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Inclusive Placement Inclusive Placement Opportunities for Opportunities for
Preschoolers (IPOP): One Preschoolers (IPOP): One State’s Plan for Systems State’s Plan for Systems
ChangeChangeJuly 2008July 2008
88thth National Early National Early Childhood Inclusion Childhood Inclusion
Institute Institute
What Does Virginia Look Like?What Does Virginia Look Like?
State DemographicsState Demographics
Virginia’s SPP and APRVirginia’s SPP and APR Preschool Placement Baseline (2004) – 28% Preschool Placement Baseline (2004) – 28%
in settings with typically developing peersin settings with typically developing peers Placement data 2005 – 30% Placement data 2005 – 30% 70 divisions met target (62 did not)70 divisions met target (62 did not)
State population – 7,642,884 (2006); 8% growth from State population – 7,642,884 (2006); 8% growth from 2000; 6.7% under 5 years2000; 6.7% under 5 years
PKPK ECSE Special Ed All ECSE Special Ed All studentsstudents
2006 20,396 16,773 172,7042006 20,396 16,773 172,704 1,221,939 1,221,939 2007 28,986 16,859 169,6692007 28,986 16,859 169,669 1,232,436 1,232,436
(Some duplication in PK numbers. Does not include (Some duplication in PK numbers. Does not include community-based Head Start)community-based Head Start)
Why Make the Effort?Why Make the Effort? Greater and more lasting impact Greater and more lasting impact
if change occurs through a if change occurs through a coordinated system-wide coordinated system-wide approach versus several isolated approach versus several isolated and disconnected initiativesand disconnected initiatives
NCLB/IDEA ‘04NCLB/IDEA ‘04 State standards for 4-year-oldsState standards for 4-year-olds We Are Passionate About Doing We Are Passionate About Doing
What Is Best For Kids!What Is Best For Kids!
Federal Description of Data Federal Description of Data Needed for State Annual Needed for State Annual
Performance PlanPerformance Plan Indicator 6:Indicator 6:
Percent of children with IEPs who Percent of children with IEPs who received special education and received special education and related services in settings with related services in settings with typically developing peers (i.e., early typically developing peers (i.e., early childhood settings, home, and part-childhood settings, home, and part-time early childhood/part-time early time early childhood/part-time early childhood special education)childhood special education)
Preschool Placement DataPreschool Placement Data
Dec 1, 2005 Child CountDec 1, 2005 Child Count
Early Childhood Setting (Not Early Childhood Setting (Not SpEd)SpEd)
27552755 15%15%
Early Childhood Setting (SpEd) Early Childhood Setting (SpEd) 83988398 45%45%
HomeHome 10421042 6%6%
Part ECE Setting (Not SpEd) & Part ECE Setting (Not SpEd) & Part ECSE Setting (SpEd)Part ECSE Setting (SpEd)
18151815 10%10%
Residential Facility (Public or Residential Facility (Public or Private)Private)
1414 <1%<1%
Separate School (Public or Separate School (Public or Private)Private)
137137 <1%<1%
Itinerant ServiceItinerant Service 42684268 23%23%
Reverse mainstreamReverse mainstream 2929 <1%<1%
TOTALTOTAL 18,45818,458
LRE for Preschoolers in LRE for Preschoolers in Virginia: 2005 Child Count Virginia: 2005 Child Count
Data for 3-5sData for 3-5s
VA ECSE settings: VA ECSE settings: 45%45%
VA EC settings: VA EC settings: 15%15%
VA Itinerant settings: VA Itinerant settings: 23%23%
Average of all 50 states, DC, and BIA ECSE Average of all 50 states, DC, and BIA ECSE settings:settings: 33.1%33.1% Number of states with more students in ECSE Number of states with more students in ECSE settings than Virginia: settings than Virginia: 1313
Dec. 1, 2006 Child CountDec. 1, 2006 Child CountEarly Childhood Setting (Not Early Childhood Setting (Not SpEd)SpEd)
48948944
29%29%
Early Childhood Setting (SpEd) Early Childhood Setting (SpEd) 69369333
41%41%
HomeHome 690690 4%4%
Residential Facility (Public or Residential Facility (Public or Private)Private)
66 <1%<1%
Separate School (Public or Separate School (Public or Private)Private)
8383 <1%<1%
Itinerant Service/Service Provider Itinerant Service/Service Provider LocationLocation
44244244
26%26%
TOTALTOTAL 17,03017,030
Dec. 1, 2007 Child CountDec. 1, 2007 Child Count(new placement definitions)(new placement definitions)
Regular Early Childhood Regular Early Childhood ProgramProgram
11,53211,532 68%68%
Separate Class (SpEd) Separate Class (SpEd) 3,8633,863 23%23%
Separate School (SpEd)Separate School (SpEd) 6767 <1%<1%
Residential FacilityResidential Facility 1818 <1%<1%
HomeHome 357357 2%2%
Service Provider LocationService Provider Location 1,0221,022 6%6%
TOTALTOTAL 16,85916,859
So, What Did We Do About So, What Did We Do About This?This?
VDOE’s Priority Project addressedVDOE’s Priority Project addressed
via the Inclusive Placement via the Inclusive Placement Opportunites for Preschoolers Opportunites for Preschoolers project:project:Statewide initiative to create or Statewide initiative to create or
expand on inclusive placements expand on inclusive placements opportunities for preschoolers with opportunities for preschoolers with disabilitiesdisabilities
What is IPOP?What is IPOP?
VDOE initiative; information VDOE initiative; information shared via Supt’s. Memoshared via Supt’s. Memo
Application processApplication process
How Many IPOP Teams?How Many IPOP Teams?
Cohort 1 - 2005 (7 teams)Cohort 1 - 2005 (7 teams) Cohort 2 - 2006 (7 teams)Cohort 2 - 2006 (7 teams) Cohort 3 - 2007 (6 teams)Cohort 3 - 2007 (6 teams) Cohort 4 – 2008 (9 teams)Cohort 4 – 2008 (9 teams)
Total = 29 teamsTotal = 29 teams
Why Did We Choose A Systems Why Did We Choose A Systems Change Approach To IPOP?Change Approach To IPOP?
Systems change is:Systems change is: An orderly plan to add or alter an An orderly plan to add or alter an
existing programexisting program
A process involving key A process involving key
stakeholdersstakeholders
A commitmentA commitment
Components of IPOPComponents of IPOP
Planning guide and training Planning guide and training modulesmodules
Statewide training on system Statewide training on system change and teamingchange and teaming
Long Term Technical Assistance Long Term Technical Assistance within programswithin programs
Resources and materialsResources and materials FundingFunding
What We Know WorksWhat We Know Works
Focus is top priority of program Focus is top priority of program staffstaff
Involves stakeholders from all Involves stakeholders from all levelslevels
Builds in staff development with Builds in staff development with follow-upfollow-up
Utilizes participatory decision Utilizes participatory decision making for all stepsmaking for all steps
What Works, con’t.What Works, con’t. Hold regular planning meetingsHold regular planning meetings Focus on using research-based Focus on using research-based
modelsmodels Use structured team meeting Use structured team meeting
processprocess Use process for reaching Use process for reaching
consensus/handling conflict consensus/handling conflict Have “critical friend” to the school Have “critical friend” to the school
teamteam
What It Takes!What It Takes!
Time:Time: 2-3 year commitment 2-3 year commitment Planning:Planning: A team to coordinate the A team to coordinate the
efforteffort Leadership:Leadership: Administrative involvement Administrative involvement Buy In:Buy In: Is the focus of the initiative a Is the focus of the initiative a
top priority?top priority? On-going data collection:On-going data collection: Determine Determine
needs and help with decision makingneeds and help with decision making Evaluation:Evaluation: How do you know you are How do you know you are
making progress?making progress?
4 Phases of Systems Change4 Phases of Systems Change
ReadinessReadiness
PlanningPlanning
ImplementationImplementation
ContinuationContinuation
Readiness PhaseReadiness Phase
Gather momentumGather momentum Obtain administrative approvalObtain administrative approval Form a teamForm a team Clarify purposeClarify purpose Gain consensus to apply and Gain consensus to apply and
complete application for Long complete application for Long Term Technical AssistanceTerm Technical Assistance
Planning PhasePlanning Phase
Learn a structured team meeting Learn a structured team meeting processprocess
Gather information about current Gather information about current situationsituation
Learn about research-based Learn about research-based models to address the needmodels to address the need
Visit model sitesVisit model sites
Planning Phase, con’t.Planning Phase, con’t.
Select a model to useSelect a model to use
Develop a philosophyDevelop a philosophy
Develop an action plan (state Develop an action plan (state outcomes desired)outcomes desired)
Gain support of school division Gain support of school division administrators administrators
Develop description/guideDevelop description/guide
Planning Phase,Planning Phase, con’t.con’t. Share information, seek support, Share information, seek support,
elicit concerns elicit concerns Guide the faculty to develop the Guide the faculty to develop the
programprogram Plan for and conduct on-going Plan for and conduct on-going
evaluationsevaluations Plan for and conduct series of trainingPlan for and conduct series of training If needed: Develop or recommend If needed: Develop or recommend
changes to position descriptionschanges to position descriptions
Why We Plan First!Why We Plan First!
Implementation PhaseImplementation Phase
Plan for and conduct orientation Plan for and conduct orientation activities to introduce and create activities to introduce and create awareness of new initiativeawareness of new initiative
Pilot the initiativePilot the initiative Conduct regularly scheduled Conduct regularly scheduled
meetingsmeetings Evaluate the pilot and determine Evaluate the pilot and determine
how/when to continue on a larger how/when to continue on a larger scalescale
Collaborative Model
4 ECSE childrenHead Start Class
4 ECSE childrenHead Start Class
8 ECSE children
Consultative Model
ECSE StudentsVirginia Preschool
Initiative Class
ECSE StudentsHead Start Class
ECSE students
ECSE StudentsCommunity Childcare
Reverse Inclusion
8 Children without disabilities
8 ECSE children
Continuation PhaseContinuation Phase
Refine aspects of the programRefine aspects of the program
Make program an on-going part Make program an on-going part of the systemof the system
Participation in state QRISParticipation in state QRIS
Tools for Quality ImprovementTools for Quality Improvement
Early Childhood Environment Early Childhood Environment Rating Scale-Revised (ECERS-R)Rating Scale-Revised (ECERS-R)
www.fpg.unc.edu/~ECERS/www.fpg.unc.edu/~ECERS/
Classroom Assessment Scoring Classroom Assessment Scoring System (CLASS)System (CLASS)
http://classobservation.com/http://classobservation.com/
Virginia Governor’s Pre-K Virginia Governor’s Pre-K InitiativesInitiatives
Early Childhood InitiativesEarly Childhood Initiativeswww.education.virginia.gov/Initiatives/EarlyChildhood/www.education.virginia.gov/Initiatives/EarlyChildhood/index.cfmindex.cfm
Governor’s Working GroupGovernor’s Working Groupwww.education.virginia.gov/Initiatives/EarlyChildhood/www.education.virginia.gov/Initiatives/EarlyChildhood/GovWorkingGroup.cfmGovWorkingGroup.cfm
The Alignment ProjectThe Alignment Project Home Visiting ConsortiumHome Visiting Consortium Professional Development Professional Development VA’s Plan for Smart Beginnings VA’s Plan for Smart Beginnings
Quality Rating Improvement SystemQuality Rating Improvement System School ReadinessSchool Readiness
Milestones of Child DevelopmentMilestones of Child Development Competencies for Early Childhood ProfessionalsCompetencies for Early Childhood Professionals
www.dss.virginia.gov/family/cc/publications.cgiwww.dss.virginia.gov/family/cc/publications.cgi
BenchmarksBenchmarks Benchmarks of Quality Inclusive Benchmarks of Quality Inclusive
PlacementsPlacements Tools to SupportTools to Support
Goal Functionality Scale IIGoal Functionality Scale II Intervention MatrixIntervention Matrix EIEIOEIEIO STARESTARE
National Individualizing Preschool National Individualizing Preschool Inclusion Project (NIPIP)Inclusion Project (NIPIP) Robin McWilliamRobin McWilliam www.vanderbiltchildrens.com/interior.php?www.vanderbiltchildrens.com/interior.php?
mid=1157mid=1157
Cohorts 1,2, 3 Cohorts 1,2, 3
Representing 12 school divisionsRepresenting 12 school divisions Total Number of ECSE children 833Total Number of ECSE children 833
Total number of ECSE classes 77.7Total number of ECSE classes 77.7
Before Before (IPOP)(IPOP)
AfterAfter
(IPOP)(IPOP)
Number of Number of collaborative collaborative agreements agreements
55 1313
Number of inclusive Number of inclusive classrooms classrooms
1111 4040
Number of children Number of children included included
250250 366366
Lessons Learned from IPOPLessons Learned from IPOP Need for broader perspective of Need for broader perspective of
functionality in larger settings by ECSEfunctionality in larger settings by ECSE Lack of knowledge about how general Lack of knowledge about how general
education classes are facilitatededucation classes are facilitated Removing children from general education Removing children from general education
once they are “identified”once they are “identified” Expectation of preschools, parents, ECSEExpectation of preschools, parents, ECSE ECSE in “catch them up” modeECSE in “catch them up” mode
Need for IHEs to merge programs (ECE Need for IHEs to merge programs (ECE and ECSE)and ECSE)
Need for administrative buy-inNeed for administrative buy-in IDEA, NCLB, SPPIDEA, NCLB, SPP
Communication Between IPOP Communication Between IPOP Sites And Resource StaffSites And Resource Staff
PB WIKIPB WIKIhttp://earlychildhoodpp.pbwiki.com/http://earlychildhoodpp.pbwiki.com/
TTAC OnlineTTAC Onlinehttp://www.ttaconline.org/http://www.ttaconline.org/
Clarifying Questions?Clarifying Questions?
VDOE ResourcesVDOE Resources Virginia’s Foundation Blocks for Early Learning
www.doe.virginia.gov/VDOE/Instruction/Elem_M/FoundationBlocks.pdf
Preschool Curriculum Review Rubric and Planning Tool
www.doe.virginia.gov/VDOE/Instruction/Elem_M/preschool_rubric.pdf
Early Childhood Special Educationwww.doe.virginia.gov/VDOE/sped/earlychildhood.html
Contact InformationContact Information VA Department of Education (VDOE)VA Department of Education (VDOE)
Phyllis Mondak, 619 CoordinatorPhyllis Mondak, 619 Coordinator [email protected]@doe.virginia.gov
VDOE Training & Technical Assistance VDOE Training & Technical Assistance Centers (T/TAC)Centers (T/TAC) Cheryl Henderson, Co-Director (JMU)Cheryl Henderson, Co-Director (JMU)
[email protected] [email protected] Dianne Koontz Lowman, ECSE Coordinator (JMU)Dianne Koontz Lowman, ECSE Coordinator (JMU)
[email protected]@jmu.edu Sandy Wilberger, Co-Director (VCU)Sandy Wilberger, Co-Director (VCU)
[email protected]@vcu.edu
ReferencesReferences
Lazara, A., Danaher, J., & Kraus, R. Lazara, A., Danaher, J., & Kraus, R. (Eds.). (2007). (Eds.). (2007). Section 619 ProfileSection 619 Profile (15th ed.). Available from (15th ed.). Available from www.nectac.org/~pdfs/pubs/sec619_www.nectac.org/~pdfs/pubs/sec619_2007.pdf2007.pdf