Supporting Inclusion Through TA and Training – A Statewide Initiative

1. Supporting Inclusion Through TA and Training – A Statewide Initiative Inclusion For Young Children with Disabilities in Florida Susan Donovan and Kim Galant

2. Technical Assistance and Training System - TATS(for programs serving prekindergarten children with disabilities) A Florida DOE Bureau of Exceptional Education and Student Services project in collaboration with the University of Central Florida

3. Project Objectives • Support programs serving prekindergarten children with disabilities & their families in Florida. • Maintain a coordinated state-wide technical assistance & training system • Respond to district technical support needs, including early childhood partners working with districts (Head Start, Voluntary Pre-K, community child care, etc.)

4. Project Objectives • Build networks and facilitate communication and collaboration among 67 school districts and early childhood partners • Facilitate Technical Assistance plans and develop interagency agreements • Assist districts in addressing issues related to the State Performance Plan

5. TATSPriority Areas • Inclusion • Curriculum & Instruction • Evaluation & Assessment • Program Effectiveness/Program Quality • Transition • Family Involvement

6. TATS Regions • Principal Investigator • 3 Central Office Staff • 7 Regional Facilitators • Transition Coordinator

7. Activities • Regional Steering Committees • Provide information and support for PreK issues to district administrators • Facilitate collaboration with community partners • Communities of Practice for 6 target areas

8. Activities • Workshops, trainings, video and/or audio conferences • Assessment of needs & resources • Information sharing and resources on best practices • Interactive web site: www.tats.ucf.edu

9. www.tats.ucf.edu • Priority Area Resources • Links • Announcements • Spotlights • Statewide Calendar of Events • Links • Project Overview • TATS Staff • Regions • Advisory Board • Early Childhood Pathways • Directories • Publications • Resources • TAPs • Meeting Summaries • Link To Florida’s Transition Project

10. TATS and Inclusion What is driving Florida’s Inclusion initiatives? • The law - IDEA • State Performance Plan Indicator #6 • Statewide Voluntary Prekindergarten (VPK) program • District and early childhood partners initiatives

11. What does IDEA say? • §300.116 – “In determining the educational placement of a child with a disability, including a preschool child, …” • placement decisions are made in conformity with LRE • a child is not removed from education in age-appropriate regular classrooms solely because of needed modifications in the general education curriculum.

12. What does IDEA say? • Page 46589 – Analysis of Comments “Public agencies that do not operate programs for preschool children without disabilities are not required to initiate those programs solely to satisfy the LRE requirements of the Act. Public agencies that do not have an inclusive public preschool … must explore alternative methods to ensure that LRE requirements are met.

13. SPP Indicator #6 targeted activities • Indicator 6 – Percent of preschool children with IEPs who received special education and related services in settings with typically developing peers • 17 district targeted to address this indicator in 2006. • 7 additional districts targeted in 2007.

14. Voluntary Pre-Kindergarten (VPK) Program • 108,236 children participated in 2005-06 VPK programs. This number includes: • 96,209 children served in a 540-hour school-year program • 12,027 children served in a 300-hour summer program • 59 school districts were eligible to offer the 2005-06 school-year VPK program by meeting PK-3 class size calculation.

15. District & Early Childhood Partner Initiatives • Initiatives by school districts and early childhood partners that have been happening around the state for several years • Family requests for inclusive options for their children

16. Inclusion InitiativesWhat are we doing to respond? And be pro-active? SSP Indicator 6 • TAPS – Assignment of personnel & Contracting • District plans to address Indicator #6 in the SPP • Technical assistance meetings and phone conferences with targeted districts • TA and training with individual districts • Partnering with other State Discretionary Projects (Florida Inclusion Network, VPK)

17. Inclusion Initiatives • State Interagency Team on Inclusion • Work of “Expanding Opportunities” team in Florida • Working on systems changes in personnel development (career ladder, articulation, disability content, etc.)

18. Inclusion Initiatives • VPK Connections • Training on VPK Standards • Training with VPK facilitators – Challenging Behavior • Work with VPK providers who did not reach readiness rates • Co-sponsor training events – consistent message

19. Inclusion Initiatives • Focus on Program Quality • ECERS • Building Blocks • Routines-Based Intervention • Progress Monitoring • Teaming and Collaboration

20. Inclusion Initiatives • Working with the Institute for Evidence-Based Practice – Challenging Behaviors • Training and TA to districts and early childhood partners on CSEFEL Training Modules and Teaching Tools for Young Children.

21. Inclusion Initiatives • Product development • Expanding Opportunities Handbook • Key Elements for Blending Head Start and PreK ESE • Administrator’s Tool Kit • Program Effectiveness/QualityChecklist • eUpdates

22. Inclusion Work in One Region • FSU Region – Taylor County • Small rural district with 20,000 residents • Serve 300 children (6 mos-5 years) at the Child Development Center. (Classes: 1 infant/toddler, 2 class for 2-3s, 7 VPK (four year olds), 3 PreK ESE, and 6 Head Start). • CDAs serve typically developing children, ESE children taught by certified teachers.

23. District-Identified Needs • Initial meeting with VPK, ESE, and Head Start in Sept. 2004 identified inclusion as their biggest need – training, support, and help with children with challenging behavior.

24. Individualized TA • Over next 2 1/2 years, developed a technical assistance plan to create opportunities for inclusion of children with disabilities. • Assessment of program quality - ECERS • Needs assessment and training – PBS, TTYC, Routines-based Intervention, Building Blocks, Progress Monitoring, Teaming and Collaboration • Technical support – Inclusion Team, classroom visits, biweekly team planning meetings • Assistance with identification and utilization of available resources – FIN, BMC, CARD, PBS

25. Progress • 2005-06 - placed 4-5 children with disabilities in VPK classes • 2006-07- began with 3 inclusive classrooms – Each class had 12-13 VPK children with 3 children with disabilities • 2007-08 - offering inclusive services to all 2-5 year olds – blended with VPK • Most children in Head Start who are eligible for ESE services are served through a consultation model.

26. Taylor County Team • Picture of Taylor

27. What have we learned? • Use a variety of initiatives – “Not one size fits all” • The art of TA – balancing the provision of best practice with meeting districts/early childhood partners “where they are” and moving them toward excellence. • Help districts see themselves in the larger picture – this can be done, has been done – there are many ways to get where you want to go.

28. What have we learned? • Good communication and understanding is essential • A systematic, ongoing, planned process = success • Keep your eye on the goal – positive outcomes for children and families

29. ??? Questions ??? • Sue Donovan sdonovan@mail.ucf.edu • Kim Galant kgalant@mail.ucf.edu • TATS Website www.tats.ucf.edu Thank you!