Transcript Why Preschool Options?

The Link:
The Link:
Preschool Service Options &
Individual Education Programs (IEPs)
Setting the Stage




Why?
What?
How?
What next?
Song of Our Children (video)
http://www.landlockedfilms.com/
Video Resources



Foundations of Inclusion Video
http://community.fpg.unc.edu/conn
ect
DPI video
http://www.wispdg.org/ec/video.ht
ml
Including Samuel Video
http://www.includingsamuel.com/sc
reenings/host/
Why
“Inclusion does not mean trying to
fit students with special needs into
the mainstream; instead it means
creating a mainstream where
everyone fits.”
Snell & Janney 1992, p245
Full Inclusion vs LRE




What is your district philosophy?
Does your community have policies
in place related to inclusion?
How do these policies apply to
preschool?
What does the law say about
inclusion?
Why Preschool Service Options?
All children have the right to………
 a free appropriate public education
(FAPE)
 be educated in the least restrictive
environment (LRE)
What does LRE mean?
Each public agency shall ensure:
To the maximum extent
appropriate, children with
disabilities are educated with
children who are nondisabled.
34 C.F.R. 300.114(a)(2)(i)
What does LRE mean?
Each public agency shall ensure:
Special classes, separate schooling or other
removal of children with disabilities from
the regular education environment occurs
only if the nature or severity of the
disability is such that education in regular
classes with supplementary aids and
services cannot be achieved satisfactorily.
34 C.F.R. 300.114(a)(2)(ii)
What does the IEP have to
do with LRE?
The IEP is……
 the most important document
written for children with disabilities.
 The vehicle for providing a free and
appropriate public education in the
least restrictive environment
(LRE).
IEP and LRE ? (continued)
The IEP is……
 A communication vehicle between
parents and school personnel


Team of Equal participants
Joint, informed decisions regarding:


child’s needs and appropriate goals
extent to which the child will
participate in the general
curriculum and regular
education environment.
Spirit and Intent of the Law (IDEA)
Every school district?
Each public agency shall ensure that a
continuum of alternative
placements is available to meet the
needs of children with disabilities.
34 C.F.R. 300.115 (a)
State Performance Plan Preschool Target
for Least Restrictive Environment

Preschool LRE: Increase percent of
preschool children with IEPs who
received special education and
related services in settings with
typically developing peers (e.g.,
early childhood settings, home and
part-time early childhood special
education settings).
Does your district need to comply
with LRE requirement?



School district failed to comply with
LRE requirement.
Decision of Seventh Circuit Court:
Madison Due Process Hearing
Least Restrictive Environment
(LRE) applies to preschool
What does the
research say?
Review References
What is supporting us to consider
LRE options?


What’s best for children and families?
IDEA - It’s the law!

Birth-To-3
Natural environments




3-5
A full continuum of alternative
placements
Wisconsin State Performance Plan
State Preschool System Change Grants
and mini-grants to districts
Expanding Community Options
How
Quality legal process in place


Child find
IEP
Eligibility
 Present level….
 Functional goals
 Measurement and reporting
 Placement

Child Find and the Law
IDEA Sec. 612(a)(3) (http://idea.ed.gov.explore )
(3) Child find.-(A) In general.--All children with disabilities residing in
the State, including children with disabilities who are
homeless children or are wards of the State and
children with disabilities attending private schools,
regardless of the severity of their disabilities, and
who are in need of special education and related
services, are identified, located, and evaluated
and a practical method is developed and
implemented to determine which children with
disabilities are currently receiving needed special
education and related services.
Regulation in Federal Register Sec. 300.111 Child
find.

Child Find and the Law
Wisconsin Chapter 115
115.762(3)(a)
(a) Ensuring that all children with
disabilities, including children who
are not yet 3 years of age, who
reside in this state and who are in
need of special education and
related services are identified,
located and evaluated.

Child Find in Wisconsin



Informed Referral Network
Public Notice
Community Screening Opportunities

Types of Screening





Developmental
Vision
Hearing
Immunizations
Health Status
Child Find Resources
CESA 6
http://www.cesa6.k12.wi.us/products
_services/earlylearningresources/chi
ldfind.cfm

Collaborating Partners website
http://www.collaboratingpartners.co
m/EarlyID/index.htm

Quality IEP
Process and
Product
Considering a Continuum of Alternative
Placements
The discussion begins with these questions:






Where does this child spend time during the day?
Where are typically developing children this age in
this community?
Can the child’s goal and objectives be
implemented in the current setting(s) and/or in
other settings with same age peers?
What other settings for service delivery would
address the child’s goals and objectives?
What settings have been considered and
rejected?
Will special education and related services be
provided at no cost to the parents?
Spirit and intent of IDEA
Parents………..
Required involvement &
participation in:



Evaluation
IEP
Placement
Parents and school personnel are
EQUAL participants
Family Involvement
“Effective partnerships
between parents and
professionals require
collaboration. It is hard
work.”
Janice Fialka
First Step:
Making an
Eligibility
Determination
Eligibility


Is there an impairment?
Is there a need for special
education? (e.g. Does the
impairment adversely effect the
child’s educational performance?)
Areas of Impairment
1.
2.
3.
4.
5.
6.
Cognitive
Disability
Orthopedic
Impairment
Visual
Impairment
Hearing
Impairment
Speech or
Language
Impairment
Specific Learning
Disability
7.
8.
9.
10.
11.
Emotional
Behavioral
Disability
Autism
Traumatic Brain
Injury
Other Health
Impaired
Significant
Developmental
Delay
Assessment



Assessment results are not useful
unless referenced against
expectations in the natural
environment. (Bronfenbrenner, 1977)
Diagnostic instruments compare a
child to a norming population. They
are useful in identifying
developmental deficits.
Diagnostic instruments do not tell
us what children need to learn to
participate in activities and routines.
Assessment
 Assessment
is pre-planned
 Assessment is individualized
 Assessment provides useful
information
 Decision making is collaborative
McLean 2003
Assessment
Current trends in best practice
Family centered assessment
 Utilizing natural environments
 Collaborative approaches to
assessment by all team members

McLean, Wolery, &Bailey. (2004). Assessing Infants and
Preschoolers with Special Needs. Upper Saddle
River, NJ: Pearson Prentice Hall
Prepare Parents for Participation




Formal and informal discussion
(identify who will work with the
family)
Routines Based Interviewing
(trademarked process)
Step Ahead at Age 3 (birth-to-3
resource)
Positive Student Profile
Routines Based Interview





Prepare Families to Report Routines.
Families Report on their Routines.
Teacher (child care or preschool) reports
on classroom routines.
Interviewer Reviews Concerns and
Strengths.
Family has key role in Prioritizing
Outcomes or Goals

Functional Intervention Planning: The Routines
Based Interview-handout in section 5
Timothy




Turning Three-Years-Old
Spends his day in child care
Received Birth-To-3 service at child
care
Birth-To-3 made referral to the
school district
Timothy’s Evaluation for Eligibility





Review of current assessment
Observation of Timothy
Timothy’s family involved in the
assessment process
Routines Based Interview
Other team members involved
Facilitator







Put everyone at ease
Identify purpose of meeting
Introductions
Encourage information from all
participants
Clarify, rephrase and summarize
Keep meeting focused
Record on charts
See Facilitating the IEP Team Process
Recorder


Record information on IEP forms
Clarify if necessary
See Facilitating the IEP Team Process
Parents
Required involvement and
participation in:
 Evaluation
 IEP
 Placement
General Education Teacher
Required involvement and
participation in:
 Development of the IEP
 Review and revision of the IEP
LEA Representative


Local Education Agency
representative
Administrator or person delegated
with authority to commit the
resources of the district
Special Education Providers



Identified when the referral was
made
Review and/or conduct evaluation
with specific expertise
Be prepared to address eligibility
and need for special education at
the meeting based on criteria and
the law
Model Eligibility Discussion
Second Step:
Developing the
IEP
IEP Process and
Product
What is the
purpose of the
IEP?



How do our beliefs about the IEP
process influence that process?
How does our experience influence
the IEP process?
How is it that we can change our
process to a new, more family
friendly and functional process?
How do we facilitate
the IEP meeting so
everyone has
opportunity to
dialogue and plan
together?
Individuals with
Disabilities Education
Act 2004
The IEP is not a…..
form
The IEP must….
….be viewed as a
The IEP document…..
….is only one element of
the process
The product (IEP) is
developed during the
process (dialogue).
Prior to the meeting:
Identify Roles
 Facilitator
 Recorder
 Post large charts
See IEP Guide (page 1) - Process and Product
Facilitator







Put everyone at ease
Identify purpose of meeting
Introductions
Encourage information from all
participants
Clarify, rephrase and summarize
Keep meeting focused
Record on charts
See Facilitating the IEP Team Process
Recorder


Record information on IEP forms
Clarify if necessary
See Facilitating the IEP Team Process
Parents
Required involvement and
participation in:
 Evaluation
 IEP
 Placement
General Education Teacher
Required involvement and
participation in:
 Development of the IEP
 Review and revision of the IEP
The IEP is:
Joint, informed decisions
regarding the child’s
needs, goals, and
participation in general
curriculum and
environment
Present Level of Academic Achievement and
Functional Performance
What is Timothy doing now?
 Setting the Stage
- Introductions
- Role explanations e.g. facilitator and
recorder
See IEP Guide (pages 1-2) - Process and Product
Present Level of Academic Achievement and
Functional Performance
Family’s view of the situation, e.g.
description of the child,
strengths, expectations,
concerns
- Professionals acknowledge the
family’s efforts
- Respond to the family’s views
See IEP Guide (page 8) - Present Level
Present Level of Academic Achievement and
Functional Performance
Professionals share information
 Initial Assessment
 Ongoing Assessment
 Instructional Strategies
 Strengths and concerns regarding
the child
Confirm family and professional
agreement
See IEP Guide (page 8) - Present Level
IDEA 2004 Intent is:
Access to the General Curriculum
(for preschool, age appropriate
activities)
 Instructional Planning
 Student progress and accountability
 Links to general education
curriculum
 Meaningful general education
participation
Consider state/local
standards and benchmarks
when developing goals and
objectives
See Wisconsin Model Early Learning Standards
Functional Goals

Are naturally occurring



Have a natural cue



Authentic circumstances
Woven into natural child-driven activities
Opportunity to practice in a typical
environment
Real life activities allow practice of real life
skills
Have a critical effect




Activity matters to the child
Meaningful in the child’s daily life
Important to family
Has a purpose or function
High quality IEP goals:



Developed from a comprehensive
assessment process
Directly linked to intervention and
ongoing evaluation
Likely to contribute to


Individualization of services
Improved outcomes for young children
Pretti-Frontczak, Bricker, 2000
Criteria for Functional Goals




Reflect the priorities of the
family/teachers/other caregivers
(RBI)
Reflect real life situations
Understandable
Measurable
NIPIP
#1 Does the goal reflect the priorities of the
family/caregivers/teachers?
Ask yourself:
 Is the goal useful and meaningful to
the family and other caregivers?
 Why should the child work on this
goal?


The answer should be immediately
apparent
Does it address



Engagement
Interaction (social relationships)
Independence
NIPIP
#2
Does the goal reflect real life situations?
Ask yourself:
 Can the goal be addressed by:




multiple people,
at multiple times of the day,
during normal routines &
activities?
Is the context clear?
NIPIP
#3 Is the goal understandable?
Ask yourself:
 Does it make sense?
 Can most anyone understand
what is expected?
 Is it free of jargon?
NIPIP
Examples of Functional
Measurable Goals
While engaging in
pretend play with at
least one adult or
child, Samuel will use
both hands to play
with toys for five
minutes 9 out of 10
play opportunities.
Examples of Functional
Measurable Goals
When conversing with
adults and peers, Nicole
will increase the
amount of time she is
understandable to the
average listener 75% of
the time.
Examples of Functional
Measurable Goals
When presented with a
choice of two actions,
objects, or toys, Susan
will make a choice
from a set of two or
three options 4 of 5
opportunities (may use
vocalizations or an
augmentative switch
activated device).
Goals
What should Timothy be doing?
 Related to meeting the child’s needs
resulting from the disability
 Related to disability needs identified in the
Present Level of Academic Achievement and
Functional Performance
How will the goals be accomplished?
 Benchmarks and short term objectives
(optional; not required)
See IEP Guide (page 10) - Goal
Synthesize the discussion
 Periodically review if goals address
prior concerns of family and
professionals
 Do the goals make sense to the
family and professionals?
 Do the goals support interaction,
engagement and independence?
See IEP Guide (page 10) - Goals
Procedures for measuring
progress toward meeting goals
How do we measure progress?
 Formal/informal evaluation
 Charting
 Anecdotal reports
When will we report progress?
 Scheduled reports to parents
 Conferences and home visits
 Phone calls
See IEP Guide (page 11) - Goals, Measurement and Reporting
Step Three:
Determining Services and
Placement
Considering a Continuum of Alternative
Placements
The discussion begins with these questions:
 Where do typically developing children this child’s
age spend their day in this community?
 Where does this child spend time during the day?
 Can the child’s goal and objectives be addressed
with the use of supplementary aids and services
(special education and related services) in
settings with same age peers?
 What other settings for service delivery would
address the child’s goals and objectives?
 Will the special education and related services be
provided at no cost to the parent?
Least Restrictive Environment


General education curriculum
Regular education environment
Program Summary of Instructional
Services
What services will Timothy need
to achieve the goals?
 Specially designed instruction
 Supplementary aids and services
 Related services
 Program modifications or supports
for school personnel
See IEP Guide (page 15) - Program Summary of Instructional Services
Placement and LRE




Utilize discussion of present level,
goals, objectives/benchmarks
Consider maximum time
appropriate in general environment
Consider accommodations in the
general curriculum
Consider specially designed
instruction
See IEP Guide (page 19) - Placement Considerations
Considering a Continuum of Alternative
Placements
The discussion begins with these questions:






Where does this child spend time during the day?
Where are typically developing children this age in
this community?
Can the child’s goal and objectives be
implemented in the current setting(s) and/or in
other settings with same age peers?
What other settings for service delivery would
address the child’s goals and objectives?
What settings have been considered and
rejected?
Will special education and related services be
provided at no cost to the parents?
Purposes of the IEP…






Communication
Mutual agreement
Commitment of resources
Management tool
Monitoring document
Evaluation device
After the Meeting




Make any necessary edits so that
the document is clear and
maintains the integrity of the IEP
team dialogue.
Send IEP to parents
Meet again if parents have
concerns
Review and modify IEP when
needed
The Link:
The Link:
Preschool Service Options &
Individual Education Programs (IEPs)