inclusive placement opportunities for preschoolers (ipop): one state’s plan for systems change...

Inclusive Placement Inclusive Placement Opportunities for Opportunities for

Preschoolers (IPOP): One Preschoolers (IPOP): One State’s Plan for Systems State’s Plan for Systems

ChangeChangeJuly 2008July 2008

88thth National Early National Early Childhood Inclusion Childhood Inclusion

Institute Institute

What Does Virginia Look Like?What Does Virginia Look Like?

State DemographicsState Demographics

Virginia’s SPP and APRVirginia’s SPP and APR Preschool Placement Baseline (2004) – 28% Preschool Placement Baseline (2004) – 28%

in settings with typically developing peersin settings with typically developing peers Placement data 2005 – 30% Placement data 2005 – 30% 70 divisions met target (62 did not)70 divisions met target (62 did not)

State population – 7,642,884 (2006); 8% growth from State population – 7,642,884 (2006); 8% growth from 2000; 6.7% under 5 years2000; 6.7% under 5 years

PKPK ECSE Special Ed All ECSE Special Ed All studentsstudents

2006 20,396 16,773 172,7042006 20,396 16,773 172,704 1,221,939 1,221,939 2007 28,986 16,859 169,6692007 28,986 16,859 169,669 1,232,436 1,232,436

(Some duplication in PK numbers. Does not include (Some duplication in PK numbers. Does not include community-based Head Start)community-based Head Start)

Why Make the Effort?Why Make the Effort? Greater and more lasting impact Greater and more lasting impact

if change occurs through a if change occurs through a coordinated system-wide coordinated system-wide approach versus several isolated approach versus several isolated and disconnected initiativesand disconnected initiatives

NCLB/IDEA ‘04NCLB/IDEA ‘04 State standards for 4-year-oldsState standards for 4-year-olds We Are Passionate About Doing We Are Passionate About Doing

What Is Best For Kids!What Is Best For Kids!

Federal Description of Data Federal Description of Data Needed for State Annual Needed for State Annual

Performance PlanPerformance Plan Indicator 6:Indicator 6:

Percent of children with IEPs who Percent of children with IEPs who received special education and received special education and related services in settings with related services in settings with typically developing peers (i.e., early typically developing peers (i.e., early childhood settings, home, and part-childhood settings, home, and part-time early childhood/part-time early time early childhood/part-time early childhood special education)childhood special education)

Preschool Placement DataPreschool Placement Data

Dec 1, 2005 Child CountDec 1, 2005 Child Count

Early Childhood Setting (Not Early Childhood Setting (Not SpEd)SpEd)

27552755 15%15%

Early Childhood Setting (SpEd) Early Childhood Setting (SpEd) 83988398 45%45%

HomeHome 10421042 6%6%

Part ECE Setting (Not SpEd) & Part ECE Setting (Not SpEd) & Part ECSE Setting (SpEd)Part ECSE Setting (SpEd)

18151815 10%10%

Residential Facility (Public or Residential Facility (Public or Private)Private)

1414 <1%<1%

Separate School (Public or Separate School (Public or Private)Private)

137137 <1%<1%

Itinerant ServiceItinerant Service 42684268 23%23%

Reverse mainstreamReverse mainstream 2929 <1%<1%

TOTALTOTAL 18,45818,458

LRE for Preschoolers in LRE for Preschoolers in Virginia: 2005 Child Count Virginia: 2005 Child Count

Data for 3-5sData for 3-5s

VA ECSE settings: VA ECSE settings: 45%45%

VA EC settings: VA EC settings: 15%15%

VA Itinerant settings: VA Itinerant settings: 23%23%

Average of all 50 states, DC, and BIA ECSE Average of all 50 states, DC, and BIA ECSE settings:settings: 33.1%33.1% Number of states with more students in ECSE Number of states with more students in ECSE settings than Virginia: settings than Virginia: 1313

Dec. 1, 2006 Child CountDec. 1, 2006 Child CountEarly Childhood Setting (Not Early Childhood Setting (Not SpEd)SpEd)

48948944

29%29%

Early Childhood Setting (SpEd) Early Childhood Setting (SpEd) 69369333

41%41%

HomeHome 690690 4%4%

Residential Facility (Public or Residential Facility (Public or Private)Private)

66 <1%<1%

Separate School (Public or Separate School (Public or Private)Private)

8383 <1%<1%

Itinerant Service/Service Provider Itinerant Service/Service Provider LocationLocation

44244244

26%26%

TOTALTOTAL 17,03017,030

Dec. 1, 2007 Child CountDec. 1, 2007 Child Count(new placement definitions)(new placement definitions)

Regular Early Childhood Regular Early Childhood ProgramProgram

11,53211,532 68%68%

Separate Class (SpEd) Separate Class (SpEd) 3,8633,863 23%23%

Separate School (SpEd)Separate School (SpEd) 6767 <1%<1%

Residential FacilityResidential Facility 1818 <1%<1%

HomeHome 357357 2%2%

Service Provider LocationService Provider Location 1,0221,022 6%6%

TOTALTOTAL 16,85916,859

So, What Did We Do About So, What Did We Do About This?This?

VDOE’s Priority Project addressedVDOE’s Priority Project addressed

via the Inclusive Placement via the Inclusive Placement Opportunites for Preschoolers Opportunites for Preschoolers project:project:Statewide initiative to create or Statewide initiative to create or

expand on inclusive placements expand on inclusive placements opportunities for preschoolers with opportunities for preschoolers with disabilitiesdisabilities

What is IPOP?What is IPOP?

VDOE initiative; information VDOE initiative; information shared via Supt’s. Memoshared via Supt’s. Memo

Application processApplication process

How Many IPOP Teams?How Many IPOP Teams?

Cohort 1 - 2005 (7 teams)Cohort 1 - 2005 (7 teams) Cohort 2 - 2006 (7 teams)Cohort 2 - 2006 (7 teams) Cohort 3 - 2007 (6 teams)Cohort 3 - 2007 (6 teams) Cohort 4 – 2008 (9 teams)Cohort 4 – 2008 (9 teams)

Total = 29 teamsTotal = 29 teams

Why Did We Choose A Systems Why Did We Choose A Systems Change Approach To IPOP?Change Approach To IPOP?

Systems change is:Systems change is: An orderly plan to add or alter an An orderly plan to add or alter an

existing programexisting program

A process involving key A process involving key

stakeholdersstakeholders

A commitmentA commitment

Components of IPOPComponents of IPOP

Planning guide and training Planning guide and training modulesmodules

Statewide training on system Statewide training on system change and teamingchange and teaming

Long Term Technical Assistance Long Term Technical Assistance within programswithin programs

Resources and materialsResources and materials FundingFunding

What We Know WorksWhat We Know Works

Focus is top priority of program Focus is top priority of program staffstaff

Involves stakeholders from all Involves stakeholders from all levelslevels

Builds in staff development with Builds in staff development with follow-upfollow-up

Utilizes participatory decision Utilizes participatory decision making for all stepsmaking for all steps

What Works, con’t.What Works, con’t. Hold regular planning meetingsHold regular planning meetings Focus on using research-based Focus on using research-based

modelsmodels Use structured team meeting Use structured team meeting

processprocess Use process for reaching Use process for reaching

consensus/handling conflict consensus/handling conflict Have “critical friend” to the school Have “critical friend” to the school

teamteam

What It Takes!What It Takes!

Time:Time: 2-3 year commitment 2-3 year commitment Planning:Planning: A team to coordinate the A team to coordinate the

efforteffort Leadership:Leadership: Administrative involvement Administrative involvement Buy In:Buy In: Is the focus of the initiative a Is the focus of the initiative a

top priority?top priority? On-going data collection:On-going data collection: Determine Determine

needs and help with decision makingneeds and help with decision making Evaluation:Evaluation: How do you know you are How do you know you are

making progress?making progress?

4 Phases of Systems Change4 Phases of Systems Change

ReadinessReadiness

PlanningPlanning

ImplementationImplementation

ContinuationContinuation

Readiness PhaseReadiness Phase

Gather momentumGather momentum Obtain administrative approvalObtain administrative approval Form a teamForm a team Clarify purposeClarify purpose Gain consensus to apply and Gain consensus to apply and

complete application for Long complete application for Long Term Technical AssistanceTerm Technical Assistance

Planning PhasePlanning Phase

Learn a structured team meeting Learn a structured team meeting processprocess

Gather information about current Gather information about current situationsituation

Learn about research-based Learn about research-based models to address the needmodels to address the need

Visit model sitesVisit model sites

Planning Phase, con’t.Planning Phase, con’t.

Select a model to useSelect a model to use

Develop a philosophyDevelop a philosophy

Develop an action plan (state Develop an action plan (state outcomes desired)outcomes desired)

Gain support of school division Gain support of school division administrators administrators

Develop description/guideDevelop description/guide

Planning Phase,Planning Phase, con’t.con’t. Share information, seek support, Share information, seek support,

elicit concerns elicit concerns Guide the faculty to develop the Guide the faculty to develop the

programprogram Plan for and conduct on-going Plan for and conduct on-going

evaluationsevaluations Plan for and conduct series of trainingPlan for and conduct series of training If needed: Develop or recommend If needed: Develop or recommend

changes to position descriptionschanges to position descriptions

Why We Plan First!Why We Plan First!

Implementation PhaseImplementation Phase

Plan for and conduct orientation Plan for and conduct orientation activities to introduce and create activities to introduce and create awareness of new initiativeawareness of new initiative

Pilot the initiativePilot the initiative Conduct regularly scheduled Conduct regularly scheduled

meetingsmeetings Evaluate the pilot and determine Evaluate the pilot and determine

how/when to continue on a larger how/when to continue on a larger scalescale

Collaborative Model

4 ECSE childrenHead Start Class

4 ECSE childrenHead Start Class

8 ECSE children

Consultative Model

ECSE StudentsVirginia Preschool

Initiative Class

ECSE StudentsHead Start Class

ECSE students

ECSE StudentsCommunity Childcare

Reverse Inclusion

8 Children without disabilities

8 ECSE children

Continuation PhaseContinuation Phase

Refine aspects of the programRefine aspects of the program

Make program an on-going part Make program an on-going part of the systemof the system

Participation in state QRISParticipation in state QRIS

Tools for Quality ImprovementTools for Quality Improvement

Early Childhood Environment Early Childhood Environment Rating Scale-Revised (ECERS-R)Rating Scale-Revised (ECERS-R)

www.fpg.unc.edu/~ECERS/www.fpg.unc.edu/~ECERS/

Classroom Assessment Scoring Classroom Assessment Scoring System (CLASS)System (CLASS)

http://classobservation.com/http://classobservation.com/

Virginia Governor’s Pre-K Virginia Governor’s Pre-K InitiativesInitiatives

Early Childhood InitiativesEarly Childhood Initiativeswww.education.virginia.gov/Initiatives/EarlyChildhood/www.education.virginia.gov/Initiatives/EarlyChildhood/index.cfmindex.cfm

Governor’s Working GroupGovernor’s Working Groupwww.education.virginia.gov/Initiatives/EarlyChildhood/www.education.virginia.gov/Initiatives/EarlyChildhood/GovWorkingGroup.cfmGovWorkingGroup.cfm

The Alignment ProjectThe Alignment Project Home Visiting ConsortiumHome Visiting Consortium Professional Development Professional Development VA’s Plan for Smart Beginnings VA’s Plan for Smart Beginnings

Quality Rating Improvement SystemQuality Rating Improvement System School ReadinessSchool Readiness

Milestones of Child DevelopmentMilestones of Child Development Competencies for Early Childhood ProfessionalsCompetencies for Early Childhood Professionals

www.dss.virginia.gov/family/cc/publications.cgiwww.dss.virginia.gov/family/cc/publications.cgi

BenchmarksBenchmarks Benchmarks of Quality Inclusive Benchmarks of Quality Inclusive

PlacementsPlacements Tools to SupportTools to Support

Goal Functionality Scale IIGoal Functionality Scale II Intervention MatrixIntervention Matrix EIEIOEIEIO STARESTARE

National Individualizing Preschool National Individualizing Preschool Inclusion Project (NIPIP)Inclusion Project (NIPIP) Robin McWilliamRobin McWilliam www.vanderbiltchildrens.com/interior.php?www.vanderbiltchildrens.com/interior.php?

mid=1157mid=1157

Cohorts 1,2, 3 Cohorts 1,2, 3

Representing 12 school divisionsRepresenting 12 school divisions Total Number of ECSE children 833Total Number of ECSE children 833

Total number of ECSE classes 77.7Total number of ECSE classes 77.7

Before Before (IPOP)(IPOP)

AfterAfter

(IPOP)(IPOP)

Number of Number of collaborative collaborative agreements agreements

55 1313

Number of inclusive Number of inclusive classrooms classrooms

1111 4040

Number of children Number of children included included

250250 366366

Lessons Learned from IPOPLessons Learned from IPOP Need for broader perspective of Need for broader perspective of

functionality in larger settings by ECSEfunctionality in larger settings by ECSE Lack of knowledge about how general Lack of knowledge about how general

education classes are facilitatededucation classes are facilitated Removing children from general education Removing children from general education

once they are “identified”once they are “identified” Expectation of preschools, parents, ECSEExpectation of preschools, parents, ECSE ECSE in “catch them up” modeECSE in “catch them up” mode

Need for IHEs to merge programs (ECE Need for IHEs to merge programs (ECE and ECSE)and ECSE)

Need for administrative buy-inNeed for administrative buy-in IDEA, NCLB, SPPIDEA, NCLB, SPP

Communication Between IPOP Communication Between IPOP Sites And Resource StaffSites And Resource Staff

PB WIKIPB WIKIhttp://earlychildhoodpp.pbwiki.com/http://earlychildhoodpp.pbwiki.com/

TTAC OnlineTTAC Onlinehttp://www.ttaconline.org/http://www.ttaconline.org/

Clarifying Questions?Clarifying Questions?

VDOE ResourcesVDOE Resources Virginia’s Foundation Blocks for Early Learning

www.doe.virginia.gov/VDOE/Instruction/Elem_M/FoundationBlocks.pdf

Preschool Curriculum Review Rubric and Planning Tool

www.doe.virginia.gov/VDOE/Instruction/Elem_M/preschool_rubric.pdf

Early Childhood Special Educationwww.doe.virginia.gov/VDOE/sped/earlychildhood.html

Contact InformationContact Information VA Department of Education (VDOE)VA Department of Education (VDOE)

Phyllis Mondak, 619 CoordinatorPhyllis Mondak, 619 Coordinator Phyllis.mondak@doe.virginia.govPhyllis.mondak@doe.virginia.gov

VDOE Training & Technical Assistance VDOE Training & Technical Assistance Centers (T/TAC)Centers (T/TAC) Cheryl Henderson, Co-Director (JMU)Cheryl Henderson, Co-Director (JMU)

hendercl@jmu.edu hendercl@jmu.edu Dianne Koontz Lowman, ECSE Coordinator (JMU)Dianne Koontz Lowman, ECSE Coordinator (JMU)

lowmandk@jmu.edulowmandk@jmu.edu Sandy Wilberger, Co-Director (VCU)Sandy Wilberger, Co-Director (VCU)

slwilber@vcu.eduslwilber@vcu.edu

ReferencesReferences

Lazara, A., Danaher, J., & Kraus, R. Lazara, A., Danaher, J., & Kraus, R. (Eds.). (2007). (Eds.). (2007). Section 619 ProfileSection 619 Profile (15th ed.). Available from (15th ed.). Available from www.nectac.org/~pdfs/pubs/sec619_www.nectac.org/~pdfs/pubs/sec619_2007.pdf2007.pdf