Webinar Series 1 Supporting the Inclusion of Young Children with Disabilities Session 2: State Strategies to Promote Inclusive Practices February 17 th, 2015 Jim Coyle Patti Wirick Vivian James Robin Rooney

Participants will: 1.Understand how two states (PA & NC) are implementing strategies to support local early childhood special education programs to promote the use of inclusive practices. 2.Have opportunities to pose questions and generate ideas with colleagues. Objectives

Pennsylvania’s Inclusion Support

Inclusion Supports Successful Inclusion Intentional collaboration TQRIS incentives State funded Pre K Joint Professional Development Inclusion Guidelines Quality Enhancement Plans Incentive Grants

Inclusion Performance Grants Offered to low performing early intervention preschool programs since 2008 BEIS and EITA review LRE data for all preschool early intervention programs Selected programs whose data fell significantly below the state average Utilized LRE categories of % of children served in Head Start and/or Early Childhood as well as Early Childhood Special Education settings

Inclusion Performance Grant Application Requirements Targets for increasing % of children served in EC/HS settings Targets for decreasing % of children served in ECSS settings Increase community program partnerships Designate internal and external coaches Professional Development Sustainability

Inclusion Performance Grant PBIS Option Beginning in 2014, programs could elect to implement PBIS as a strategy to support inclusion

Inclusion Performance Grant PBIS Option Requirements Identify at least one EC partner for implementation Commit to multi-year process Complete “Commitment to Fidelity Implementation” Identify a PBIS Facilitator Participate in on-going trainings

Inclusion Performance Grant Self Evaluation Identification of strengths and needs related to: Access Participation Supports Aligned with DEC/NAEYC Position Statement on Inclusion Aligned with DEC Recommended Practices

Inclusion Performance Grant Self Evaluation

Inclusion Performance Grant Action Plan Based on results of self assessment Activities for implementation Team member’s responsibilities Timelines Resources needed Evaluation/data

Inclusion Performance Grant Action Plan

Program PA Arc Consultant EITA Consultant Inclusion Performance Grant Support Local technical assistance and support Parent training and support

Quarterly meetings Quarterly reports Monthly data reports Monthly EITA Consultant contacts Inclusion Performance Grant Ongoing Support

Inclusion Performance Grant Results Majority of programs met targets Sharing of strategies across programs helps sustainability Programs strengthened PBIS Partnering with PA Arc strengthened family engagement

Inclusion Performance Grant Data

Questions ?

NC E ARLY L EARNING N ETWORK IS A JOINT PROJECT OF THE NC D EPARTMENT O F P UBLIC I NSTRUCTION, O FFICE O F E ARLY L EARNING AND UNC F RANK P ORTER G RAHAM C HILD D EVELOPMENT I NSTITUTE Resources to Promote Inclusion North Carolina Preschool Exceptional Children Program

NC Least Restrictive Environment (LRE) Data

Reporting Indicator 6 Summary StatementsActual FFY 2012 Total Headcount N= 18,665 (% and # of children) Actual FFY 2013 Total Headcount N= 18, 801 (% and # of children) Target FFY A. Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program 49.9% (N=9.322)50.26% (N=9.450)51.5% 6B. Separate special education class, separate school or residential facility 21.2% (N=3,962)21.98% (N=4,132)20.5%

M T S in N C Inclusion Initiative PreK IEP Training (TOT), Early Learning & Development Standard Training (TOT), NC SEFEL Initiative Preschool Coordinator Orientation, Regional Meetings and/or Webinars, Representatives/Mentors, Annual Institute, National Inclusion Institute, Listserv, Guiding Practice Documents, Questions & Answers Document Differentiated Core Supplemental Support Intensive Support

Differentiated Core- Understanding the Data

Indicator 6 questions In general…  What do you notice about the data?  Are there patterns? Trends?  Did your data show improvement from the previous year?  What kinds of questions do you have about these data?  What are the data telling you?  What is the ‘story’ behind the data?

Indicator 6 questions Specifically…  Did the State meet targets for Indicator 6?  Did your LEA meet targets for Indicator 6?  What is the difference in LRE for PreK and Kindergarten?  If your LEA did not meet the state targets, what should be the plan for improvement?  If you are performing above the state target, have you set improvement targets for your LEA?

Results Driven Accountability When selecting LEAs for intensive support, we considered:  LRE data  Impact the size of the district had on the state data and the number of children they serve  The LEA’s buy-in

Inclusion Initiative- Intensive Support SEA and LEA Agreement (Assurances)

DRAFT

Questions ?

New Resources! 1. TA Project and National Association Professional Development Resources to Support Inclusion 2. New Resources! 1. TA Project and National Association Professional Development Resources to Support Inclusion 2. State Professional Development Resources to Support Inclusion 3. Supporting Inclusive Practices: Professional Development Resources

Have you come up with one new idea from today’s call that you would like to explore further? If so, what is it?

Contact Information James Coyle: Patti Wirick: Vivian James: Robin Rooney: Shelley de Fosset: Megan Vihn: Katy McCullough:

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