2. Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of Toledo Kim Carlson Part B 619 Coordinator Ohio Department of Education

3. 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

4. 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.

5. 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

6. Continuum of Service Delivery Options available Each public agency must ensure that a continuum of alternative placements is available 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)

7. 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)

8. 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.

9. 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

10. 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

11. 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

12. From: ideadata.org of 617,836 of 637,670 of 670,211 of 700,269 of 701,625

13. From: ideadata.org 5% increase from 2001

14. 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.

15. 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

16. 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

17. From: ideadata.org

18. 5% increase 20% increase 34% increase 20% increase From: ideadata.org

19. % are for 3-5 year olds; don’t report 4 yr olds separately

20. From: ideadata.org

21. Foundations of Consultative Approach Principles of Naturalistic Instruction, including Embedded Learning Opportunities ( Horn, Lieber, Li, Sandall, & Schwartz, 2000; Pretti-Frontczak & Bricker, 2004)

22. 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)

23. 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.

24. 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)

25. 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.

26. 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).

27. 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.

28. 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

29. 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.

30. 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

31. …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?

32. 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

33. 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 &/or Related Services School District Preschool Special Education Centerbased Teacher

34. 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 District Preschool Special Education Centerbased Teacher APE &/or Related Services

35. 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 District Preschool Special Education Centerbased Teacher APE &/or Related Services

36. Variations on a Theme Itinerant teacher working in an ECE setting Early Childhood Classroom= Head Start Community Early Learning Provider Public School Preschool School District Preschool Special Education Itinerant Teacher APE &/or Related Services

37. 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)

38. 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).

39. 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)

40. 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

41. 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.

42. In general, where are Ohio’s preschool children with disabilities being served? ECE Setting with 50% or more same aged peers OR NOT

43. 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

44. 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?

45. 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?

46. 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

47. 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

48. 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

50. ELI Guidelines Format SECTION 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. Indicators A. B. References Probes to Facilitate Strategic Design & Action

51. Section II: Environments Matter Program Capacity Measures Curriculum- Embedded Performance Measures Child and Family Outcome Measures Aligned with P-12 Content Standards

52. Child Outcomes Get It, Got It, Go! Ages and Stages Questionnaire: Social-Emotional Curriculum-based Assessments Early Childhood Outcomes Summary Form

53. ECOSF Core Group Communicates  General Preschool Teacher  Special Preschool Teacher  Parent  Related Services Personnel

54. ECOSF Early childhood outcomes summary form Ongoing assessment system Summary  Sources of information  Over time  Varying interactions  Different perspectives  Generalizations Analysis Evaluation of fidelity

56. Transdisciplinary Model Interactions  Child  Staff  Parents Settings Conditions Transitions

57. Transdisciplinary Model Role release Successful strategies and supports Discrepancies

58. Transdisciplinary Model Analysis Communication IEP Ongoing assessment system Staff Parents Sending/Receiving Environments Systems/Infrastructur e

59. 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

60. 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?

61. 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)

62. 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

63. 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