Front page: Newsletter header with one photo above the article text. I Tellai, The Bridge Guam CEDDERS Newsletter Volume 17, Issue 1 December 17, 2014 In this issue: Policymakers Hear Updates.............................1-2 Braille Book Resources for Micronesia.................3 Consultant Shares Opportunities........................3 Pacific Leaders Continue SSIP Development......4-5 Pyramid Model Training Continues.....................6 Child Care Staff Receive TA on Prof Dev Plan.........7 Guam ChildLink: Forming Data Collections.......8-9 Guam EHDI Conducts Stakeholder Input Session.10 GEIS Receives SSIP Support...............................10 EC Providers Attend ASQ Training......................11 PBIS Goes Into The Home..................................12 Territorial UCEDD Reps Meet with AUCD.............13 CEDDERS Sponsors Behavioral Health in Micronesia Conference...........13 Addressing Cultural Disparities Ad....................14 Connecting History/Current Disability Issues.....15 Disability & Society Course Series Ad.................15 Remembering Bill Fuppul............................16-17 Guam CEDDERS Personnel Retire.......................18 Karinu Reports Positive Outcomes....................19 CALENDAR OF UPCOMING EVENTS.......................20 Logos underneath ÒIn this IssueÓ of the University of Guam & Center for Excellence in Developmental Disabilities Education, Research, and Service Pages 1-2 Article title: Policy Makers Hear Updates From Advocates on GuamÕs Disability Agenda Article: ÒSmall but mighty!Ó Those were the words of Lynn Tydingco, Self-Advocate and Guam CEDDERS Advisory Council Chairperson, that described the self-advocate presenter group for the ÒUpdate from Advocates on GuamÕs Disability Agenda ForumÓ held on December 3 at the Eugenia and Jesus Leon Guerrero School of Business and Public Administration Building, University of Guam. Thirty-seven policy maker participants, including senators and legislative staff, staff from the Guam Washington DelegateÕs Office, agency directors and representatives, and self-advocates, convened to listen to the concerns expressed by self-advocates and their family members on systemic issues, funding, and the resulting frustrations of day-to-day living that are a result of insufficient support. Information obtained from a forum held this past May prioritized the following areas as the top ranking concerns of individuals with disabilities and their families: 1) Employment, 2) Transportation, 3) Housing, and 4) Quality Assurance. Chairperson Tydingco opened the session eloquently with a snapshot of self-advocacy growth and development within the Guam community and the importance of inviting individuals with disabilities to the planning table for governmental services. Testimony on employment issues recognized the persistent problem of discrimination that persons with disabilities still face. Much emphasis was placed on the governmentÕs need to be proactive in providing employment opportunity through renewed commitment to the 2% law and re-introduction of the 700-hour program. These programs, which provided individuals with disabilities with career paths, have eroded over the years, leading to a loss of positive role models for others with disabilities. Transportation issues focused on eroded funding that affects service quality in areas of scheduled routes, hours of service, frequency of service, and insufficient manpower. Customer service quality, operations supervision, call-scheduling center operations, and quality communications topped the list of contracted provider concerns. A major recommendation was provided to streamline the paratransit eligibility process, one that self-advocates see as being cumbersome and inefficient. Housing issues were addressed with GHURA Director Michael Duenas, who responded with information on the progress of new housing that includes accessible units that meet ADA and Federal Housing requirements. Self-advocates recognized the progress but requested improved communication and accommodation in the application process and action on older units that require retrofitting to meet accessibility needs of residents with disabilities. Several topics were addressed under the Quality Assurance area. The benefits of Individualized Budgeting and the potential for a local funding match for sustainability of the small program was provided in testimony by Evelyn Duenas. Lou Mendiola spoke of the need for the development of long-term services and support for families with adult children as well as the need for augmented program options for services to maintain them in community-based settings. Closing out the session was Melanie Ebuen, who emphasized the need for better communication systems for individuals who are deaf and using American Sign Language as required by the Americans with Disabilities Act. Through her own experiences, she pointed out the critical need in medical services, where technical terms are difficult to understand without access to interpreter services. This topic met the attention of representatives of Guam Memorial Hospital, and they further delved into the issue in conversations held at the close of the forum. ÒSmall but mightyÓ was an appropriate description for the event, organized and delivered by self-advocates with the support of Guam CEDDERS. Self-advocacy and leadership within the disability community is growing and was recognized with applause by those attending. Congratulations, self-advocates! End of article. Photo on Page 1 above the article text: Group shot with the caption: Participants of the ÒUpdate from Advocates on GuamÕs Disability Agenda ForumÓ held on December 3 pose for a group photo in the atrium of the Eugenia and Jesus Leon Guerrero School of Business and Public Administration Building, University of Guam. End of caption. Three photos above the article text on Page 2: Top left photo: Panoramic view of six adults meeting around a table. Caption: Ginger Porter, Guam CEDDERS faculty provided supports to Self-Advocates during a planning meeting in preparation for the policymaker orientation. Clockwise from left: Ginger; Kirsten Bamba, Interpreter; Melanie Ebuen; Tina Artero; Evelyn Duenas and Victor Tuquero. End of caption. Top right photo: Young adult giving the Chamorro gesture of respect, ÒNgingeÕ,Ó to elders with other adults in the background. Caption: Clifford Wooten, Self-Advocate (right), mangingiÕs Senator Benjamin Cruz (center), to show respect while Senator Aline Yamashita, Ph.D., and Hank Parker, JD, Executive Director of Guam Legal Services Corporation - Disability Law Center (back) look on. End of caption. Bottom photo: Panoramic view of an audience. Caption: Lynn Tydingco, Guam CEDDERS Advisory Council Chairperson (standing at podium) facilitates the ÒUpdate from Advocates on GuamÕs Disability Agenda Forum.Ó End of caption. Page 3 - Two half page photos: Top photo description: Group of adults standing and holding books in front of them. Article title: Networking Consultants Send Resources for Micronesia Caption: On October 30th, Robert McCulley, UMass Boston Faculty, presents Braille storybooks to the FSM States to be distributed and used by their children who are blind. The Braille storybooks were donated by Sheila Amato, a retired teacher of children with visual impairments, who organizes Braille book drives in Kentucky. Ms. Amato learned of the great need for Braille materials in Micronesia from Donna McNear, a long-time visual impairments consultant for the region. (L-R) Vincent Parren, Yap State Director of Education; John Bugulrow, Yap State Special Education (SpEd) Coordinator; Karlina Henry, Pohnpei State SpEd Coordinator; Wilson Kephas, Kosrae State Department of Education Administrator; Marbe Martin, Kosrae State SpEd Coordinator; Ansina Kony, Chuuk State SpEd Coordinator; Robert McCulley; Arthur Albert, FSM National Chief of Special Services Division. End of caption. Bottom photo description: Male presenting to participants during a training. Article title: Consultant Shares Resources and Opportunities with Micronesia Caption: On October 30th, Robert McCulley (standing), University of Massachusetts (UMass) Boston Faculty and Pacific Vision Instruction Project (Pacific VIP) Liaison, provides an overview of the UMass Boston Teachers of Students with Visual Impairments (TVI) masterÕs degree training program to the FSM National APR-SPP/SSIP Committee. The UMass Boston TVI continues the partnership established with Guam CEDDERS and the Pacific entities to build local personnel capacity for educating students with visual impairments. UMass Boston is offering scholarships to qualifying Pacific candidates for its on-line TVI masterÕs degree training program. End of caption. Page 4 Ð Photo above the article text. Article title: Pacific Education Leaders Continue SSIP Development Article: On November 17-19, the Pacific State Systemic Improvement Plan (SSIP) Early Reading Summit convened 60 regional educators at the Pacific Star Hotel on Guam. Education administrators, school principals, teachers, special education directors and coordinators, curriculum specialists, assessment specialists, and a parent from Guam, Commonwealth of the Northern Mariana Islands, Federated States of Micronesia (FSM), Republic of the Marshall Islands, and the Republic of Palau engaged in the 3-day event hosted by University of OregonÕs Western Regional Resource Center (WRRC) and supported by Guam CEDDERS. The Summit was a follow-up to the SSIP meeting held on Guam mid-August 2014 supported by the USDOE Office of Special Education Programs (OSEP). At that time, attending Pacific entities stated that early reading outcomes were their greatest concern and most likely their State Identified Measurable Result (SiMR) within the OSEP-required SSIP. The Summit was designed to assist entity teams in their collaborative general and special education efforts to conduct a root cause analysis of early reading difficulties, learn about potential evidence-based practices that match these potential causes, and start to have in-depth discussions of how to put this information into a meaningful Theory of Action. During the 3-day Summit, entity teams conducted a self-assessment of their current early reading programs at the school and system levels following the six areas of the Effective School-Wide Reading Framework (refer to box on following page for description of each area). The structured format of the Summit engaged entity teams in dialogue about current reading practices and areas for improvement. As a result, entity teams identified next steps for continuing the development of their SSIP, which included involving additional stakeholders in the data analysis process for identifying a meaningful Theory of Action and developing coherent improvement strategies following implementation science. As defined, the development of a high quality SSIP must represent a comprehensive and well-developed plan that includes stakeholder engagement, multiple data sources, current research, and evidence-based practices to make decisions and propose improvement strategies. The SSIP must be designed to effect improved educational results and functional outcomes for children with disabilities; a cornerstone of the Individuals with Disabilities Education Improvement Act (IDEA 2004). End of article Quote at the bottom of the page: ÒThe greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it.Ó Ð Michelangelo. End of quote. Photo above article textÕs description: Group photo of participants on a staircase. Caption: Sixty (60) Summit participants from Guam, Commonwealth of the Northern Mariana Islands (CNMI), Federated States of Micronesia (FSM), the Republic of the Marshall Islands (RMI), and the Republic of Palau (ROP) pose with Summit facilitators from WRRC and Guam CEDDERS. In addition, continued technical assistance support via off-site virtual participation by OSEP State Contacts Lucille Sleger, Genee Norbert, and Charlie Kniseley. Page 5 - Collage of five photos and text in colored box. Article title: Pacific Education Leaders Continue SSIP Development Photo 1, top left: Female standing behind a group of adults sitting at a round table. Caption: Elizabeth Jankwoski (standing), WRRC Program Specialist, listens to the FSM team discussion during entity team time. End of caption. Photo 2: Group of 10 participants - one standing, facing towards the front participants sitting at a round table. Caption: Dr. Nieves Flores (sitting 4th from left), Guam CEDDERS Training Associate, facilitates the CNMI team discussions. End of caption. Photo 3: Group of six women at a round table. Caption: ROP team members discuss application of self-assessment components to ROP during entity team time. End of caption. Photo 4: Male standing in front of audience sitting at round tables. Caption: John Lind (standing), WRRC Program Specialist, gives a two-thumbs up for Guam teamÕs feedback during entity team sharing time. End of caption. Photo 5: Group of seven adults sitting at a round table. Caption: Cesar DÕAgord (sitting 3rd from right), WRRC Director, engages the RMI team in a discussion during entity team time. Sitting to the right of Cesar is Miles Kawatachi, Hawaii Consultant for the RMI team. End of caption. Bullet list in colored box: Article title: Effective School-Wide Reading Programs, Based upon early version of Planning and Evaluation Tool-revised (Simmons & KameÕenui) (Sugai, G., Horner, R., & Todd, A. (2000) Effective behavior support: Self-assessment survey. Eugene, OR: University of Oregon) 1. Goals: School goals for reading achievement are clearly defined, anchored to research, prioritized in terms of importance to student learning, commonly understood by users, and consistently employed as instructional guides by all teachers of reading. 2. Assessment: Instruments and procedures for assessing reading achievement in the English and the vernacular are clearly specified, provide reliable and valid information about student performance, and inform instruction in meaningful and timely ways. 3. Instruction: Instructional programs and materials are drawn from research-based findings and practices, align with school standards and benchmarks and support the full range of learners. 4. Leadership: Strong instructional leadership at the school level maintains a focus on high-quality instruction, organizes and allocates resources to support reading, and establishes mechanisms to communicate reading progress and practices. 5. Professional Development: Initial and ongoing professional development is available to support reading instruction. 6. Commitment: All school personnel are committed to the schoolÕs summative and formative goals, and the school promotes a culture of shared responsibility that makes it possible for all students to reach these goals. End of bullet list. Page 6 Ð Two photos with an article Article title: Pyramid Model Implementation Training Continues Article: GuamÕs Center for the Social Emotional Foundations for Early Learning (CSEFEL) trainers participated in a two-day training on Early Childhood Mental Health Consultation on October 20-21 and one-day booster training on the CSEFEL - ÒPositive Solutions for FamiliesÓ and ÒParents Interacting with InfantsÓ (PIWI) Pyramid Modules on October 22 with Dr. Robert Corso. Trainers received information on ÒFacilitating Individualized Interventions to Address Challenging BehaviorÓ and participated in discussions about the role mental health consultation plays in their respective agencies. The Positive Solutions for Families and PIWI modules provide information on how to promote childrenÕs social and emotional skills, understand their problem behavior, and use positive approaches to learn appropriate behavior. On November 17 and 18, Dr. Corso returned to Guam to provide further training on the top of the pyramid, Intensive Intervention, as well as assist providers in the development of behavior support plans for each respective program. Trainers were given the opportunity to create sample behavior plans for young children and discuss how their programs could best use the strategies provided in the pyramid modules. On November 19 and 20, Dr. Corso provided one-on-one technical assistance to members of the leadership team and administrative heads of each participating program. The discussions centered on the benefits of using the pyramid model in service delivery as well as strategies for implementing the model in each program. This training is a giant collaboration with GuamÕs Early Childhood programs, which have committed staff to participate in this ÒTrain the TrainerÓ series of the Pyramid Model. The following early childhood programs are part of this initiative: Department of Public Health and Social Services: Project Karinu, Project Bisita I Familia, and Bureau of Social Services Administration (BOSSA); Department of Education, Division of Special Education: Guam Early Intervention System, Early Childhood Special Education Preschool, Autism Program, Psychological Services, and the Behavioral Support Services; Guam Behavioral Health and Wellness Center: I FamaguÕon-ta; and Guam CEDDERS: Project Tinituhon and the Guam Early Hearing Detection and Intervention (Guam EHDI) Project. End of article. Top photo description: Male presenting to a group of participants sitting at tables. Caption: Dr. Robert Corso, consultant from the Center on the Social and Emotional Foundations for Early Learning (CSEFEL), talks about intervention at the top of the pyramid during training with early childhood service providers on Early Childhood Mental Health Consultation held on October 20-22. End of caption. Middle photo description: Female standing and speaking to her group sitting at a table. Caption: Service providers from the Department of Public Health and Social Services, Bureau of Social Services Administration discuss their action plan for implementing the Pyramid Model in their agency. End of caption. Page 7 Ð Three quarter size photo with an article Article title: Child Care Staff Receive TA on GuamÕs Plan for Professional Development Article: Project staff from Project Tinituhon, GuamÕs Early Childhood Comprehensive System, in collaboration with the Department of Public Health and Social Services Child Care Licensing, conducted 2 two-hour informational sessions on October 29 for 36 child care directors and providers on GuamÕs Plan for Professional Development (GPPD). The GPPD was included as an appendix to Public Law 31-73, ÒAn act to establish the Administrative Rules and Regulations of the Department of Public Health & Social Services relative to child care facilities and group child care homes.Ó Several changes were made to the GPPD after the passage of P.L. 31-73, which included a Grandfather provision for current early childhood providers. The Grandfather provision exempts early childhood providers employed prior to June 30, 2013 from meeting the minimum educational requirements. This provision recognizes the years of experience of providers who have worked in the child care system and enables these individuals to retain their current employment. These providers will be required to meet the training requirements as stated in the GPPD upon renewal of their centerÕs license. The sessions clarified the requirements of each position listed in the GPPD as well as the process for applying for the review of professional development documents through the Guam Early Learning Council Early Childhood Professional Development Subcommittee. End of article. Photo description: Panoramic photo of participants gathered around a table with Halloween decorations in the background. Caption: Two sessions were coordinated by the Department of Public Health & Social Services, Bureau of Social Services Administration and facilitated by Guam CEDDERS to provide information and technical assistance for child care centers in preparation for the new process around professional development for all staff. End of caption. Page 8-9 Ð Two photos on each page above the article text Article title: Guam ChildLink: Forming Connections with Data Article: The Guam ChildLink data system has experienced tremendous growth from its modest beginnings 11 years ago. In September 2003, the Guam EHDI project began the process of designing and implementing a data system to monitor Project goals. A year later, Guam ChildLink Ð EHDI, the tracking and surveillance data system for the Guam EHDI project, was piloted. This data system collected information on all infants born at the Guam Memorial Hospital Authority (GMHA) and the Sagua Ma–agu Birthing Center (SMBC). Specifically, data on all infants was monitored in Guam ChildLink Ð EHDI to ensure all babies born on Guam had their hearing screening prior to hospital discharge, and received follow-up screenings, diagnostic audiological evaluations (DAE), and were enrolled in early intervention (EI) services if needed. Guam ChildLink Ð EHDI was piloted with two users from the Guam EHDI project. These users manually entered all demographic, hearing screening, DAE, and EI service information. As the Guam EHDI project grew, Guam ChildLink Ð EHDI evolved. First, Guam EHDI sought to eliminate the duplication of data entry efforts by Guam EHDI and Guam birth site staff. The Guam EHDI server, which houses Guam ChildLink Ð EHDI, has the capacity to have users remotely connect to the data system. This allowed Guam EHDI to work with the birth sites to initiate electronic data exchange. In June 2006, a Memorandum of Agreement (MOA) was signed between Guam CEDDERS and SMBC. This MOA initiated efforts to pilot remote access to Guam ChildLink Ð EHDI by a user from a collaborating agency. A user from SMBC was provided access and trained on data input into the Guam ChildLink Ð EHDI data system. With this MOA in place, demographic and hearing screening information on all babies born at SMBC were entered directly into Guam ChildLink Ð EHDI by the SMBC user from their facility. With the success of this remote data entry by SMBC, Guam EHDI sought to expand its capacity for electronic data exchange. In January 2007, a Memorandum of Agreement was signed between Guam CEDDERS and GMHA. This allowed for data to be sent electronically from GMHA to the Guam EHDI server. Because of the high volume of births at GMHA, an alternative method of information exchange was created. The GMHA user was given specific access to the Guam EHDI server. This access is limited to a single folder on the Guam EHDI server, where the GMHA user uploads a batch file of demographic and hearing screening data on all babies born at GMHA. This batch file is run through a translation software, where data is verified, and then uploaded into Guam ChildLink Ð EHDI. In April 2007, an MOA between Guam CEDDERS and Guam Early Intervention System (GEIS) was signed. This initiated an additional remote connection to Guam ChildLink- EHDI by a collaborating agency. The Data Manager at GEIS was given remote access to Guam ChildLink Ð EHDI. This remote access allowed the entry of outpatient rescreen, high risk rescreen, DAE, and EI service information into the data system. In June 2008, Audiological Associates was given remote, electronic access to Guam ChildLink Ð EHDI. This allowed the audiologist performing DAEs to input results from these evaluations directly into Guam ChildLink Ð EHDI. The Guam ChildLink Ð EHDI data system was, and continues to be, one of the few data systems with early childhood information being electronically exchanged between several agencies. It is also one of the first data systems on Guam being expanded to capture data for additional Programs. In March 2011, efforts were initiated to expand Guam ChildLink - EHDI to include fields to collect data for Project Bisita I Familia, GuamÕs Maternal, Infant, and Early Childhood Home Visiting Program. After convening a data focus group for this task and meeting for several months, it was decided that a separate, but integrated data system should be developed. This began the development of Guam ChildLink Ð Bisita, the web-based data tracking, monitoring, and reporting system for Project Bisita I Familia. In September 2013, Guam ChildLink Ð Bisita was piloted. During the development and piloting phase of Guam ChildLink Ð Bisita, a need arose for the development of a data system for Project Karinu, GuamÕs Early Childhood System of Care. Because Project Karinu captures similar intake and service information as Project Bisita I Familia, efforts to expand the Guam ChildLink data system to include necessary fields for Project Karinu were explored. The result was the development of Guam ChildLink Ð Karinu, the web-based data tracking, monitoring, and reporting system for Project Karinu. Project Karinu piloted the data system in March 2014. Although all three data systems are separate and tailored to their specific program needs, there is a level of integration that is being developed for the three Guam ChildLink data systems. In some cases, a child may be served by more than one of these three programs at the same time. Because of this overlap, a process for data to be exchanged electronically between the three ChildLink data systems is being formulated. A plan for an electronic referral, intake, and verification of information between data systems is being created. In addition, all electronic linkages existing within and between the Guam ChildLink data systems serve as a framework for the development of GuamÕs Early Childhood Integrated Data System (ECIDS). The planning for the Guam ECIDS stemmed from the work done by the Guam Early Learning Council Data Subcommittee. The vision behind the Guam ECIDS is to have an early childhood longitudinal data system, where data on all children being served by GuamÕs Early Childhood serving agencies can be housed. This Guam ECIDS would promote research into services being provided and outcomes across all programs. Over the past 11 years, the Guam ChildLink data system has experienced exponential growth. It started out as a siloed data system with 2 users inputting data from the same workstation. In 11 years, it expanded to three separate but integrated web-based data systems that share some level of electronic connection to almost all Government of Guam early childhood providers. Guam ChildLink continues to evolve, and serve as a model for early childhood data systems and early childhood data exchange. As technology advances and data needs continue to grow, Guam ChildLink seeks continued enhancement to ensure the functionality, connectivity, and interoperability it provides is sustained. End of article. Photo on Page 8 description: Six adults sitting at a rectangular table. Caption: Project Bisita I Familia staff meet on the benchmark report from Guam ChildLink - Bisita. Seated counterclockwise from left to right: Joseph Mendiola, Guam CEDDERS Data Coordinator, Margarita Gay, RN, Project Bisita Project Director, Lolita Leon Guerrero, Project Bisita Home Visitor, Relida Sumayo, Project Bisita Nursing Supervisor, Arlene Dela Cruz, Project Bisita Home Visitor, and Maggie Bell, Project Bisita Acting Program Coordinator. End of caption. Photo on Page 9: Two women in front of a computer monitor; one standing over the other womanÕs shoulder, pointing to the screen. Caption: Relida Sumayo (standing pointing to screen), nursing supervisor for Project Bisita I Familia, reviews alerting features on Guam ChildLink - Bisita with Arlene Dela Cruz (seated), Project Bisita I Familia home visitor. End of caption. Page 10 Ð Two photos with captions Article title: Guam EHDI Program Conducts Stakeholder Input Session Top photo description: Eight women having a roundtable meeting. Caption: On October 10, Guam EHDI community partners met to provide input on how to improve the loss to follow-up and documentation of infants that fail initial hearing screening prior to discharge from a birthing facility. End of caption. Article title: Guam Early Intervention Receives SSIP Support Bottom photo description: Rear view of participants in a training via teleconferencing. Caption: The Guam Interagency Coordinating Council (ICC)/Guam Early Intervention System (GEIS) State Systemic Improvement Plan (SSIP) work session was held at the Guam System for Assistive Technology (GSAT) conference room, on October 30. The work session took place via video teleconference with consultants from the Center for Individuals with Disabilities Education Act, Early Childhood Data Systems also known as DaSy and the Early Childhood Technical Assistance Center (ECTA) to provide technical assistance to GEIS, on their SSIP. Present: GEIS Staff, ICC Members, on screen - Taletha Derrington from DaSy, ECTA consultants Evelyn Shaw & Anne Lucas via telephone conference call. Guam CEDDERS provides various supports to their partnering agencies, including video conferencing capabilities using a state of the art high definition Polycom video teleconference system. End of caption. Page 11 Ð Article with three photos Article title: Early Childhood Providers Attend ASQ Training Article: In August 2013, Project Tinituhon was awarded funds from the Health Resources and Services Administration, Maternal and Child Health Services to coordinate the expansion of developmental and behavioral screening activities in early care and education settings island-wide by connecting pediatric and other child health leaders with child care health consultants to link training and referrals among medical home, early intervention services, and families. Project Tinituhon Strategic Management Team (SMT) members created a workgroup to develop the policies and procedures for implementing the islandwide Developmental and Behavioral Screening System (iDBSS) in early care and education settings and medical clinics. The workgroup determined that the Ages and Stages Questionnaires 3 (ASQ 3) and the Ages and Stages Questionnaires: Social Emotional (ASQ: SE) would be used in the pilot program. Twenty (20) child care centers have volunteered to pilot the iDBSS in their centers. Forty-one (41) early childhood providers participated in a three-hour training session on November 8, 2014 that focused on the purpose of the iDBSS, the importance of early intervention, and how to administer and score the ASQ 3 and ASQ:SE. Project Tinituhon staff will provide technical assistance to child care centers to ensure administration and scoring are completed. Child care centers have committed to administering the screening questionnaires a minimum of once per year. End of article. Top photo description: Group shot of participants. Caption: Early Childhood providers from the islandÕs child care centers pose for a group picture at the end of training. End of caption. Middle photo description: Panoramic view of a female presenter standing in front of a projector screen facing participants. Caption: Elaine Eclavea (standing), Project Tinituhon Project Director, talks about the importance of early intervention and the benefits of screening. End of caption. Bottom photo description: Rear view of a room of participants facing a female presenter. Caption: Vera Blaz (standing), Project Tinituhon Project Coordinator, talks about the islandwide Developmental and Behavioral Screening System (iDBSS) pilot program on November 8 at the UOG School of Business and Public Administration. End of caption. Page 12 - two photos with article Article title: Positive Behavioral Intervention & Supports Goes Into The Home Article: Through a subcontract with the Guam Department of Education (GDOE) funded by the U.S. Department of Education Office for Title V-Part A Consolidated Grant for Innovative Program, University of Guam CEDDERS facilitated a Positive Parent Behavior Toolkit training for elementary parents of the Guam public schools. The training was conducted in collaboration with the GDOE Positive Behavioral Intervention & Supports (PBIS) Interim Project Director and coaches. The training was held on November 15 from 9 a.m. to 2 p.m. at the Guam Hilton Resort & Spa with 49 parents. The outcomes of the training were to: (1) increase parentsÕ understanding of PBIS; (2) increase parentsÕ awareness of the goals of PBIS in the elementary schools; and (3) increase parentsÕ understanding and application of four PBIS positive parenting tools. During the first half of the session, the parents were provided with an orientation to the definition, critical components, and benefits of PBIS. The orientation also included an update of the implementation of PBIS in the elementary schools. The points emphasized included the use of positive strategies and the use of data for decision-making. The second half of the training focused on a Positive Behavior Support Parent Toolkit adapted from ÒParenting Tools for Positive Behavior ChangeÓ developed by the Separated Access & Resource Center. The four positive parent tools in the toolkit include: (1) Staying close; (2) Positive consequences; (3) Ignoring junk behavior; and (4) Setting expectations. The ÒStaying closeÓ tool emphasized the use of appropriate facial express, tone of voice, and body language when communicating with children. The positive consequences tool promoted connecting with your child through active listening and showing empathy. The third tool involves ignoring ÒjunkÓ behaviors. The toolkit describes ÒjunkÓ behaviors as behaviors that are typical for children of a certain age that are annoying, but do not cause harm to self, others, or property. Examples include rolling eyes, whining, mumbling under breath, etc. The fourth and final tool at the training is the development and teaching of home expectations. The parents were provided a sample home matrix and the opportunity to start the development of a home behavior expectation matrix. In summary, parents were provided tools to implement PBIS in the home that will support PBIS in the schools. Two comments from session evaluations included: (1) ÒA lot of parents would benefit from this training;Ó and (2) ÒContinue your outreach Ð very useful info for all parents and educators.Ó End of article. Top photo description: Panoramic side view of an audience. Caption: Bonnie Brandt (standing in front of screen), Training Associate, introduces the Positive Parent Behavior Toolkit to parents attending the PBIS in the Home Training. End of caption. Second photo description: Female holding microphone standing in front of flip chart notes hanging on curtains. Caption: Participating parent shares with the large group the list of problem behaviors at home generated during a table activity. End of caption. Page 13 Ð Two half page size photos. Article title: Territorial UCEDD Reps Meet With AUCD Leaders Photo description: Group shot of 15 adults of different ethnicities. Caption: Representatives from the University Centers for Excellence in Developmental Disabilities (UCEDDs) from the U.S. Territories met with the Association of University Centers on Disabilities (AUCD) Board Members and staff after the associationÕs annual conference in Washington, D.C. on November 13, to provide an orientation on each of the entities and to begin discussions on the collective and unique needs of the group. Seated (L-R): Tafaimamao Tua-Tupuola, American Samoa UCEDD Director; Floyd Masga, CNMI UCEDD Project Coordinator; Leslie Cohen, J.D., Sonora UCEDD Director and AUCD President; Olivia Raynor, Ph.D., Tarjan UCEDD Director, UCLA & AUCD President-Elect; Terrie Fejarang, Guam CEDDERS Associate Director. Second Row (L-R): Annie Alonzo Amador, PsyD, Puerto Rico UCEDD Director; June De Leon, Guam CEDDERS Associate Director; Carol Salas Pagan, PsyD, Puerto Rico UCEDD Associate Director; Rachel Paterson, AUCD Policy Manager; Tanisha Clark, AUCD Program Specialist; Kelly Roberts, Ph.D., Pacific Basin UCEDD Director. Back Row (L-R): Andrew Imparato, J.D., AUCD Executive Director; Yegin Habtes, Ph.D., Virgin Islands UCEDD Director; Dawn Rudolph, AUCD Director for Technical Assistance; Michael Gamel-McCormick, Ph.D., AUCD Associate Executive Director for Research & Policy. End of caption. Article title: Guam CEDDERS Provides Sponsorship for First Annual Behavioral Health in Micronesia Conference Photo description: One female placing a ÒmwarmwarÓ (floral headband) upon another womanÕs head while adults in the background look on. Caption: Hope Cristobal, Psy.D., President, Guam Psychological Association and Conference Chairperson (left) gives Everlynn Temengil, a presenter on the Traditional Healers Panel, a mwarmwar at the First Annual Behavioral Health in Micronesia Conference on December 4th at the Westin Resort Guam. Guam CEDDERS was a major sponsor of this collaborative event which featured cultural and traditional healing practices in the Micronesian Islands. Elaine Eclavea and Bonnie Brandt, Guam CEDDERS staff, conducted a session titled, ÒHow Well are the Children?Ó which provided information on the services and current impact of Project Karinu, GuamÕs Early Childhood System of Care. Page 14 Ð Full page advertisement with a collage of three photos Photo descriptions: Top photo: Adult female walking down an accessible sidewalk with railings; Bottom left photo: Adult female holding a walking stick while walking up stairs; Bottom left photo: Male and female sitting on a bench smiling at the photographer. End of descriptions. Title: Guam CEDDERS Lecture Series Cultural and Linguistic Competence: Essential Knowledge and Skills within the University Environment PRESENTED BY: Tawara Goode, M.A., Director for the National Center for Cultural Competence (NCCC) and the Associate Director for Georgetown University, Washington, D.C. Vivian Jackson, MSW, Senior Policy Associate and Assistant Professor for NCCC and GUCCHD Dates & Time: Tuesday, January 27, 2015, 12:30pm-2:00pm Where: UOG SBPA Multi-Purpose Room #129 For more information, contact Mariles Benavente. Ph: 735-2497 Email: mariles.benavente@guamcedders.org This activity is supported by a grant from the U.S. Department of Health & Human Services, Administration on Intellectual and Developmental Disabilities, Grant No. 90DD0014-02-00 and the Department of Public Health & Social Services, Project Karinu - Cultural and Linguistic Competency Cooperative Agreement and facilitated by the University of Guam Center for Excellence in Developmental Disabilities Education, Research, and Service (Guam CEDDERS). The University of Guam is an equal opportunity provider and employer. Page 15 Ð One photo with caption & half page advertisement Photo description: Male pointing to a large LED screen while three women look on. Caption: John Acfalle (standing pointing to screen), student of the Historical and Contemporary Perspectives of Disability class, shares his experiences of bringing two individuals, who grew up in an institutional setting, into his family home. His video depicts the advantage and normalcy of small family settings over group home housing. John shared his experiences of camping up and down the western states with his new family members, Willie and Charlie, and the experience of Charlie meeting his sisters for the first time. Engaged in the presentation are Guam CEDDERS staff members. Standing from left to right: Leilani Lafaele, Tia Pereda, and Sherry Guerrero. End of caption. Advertisement: Disability & Society Course Series SPRING COURSES TO BE OFFERED: Disability Policy, Advocacy, and the Law January 20, 22, 27, 29, February 3, 5, 10, Tuesdays & Thursdays, 5:30pm - 7:30pm House 19, Dean Circle, UOG Campus. Each course is 1.5 CEUs. Registration fee is $35. For more information on these courses please email Ginger Porter at ginger.porter@guamcedders.org These courses were developed by the University of Guam Center for Excellence in Developmental Disabilities Education, Research, and Service (Guam CEDDERS) and receive 100% funding support from the U.S. Department of Health & Human Services, Administration on Intellectual and Developmental Disabilities, Grant No. 90DD0014-01-00. The University of Guam is an Equal Opportunity Employer and Provider. End of advertisement. Page 16 Ð Article with one photo Article title: Remembering Bill Fuppul Article: Guam CEDDERS was saddened to learn that Bill Fuppul, passed away in November. A native of Chuuk, Bill moved to Guam in the 1990Õs and worked for Continental Airlines until he had an accident that caused spinal cord injuries. As a result of the accident, Bill became a wheelchair-user, leading him to his first contact with Guam CEDDERS during one of the assistive technology conferences and fairs. That contact helped open several doors for Bill. Although his accident resulted in limitations to his mobility, it did not dampen his motivation to find ways to help support his family, including a wife and two daughters. With assistance from Ginger Porter, Guam CEDDERS Initiative Area Coordinator for Leadership and Systems Change at the time, Bill obtained a Business License and a contract from the Guam Department of Education to translate documents into Chuukese and serve, as needed, as a language interpreter. His attention to detail and motivation for excellence in his work was demonstrated in his inquisitiveness and numerous discussions with Guam CEDDERS staff to ensure he understood highly complex terms and legal concepts to facilitate the translation process. In subsequent years he was also able to translate English text into Chuukese for Guam CEDDERS print products, work that he was very proud to do. Among his activities within the disability community, Bill aptly served on the Guam System for Assistive Technology (GSAT) Advisory Board and the Guam CEDDERS Advisory Council for several years, and was elected Vice Chairperson for two terms. While he had a tendency to be on the shy and quiet side, over time, Bill increasingly expressed his thoughts and convictions, particularly upon completing a Self-Advocacy Workshop. One particular incident that raised his ire occurred when he had to get an updated tuberculin test at a medical clinic that was not accessible. Once the follow up reading was completed, a staff member from that clinic told him that next time he should go to another clinic. Explaining the situation to Guam CEDDERS personnel, he concluded, ÒthatÕs discrimination, right?Ó and it was indeed. Using his assertiveness skill, Bill then proceeded to access legal services to write a letter to the clinic owner to inform him that excluding a person with a disability from accessing the clinicÕs services was a violation of the Americans with Disabilities Act. One of our fondest memories of Bill was when he first received a power wheelchair through support from the Department of Integrated Services for Individuals with Disabilities, Division of Vocational Rehabilitation Services. This was truly liberating for him, as prior to having a mobility device, he had to travel with a relative to push him wherever he needed to go. One of the first things he did after mastering the joystick was arrange a paratransit ride to one of the movie theaters to take in a show by himself. His ear-to-ear smile expressed the quiet joy of this life-changing and obviously memorable event . It was this joy that prompted Guam CEDDERS to have him pose for the covers of the GSAT & Guam CEDDERS brochure. Mild-mannered, Bill was ever the optimist with a great sense of humor. We are grateful for having had the opportunity and privilege of knowing and working with him. We are forever in his debt for taking on the challenge of translating key Special Education documents into Chuukese, along with several early intervention brochures and TV scripts. Bill was a great man who made great contributions to our community with his wisdom, humor, intelligence, kindness, and warmth. Thank you, Bill. We miss you Photo of a male who is a wheelchair user. Page 17 Ð Two column collage of five photos and three images of developed products. Article Title: Thank You for Your Service, Bill 1st photo description: Group shot of 11 adults with display cases in the background. Caption: Bill Fuppul (front row, left), appears with his fellow Guam CEDDERS Advisory Council members in a photo taken after the September 2011 meeting. End of caption. 2nd photo description: Photo of a male wheelchair user and female holding a walking stick. Caption: Graciously consenting to be a model in various Guam CEDDERS products, Bill appeared in a 30-second TV ad on ÒTips on Emergency PreparednessÓ with Cecilia Perez (right). 3rd photo: Two men looking at a computer monitor. Caption: After working on refining a second draft of a translation, Bill came to the Guam CEDDERS production house to work side by side with Sean Lizama, Disability Media Specialist, to lay out the final version of the document. End of caption. 4th photo: Panoramic view of an audience. Caption: Bill was a regular participant in various Guam CEDDERS and GSAT events. Here he is at the GSAT Conference in 2011. End of caption. 2nd column, 5th photo: Two male wheelchair users. Caption: Bill is shown here with Tom Manglona, another member of the Guam CEDDERS Advisory Council at the GSAT Conference. End of caption. Cover image of a booklet. Caption: The ÒHugando Parent GuideÓ is one example of a print product that Bill translated from English into Chuukese. End of caption. CEDDERS and GSAT brochure images with photos with Bill Fuppul on the cover. Caption: 2011 Brochure; 2009 Brochure. End of caption. Page 18 Ð One photo above the article text. Article title: Guam CEDDERS Personnel Retire (Not Really) Article: September 30, 2014 was a big day for transitions in personnel at Guam CEDDERS. Three key staff members chose this date to ÒofficiallyÓ retire from Government of Guam service. Nieves Flores, Ed.D., started her professional career on Guam as a Special Education teacher at John F. Kennedy High School in 1978. After serving there for seven years, the adventure bug bit her and prompted her to do a stint teacher for the Department of Defense Dependent Schools in England. She then returned to Guam and worked as a resource room teacher, consulting resource teacher, and then accepted the challenge as the Assistant Superintendent for Special Education for a total of four years. From that position she moved into a faculty position at the University of Guam, School of Education. Ever the achiever, Nieves earned her doctorate in Education Leadership and promotions and tenure during this period, moving from instructor to associate professor. It was during this time that she became affiliated with Guam CEDDERS where her efforts were spent as the project director for Project HŒtsa, a Guam Department of Education teacher quality enhancement grant that facilitated major systems change in teacher certification and induction policies. She also is the lead training associate affiliated with research and providing technical assistance and training in the areas of positive behavioral intervention and supports, and evaluation of special education programs. Elaine Eclavea, M.Ed., started as a resource room teacher in 1981 at P. C. Lujan Elementary School. After six years she moved to a Consulting Resource Teacher position and then became the Program Coordinator for the Special Education Preschool and Elementary Programs in 1990. With this wealth of experience, she came to Guam CEDDERS in 1995 and served as the Health, Wellness, and Prevention Initiative Area Coordinator for 19 years. Elaine has been instrumental in establishing the Guam Early Hearing Detection & Intervention Project, Universal Newborn Hearing Screening legislation, the Guam Early Learning Council, Project Karinu, Project Bisita I Familia, and Project Tinituhon promoting collaborative efforts to build a strong early childhood system of supports. She was also a significant force in the passage of public law revision of Rules and Regulations for Child Care Facilities, a policy that had not been updated since its inception in 1978 and is a resident expert in training and technical assistance on early childhood and early intervention issues. Our last retiree is Julie Celeste, MBA. While she had several positions during her tenure at the Department of Public Health and Social Services, Julie worked her way up from a clerk typist in 1984, to Management Analyst IV in the 24 years that she stayed with the department, also earning her bachelorÕs and masterÕs degrees along the way. Julie joined Guam CEDDERS in 2008 as the Administrative Manager. Her skills and competence in accounting and grants and personnel management, combined with her unflappable calmness when facing deadlines and procurement challenges, were the right mix for this incredibly complex and demanding position. Congratulations to all three! While they are Òretired,Ó their work is not Òdone.Ó All three will continue their work, in various capacities with Guam CEDDERS to continue our mission, Òto create pathways to enhance the quality of life for individuals with disabilities and their families.Ó Page 19 Ð Image of evaluation report cover and newsletter acknowledgments Article title: Project Karinu Reports Positive Outcomes Article: Project Karinu is GuamÕs Early Childhood System of Care for young children birth Ð five years of age who are experiencing social, emotional, and/or behavioral challenges, as well as young children who are considered Òat risk.Ó For the past five years, Guam CEDDERS has been providing evaluation services for Project Karinu through a subcontract with the Department of Public Health and Social Services and recently published the second in a series of reports which summarize findings from the evaluation. The report includes descriptive information about the children served by Project Karinu and documents the positive outcomes children and families have achieved after two years. Positive changes have also occurred in the area of workforce development and the report provides a timeline of training activities sponsored by Project Karinu. From October 2011 Ð September 2014 over 35 local trainings have been offered, increasing the knowledge and skills of GuamÕs early childhood workforce in the areas of screening and assessment, best practice approaches to service delivery, and evidence-based practices. In addition to meeting the needs of children, families, and the workforce, Project Karinu has been working to create Òsystems changeÓ through its participation and collaboration with Project Tinituhon (GuamÕs Early Childhood Comprehensive System), icareguam (GuamÕs System of Care expansion initiative), and Culture and Language Access Service Partners (CLASP). The report highlights how these systems change efforts have enhanced service delivery. Five hundred (500) copies of the Project Karinu Evaluation Report will be disseminated to policy makers, service providers, families, and other community stakeholders and the report is available on the Guam CEDDERS website: www.guamcedders. org. To request a copy of the report contact Bonnie Brandt at bonnie.brandt@guamcedders.org or call 735-2398. Alternative formats of the report are available upon request. End of article. Acknowledgements: University of Guam Center for Excellence in Developmental Disabilities Education, Research, & Service (Guam CEDDERS) Newsletter Guam CEDDERS Office of Academic & Student Affairs, University of Guam, UOG Station, Mangilao, Guam 96923 Phone: (671) 735?2480/1 Fax: (671) 734?5709 TTY: (671) 734?6531 Email: heidi.sannicolas@guamcedders.org I Tellai is a quarterly publication of Guam CEDDERS. Director: Heidi San Nicolas, Ph.D. Editors: Terrie Fejarang, June De Leon, & Ginger Porter Layout & Design: Sean Lizama This issue of I Tellai was made possible by contributions from the following Guam CEDDERS staff members: Bonnie Brandt, Vera Blaz, June De Leon, Terrie Fejarang, Nieves Flores, Ed.D., Joseph Mendiola, Terry Naputi, Jeff Pinaula, Ginger Porter, and Keith Villaluna. Alternative formats (e.g. Braille, large print, or audio tapes) of I Tellai will be made available upon request. Please contact Margaret Johnson at (671) 735?2477 (v), (671) 735?6531 (TTY), or (671) 734?5709 (fax) for more information. Page 20 Ð Calendar of Events and announcement CALENDAR OF UPCOMING EVENTS Dec 14 * Dec 1-2 ÒHappy Moms, Healthy BabiesÓ Training, 8:00am-5:00pm, The Westin Resort Guam. * Dec 1-5 Palau Technical Assistance On-Site Visit. * Dec 2, 4, 9, 11 Disability & Society Course Series: Disability & Self-Advocacy, 5:30pm-7:30pm, GSAT, DeanÕs Circle, House 19. * Dec 3 ÒUpdate from Advocates on GuamÕs Disability Agenda,Ó 9:00am-12:00pm, Room 129, SBPA, UOG. * Dec 3 Project Bisita Continuous Quality Improvement (CQI) Meeting, 8:30am -10:30am, House 22/23 Conference Room, UOG. * Dec 4-6 Behavioral Health in Micronesia Conference, 8:00am-5:00pm, The Westin Resort Guam. * Dec 5 Guam CEDDERS Advisory Council Meeting, 3:30pm-5:00pm, House 19 GSAT, DeanÕs Circle, University of Guam. * Dec 9 Guam Early Learning Council Advisory Meeting and Early Childhood Policy Summit, 8am-5pm, Westin Resort Guam. * Dec 9 Introduction to PBIS TIPS, 2:30pm-4:00pm, House 19 GSAT, DeanÕs Circle, University of Guam. * Dec 10 Family Engagement Toolkit Training Part III, 2:30pm-6:30pm. * Dec 10 Introduction to PBIS TIPS, 2:30pm-4:00pm, House 19 GSAT, DeanÕs Circle, University of Guam. * Dec 10-12 Palau On-Site Technical Assistance Visit. * Dec 15-18 CNMI On-Site Technical Assistance Visit. * Dec 17 Project Bisita/Guam EHDI Parent CafŽ, 8am -12pm, Westin Resort Guam. * Dec 20 Project Tinituhon: GuamÕs Plan for Professional Development Orientation, 9am - 12pm, Infant of Prague Nursery. JAN-FEB 15 * Jan 3 Universal Referral Intake System (URIS) Orientation for Child Care Centers, 8am -12pm, UOG Small Business & Public Administration Building, Room 129. * Jan 8 Swift @ SWIS Training, 1:00pm-4:00pm, Price Elementary School, Mangilao. * Jan 12-16 FSM National Special Education Leadership Meeting, Pohnpei, FSM * Jan 20, 22, 27, 29, Feb 3, 5, 10 Disability & Society Course Series: Disability Policy, Advocacy, and the Law, 5:30pm-7:30pm, GSAT, DeanÕs Circle, House 19. * Jan 26 Swift@School Wide Information System (SWIS) Booster Session, 2:30pm-4:00pm, Price Elementary School, Mangilao. * Jan 27 ÒAddressing Cultural Disparities in a University SettingÓ (see page 14). * Feb 16-20 PBIS Scott Ross Training. * Feb 15-19 ÒStrengthening Families: Bringing the Protective Factors to Life in Your Work Training of Trainers.Ó Venue - TBA. * Feb 20-21 PBIS in the Home (Secondary Parents). Venue - TBA. For more information on any of these events, please call 735-2479 or visit www.guamcedders.org End of calendar of events. Announcement: 2015 will mark the 25th Anniversary of the Americans with Disabilities Act (ADA) & 40th Anniversary of the Individuals with Disabilities Education Act (IDEA) Photo of President Bush signing a document while a woman and three men look towards him. Caption: President Bush signed the Americans with Disabilities Act on July 26, 1990. End of caption.