Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA

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

2. 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

3. 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.

4. 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

5. Continuum of Service Delivery Options 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)

6. 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)

7. 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.

8. 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

9. 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

10. 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

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

12. 5% increase from 2001 From: ideadata.org

13. 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.

14. 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

15. Other Setting Definitions (cont.) 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. Possibly Itinerant ECSE included

16. From: ideadata.org

17. 5% increase 20% increase 34% increase 20% increase From: ideadata.org

18. % are for 3-5 year olds; don’t report 4 yr olds separately From: ideadata.org

19. From: ideadata.org

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

21. 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)

22. 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.

23. 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)

24. 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.

25. 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).

26. 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.

27. 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

28. 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.

29. 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

30. …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?

31. 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

32. School District Preschool Special Education Centerbased Teacher • Enrollment of Nondisabled Peers with • Head Start • Community Early Learning Provider • Public School Preschool APE &/or Related Services Variations on a Theme • Nondisabled peers enrolled in preschool special education classroom

33. 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

34. Early Childhood Classroom= • Head Start • Community Early Learning Provider • Public School Preschool School District Preschool Special Education Centerbased Teacher APE &/or Related Services Variations on a Theme • Team teaching in the same space with one group of children

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

36. 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)

37. 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).

38. 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)

39. 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

40. 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.

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

42. 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

43. 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?

44. 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?

45. 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

46. 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

47. 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

49. 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

50. Section II: Environments Matter Child and Family Outcome Measures Aligned with P-12 Content Standards ProgramCapacity Measures Curriculum-EmbeddedPerformance Measures