LRE for 3, 4, & 5 Year-Old Children in Connecticut

1. LRE for 3, 4, & 5 Year-Old Children in Connecticut Maria Synodi, 619 Coordinator Connecticut State Department of Education Seventh National Early Childhood Inclusion Institute July 28th to August 2nd, 2007

2. State Performance Plan(SPP)Monitoring Priority: FAPE in the LRE Indicator 6: Percent of preschool children with Individualized Education Programs (IEPs) who receive special education and related services in settings with typically developing peers (e.g., early childhood settings, home, and part-time early childhood/part-time early childhood special education settings). (20 U.S.C. 1416(a)(3)(A))

3. Lay of the Land • Small state • Approximately 8,000 eligible children • 169 towns, 160 school districts • Public schools hub for services • Integrated early childhood programs • Majority eligible children in Kindergarten

4. SPP: Baseline Data 2004-05

5. SPP Baseline & Targets Measurable and Rigorous Targets Baseline 61.0% *2005(2005-2006)64% *2006(2006-2007)67% *2007(2007-2008)70% *2008(2008-2009)74% *2009(2009-2010)77% *2010(2010-2011)77%

6. SPP Activities 2005 to Present • Training and Technical Assistance • General Supervision • Focused Monitoring • Incentives, Supports • Parent Training • Pre-Service, Higher Education • Policies, Procedures • Universal Preschool Efforts • Facility, Bonding

7. SPP Activities – Training & TA Skills, Knowledge & Competencies • State Education Resource Center (SERC) • Connecticut Charts A Course – Inclusive Child Care Training • Blended EC, ECSE activities • Focus on “access to the general education curriculum” • Special initiatives: children with ASD, Challenging Behavior, RtI • CSPD • Using Nation TA Centers, Resources – Evidence-Based Practices

10. SPP Activities – Higher Education Quality Personnel • Working with 2- and 4-year higher education institutions • Working towards articulated agreement that includes content in inclusive education • Reviewing, revising certification for EC, ECSE personnel • CSPD

11. SPP Activities – Incentives Quality General Ed Environment • NAEYC Accreditation Project • Opportunities for technical assistance aligned with improvement plans • Waiving fees to attend professional development • Special projects – On-site coaching model • Using Nation TA Centers – Evidence-Based Practices, National Resources

12. SPP Activities – Parent Training Informed Families • Working with PTI on 3-part training series • Focus on families transitioning from Birth-3 and those whose children would be entering kindergarten • Waiving parent fees at training opportunities offered • Embedded in P.J. Settlement

13. SPP Activities – Policies, Procedures Foundation State Practices • Reviewing state policies, procedures • Addressing health, immunizations requirements – 1 state form for universe of programs and public schools • Revising data training, directions • Revising IEP form and manual

14. SPP Activities – General Supervision Quality of IEP Program • Monitoring school districts to ensure that placement decisions are made on an individual basis in conformity with 34 CFR sections 300.550 through 300.556 and that decisions regarding educational placements are not based upon any numerical target established by the state • File reviews, checklists, observing children’s programs • Complaints, P.J. Settlement Agreement (LRE)

15. SPP Activities – Focused Monitoring State Focused Monitoring Priority • Used 3-5 & 6-21 data to identify school districts • School districts were identified based upon their data – data based TWNDP • Posting state data maps • Posting “special education profiles” data • Some districts received on-site intensive review, submission of improvement plan

19. SPP Activities – Universal Pre-K All For 1 and 1 For All • Ensuring that the state’s work for universal preschool includes children with disabilities • PCF and PAF training, coaching • Recognition and Response Initiative • Quality Standards – Including Children with Disabilities

20. The Preschool Years • Creating a caring community of learners • Teaching to enhance development and learning • Constructing appropriate curriculum • Assessing children’s learning and development • Establishing relationships with families and children

22. Department’s OutcomesPreschool Education for All Students Outcomes • more children will participate in high-quality, state-funded preschool programs, and there will be greater access to high-quality preschool programs statewide; • more teachers will have specialized credentials in early childhood education and the skills and knowledge to provide a high-quality preschool education; • all preschool programs will include a rigorous curriculum and an assessment system aligned to Connecticut’s Preschool Curriculum Framework and Preschool Assessment Framework;

23. SPP Activities – Facilities Space, Environments • Facility and bonding dollars from State Education • Connecticut Health and Education Financing Authority (CHEFA) – loans, bonding for EC programs • Quality space, use of State SR dollars • Licensing, ECERS, development rating scale

24. And Now? The APR … • Moved to new data categories for educational environments for children 3-5 • Reset baseline and targets • Reviewed – and maintained – current activities • Getting ready for February 2008

25. Questions? Thank You