Pacific TA Meeting: Quality Practices in Early Intervention and Preschool Programs Overview to Trends and Issues in Quality Services Jane Nell Luster, Anne Lucas, and Joicey Hurth
Feb 24, 2016
Pacific TA Meeting:Quality Practices in Early Intervention
and Preschool ProgramsOverview to Trends and Issues
in Quality Services Jane Nell Luster, Anne Lucas,
and Joicey Hurth
Pacific TA Meeting: Quality Practices in Early Intervention and Preschool Programs
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Key National Trends
• Quality Programs• Successful Participation• Family Involvement and Family-
Centeredness • Teaming and Collaboration
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Quality Programs
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Quality Programs
• Data Quality Standards• Integration of Early Childhood Systems• Programs Standards • Evaluation of Program Quality • Measurement of Child and Family
Outcomes for Accountability and Program Improvement
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Data Quality Standards
TimelyAccurateo Reliable
Consistent Objective
o Valid Complete Credible
SecureUsefulo Interpretableo Relevanto Transparento Accessible
Data collected, submitted, analyzed, and reported must be:
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Data Quality Video
http://www.youtube.com/watch?v=k4gj_RdtKCw
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Integration of Early Childhood Initiatives
• Integration of Part C and Section 619 IDEA services with the broader early childhood community and establishing cross-agency collaboration at the systems level is essential to plan, coordinate and improve the various early childhood services
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Program Standards
• Standards related to children with special needs (e.g., inclusion) should be incorporated into the various program standards established by other early childhood initiatives
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Program Quality Evaluation
• Evaluation or rating systems for early childhood initiatives need to be developed and consistently implemented (e.g., QRIS) in states/jurisdictions to assess and improve program quality across the various early childhood initiatives
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Measuring Child and Family Outcomes
• Integrating child outcome measurement into the IFSP / IEP process is important to help establish meaningful IFSP outcomes / IEP goals and appropriate services
• Using child and family data for program improvement is critical and relates to OSEP’s results effort
• States/jurisdictions are still working on quality of data for child outcome
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Successful Participation
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Successful Participation
• Functional Assessment• Functional IFSPs and IEPs• Natural Environments and Inclusive
Settings/Least Restrictive Environments
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Successful Participation
From ECO Stakeholder Process – Ultimate Purpose for Children:• To enable young children to be active and
successful participants during the early childhood years and in the future in a variety of settings – in their homes with their families, in child care, preschool or school programs, and in the community
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Functional Assessment
• Functional assessment conducted in a variety of settings assists the team in:– Identifying what’s working and what’s
challenging in everyday routines and activities (child strengths and needs) to develop functional IFSP and IEP outcomes –Determining the child’s performance across
settings in the 3 global outcome areas
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Functional IFSPs and IEPs
• Functional IFSP outcomes and IEP goals form the basis for promoting how children learning best (e.g., learning through participation in everyday activities that are interesting and important to them)
• Incorporating child interests as the basis for involvement in everyday activities (materials, activities and people) in IFSPs and IEPs , children can be more engaged in playing, interacting and participating
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Natural Environments and Inclusion/LRE
• Since mastery of functional skills occurs through high-frequency, naturally occurring activities in a variety of settings that are consistent with family and community life, provision of early childhood services in natural environments and inclusive settings (e.g., home, community, and/or classroom) best supports learning and promotes successful participation
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Promoting Family
Involvement/ Family
Centeredness
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Promoting Family Involvement/ Family Centeredness
• Family – Professional Partnership• Family Supports and Services Impact
Quality of Life• Caregiver Confidence and Competence• Involving Families in Evaluation and
IFSP/IEP Development and Implementation
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Family - Professional Partnerships and Quality of Life
• Partnerships with professionals influence families’ quality of life (e.g., family interaction, emotional and physical well-being, parenting, disability support)
• Partnerships are defined as “mutually supportive interactions between families and professionals, focused on meeting the needs of children and families and characterized by a sense of competence, commitment, equality, positive communication, respect, and trust”
(Turnbull and Posten, 2010)
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Family Supports and Services Impact Quality of Life
• Services and supports provided to the family also impact on the family’s quality of life
• Families report being fairly satisfied with supports and services they receive but need a clearer understanding of what is available receive – national focus on developing a framework for services and supports
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Building Caregiver Confidence and Competence
• Strengthening families is a way to ensure children have the best outcomes
• Building on family strengths and resources helps to support confidence and competence
• Visits/services provided too frequently can impact caregivers’ confidence and competence
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Involving Families in Evaluation and IFSPs/IEPs
• Involving families in evaluations and the development and implementation of IFSPs and IEPs is critical since parents and caregivers:–Know their child best–Have strengths and influence their child’s
learning and development• The classroom experience should be a
supplement to parenting
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Teaming/Collaboration
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Teaming/Collaboration
• Integrated Service Delivery• Primary Provider Approach to Service
Delivery• Linking with Broader Early Childhood
Services• Early Childhood Transition
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Integrated Service Delivery
• Research shows young children make more developmental progress when therapy services are “integrated” into ongoing classroom routines in collaboration with the teacher vs. the child receiving therapy in one-on-one “pull-out” session (builds capacity of teacher)
(see Integrating Therapy Into the Classroom at: http://www.siskin.org/downloads/Integrating_Therapy_into_the_Classroom.pdf
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Primary Provider Approach to Service Delivery
• The primary-service-provider (PCP) model can be defined as one professional providing ongoing support to the family, backed up by a team of other professionals who provide services to the child and family through joint home visits and consultation with the primary service provider
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Linking with Broader Early Childhood Services
• Partnering with other agencies for service delivery is critical to ensure that young receive necessary services and that services are provided in natural or inclusive settings
• Early childhood providers working with Head Start teachers, child care providers, etc., help to build capacity of caregivers in interacting with and supporting each individual child’s learning and development
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Early Childhood Transition
• Quality transition is highly dependent on the participating agencies/systems engaging in a shared vision with shared policies, procedures and practices requiring collaboration between Parts C and B. This includes:– Developing interagency agreements that address
clear responsibilities, especially for children referred late to Part C
– Aligning policies and procedures
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Contact Information
Jane Nell Luster, [email protected]
Anne Lucas, NECTAC/[email protected]
Joicey Hurth, [email protected]
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