INSPIRE ACTION
Supporting Programs to Build and
Sustain High Levels of Quality
Participant Objectives
Participants will understand…
• the importance of starting with “why”.
• Minnesota’s comprehensive approach to
conducting the infrastructure analysis required
by the SSIP process
• how the state aligns ongoing work with the SSIP
• How Minnesota has incorporated the Science of
Implementation into the work culture at the
state, regional and local level.
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The Minnesota Team
Jennifer Moses: 619 Coordinator
Michelle Dockter: PD Systems Coordinator
Kara Tempel: Part C Coordinator
Lisa Backer: Supervisor/Part C Data Manager
Who’s In The Room?
Part C Coordinators
619 Coordinators
Family Members
Data Managers and Other State Agency Staff
Local Program Staff
Providers of Technical Assistance
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A Bit About Minnesota
• Minnesota Department of Education is the Lead
Agency for Part C
• Part C and 619 housed within Division of Early
Learning Services
• Eligible children receive FAPE from birth
• “Moderate” eligibility state for Part C
• 12/1/13 Child Count
– 5,162 infants and toddlers 0-2
– 15,159 children 3-5
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More About Minnesota
• Program Evaluation & Continuous Improvement
process initiated by MN Dept. of Education in 1999
• Became the MN Continuous Improvement
Monitoring Process (MnCIMP)
• Reported local data since 2003-04
Simon Sinek:
Start with Why
• How Great Leaders Inspire Everyone to Take
Action
• TED Talks
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Why: Increase slope
of developmental
trajectories
How: Do it right!
Do it Well!
What: Components
of Quality
System for Producing Good Child
and Family Outcomes
Research
Prof’l Development
Evidence Based
Practices
Good Federal
policies and
programs
Good State
policies and
programs
Good Local
policies and
programs
Strong Leadership
High quality
services and
supports for
children 0-5
and their
families
Good
outcomes
for
children
and
families
Adequate funding
Information infrastructure
Developed by
Early Childhood
Outcomes Center
INSPIRE ACTION Self-Assessment
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Development Process
Review of research to identify core components
Meeting with local leaders to obtain input on
components and evidence statements
Shared with all local leaders October 2013
Eighteen programs served as “Rock Polishers”
– Used the preliminary tool
– Provided feedback on each evidence statement
– Completed an “effort scale”
Input obtained from two national experts
Statewide implementation: 8/11/14 – 9/22/14
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Twelve Core Components of Quality:
INSPIRE
•
•
•
•
•
•
•
Identification
Natural or Least Restrictive Environments
Services are coordinated
Partnership with Families
Intentional Instruction within Routines
Responsive Environments and Interactions
Effective Technical and Adaptive Leaders
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Core Components of Quality: ACTION
•
•
•
•
•
Assessment
Curriculum
Transitions
Intensity
ON-going, data-driven program improvement
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Framework Attributes
Twelve core components of quality
– Definition
– Rationale for inclusion as a core component grounded
in research or regulation or both.
– Related APR Indicators
– Self-Assessment based on evidence
 Evidence of Quality or Potential Concern
 Sources of evidence
– Document review
– Existing data
– Observation, interview, reflection
 Component score of <0 to 5
– Relationship to legal foundations of EI/ECSE
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General Instructions (1)
Cluster A statements describe identifiable
characteristics of quality programs.
• Read each evidence statement in Cluster A.
• Determine as a team whether the statement is
generally true or generally not true of your
program.
• If generally true, score 1 point.
• Record on the Excel Score sheet
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General Instructions (2)
Cluster B statements describe areas of potential
concern.
• Read each evidence statement in Cluster B.
• Determine as a team whether the statement is
generally true or generally not true of your
program.
• If generally true, score 1 point.
• Record responses on the Excel score sheet
Circle the component total from the score sheet on
your summary grid
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Identification
Includes all activities related to child find:
–
–
–
–
Public awareness and outreach
Screening
Evaluation
Assessment
SPP/APR Indicators: C-5, C-6, C-7
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COSF entry ratings for English-speaking
children compared to children who are
linguistically diverse
33%
Other
51%
English
0%
20%
1
2
40%
3
60%
4
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80%
5
6
100%
7
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Entry Ratings (Knowledge and Skills) for
Preschoolers Eligible/Not Eligible for Free
40%
Lunch
2
57%
0
0%
20%
1
2
40%
3
60%
4
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80%
5
6
100%
7
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Sample Cluster A Evidence Statements:
Identification
A1: Our district has met or exceeded the state targets
for indicators C5 and C6 for each of the past three
years. Data Source: Review of Existing Data
A4: We implement quality practices when a referral is
received on behalf of a child who is culturally or
linguistically diverse. Practices may include: using
interpreters, gathering information through a home
language questionnaire, and/or systematically
determining the language or languages to use when
screening a child to elicit their best performance. Data
Source: Team Reflection
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Sample Cluster B Evidence Statements:
Identification
B2: We often accept referrals from the Help Me
Grow system without first confirming that the child
resides in our district. Data Source: Team
Reflection
B4: The percent of children initially identified
during kindergarten as being a child with a
disability in my district exceeds the state rate for
initial identification during kindergarten. Data
Source: Review of Existing Data
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Natural and Least Restrictive Environments
Definition includes:
• A program’s capacity to serve infants and
toddlers in natural environments
• A program’s capacity to serve preschool
children in the least restrictive environment
• How natural and least restrictive environments
are documented on IFSPs and IEPs
SPP/APR Indicators C2 and B6
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Services are Coordinated
Definition:
An active, ongoing process that assists and
enables families to access services and assures
their rights and procedural safeguards under
IDEA.
Rationale for inclusion as a core component:
• Service coordination is required under Part C
• MnSIC promotes service coordination for all
• Not all models of service coordination are
equally effective
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Partnership with Families
Definition:
• Parents and other family members promote their
children’s healthy development and learning
through activities encouraged by educators in
child care, preschool and school settings.
• Parents participate on IFSP or IEP teams as
active decision-makers
SPP/APR Indicator C4
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Intentional Instruction within Routines
Definition:
• Providers identify naturally occurring activities,
routines and transitions
• Interventions focused on a child’s IEP/IFSP
outcomes are intentionally implemented
throughout the day in the home, classroom and
center or community.
SPP/APR Indicator: None
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Responsive Interactions and Environments
Definition:
• Responsive instructional interactions occur when
teaching staff provide children with feedback
about their ideas, comment in ways that extend
and expand their skills and attention, and use
discussions and activities to promote more
complex thinking.
• The environment…”actively engages all children
in a variety of learning experiences and settings
and supports the health and wellness of children
and adults” (Kauerz & Coffman 2013)
SPP/APR Indicator: None
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Effective Technical and Adaptive Leadership
Definition: Effective Technical Leadership
• Management,
• Ability to apply in-depth knowledge of school
finance, data reporting, regulatory compliance
and early childhood intervention to daily
situations when there is substantial agreement
about what needs to be done and reasonable
certainty about how to do it (Stacey 2002)
SPP/APR Indicator: None
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Effective Technical and Adaptive Leadership
Definition: Effective Adaptive Leadership
A strong adaptive leader is able to help an
organization:
• clarify and affirm values,
• set goals,
• articulate a vision, and
• chart a course of action to achieve that vision,
supporting children and families to have positive
experiences and achieve meaningful outcomes.
SPP/APR Indicator: None
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Assessment
Definition:
Assessment is a shared experience between
families and professionals in which information and
ideas are exchanged to benefit a child’s growth and
development.
SPP/APR Indicator: None
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Curriculum
Definition:
• “the means by which a society helps learners
acquire the knowledge, skills, and values that
that society deems most worth having.” NAEYC
• 4 elements of DEC’s curricular framework:
– assessment; scope and sequence; activities and
intervention strategies; and progress monitoring.
• A curriculum framework is a dynamic system
that guides all aspects of a high quality program.
SPP/APR Indicator: None
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Transitions
Definition:
Includes all activities necessary to ensure that the
next setting is appropriate to meet the educational
needs of young children and their families. It can
occur at various times in a young child’s
educational life.
–
–
–
–
Part C to Part B or other supports
From one setting ECSE to kindergarten
From one ECSE setting to another
Transitions based on program structure (0-2 team to 3-5
team; evaluation team to serving team)
SPP/APR Indicators: C-8 and B-12
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Intensity
Definition:
• Time participating in the receipt of specialized
services and in early care and education through
an IFSP or IEP.
• How the program uses that time. Intensive
programs treat their time with children and
parents as a limited and valuable resource.
• Partially measured through state data system
SPP/APR Indicator: None
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ONgoing Data-driven Program Improvement
Definition considers:
• a program’s ability to accurately collect and report
required data elements.
• the district’s current use of data, and
• future capacity to incorporate data-driven
improvement strategies into ongoing program
development.
A high quality ECSE program should use all
available data as part of a systematic approach to
achieving ongoing improvements.
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ONgoing Data-driven Program Improvement
Critical data elements are those that describe:
• children,
• services received,
• staff,
• program attributes, and
• adopted innovations such as professional
development initiatives, new curriculum or
interventions
SPP/APR Indicator: None …or All
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Inspire Action Framework
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SSIP Infrastructure Analysis
• State Infrastructure
• Regional Infrastructure
• Local Infrastructure: Program quality identified
through INSPIRE ACTION
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System for Producing Good Child
and Family Outcomes
Research
Prof’l Development
Evidence Based
Practices
Good High Quality
Local policies and
programs
Strong Leadership
High quality
services and
supports for
children 0-5
and their
families
Good
outcomes
for
children
and
families
Adequate funding
Information infrastructure
Developed by
Early Childhood
Outcomes Center
Reciprocity of Accountability
Accountability must be a reciprocal process.
– For every increment of performance I demand
from you, I have an equal responsibility to
provide you with the capacity to meet that
expectation.
Richard Elmore, 2000
Professor of Educational Leadership, Harvard University
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Centers of Excellence for
Young Children with Disabilities
Regions-Grouped
•
•
•
•
•
•
•
•
Regions 1 & 2
Region 3
Region 4
Regions 5, 7W & 7E
Regions 6W, 6E & 8
Region 9
Region 10
Region 11
Centers of Excellence
• Conceptualized with support from Camille
Catlett and NPDCI project
• Launched using ARRA funds
• $2,000,000 budget for 2014-2015
• Part C and Part B/619 Discretionary Funds
• 10.0 FTE across state
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State Level CoE Goals
• Build Statewide Professional
Development Dissemination Capacity
• Enhance Regional Training and Coaching
Capacity
• Promote Regional Collaboration for cross
sector EC work
• Use Active Implementation (a.k.a.
Implementation Science) to close the gap
between research and practice.
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Local CoE Goals
• Identify local program strengths and needs
(INSPIRE ACTION).
• Professional Development Facilitators (PDFs)
will actively partner with local program staff
and leaders to build quality and install
innovations.
• Prepare programs to install innovations by
building a quality ‘foundation’ (a.k.a. “brick
work”)
• Support quality programs to implement
“Innovations” using “Active Implementation”.
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Sphere of Influence- PD work and the
Centers of Excellence
MDE (State Content Experts)
Regional
Centers of
Excellence
Supporting LOCAL Programs
(3)
Early
Childhood
LEADERSHIP
Improved Child and Family
outcomes
Professional
Development
Local
Facilitators
Professional
(PDF)
Staff
Use of evidence
based/informed practices
Delivered through Active
Implementation
frameworks
Research to
Research
to Practice
PracticeGap
Gap
RESEARCH
IMPLEMENTATION
GAP
PRACTICE
Active Implementation is defined as a specified set
of activities designed to put into practice an activity
or program of known dimensions.
Making It Happen
Active Implementation Frameworks
Interventions
• USABLE INTERVENTIONS
– To experience the benefits of the intervention,
what exactly are practitioners saying and doing?
• IMPLEMENTATION STAGES
Stages
– What steps lead to successful implementation?
• IMPLEMENTATION DRIVERS
– What critical program and organizational
supports are needed to implement this change?
Drivers
• IMPLEMENTATION TEAMS
– Who helps guide the change process?
Teams
• IMPROVEMENT CYCLES
– How can we efficiently solve problems and get
better?
©Copyright Dean Fixsen and Karen Blase
Cycles
Improved outcomes
Implementation Drivers
Well-defined,
Effective strategy
Performance Assessment
Coaching
Systems
Intervention
Facilitative
Administration
Training
Selection
Integrated &
Compensatory
Leadership
Adaptive
Technical
Decision Support
Data System
2-4
Years
Improved outcomes
Implementation takes time!
Major Implementation Initiatives occur
in stages:
Exploration and Sustainability
Installation
Initial Implementation
Full Implementation
(Sustainability & Effectiveness)
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005C
Innovations supported through the CoE
USABLE INTERVENTIONS
To experience the benefits of the intervention, what
exactly are practitioners saying and doing?
Pyramid Model (TACSEI)
– Pyramid response to social emotional
learning
– Plan to expand to early literacy
Classroom Engagement Model (Formally RBII)
– Evidence based strategies for preschool
providers
Innovations supported through the CoE
Family Guided Routines Based Interventions
– Evidence informed strategies for birth to 3
providers
Locally defined Innovation
– Local leadership will be supported with
Active Implementation frameworks
What is next?
• All ECSE programs will complete their own
INSPIRE ACTION self assessment.
• SOME ECSE programs will choose to begin to
work on a selected:
– Foundational skill
– Innovation
– District selected innovation
Stages
CoE staff will work with Local programs to determine
appropriate Stage matched activities.
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Local ECSE Leadership will lead the way!
• This fall we will focus on helping local programs
create teams
Teams
– To create pathways for their work
– Collect data
– Use of data and make/inform appropriate plans
PDF will assume a role of external coach
– help local programs use the drivers to ensure that
Drivers
professionals are equipped to implement
selected work
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