Vol 25, Issue #1, Winter 2016 - Kansas Inservice Training System

Volume 25 Issue 1
Winter 2016
Winter 2016
Kansas Initiative for Developmental Ongoing Screening
(KIDOS)
In this issue:
• Kansas Initiative for Developmental
Ongoing Screening (KIDOS)
• Kansas Home Visiting
• KITS Collaborative Training
Calendar
• ECRC Spotlight
• The IRIS Center
• New to the ECRC
• Message from the Deputy Assistant
Secretary Libby Doggett
• For Families
• Developmental Disabilities
Awareness Month
KITS Newsletter is published quarterly and
supported through a grant from the Kansas
Department of Health and Environment – Infant
Toddler Services. The opinions expressed
herein do not necessarily reflect the position or
policy of that agency or the University of Kansas,
and no official endorsement should be inferred.
Previous issues of the Newsletter can be
downloaded from:
http://kskits.org/publications/newsletter.shtml
Newsletter Editor:
Kim Page, M.S.
Project Director:
David P. Lindeman, Ph.D.
Kansas early childhood advocates and the communities they serve now
have access to resources including a new website, online toolkit, and
trainings to help improve the lives of the state’s youngest residents. The
Kansas Initiative for Developmental Ongoing Screening (KIDOS) provides
resources and tools to improve coordination and provision of
developmental and social-emotional screenings for children from birth to 3
years old. With the slogan, “Screen Early, Start Strong,” the initiative
acknowledges that developmental screenings are critical to early detection
of developmental concerns and ensure healthy physical, social, and
emotional development during infancy and early childhood.
The KIDOS project is a collaborative effort between the Kansas
Department of Health and Environment (KDHE) and the Center for Public
Partnerships & Research (CPPR) at the University of Kansas. KDHE
serves as project manager, with CPPR providing project coordination and
evaluation services. KIDOS is funded by a three-year, $140,000 annual
federal Early Childhood Comprehensive Systems (ECCS) grant awarded
to the state of Kansas in July 2013. The project has also received funding
for project enhancements from the United Methodist Health Ministry Fund,
a philanthropy based in Hutchinson.
KIDOS seeks to expand upon existing efforts and infrastructure in order to
effectively coordinate, improve and track developmental screenings and
referrals for infants and toddlers across a variety of early-childhood
support systems in Kansas, including home visiting, child care and early
education settings, families, pediatric health care providers, and early
intervention services. A work group of key state leaders chaired by
University of Kansas Medical Center pediatrician and professor Pamela
Shaw provides project guidance.
“Our project works with communities to build and strengthen their systems
and coordination for developmental screenings and referrals across
sectors in ways that meet the needs of both families and programs,” said
KDHE KIDOS Project Manager Deborah Richardson. “We are committed
to providing communities with tools to help them take a closer look at the
current status of their early childhood efforts, identify areas of improvement
and determine steps to reach the desired outcomes.”
A key component of the KIDOS strategy is the website and online toolkit:
www.screenearlystartstrong.org. Coordinating Developmental Screenings
in Early Childhood Systems and Medical Homes: A Toolkit for
Communities was developed to provide guidance and resources to
communities seeking to examine and improve developmental screening
and referral systems. The toolkit contains four phases (Generate Ideas
and Dialogue, Initiate Action, Organize for Impact, and Sustain Action and
Impact) containing a series of recommended implementation activities.
Page 2
Winter 2016
The implementation activities are accompanied by
concept overviews, exercises, recommended
readings, and other resources to assist communities.
KIDOS is committed to developing a well-trained
workforce by increasing the state's capacity to
provide training on the use of the Ages and Stages
Questionnaires®, Third Edition (ASQ-3™) and Ages
and Stages Questionnaires®: Social-Emotional,
Second Edition (ASQ:SE-2). In spring 2015, KIDOS
hosted a Training of Trainers seminar provided by
Brookes on location in order to develop a cadre
available to deliver high quality training. Trainers are
available to provide ASQ training to Kansas
community partners at no cost.
The KIDOS project supports community access to
ASQ Enterprise, a convenient online system for
organizing developmental screening programs and
managing data from both the ASQ-3 and ASQ:SE.
CPPR manages a statewide ASQ Enterprise
account to support early childhood programs and
health providers. The account is made possible
through braided federal and state funding from
multiple state agency partners who support
increased developmental screenings for Kansas
children.
Planning is underway for a series of five summits to
be held across the state during Spring 2016. The
purpose of the Screen Early Start Strong: A
Developmental Screening Summit is to provide
communities the opportunity to exchange
information on developmental screening and referral
and integrate knowledge into community action
plans that will improve system coordination. A
variety of early childhood and health professionals
are encouraged to attend the summits. Please visit
the project website for additional information.
Visit www.screenearlystartstrong.org for more
information about ASQ Enterprise, the Screen Early
Start Strong summit, ASQ training availability, and
more resources.
Submitted by: Loretta Severin
Kansas parents, guardians and communities have a new website
to provide support and resources to help babies grow up healthy
and happy. Home visiting is a voluntary program that involves
meeting with a trained, family-support professional at a time
convenient for families. The Kansas Home Visiting program
website provides information about home visiting resources in
each Kansas County.
Home visitors are qualified to answer questions and provide
guidance on such issues as maternal and child health, positive
parenting, child development and growth, safe home
environments, learning and school readiness. Kansas Home
Visiting is a statewide collaborative effort led by the Kansas
Department of Health & Environment (KDHE) and supported by
the University of Kansas Center for Public Partnerships &
Research (CPPR).
As parents, we all need help at some point – sometimes just that
little extra help can make a big difference. The website,
www.kshomevisiting.org, identifies home visiting programs by
county, provides information about home visiting program
models and provides links to resources related to child
development, maternal and child health, child safety, parenting
tips and many more.
This website is supported by the Maternal Infant and Early
Childhood Home Visiting (MIECHV) Program. This
program began in 2010 as a five-year federal initiative to
improve the health and development outcomes for at-risk
children through evidence-based, voluntary home visiting
programs provided to pregnant women and children,
birth to age five. KDHE administers the Kansas MIECHV
Program with grant support from the Health Resources
and Services Administration, U.S. Department of Health
and Human Services. The MIECHV Program provides
the infrastructure for Kansas Home Visiting. KDHE
contracts with CPPR and the Juniper Gardens Children’s
Project at the University of Kansas to ensure that data
reporting, evaluation, and continuous quality
improvement requirements are met. Kansas MIECHV
prioritizes data-informed practice and program
accountability to a state and federally approved
benchmark plan. www.kshomevisiting.org
Submitted by:
Betsy Thompson
Research Project Coordinator
The University of Kansas
Page 3
Winter 2016
Collaborative Calendar of Events
Check the KITS Collaborative Training Calendar for information
on a variety of training events for Kansas early childhood professionals!
EVENT / LOCATION
3/9
Fetal Alcohol Spectrum Disorders: Early Childhood
Presentation and Developmental Trajectories
3/24
Early Motor Delays: How to Make 0-3 Count for
Children with Cerebral Palsy
3/31 & 4/1
Kansas Infant-Toddler Services/tiny-k
Coordinators/Family Service Coordinators/Data
Managers/Financial Staff Meeting
SPONSOR / CONTACT / REGISTRATION
Illinois http://www.cvent.com/events/strategies-to-implementfamily-centered-practice-in-early-intervention/eventsummary-e2b7ae22e6204012b0c74ae0b182abd7.aspx
Early Intervention Training Program at the University of
Illinois http://www.cvent.com/events/strategies-toimplement-family-centered-practice-in-earlyintervention/event-summarye2b7ae22e6204012b0c74ae0b182abd7.aspx
Kansas Inservice Training System
http://www.kskits.org/~kskits/cgibin/CollCal/EventListing.php
4/13
CEC 2016 Convention and Expo
4/14
Kansas Infant-Toddler Coordinator Conections
4/19
13th National Training Institute on Effective Practices:
Addressing Challenging Behavior
Center for Exceptional Children
http://www.cecconvention.org
Kansas Inservice Training System
http://www.kskits.org/~kskits/cgibin/CollCal/EventListing.php
Florida Center for Inclusive Communities (FCIC) and the
Pyramid Model Consortium
http://nti.cbcs.usf.edu
ou
y
Did ow?
kn
SubscriberstotheKITSInfant-ToddlerorPreschoolProgramlistservsreceiveinformational
emailsaboutprofessionaldevelopmentopportunities,jobopenings,andotherresources.
Findoutmoreorsubscribetodayathttp://kskits.org/listserv/
Fascinating Facts About . . . Babies
A baby cannot taste salt until it is 4 months old.
A baby’s eyes are 75% of their adult size, but its vision is around 20/400.
The inner ear is the only sense organ to develop fully before birth. It reaches its adult size by the middle of
pregnancy.
A baby has around 10,000 taste buds, far more than adults. They are not just on the tongue but also on the sides,
back, and roof of the mouth.
A baby can recognize the smell and voice of its mother at birth.
Taken from: http://facts.randomhistory.com/baby-facts.html
4 of 10
Page 4
Winter 2016
Spotlight on the ASQ:SE-2
Early identification of social-emotional
problems is crucial, as more and more
children are experiencing poverty and
other risk factors for depression, anxiety, and antisocial
behavior. With Ages & Stages Questionnaires®:
Social-Emotional, Second Edition (ASQ:SE-2™), a
highly reliable, parent-completed tool with a deep,
exclusive focus on children’s social and emotional
development, you can quickly pinpoint behaviors of
concern and identify any need for further assessment or
ongoing monitoring. The ASQ:SE-2 is a valid and reliable
test with 9 age-appropriate questionnaires for use at 2, 6,
12, 18, 24, 30, 36, 48, and 60 months of age. Each
questionnaire takes 10–15 minutes for parents to
complete and just 2–3 minutes for professionals to score.
The social-emotional areas screened are: self-regulation,
compliance, communication, adaptive behaviors,
autonomy, affect, and interaction with people.
Information taken from:
http://www.brookespublishing.com/resourcecenter/screening-and-assessment/asq/asq-se-2/
The ASQ:SE-2 is available and may be borrowed from the
KITS Early Childhood Resource Center. Contact Kim
Page at [email protected] or (620) 421-6550, ext.
1638.
Contact the KITS
Early Childhood Resource Center
(620) 421-6550 ext. 1651
Toll free in Kansas: (800) 362-0390 ext. 1651
Email: [email protected].
Our entire catalog is searchable online at
KITS ECRC or http://kskits.org/ecrc/
The IRIS Center and Education Program
The IRIS Center offers a wide variety of resources and
services to suit a diverse set of instructional needs and
circumstances. In this section, you will learn more about
those services and resources, including how they are
created and disseminated to IRIS users and educational
programs in the United States and around the world. One
resource would be the module: Early Childhood
Environments: Designing Effective Classrooms. The
module has 5 components: Challenge, Initial Thoughts,
Perspectives & Resources, Wrap Up and Assessment. In
addition, a variety of webinars are held in collaboration
with other organizations and centers and have been
viewed by thousands of education professionals. Find out
more: http://iris.peabody.vanderbilt.edu/module/env/
New to the ECRC
Leach, Debra. (2015). Bringing ABA to home, school, and
play for young children with autism spectrum disorders
and other disabilities. Baltimore, MD. Brookes.
Squires, J.; Bricker, D.; & Twombly. E. (2015). ASQ:SE-2:
ages and stages questionnaires. Baltimore, MD.
Brookes.
Stroud, Barbara. (2012). How to Measure a Relationship:
A practical approach to dyadic interventions. North
Charleston, SC. CreateSpace Independent Publishing
Platform
Page 5
Message from the Deputy Assistant
Secretary Libby Doggett
2015 was a great year for early learning both in the 2016
Omnibus bill and a new education law, the Every Student
Succeeds Act (ESSA). Thanks for what each of you did
to secure the well-being of children and families in these
bills.
As the New Year begins, we bid a fond farewell to Arne
Duncan, a fierce advocate for children and youth in this
country—and everywhere! And we welcome John King,
who promises to continue to fight for early learning and
equitable educational opportunities for all children.
The bipartisan spending bill passed by Congress
continued funding for the 18 Preschool Development
Grant states through Sept 2016 and will provide nearly
50,000 more children access to high-quality preschool in
over 200 communities. The bill also includes a $15
million increase for Preschool Grants for Children with
Disabilities, $20 million more for Early Intervention
Program for Infants and Toddlers with Disabilities, and
over $1 billion increases for Child Care, Head Start, and
the Partnership programs.
After 14 years, we have a new education law that firmly
establishes connections between early education and K12. Early learning is woven throughout ESSA. The new
law, signed by the President, includes a revamped
Preschool Development Grant program to help states and
communities plan, coordinate and expand their early
education programs for children from low-income families.
Over the next year, the Department will be seeking advice
and recommendations to facilitate a smooth transition to
the new law and support students, families, and teachers.
Two initial public hearings will be held in January – in
Washington, DC and Los Angeles, CA – to collect public
input. Written input can also be submitted on or before
January 21, 2016. On January 12th, President Obama
delivers his last State of the Union address. I know that
2016 will be a great year for early learning. I hope that
you take these and other opportunities to make sure your
voices are heard.
For Families
Raising a child with special needs can be difficult enough,
but thanks to the worldwide web, the Internet is full of tons
of informational websites that can help you and your little
one.
Winter 2016
Helpful sites that are loaded with useful information for
parents with a special-needs child, including information
on Autism, deafness, blind-deafness, hearing impairment,
intellectual disabilities, multiple disabilities, orthopedic
impairments, serious emotional disorders, specific
learning disabilities, speech or language impairments,
traumatic brain injuries, Down Syndrome, and more. Find
the full list at the link below:
http://www.special-education-degree.net/the-bestwebsites-for-parents-of-special-needs-children/
Developmental Disabilities Awareness
Month
On February 26, 1987, President Ronald Reagan
proclaimed March to be “Developmental Disabilities
Awareness Month.” This proclamation was made at a time
when alternatives to institutionalizing or isolating
individuals with intellectual and developmental disabilities
was taking hold across the nation and organizations such
as Clausen House were providing real opportunities for
people with developmental disabilities to reach their full
potential within the community. As President Reagan then
proclaimed “New opportunities have been created through
the efforts of those with developmental disabilities and
their family members, along with professionals and
officials at all levels of government. Working together, they
have brought about significant changes in the public
perception of young people and adults with developmental
disabilities, opening new doors to independent and
productive lives. President Reagan invited “all individuals,
agencies, and organizations” concerned with the issue to
observe this month with appropriate activities aimed at
increasing public awareness of the needs and the
potential of Americans with developmental disabilities.
President Reagan urged all Americans to accord “our
fellow citizens with such disabilities both encouragement
and the opportunities they need to lead productive lives
and to achieve their full potential.”
Following President Reagan’s public recognition of those
with developmental disabilities, more and more people
moved out of institutions and began to integrate into
“normal” society. It was the duty of Americans to provide
the encouragement and the opportunities that these
people deserved. With their integration into society came
organizations for job coaching, career planning, and
employment support. This change in society was not well
received by all. For many Americans, the idea that those
with disabilities could be productive members of society
was hard to grasp. Initially, there was no legally-bound job
security or regulations on employment discrimination. This
limited disabled people who sought to integrate
Page 6
Winter 2016
themselves through becoming employed. In 1990, the
passing of the Americans with Disabilities Act (ADA) made
discrimination against people with disabilities in the work
place a sanctionable action.
For more information go to:
http://clausenhouse.org/2014/2015/02/20/march-isnational-developmental-disabilites-awareness-month/ and
http://disabilityrights.web.unc.edu/2014/03/25/the-shift-todeinstitutionalization/
Kansas Inservice
Training
System
©
Training for Early Childhood
Professionals and Families
620-421-6550 ext. 1638
Toll free in Kansas at
800-362-0390 ext. 1638
Email: [email protected]
Website: http://www.kskits.org
The University of Kansas prohibits discrimination on the basis of
race, color, ethnicity, religion, sex, national origin, age, ancestry,
disability, status as a veteran, sexual orientation, marital status,
parental status, gender identity, gender expression and genetic
information in the University’s programs and activities. The
following person has been designated to handle inquiries
regarding the non-discrimination policies: Director of the Office of
Institutional Opportunity and Access, [email protected], 1246 W.
Campus Road, Room 153A, Lawrence, KS, 66045, (785) 8646414, 711 TTY.
The University of Kansas