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Early Childhood Special Education Update March, 2016

Early Childhood Special Education Update March, 2016. Dawn Hendricks, Ph.D. Early Childhood Special Education Specialist. Dawn.hendricks@doe.virginia.gov 804-225-2675.

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Early Childhood Special Education Update March, 2016

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  1. Early Childhood Special Education UpdateMarch, 2016

  2. Dawn Hendricks, Ph.D.Early Childhood Special Education Specialist Dawn.hendricks@doe.virginia.gov 804-225-2675

  3. “Experts tell us that 90% of all brain development occurs by the age of five. If we don’t begin thinking about education in the early years, our children are at risk of falling behind by the time they start Kindergarten.”– Robert. L. Ehrlich

  4. Model for Conceptualizing, Designing, and Implementing InservicePD to Promote EC Practitioner Use of Evidence-Based Practices Dunst, C. J. (2015). Improving the design and implementation of inservice professional development in early childhood intervention. Infants and Young Children, 28(3), 211-219.

  5. Model for Conceptualizing, Designing, and Implementing Inservice PD to Promote EC Practitioner Use of Evidence-Based Practices -Increased self-determination skills -Increased reading proficiency -Increased school attendance -Increased graduation rates -Increased success in adulthood -Increased….

  6. Preschool Indicators • Indicator 6: Preschool Least Restrictive Environment • December 1 Child Count • Indicator 7: Preschool Outcomes • SSWS, individual student data • Indicator 12: Part C to Part B Transition • SSWS, aggregate data

  7. Indicator 12 • Section 637, (a)(9)(A)(ii)(II) of the Individuals with Disabilities Education Act 2004 - In the case of a child who may be eligible for such preschool services, with the approval of the family of the child, convene a conference among the lead agency, the family and the local educational agency not less than 90 days (and at the discretion of all such parties, not more than 9 months) before the child is eligible for the pre-school services, to discuss any such services that the child may receive. • Referralbegins the 65 day timeline.

  8. Indicator 6 What is a regular early childhood environment?

  9. Child Count & Placement: Regular Early Childhood Program

  10. Child Count & Placement: Self-contained/ Separate Settings

  11. Child Count: Disability Category

  12. Indicator 6

  13. Indicator 7 - Child Outcomes Data

  14. Indicator 7 - Child Outcomes Data

  15. Center for IDEA Early Childhood Data (DaSY) • 1 year (final meeting August, 2016) • Individual TA • Group TA • Focus: • Indicator 7 • Indicator 6

  16. Early Childhood Personnel Center Technical Assistance • Early Childhood Special Education, Early Childhood, & Early Intervention • Focus • Develop strategic work plan to be implemented by VA Cross Sector Professional Development • VCPD to expand to pre-service training in Higher Education

  17. Early Childhood Special Education Network • 5 TTACs and community partners • Provides professional development resources to support the development of young children with disabilities and families; • Fosters collaboration with EC interventionists, service providers, agencies, and school and community programs; • Promotes state priorities, federal guidance, and EBPs, supporting implementation and; • Build the capacity of early childhood systems and programs

  18. Virginia Cross Sector Professional Development • Promotes planning, implementation and evaluation of professional development with the intent to ensure coordination of all EC PD in Virginia • www.vcpd.net

  19. Virginia Commonwealth Autism Center for Excellence • Improves services and supports for individuals with ASD by promoting implementation of research-based practices in schools and the community through training, TA, research, and collaboration • www.vcuautismcenter.org

  20. Early Childhood Mental Health • Develops a comprehensive system of care for infant and child mental health serving children birth through age 8 and their families/caregivers http://ecmhva.org/ • Early Childhood Special Education Consortium (Radford University & Lynchburg College) • Works to alleviate the critical shortage of ECSE endorsed teachers in Virginia, with a focus on Regions 5, 6, 7, and 8 by implementing instructional best practices coupled with the latest technology for course packaging and delivery

  21. ECSE Network GOALS • Create a system of partnerships with individuals responsible for early childhood programs in order to build and sustain capacity. • Summer institute • Website

  22. ECSE Network GOALS • Promote collection and use of valid, reliable, and accurate data for Indicators 7 and 6. • Promote the use of quality curriculum based-assessment practices. • Explore how preschool VTSS will be implemented and connect to K-12 VTSS to provide a full-continuum of supports.

  23. Questions… • Do you have a continuum of placement opportunities for preschool students? • What standards do you use at the preschool level? Do you use a curriculum / curriculum based assessment? • Is appropriate professional development provided to preschool educators? Is professional development combined for all EC educators?

  24. IPOP Inclusive Placement Opportunities for Preschoolers • A systems approach to preschool inclusive practices • Designed to help LEAs meet federal and state mandates that children with disabilities be educated in the Least Restrictive Environment (LRE) • Three types of inclusive placement opportunities: • Early childhood settings, • Part-time early childhood/part-time early childhood special education settings, and • Reverse inclusion settings • Manual under revision • TA available through T/TACs

  25. Website changes…

  26. VDOE Instruction/Early Childhood • Virginia Foundation Blocks for Early Learning: Comprehensive Standards for Four-Year-Olds (PDF)Virginia's Foundation Blocks – Comprehensive Standards for Four-Year-Olds describes specific indicators for pre-kindergarten children in the content areas of reading and mathematics. • Preschool Curriculum Review Rubric and Planning Tool (PDF) – The rubric is designed to assist early childhood educators with reviewing curricula and products to determine if they align with the Foundation Blocks for Early Learning. • Virginia’s Quality Indicators for Responsive Teaching: Creating a High Quality Preschool Learning Environment (PDF) – This checklist aligns with the preschool standards and helps teachers, parents, and administrators focus on creating shared, active, and hands-on opportunities for young children to develop their full potential.

  27. How does your division improve Early Childhood Special Education services? What resources and supports do you need?

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