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Itinerant ECSE Part B (619) Services: Research Support forConsultation and Legal Authority Under IDEA
Laurie Dinnebeil & Bill McInerney• University of Toledo
Kim CarlsonPart B 619 Coordinator
• Ohio Department of Education
Supporting Inclusion in Community-Based Settings
LRE is a basic concept of IDEA and one that must guide service delivery options. LRE for preschoolers is
different than for school-aged population. Voluntary nature of
preschool Early care and education
settings regulated by a variety of entities
Early Childhood Inclusion-Outcomes
Children in inclusive programs do at least as well as children in specialized programs.
Benefits children with and without disabilities, especially in social development.
Specialized instruction is an important component of inclusion and a moderator of child outcomes.
Generally, families view inclusion favorably but quality of programs and services may be a concern.
IDEA P.L. 108-446 Section 614(a)(5)(A)
To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aides and service cannot be achieved satisfactorily
Continuum of Service Delivery Options
Each public agency must ensure that a continuum of alternative placements is availableavailable to meet the needs of children with disabilities for special education and related services….
34 CFR 300.38; 300.115
20 U.S.C. 1412(a)(5)
Preschoolers Served in Inclusive Settings
In 2005, 701,625 preschoolers received Part B 619 services
Nationwide, 239,254 (34.1%) of these children receive ECSE service in EC programs (via Itinerant Services)
(www.ideadata.org)
Definition: Itinerant ECSE Service
Itinerant ECSE service delivery is a primary option used by LEAs to support children’s inclusion in community-based settings.
Itinerant services are Part B 619 services delivered by ECSE teachers who visit children with IEPs whose primary placement is their home or a community-based setting.
Itinerant ECSE Service Delivery
Historically, itinerant ECSE services have been characterized by the location of service delivery, not the characteristics of the services provided.
There are two primary models of itinerant service delivery (Odom et al., 2000): Direct services Collaborative consultation
How many children receive Itinerant ECSE Services?
Current USDOE reporting formats and category of service definitions do not provide accurate determination of the # of children served by ITINERANT teachers as primary agent of service delivery in Part B services
Based on USDOE definitions, IECSE #s are found in multiple categories
2006 >80% and 40-79% time spent in regular ed settings
2005 Part time EC/Part time ECSE, Itinerant service outside the home but not in ECSE setting
National Trends in Itinerant ECSE Services2001 - 2005
34.1%33.1%34.0%35.4%36.9%
0
5
10
15
20
25
30
35
40
2001 2002 2003 2004 2005
Year
Per
cen
tag
e o
f T
ota
l C
hil
dre
n
From: ideadata.org
of
617,836
of
637,670
of
670,211
of
700,269
of
701,625
National Trends in Itinerant ECSE Services2001 - 2005
227,989 225,824 227,804 231,725 239,082
100,000
120,000
140,000
160,000
180,000
200,000
220,000
240,000
2001 2002 2003 2004 2005
Year
Nu
mb
er o
f C
hil
dre
n
From: ideadata.org
5% increase
from 2001
Other EC Setting Definitions
Part-time EC/Part-time ECSE Setting:
Unduplicated total of preschoolers who received
special education and related services in multiple
settings, including special education and related
services provided in: the home, educational programs designed primarily for
children without disabilities, programs designed primarily for children with
disabilities, residential facilities, and separate schools.
Part-Time EC/Part-Time ECSE Continued
Possible itinerant combinations: home + educational programs designed
primarily for children without disabilities home + programs designed primarily for children
with disabilities home + separate schools educational programs designed primarily for
children without disabilities + programs designed primarily for children with disabilities
educational programs designed primarily for children without disabilities + separate schools
Itinerant service outside home:
Unduplicated total of preschoolers who received ALL of their special education and related services at a school, hospital facility on an outpatient basis, or other location for a short period of time (i.e., no more than 3 hours per week). These services may be provided individually or to a small group of children.
Other Setting Definitions (cont.)
Possibly Itinerant ECSE included
National Trends in Part B 619 Selected Settings# of Children 3-5 Served - 2001 - 2005
0
50,000
100,000
150,000
200,000
250,000
2001 2002 2003 2004 2005
Year
Nu
mb
er
of
Ch
ild
ren
IECSEEC SPEDPT EC/PT SPEDItin outside home
From: ideadata.org
National Trends in Part B 619 Selected Settings % Change in # of Children 3-5 Served - 2001 - 2005
0
50,000
100,000
150,000
200,000
250,000
2001 2005
Nu
mb
er o
f C
hil
dre
n
IECSEEC SPEDPT EC/PT SPEDItin outside home
5% increase
20% increase
34% increase
20% increase
From: ideadata.org
Itinerant ECSE in States with Universal PreK, 2006
(Revised USDOE reporting requirements)IECSE = >40% time spent in regular ed
51.9%41.9%
52.6%73.4% 74.2%
0
1020
30
4050
60
70
8090
100
Florida TOTAL U.S. andoutlying areas
New York Oklahoma Georgia
State
Per
cen
tag
e
From: ideadata.org% are for 3-5 year olds; don’t report 4 yr olds separately
Itinerant ECSE in States Supporting Universal PreK
2004 - 2005(IECSE = EC Setting)
47.9% 44.9% 43.6%33.1%
8.0%
47.2% 47.1% 43.1%34.1%
8.4%0
10
20
30
40
50
60
70
80
90
100
Oklahoma Georgia New York TOTAL U.S. andoutlying areas
Florida
State
Per
cen
tag
e
2004
2005
From: ideadata.org
Foundations of Consultative Approach
Principles of Naturalistic Instruction, including Embedded Learning Opportunities (Horn, Lieber, Li, Sandall, & Schwartz, 2000; Pretti-Frontczak & Bricker, 2004)
Foundations of Consultative Approach
Principles of Behavioral Consultation and Coaching (Gersten, Morvant, & Brengelman, 1995; Hanft, Rush, & Shelden, 2004; Kohler, 1993; Kohler, Crilley, Shearer, & Good, 1997; Kohler, McCullough, & Buchan, 1995; Peck, Killen, & Baumgart, 1989; Showers & Joyce, 1996; Vail, Tschantz, & Bevill, 1997)
Foundation of Consultative Approach:Distributed v. Massed Practice Effects
The spacing effect is considered one of the best known and most robust phenomena in experimental psychology (e.g., Bahrick & Hall, 2005; Dempster & Farris, 1990; Rea & Modigliani, 1985) and refers to improved performance if practice sessions are distributed rather than massed.
Foundations of Consultative Approach
Principles of Distributed Practice (Daugherty, Grisham-Brown, & Hemmeter, 2001; Grisham-Brown, Schuster, Hemmeter, & Collins, 2000; Horn, Lieber, Li, Sandall, & Schwartz, 2000; Pretti-Frontczak, Barr, Macy, & Carter, 2003)
Foundation of Consultative Approach:Distributed v. Massed Practice Effects
Seabrook, Brown, & Solity (2005) concluded that teaching certain literacy skills could be more effective simply by breaking up 1-hour blocks into shorter sessions distributed throughout the day.
Foundation of Consultative Approach:Distributed v. Massed Practice Effects
Rea and Modigliani (1985) studied the effects of DISTRIBUTED practice on spelling and multiplication facts with third graders. The children’s performance rates for
multiplication doubled when practice was distributed (47% to 24%).
Performance was also significantly better in spelling (93% in distributed practice v. 82% in massed practice).
Foundation of Consultative Approach:Distributed v. Massed Practice Effects
Childers and Tomasello (2002) taught two-year olds novel nouns and verbs over the course of one month in sessions that lasted 5 to 10 minutes. The results indicated that children learned nouns and verbs best when practice was distributed over four days regardless of the number of intervening days.
Foundation of Consultative Approach:Distributed v. Massed Practice Effects
Childers and Tomasello (2002) (cont.) The least efficient learning occurred when all presentations were done on a single day…..In other words, children learned the word better if they heard it once per day for four days rather than if they heard it eight times in a single day
Foundation of Consultative Approach:Distributed v. Massed Practice Effects
Donovan and Radosevich (1999) conducted a meta-analysis of 63 studies of massed and distributed practice and determined an effect of .42. That effect means that a teacher using distributed practice would achieve better results than about 67% of her peers who were using massed practice.
Consulting Adults Nondisabled peers enrolled in preschool special
education classroom
Teachers teach in same space as blended program
Team teaching in the same space with one group of children
Itinerant teacher working in an ECE setting
Collaborative consultation among staff and with parents
…children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled…
Children with disabilities are children first Think about
Where are same-aged peers during the week ? With whom do same-aged peers interact? What is the curriculum? What is the environment? What are the supports?
Key Responsibilities
Appropriate services to meet needs Continuum of Service Delivery Options Available
Centerbased or Itinerant Teacher Services Access to, Participation in, and Progress in the
General Curriculum Developmentally appropriate Comprehensive Aligned to Content Standards
Opportunities for interaction with nondisabled peers
Variations on a Theme Nondisabled
peers enrolled in preschool special education classroom
Enrollment of Nondisabled Peers
with
•Head Start
•Community Early Learning Provider
•Public School Preschool
APE &/orRelatedServices
School DistrictPreschool Special
EducationCenterbased
Teacher
Variations on a Theme Teachers
teach in same space as blended program
Early Childhood Classroom=
•Head Start
•Community Early Learning Provider
•Public School Preschool
School DistrictPreschool Special
EducationCenterbased
Teacher
APE &/orRelatedServices
Variations on a Theme Team
teaching in the same space with one group of children
Early Childhood Classroom=
•Head Start
•Community Early Learning Provider
•Public School Preschool
School DistrictPreschool Special
EducationCenterbased
Teacher
APE &/orRelatedServices
Variations on a ThemeItinerant teacher working in an ECE setting
Early Childhood Classroom=
•Head Start
•Community Early Learning Provider
•Public School Preschool
School DistrictPreschool Special
EducationItinerant Teacher
APE &/orRelatedServices
Success of a Consultative Approach Depends On…
Strong partnership between an itinerant ECSE teacher and a general ECE teacher
Understanding of the roles and responsibilities for each of these ‘partners’
High quality early childhood environment LEA administrative support Community support Appropriately prepared itinerant ECSE teachers
(e.g. licensure / certification) (Dinnebeil, Pretti-Frontczak, & McInerney, in review)
Requisite Knowledge of IECSE Teachers
Child development (typical and atypical) Early childhood curriculum and assessment
methods Principles of ECSE and specialized instruction Consultation and coaching strategies Operating principles and models of
community-based early childhood programs (Dinnebeil, Buysse, Rush, & Eggbeer, in press).
Requisite Skills of IECSE Teachers
Skilled and experienced as ECSE classroom teachers
Ability to act intentionally in use of differentiated strategies to address children’s IEP goals and objectives.
Ability to serve as an effective consultant or coach (Dinnebeil et al., in press)
Implications for LEAs
LEAs should develop formal policies that outline the roles and responsibilities of both the itinerant and early childhood teachers in order to ensure a joint understanding of job expectations.
Policies should be promulgated to parents, community-based child care / pre-K supervisors and ‘partner’ ECE teachers
Implications for LEAs and Communities
Ohio’s vision for high quality, inclusive early childhood services presumes that systems will work together to promote effective practices.
Implementing a consultative itinerant approach will expand the range of high quality LRE options and enhance the overall quality of inclusive ECE environments.
LRE December 2006
Not Attending a Special Ed Program,
4%
Special Ed Program,
58%
Regular ECE Program,
38%
In general, where are Ohio’s preschool children with disabilities being served?
ECE Setting with 50% or more same aged peers
OR NOT
Ohio Initiatives- a sample
Professional Development CORE Literacy Curriculum for Teachers
Itinerant Model
Content Standards/Accommodations Curriculum/Assessment/Instruction
Research Assessment University Parent Focus Groups
Questions
What is required to ensure children have the opportunity to be educated with nondisabled peers?
What are the financial impacts of the recommendation?
What are the best strategies for promoting a district’s relationship with ELI, ECE and community settings?
Questions
How to communicate best with community preschool/child care regarding the district’s responsibilities to locate, identify, evaluate preschool children with disabilities?
How to establish a working relationship with district to develop and implement an IEP for preschool children with disabilities?
LRE is NOT…
Predetermining placement Predetermining services Using a cookie-cutter approach to
service delivery Limiting service delivery to district
programs Limiting service delivery to funding
sources
LRE is….
Looking at the whole child Thinking of the child’s day and week Considering the number of transitions a
child must deal with Building relationships between the district
and community early learning providers Providing special education services in an
environment in which the child spends majority of time
Early Learning Content Standards
Describe essential early concepts, and skills for ALL Ohio’s children
Addresses content areas: English Language Arts Mathematics Science Social Studies
ELI Guidelines FormatSECTION II: Environments Matter
Outcome 2: Educators have the knowledge and skills necessary to support children’s learning.
Goal 2: Educators demonstrate nurturing and supportive relationships with children to promote self-assurance and competence.
IndicatorsA.B.
References
Probes to Facilitate Strategic Design & Action
Section II: Environments Matter
Program Capacity Measures
Curriculum-Embedded
Performance Measures
Child and Family Outcome Measures
Aligned with P-12 Content Standards
Child Outcomes
Get It, Got It, Go! Ages and Stages Questionnaire:
Social-Emotional Curriculum-based Assessments
Early Childhood Outcomes Summary Form
ECOSF
Core Group Communicates General Preschool Teacher Special Preschool Teacher Parent Related Services Personnel
ECOSF
Early childhood outcomes summary form Ongoing assessment system Summary
Sources of information Over time Varying interactions Different perspectives Generalizations
Analysis Evaluation of fidelity
Transdisciplinary Model
Interactions Child Staff Parents
Settings Conditions Transitions
Transdisciplinary Model
Role release
Successful strategies and supports Discrepancies
Transdisciplinary Model
Analysis Communication
IEP Ongoing
assessment system
Staff Parents
Sending/Receiving Environments
Systems/Infrastructure
Challenges to Adoption of Expansion of IECSE Services
Lack of High Quality EC Settings CONFUSION around roles and
responsibilities of key stakeholders (EC teacher, itinerant, supervisor)
Lack of time to collaborate
Implications for Profession If DISTRIBUTED is
the research-based model for intervention in IECSE model, what are implications for SEA and LEA re: public promulgation of consultation as recommended practice vs. direct service?
Implications for Profession A shift towards a
consultative approach may meet with resistance from the field as a result of dramatic shift in roles and responsibilities of IECSE teachers (and supervisors)
Support for Consultation Services: Policy Briefs
Activity supported in part by the National Association of State Boards of Education (NASBE), Early Childhood Network help states increase their ability to create
integrated, high-quality ECE policies, programs, and services
Highlights of the Policy Brief
Description of consultative model in itinerant ECSE service delivery.
Description of differences between a consultative and direct service approach in itinerant ECSE service delivery