Early Intervention and Early Childhood Special Education 1.

Early Intervention

and

Early Childhood Special Education

Early Intervention

and

Early Childhood Special Education

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EI/ECSE programs provide specialized educational services to children from birth to 5 years of age and their families.

Early Intervention and Early Childhood Special Education (EI/ECSE)

Early Intervention and Early Childhood Special Education (EI/ECSE)

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“Seamless” System Early intervention and early childhood special education function as a “seamless” program in Oregon for eligible children from birth until they enter kindergarten at 5 years of age. A seamless

system minimizes unnecessary transitions for children and families and maximizes the use of resources. The federal government complimented Oregon on our seamless EI/ECSE system.

In EI/ECSE Oregon serves only children with identified disabilities and/or significant delays

and children who are born with a condition that is likely to result in a developmental delay. It is considered among the states with the most

restrictive eligibility definitions.

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Eligibility Categories:

•Hearing Impairment (HI or DHH)*•Visual Impairment (VI)*•Communication Disorder (CD)•Emotional Disturbance (ED)•Autism Spectrum Disorder (Autism)*•Orthopedic Impairment (OI)* such as cerebral palsy, arthrogryposis •Traumatic Brain Injury (TBI)*•Other Health Impairment (OHI)•Specific Learning Disability (LD) •Deaf/Blindness (DB)*•Intellectual Disability•Developmentally Delayed Early Intervention (DD)*

•Conditions likely to cause delays•documented developmental delays

•Developmentally Delayed Early Childhood Special Education (DD)

The eligibilities for both EI and ECSE are indicated with an *

The eligibilities for ECSE only have no *

Since 1992-93 EI and ECSE have been mandated by law in Oregon

•According to federal and state laws, all eligible children are entitled to receive the necessary special education services to enable them to make adequate progress.

•Programs are not allowed to have wait lists and services must be provided to meet legal timelines.

•Parents have legal due process rights and options.

(Refer to Procedural Safeguard pamphlet for details.)

•The EI/ECSE programs and the Oregon Department of Education are vulnerable to law suits if they do not meet these requirements. 6

The EI/ECSE program is required to use “highly qualified” professionals to deliver

services. These professionals also have an expertise with young children:

• Early Childhood Special Educators

• Early Interventionists• Speech-Language

Pathologists• Occupational

Therapists• Physical Therapists

• Autism Specialists • Behavior Specialists• Deaf and Hard of

Hearing Specialists• Vision Specialists• Interpreters• Evaluators

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How we serve children

Home visitsParent trainingParent-Toddler

classesSkill groupsCommunity

consultation

Speech-language classes

Specialized preschools

Reverse mainstreamed preschools

Community preschools

Service CoordinationSpecialized equipment

EI/ECSE ProgramsEI/ECSE Programs

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Services are integrated with other services to maximize effectiveness

and efficiencies.

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Services are individualized based on the identified needsof the child.

Services are in the least restrictive environment, with typical peers and natural settings to the extent possible.

Services are integrated in a manner to best serve the whole child and family and avoid fragmentation of services and

communication.

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EI/ECSE programs work in close collaboration with other community programs and agencies including formal interagency agreements with some agencies:

• Head Start Oregon Prekindergarten, Early Head Start

• Relief Nurseries• Public Health: CaCoon, Babies First, Healthy

Start, Nurse Family Partnerships• Developmental Disabilities• Mental Health agencies• Child Care Resource and Referral agencies• Department of Human Services / Child Welfare• Local Commission on Children and Families• Other state and local programs.

Community CollaborationCommunity Collaboration

• Who can make the referral? Anyone• How do you make a referral? Call or written referral form

• Observation and developmental screening as appropriate.

• If the information gathered indicates possible delays or problems a comprehensive evaluation is completed.

• Eligibility is determined • Individual Family Service Plan (IFSP) is developed which

identifies needs, goals and services.• Placement is made which defines where services will be

provided.

Referral ProcessReferral Process

EI/ECSE ProgramsEI/ECSE Programs

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Do you have a concern about a child’s development?

Who refers children to EI/ECSE Programs?

Anyone who suspects a birth to five year old child has a delay or disability can refer to an EI/ECSE program.

The largest percentage of referrals come from:parents

physicianschild care providersHead Start/OKP/EHS

DHS/Child Welfareothers

• Private therapies and services are few or non- existent for young children with special needs in communities throughout Oregon.

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EI/ECSE Programs are provided in EVERY County in Oregon through a regional system of 9 regions.

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On June 1, 2012 – 12,049 eligible children were being served in Oregon’s EI/ECSE programs.

In one month, for example between May 1, 2012 and June 1, 2012 , 1340 children were referred to EI/ECSE programs.

Growth statewide has averaged 3.2% a year over the past 5 years.

Caseload Growth for Children Receiving EI/ECSE Services

in Oregon from September 2004 to June 2012

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EI/ECSE Funding:

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Funding levels have not kept pace with growth in the

numbers of eligible children and service costs.

Service levels have declined

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From 2004-2010

EI 57% decline

ECSE 34% decline

Source: Statewide samples of monthly service levels from 2004, 2007 and 2010.

EI/ECSE programs report on outcomes annually on the progress and status of

children in the following areas

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Positive social-emotional skills, including social relationships;

Acquisition and use of knowledge and skills, including early language development and early literacy;

Use of appropriate behaviors to meet needs.

For each of these 3 areas the following must be reported:

The percent of children who substantially increased their rate of growth by the time they exited the EI/ECSE program.

andThe percent of children who were functioning within age expectations in each outcome by the time they exited the EI/ECSE program.

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Children who received EI / ECSE are ready for school

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Many enter kindergarten needing fewer services.

Most are placed in a regular kindergarten class with minimal to moderate supports.

Some need no special education services.

In

many cases, children

enter

MORE ready to learn than children

who

have

had

no

preschool

or

other services.

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Children who need special education services in kindergarten are assisted with a smooth transition to school.

The transition process begins the year before kindergarten.

Children start school on the first day with goals, identified effective teaching strategies, adaptive equipment and services in place.

Governance

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ODE is the local education agency (LEA) for EI/ECSE.

ODE contracts with 9 ESDs to provide EI/ECSE services.

Many of the 9 ESDs subcontract with other local entities to provide services. (These are most often county level and

Confederated Tribes of Warm Springs.)

Each local and/or regional contractor or subcontractor is advised by a Local Interagency Coordinating Council

(LICC).

ODE is advised by The State Interagency Coordinating Council (SICC).

The SICCState Interagency Coordinating Council

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The SICC is required in federal and state statute.

Members are appointed by the Governor.

Members include:-at least 20% parents of children who receive or have received EI/ECSE,

-at least 20% public or private providers of EI/ECSE services,

-the Department of Education and 14 other agenciesand programs that also service children with Developmental delays and/or disabilities and their families. (see handout with the complete list)

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The SICC shall:    +Advise the Superintendent of Public Instruction and the State

Board of Education on unmet needs in EI/ECSE programs, review and comment publicly on any proposed rules, distribution of funds and assist the state in developing and reporting data on and evaluations of the programs and services.

+Advise and assist the represented public agencies regarding the services and programs they provide to preschool children with disabilities and their families on proposed rules, policies, distribution of funds, and assist each agency in developing services that reflect the overall goals for the target population as adopted by the council.

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+Advise and assist the Department of Education and other state agencies in the development and implementation of the policies that constitute the statewide system.

+Assist all appropriate public agencies in achieving the full participation, coordination and cooperation for implementation of a statewide system. Includes but is not limited to:

-Seeking information from service providers, service coordinators, parents and others about any federal, state or local policies that impede timely service delivery; and

-Taking steps to ensure that any policy problems identified are resolved.

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+Advise and assist the Department of Education in identifying the sources of fiscal and other support for preschool services, assigning financial responsibility to the appropriate agencies and ensuring that the provisions of interagency agreements are carried out.

+Review and comment on each agency’s services and policies regarding services for preschool children with disabilities, or preschool children who are at risk of developing disabling conditions, and their families to the maximum extent possible to as- sure cost-effective and efficient use of resources.

+To the extent appropriate, assist the Department of Education in the resolution of disputes.

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+Advise and assist the Department of Education regarding the transition of preschool children with disabilities.

+Prepare and submit an annual report to the Governor and to the United States Secretary of Education on the status of early intervention programs operated within this state.

+The council may advise appropriate agencies about integration of services for preschool children with disabilities and at-risk preschool children.

+Advise and assist the Department of Education in the preparation of applications and amendments thereto.

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LICC – Local Interagency Coordination CouncilsORS 343.507 and  OAR 581-015-0930

Each contractor for EI/ECSE services shall assist in the development of an LICC in every county.

Membership of LICCs is defined in statutes and is similar to the membership of the SICC with local Representation. It includes 20% parents, 20% providers of services, representatives of public agencies that serve children with disabilities, local school districts, non- profits and private providers.

Role of Local Interagency Coordinating Council

Advise and Assist:

•Identification of service needs;•Coordination of services with other agency services;•Procedures for resolving local disputes; and•Development of local interagency agreements.

The recommendations from each LICC shall be used when the contractor and subcontractor writes their annual service area plan.

LICC shall collaborate with other agencies and programs in planning and implementing services for young children and their families in the local community.

The needs of children with developmental delays and disabilities and their families

are often invisible.

The SICC and LICCs have always played a critical role in promoting these services.

Big Vision and Hope for the Future

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When all children from birth to school age have access to high quality early learning environments and when all parents have access to high quality parenting supports;

EI/ECSE services will be able to use their expertise to focus on ensuring that children with developmental delays and

disabilities can effectively access these environments and resources and help each child and parent derive benefit

from them. EI/ECSE will be able to provide the specialized instruction, adaptations, modifications and teaching

methods and supports to assist in achieving full inclusion and full benefit.