Preschool Inclusion inNew Hampshire:

Promoting Partnerships to Make it better!

Ruth Littlefield, NH 619 Coordinator

Joan Izen, PTAN Project Director

OSEP National Early Childhood Conference Dec 2008

• To acquire strategies to build and expand relationships and collaborative partnerships with others in policy development and systems improvement at federal, state and local levels.

Understanding NH…

• 180 miles long and 50 miles wide, although the extreme width is 93 miles.

• 1300 lakes or ponds and 40,000 miles of rivers and streams

• 18 miles of seashore

2007 Census Population estimate: 1,315,000

Approximately 2,900 preschoolers with

disabilities– 74 Districts with 10 or fewer preschoolers with disabilities

– 39 Districts with 11 to 25

– 23 Districts with 26 to 50

– 7 Districts with 51 to 99

– 3 Districts with 100 to 265 preschoolers with disabilities

• 1,128 Licensed Child Care Programs– Group care, preschool, family child care, etc

• Licensed Exempt Child Care Programs• Head Start: 6 grantees with 10 programs• Public Kindergarten ~ Adequate education

– 10 Districts without Public K

– all by September 2009

• Preschool Incentive Fund HB 1299– Universal Pre-K “buzz”

Local Control-Local Decisions: Live Free or Die

• Each school district determines what placement options exist in their community and what needs to be created

• Each IEP team determines what environment is appropriate for a child– What program/setting a child attends for special education

– Based on the child’s needs

– And on what is available in the community

– Placement @ no cost to the family

Placement options…vary from community to community

• Special education and related services provided in an inclusive setting (child care, preschool, or Head Start program)

• District-run early childhood program (50% or more children without disabilities)

• Home-based program

• Service Provider location

• District-run special education program (50% or more children with disabilities)

• Segregated programs for children with specific needs (deaf/hard of hearing, autism)

A Continuum of Options that promote LRE

• Some districts operate a variety of models

– larger districts may have all options in place

• Smaller districts tend to choose one model based on fiscal and personnel realities

• Many that operate integrated programs, struggle with enrolling children without disabilities

• Districts may avoid community placements lacking trust in curriculum and staff expertise

• Transportation

• Continuity of care

NH DOE 619 Coordinator• Support LEAs and families

• Interpret the special education process

• Support the development and implementation of programs

• Monitor for compliance

• Provide technical assistance

• Oversee distribution of federal 619 funds

• Connect people to resources

Discretionary Set-Aside $

• NHDOE RFP: Statewide Preschool Special Education Technical Assistance and Professional Development

– Website – Technical assistance and Professional

development– Information dissemination – Family-friendly directory of preschool special

education contacts statewide

Preschool Technical Assistance Network (PTAN)http://ptan.seresc.net/

PTAN promotes quality, developmentally appropriate and culturally competent early care and education programs for New Hampshire’s

young children with disabilities and their families.

• Established in 1992

• Multiple funding sources

• Project activities directly responsive to the mission and vision of its funders (NH DOE, NH DHHS, School District Contributions)

• Funders share infrastructure costs allowing each to focus maximum funds on their goals for improving outcomes for children and families.

PTAN Child Care Inclusion Project

• DOE Bureau of Special Education– Priority: Preschool LRE

• DHHS Child Development Bureau– Priority: Decrease expulsion of children

with challenging behaviors– Priority: Increase child care placement

options for parents of children with special needs.

Promoting Preschool Partnerships Pilot Project

• PTAN Advisory Committee

• Development of a Self-Assessment Tool– Accessing Services

– Acquire/Share info

– Planning/Provide services

– Admin support

• Pilot Project: 2 communities, urban and rural– Preschool Special Ed Coordinator

– Child Care Director

– Parent of a child who receives services from both programs

• Pilot Teams meet with Advisory Committee

• Revisions to Self-Assessment Tool and Action Plan Form

• Planning for statewide implementation

2 Truths and a Lie: Promoting Partnerships for Preschool Inclusion

Accessing Services: PSE and child care personnel work together to:

A. Determine formal referral.

B. Conduct on site pre-referral, as appropriate.

C. Establish separate forms and processes for completing the referral.

2 Truths and a Lie: Promoting Partnerships for Preschool Inclusion

Acquiring And Sharing Information:

A. Meetings attended by families, PSE and child care occur only on school grounds during school hours.

A. Child care and PSE regularly share information (curriculum, daily activities) with each other and families in order to promote consistency and reinforcement of learning in the 3 settings.

B. PSE and Child care personnel and families agree on communication strategies for sharing relevant information about the child’s day.

2 Truths and a Lie: Promoting Partnerships for Preschool Inclusion

Planning and Providing Services: PSE personnel, child care providers and families collaborate in…

A. Creating separate goals and objectives to be implemented in the various settings.

B. Providing technical assistance and training to implement the IEP throughout the child’s day.

C. Providing parent resources.

2 Truths and a Lie: Promoting Partnerships for Preschool Inclusion

Administrative Support: Administrators of PSE and child care actively support and encourage collaboration by:

A. Serving as role models in valuing each others perspectives.

B. Dedicating time and resources for personnel to develop collaboration skills.

C. Providing paid time off for staff to attend spa for team building activity.