I Tellai The Bridge Guam CEDDERS Newsletter Volume 8, Number 1 December 1, 2006December 1 Page 1 Table of Contents: Inside this issue: Page GSEG Grant Awards 1 GSEG Awards con’t 2 PAS Training IDEA Training 3 TA Visit to American Samoa OSEP FSM Visits 4 Mental Health Conference 5 CMHI Focus Groups 6 OSEP FSM Visit con’t Makir’s Retirement 7 Audiologists TA Visit AUCD Conference 8 DVR Micro Enterprise Training PAS 9 Training con’t Project Fandaña 10 Project Håtsa Mentor Program New Guam CEDDERS Staff 11 New Publication Launch Calendar of Events 12 Project Fandaña con’t Guam CEDDERS Awarded $1.3M For General Supervision Enhancement Grants The University of Guam Center for Excellence in Developmental Disabilities Education, Research, and Service (Guam CEDDERS) has been awarded a total of $1,298,480 in U.S. Department of Education, Office of Special Education Programs, General Supervision Enhancement Grants (GSEGs) on behalf of the six Pacific Basin entities: American Samoa, the Commonwealth of the Northern Mariana Islands, the Federated States of Micronesia, Guam, the Republic of the Marshall Islands, and the Republic of Palau. The six separate one-year GSEG Pacific Assessment Consortium (PAC) Implementation Projects are designed as phase II of the current GSEG PAC6 Project. The current GSEG PAC6 Project is a planning grant for all six (6) Pacific Basin entities to develop specific individual plans for enhancing or re-designing their comprehensive, effective, inclusive jurisdiction-wide assessment system. The six separate one-year GSEG PAC Implementation Projects will provide the technical support for each entity to move from planning to implementing improved capacity for accurately reporting performance and participation of students with disabilities in each jurisdiction’s inclusive assessment system. “This is an example of how the University is reaching out to address the needs of individuals with disabilities throughout the region, and beyond,” said June De Leon, Project Director for the six GSEG PAC Implementation Projects and Guam CEDDERS Associate Director. The primary outcome of improving capacity for accurately reporting performance and participation of students with disabilities in each jurisdiction’s inclusive assessment system will be met through the project goals (see listing on Page 2). (Con’t on Page 2) Photo with caption: Guam CEDDERS professional staff members, June De Leon and June Quitugua, head up the GSEG PAC6 Project. They were joined this past July, by project partners and a consultant for the Leadership Assessment Team training on Guam. Pictured are: (L-R) Rachel Quenemoen, Senior Research Fellow, NCEO; Martha Thurlow, Director, NCEO; Linda Holt, Consultant, Educator from Maui School District; & Brad Lenhardt, Education Consultant, WRRC. Page 2 GSEG Grant Awards con’t from Page 1 A partnership between Guam CEDDERS, University of Guam, the National Center on Educational Outcomes (NCEO), University of Minnesota, and the Western Regional Resource Center (WRRC), University of Oregon, establishes the foundation for the design of each entity’s GSEG Project. The six GSEGS are a follow-up to the current GSEG PAC6 Project. Guam CEDDERS links the local expertise of each entity with the regional expertise of the University of Guam and the national expertise of NCEO and other assessment consultants on large-scale assessments, assessment accommodations, alternate assessments, and special education. The projects also provide for on-site technical assistance, in collaboration with WRRC, in support of each entity’s development and implementation of appropriate assessment accommodations and alternate assessment based on alternate achievement standards within the jurisdiction assessment system. “Through these projects, the University of Guam CEDDERS, in partnership with local experts and national organizations, has a direct impact on the lives of individuals with disabilities and the communities in which they live,” said Dr. Harold Allen, UOG President. “These projects underscore the University’s regional and land-grant mission.” Text in colored box: GSEG PAC Implementation Project Goals 1. To develop and implement assessment accommodation guidelines and appropriate training materials through a stakeholder process involving review of research, assessment content, and informed judgment to identify accommodations that reflect current knowledge and best practice for producing valid measures of the grade-level content, as well as modifications that might be needed by some students with disabilities; 2. To improve upon the implementation of high quality alternate assessments based on alternate achievement standards through a stakeholder process to articulate and clarify the linkage of the alternate achievement standards to grade-level content standards; 3. To develop an evaluation toolkit for the implementation of the developed guidelines and training materials for assessment accommodations and the improvement of alternate assessments based on alternate achievement standards to determine the effectiveness of enduring participation and performance of students with disabilities in the assessment system, while maintaining the validity and reliability for the purposes for which the assessment is used; and 4. To establish a mechanism for ongoing communication and technical support during and beyond the one-year Project to ensure sustainable and effective mechanisms for accurately measuring and reporting the participation and performance of students with disabilities in the assessment systems. PA Users Add First Hand Experience to Training Ms. Evelyn Duenas, former Guam CEDDERS Advisory Council member, joined Ginger Porter, Guam CEDDERS Training Associate, on November 26, to train trainers in the use of “Being Good at Using a Personal Assistant,” a curriculum to assist individuals and their families with managing personal assistant services. This second and final round of Personal Assistant training attached to Department of Integrated Services for Individuals with Disabilities’ (DISID) Individualized Budget Pilot project, Inadanña para Tinilaika, was delivered to 12 individuals. Participants learned that managing a personal assistant requires the individual using the service to systematically determine their needs, define the job to be done, seek and select the right person to do the work, understand a myriad of work related forms, practice good assertive communication, evaluate performance, and understand how to terminate the relationship if that becomes necessary. Ms. Duenas, who con’t on Page 9 Page 3 Creating Supports In the Region IDEA Regulations Training in the CNMI Gail ImObersteg, J.D., Special Education consultant, was in Saipan, CNMI, October 5-7, to conduct training on the new IDEA 2004 Regulations. Gail, who is no stranger to the CNMI and Guam, has been providing technical assistance and training to the region for over 10 years related to Special Education law and regulations. Fifty-nine teachers and related service providers were provided an all-day training on the “Implications of the New IDEA” which included the use of hypothetical situations for small groups to use to demonstrate that they are able to apply their newly acquired knowledge of the regulations to simulated situations that are typically encountered. On day two, the morning brought together 44 Special Education State Advisory Panel (SESAP) members, parents of children with disabilities and consumers to Gail’s training on IDEA. In the afternoon session, 29 school administrators were provided training on “Unlocking the IDEA 2004 Law and Regulations”. As with the teachers, the administrators were also asked to demonstrate their understanding of the regulations by the use of hypothetical scenarios. On the last day, 37 private school representatives and parents of students with disabilities placed in private schools were present for a two-hour session with Gail. Afterwards, Vince Leon Guerrero, Guam CEDDERS faculty, conducted a “consultation meeting” with all those present. The evaluation results clearly indicated that the various stakeholders who attended the trainings learned valuable information from the presentations on the IDEA regulations and requested future sessions to further their understanding of the regulations. American Samoa Moves Forward with Inclusive Assessment System As one of the goals identified in the GSEG Pacific Assessment Consortium (PAC6) grant, each of the six Pacific Basin jurisdictions is to conduct a self-assessment on their State comprehensive assessment system, including alternate assessments. In October, Guam CEDDERS conducted TA for the American Samoa Department of Education (ASDOE) Leadership Assessment Team, the first of six jurisdictions to begin work on their self-assessment. The visit, in collaboration with the Western Regional Resource Center (WRRC), had the ASDOE staff working on various activities, all related to “enhancing the local capacity for an inclusive assessment system.” Dr. Brad Lenhardt from WRRC facilitated the daily meetings, which included correlating the content standards to the entire assessment system, including alternate assessments, discussions on alternate assessments, accommodations and modifications, as well as completing the self-assessment. Ms. Caroline MaGee, also from WRRC, provided additional support during the visit. The ASDOE Leadership Assessment Team comprised of Moe Vaatausili, Assistant Director, Special Education Division; Peter Tinitali and Jeannette Vasai-Tilo, Special Education Program Directors; Iris Leota, Special Education Program Director of Instruction; Robert Soliai, DOE Assessment Specialist; Paolo Salave’a, DOE Curriculum Specialist; Fa’anati Penitusi, Parent and Community Specialist; several teachers, and other staff are committed to continue their work on the activities started during the TA visit, scheduling their working sessions on Saturdays until all activities are completed. (L-R) Tailua Apaisa, Speech & Language Resource Specialist; Diana Cricton, Behavioral Support Program; Hannah Schwenke, SPED Administrative Assistant; Caroline MaGee, WRRC Consultant; Jeanette Vasai-Tilo, Special Education Program Director and June Quitugua, Guam CEDDERS, participated in the American Samoa Dept. of Education Professional Development Day, “Leadership through Literacy” at the Manulele Junior High School on October 29. Page 4 OSEP Conducts First On-Site Visit to FSM During the week of October 16, Judy Gregorian, Associate Division Director, and Debra Jennings, Education Program Specialist, Monitoring Division, Office of Special Education Programs (OSEP), U.S.DOE, conducted the first on-site verification/monitoring visit to the Federated States of Micronesia (FSM). After months of planning with OSEP and the U.S. Embassy in the FSM, the FSM Health, Education, and Social Affairs (HESA) Special Education Program facilitated Ms. Gregorian and Ms. Jennings’ visit to Chuuk State on Monday and Tuesday and to Pohnpei State (location of the FSM National Government) on Wednesday through Friday of that week. Consultants from Guam CEDDERS and San Diego State University provided additional technical support in preparation of and during the on-site visit. In addition, J. Victor Hobson, Freely Associated States (FAS) Federal Programs Coordinator from the U.S. Embassy in FSM, participated in the Chuuk State verification/monitoring activities. The purpose of the verification visit was to determine how the FSM uses their general supervision, national reported data collection, and nation-wide assessment systems to assess and improve national performance, child and family outcomes, and the protection of child and family rights. During the week, Ms. Gregorian and Ms. Jennings conducted school visits, reviewed student files, and interviewed administrators, teachers, related service personnel, and advisory panel/steering committee members. As a result of the on-site visit, OSEP will provide the FSM with a letter that describes the process followed during the verification visit, any findings from the visit, and next steps. Photos with caption: Judy Gregorian and Debra Jennings, OSEP Monitors, proudly show their island spirit by wearing “matching” Pohnpeian skirts with Elaine Eclavea and June De Leon, Guam CEDDERS staff. The skirts were made by Carlina Henry (pictured in middle), Pohnpei State Special Education Supervisor. (L-R) Elaine, Debra, Carlina, Judy, & June. OSEP Monitors take a photo break before meeting with the FSM Vice President, His Excellency Redley Killion, on October 20. (L-R) June De Leon, Guam CEDDERS Associate Director; Mitch Ioanis, Early Childhood Special Education Coordinator, HESA; Debra Jennings, OSEP Monitor; Judy Gregorian, OSEP Monitor/Team Leader; Makir Keller, Special Education Consultant, HESA; Marcus Samo, Acting Secretary, HESA; Arthur Albert, Acting Executive Director, Special Education, HESA; & Elaine Eclavea, Guam CEDDERS Health, Wellness, and Prevention Initiative Area Coordinator. OSEP Monitors met with the Chuuk State Advisory Panel for Special Education on October 17. (L-R) Debra Jennings, OSEP Monitor; Judy Gregorian, OSEP Monitor/Team Leader; Kathy Mori, Parent, Chuuk State Advisory Panel (CSAP); Mino Mori, Parent/Chairperson, CSAP; Dr. Ana Maria Yomai, CSN Physician, Public Health, CSAP; & Andita Mayshine, MCH Coordinator, Public Health, CSAP. Additional photo on Page 6 Page 5 Mental Health Conference Promotes Systems Change The first regional mental health conference, “Transforming Mental Health Systems in Our Pacific Islands”, took place on October 25 – 27 at the Westin Resort Guam. The Guam Mental Health Planning Council coordinated the event which was jointly sponsored by the Guam Department of Mental Health and Substance Abuse, Guam Mental Health Planning Council, Guma’ Mami-Sagan Mami Enrichment Center, National Association of Mental Health Planning and Advisory Councils, National Mental Health Association, National Technical Assistance Center, National Association of State Mental Health Program Directors, University of Hawaii, National Federation of Families for Children’s Mental Health, and Vanguard Communications. Conference attendees included over 150 service providers and consumers from Guam, the Commonwealth of the Northern Mariana Islands, the Federated States of Micronesia, the Republic of the Marshall Islands and the Republic of Palau. Guam CEDDERS staff Bonnie Brandt, Kerina Oshiro, Liz Borja, and Mariles Benavente developed and presented a workshop titled, Transforming Mental Health Systems: Using Focus Groups to Plan, Improve and Evaluate Programs and Services. The workshop was designed as an interactive, skill building session which focused on how and when to use focus groups, strategies for identifying and recruiting participants, cultural competence issues and strategies for promoting focus group participation. Throughout the workshop, Guam CEDDERS staff shared “lessons learned” from two different systems change projects, Project I Famagu’on-ta and Project Tinituhon. Participants also received a Focus Group Toolkit which included checklists, templates, references and sample moderator guides to assist them in planning and conducting focus groups in their own communities. As part of the workshop a special break out session for consumers was facilitated by Mariles Benavente. Input obtained from consumers during this session will be provided to the Guam Mental Health Planning Council for use in future planning. Guam CEDDERS staff also provided three poster presentations for the conference which highlighted the Logic Model developed for the Guam System of Care, descriptive and outcome data from Project I Famagu’on-ta, and an overview of Project Tinituhon. Photos with captions: Dr. Sylvia Wally, Chief Division of Behavioral Health, Palau Ministry of Health, gives a keynote address “Mental Health Service & Suicide Profile on Palau”. Mariles Benavente (standing) facilitates the “Transforming Mental Health Systems: Using Focus Groups to Plan, Improve and Evaluate Programs & Services” workshop. Advertisement: Mark Your 2007 Calendar!!! GSAT Annual Assistive Technology Activities AT Fair-March 3 AT Conference-March 9 Walk, Wheel, Run Event-March 31 Page 6 CMHI Evaluation Project Conducts Family Focus Groups In August and September, Guam CEDDERS Children’s Mental Health Initiative (CMHI) Evaluation Project conducted a series of focus groups with parents and caregivers of children enrolled in Project I Famagu’on’ta, which provides services and supports for children with serious emotional disturbances and their families. The purpose of the focus groups was to gather information about families’ service experience and satisfaction with Project I Famagu’on-ta and the Guam System of Care. Results from the focus groups will be used as part of a continuous quality improvement process, and will be incorporated into a more comprehensive evaluation of Project I Famagu’on-ta that also includes child and family outcome measures. Fifty-six parents and caregivers participated in four focus groups which were conducted at various convenient locations in the community. To ensure that the focus groups were “family friendly,” and that families were meaningfully involved in the evaluation process, six families participated in all aspects of planning the focus groups, including reviewing the letter of invitation, determining appropriate times and venues for the groups, providing input on what questions should be addressed during the focus groups and what questions should be included in a family survey. A planning session was also held with representatives from the Chuukese community to help the CMHI Evaluation Team identify culturally effective ways of engaging Chuukese families in the focus group process. In response to the input obtained during this planning session, a separate focus group for Chuukese families enrolled in Project I Famagu’on-ta was conducted in Chuukese with the support of an interpreter. During the focus groups, families were asked to share their feelings about and experiences in: (1) obtaining services from Project I Famagu’on-ta, (2) the Wrap process, (3) Guam System of Care and linkages with other agencies, and (4) accessing family supports. Participants at all four focus groups readily shared information about their experiences, successes, and challenges in meeting the needs of their children and families. Participants expressed their satisfaction with the focus group process and appreciation for having an opportunity to “have their voices heard.” As a result of participating in the groups, families shared that they learned things from listening to other families’ experiences that will help them. Some parents also decided to share phone numbers after the focus groups as a way to stay connected and support each other. Results from the focus groups are expected to be disseminated to Project I Famagu’on-ta and other stakeholders by mid December. On-Site Verification/Monitoring Visit to FSM con’t from Page 4 Photo with caption: OSEP Monitors met with FSM Vice President, His Excellency Redley Killion on October 20. (L-R) Judy Gregorian, OSEP Monitor; Makir Keller, Consultant, HESA; Steve Spencer, SDSU Senior Associate; Arthur Albert, Acting Executive Director, Special Education, HESA; His Excellency Redley Killion; Debra Jennings, OSEP Monitor; Sam Nathan, Special Assistant to the Vice President on State Matters; Mitch Ioanis, Early Childhood Special Education Coordinator, HESA; June De Leon, Guam CEDDERS Associate Director; & Elaine Eclavea, Guam CEDDERS Health, Wellness, and Prevention Initiative Area Coordinator. Page 7 FSM’s National Special Education Executive Director Retires Retirement is a time of celebration, reflection, and transition! On October 1, Makir Keller retired with over 25 years of Federated States of Micronesia (FSM) Government service. Since 1993, Makir served as the Executive Director for the Federated States of Micronesia (FSM) Special Education Program. As noted by his colleagues and friends from the Pacific Basin, Hawaii, and the U.S. mainland, Makir was an “inspiration for many.” Because of his dedication to improve the quality of educational programs for children and youth with disabilities and their families in the FSM, Makir was instrumental in securing continued Individuals with Disabilities Education Act (IDEA) funds for the FSM for the next 20 years. The occasion highlighted Makir’s many accomplishments and how he furthered special education in the FSM and other entities in the Pacific Basin region. Friends and col-leagues also recognized that Makir’s retirement is not the end, but another beginning, a transition to “something” different that will carry forth his passion to improve the lives of individuals with disabilities and their families in the FSM. Good luck and best wishes to our friend and colleague, “No Problem” Makir!! Photo with caption: Makir Keller receives a plaque and certificate from his colleagues and friends during his retirement celebration hosted by the FSM Special Education Office at his home in Pohnpei, October 19. (L-R) Makir; Dr. Liz Keller, Makir’s wife; June De Leon, Guam CEDDERS Associate Director; Dr. Steve Spencer, San Diego State University Interwork Senior Associate; & Elaine Eclavea, Guam CEDDERS Initiative Area Coordinator. Prominent Audiologists Consult with Guam Providers The Guam Early Hearing Detection and Intervention (Guam EHDI) Project was fortunate to receive and facilitate technical assistance from three nationally prominent audiologists from the University of Colorado at Boulder, on November 27 & 28. Among the presenters was Dr. Christine Yoshinaga-Itano, Professor at Boulder and Vice Provost and Associate Vice Chancellor for Diversity and Equity. She is well-known for her research on language development in children with hearing loss. Joining her was Dr. Sandra Gabbard, Director of Audiology at the University of Colorado Hospital. She is an Associate Professor of Otolaryngology at the University of Colorado Health Sciences Center and also teachers adjunct at Boulder. Dr. Cheryl Johnson, Senior Consultant for the Deaf/Hard of Hearing Disabilities and Audiology Services for the Colorado Department of Education, Special Education Services Unit was the third member of the team. She also serves as an adjunct faculty member at the University of Colorado, Speech, Language, & Hearing Sciences. These three experts presented in Grand Rounds for physicians, newborn hearing screeners, Guam Public School System Deaf Education Program and Guam Early Intervention System personnel, audiologists, Parent to Parent Support Group members, and the Guam Early Hearing Detection and Intervention Advisory Committee. The topics discussed focused on current research, data, and inclusive and best practices relating to children with hearing loss. The visiting team stressed the critical importance of diagnosis of hearing loss by three months of age and early intervention services by the time the infant is six months old. Early detection and services alleviate or remove the barriers and challenges that children with hearing loss face in educational and social settings. Page 8 AUCD Conference Inspires Advisory Council Chairperson As the chairperson of the Guam CEDDERS Advisory Council, attending the Association of University Centers on Disabilities (AUCD) conference in Washington, D.C. on October 29 to November 1 was a great opportunity to see the magnitude of work involved in providing programs and helping individuals with disabilities. The participants were motivated and inspired to find ways to make things happen and create possibilities for individuals with disabilities. One of the sessions that I attended related to the relationship of the Advisory Council and the University Board. It was interesting to know that some state boards meet at least once a year, some of them even meet with their DD council. Opinions varied on board issues: some states felt that having a combined meeting could be intimidating for the Advisory Council; that the Board of Directors/Board of Regents could be too controlling during the meeting since the Advisory Council’s power was in an advisory capacity; that a joint meeting could be too long; and that a professional setting may not always be best. It was also interesting to note that finding individuals to serve as board members was challenging for some states. One important factor brought to light was the need for members to understand the difference between our Advisory Council and the UOG Board of Regents. I also attended a Siblings Leadership meeting, where I learned that many states are challenged by finding siblings to be a part of this group. The session was a great source for networking and getting to know about being a parent and how to support siblings. Discussions focused on how siblings can be a great support to the family as a whole. A session by COCA, the Council on Community Advocacy, included the following topics from council members from across the nation: ? The same people are usually involved in the various groups/organization ? Members having a vested interest ? Family members could be obstacles ? Transportation is an issue in some states ? Employment could be challenging ? Parents talking to their children about individuals with disabilities (how to discuss this issue with children) Another session, “Navigating the System of Support with Families”, was interesting. I found that states are challenged by similar issues that we face: ? Trying to connect with doctors who know about the disability ? Trying to link with the community for services ? Families sometimes don’t know where or how to get services ? Translation may not always be the answer to helping families ? Provide food to encourage people to attend The last session that I attended generated an interesting discussion about how individuals with disabilities could be sexually assaulted. I realized that being open and communicating with individuals with disabilities about sexuality is very important. It is more important for the individual to understand that they could be a victim and not so much be hurting someone else. The understanding and choice of words are critical factors to trying to avoid such incidents. As a parent, I realized that I must also communicate with the school system to ensure that the choice of words that are used at home are consistent with those used at school. This could help a child communicate a problem situation should it arise. I would like to thank Guam CEDDERS (Note: And Guam CEDDERS thanks Evelyn) for affording me the opportunity to attend this conference. It has taught me a lot about my parenting role, but even more, I appreciate that I am able to serve on the Advisory Council, learning ways to help individuals with disabilities. Colored box with text: Guam CEDDERS, a member of the AUCD, is one of 67 independent yet interlinked University Centers for Excellence in Developmental Disabilities committed to improve the lives of people with disabilities and their families. Page 9 VR Counselors Learn About Micro Enterprise According to a recent disability news article, Vocational Rehabilitation (VR) counselors require as much attention to training on self-employment as do the people they counsel. Being professional social-careerists, counselors and other social support professionals seldom engage in the risk taking behavior inherent in entrepreneurship, and find that self-employment is not necessarily an easy fit with their personal experience. In an effort to facilitate familiarity and comfort with entrepreneurial issues and better serve individuals with disabilities who seek self-employment as an employment outcome, Guam CEDDERS Ginger Porter and Small Business Development Center counselor, Rodney Webb, held training sessions on VR Policies and Self Employment, Business Plans, and Financial Statements with VR personnel, community rehabilitation providers, and a representative of the Agency for Human Resource Development on November 28 and 30. After separating fact from fiction, VR counselors discovered that, overall, local VR practices supporting self-employment outcomes were in the upper echelons of good practice when compared to 34 state VR agencies surveyed for policies supporting self-employment. This “good news” was followed by the brass tacks of business plans, presented by Mr. Webb. Participants were able to follow the development of a business plan through to the financial statement, the convincing documentation to determine loan and other financial commitments for a start-up business. Mr. Webb provided information for the conversion of numbers to information meaningful to a VR counselor for review and approval. Photos with caption: Rodney Webb, Counselor, UOG-SBDC, provides instruction on business plan features. Ginger Porter (standing) presented the results of a study of 34 state vocational rehabilitation policies on self employment. Personal Assistant Users con’t from Page 2 uses a personal assistant, was asked if the enlisted skills and knowledge were worth the effort, she replied, “Definitely. Using the services of a personal assistant improves my quality of life. Learning how to manage the relationship between me and my PA is power to direct my lifestyle.” Ms. Cecilia “Lee” Perez, Guam CEDDERS Advisory Council Vice Chairperson, who participated in the training, supported Ms. Duenas’ viewpoint in her personal anecdotal contributions during the presentation. Both young women find personal assistant services invaluable to their unique and separate needs. The “Being Good at Using a Personal Assistant” curriculum was developed by Guam CEDDERS, with support from DISID, is available at the DISID office located at the Pacific News Building in Hagåtña. Frank Reyes of Guam DD Council provides a Needs Assessment statement to other participants. Page 10 Project Fandaña Moves Towards New Preschool Model Guam CEDDERS facilitated a November meeting of Project Fandaña’s progress towards its five year goal of ensuring that children with disabilities, ages 3 to 5 years, are provided appropriate educational services in the least restrictive environment. Project Fandaña (Coming Together) supports families of children with disabilities to meet with service and education providers to review Guam’s current preschool services and participate in making improvements towards a new preschool service delivery model. The Project evolved from a previous Memorandum of Understanding with the National Early Childhood Technical Assistance Center in December 2005, and continues today under an MOU with the Guam Public School System, Division of Special Education. Elaine Eclavea, Guam CEDDERS Health, Wellness and Prevention Initiative Area Coordinator facilitated the discussion which was based on “Reflective Statements” to move the group’s agenda forward, with particular emphasis on promoting more inclusive preschool programs (see “Reflective Statements” in box on Page 12). The following recommendations were made, based on input from parents and agency representatives who attended the meeting: • Invite more policy makers, UOG School of Education and Guam Community College representatives to help promote the importance of Early Childhood Education (ECE) • Conduct more public awareness activities with translations for individuals who speak languages other than English • Include Guam Caregivers Association and related ECE organizations • • Text in colored box: • • Project Fandaña’s Strategic Directions 1. Creating a new culture of understanding and embracing the importance of Early Care and Education 2. Implementing systems to ensure accountability for positive child and family outcomes 3. Reforming Early Care and Education pre-service and compensation 4. Enhancing Early Care and Education Project Håtsa Mentor Program Takes Off A common statistic discussed in education circles is the teacher attrition rate. It is reported that approximately 50% of new teachers leave the profession within their first five years on the job to work in other lines of work. This factor weighs heavily on the continuing teacher shortage on Guam and the mainland U.S. One proven approach to stem this exodus of critical education personnel is a mentor program, where experienced teachers are trained to provide guidance and support to new teachers. Project Håtsa, Guam Public School System’s Teacher Quality Enhancement Grant, has implemented such a program. After nine months of planning, combining intensive research on successful models with local input through frequent focus group meetings, Project Håtsa instituted its mentorship component under the leadership of veteran educator, Aline Yamashita, Ph.D. With a framework guided by two regional mentor coordinators and 15 highly experienced mentors, 67 mentees are provided regular coaching and support in learning “the ropes” on how to be effective classroom teachers for all students in K-12 settings. Tracking mentee teacher progress is an integral part of the Mentor Program. In addition to using data to further strengthen the program on an on-going basis, an anticipated outcome at the end of the third year of Project Håtsa is evaluative results that support the need to have such a program become a regular component of the school system. Photo with caption: Project Håtsa mentors and mentees gathered at the Plaza de España to commemorate the implementation of the Mentor Program. Page 10 Photos with caption: Guam CEDDERS New Staff Carmelita Connelley, M.Ed., is a part-time Training Associate for the Health, Wellness, & Prevention Initiative Area. Her primary focus is the delivery of all Family Child Care training and partnering with fellow Training Associate Mary Kidd, to implement the All Learning Opportunities Nurture Growth (ALONG) curriculum parent training series. In addition, she will be evaluating all child care training and technical assistance services that have been conducted in partnership with the Guam Department of Public Health and Social Services over the past five years. Project I Famagu’on-ta interviewers, (L-R) Lolita Leon Guerrero, Elaine Roberto, & Jessica Camacho, collect data from parents, youth, and caregivers for a national longitudinal evaluation research study. Their activities are funded by the Children’s Mental Health Initiative. New student office assistants have joined the Guam CEDDERS family. (Back row, L-R) Luana Concepcion, Nate Taimanglo, Gabrielle Fejeran, (front row) Alan Jamison, & Jordan Jugo. Other new employees not shown are Marie Sgambelluri, Project Håtsa Secretary, & Krystal Perez, House 18 Secretary. Advertisement: WANTED! Guam CEDDERS is launching its new publication inserted with this issue of I Tellai. The newsletter, by and for individuals with disabilities, is intended to provide useful information for individuals with disabilities and their families. We are seeking input for future topics of interest and selecting the “right publication title.” Enjoy reading our inaugural issue and please provide us with your suggestions and impressions for what we have initially named, Ta Na' Siña (We Can Do It!). For more information email Terrie Fejarang at fejarang@ite.net 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: heidisan@ite.net 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: Margaret Johnson This issue of I Tellai was made possible by contributions from the following Guam CEDDERS Advisory Council and staff members: Bonnie Brandt, Evelyn Claros, June De Leon, Elaine Eclavea, Terrie Fejarang, Mary Kidd, Ginger Porter, June Quitugua, & Victoria Ritter. 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. The University of Guam is an equal opportunity employer and provider. CALENDAR OF UPCOMING EVENTS December 2006 Nov 27-Dec 1-Pohnpei TA Visit * Dec 1-GCC Project AIM Disability Training, 9-11 a.m. * Dec 1-Guam CEDDERS Advisory Mtg., 3:30-5:00 p.m., GSAT Center * Dec 4-Teacher Certification Advisory Mtg. * Dec 5-Project Håtsa Focus Group I/III PTEP Development Meeting, Castle Mall * Dec 12-14-CNMI TA Visit * Dec 18-21-Chuuk TA Visit * Dec 23-UOG Fall Commencement * Dec 28-Nene News Dissemination January 2007 Jan 6-Model Child Care Session 1, Venue TBA * Jan 6-Family Child Care “Social & Emotional Development”, Session 1 Training, Catholic Social Services (CSS) Conference Room, 8 a.m.—5 p.m. * Jan 8-12-GSEG PAC6 Assessment Institute, UOG * Jan 13-Family Child Care Training, “Social & Emotional Development”, Session 2 , CSS Conference Room, 8 a.m.—5 p.m. * Jan 17-UOG Spring classes begin * Jan 18-19-MCH-ECCS Collaborative Meeting, House 24 Dean Circle, UOG * Jan 31-Feb. 2-WASC Capacity Review for UOG February 2007 Feb 3-Model Child Care, Session 2, Venue TBA * Feb 3-Family Child Care Training, “Language Development”, Session 1 , CSS Conference Room, 8 a.m.—5 p.m. * Feb 10-Family Child Care Training, “Language Development”, Session 2 , CSS Conference Room, 8 a.m.—5 p.m. * Feb 14-Guam CEDDERS 14th Anniversary, 1993-2007 * Feb 17-2007 ”Power of Play” Interactive Parent Conference, Venue TBA March 2007 Mar 2-Guam CEDDERS Advisory Council Mtg., 3:30pm, GSAT Center * Mar 3-13th Annual GSAT Fair, Venue TBA * Mar 3-Model Child Care Session 2, Venue TBA * Mar 3-Family Child Care Training, “Cognitive Development”, Session 1 , CSS Conference Room, 8 a.m.—5 p.m. * Mar 6-9-ALONG Curriculum Parent Training, GSAT Center * Mar 9-13th Annual GSAT Conference, Venue TBA * Mar 10-Family Child Care Training, “Cognitive Development”, Session 1 , CSS Conference Room, 8 a.m.—5 p.m. * Mar 13-UOG Charter Day * Mar 17-2007 ”Power of Play” Interactive Parent Conference, Venue TBA * Mar 31-GSAT 4th Annual Walk, Wheel, & Run Event, Venue TBA Project Fandaña Con’t from Page 10 Text in colored box: Reflective Statements * Inclusion is about belonging and participating in a diverse society. * Individuals – teachers, families, administrators – define inclusion differently. * Beliefs about inclusion influence its implementation. * Programs, not children, have to be “ready for inclusion”. * Collaboration is the cornerstone of effective inclusive programs. * Specialized instruction is an important component of inclusion. * Adequate support is necessary to make inclusive environments work. * Inclusion can benefit children with and without disabilities. Happy Holidays! Website: www.guamcedders.org