening, Referral
and Response
CYSCHN National
Standards
Title V MCH Block Grant National Performance
Measure
Medicaid: EPSDT
Healthy People 2020
ACA: Bright Futures
Guidelines, AAP
CDCBirth to Five:
Watch Me Thrive ACF
DOE
SAMHSA
Help Me Grow
NASHP/ ABCDNational
Surveys
AMCHP
AMCHP
Where does AMCHP fit?
• Framework that addresses the core structural and process components of an effective system of care for CYSHCN.
National Standards for
Systems of Care for CYSHCN
• Comprehensive, web-based resource center that provides TA and facilitates cross-state learning.
AMCHP and the State Public
Health Autism Resource Center
• CDC initiative aiming to improve early identification of children with autism and other developmental disabilities so children and families can get the services and support they need
Learn the Signs. Act Early. Program
HRSA
Title V
State Autism Implementation
Grants
CDC
Learn the Signs. Act
Early.
CYSHCN National
Standards
• Address core components of the structure and process of an effective system of care for CYSHCN.
• Intended for use or adaptation by a wide range of stakeholders
National Standards for Systems of Care for CYSHCN
http://www.amchp.org/programsandtopics/CYSHCN/Pages/default.aspx
How were the Standards Developed?
20
National Standards
Over 30 interview with key
informants
National Work Group
Guidance
Managed Care
Contracting Standards
National standards (e.g. NCQA
medical home)
State Standards
Currently in useBackground
White Paper
Literature Research
Existing National Principles
and Frameworks
Federal Partners
Families/Consumers
Policy and Health
Scientists
State Title V Programs
Medicaid/CHIP
Programs
Researchers
Health Plans
21
National Standard Domains
1. Screening, Assessment and
Referral
2. Eligibility and Enrollment
3. Access to Care
4. Medical Home
5. Community-Based Services
and Support
6. Family-Professional
Partnerships
7. Transition to Adulthood
8. Health Information
Technology
9. Quality Assurance and
Improvement
10. Insurance and Financing
1302.31 Teaching and the
Learning Environment
1302.32 Curricula
1302.33 Child Screenings and
Assessments
1302.34 Parent and family
engagement in education and
child development services
1302.35 Education in Home-
Base Programs
Head Start Performance Standards
State Use and Implementation of the Standards
35
Improving Systems of Care: Policy and Program Change
• Tool for families and stakeholders to identify core
elements of a comprehensive system (IA Family Navigator
Network)
• Identified action steps for policy and practice level change
(MN mapping process)
• State Title V MCH/CYSHCN programs using Standards in
strategic planning activities
• Incorporated Standards into county and community-level
public health systems (OR contracted with local partners)
Available Resources
26
In-Depth State Systems Assessment for Specific Domains
27
In-Depth State Systems Assessment for Specific Domains
28
Score Ranges:
Organizational Effectiveness Indicator
Organizational Influence Indicator
0.00 to 0.33
Low; closer to zero -little or no ability to impact this Domain unless you partner with the entity or entities that have authority/ability to influence domain. Closer to 0.33 – if Influence Indicator is high, consider what your organization can do internally in this Domain
No or weak influence or authoritywithout building or strengthening partnerships with entities that have authority/ability to influence domain. Refer to Column C and reflect on the existing or possible partnerships.
0.34 to 0.65
Moderate; consider ways in which you may be able to strengthen the effectiveness of policies and procedures for each standard in this Domain
Moderate. Consider ways in which you may be able to use your organization’s authority to strengthen the effectiveness of policies and procedures for each standard in this Domain.
0.66 to 1.00
High; reflect on what factors have led to your organization’s success in this area and consider a submission to AMCHP’s Innovation Station.
Strong; if Effectiveness Indicator is less than 0.66, , consider ways in which you may be able to strengthen the effectiveness of policies and procedures for each standard in Domain.
29
Current Activities!• Standards Action Learning Collaborative (Georgia and New
Mexico) using or adapting the standards or a specific core
domain(s) of the standards to strengthen systems of care for
CYSHCN.
• Coming Soon! New Assessment Tools
• Systems Alignment Tool
• Partnership Profile Tool
• Medicaid Managed Care Tool (NASHP)
• NCQA Crosswalk (NASHP)
Upcoming AMCHP Standards Assessment Tools
Partnership Assessment and Relationship Profile
• Includes key questions for stakeholders to assess their capacity to implement or improve policies and processes that are outlined in the National Standards
Systems Improvement Alignment Tool
• Allows stakeholders (as single organizations or in partnership with other organizations) to assess how well their organization and system is structured to address Standards
Where does AMCHP fit?
• Framework that addresses the core structural and process components of an effective system of care for CYSHCN.
National Standards for
Systems of Care for CYSHCN
• Comprehensive, web-based resource center that provides TA and facilitates cross-state learning.
AMCHP and the State Public
Health Autism Resource Center
• CDC initiative aiming to improve early identification of children with autism and other developmental disabilities so children and families can get the services and support they need
Learn the Signs. Act Early. Program
HRSA
Title V
State Autism Implementation
Grants
CDC
Learn the Signs. Act
Early.
CYSHCN National
Standards
NPM Measures
1. Well Woman Visit
2. Early elective delivery
3. Perinatal Regionalization
4. Breastfeeding
5. Safe Sleep
6. Developmental Screening
7. Child Injury
8. Physical Activity
9. Bullying
10. Adolescent Well Visit
11. Medical Home
12. Transition
13. Oral Health
14. Smoking
15. Adequate Insurance
Related Title V National Performance Measures (NPMs)
# 6 Developmental Screening (Percent of children, ages 10 – 71 months, receiving a developmental screening using a parent-completed screening tool in the past 12 months)
Head Start Program Performance Standards
Education and Child Development Services 1302.33 Child Screenings and Assessmentsa) Screening (1) In collaboration with each
child’s parent and with parental consent, a program must complete or obtain a current developmental screening within 45 calendar days of when the child first attends the program or, for the home-based program option, receives a home visit.
2) A program must use one or more research-based developmental standardized screening tools to complete the screening.
b) Assessment for Individualization A program must conduct standardized and structured assessments, which may be observation-based or direct, for each child that provide ongoing information to evaluate the child’s developmental level and progress in outcomes aligned to the goals described in the Head Start Early Learning Child Outcomes Framework: Ages Birth to Five.
Related Title V National Outcome Measures (NOMs)
# 13 Percent children meeting the criteria developed for school readiness
# 19 Percent children in excellent or very good health
Environmental Scan: State Developmental & ASD/DD Screening Activities
Purpose: To develop a qualitative data set of state screening activities
➢ Strategies & key components
➢ Insight into state capacity
➢ Foundation for tools & resources to share best practices
Initial Publication:
➢ High level themes
➢ Types of information available
➢ State highlights
Resources for Title V Action Planning:Developmental Screening Strategies and Measures
• Lack of training, lack of time during visits, costs / inadequate reimbursement, etc.Provider/
Practice Level
• Lack of coordination between state level efforts, duplications, silos; lack of meaningful partnerships, collaboration; lack of data to drive policy changes, etc.
Policy & Public Health
Coordination
• Lack of public awareness of developmental milestones; lack of services or access to services; long wait times; cultural and linguistic barriers, etc.
Family & Community
• Lack of data systems to track screening and follow-up; siloed data collection; inability to link data systems; need for more research, etc.
Data & Information
Systems
Low state rates of
screening at recommended
times
38
Challenge/
Need Area
Sample Strategies Sample Measures Example Data
Sources/ Resources
Provider /
Practice
Level
a)Implement a quality
improvement learning
collaborative to help
provider practices improve
their screening rates and
processes according to the
Bright Futures Guidelines.
b)Provide intensive
technical assistance to
help practices establish a
screening process, a data
entry process, and a referral
process for secondary
screening and full diagnostic
evaluations, and to improve
ability to address family
needs.
a)#/% of annual well-child visits at
9, 18 and 24 months where a
validated developmental
screening tool is administered,
scored and documented in
participating practices
• #/% of practices that
adopt/achieve
recommended screening
protocols
b)# of primary care practices that
received training and support for
conducting developmental
screening according to the AAP
Bright Futures Guidelines
a) Quality
improvement run
charts/monthly reports
b) Training participant
records; pre-post test
data
………
Other Relevant
Programs/Resources
•Head Start/Early
Head Start
•EPSDT
•Child Find Program
•HRSA State Autism
Implementation
Grants
•Project LAUNCH
•Bright Futures
•Promoting Healthy
Development Survey
•MIECHV CoIIN
Challenge/
Need Area
Sample Strategies Sample Measures Example Data Sources/
Resources
Family and
Community
Supports
a) Conduct an education and
awareness campaign for
families and communities on
the importance of
developmental screening
b) Engage family and
community leaders in the
development and
implementation of activities to
increase screening rates
c) Partner with the Family to
Family (F2F) to provide
resources for families about
signs and symptoms of
ASD/DD, developmental
milestones, and services that
exist in their community.
a) # families that receive
campaign resources
o # of hits or
downloads to
campaign website/
materials
b) % increase in knowledge
of the system and parent
perception that the
system has improved
c) # of families who receive
information, support, and
systems navigation from
the F2F specific to ASDs
or early and continuous
screening
o Increase in
family/community
awareness of
importance of
screening and
resources available
a) Education and
awareness
campaign program
data; website
analytics
b) Training participant
records; pre-post
test data
c) State F2F program
data
Other Relevant
Programs/Resource
s:
- Learn the Signs. Act
Early. materials
(publicly available)
- HRSA Family to
Family HIC
- Family Voices
resources/tools on
family engagement
- CAHPS Clinician &
Group Survey
Title V, Head Start, and Families
Louisiana
• Develop training materials/toolkit for statewide developmental and social-emotional screening programs (C&TC/EPSDT, Head Start, local public health and human services agencies, early childhood screening through school district programs, etc).
Hawaii
• Working with families and parent organizations to develop family friendly material to support understanding of the importance of developmental screening.
Title V wants your feedback and expertise!
Where does AMCHP fit?
• Framework that addresses the core structural and process components of an effective system of care for CYSHCN.
National Standards for
Systems of Care for CYSHCN
• Comprehensive, web-based resource center that provides TA and facilitates cross-state learning.
AMCHP and the State Public
Health Autism Resource Center
• CDC initiative aiming to improve early identification of children with autism and other developmental disabilities so children and families can get the services and support they need.
Learn the Signs. Act Early. Program
HRSA
Title V
State Autism Implementation
Grants
CDC
Learn the Signs. Act
Early.
CYSHCN National
Standards
“Learn the Signs. Act Early.” Program Goals
The Centers for Disease Control and Prevention’s (CDC’s) “Learn the Signs. Act Early.” program aims to improve early identification of children with autism and other developmental disabilities so children and families can get the services and support they need as early as possible
The “Learn the Signs. Act Early.” Campaign materials promote awareness of Healthy developmental milestones during early childhood.
The importance of tracking each child’s development.
The importance of acting early if there are concerns.
LTSAE Target Audiences: Parents of young children, health care providers, early educators, child care providers, family service workers, the media
Collaborate with “Learn the Signs. Act Early.”
Watch Me! Celebrating Milestones and Sharing Concerns
1-hour, 4-module course focuses on:
Why monitoring children’s development is important
Why you have a unique and important role in developmental monitoring
How to easily monitor each child’s developmental milestones
How to talk with parents about their child’s development
Learning objectives for the training include:
List three developmental concerns that early care and education providers should monitor.
Identify at least three developmental milestones for class’s age group.
Describe how to use “Learn the Signs. Act Early.” resources in early care and education work with children and parents.
Describe two communication strategies to use when talking with families about their child’s development.
Continuing Education (CE) is available
https://www.cdc.gov/ncbddd/watchmetraining/index.html
Learn the Signs. Act Early State Systems Grants
• Two-year grants awarded on a competitive basis to state teams to strengthen their state and community systems for early identification and to improve coordination of early intervention services for children with signs of ASD/DD.
• This round’s focus? Parent-engaged developmental monitoring
• www.amchp.org/spharc -- CDC Act Early Grants
2016-18 Grantees:• 4 returning 2014-16 grantees (MN, MT, NM, NC)
• 2 new Act Early grantees (Guam, Virgin Islands)
• Wide range of systems addressed:
• Child Find
• Family Resource
Centers
• Parents
• Help Me Grow
• Part C
• ECCS
• Title V
• Home Visiting
• Head Start/Early
Head Start
• Child Care Resource
and Referral Network
• EPSDT
• Early Childhood
Education Partners
State Example -California
• California Autism Professional Training and Information Network (CAPTAIN)
• Regional Teams are developing local brochures and a dissemination plan to include local stakeholders such as Head Start and Early Head Start programs.
State Example - Guam
• The Guam Early Learning Council (GELC) will create a subcommittee to review and update Guam’s LTSAE Plan.
• Subcommittee members include parent representatives from Parents Empowering Parents organization and Guam’s Act Early Ambassador candidate, and early childhood partners including MCH Title V, Project Bisita I Familia, Project Kariñu, WIC, and Guam LAUNCH; and Guam DOE-Guam IDEA Part C, Early Childhood Special Education, Head Start Program, and the State Pilot Preschool Program.
Types of Engagement-State Systems Grants
Resource Development Dissemination
Cross-Collaboration
Community Engagement
State Planning
Act Early Ambassador Program
“Learn the Signs. Act Early.” Ambassador program aims to improve the early identification of developmental delays and disabilities, including autism, by promoting developmental monitoring and screening so children and their families can get the services and support they need
45 2016-18 Act Early Ambassadors represent 41 states and 3 US territories
Serve as a state, territorial, or tribal point-of-contact for the national LTSAE program;
Support the work of Act Early Teams and other state/territorial/tribal or national initiatives to improve early identification of developmental delay and disability; AND
Promote the adoption and integration of LTSAE resources, including materials to support developmental monitoring, professional education tools, and the “Autism Case Training (ACT)” developmental behavioral pediatrics curriculum and web-based CE course for primary care health professionals into systems that serve young children and their families or train those who serve young children and their families.
Ambassadors are strongly encouraged to collaborate with programs that serve young children and their parents, such as Head Start and Early Head Start, WIC, home visiting, and others, as well as health care and child care professionals and to introduce and sustainably integrate LTSAE developmental monitoring tools and trainings into the work of those programs with parents and professionals.
Ambassador & Head Start Collaboration GOAL 1:
Promote the use of the LTSAE materials and child monitoring/screening in Indiana by training and providing TA to Early/Head Start programs,
Early Child Care and Education sites, Healthy Families sites, WIC, and other statewide programs to incorporate developmental monitoring into
their policies and practices.
Sustainability Plan: What 2-3 action steps will you take to ensure the impact of your efforts is sustained?
1. Encourage agencies and programs to include printing and promotion in their program budgets
2. Encourage collaboration among agencies and programs to support one standard Indiana version used by all
Audience,
Partner(s)
Objective Outcome(s) What will be achieved?
Action Steps and Timeline List the steps that need to be taken to
achieve these outcomes
Evaluation The outcome is
achieved if…
Resources,
Support Needed
Status,
Notes
PRIMARY Audience:
___Health care providers
_X__Early care educators
_X__Public health systems/
Family service providers
___Parents
Partner(s):
Head Start
WIC
Ofc of Early Childhood and
Out-of-School Learning
Early Learning Indiana
(CCRR)
Healthy Families
Project LAUNCH
Indiana AAP
Family Voices Indiana
Autism Society of Indiana
Indiana Libraries
Increase the number
of agencies and
programs using the
LTSAE materials to
improve knowledge
of early child
development,
improve child
developmental
monitoring and
increase referrals to
physicians and
services when
concerns are
identified.
1. Offer training and technical
assistance to programs and services
to learn about LTSAE and how to
incorporate monitoring into program
policy and practice.
2. Provide access to LTSAE
materials
3. Participate on boards, councils,
and task groups related to early
childhood issues to promote
awareness and use of LTSAE
materials and incorporation of child
monitoring and screening in to
policies and program activities
Indiana programs
and services
receive TA and
training
More Indiana
programs use and
promote LTSAE
materials
More Indiana
programs monitor
child development
and make referrals
when concerns
arise.
LTSAE materials
Invitations to
provide TA and
training
Ambassador & Head Start Collaboration State Ambassador Goals
Arizona Kyle Lininger
Goal 1: To develop and maintain statewide trainings designed to increase early childhood educators and
home visitation providers’ knowledge of the signs of child development, and to promote developmental
screening and parent-engaged developmental monitoring.
Goal 2: To develop and maintain a consultation service designed to train the providers of various state
systems groups to increase their understanding of the signs of child development, and to promote
developmental screening and parent-engaged developmental monitoring.
D.C. Yetta Myrick
Goal 2: Promote the “Learn the Signs. Act Early.” Children’s Book, “Amazing Me” and all related “Learn the
Signs. Act Early.” materials to parents of children ages 0-5 in the DC Metropolitan Area through a
partnership with the DC Public Library (DCPL).
Florida
Katherine
Espinosa
Goal 2: During the 2016-17 fiscal year, increase awareness of developmental milestones and
developmental concerns by promoting the Watch Me! Celebrating Milestones and Sharing Concerns
trainings with at least fifty early care educators.
Kansas Peggy Kemp
Goal 2: Work with Part C programs to embed use of LTSAE materials into early intervention activities such
as home visits for parent education and use in early childhood outcome conversations with parents.
Massachusetts Roula Choueiri
Goal 1: Improve dissemination and training of LTSAE material in early childhood centers and community
health centers in Worcester, MA and improve a web-based unified system that emphasizes developmental
monitoring and Learn the Signs Act Early materials and links all relevant resources
Minnesota
Jennifer Hall-
Lande
Goal 2: Expand existing library of MN Act Early training and resources (e.g. webinars, podcasts, translated
materials) with a focus on outreach and training on how to use products to increase developmental
monitoring among diverse target audiences.
Nebraska Jenny Burt
Goal 1: Develop a “Learn the Signs. Act Early.” website and Facebook page for Nebraska to strengthen
awareness of LTSAE and the importance of developmental monitoring in Nebraska for parents and
professionals through social media.
Nevada Debra Vigil
Goal 1: Complete 7 on-line video modules currently being developed to educate early childhood educators
regarding children with autism, developmental monitoring & screening, and other issues related to other
neurodevelopmental disorders and inclusive strategies in the classroom.
Washington
State
Stephanie
Orrico
Goal 2: By 6/30/2017, meet with 6 different early learning partners and assist 3 or more in customizing and
integrating LTSAE materials into their staff toolkit or parent curricula.
Ambassador & Head Start Collaboration
2016-2018 Act Early Ambassador
Program Overview: http://www.aucd.org/template/page.cfm?id=8
75
Ambassador Roster & Contact
Information: http://www.aucd.org/d
ocs/actearly/2016-18AmbassadorsRosterandContactInformatio
n.pdf
Ambassador Biographies:
http://www.aucd.org/docs/2016-
18%20Ambassador%20Bios_FINAL.pdf
Connect with the Act Early Ambassador in your state to collaborate with their
activities and “Learn the Signs. Act Early.”
Engage with the Act Early Network
Act Early Network News Newsletter
• http://www.aucd.org/template/page.cfm?id=869
Act Early Network Listserv & Webinars
“Learn the Signs. Act Early.” Promising Practices
• https://blogs.cdc.gov/actearlypromisingpractices
How Can You Get Involved?
Use the National Standards and related tools as a mechanism
for discussion and identifying
opportunities/partnerships
Use SPHARC’s national landscape and action
planning tools to identify state
screening activities and opportunities to collaborate with your state Title V agency
Identify and contact your Act Early State
Systems Team or your state Act Early Ambassador
We are here as a resource and can help make connections!
Questions?
What is an Adaptive Problem?
A challenge for which there is no one discrete correct answer
A project, opportunity, task, or issue
What is an Adaptive Problem?
How do we integrate developmental screening in primary healthcare settings?
What do we do with children who don’t qualify for services but still need support?
What is Action Learning?ACTION LEARNING
Action learning is a dynamic process that involves a small group of people solving real problems, while at the same time focusing on what they are learning and how their learning can benefit each group member, the group itself and the organization as a whole.
Small group examination of an adaptive problem, with proposed solutions, action steps/experiments, questioning and reflection, lessons learned, and revised approaches
A cycle, where you can begin with any stage
Tool for the Act Early Ambassadors to strategize approaches and action steps for addressing early identification of DD/ASD adaptive problems
ACTION LEARNING CYCLE
Action Learning Model: 5 Components
1. A problem (project, challenge, opportunity, issue or task). According to the model, the problem should provide an opportunity for the group to generate learning opportunities and to build knowledge. Groups may focus on a single problem of the organization or multiple problems introduced by individual group members.
2. An action learning group or team. Ideally, the group is composed of four-to-eight individuals who examine a problem that has no easily identifiable solution.
3. A process that emphasizes insightful questioning and reflective listening. Action learning tackles problems through a process of first asking questions to clarify the exact nature of the problem, reflecting and identifying possible solutions.
4. Taking action on the problem. The action of action learning begins with taking steps to reframe the problem and determining the goal, and only then determining strategies and taking action.
5. A commitment to learning. Solving an organizational problem provides immediate, short-term benefits to the organization. The greater, longer-term, multiplier benefit, however, is the learning gained by each group member as well as the group as a whole and how those learnings are applied on a systems-wide basis throughout the organization.
The Action Learning Cycle as a Tool
ACTION. To do or experience and
then recalling the experience:
nobody knows your experience of
your actions better than you do. To
become more conscious of our
“experience” while acting, can
impact on the next step
quite dramatically.
LEARNING. Learning here is
the process of distilling or drawing
out the core generalized lessons;
moving from “what actually
happened” to “what tends to
happen as a result of such
circumstances”, surfacing deeper
implications and guidance for the
future.
REFLECTION. Re-examining and
thinking about the event or action
means to make it more conscious,
to analyze it, to evaluate it, to
understand it better or on a deeper
level. The problem is that we do
not do this automatically. A more
pro-active approach is vital to
become a good action learner.
PLANNING. This is the key link
between past learning and future
action (and learning). The core
“insights” from the previous step
must now be translated into
decisions that will ensure improved
practice. These decisions then
need to become part of the plan.
Stages in Action Learning Problem Solving
Action: Understanding & reframing the problem –
What can you take action on? What piece can you
influence?
Reflection: Framing & formulating the goal – What
happened, helped, or hindered, and what do you need
to consider?
Learning: Developing & testing strategies – What are
you going to change based on what you learned?
Planning: Taking action & reflecting on the action-
What is your strategy for making changes?
Reflection Stage: Framing & Formulating the Goal
• Well defined & prioritized• Clear to anyone that has a basic
knowledge of the project/topic
• Know if the goal is obtainable and how far away completion is
• Know when it has been achieved
• Agreement with all the stakeholders on what the goals should be
• Within the availability of resources, knowledge and time
• Enough time to achieve the goal
Activity: Action Learning “Slinky”/Problem Analysis
Choice: Individual Activity or Small Group of 2 to 3 Activity
Activity Agenda:
Action Learning Problem Analysis: 15 minutes
Small group reports: 2 minutes for each group reporter
Sharing with the larger group
Hypothesis 1: What if …
What should you consider needing to do to
solve this problem?
Do you need to reframe your problem?
#1: Let’s try/do…
• What can you take action on?• What piece can you influence?• And what is an activity that
you can do to help solve youradaptive problem?
Hypothesis 2: Now that we did #1,
what adjustments do we need to
make?
This is the Reflection stage. Analyze
and evaluate the activities you
developed to solve your adaptive
problem.
#2: What can we do differently now?• What would help or hinder? • What assumptions did we
make?• What really struck us?
Hypothesis 3: Now that we did #2,
what adjustments do we need to
make?
What have you learned?
What are you going to change
based on what you learned?
#3: What can we do differently now?• What would we have done
differently?• What did we learn, what new
insights?• What tools that were discussed
today could be incorporated in my action plan?
Action Learning Activity: Part 2
Draft Goal 1) (High level/SMART: Who will do what by when?)
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The core “insights” from the previous step must now be translated into decisions that will ensure
improved practice. These decisions then need to become part of the action plan. What is your strategy
for making changes?
Action Plan 1a)
Action Learning Activity: Adaptive Questions
How do we get early educators and parents to practice developmental monitoring, so they notice concerns?
How do we integrate developmental and autism screening in primary healthcare settings?
What do we do with children who don’t qualify for services but still need support?
How do we support families from diverse and underserved communities to (1) understand and recognize the diagnosis, (2) help their child’s medical and developmental team to identify behavioral concerns that may lead to the diagnosis of autism, and (3) seek out and reinforce services that are deemed supportive for their child?
How do we best to incentivize early childcare professionals to perform developmental screenings according to the national initiative?
Action Learning Activity: Guiding Questions
Action Reflection
• What significant things happened?
• Who was involved, what did they do?
• What picture emerges?• How did I/we feel?
• Why did it happen, what caused it?
• What helped or hindered? • What assumptions did we make?• What really struck us?
Learning Planning
• What do we want to do, to happen? How?
• What are we going to do differently?
• What steps will we use to build these new insights into our practice?
• What would we have done differently?
• What did we learn, what new insights?
• What was confirmed? • What new questions have
emerged?
Report Out •What did you learn from the action learning process?
•What did you find helpful about it?
•Are there any next steps that you will take now that you’ve completed this activity?
Contact Information
Cori FloydProgram Analyst,
Children & Youth with Special Health Care Needs,
AMCHP202-266-3046 | [email protected]
Abigail Alberico, MPH, Program Manager,
Department of Public Health AUCD
