Illinois’ Award of Excellence for Inclusion of Children with Special Needs National Early Childhood Inclusion Institute Chapel Hill, NC (May 12-14, 2015)

State Context Governor’s Office of Early Childhood Development (OECD) ExceleRate Illinois (cross-agency initiative to focus on quality – Illinois’ QRIS) Race to the Top (major focus on ExceleRate Illinois) Expansion Grant (enhanced focus on Awards of Excellence as a part of ExceleRate Illinois)

Who this AoE is for … ALL early childhood programs that are “GOLD” & INCLUDE children with special needs School and community-based preschool programs (ISBE, Preschool for All, Prevention Initiative) Licensed child care centers Head Start & Early Head Start

Building on what is already in ExceleRate Illinois ExceleRate ALREADY supports inclusion in several ways At the GOLD level... Programs must screen all children and refer if needed Programs must have MOUs (Memoranda of Understanding) with CFCs (Child & Family Connections) and at least one LEA (Local Education Agency) Staff must complete training on children with disabilities

Why we need it …

Expectations for the Award of Excellence in Inclusion Self-assessment and Portfolio Development

Foundation – DEC/NAEYC Guiding Principles for Inclusion Access Participation Supports

What the AoE application process does … Identifies Standards and Guidelines for high-quality programs and classrooms Provides a process of Self-Study that goes hand-in-hand with developing a Portfolio Offers Supports for programs as they engage in self-study and portfolio development

Three levels of self-assessment Five Standards Program level – big picture of minimum criteria Addresses commitment to including children with special needs Addresses minimum staff training related to applying for this Award Standard 2 addresses program level inclusive practices (IIGC) 21 Item IIGC Program level - addresses Standard 2 Provides criteria for what defines high-quality inclusive practices program-wide Item 21 of the IIGC addresses classroom level inclusive practices 12 Item ICP Classroom level – addresses Item 21 of IIGC Provides criteria for what defines high-quality inclusive practices in individual classrooms

1 st Level of Self-Assessment: The Five Standards Standard 1 – Commitment to principles of full inclusion Standard 2 – Achieve 85% of items on Illinois Inclusion Guidelines Checklist Standard 3 – Administrator completes training related to self-assessment and portfolio development Standard 4 – Administrator training on inclusive early childhood systems Standard 5 – Staff training on self-assessment using the ICP and on inclusive practices

2 nd Level of Self-Assessment: The Illinois Inclusion Guidelines Checklist (IIGC) Illinois Inclusion Guidelines Checklist 21 items Matched to “Areas” in ExceleRate Illinois Describes program-level practices that go beyond what is already in ExceleRate Illinois Provides framework for self-assessment at program level Provides framework for developing Program Portfolio, with evidence for each item

Example: Types of Evidence in Portfolio Item 1 on IIGC (accessible learning environments) Photographs of children in accessible environments Descriptions of how environments have been modified Lesson plans showing modifications for specific children with special needs Scores on specific, relevant assessment items from external, state evaluators (such as ECERS)

3 rd Level of Self-Assessment: The Inclusive Classroom Profile (ICP) 12-item classroom observation instrument 12-item classroom observation instrument Describes classroom practices that indicate high quality Access, Participation, and Supports, in relation to individual children with special needs Describes classroom practices that indicate high quality Access, Participation, and Supports, in relation to individual children with special needs Provides framework for self-assessment and improvement in each individual classroom Provides framework for self-assessment and improvement in each individual classroom Addresses Item 21 of the IIG Addresses Item 21 of the IIG

Example from ICP: Adult Guidance of Children’s Play (Item 3)

Supports for Accomplishing Award of Excellence Ongoing support from Award of Excellence coordinator and coaches Training for application process Introductory webinar for administrators Full-day face-to-face training for administrators Webinar for classroom staff on using ICP for self- assessment Linkages to other training and technical assistance

STEPS in the Application Process A brief walk through the process

Supports Route to Application for an Award of Excellence in Inclusion Submit Self-Study Portfolio toSubmit Self-Study Portfolio to State Advisory Panel Meet minimum criteria: Gold + serving children in inclusive environmentsMeet minimum criteria: Gold + serving children in inclusive environments Complete self-assessment on Prerequisites ApplicationComplete self-assessment on Prerequisites Application Join Supports CohortJoin Supports Cohort Initiate Self-Study Portfolio (Standards, IIGC, ICP)Initiate Self-Study Portfolio (Standards, IIGC, ICP) Connect with AoE & Inclusion Coach Complete Supports Cohort Activities Complete Supports Cohort Activities Complete Program Self-Study Portfolio Complete Program Self-Study Portfolio Submit Prerequisite Application to OECD (evidence related to Standards) Submit Prerequisite Application to OECD (evidence related to Standards)

Why would a program apply for this Award? Validate the program’s beliefs about inclusion and validate and improve its inclusive practices Demonstrate to families and to the community a high level of commitment to children with special needs and their families Provide families with information that will improve their access to, and knowledge of, high quality programs Be recognized by the state and community as a program that is providing high quality services for children with special needs

Highlights Partnerships Special Education Subcommittee of Early Learning Council Illinois Council on Developmental Disabilities Illinois Network of CCR&Rs (Gateways to Opportunity) Statewide training resources – StarNet, Project Choices Other Awards of Excellence Putting systems in place for application process 1 st Cohort Completed

Challenges As 1 st Award of Excellence to become operational Learning alongside the applicants As Award of Excellence in Inclusion Different definitions of inclusion in different types of programs Avenues for recruiting across different types of programs

Where to from here? New cohorts More types of programs – recruiting, vetting, supporting newly Gold (child care, Head Start) Partnerships – sustainability of model – recruiting, vetting, training, supporting Evaluating our process Additional avenues for participating

Supports Route to Improving Inclusive Practices COMPLETE 1 st ROUND OF SELF-ANALYSIS Complete initial self-assessment using characteristics of high-quality inclusive environments (Standards, IIGC, ICP) Complete initial self-assessment using characteristics of high-quality inclusive environments (Standards, IIGC, ICP) DEVELOP ACTIVITY PLAN Goals for program, classrooms, individualsGoals for program, classrooms, individuals Activities including training, t.a., coachingActivities including training, t.a., coaching Connect with AoE & Inclusion Coach IMPLEMENT ACTIVITY PLAN COMPLETE 2 ND ROUND OF SELF-ANALYSIS

For More Information … Websites Websites of-excellence/inclusion-of-children-with-special-needswww.excelerateillinoisproviders.com/overview2/awards- of-excellence/inclusion-of-children-with-special-needswww.excelerateillinoisproviders.com/overview2/awards- of-excellence/inclusion-of-children-with-special-needswww.excelerateillinoisproviders.com/overview2/awards- of-excellence/inclusion-of-children-with-special-needs (under construction but close) (under construction but close) Presenters: Presenters: Jeanette McCollum, (training, general questions)Jeanette McCollum, (training, general questions) Donna Nylander, (general questions)Donna Nylander, (general questions)