Project Prepare
Model For Competency-Based Personnel Preparation in Early Childhood Education

Dear Educators:

There is, perhaps, no more important issue to address in the field of early childhood education than the professional development of those individuals who work in this field. The results of numerous studies that have been conducted to assess the quality of programs currently available to our nation's young children and their families suggest that the training and quality of staff are critical determinants to quality programming.

In the area of early childhood special education, professional training needs are also recognized as paramount. The number of preschool programs for children with disabilities has grown rapidly in Ohio, thus creating a dramatic increase in the number of trained professionals needed to meet the resulting human resource demands. The training needs of this cadre of teachers, as well as other service personnel who face this challenge, is the focus of Project Prepare.

This series of nine competency-based training modules is the result of a commitment on the part of many individuals in the state of Ohio to quality services for young children. Their dedicated efforts are to be commended. Project Prepare reflects widely accepted principles of sound early childhood theory and practice; reflecting what we know about the development of all young children, and what we know about the development of young children who have special needs. We hope that these materials assist you in your efforts to provide quality early childhood education programs for all of Ohio's young children.

Sincerely,

Irene Bandy-Hedden
Assistant Superintendent of Public Instruction

Ted Sanders
Superintendent of Public Instruction

Foreword

This booklet has been prepared to introduce you to PROJECT PREPARE, nine modules for competency-based personnel preparation in early childhood education that were developed as a result of a commitment on the part of many professionals in the State of Ohio; a commitment to quality services for young children with special needs as well as those who are typically developing. A need was established for competency-based early childhood personnel training that reflected a commitment to: (1) the integration of children with disabilities and those who are typically developing; (2) developmentally appropriate practice; (3) providing services that value and are sensitive to all diversity in a multicultural, pluralistic society; and (4) effective collaboration between parents and professionals.

The immediate need for a large cadre of well-prepared personnel sensitive to the needs of young children with disabilities was recognized by leadership in the Ohio Department of Education. With the establishment of the Division of Early Childhood Education a forceful position was taken on behalf of all young children. Funding was then made available to Cuyahoga Special Education Service Center for research and development in personnel preparation.

We gratefully acknowledge Dr. Irene Bandy-Hedden, Assistant Superintendent of the Ohio Department of Education and Dr. Jane Wiechel, Director of the Division of Early Childhood Education for the role they each played in creating the atmosphere and the arena in which PROJECT PREPARE was conceived and implemented. The contribution of Dr. Karen Sanders has been invaluable. Her support, guidance, and attention to detail has strengthened us and enabled us to ensure quality and consistency to the final products of PROJECT PREPARE.

A special note of gratitude to the Special Education Regional Resource Service Centers, without whose membership and continued abiding interest in total quality staff development, PROJECT PREPARE would not have been possible. To all those who provided wisdom in this endeavor, gave an extra hand when it was needed, shared in our frustrations, and laughed with us in our moments of joy, we extend our deepest thanks and gratitude.

We wish to thank the members of the Steering Committee and the Consistency Task Force. Their feedback and endless hours of review supplied input to the process of refining the modules. The professionals on the Reactor Panel contributed insightful feedback during the early stages of model development that enhanced the content and format of the modules. The technical staff, whose dependable assistance was a critical component of our working team provided the day-to-day nitty gritty backup assistance necessary to a quality finished product. Most of all, we would like to thank each member of the Module Development Teams who conceived, delivered, nurtured, and raised the "child" whose name is PROJECT PREPARE. We offer up this fully functioning child for adoption to you. We look forward to working with you in the true spirit of collaboration. As servants of the collective vision for quality education for all young children, we view the PROJECT PREPARE modules as dynamic (not static). We hope you will locate them, use them, critique them, and change them to meet your personnel preparation needs.

WHAT IS PROJECT PREPARE?

PROJECT PREPARE is a systematic, competency-based model for personnel preparation in Early Childhood Special Education. While the model itself was developed primarily to address in-service training needs, the project materials can also be used in preservice preparation. A comprehensive approach to supervision and collaboration with families, in addition to training, is currently being developed as a component of the model.

Each of the nine PROJECT PREPARE modules focuses upon a cluster of competencies - knowledge, skills, and attitudes/values - needed by personnel working with young children who have disabilities. The series of topics includes:

Flexibility, an important characteristic of the modules, is achieved through:

• Alternative materials/activities for a variety of participants
• Direct Service Staff
• Administrators
• General Audiences
• Adaptability to different time requirements
• Opportunities for local emphasis
• Opportunity for leader expertise
• Adaptability to different training formats (small/large group, individual study, single-session/multiple session)

Each PROJECT PREPARE module may be used independently of the others and there is no preferred sequence of module topics for in-service training.

Currently the Ohio Department of Education, Division of Early Childhood Education is supporting the development of a systematic process that allows teams of supervisors and teachers to work together to link PROJECT PREPARE training to improved performance. Menus are being designed to enable teams to:

• select desired teacher and student performance
• identify matched PROJECT PREPARE training activities
• identify follow-up measures to determine whether desired effects were achieved

WHAT ARE THE PHILOSOPHICAL PREMISES OF PROJECT PREPARE?

There are five philosophical premises that are common themes that run throughout the materials and binds them together as a series. The philosophy of PROJECT PREPARE ensures that each of the modules:

1. Reflects Developmentally Appropriate Practice

2. Reflects Exceptionality Appropriate Practice

3. Supports Integration

4. Promotes Parent and Professional Collaboration

5. Demonstrates Respect for and Valuing of Diversity

HOW DO YOU USE PROJECT PREPARE?

For in-service training

This is the primary purpose of the modules. In-service leaders may select objectives for their training from a matrix of competencies, goals, and objectives. They may then identify matching activities that will enable them to accomplish their training objectives. The modules include all materials required to conduct recommended in-service activities (e.g. handouts, worksheets, transparency masters, leaders notes, etc.). A general leaders guide to training plus evaluation forms are also provided.

For college or university preservice training

Although the training activities and materials were designed for providing in-service training, they can easily be adapted for use in college and university coursework relating to the module topics. PROJECT PREPARE activities, transparencies, handouts, and worksheets can be used to supplement and enhance structured course readings and lectures.

For self-study or as a reference

Finally, the modules can be used to gain information and skills through a self-study approach or as a reference source. Those who are interested can read materials such as handouts and actually work through many of the suggested in-service activities on an individual basis. They can also follow-up by seeking additional reference materials suggested for more information on specific topics.

WHO IS QUALIFIED TO USE THE MODULES?

To provide in-service and preservice training

Any professional who has a basic knowledge of 1) best practice in early childhood education, and 2) quality services for young children with disabilities would be able to use the modules to plan and provide in-service training. This may include:

• School or Program Directors
• Teachers
• Supervisors
• SERRC Personnel
• College Professors
• Others who meet the specified criteria

To use for self-study or as a reference

• Teachers
• Parents
• College Students
• Any one interested in gaining more information regarding quality services for young children

Special Note on Certification

Certification in the use of the PROJECT PREPARE modules can be attained when an individual conducts nine separate training sessions using the entire module series, or attends one workshop and conducts eight training sessions. Additional information on certification and a list of certified professionals are available through Cuyahoga Special Education Service Center and the Ohio Department of Education, Division of Early Childhood Education.

The following list of professionals have achieved PROJECT PREPARE Certification prior to the printing of this document.

WHERE CAN YOU FIND PROJECT PREPARE MODULES?

Ohio's Special Education Regional Resouce Centers (SERRCs)

Several copies of the module series have been placed in each of Ohio's 16 Special Education Regional Resource Centers. Copies of the modules may be borrowed from these facilities. A complete listing of the SERRCs and their locations is provided at the end of this document.

Ohio's Colleges and Universities

Each of Ohio's colleges and universities that is a member of the Ohio Early Childhood Special Education Higher Education Consortium also has a copy of the series. (See listing on page 31.) Interested individuals may contact the Early Childhood Special Education Program faculty at any of these institutions to find out whether the modules may be borrowed.

Additional Sets

Additional sets have been distributed to all professionals and agencies involved in the development of the modules. Loan of these materials may be considered on an individual basis.

WHAT IS THE OVERALL CONTENT OF THE PROJECT PREPARE MODULES?

Each of the PROJECT PREPARE modules, described in the following pages, consists of three sections to meet the diverse needs of potential audiences: General (e.g., parents, community groups); Staff (e.g., teachers, therapists); Administrator (e.g., building principals, program directors).

The sections are further divided into goals which focus on one of the three competency types: Skill, Knowledge, Attitude/Value

Objectives, consistent with the goals and competency types, are displayed in a matrix format as shown below:

Integration

Goal #2: Know the Legal and Ethical Basis For Preschool Integration

Audience

Activity tables are provided for each objective. They include: enabling activities, resources for use in conducting these activities, and leader notes.

The provision of camera-ready originals for handouts and transparencies, and the inclusion of leader reference sheets, enhances the "user-friendliness" of the modules. The following example of an activity table from one of the modules is representative of this plan of organization and illustrates how resources and notes are linked to activities.

Family Collaboration

LEVEL: STAFF
GOAL: #1 Understanding/develop working relationships between parents and professionals
COMPETENCY TYPE: KNOWLEDGE
OBJECTIVE: Participants will have knowledge of intra/interpersonal skills.

Enabling Activities - This column lists the recommended activities that will lead to the accomplishments of the objectives.

Resources - The materials listed in this column are those needed to complete the recommended activities.

Leader Notes - Special recommendations to the in-service leader on conducting the suggested activities are provided in this column.

MODULE ABSTRACTS AND GOALS

HOW HAS PROJECT PREPARE EVOLVED?

PHASE 1: Early Childhood Special Education (ECSE) Personnel Preparation Model Development

The PROJECT PREPARE team conducted a comprehensive review on personnel preparation in early childhood special education and related fields, and reviewed policies and practices in Ohio and other states, as well as information gathered by the Ohio Department of Mental Retardation & Developmental Disabilities concerning Early Intervention certification.

The Ohio ECSE Personnel Preparation Model that was developed delineated roles and competencies of ECSE personnel, competencies required by those roles, sources of potential ECSE personnel, contributing and related disciplines as well as other sources of input, differential and common training needs of individuals with diverse backgrounds (in Early Childhood or in Special Education) and considered preservice, in-service, and continuing education needs of ECSE personnel.

PHASE 2: ECSE Personnel Preparation Model Field Testing

The PROJECT PREPARE team conducted a content validation of identified ECSE competencies and surveyed diverse audiences concerning perceived importance of and need for each competency. The groups included: Ohio ECSE teachers (who were also asked to indicate their own perceived level of present competence with respect to each, and also to rate their importance for supervisors); Ohio ECSE administrators and supervisors (who were also asked to project personnel needs in their regions of the State); HCEEP Outreach-phase Project Coordinators; and Ohio teacher educators in Institutions of Higher Education (IHEs). Competencies were then grouped in competency clusters.

Other model elements were field-tested through successive ECSE Summer Training Institutes. Variables of concerns included: 1) common/ differential entry knowledge, skills, attitudes, and values of participants with previous backgrounds in Early Childhood and in Special Education; 2) comparative gains in knowledge, skills, attitudes, and values of different trainee groups; 3) performance and perceived value of supervised practicum experiences in conjunction with didactic preparation; 4) interdisciplinary team structures for ECSE training; 5) efficacy of cooperative learning strategies in ECSE training; 6) outcomes of training, as reflected in trainee roles; 7) perceived value of Institute training, including specific components; 8) translation of competency clusters into knowledge/skill objectives.

PHASE 3: ECSE Preservice Preparation Application

The PROJECT PREPARE team conducted two successive, annual, Statewide Institutions of Higher Education (IHE) Conferences on ECSE personnel preparation, employing a nominal group process approach to evaluate ECSE competencies, identify needs for ECSE preparation, identify barriers to implementing preparation programs, and engage in group problem-solving. Participants recommended certain modifications in language with respect to the ECSE competencies, as well as providing greater emphasis to certain issues and adding attitude and value objectives to the knowledge and skill competencies.

From this discussion, together with plenary messages from leaders in Early Childhood Education and Early Childhood Special Education, a MONOGRAPH ON ECSE PERSONNEL PREPARATION was developed to: 1) serve as a guide for IHE faculty to use in developing their ECSE personnel preparation programs, and 2) serve as a learned society document with respect to quality criteria for approval of these programs.

Conferees identified collaboration as having highest priority in their work in preparing ECSE personnel: across disciplines, among IHE's, between IHE and the field, and between IHE's and the State. From these recommendations, the Ohio Higher Education Consortium on ECSE Personnel Preparation was formed.

PHASE 4: ECSE In-Service Application: PROJECT PREPARE

Based on ECSE Personnel Preparation Model and needs assessment data, statewide in-service training needs were identified, for teachers and other direct service staff, administrators, and general audiences and discussed with the Project Steering Committee. A plan to develop Competency-Based Training Modules was generated, and a training philosophy and general approach developed. A prototype module and module specifications were shared with potentially interested teams from around the State. Plans were then formalized to develop the nine modules comprising PROJECT PREPARE.

Each Module Development Team designed, presented, and field-tested its module along with field-test workshops conducted by other professionals from around the state. The field-test demonstrations were evaluated by participants, leaders, and observers. Participants in the 27 "field test" in-service sessions, and leaders alike, felt very positive about the materials and activities. A total of 487 participant surveys were analyzed and showed that almost all (98%) felt that activities related to the in-service topics, believed that activities were appropriate for the audience (93%), and found the interest level to be acceptable or terrific (96%). Also, 95% of those attending said that they would recommend the training to a friend. A total of 21 session leader surveys were completed, which showed that those using the materials found them to be well organized (84%), easy to use (95%), and to have clear (100%) and complete (89%) leader's notes.

All leaders (100%) noted that they would recommend the modules to other professionals who conduct in-service training.

One area that was identified for needed revision was "sensitivity to multicultural issues." Only 2/3 of those completing surveys found this to be a positive feature of the materials. As a result, this aspect of the module was strengthened during the revision of the series, along with several other features that added to ease of use and completeness of the modules.

Modules were then reviewed by a Reactor Panel during their development and subsequently edited by PROJECT PREPARE staff and other individuals with appropriate technical expertise. Following revision, the modules were again reviewed by a Consistency/Finalization Task Force, again revised, and then edited prior to publication.

PHASE 5: Performance-Based Model

Currently, a performance-based approach to in-service training is being designed as an addition to the PROJECT PREPARE model. This approach provides a process for supervisors and teachers to work together as a team in identifying desired teacher and student performance(s). Matching PROJECT PREPARE in-service training can then be provided to facilitate the acquistion of desired performances. Recommendations are also provided for performance measurement to ensure that the desired change is accomplished or to identify needs for additional training support.

APPENDIX

OHIO EARLY CHILDHOOD SPECIAL EDUCATION
HIGHER EDUCATION CONSORTIUM

PROJECT PREPARE TEAMS

PROJECT PREPARE Teams are comprised of: 1) PROJECT PREPARE Module developers; 2) New team members that are PROJECT PREPARE trained, have an Ohio SERRC affiliation and are presently providing PROJECT PREPARE in-service training throughout the state of Ohio.

PROJECT PREPARE teams may be contacted to provide PROJECT PREPARE in-service or for PROJECT PREPARE consultation.

SPECIAL EDUCATION REGIONAL RESOURCE CENTERS

Ohio has 16 special education regional resource centers (SERRCs) and one statewide center that provide technical assistance to school personnel in the development and implementation of early childhood screening and assessment activities.

*OHIO RESOURCE CENTER FOR LOW INCIDENCE AND SEVERELY HANDICAPPED

This activity which is the subject of this report was supported in whole or in part by the U.S. Department of Education through the Ohio Department of Education. However, the opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education or the Ohio Department of Education, and no official endorsement by the U.S. Department of Education or the Ohio Department of Education should be inferred.

The Ohio Department of Education ensures equal employment and equal educational opportunities regardless of race, color, creed, national origin, handicap, sex, or age in compliance with state directives and federal recommendations.

All training materials included in the modules may be reproduced for the purpose of providing personnel instruction. Reproduction of an entire module or the complete set is prohibited unless permission is granted in writing by the Ohio Department of Education.