Red Rover Red Rover Improving Developmental Screening in

Red Rover, Red Rover!

Improving Developmental Screening in ECE Programs MISSION To promote universal developmental screening in Early Care and Education Programs by providing ongoing monitoring, periodic quality screening, and appropriate support and connection to additional developmental services.

Orientation Site Visit: Improving Developmental Screening in ECE Programs Overview of Project LAUNCH and Vermont’s System for Universal Developmental Screening, Birth to Age 8 Review project milestones, training schedule and expectations Introduce resources &tools Learning Session 1: Improving Developmental Screening in ECE Programs Topic- specific content and skill development Tools guidelines and PLA ACT resources N STU DO DY Set goals and prepare to Action take action Period 1 Learning Session 2: Collaboration &Communication Across Sectors Learn from the family voices Learning Session 3: Spread & Sustain Changes and Celebrate Accomplishments Communication & engagement strategies Share challenges or barriers experienced ACT PLA N STU DY DO Action Period 2 Data Collection Make & Test Changes Share What We are Learning Coaching Continue expanding developmental surveillance and screening Share lessons learned Develop and enhance relationships in support of UDS 6 - month follow up period : Project Wrap up Review accomplishments Discuss results from data collection Set next steps ACT PLA N STU DY DO Action Period 3 Ongoing Data Collection and Reporting ECE Self-Assessment Surveys Family Surveys ECE Program Systems Inventories

Kid’s Say the Funniest Things! • Introduce yourselves at your table • Take turns sharing the funniest thing you have heard a child say (to you or someone else!) • As a table, select the most humorous ‘kid-ism’, and have one table member ready to share with the larger group!

Dessert with Data

Family Surveys as an Improvement Tool Opportunity to hear directly from families about their perceptions and experiences Indicates that the family’s voice is important and valued Gives your program feedback and identifies where families feel things are going well, and where there might be room for improvement

Baseline Data: Family Survey ● Domains: § Communication and collaboration § Family-centered care § Cultural competence § Developmental surveillance and screening § Referrals or follow up activities

Demographic Information Survey Items 1 – 4 1. Percent of children with two or more languages spoken at home: 2. Age range of children among families that responded: 4. 1% 2 months to 5. 5 years 3 a. Percent of children that have a usual provider, clinic, or setting for their healthcare needs: 100% 3 b. Primary source of health care: 100% 0% 0% 4. Percent of children in your program that go to regularly scheduled health care check-ups: 100% Doctor’s Office Walk-in Clinic Emergency Room

Demographic Information Survey Items 5 – 7 c 5. Percent of parents that feel their child is developing at the same rate as other children his/her age: 100% 6. Percent of parents reporting they "strongly agree" or "agree" with the statement that they feel confident about their knowledge of how children develop (i. e. growing, learning, playing, communicating, behaving, and moving): 96% 7 a. Percent of parents with one or more concerns about how their child is developing: 7 b. Of those parents with a concern, the percent that have shared this information with their child's: 7 c. Of those parents with a concern, the percent that feel their concerns have been satisfactorily addressed by: 8% 80% Health Care Provid 80% ECE Provider

8. When we say “child development”, we mean how your child is growing, learning, playing, communicating, behaving and moving. Thinking about, your child's ECE program, and the professionals who work there (such as teachers, directors, clinicians, interventionists, etc. ), please respond to the following statements by checking the appropriate box: Strongly Agree STATEMENT I feel respected in conversations about my child’s development The average response from your families 4. 8 Agree Neutral Disagree Strongly Disagree Don’t Know

8. When we say “child development”, we mean how your child is growing, learning, playing, communicating, behaving and moving. Thinking about, your child's ECE program, and the professionals who work there (such as teachers, directors, clinicians, interventionists, etc. ), please respond to the following statements by checking the appropriate box: STATEMENT Strongly Agree Neutral Disagree Strongly Disagree Don’t Know I am satisfied with the quality of communication about my child’s development 4. 7

8. When we say “child development”, we mean how your child is growing, learning, playing, communicating, behaving and moving. Thinking about, your child's ECE program, and the professionals who work there (such as teachers, directors, clinicians, interventionists, etc. ), please respond to the following statements by checking the appropriate box: STATEMENT I am satisfied with the frequency of communication about my child’s development Strongly Agree 4. 5 Agree Neutral Disagree Strongly Disagree Don’t Know

8. When we say “child development”, we mean how your child is growing, learning, playing, communicating, behaving and moving. Thinking about, your child's ECE program, and the professionals who work there (such as teachers, directors, clinicians, interventionists, etc. ), please respond to the following statements by checking the appropriate box: STATEMENT Strongly Agree Neutral Disagree Strongly Disagree Don’t Know Overall, I am satisfied with communication about my child’s development 4. 7

9. Thinking about your child's ECE program, and the professionals who work there, (such as teachers, directors, clinicians, interventionists, etc. ), please respond to the following statements by placing checking the appropriate box: STATEMENT I receive information and guidance about how to help my child develop and learn Strongly Agree 4. 2 Neutral Disagree Strongly Disagree Don’t Know

9. Thinking about your child's ECE program, and the professionals who work there, (such as teachers, directors, clinicians, interventionists, etc. ), please respond to the following statements by placing checking the appropriate box: STATEMENT Strongly Agree Neutral Disagree Strongly Disagree Don’t Know I am frequently asked about my opinions and/or concerns about my child’s development 4. 2

9. Thinking about your child's ECE program, and the professionals who work there, (such as teachers, directors, clinicians, interventionists, etc. ), please respond to the following statements by placing checking the appropriate box: STATEMENT I feel comfortable bringing up questions and concerns about my child’s development Strongly Agree 4. 8 Agree Neutral Disagree Strongly Disagree Don’t Know

9. Thinking about your child's ECE program, and the professionals who work there, (such as teachers, directors, clinicians, interventionists, etc. ), please respond to the following statements by placing checking the appropriate box: STATEMENT Strongly Agree Neutral Disagree Strongly Disagree Don’t Know I feel confident that if I bring up questions or concerns about my child’s development, my concerns would be acknowledged quickly and respectfully 4. 8

9. Thinking about your child's ECE program, and the professionals who work there, (such as teachers, directors, clinicians, interventionists, etc. ), please respond to the following statements by placing checking the appropriate box: STATEMENT I feel my family’s culture, language, and preferences are respected Strongly Agree 4. 8 Agree Neutral Disagree Strongly Disagree Don’t Know

9. Thinking about your child's ECE program, and the professionals who work there, (such as teachers, directors, clinicians, interventionists, etc. ), please respond to the following statements by placing checking the appropriate box: STATEMENT Strongly Agree Neutral Disagree Strongly Disagree Don’t Know I feel comfortable following recommendations made about my child’s development 4. 7

9. Thinking about your child's ECE program, and the professionals who work there, (such as teachers, directors, clinicians, interventionists, etc. ), please respond to the following statements by placing checking the appropriate box: STATEMENT I receive regular updates about my child’s development in the form of reports, photos, journals, portfolios or some other documentation Strongly Agree 4. 2 Neutral Disagree Strongly Disagree Don’t Know

10. We are interested in your experiences with developmental screening at your child's ECE program. When we say “developmental screening”, we mean using a standard set of questions to see how your child moves, learns, speaks, plays, and behaves compared to other children his/her age. Please respond to the following statements by checking the appropriate box: STATEMENT My child is screened by your program to monitor his/her development Strongly Agree 4. 1 Neutral Disagree Strongly Disagree Don’t Know

10. We are interested in your experiences with developmental screening at your child's ECE program. When we say “developmental screening”, we mean using a standard set of questions to see how your child moves, learns, speaks, plays, and behaves compared to other children his/her age. Please respond to the following statements by checking the appropriate box: STATEMENT Strongly Agree Neutral Disagree Strongly Disagree Don’t Know I am encouraged to participate in my child’s developmental screening 3. 9

10. We are interested in your experiences with developmental screening at your child's ECE program. When we say “developmental screening”, we mean using a standard set of questions to see how your child moves, learns, speaks, plays, and behaves compared to other children his/her age. Please respond to the following statements by checking the appropriate box: STATEMENT I am able to provide the date and results for my child’s most recent completed developmental screening Strongly Agree Neutral 2. 9 Disagree Strongly Disagree Don’t Know

10. We are interested in your experiences with developmental screening at your child's ECE program. When we say “developmental screening”, we mean using a standard set of questions to see how your child moves, learns, speaks, plays, and behaves compared to other children his/her age. Please respond to the following statements by checking the appropriate box: STATEMENT Strongly Agree Neutral Disagree Strongly Disagree Don’t Know I would feel comfortable receiving a referral from your program to followup on specific developmental concerns about my child 4. 4

10. We are interested in your experiences with developmental screening at your child's ECE program. When we say “developmental screening”, we mean using a standard set of questions to see how your child moves, learns, speaks, plays, and behaves compared to other children his/her age. Please respond to the following statements by checking the appropriate box: STATEMENT I would follow-up on a referral by your program by contacting the referral agency for an appointment Strongly Agree 4. 5 Neutral Disagree Strongly Disagree Don’t Know

10. We are interested in your experiences with developmental screening at your child's ECE program. When we say “developmental screening”, we mean using a standard set of questions to see how your child moves, learns, speaks, plays, and behaves compared to other children his/her age. Please respond to the following statements by checking the appropriate box: STATEMENT I would feel comfortable sharing the results of this referral with your program Strongly Agree 4. 5 Neutral Disagree Strongly Disagree Don’t Know

10. We are interested in your experiences with developmental screening at your child's ECE program. When we say “developmental screening”, we mean using a standard set of questions to see how your child moves, learns, speaks, plays, and behaves compared to other children his/her age. Please respond to the following statements by checking the appropriate box: STATEMENT I would feel comfortable with your program talking directly with the referral agency about my child’s developmental progress Strongly Agree 4. 3 Neutral Disagree Strongly Disagree Don’t Know

Communication & Collaboration

Family Centered Care

Cultural and Linguistic Competency

Developmental Surveillance and Screening

Referrals and/or Follow Up Activities

Program Survey Results • Were you surprised by any of the results ? • Are you implementing any strategies that have the potential to impact the results on the next round of the Family Surveys? • What might you do next at your site to address any of the areas on the Family Survey?

Circle Time: Moving Goals into Action

Instructions: There are several possible methods of administration for the ASQ-3 and SE. To determine the best method for your site, you will need to consider the needs of your families (i. e. language, culture, values) as well as your program’s resources. The methods below are listed from most ideal to less ideal with several opportunities and considerations listed. See the ASQ User’s Guide for additional information on these methods. On Site and at Home Visit On Site Telephone Interview Opportunity: • ECE professional and family meet to compare their observations, the child’s strengths and if necessary, any concerns • The two completed questionnaires can provide an opportunity to share the child’s strengths as well as observe any discrepancies and/or concerns • Questionnaires can be distributed to large amounts of families (mailed home, handed out at pick-up or drop off times) • Builds trust and can enhance communication among families and ECE professionals Considerations: • Family must be able to read the items, and observe the child’s activities • Families may not complete the questionnaire or forget to bring their questionnaire to the meeting • Finding a suitable meeting time to discuss results in a timely manner Opportunity: • Discuss observations in the moment • A trained interpreter can be used for Limited English Proficient families or the ECE professional may read each item out loud • The child is in a familiar environment with familiar materials (i. e. toys and objects) • If a family is uncertain on an item, they can try the item in the moment • Results can be shared and discussed immediately Considerations: • Not all programs have the ability to conduct home visits • ECE professionals must be careful to facilitate and not influence family members as they complete the tool • If the ECE professional is also completing an ASQ-3/SE for the child, this should be done at a separate time, being careful not to let his/her observations influence their results or vice versa Opportunity: • Partnering with families on completing the tool, observing the child’s activities in the moment • A trained interpreter can be used for Limited English Proficiency families • Results can be shared and reviewed immediately Considerations: • Having ample time to accurately complete the questionnaire • Children will often try new skills at home before demonstrating them at school • May need to schedule a follow up meeting and/or screening depending on the results Opportunity: • Support families who need assistance with completing the questionnaire independently (i. e. limited literacy, cognitive disability, etc. ) Considerations: • Family will need a copy of the questionnaire ahead of time • Family will need to be able to read and observe their child’s activities • Program will need to determine if they have a staff member who can consistently provide quality phone interviews

Sharing Circle • How did you determine your initial target population of children to screen? • Was there any prep/planning ahead of time (information shared, orientation to screening, etc. ) • What methods/strategies did you use to obtain parental permission? Any pushback from families? How have you addressed this? • After a screening, what did the follow up conversations look like? Conference? Meetings? • What has the response been from staff and families so far if any? • Any particular challenges or successes that you wish to share around the administration of the ASQ tool? • How are you addressing staff training or spreading the knowledge your core QI team is obtaining back at your sites? • How are you handling scoring?

Free Stuff!! Users will have quick, convenient access to all the items they need during screening. The ASQ-3 Materials Kit—approximately 20 attractive and engaging toys, books, and other items—is designed to encourage a child's participation and support effective, accurate administration of the questionnaires. First Raffle date: March 9 th We will announce the winner at the March 9 th Learning Session !!

Let’s Pretend: Role Play

Instructions 1. Get into pairs at your tables 2. Pick up the folder at the center of your table and each group take one packet: a. Background information for everyone to review b. Handouts for each specific role (color coded): Green - Parent Salmon – Teacher 3. Start by all reviewing the Background Information 4. Decide who will be the Parent and who will play the Teacher. Review your rolespecific handout and begin the role play 5. Debrief as small group at your table if you finish before 7: 45

Debrief Teachers: Would you do anything differently if we were to do this activity a second time? Did anything surprise you or catch you off guard? What will you take away from this activity? Parents: How did it feel to go through this activity in the moment? Were things that you felt went particularly well? What will you take away from this activity?

Red Rover, Red Rover!

In Good Company!

ASQ-3 Results by Type 132 Total Above the Cutoff 404 339 Total Near the Cutoff 45 Total Below the Cutoff 0 78 72 100 200 LCH 300 VB 5 400 500 600

ECE Program Internal Log WARNING! This log sheet is for your program only. Please do NOT share this log with VCHIP. This log will aid your program by designating a unique ID for each child to be used when providing data for this project. The ID will be assigned to the child and will be used on each Monthly Data Collection Sheet, throughout the project so it is recommended that you keep this log with the Monthly Data Collection Sheet. ID Child’s Name 01 02 03 04 05 06 07 19 20 21 22 23 08 09 10 11 12 24 25 26 27 28 13 14 15 16 29 30 31 32 ID Child’s Name 17 18

Universal Developmental Surveillance and Screening Log

Monthly Data Collection Sheet Circle Data Submission Month: January February March April May June July August September October November December Program Name: ________________ Developmental Surveillance Activities Developmental Screening Activities Child’s ID #____ Child’s ID #_____ Child’s ID #____ Child’s ID #____ Was developmental surveillance conducted this month? If yes, which developmental surveillance activities were completed this month? Was a Developmental Milestones Checklist completed? Was the family asked if they had any concerns regarding their child’s development? Was a Standardized Developmental Screening conducted? If a Standardized Developmental Screening was conducted, by whom? What was the child’s age at the time of screening? (in Months) If screening was initiated by ECE staff, was the family encouraged to participate? If screening was conducted by ECE staff, did the family provide permission to conduct a screening?

If you are making a referral. . Ann Dillenbeck’s Secure email: Dillenbeck@vnacares. org Copies of the completed ASQ-3 and/or ASQ: SE are very much appreciated and used to guide the referral!!

Orientation Site Visit: Improving Developmental Screening in ECE Programs Overview of Project LAUNCH and Vermont’s System for Universal Developmental Screening, Birth to Age 8 Review project milestones, training schedule and expectations Introduce resources &tools Learning Session 1: Improving Developmental Screening in ECE Programs Topic- specific content and skill development Tools guidelines and PLA ACT resources N STU DO DY Set goals and prepare to Action take action Period 1 Learning Session 2: Collaboration &Communication Across Sectors Learn from the family voices Learning Session 3: Spread & Sustain Changes and Celebrate Accomplishments Communication & engagement strategies Share challenges or barriers experienced ACT PLA N STU DY DO Action Period 2 Data Collection Make & Test Changes Share What We are Learning Coaching Continue expanding developmental surveillance and screening Share lessons learned Develop and enhance relationships in support of UDS 6 - month follow up period : Project Wrap up Review accomplishments Discuss results from data collection Set next steps ACT PLA N STU DY DO Action Period 3 Ongoing Data Collection and Reporting ECE Self-Assessment Surveys Family Surveys ECE Program Systems Inventories