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Evaluation of the Kansas Preschool LRE Self Assessment and Improvement Planning Process

Evaluation of the Kansas Preschool LRE Self Assessment and Improvement Planning Process Kathy T. Whaley, NECTAC Presentation for the Sixth Annual Early Childhood Inclusion Institute July 2006. Evaluation of the Pilot Projects.

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Evaluation of the Kansas Preschool LRE Self Assessment and Improvement Planning Process

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  1. Evaluation of the Kansas Preschool LRE Self Assessment and Improvement Planning Process Kathy T. Whaley, NECTAC Presentation for the Sixth Annual Early Childhood Inclusion Institute July 2006

  2. Evaluation of the Pilot Projects • Five LEAs completing self assessment and improvement planning process • Telephone surveys • Interview protocol developed by NECTAC and state staff

  3. Specific Components of the Self Assessment and Improvement Planning Process What information examined was most helpful in developing your improvement plan: • Early childhood placement/ settings data • Approaches to service delivery • Potential partners and degree of current collaboration

  4. Overall Pilot Process • Most helpful aspect of the entire self assessment process leading to development of an improvement plan • Least helpful aspect of the process • Progress regarding action taken on the improvement plan • Suggestions for future participation

  5. Findings – Overall Process • Accountability and Support • State expectations for participation and change • Created time for analyzing practices • Made Preschool LRE a higher priority and focus • Created interest and support by local administration for change • State initial and follow-up TA and support

  6. Findings – Overall Process • Collaboration and Partners • Teaming with early childhood partners on-site • Strengthened relationships • Examined current service delivery practices • Identified needs and issues with current partner relationships

  7. Findings – Data as a Tool • Mixed responses but overall viewed as useful • Highlighted service delivery practices • Highlighted training needs • Discerning appropriateness of placements • Factors behind placements • Partnering and collaboration in communities

  8. Program Changes Within One Year • Increased awareness of and understanding of inclusive services – working more within the general curriculum instead of pull-out • Allocation of resources for training – developing staff development plans and activities • Examining the need for specialized supports for individual children in settings • Increased early childhood placements • New partnerships in communities • New partnerships in districts to blend programs

  9. Program Changes Within One Year • Positive changes and support by program directors and deputy superintendent • Exploring and adopting changes in service delivery practices such as teaming, coordination, integrated therapy and consultation • Staff report child progress

  10. Barriers and Challenges to Progress • Staffing changes • Personnel shortages • Time for effective coordination and changing practices • Administrative support for program expansion efforts

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