Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under...

Itinerant ECSE Part B (619) Services: Research Support forConsultation and Legal Authority Under IDEA

Laurie Dinnebeil & Bill McInerney• University of Toledo

Kim CarlsonPart B 619 Coordinator

• Ohio Department of Education

Supporting Inclusion in Community-Based Settings

LRE is a basic concept of IDEA and one that must guide service delivery options. LRE for preschoolers is

different than for school-aged population. Voluntary nature of

preschool Early care and education

settings regulated by a variety of entities

Early Childhood Inclusion-Outcomes

Children in inclusive programs do at least as well as children in specialized programs.

Benefits children with and without disabilities, especially in social development.

Specialized instruction is an important component of inclusion and a moderator of child outcomes.

Generally, families view inclusion favorably but quality of programs and services may be a concern.

IDEA P.L. 108-446 Section 614(a)(5)(A)

To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aides and service cannot be achieved satisfactorily

Continuum of Service Delivery Options

Each public agency must ensure that a continuum of alternative placements is availableavailable to meet the needs of children with disabilities for special education and related services….

34 CFR 300.38; 300.115

20 U.S.C. 1412(a)(5)

Preschoolers Served in Inclusive Settings

In 2005, 701,625 preschoolers received Part B 619 services

Nationwide, 239,254 (34.1%) of these children receive ECSE service in EC programs (via Itinerant Services)

(www.ideadata.org)

Definition: Itinerant ECSE Service

Itinerant ECSE service delivery is a primary option used by LEAs to support children’s inclusion in community-based settings.

Itinerant services are Part B 619 services delivered by ECSE teachers who visit children with IEPs whose primary placement is their home or a community-based setting.

Itinerant ECSE Service Delivery

Historically, itinerant ECSE services have been characterized by the location of service delivery, not the characteristics of the services provided.

There are two primary models of itinerant service delivery (Odom et al., 2000): Direct services Collaborative consultation

How many children receive Itinerant ECSE Services?

Current USDOE reporting formats and category of service definitions do not provide accurate determination of the # of children served by ITINERANT teachers as primary agent of service delivery in Part B services

Based on USDOE definitions, IECSE #s are found in multiple categories

2006 >80% and 40-79% time spent in regular ed settings

2005 Part time EC/Part time ECSE, Itinerant service outside the home but not in ECSE setting

National Trends in Itinerant ECSE Services2001 - 2005

34.1%33.1%34.0%35.4%36.9%

0

5

10

15

20

25

30

35

40

2001 2002 2003 2004 2005

Year

Per

cen

tag

e o

f T

ota

l C

hil

dre

n

From: ideadata.org

of

617,836

of

637,670

of

670,211

of

700,269

of

701,625

National Trends in Itinerant ECSE Services2001 - 2005

227,989 225,824 227,804 231,725 239,082

100,000

120,000

140,000

160,000

180,000

200,000

220,000

240,000

2001 2002 2003 2004 2005

Year

Nu

mb

er o

f C

hil

dre

n

From: ideadata.org

5% increase

from 2001

Other EC Setting Definitions

Part-time EC/Part-time ECSE Setting:

Unduplicated total of preschoolers who received

special education and related services in multiple

settings, including special education and related

services provided in: the home, educational programs designed primarily for

children without disabilities, programs designed primarily for children with

disabilities, residential facilities, and separate schools.

Part-Time EC/Part-Time ECSE Continued

Possible itinerant combinations: home + educational programs designed

primarily for children without disabilities home + programs designed primarily for children

with disabilities home + separate schools educational programs designed primarily for

children without disabilities + programs designed primarily for children with disabilities

educational programs designed primarily for children without disabilities + separate schools

Itinerant service outside home:

Unduplicated total of preschoolers who received ALL of their special education and related services at a school, hospital facility on an outpatient basis, or other location for a short period of time (i.e., no more than 3 hours per week). These services may be provided individually or to a small group of children.

Other Setting Definitions (cont.)

Possibly Itinerant ECSE included

National Trends in Part B 619 Selected Settings# of Children 3-5 Served - 2001 - 2005

0

50,000

100,000

150,000

200,000

250,000

2001 2002 2003 2004 2005

Year

Nu

mb

er

of

Ch

ild

ren

IECSEEC SPEDPT EC/PT SPEDItin outside home

From: ideadata.org

National Trends in Part B 619 Selected Settings % Change in # of Children 3-5 Served - 2001 - 2005

0

50,000

100,000

150,000

200,000

250,000

2001 2005

Nu

mb

er o

f C

hil

dre

n

IECSEEC SPEDPT EC/PT SPEDItin outside home

5% increase

20% increase

34% increase

20% increase

From: ideadata.org

Itinerant ECSE in States with Universal PreK, 2006

(Revised USDOE reporting requirements)IECSE = >40% time spent in regular ed

51.9%41.9%

52.6%73.4% 74.2%

0

1020

30

4050

60

70

8090

100

Florida TOTAL U.S. andoutlying areas

New York Oklahoma Georgia

State

Per

cen

tag

e

From: ideadata.org% are for 3-5 year olds; don’t report 4 yr olds separately

Itinerant ECSE in States Supporting Universal PreK

2004 - 2005(IECSE = EC Setting)

47.9% 44.9% 43.6%33.1%

8.0%

47.2% 47.1% 43.1%34.1%

8.4%0

10

20

30

40

50

60

70

80

90

100

Oklahoma Georgia New York TOTAL U.S. andoutlying areas

Florida

State

Per

cen

tag

e

2004

2005

From: ideadata.org

Foundations of Consultative Approach

Principles of Naturalistic Instruction, including Embedded Learning Opportunities (Horn, Lieber, Li, Sandall, & Schwartz, 2000; Pretti-Frontczak & Bricker, 2004)


Principles of Behavioral Consultation and Coaching (Gersten, Morvant, & Brengelman, 1995; Hanft, Rush, & Shelden, 2004; Kohler, 1993; Kohler, Crilley, Shearer, & Good, 1997; Kohler, McCullough, & Buchan, 1995; Peck, Killen, & Baumgart, 1989; Showers & Joyce, 1996; Vail, Tschantz, & Bevill, 1997)

Foundation of Consultative Approach:Distributed v. Massed Practice Effects

The spacing effect is considered one of the best known and most robust phenomena in experimental psychology (e.g., Bahrick & Hall, 2005; Dempster & Farris, 1990; Rea & Modigliani, 1985) and refers to improved performance if practice sessions are distributed rather than massed.


Principles of Distributed Practice (Daugherty, Grisham-Brown, & Hemmeter, 2001; Grisham-Brown, Schuster, Hemmeter, & Collins, 2000; Horn, Lieber, Li, Sandall, & Schwartz, 2000; Pretti-Frontczak, Barr, Macy, & Carter, 2003)


Seabrook, Brown, & Solity (2005) concluded that teaching certain literacy skills could be more effective simply by breaking up 1-hour blocks into shorter sessions distributed throughout the day.


Rea and Modigliani (1985) studied the effects of DISTRIBUTED practice on spelling and multiplication facts with third graders. The children’s performance rates for

multiplication doubled when practice was distributed (47% to 24%).

Performance was also significantly better in spelling (93% in distributed practice v. 82% in massed practice).


Childers and Tomasello (2002) taught two-year olds novel nouns and verbs over the course of one month in sessions that lasted 5 to 10 minutes. The results indicated that children learned nouns and verbs best when practice was distributed over four days regardless of the number of intervening days.


Childers and Tomasello (2002) (cont.) The least efficient learning occurred when all presentations were done on a single day…..In other words, children learned the word better if they heard it once per day for four days rather than if they heard it eight times in a single day


Donovan and Radosevich (1999) conducted a meta-analysis of 63 studies of massed and distributed practice and determined an effect of .42. That effect means that a teacher using distributed practice would achieve better results than about 67% of her peers who were using massed practice.

Consulting Adults Nondisabled peers enrolled in preschool special

education classroom

Teachers teach in same space as blended program

Team teaching in the same space with one group of children

Itinerant teacher working in an ECE setting

Collaborative consultation among staff and with parents

…children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled…

Children with disabilities are children first Think about

Where are same-aged peers during the week ? With whom do same-aged peers interact? What is the curriculum? What is the environment? What are the supports?

Key Responsibilities

Appropriate services to meet needs Continuum of Service Delivery Options Available

Centerbased or Itinerant Teacher Services Access to, Participation in, and Progress in the

General Curriculum Developmentally appropriate Comprehensive Aligned to Content Standards

Opportunities for interaction with nondisabled peers

Variations on a Theme Nondisabled

peers enrolled in preschool special education classroom

Enrollment of Nondisabled Peers

with

•Head Start

•Community Early Learning Provider

•Public School Preschool

APE &/orRelatedServices

School DistrictPreschool Special

EducationCenterbased

Teacher

Variations on a Theme Teachers

teach in same space as blended program

Early Childhood Classroom=

•Head Start





Teacher


Variations on a Theme Team

teaching in the same space with one group of children


•Head Start





Teacher


Variations on a ThemeItinerant teacher working in an ECE setting


•Head Start




EducationItinerant Teacher


Success of a Consultative Approach Depends On…

Strong partnership between an itinerant ECSE teacher and a general ECE teacher

Understanding of the roles and responsibilities for each of these ‘partners’

High quality early childhood environment LEA administrative support Community support Appropriately prepared itinerant ECSE teachers

(e.g. licensure / certification) (Dinnebeil, Pretti-Frontczak, & McInerney, in review)

Requisite Knowledge of IECSE Teachers

Child development (typical and atypical) Early childhood curriculum and assessment

methods Principles of ECSE and specialized instruction Consultation and coaching strategies Operating principles and models of

community-based early childhood programs (Dinnebeil, Buysse, Rush, & Eggbeer, in press).

Requisite Skills of IECSE Teachers

Skilled and experienced as ECSE classroom teachers

Ability to act intentionally in use of differentiated strategies to address children’s IEP goals and objectives.

Ability to serve as an effective consultant or coach (Dinnebeil et al., in press)

Implications for LEAs

LEAs should develop formal policies that outline the roles and responsibilities of both the itinerant and early childhood teachers in order to ensure a joint understanding of job expectations.

Policies should be promulgated to parents, community-based child care / pre-K supervisors and ‘partner’ ECE teachers

Implications for LEAs and Communities

Ohio’s vision for high quality, inclusive early childhood services presumes that systems will work together to promote effective practices.

Implementing a consultative itinerant approach will expand the range of high quality LRE options and enhance the overall quality of inclusive ECE environments.

LRE December 2006

Not Attending a Special Ed Program,

4%

Special Ed Program,

58%

Regular ECE Program,

38%

In general, where are Ohio’s preschool children with disabilities being served?

ECE Setting with 50% or more same aged peers

OR NOT

Ohio Initiatives- a sample

Professional Development CORE Literacy Curriculum for Teachers

Itinerant Model

Content Standards/Accommodations Curriculum/Assessment/Instruction

Research Assessment University Parent Focus Groups

Questions

What is required to ensure children have the opportunity to be educated with nondisabled peers?

What are the financial impacts of the recommendation?

What are the best strategies for promoting a district’s relationship with ELI, ECE and community settings?

Questions

How to communicate best with community preschool/child care regarding the district’s responsibilities to locate, identify, evaluate preschool children with disabilities?

How to establish a working relationship with district to develop and implement an IEP for preschool children with disabilities?

LRE is NOT…

Predetermining placement Predetermining services Using a cookie-cutter approach to

service delivery Limiting service delivery to district

programs Limiting service delivery to funding

sources

LRE is….

Looking at the whole child Thinking of the child’s day and week Considering the number of transitions a

child must deal with Building relationships between the district

and community early learning providers Providing special education services in an

environment in which the child spends majority of time

Early Learning Content Standards

Describe essential early concepts, and skills for ALL Ohio’s children

Addresses content areas: English Language Arts Mathematics Science Social Studies

ELI Guidelines FormatSECTION II: Environments Matter

Outcome 2: Educators have the knowledge and skills necessary to support children’s learning.

Goal 2: Educators demonstrate nurturing and supportive relationships with children to promote self-assurance and competence.

IndicatorsA.B.

References

Probes to Facilitate Strategic Design & Action

Section II: Environments Matter

Program Capacity Measures

Curriculum-Embedded

Performance Measures

Child and Family Outcome Measures

Aligned with P-12 Content Standards

Child Outcomes

Get It, Got It, Go! Ages and Stages Questionnaire:

Social-Emotional Curriculum-based Assessments

Early Childhood Outcomes Summary Form

ECOSF

Core Group Communicates General Preschool Teacher Special Preschool Teacher Parent Related Services Personnel

ECOSF

Early childhood outcomes summary form Ongoing assessment system Summary

Sources of information Over time Varying interactions Different perspectives Generalizations

Analysis Evaluation of fidelity

Transdisciplinary Model

Interactions Child Staff Parents

Settings Conditions Transitions


Role release

Successful strategies and supports Discrepancies


Analysis Communication

IEP Ongoing

assessment system

Staff Parents

Sending/Receiving Environments

Systems/Infrastructure

Challenges to Adoption of Expansion of IECSE Services

Lack of High Quality EC Settings CONFUSION around roles and

responsibilities of key stakeholders (EC teacher, itinerant, supervisor)

Lack of time to collaborate

Implications for Profession If DISTRIBUTED is

the research-based model for intervention in IECSE model, what are implications for SEA and LEA re: public promulgation of consultation as recommended practice vs. direct service?

Implications for Profession A shift towards a

consultative approach may meet with resistance from the field as a result of dramatic shift in roles and responsibilities of IECSE teachers (and supervisors)

Support for Consultation Services: Policy Briefs

Activity supported in part by the National Association of State Boards of Education (NASBE), Early Childhood Network help states increase their ability to create

integrated, high-quality ECE policies, programs, and services

Highlights of the Policy Brief

Description of consultative model in itinerant ECSE service delivery.

Description of differences between a consultative and direct service approach in itinerant ECSE service delivery

Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under...

Documents

Transcript of Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under...