FOCUS Orientation for Early Childhood Cross-Sector Consultants and Leaders: Summary

On October 21-22, 2014 over 150 of New Mexico’s best and brightest early childhood colleagues met at the Indian Pueblo Cultural Center in Albuquerque for two-days of hard work. This document summarizes the work accomplished, as well as tools and resources for continuing the quest for quality. Resources and handouts for each segment of the Orientation are listed to the right of the summary of content. This document is available online at https://www.newmexicokids.org/content/library_and_resources/

Speaker(s) Summary of Content Resources

Alejandra Rebolledo-Rea

Alejandra Rebolledo-Rea welcomed participants and set the tone for the two days by acknowledging the significant role that connections among the consultants and sector leaders play in supporting the quality of early childhood personnel and programs. These connections in turn enhance opportunities for each New Mexico child to achieve his or her full potential.

After watching a short video (A) that emphasized the importance of understanding the “why” of the work we do, Alejandra provided examples of several significant “whys” that serve as the foundations of quality in New Mexico’s early childhood programs and support the full participation of each child (B, C). These are 1) family engage-ment; 2) inclusive practices for children with delays of disabilities; 3) culture and language including the support of dual language learners; and 4).promoting social relationships.

Alejandra also provided an overview of the Race to the Top grant and the many ways in which it is supporting cross-sector early childhood quality efforts. She also shared a timeline for the development of sector-specific standards and criteria that will enable three additional “sectors” PED Preschool (NM PreK, Special Education, and Title I) the Family Infant Toddler Program, and Home Visiting to participate, along with center-based child care programs, in FOCUS, NM’s tiered

(A) Start with Why is available online in two formats:https://www.youtube.com/watch?v=IPYeCltXpxw (5 minute version)

https://www.youtube.com/watch?v=sioZd3AxmnE (18 minute version)

(B) Guiding Principles for the Full Participation of Young Children, Birth through Age Eight, in New Mexico’s Early Learning System. Retrieved from http://www.earlychildhoodnm.com/attachments/291_Guiding%20Principles%204-21-10%20FINAL.pdf

(C) FOCUS on young children’s learning: Essential elements of quality for center-based child care programs. Retrieved from https://www.newmexicokids.org/content/caregivers_and_educators/focus/docs/FOCUS_Criteria_Essential_Elements_of_Quality_08212014.pdf

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quality rating and improvement system.

Speaker(s) Summary of Content Resources

Monica ArchuletaSophie BertrandKathi CarrollAndy GommBrenda KofahlMary McQuistonAlejandraRebolledo-ReaIda TewaMuriel WongAnn Zuni

Muriel Wong facilitated a conversation among sector representatives in which each shared insights about the “why” for the programs they work with.

This was followed by an opportunity for participants to discuss their own “whys” and to capture those concepts on flip charts. The words from the flip charts were transcribed to create the word art to the right.

Katrina Montaño-White

Using three important words -- authentic, intentional, and present – Katrina passionately and enthusiastically recapped the messages of the morning. She saluted participants with a video called For the Heroes: A Pep Talk from Kid President.

For the Heroes: A Pep Talk From Kid Presidenthttps://www.youtube.com/watch?v=tgF1Enrgo2g

Sophie BertrandSophie Bertrand launched the next segment of the Orientation by underscoring the importance of collaboration among the sectors and programs serving each child and family in New Mexico. This was followed by an opportunity for participants to break into regional work groups for an activity called Save the Last Word for Me. This activity effectively illustrated the importance of both shared and individual contributions to collaborative work, while at the same time familiarizing participants with the components of New Mexico’s Guiding Principles.

The protocol for Save the Last Word for Me is posted at https://www.newmexicokids.org/content/library_and_resources/

Camille CatlettThe first day ended with a brief video that synthesized many of the key messages, Building Adult Capabilities to Improve Child Outcomes: A Theory of Change.

Building Adult Capabilities to Improve Child Outcomes: A Theory of Change http://developingchild.harvard.edu/resources/

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multimedia/videos/theory_of_change/

Speaker(s) Summary of Content Resources

Muriel WongMuriel began the morning with an overview of the Nine Tenets of Continuous Quality Improvement (CQI), underscoring that CQI is a strength-based approach to supporting purposeful change using a 4-step cycle of Plan-Do-Study-Act (PDSA). The nine tenets are applicable to programs, sectors and the state. Essential to the PDSA process is that it is can transform organizations to a learning culture in building capacity and skills in those closest to the work of working together for good outcomes for all children and families in New Mexico. Program and agency staff are the “experts” in assessing and reflecting on what is working, what needs to be improved and how best to make purposeful change happen. Muriel’s PowerPoint presentation on the Nine Tenets of CQI is posted at https://www.newmexicokids.org/content/library_and_resources/

Sector facilitators

The next segment of the Orientation provided an opportunity for sector-specific work. Participants broke up into role-alike groups to review the results of the online inventory that was recently completely by all early childhood consultants. Each sector group reviewed and celebrated areas in which they showed strength and expertise. Collectively, members of each sector then identified four areas in which they want to develop their expertise.

All participantsThe four areas for improvement that were identified by each sector were merged, and participants had the opportunity to vote, as individuals, on their top priority. Areas that were identified by a significant number of participants for further development are listed below in Appendix A.

See Appendix A below

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AlejandraRebolledo-Rea

Along with her appreciation for the time and dedication of participants, Alejandra acknowledged that input from the Orientation and from the survey will be used to build the capacity to support each child and family, both within and across sectors.

As a closing activity, participants at each table wrote down seven words to describe the priorities they were taking away from the Orientation. In addition, everyone watched a closing slinky video that underscored the importance of stretching to make a difference. Each participant left with a small slinky to remind them of the role they will play, individually and collectively, in supporting the full participation of each child.

Appendix A Top Priorities for Improvement: Results of Cross-Sector Group Polling Demonstrate the ability to promote cooperation through the effective use of negotiation, facilitation, conflict management and team

building skills Take time to slow down, to identify and fully understand key issues or challenges Monitor the effectiveness of consultation Know and use the philosophy and guiding principles for adult learning Know how to engage other adults as equal partners in setting realistic goals for quality improvement Structure and opportunitiies to support the exchange of ideas both within the agency and across agencies Know the components of NM FOCUS well enough to explain them to families and colleagues and incorporate them in my work Know how to support adults in developing partnerships with families to develop and use accommodations Know how to support adults in gathering and using data to inform decisions about individualized instruction Know how to support adults in working with families who speak a language other than English to involve those famliies in developing policies

and procedures related to dual language learners and CQI Know how to support acults with understanding the stages of second language acquisition

NOTE: These priorities are listed in the order in which they were voted on, not rank order.

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