CO-TOP* EIS 8/24/10 Project CO-TOP*EIS State of the State Comprehensive Training Opportunities Colorado assures: for Paraprofessionals “The State has a comprehensive system of in personnel development including the training of personnel development, including the training of Early Intervention Services paraprofessionals and the training of primary referral sources with respect to the basic Ardith Ferguson Early Intervention Colorado components of early intervention services…” (20 Ritu Chopra & Geri DiPalma U.S.C. 1435(a)(8)(A) and (B) The PAR 2 A Center, University of Colorado Denver 2 Project CO-TOP*EIS: Why Employ DI Assistants? A partnership between the Increasing numbers of infants and toddlers needing EI 1. services. Early Intervention Colorado (Colorado Department of Human Services) and The Paraprofessional Resource & Research (PAR 2 A)Center Shortages of certified professionals in certain geographic 2. areas (e.g. rural) – high caseloads resulting in fewer in the School of Education and Human Development (SEHD) in the School of Education and Human Development (SEHD) contacts with families – use of DI Assistant will result in at University of Colorado Denver increased frequency of contact with the families. Overall Goal: Efficiency in delivery of services – related to above – 3. better use of time and resources. To develop and implement a state-wide system of training for paraprofessionals who work with families that have infants or toddlers Community connections paraprofessionals are 4. indigenous to the communities served - in hopes of (birth through two years) with developmental delays or disabilities gaining easier access to clients. Legislation allows/ requires it. 5. 3 4 CO-TOP*EIS Objectives Objective #1: CO-TOP*EIS Project Coalition Coalition has been established: To establish a state-wide coalition of local, rural and urban 1. agencies that will coordinate program goals, objectives, and activities 22 members, from various fields, communities, and positions To prepare DI Assistants for the roles they assume in the delivery 2. Reviewed Curriculum Review Panel’s recommendations Reviewed Curriculum Review Panel s recommendations of early intervention supports and services f l i t ti t d i Discussed Paraprofessional (DI Assistants) Training Needs To enhance local capacity of Community Centered Boards 3. (CCBs) to supervise and train early intervention Assessment paraprofessionals. Established a job title for the paraprofessional position to be To facilitate paraprofessional career pathways into early 4. childhood special education professions through articulated the Developmental Intervention Assistant (DI Assistant) degree programs 5 6 1
CO-TOP* EIS 8/24/10 Objective #1: continued Definition of DI Assistant Objective #1: Project Coalition continues to.. Established by the coalition Discuss the role of the DI Assistant and Supervisor –to Developmental Intervention Assistant develop standards for the state of Colorado (DI Assistant) provides *Developmental Discuss the exception to the recommended practice regarding Intervention services to families, infants Intervention services to families, infants ECSE as the supervisor of the DI Assistant and toddlers under the supervision of a Document the necessary qualifications a DI Assistant supervisor qualified early intervention provider (who is not an ECSE) must demonstrate. who holds a current license/certificate that Review and revise the course/academy outlines for the DI Assistant meets the standards in the Early certificate Intervention Colorado State Plan. Discuss the qualifications of the DI Assistant 7 8 Objective #2: To prepare paraprofessionals (DI Assistants) Objective# 2: DI Assistant Training Curriculum Review Panel (CRP) assembled with local & National experts: Barbara Smith, Ph.D. UC Denver. Past President of Division For Early Childhood Education (DEC). Expertise - Evidence Based Practices in Early Learning, L Center for Social Emotional Foundations for Early Learning CRP recommendations – the curriculum must consider: Susan Sandall, Ph.D. University of Washington. Lead author DEC Recommended Practices in Clarification of paraprofessional roles vs. professional (supervisor) roles EI/ECSE Evidence based best practices and nationally recommended standards Peggy Hayden M A Peggy Hayden, M.A . Consultant to state and local education and human service agencies – Consultant to state and local education and human service agencies from NAEYC & DEC - (e.g. culturally appropriate, family centered trans extensive background in prek-12 paraprofessional training and supervision disciplinary, routine based interventions, communication skills, self Susan Moore, JD, MA-SLP, CCC , CU-Boulder. Expertise - Speech Language and Hearing, esteem, creativity, self reliance through play and other age – culturally competent, family centered supports and services. appropriate activities) Donna Wittmer, Ph.D., retired Associate Professor , Early Childhood Education, UCD. Expertise - Infant and Toddler Development and Responsive Program Planning, Relationship-Based Approach, CRP established coursework for the DI Assistant CRP’s Task was to establish the content for the DI Assistant Certificate of the CO-TOP *EIS 9 10 Objective # 3: Objective #2 continued……. To enhance local capacity of the CCBs to Coursework supervise and train DI Assistants Orientation to Early Intervention • Each course carries one I. Provide training to CCB nominated Fundamentals of the IFSP Process undergraduate credits II. Early Intervention Teamwork III. “local” certified and licensed • Practicum carries two Working With Families IV. undergraduate credits professionals to become more effective Promoting Social Emotional Development V. Instructional Strategies for Early Intervention Instructional Strategies for Early Intervention VI VI. supervisors and or trainers of Health Support Needs in Early Intervention VII. Language and Literacy for Early Intervention VIII. DI Assistants (Train the Trainers) Communication Support Needs in Early Intervention IX. Individualized Intervention with Infants/Toddlers X. Autism Spectrum Disorders in Early Intervention XI. Personal Growth and Development for DI Assistants XII. 20 CCBs will be grouped under six training Interpersonal Skills for DI Assistants XIII. regions. Instructional and Assistive Technology in Early Intervention XIV. Transition to Age 3 XV. Practicum XVI. 11 12 2
CO-TOP* EIS 8/24/10 DISA & DITA TRAININGS Objective # 3 continued… COMPLETED IN COLORADO CO-TOP*EIS Training of Local Trainers Involves two trainings: Developmental Intervention Supervisor Academy (DISA) ( ) Developmental Intervention Trainer Academy (DITA) Each carries a graduate credit 13 Developmental Intervention Supervisors & Trainers Questions: 33 Developmental Intervention Trainers 41 Developmental Intervention Supervisors Participating CCBs include: Arkansas Valley Colorado Bluesky Southern Colorado Developmental Disabilities Services The Resource Exchange Mesa Developmental Services Community Connections Community Options Foothills Gateway Envision Early Intervention Colorado (Statewide) For further information, contact : Ardith Ferguson - ardith.ferguson@state.co.us Lenita Hartman - Lenita.Hartman@state.co.us @ Ritu Chopra – ritu.chopra@ucdenver.edu Geri DiPalma – geraldine.dipalma@ucdenver.edu 17 3
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