State Work Plan Challenges, Desired Results, and Products

STATES AND JURISDICTIONS

WITH STATE WORK PLANS (as of December 2004)

Finance: Alaska, Virginia Quality Assurance: Federated States of Micronesia, Marshall Islands, New Hampshire, Northern Mariana Islands, Palau, Tennessee Personnel: American Samoa, Connecticut, Guam Interagency Collaboration: Bureau of Indian Affairs Transition: New Hampshire, South Carolina, Texas Early Identification: District of Columbia, New Jersey, New Mexico Inclusion: Guam, Kansas, Massachusetts, Utah Family-Centered Practices: Arkansas, Missouri, Nevada, Utah Special Populations: Delaware OUTPUTS AND PRODUCTS STATE CHALLENGE / NEEDS TO DATE DESIRED RESULTS

FINANCE

ALASKA Finance:  Prevalence Study (in progress) As a result of changing Alaska’s eligibility  strategies to assure an equitable, definition for Part C services, all eligible efficient early intervention system children and families will have assurances that  funding variability and change in they will have timely and equitable access to eligibility definition service and supports that meet their individual needs regardless of funding challenges. In addition, children at risk are followed and their families have supports and resources to enhance their child’s development.

VIRGINIA Finance:  Cost Study, including: To maximize the use of available funding, such  knowledge and use of available o total cost of VA EI system that all eligible children and families will interagency resources o how many children should be served receive the early intervention services to which  private and public funding o an average hourly cost of direct they are entitled under Part C of IDEA. services  access to public funding sources and EI insurance benefits. o ratio of direct services to all other costs o cost differences relating to different personnel types QUALITY ASSURANCE

FEDERATED Quality Assurance:  Policies and procedures for the Early A coordinated, accountable service delivery STATES OF  guidelines to FSM States to implement Childhood program drafted system is in place that is family centered, has MICRONESIA the mandate of P.L. 8-21 in relation to  Framework for Early Childhood services highly qualified personnel, ensures that children children birth to 6 and resources has been developed and families achieve their desired outcomes. necessary to implement the program.  Completed assessment of Early Childhood resources and needs for personnel. A strategic plan for personnel development is underway.

National Early Childhood Technical Assistance Center 2 OUTPUTS AND PRODUCTS STATE CHALLENGE / NEEDS TO DATE DESIRED RESULTS

MARSHALL Quality Assurance:  Strategic plan developed for All children to achieve growth and ISLANDS  comprehensive, high quality early comprehensive services related to the developmental outcomes through quality and childhood services for children birth RMI Improvement plan culturally appropriate birth through 5 services. through five and their families in RMI. Families with identified infants and toddlers who have special needs (birth to three) to receive in-home support or other services in natural environments.

NEW HAMPSHIRE Quality Assurance:  Report with new definitions of preschool Families are more informed about the setting (SWP #2)  systematic way to accurately identify special education settings options in the state and their own the service settings in which preschool  FAQ guidance piece region/community, can make more informed children are being served decisions about their own child's service settings and can make more informed contributions to state improvement efforts.

NEW HAMPSHIRE Quality Assurance:  Task force established in conjunction Families of young children with special needs (SWP #3)  systematic way to assess the with GSEG Cornerstone Project are knowledgeable and active participants in the effectiveness of family/school quality assurance process, have a mechanism to partnerships or parent involvement in provide input into program improvements preschool special education related to family/school partnerships, and have  timely access to accurate data clear and accurate expectations for parent involvement and meaningful family/school partnerships.

NORTHERN Quality Assurance:  Local monitoring system process Families of children (birth to five) with MARIANA  unified data system/ tracking system  Forms, policies and procedures disabilities/special needs [have clear ISLANDS and therefore is unable to expectations about quality supports and services  ability to determine if children (birth to and] have a mechanism to provide input about five) with disabilities/special needs and how well the support sand services they receive their families are receiving appropriate are meeting their needs and the degree to which and coordinated services that meet their they are satisfied with them. needs and with which they are satisfied

PALAU Quality Assurance:  Policies and procedures for the Early All children will grow and develop to achieve  uniform and high quality early Childhood program (draft) their outcomes through receiving high quality childhood services for young children and culturally appropriate services in natural in Palau, birth through five, and their environments. Parents will be involved in their families. child’s services.

TENNESSEE Quality Assurance (Local Monitoring):  Local self-assessment tool that aligns Tennessee establishes a data-, outcomes-,  streamlined, understandable and with APR result-driven local monitoring system that acceptable monitoring system for locals  Local Improvement plan format that involves stakeholders at all levels, focuses on  focus on program improvement, not aligns with APR self-assessment in partnership with the state, is just compliance  Training materials for local self- consistent across districts, is balanced between assessment process focus on compliance and improvement, is  maximum use of data for decision  Draft roles and responsibilities for state supported by a TA system, and results in making and reporting on a continuous TA and monitoring staff in relationship to ongoing system improvements and assures basis local monitoring process quality services for children and families.  Interagency self-assessment process (draft)  Grid that delineates required data sources that must be used in responding to indicators and which agencies are required to respond (draft) PERSONNEL

AMERICAN Personnel:  New programs at the university related to Families are happy and feel that services are SAMOA  qualified staff to serve young (birth to Early Childhood readily available and culturally responsive. six) children with disabilities. Families see Education and Part C as one (SWP #1)  Recruiting new providers system. Family have positive attitudes; they will see disabilities in a more positive light. Families get hands on material and will feel informed about resources and services.

CONNECTICUT Personnel:  Development of cultural competence Children and families receive culturally  services and supports to families that training forms, resources and materials. competent family centered services and consistently reflect an understanding supports and appreciation of the importance of  Adaptations to a cultural competence culture training curriculum, forms and materials.

GUAM Personnel: Young children achieve intended outcomes  greater number of qualified early through receiving EI/EC services from (SWP #1) intervention and early childhood adequately trained personnel. Parents/families (EI/EC) personnel across a variety of receive information and understand about their fields and perspectives child’s needs. Parents/families receive  opportunities for these personnel to information and training, and understand about improve their knowledge and skills the service system.

INTERAGENCY COLLABORATION

BUREAU OF Interagency Collaboration:  BIA web page (on NECTAC web site) Young Native American children and their INDIAN AFFAIRS  consistent information about the which includes models and strategies for families participate in culturally appropriate appropriate use of the Part C and Part B services to young Native American services in the states in which they reside. dollars that the BIA distributes to the children with disabilities tribes  understanding about the use of the dollars among those on reservations and in states  effective models of collaboration at the state and local level for Native American children and their families

National Early Childhood Technical Assistance Center 5 TRANSITION

NEW HAMPSHIRE Transition:  Revised data collection form, instructions Children, when exiting Early Supports and (1)  continuity of services for children and and data dictionary Services, experience a smooth and effective families as they exit Part C  Guidance piece on data collection transition in order to receive needed, appropriate  adequate support for children and  Transition manual for families and and uninterrupted supports and services at the families through times of change providers time of transition. Families are informed, knowledgeable and prepared to actively  adequate data to assure consistent  Joint RFP for education/training/TA and regional problem solving participate in decisions about their child’s implementation of effective early transition and they receive needed support and childhood transition procedures and services as their child transitions out of Part C. practices across the state  consistent interpretation of regulations and policies

SOUTH Transition:  Local self-assessment guidance document Children and families will experience smooth CAROLINA  consistent policies and procedures (on web) transitions and access appropriate services at  data system to track children who are  Training materials (Powerpoint age three. transitioning from Part C. presentation)  access to and use of appropriate  Refined data system to include Part C services at age three. data elements

TEXAS Transition:  New Interagency agreement (available on Children and families transition effectively from  common base of knowledge and skills web site) ECI to arrangements that meet across stakeholders (families, service  Transition handbook - Beyond ECI individual needs of the child. providers, community agency  Web based transition training modules personnel, etc.)  aligned data systems (TEA and ECI) to enable programs to systematically evaluate the transition from Early Intervention to Preschool.

National Early Childhood Technical Assistance Center 6 EARLY IDENTIFICATION

DISTRICT OF Early Identification:  Child Find Brochure developed Families in the District of Columbia will know COLUMBIA  comprehensive, coordinated approach  Child Find Reference documents who to call, where to go and what to do to find to child find developed out if their child is in need of early intervention  timely and appropriate initial  Child Find Posters developed services or special education. Children will evaluations, placements and re-  Kick off celebration for Child Find Public receive timely appropriate initial evaluation and evaluations Awareness campaign access to relevant services as determined by the evaluation. All children meeting the eligibility criteria for Parts C and C receive services based on the Federal requirements. Early Identification: Children from historically underserved areas NEW JERSEY  Regional plans are referred for services  consistent identification of children from underrepresented populations  consistent referrals for early intervention services across the state

NEW MEXICO Early Identification: Definition, procedures and protocol for Every child and family who is identified under  consistent identification of children eligibility under environmental risk (draft) environmental risk receives appropriate who would be eligible under services as long as necessary and help they environmental risk Referral form, policies and procedures for need when they need it. Parent-to-parent children with substantiated abuse and neglect support and other parent support opportunities  appropriate services for those children from CYFD (draft) and their families are available for all families, and help with social/emotional development.

INCLUSION

GUAM Inclusion: The growth and development of preschool children with disabilities will be enhanced by (SWP #2)  adequate placements for families of children with disabilities, ages 3 to 5 playing and learning together with other children of the same age.

National Early Childhood Technical Assistance Center 7 KANSAS Inclusion/LRE:  Self assessment and improvement An increased number of preschool children  services in quality early childhood planning process for LRE by local with disabilities receiving services in high settings for more preschool children district quality typical early childhood settings. with disabilities  Developed RFP to support development  compliance with LRE requirements in of online courses the IDEA  Online courses developed to promote recommended practices MASSACHUSETTS Inclusion:  Evaluation report of Project Playgroup Children and families participate in their  sufficient community and provider grant program communities and have uninterrupted access to capacity to be supportive of the  Manual for developing inclusive community supports and services. participation of infants and toddlers community playgroups with disabilities and families in their  Grant application and subsequent funding communities  Guidance on waiver policies  sufficient community and provider  Revised training curriculum & materials capacity to provide uninterrupted access to early intervention and early childhood education, care, and family support

UTAH Inclusion:  Guidance materials being developed on Families have information to enhance their  provision of special education and Preschool LRE children’s learning and development. Families (SWP #2) related services in the least restrictive  Fact sheet on Preschool programs experience services as an integral part of their environment.  Cost study daily activities and routines. Families  access for preschool children with  DVD on transition understand both the parent’s role and the disabilities to a variety of placement professional’s role in intervening in the growth options with typically developing peers and development of their child. Families are able to include their child in family activities. Families have opportunities for parent training, support, and interaction with other parents of children with disabilities.

National Early Childhood Technical Assistance Center 8 FAMILY CENTERED PRACTICES

ARKANSAS Family Centered Practices:  Local self-assessment monitoring tool Families are true members of the IFSP team and  appropriate team decision-making developed part of a functional decision-making process. process for IFSPs Child and family outcomes are functional,  PTI is conducting parent trainings  appropriate identification of the unique written in family friendly language and reflect needs of the child and family, the  Family survey instrument developed and family priorities. Services are appropriate, desired outcomes and the services to data collected and reported individualized and determined by a multi- meet those needs disciplinary team decision-making process. Families understand their child’s developmental needs and desired outcomes. Families know how to promote their child’s development and progress toward functional outcomes. Families and children receive the services and support they need.

MISSOURI Family Centered Practices:  New mission and beliefs for the Part C Families understand how to enhance their  consistent implementation of state Program (available on the web) child’s development through daily routines/ activities. Regardless of locale, children and policy and guidance related to team  IFSP Quality Indicators Rating Scale families access timely, family-centered services, based, family-centered services (available on the web) appropriate to their needs and priorities.  equitable services to children and  Guidance for providers on developing families based on needs and priorities, quality IFSPs – IFSP Exemplar not where they live  Web based training modules on quality practices  services that consistently focus on building family capacity to facilitate their child’s learning and development  effective quality assurance mechanisms which result in a cost effective and efficient statewide EI system that ensures implementation of quality family-centered services

National Early Childhood Technical Assistance Center 9 NEVADA Family Centered Practices:  New mission and values statements for Families are meaningfully involved, know their  consistent values, procedures and the Early Intervention Program rights/roles, and understand how to enhance their child’s development through daily standards across the early intervention  Screening and monitoring protocol for at- routines/ activities. Children and families system risk children – SAM access timely, family-centered services and  timely family-centered, team-based  Effective practices guidelines (draft) on children achieve functional outcomes. IFSP process in compliance with IDEA procedures and practices from intake through IFSP implementation  effective services in natural environments  efficient procedures to separate children at risk who need screening and monitoring from children who need evaluation for Part C eligibility in order to help address waiting list issues

UTAH (1) Family-Centered Practices:  Policy paper on natural environments, Families experience services as an integral part  provision of services in natural including checklist of requirements of their daily activities and routines, are able to environments  Reviewed university curriculum and include their child in family and community  utilization of community settings with revised to focus more on assignments for activities, and understand their role in enhancing typically developing children students (re: natural environments) their child’s learning and development.  DVD on procedural safeguards with information on natural environments  Collaborative application for MCH grant  Funds for local agency through Early Head Start grant

National Early Childhood Technical Assistance Center 10 SPECIAL POPULATIONS

DELAWARE Special Populations (Communication  Written summary of research on Speech and language development of young Delays/Disorders): communication development children (birth to kindergarten) with  appropriate intervention to children  New eligibility and intervention communication delays will be enhanced by with communication delays that is guidelines on communication delays/ language stimulation as part of their daily consistent across the state disorders routines. Children with communication  support to parents and to enhance their  Frequently Asked Questions (FAQs) on delays will receive appropriate intervention; child’s speech and language new guidelines parents and caregivers will receive support development  Protocol and procedures for children at- to enhance their child’s speech and risk for expressive language delays - language development, will embed Enhanced Watch & See language stimulation into daily routines, and  Evaluation Plan for Enhanced Watch & know when to seek specialized services. See  Dissemination plan for training and awareness materials on communication development  Annotated resource list for families and other caregivers  Chart of screening and assessment tools for communication disorders

National Early Childhood Technical Assistance Center 11 STATE WORK PLANS CURRENTLY UNDER DEVELOPMENT

Illinois Child Find and Child Evaluation Maine Early Identification North Carolina Quality Assurance/Local Monitoring North Dakota Transition Ohio Quality Assurance/Outcomes Rhode Island Special Populations – Infants/Toddlers with Hearing Loss and their Families

CURRENTLY EXPLORING THE STATE WORK PLAN PROCESS

California Florida Louisiana Maryland Montana Oregon Virgin Islands Wisconsin

National Early Childhood Technical Assistance Center 12