Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05 New Perspectives on Early Childhood Special Education Curriculum and Practices Presented by: Dillon Henry.

Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05

New Perspectives on Early Childhood Special Education

Curriculum and Practices

Presented by:

Dillon HenrySEEDS Project, Core Consultant Orange County Department of

Education, Special Education Coordinator

______

SEACO MeetingSpecial Education Administrators of County Offices March 17, 2005 San Diego,

CA

Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05

Purpose

To examine trends in Early Childhood Education (ECE) that are influencing Early Childhood Special Education (ECSE)

To analyze the influences of NCLB and IDEA 2004 on Early Childhood Special Education (Part B)

To identify compatible Standards and Accountability in ECE and ECSE

To explore guidelines for Best Practice

Trends in Early Childhood Education (ECE)

No Child Left BehindUniversal Preschool InitiativesSchool Readiness Initiatives

Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05

Trends in Early Childhood Education (ECE)

No Child Left Behind All children “ready for school” -

preschool experience as prevention/early intervention for high risk populations (poverty, ethnicity, ELL)

“Evidence-based”/”Research-based” Best Practice

“Access to core curriculum”: pre-literacy & numeracy

Standards and accountability

Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05

Trends in Early Childhood Education (ECE)

Universal Preschool Initiative* Preschool as tool for closing the achievement

gap for poor, minority, ELL Develop high-quality pre-K content standards Build a first-class professional learning system

for preschool teachers. Implement a results-based accountability

system. Create seamless transitions from pre-K to

kindergarten and first grade. Involve all stakeholders in the learning process.

* Ca. Dept. of Education: http://www.cde.ca.gov/eo/in/se/yr05preschoolwp.asp

Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05

Trends in Early Childhood Education (ECE)

School Readiness Initiatives: 5 Essential and Coordinated Elements*

Early Care and Education Parenting and Family Support Services Health and Social Services School’s Readiness for Children/School Capacity Program Infrastructure, Administration and

Evaluation

* First 5 California: http://www.ccfc.ca.gov/SchoolReady.htm

Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05

Trends in Early Childhood Education (ECE) *Influences on ECSE? * Don Bailey, Ph.D “What Can Universal Preschool Learn from

Special Education?”, Foundation for Child Development, May 2002.

Allows ECSE service delivery within the larger system of services

Fulfillment of LRE and FAPE provisions Continuum of placement options ECSE curriculum and service delivery with a focus

on school readiness goals ECSE partnerships with public and NPAs

Based on needs of child/family/community Culturally/linguistically responsive

Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05

IDEA and No Child Left Behind

The law requires that preschool age children with disabilities be educated in regular preschool programs to the maximum extent appropriate.

One of the primary purposes of special education is to enable children with disabilities to be educated to the same standards that we expect for all children.

The IEP is intended to address goals, objectives and services that will enable the child to be involved in and progress in the general curriculum.

Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05

IDEA and No Child Left Behind

Reauthorization of IDEA 2004 Preschool-Part B

Performance goals & indicators: Measurable annual progress including academic, developmental, and functional indicators

Participation in state and district-wide assessment programs including literacy and numeracy (or alternate assessments)

Permissive use of Part B $$ for “coordinated early intervening services” for K-3, alligned with NCLB

Permissive identification of Specific Learning Disability through diagnostic teaching (versus discrepancy model)

Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05

IDEA and No Child Left Behind

Reauthorization of IDEA 2004 Infants/Toddlers – Part C (Effective 7/1/05)

US Dept. of Education draft regulations pending “…program shall include an educational

component that promotes school readiness and incorporates pre-literacy, language, and numeracy skills…” (Sec. 632(5)(B)(ii))

Outreach to homeless and wards of the state

Practices based on peer-reviewed research

Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05

Compatible Standards and Accountability in ECE and ECSE Standards

CDE, Child Development Division (CDD) Prekindergarten Learning and Development

Guidelines (CDE Publication, 2000) Preschool Standards (due Spring 2005) Curriculum Frameworks (to be developed)

Accountability CDE, CDD & Special Education Division

Desired Results Developmental Profile SED -Desired Results-Access (due fall 2005)

IEP/IFSP goals: “Access to core curriculum”

Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05

Compatible Standards and Accountability in ECE and ECSE

California Preschool Instructional Network (CPIN) Funding from CDE Child Development

and Special Education Divisions Administered by CCSESA Calif.County Superintendents Educational Services

Association Contract with Sacramento County Office of

Ed. 11 CCSESA Regions with designated regional

LEA Staff: Regional Lead & Special Education

Specialist

Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05

Compatible Standards and Accountability in ECE and ECSE

Purpose of CPIN: Leadership/coordination with school

readiness programs Professional development on

instructional standards for preschool Focus for Years 1-2 Literacy, Years 3-4

Numeracy Training & support for LEA, private,

state/fed. funded preschool, Head Start, etc.

Guidelines for Best Practice

Compatibility of ECE and ECSE Considerations for children with moderate-severe disabilities Inclusive strategies Resources for program development and evaluation

Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05

Guidelines for Best Practice

ECE and ECSE share compatible foundations... Developmental theory and models

Developmentally appropriate practices Individually appropriate practices Child outcomes

Independence/self-help Cognitive/problem-solving Communication/language Social-emotional competence

Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05

Guidelines for Best Practice

Children with moderate-severe disabilities Appropriate goals/objectives

Developmental milestones in all domains Amelioration of disability impacts Active engagement: self-initiation and relationships

Adaptations Materials and activities Assistive technology

Modifications to activities Approximations Participation

Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05

Guidelines for Best Practice

Inclusive strategies for children with moderate-severe disabilities Peers: observation, imitation, interaction Play as a natural form of engagement Mediation by adults and peers Control of variables: environment,

stimuli, reinforcement Transdisciplinary teaming and planning

Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05

Guidelines for Best Practice

Resources: Division of Early Childhood,

Council for Exceptional Children“DEC Recommended Practices in Early Intervention/ECSE”

Program Assessment tool Video: Selected Strategies for Teaching…

Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05

DEC Recommended Practices in EI/ECSE

Recommended Practices: Assessment Child-Focused Interventions Family-Based Practices Interdisciplinary Models Technology Applications Policies, Practice, and Systems Change Personnel Preparation

Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05

Guidelines for Best Practice

Resources: National

Association for the Education of Young Children (NAEYC)Developmentally Appropriate Practice in Early Childhood Education

Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05

Guidelines for Best Practice

Resources: Early Childhood

Environment Rating Scale, Revised Edition

Infant/Toddler Environment Rating Scale, Revised Edition

Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05

Conclusion Trends

Public education is PreK-Grade 12+ ECSE practices within a broader system of early

care/education (public & private) COEs are in a leadership position

Promote range of ECSE program/service options Comprehensive plan for staff development Promote collaborations beyond the education

system Partnership with agencies outside LEA

Health, mental health, EC care and education network