why is there so much talk about conversations with young...
TRANSCRIPT
In this issue: • Why Is There So Much Talk
About Conversations with Young Children?
• Just For Families: Center for Parent Information and Resources: Overview of Early Intervention
• Collaborative Training Calendar • Let’s Look at Literacy: Early
Literacy Resources from the Center for Early Literacy Learning (CELL)
• New ESI Training Resource for Preschools: Applying ESI Regulations to Early Childhood Settings and Scenarios
• 2015 Summer Institute: Powerful Partnerships
• 2014 Best Practice Award: Special Services Cooperative of Wamego
• Early Childhood Resource Center: Spotlight on Social Emotional Assessment/ Evaluation Measurement (SEAM)
• Part B Coordinator’s Corner • Updated Report on Autism
Spectrum Disorders • Part C Coordinator’s Corner • Prevent-Teach-Reinforce
Webinar Series Update KITS Newsletter is published quarterly and supported through grants from the Kansas State Department of Education – Early Childhood, Special Education, and Title Programs (Grant #21013) as a part of the Kansas Technical Assistance Network (TASN) and the Kansas Department of Health and Environment – Infant Toddler Services. The opinions expressed herein do not necessarily reflect the position or policy of those agencies or the University of Kansas, and no official endorsement should be inferred. Previous issues of the Newsletter can be downloaded from: http://kskits.org/publications/newsletter.shtml
Newsletter Editor: Karen Rowland, B.S.
Project Director: David P. Lindeman, Ph.D.
Why Is There So Much Talk About Conversations with Young Children?
By 2014 KITS Summer Institute Presenter, Karen N. Nemeth, Ed.M.
Introduction by Karen Rowland Introduction: Karen N. Nemeth, Ed.M., was the presenter for Day Four the KITS 2014 Summer Institute. Karen is an author, consultant and advocate for teaching young children who speak different languages. She has written five books for educators, two books for parents, and a bilingual storybook for children, along with many articles and chapters about cultural and linguistic diversity. Karen is also an author, consulting editor and dual language advisor for the National Association for the Education of Young Children (NAEYC); she is the co-chair of the Early Childhood Special Interest Group for the National Association for Bilingual Education (NABE); and she serves on the Steering Board of the Early Elementary Interest Section for the international association for Teachers of English to Speakers of Other Languages (TESOL). Karen hosts a resource website at http://www.languagecastle.com Early childhood educators are bombarded with recommendations about building and assessing skills, but leading advocates remind us that conversations are also an important part of the early learning experience. Shanahan and Lonigan (2012) summarized recent research and concluded “Teachers’ interactions that best encourage language learning include having conversations that stay on a single topic, providing children opportunities to talk, encouraging analytical thinking, and giving information about the meanings of words.”
Several researchers have found that young children develop the knowledge and skills needed for school success during conversational interactions. When interviewed about the findings of his study, David Dickinson stated “One preschool teacher behavior that predicted children’s growth was the frequency of sophisticated vocabulary use during informal conversations. It predicted children’s kindergarten vocabulary, which correlated with fourth grade word reading” (Wetzel, 2011).
If rich, engaging conversations between teachers and children are so important, what happens when the teacher and the child don’t speak the same language? It turns out, young children who speak home languages other than English (referred to as dual language learners or DLLs), do best when their preschool program supports both their home language and English. Ongoing support of the home language during the first 5 years is considered critical by leading author, Linda Espinosa, who broke down common myths about DLLs in a recent report (Nemeth, 2013).
Why Is There So Much Talk… concludes on Page 2 Volume 24, Issue 1 Winter 2015
Page 2 of 12 Winter 2015 KITS Newsletter
Why Is There So Much Talk – conclusion
Young dual language learners with special needs must also be encouraged to continue learning in both their home language and English. The Division for Early Childhood position statement, Responsiveness to ALL Children, Families, and Professionals: Integrating Cultural and Linguistic Diversity into Policy and Practice (2010), clearly states: “ Intervention planning and implementation should incorporate the family’s language and culture to support and honor family practices. Dual language learners, including those children with disabilities, should be afforded the opportunity to maintain their home language while also learning English as there is no scientific evidence that being bilingual causes or leads to language delay.” (DEC, 2010, p. 5-6)
To provide such learning experiences early childhood professionals, caregivers, and family members may incorporate various songs, books, ebooks and computer/ tablet/smart phone applications within ongoing daily activities as a means to increase opportunities for linguistically diverse learning experiences. A starting point for those who may be unfamiliar with a child’s home language may be the local library, where resources may be available in many languages. Using supports such as these may provide an opportunity for the adult to learn a few words in each child’s home language and begin the journey of experiencing many meaningful and important conversations.
References:
DEC (2010) Responsiveness to ALL Children, Families, and Professionals: Integrating Cultural and Linguistic Diversity into Policy and Practice. Retrieved from http://www.dec-sped.org/uploads/docs/about_dec/position_concept_papers/Position%20Statement_Cultural%20and%20Linguistic%20Diversity_updated_sept2010.pdf
Nemeth, K. (2013) New Research on Dual Language Learners: Support Children’s Learning in Both Languages, NAEYC blog retrieved from http://www.naeyc.org/blogs/gclarke/2013/09/new-research-dual-language-learners-support-children-learning-both-languages
Shanahan, T. & Lonigan, C. (2012) The role of early oral language in literacy development, Language Magazine. Retrieved from http://languagemagazine.com/?page_id=5100
Wetzel, J. (2011) Robust link between language and literacy, Research News at Vanderbilt. Retrieved from http://news.vanderbilt.edu/2011/08/preschool-language-literacy/
Just For Families
Center for Parent Information and
Resources: Overview of Early
Intervention
http://www.parentcenterhub.org/repository/ei-overview/ The Center for Parent Information and Resources (CPIR) is a repository of resources and products related to children with disabilities. The CPIR website was produced under US Department of Education, Office of Special Education Programs.
There is a lot to know about early intervention services. If you are concerned about the development of an infant or toddler, or you suspect that a little one has a disability, this online resource will help to summarize the early interven-tion system. Early intervention services can help infants and toddlers with disabilities or delays to learn many key skills and catch up in their development. The CPIR’s Overview of Early Intervention presents the following sections of information to get you started.
• What is early intervention? • Who is eligible? • What is a developmental delay? • If you’re concerned about a baby or toddler’s
development • The evaluation and assessment process • Writing the Individualized Family Service Plan • Timeframes • Who pays for the services?
The Early Intervention suite of resources includes links to other webpages, such as:
• Parent Participation • Parent Notification and Consent • Writing the IFSP for Your Child • Providing Services in Natural Environments • Transition to Preschool • Public Awareness & the Referral System • Early Intervention, Then and Now • Who’s Who in Early Intervention • Effective Practices in Early Intervention • Key Terms to Know in Early Intervention
This information was retrieved from: http://www.parentcenterhub.org/repository/ei-overview/
Page 3 of 12 Winter 2015 KITS Newsletter
Collaborative Calendar of Events Check the KITS Collaborative Training Calendar for information on a
variety of training events for Kansas early childhood professionals! www.kskits.org/training
DATE EVENT / LOCATION SPONSOR / CONTACT / REGISTRATION
1/16/15 Kansas Infant-Toddler/tiny-k Coordinators Meeting via Webinar
KDHE – Infant Toddler Services & KITS / http://www.kskits.org/~kskits/cgi-bin/CollCal/EventDetails.php?EventID=1438
1/21/15 Communities for Kids Meeting / Topeka KDHE – Bureau of Family Health /
http://www.kskits.org/~kskits/cgi-bin/CollCal/EventDetails.php?EventID=1563
1/28/15 Part C Infant Toddler Hearing Screening Training / Great Bend
KDHE – Infant Toddler Services / http://www.kskits.org/~kskits/cgi-bin/CollCal/EventDetails.php?EventID=1556
2/6-7/15 Families Together: Family Enrichment Weekend / Wichita
Families Together, Inc. / (620) 276-6364 or [email protected]
2/7/15
Educational Interpreter Performance Assessment (EIPA) Video Conference Workshop: Language & Theory of Mind in Deaf Children: What Educational Interpreters Need to Know / Multiple Locations
KSDE / Karen Maddox at 785-291-3098 or [email protected] / (http://www.kskits.org/~kskits/cgi-bin/CollCal/EventDetails.php?EventID=1574
2/10/15 Communities for Kids Meeting / Junction City KDHE – Bureau of Family Health /
http://www.kskits.org/~kskits/cgi-bin/CollCal/EventDetails.php?EventID=1564
2/16/15 Preventing the Escalation of Problem Behaviors in School Settings / Oakley
TASN / http://www.kskits.org/~kskits/cgi-bin/CollCal/EventDetails.php?EventID=1547
2/19/15 Communities for Kids Meeting / Wichita KDHE – Bureau of Family Health /
http://www.kskits.org/~kskits/cgi-bin/CollCal/EventDetails.php?EventID=1565
2/26/15 Communities for Kids Meeting / Parsons KDHE – Bureau of Family Health /
http://www.kskits.org/~kskits/cgi-bin/CollCal/EventDetails.php?EventID=1566
3/5-6/15 KDEC 33rd Annual Conference: All Children Together: Inclusion is an Evidence-Based Practice / Wichita
KDEC / http://www.cvent.com/events/2015-the-33rd-annual-kansas-division-for-early-childhood-conference/event-summary-6bccccaf7e53457ca3a0a834d0e727ec.aspx
3/6/15 KDEC Post-Conference Workshop: Social Emotional Assessment/ Evaluation Measure (SEAM™) / Wichita KDEC / https://www.surveymonkey.com/s/SEAM03062015
4/9-10/15 Kansas Infant-Toddler/tiny-k Annual Family Service Coordination Training / TBD
KDHE – Infant Toddler Services & KITS / http://www.kskits.org/~kskits/cgi-bin/CollCal/EventDetails.php?EventID=918
4/11/15 Together We Can Learn Conference / Topeka Families Together, Inc. /
http://familiestogetherinc.org/index.php/calendar-2/statewide-conferences/
6/9-12/15 KITS 2015 Summer Institute: Powerful Partnerships / Lawrence
KSDE-TASN; KDHE – Infant Toddler Services & KITS / http://www.kskits.org/training/KITSSummerInst.shtml
Did You Know? Our Twitter followers and Facebook friends can see
announcements of KITS training events first!
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Page 4 of 12 Winter 2015 KITS Newsletter
Let’s Look at Literacy
Early Literacy Resources from the Center for Early Literacy Learning (CELL)
The Center for Early Literacy Learning or CELL was designed to promote the use of evidence-based early literacy learning practices. The CELL website has a wealth of FREE research-to-practice resources for both practitioners and parents of infants, toddlers and preschoolers.
Designed for families, the CELL Parent Practice Guides are available in both English and Spanish. They can be used to provide families with information about early literacy and easy-to-use, evidence-based strategies that support literacy learning experiences at home. Each guide describes a specific evidence-based practice, illustrates what that practice looks like, and how to use the practice within the context of everyday activities. CELLcasts are audio/visual versions of the CELL Parent Practice Guides that can be watched online or downloaded to an mp3 player; while CELLpops are interactive, mini-poster versions. A variety of practice guides have been developed, and include age-specific activities to support storybook reading; writing and drawing; symbols and letters; talking and listening; and rhymes and sound awareness.
CELL Videos introduce and illustrate key components of the CELL Early Literacy Model. Videos have been developed to exemplify the development of early literacy; use of children’s interests and daily routines to support literacy learning; the role of responsive teaching in early reading and writing; and adaptations and methods for creating opportunities for literacy learning. Be sure to check out, Weaving Wonderful Tales, which describes an interactive style of adult-child reading for two and three year olds; and Ready, Set Read which emphasizes storybook reading for four and five year olds. The Getting Kids Involved; Creating Opportunities for Learning video illustrates a variety of ways that adaptations can be used to promote the active participation of infants, toddlers and preschoolers in everyday home and classroom literacy activities.
For practitioners there are CELLreviews and CELL Practitioner Practice Guides. CELLreviews are practice-based syntheses of early literacy research. Titles from two of the most recent reviews include, The Influences of Different Types of Writing Activities on the Emergent Writing Abilities of Toddlers and Preschoolers and The
Relationships between Inferential Book Reading Strategies and Young Children’s Language and Literacy Competence. CELLnotes are nontechnical descriptions of the findings from CELLreviews that also include examples of evidence-based practices based on those findings. CELL Practitioner Practice Guides are designed similar the parent guides, but written specifically for practitioners working with infants, toddlers and preschoolers.
The CELL website also has resources for trainers, self-guided learning modules, and tools for identifying and monitoring children’s literacy learning. Take some time this month to explore the abundance of literacy resources available at the Center for Early Literacy Learning - CELL. Remember, if you would like help in implementing literacy strategies in your program, you can request technical assistance at no cost through the Kansas Technical Assistance System Network (TASN) by clicking on the “Request Assistance” button and typing in your request.
Submitted by Chelie Nelson, Ph.D. Early Childhood Technical
Assistance Specialist TASN-KITS
(316) 559-4626 [email protected]
Page 5 of 12 Winter 2015 KITS Newsletter
New Kansas ESI Training Resource for Preschool:
Applying ESI Regulations to Early Childhood Settings and Scenarios
A new interactive, web-based module is available to enhance the Kansas Emergency Safety Interventions (ESI) training: What Early Childhood Practitioners Need to Know. This new training resource, Applying ESI Regulations to Early Childhood Settings and Scenarios, uses video clips of actual teachers responding to challenging behaviors to provide practice in applying ESI regulations to real-life situations that can occur in preschool settings.
This 22-minute training module can be used as a self-paced training for an individual or as a group training experience with a facilitator who is familiar with Kansas ESI regulations, the module, and its supporting handouts. Instructions are provided for downloading the appropriate handouts depending on whether you’re viewing the webinar independently or facilitating group training. Before engaging in the activities that make up this training module, participants will need to have completed core training on Kansas ESI regulations found on the KSDE TASN ESI Resources webpage.
In addition to the new ESI module for early childhood, the TASN ESI Resources webpage provides links to resources supporting implementation of the ESI regula-tions in early childhood, including a virtual kit of online materials and training called Kansas ESI Regulations Apply to Preschoolers! The virtual kit is an especially helpful resource for administrators and anyone who plans to be facilitating ESI training for preschool staff.
Training options are also provided for programs interested in professional development on positive behavior interventions and support (PBIS) in preschool settings, including a list of PBIS materials available for loan from the KITS Early Childhood Resource Center.
If you have questions about ESI training or would like to schedule professional development on PBIS for your preschool program, go to the TASN website and click on the “big blue button”.
Submitted by Phoebe Rinkel, M.S. Technical Assistance Coordinator TASN-KITS [email protected] (785) 864-5550
KITS 2015 Summer Institute: Powerful Partnerships
Adams Alumni Center University of Kansas
Lawrence, Kansas June 9-12, 2015
http://kskits.org/training/KITSSummerInst.shtml
Engagement is at the center of learning. Engagement is also the catalyst for creating powerful partnerships. Join us for the 22nd annual KITS Summer Institute as nationally recognized experts examine the importance of positive partnerships, not only for young learners, but also for those adults who work together on their behalf.
Daily presentations will focus on how we, as early childhood professionals, engage and create partnerships with the children we serve, their families, other educational partners and coworkers, and even within ourselves.
Day One – Tuesday, June 9 Robin McWilliam, Ph.D.
Day Two – Wednesday, June 10 Dathan Rush, Ed.D. and M’Lisa Shelden, Ph.D.
Day Three – Thursday, June 11 Marilyn Espe-Sherwindt, Ph.D.
Day Four – Friday, June 12 Kristi Pretti-Frontczak, Ph.D.
As a result of this KITS Summer Institute, participants will be able to establish partnerships utilizing specific intentional practices that have an evidence base to promote learning, to empower families, to support community partners, and to build upon their own personal strengths. Information will be applicable to home and classroom environments, and valuable to those who work with infants, toddlers and preschoolers.
Registration, partnering university contacts, lodging and travel expense reimbursement, and other
information is available at
http://kskits.org/training/KITSSummerInst.shtml
Registrations are due May 10, 2015.
For information regarding the training content of the Summer Institute contact Misty Goosen at
[email protected] or (785) 864-0725.
For information regarding registration, lodging or other arrangements contact Karen Rowland at [email protected] or (620) 421-6550, Ext. 1618.
Page 6 of 12 Winter 2015 KITS Newsletter
2014 Best Practice Award Winner: Special Services Cooperative of Wamego
Each year the Kansas State Department of Education and KITS accept applications from Kansas early childhood preschool programs in order to identify the programs that demonstrate application of best practice in a component of their program. The programs awarded receive a certificate of recognition and $1,250 to use as an added resource. Information on previously awarded programs and the 2014-2015 applications are available on the KITS website:
http://kskits.org/resources/ - Application
The Special Services Cooperative of Wamego, which serves USD 320, USD 323, and USD 329, evaluated, provided training for staff, and implemented some exciting changes during the last school year regarding services and placement options for our preschool-aged students (3-5) who receive special education services. Last year our Early Childhood Special Education (ECSE) Team, made up of ECSE teachers, occupational therapists, physical therapists, speech pathologists, and school psychologists, revisited our Core Beliefs regarding best practices for providing ECSE. The ECSE team believed it was necessary for the Cooperative to provide a continuum of services for our preschool children with disabilities. The ECSE team felt strongly that high quality instruction included access, participation, and special education support in a variety of settings, specifically a child’s most natural educational setting. Finally, the ECSE team values and believes that adults who promote early childhood inclusion must have the supports needed to help young children with disabilities. These supports include ongoing training and professional development.
After discussion of our Core Beliefs, an itinerant model of services was adopted. An itinerant model of services increases the ability of ECSE teachers and parents to provide specialized services to young children with disabilities throughout the day and across the week when ECSE professionals are not present. This expands opportunities for teaching, learning, and practicing of skills.
Prior to implementing the itinerant model, a community assessment was completed. Licensed daycares and preschools in the community that follow a set schedule and provide students with a curriculum were asked if they would be interested in partnering with the Cooperative to provide services to children within their program that qualified. After reviewing the community assessment, a community meeting was scheduled in August 2013 to describe the itinerant model of services, how students
qualify for services, and staff members’ roles and responsibilities. It was intended that the 2013-2014 school year would be a trial year to see how things were progressing. However, the ECSE staff recognized the benefits of the program and they began full implementation with 100% fidelity and efforts.
Our focused program evaluation plan has led to significant changes and resulted in program improvement. The review of our Core Beliefs related to services for children and families has led staff to identify specific goals they wanted to achieve regarding improvements in services. These improvements have been monitored with progress toward those goals identified. This work has been paired with the implementation of a comprehensive staff development program to support skill development and application of those skills in their everyday work environment.
Currently, we are providing a continuum of services to preschool students with disabilities throughout the Cooperative. The collaboration and efforts to meet the needs of students with special needs in a variety of settings could not have taken place without the efforts of our AWESOME ECSE team and their dedication to implement what they believe is in the best interest of the students we serve.
Submitted by Rebekah Helget, Director of Special Education, Special Services Cooperative of Wamego, (785) 456-9195 [email protected]
Staff members from Special Services Cooperative of Wamego accept the Best Practice Award during the
2014 KDEC Conference.
Page 7 of 12 Winter 2015 KITS Newsletter
ECRC Spotlight On Social-Emotional
Assessment/Evaluation Measurement (SEAM™)
http://products.brookespublishing.com/Social-Emotional-AssessmentEvaluation-Measure-SEAM-Research-Edition-P717.aspx
With this in-depth, easy-to-use tool, your program can reliably assess and monitor social-emotional development in infants, toddlers, and preschoolers at risk for delays or challenges. An ideal follow-up to screeners such as ASQ:SE, the two-part SEAM assessment reveals detailed, qualitative information on children's social-emotional com-petence and identifies their caregivers' strengths and areas of need. Easy to learn and implement, SEAM can be used by a wide variety of early childhood professionals, including those with little or no training in mental health or behavioral interventions. All forms are available in English and Spanish on the CD-ROM or e-book.
SEAM can help your program:
• Support development of important social-emotional skills in order to minimize challenging behaviors,
• Build strong, proactive partnerships with families, • Promote positive parent-child interactions in the critical
first years of life, • Assist with developing developmentally appropriate
goals and intervention activities, and • Monitor child progress toward social-emotional goals.
The SEAM assessment includes three intervals with different developmental ranges:
• Infant (2–18 months) • Toddler (18–36 months) • Preschool (36–66 months)
Each interval assesses ten child benchmarks critical to social-emotional competence, including empathy, adaptive skills, self-image, emotional responses, and healthy interactions with others.
SEAM is flexible enough to meet your specific needs. Parents/caregivers can complete it independently, or you can conduct it jointly with them if they need extra guidance. The SEAM system also includes SEAM with Ages, an alternate version of the tool annotated with a helpful list of age ranges for each item. This version makes it easy to give caregivers general guidance on how social-emotional skills typically develop and where their child's development fits on the continuum.
The Family Profile assesses parent and caregiver strengths and helps identify areas in which they need more supports and resources to foster their child's social-emotional skills. Like the main SEAM, the Family Profile
assessment includes three intervals: infant, toddler, and preschool. Each measures four benchmarks key to a nurturing home environment: responding to needs, providing activities and play, providing predictable routines and an appropriate environment, and ensuring home safety.
To view the SEAM, contact Kim Page in the KITS ECRC at (620) 421-6550, ext. 1638 or email [email protected]
New Items Available From The Early Childhood Resource Center
• Duncan, S. & De Avila, E. (2011). preLAS Observational Assessment™ for 3 Year Olds. Monterey, CA: CTB/McGraw Hill.
• Bodrova, E. & Leong, D. (2007). Tools of the mind: The Vygotskian approach to early childhood education. Upper Saddle River, NJ: Pearson.
• Siegel, D. & Payne Bryson, T. (2011). The whole-brain child: 12 revolutionary strategies to nurture your child’s developing mind. New York, NY: Bantam Books/ Random House.
• Siegel, D. & Payne Bryson, T. (2014). No-drama discipline: the whole-brain way to calm the chaos and nurture your child's developing mind. New York, NY: Bantam Books/Random House.
Early Childhood Resource Center
(620) 421-6550 ext. 1651 Toll free in Kansas: (800) 362-0390 ext. 1651
Email: [email protected]. Our entire catalog is searchable online at
KITS ECRC
March 6, 2015 KDEC Post-Conference Workshop: SEAM
Find more information on Page 12!
Page 8 of 12 Winter 2015 KITS Newsletter
Part B ECSE Preschool Coordinator’s Corner Welcome to winter! With the addition of the Part C to B electronic referral system (CBER) to our work this summer (initiated July 1) and our failure as a state to meet the target for Indicator 12, it seems like a good time to review the C to B referral process. TASN-KITS developed the following Part C to Part B Transition at a Glance, and I have underlined some of the common issues programs across the state sometimes struggle to complete.
Timeline Responsible P arty Action
At least 90 days and not more than 9 months prior
to a child’s 3rd birthday
Part C
Transition Plan: The transition plan is part of the IFSP. The IFSP team (which includes the parent) must develop a transition plan including steps to exit from the Part C program, appropriate services as part of the IFSP, and a review of program options for the child once they turn 3. This can be developed at the transition conference, but may be developed anytime between 9 months and 90 days prior the child’s 3rd birthday.
At least 90 days and not more than 9 months prior
to a child’s 3rd birthday
Part C
Referral: The tiny-k program is required to make an official referral to the LEA in which a child resides, letting them know there is a child who is potentially eligible for preschool special education services. This step must occur even if the parents do not want a transition conference. Referral does not require parent permission to provide the child’s name, the child’s date of birth, and the parents’ contact information.
At least 90 days and not more than 9 months prior
to a child’s 3rd birthday
Part C
Transition Conference: The tiny-k program must, with the permission of the parents, convene a transition conference to discuss any services a child may be eligible to receive under Part B of IDEA. If a conference is convened, the tiny-k Program must invite an LEA representative to the transition conference. Whether or not an LEA representative attends, the tiny-k Program must conduct the transition conference and provide parents with information about Part B services (eligibility, timelines, and availability of special education and related services).
At least 90 days and not more than 9 months prior
to a child’s 3rd birthday
Part B
Transition Conference: If invited, an LEA representative is required to participate in the transition conference. The LEA should cooperate with the tiny-k program to provide parents with information about Part B services (eligibility, timelines, and availability of special education and related services).
Following referral from Part C and prior to any
Part B Special Education
action
Part B
Procedural Safeguards: When an LEA receives an official referral (the date in the CBER system is your official referral date regardless of what the paperwork at the local level states), the LEA is required to provide the parents of the child referred with a copy of the Parent Rights Notice (procedural safeguards) within a reasonable amount of time, which according to Kansas policy is 15 school days unless reasonable justification is provided. This step must occur whether or not a transition conference is convened or an LEA representative attends the transition conference.
Following referral from Part C and prior to any
Part B Special Education
action
Part B
Prior Written Notice: If an LEA determines the child may be in need of special education services, the LEA initiates the evaluation process by providing the parents with prior written notice and obtaining written parent consent for the Part B evaluation. If the LEA determines, based on existing evidence, the child is not a child who may be in need of special education, the LEA must provide the parents with prior written notice explaining why the LEA refuses to conduct an evaluation and the information that was used as the basis for the decision. Prior written notice must be provided within a reasonable amount of time, which according to Kansas policy is 15 school days unless reasonable justification is provided.
Part B Coordinators Corner Concludes on Page 9
Page 9 of 12 Winter 2015 KITS Newsletter
Part B ECSE Preschool Coordinator’s Corner - Conclusion
Timeline Responsible P arty Action
By a child’s 3rd birthday Part B
Initial Evaluation Completed: With parent permission, Part C data (evaluation, progress and parent reports) should be considered in determining eligibility. The LEA must have an evaluation complete and, if eligible, an IEP in effect by a child’s 3rd birthday. If a child’s 3rd birthday occurs during the summer, the child’s IEP team must determine the date when services will begin, which may not be later than the beginning of the school year following the child’s 3rd birthday. The 3rd birthday timeline supersedes the 60 school day timeline for an evaluation, when 60 school days would occur past a child’s third birthday.
At the IEP meeting Part B IEP Meeting: The LEA must, at the request of the parent, invite a tiny-k program
representative to the IEP meeting.
At the IEP meeting
Part B
IEP Meeting: Consider the use of an IFSP in place of an IEP for children with disabilities ages 3-5. The IFSP would be developed in accordance with all of the IEP procedures, but contain the content described in USC 1436, Part C, including the natural environments statement required under Part C and an educational component that promotes school readiness and incorporates pre-literacy, language, and numeracy skills. If the school and parents agree to the use of an IFSP, the school must provide the child’s parents a detailed explanation of the differences between an IFSP and an IEP, and obtain written informed consent from the parents. When an IFSP is used in Part B, it must meet the requirements of FAPE.
As you continue through this school year, continue to be mindful of our Part C to Part B responsibilities. Unfortunately, snow days, families failing to come to IEP meetings, or teachers/therapists who are ill do not eliminate our obligation to have the IEP implemented by a child’s 3rd birthday. Most importantly, remember what a stressful time transition can be for families and young children. These requirements were put in place to ensure that our families’ transition experiences are as seamless as possible.
Technical assistance and training opportunities are always available through the Technical Assistance System Network (TASN). LEAs may request support by clicking on the big blue button on the TASN website.
I appreciate the work you do each day on behalf of children and families of Kansas. Please feel free to contact me if you have any questions or need support.
Submitted by Vera Stroup-Rentier Education Program Consultant, 619 Coordinator Early Childhood, Special Education and Title Services Kansas State Department of Education 785-296-5081 [email protected]
Safety First Training is Still Available Are you interested in Safety First training for your
early childhood program, but need more information? Read the article, Kansas Safety First Training
Available for District Preschool Programs, on Page 4 of the Fall 2014 TASN-KITS Newsletter.
A limited number of no-cost trainings are still available this year. Make a request through the
Kansas Technical Assistance System Network (TASN) by clicking on the Request Assistance button.
For questions about Safety First training, contact Phoebe Rinkel, TASN-KITS.
Page 10 of 12 Winter 2015 KITS Newsletter
Part C Coordinator’s Corner
The IFSP is MORE Than Just Paperwork!
It’s a process to generate outcomes that make a difference for infants,
toddlers and their families.
KDHE Infant-Toddler Services staff has been busy reviewing Individualized Family Service Plans (IFSPs) as part of the Office of Special Education (OSEP) general super-vision requirement. This year we revised our review process, to focus on improvements to quality IFSP writing. Each local program was asked to self-evaluate a random sample of IFSPs. And, in addition to identifying com-pliance issues, the local program was asked to identify a quality area on which to focus. As a result, programs across Kansas are busy making quality improvements to their IFSPs. As programs undergo this work, we want to offer a reminder of the resources available to support IFSP improvements.
The Kansas Infant-Toddler Services IFSP Guidance Document defines the basic expec-tations of our IFSP process:
• Parents are equal members of the IFSP team.
• The IFSP process is central to the delivery of early intervention supports and services.
• Families and teams of early intervention personnel come together to decide on child and/or family outcomes based on the concerns and priorities of the family and the abilities and needs of the child.
• This same team also decides on the supports, services, and specific strategies that are used to meet those outcomes.
• The whole team – not one individual, makes decisions; and the IFSP document is the placeholder for those decisions.
The IFSP is designed with families in mind. It is a dynamic document that changes over time as the needs of the child and/or family change. A good IFSP can’t be written without the first step being a good family interview and authentic assessment. Starting with a good resource, such as the Routines Based Interview™ (RBI) by Robin McWilliam, can
provide a wealth of information to carry through the rest of the IFSP writing process.
The Kansas IFSP format was designed to be a process that builds on itself. It is designed to funnel and focus information from the RBI into meaningful and functional IFSP outcomes. Utilizing the information gathered at intake and through evaluation and assessment, (including the family interview), a good description of the child in his daily routine should be written to create My Child’s Story. This information is sorted into the three early childhood outcomes areas. Each category is important to the development of priorities, outcomes and interventions. This information includes:
(a) A description of what the child is doing during daily routines and activities and who is part of these routines/activities;
(b) What the child enjoys about the routines/activities; and
(c) What the family would like to change about the routines/activities.
Once My Child’s Story is developed, the family should be asked to prioritize their concerns regarding what they would like to see happen and to identify strengths and supports that are already in place. This information flows out of My Child’s Story. This is also the area in which any family concerns or needs for support that have not already been identified in My Child’s Story should be discussed and added as priorities. Outcomes should be developed from these child and family priorities.
The last step is deciding the level of support necessary to achieve the IFSP outcomes. At this point, services and frequency should be decided based on the IFSP outcomes.
We could illustrate the funnel process like this. Each successive level of the funnel should focus the outcome and intervention that will be most meaningful to the family and produce results for the child.
Part C Coordinators Corner concludes on Page 11
Page 11 of 12 Winter 2015 KITS Newsletter
Part C Coordinators Corner – Conclusion
It is our hope that improved quality IFSPs will support effective working relationships between families and early intervention personnel, promote recommended practices, and provide effective communication among IFSP team members.
Submitted by: Kelly Jorgensen, Health Planning Consultant – KDHE Infant-Toddler Services (785) 296-6134, [email protected] and Peggy Kemp, Infant-Toddler Technical Assistance Specialist – KITS (785) 383-4188, [email protected]
Additional Evidence-Based Practices Identified in Updated Report on
Autism Spectrum Disorders
In an article in the Irish Times, the director of the Frank Porter Graham (FPG) Child Development Institute recently characterized an evidence-based response to unproven autism interventions as “defense against the dark arts”. Samuel Odom, who is also principal investigator of the National Professional Development Center (NPDC) on Autism Spectrum Disorders, was in Ireland to make a presentation to the National Council for Special Education Research Conference. Dr. Odom’s comments follow the release earlier this year of an update of a 2010 report on evidence based practices (EBP) for children and young adults with autism spectrum disorder from birth to age 22. The new report is available online from the NPDC at http://fpg.unc.edu/sites/fpg.unc.edu/files/resources/reports-and-policy-briefs/2014-EBP-Report.pdf
The purpose of the 2014 review of the NPDC’s original report was to broaden and update findings, expanding the focus of research reviews from a ten-year period (1997-2007) to 21 years (1990-2011). For the current NPDC report, a panel of national reviewers was recruited and trained using a more rigorous review of the method sections of research publications. New review criteria incorporated processes used by the What Works Clearing-house and the National Autism Center’s (NAC) 2009 National Standards Report.
The focus of the review did not change, looking for comparison studies of a behavioral, developmental or edu-cational nature that could be implemented in typical intervention settings (home, school, community), with behavioral, developmental or academic outcomes.
What did change? First, five new categories were added to the current list of EBPs: exercise, cognitive behavior interventions, modeling, scripting, and structured play-groups. Computer aided instruction and speech-generating devices, previously identified EBPs, were included under a new practice category of technology-aided intervention. Structured work systems, one of the original EBPs, was excluded from the current list of EBPs because of studies eliminated as a result of the newer methodological criteria adopted. Structured work systems was moved to the list of nine practices identified as “Other Focused Intervention Practices Having Some Support.” Still missing from either list is the practice of sensory integration.
The new NPDC report is a “must-read” for administra-tors, practitioners and family members. Most important is that high quality, no-cost online training modules have been developed to support the identified EBPs. To assist districts and programs with professional development planning, KITS has developed a self-assessment competency rating scale for the 27 EBPs. For more information or for a copy of the rating scale, contact either Phoebe Rinkel or Peggy Kemp.
Reference: http://autismpdc.fpg.unc.edu/content/autism-internet-modules-aim
Submitted by: Phoebe Rinkel, M.S. TASN-KITS Technical Assistance Coordinator (785) 864-5550 [email protected] and Peggy Kemp, M.S., IMH-ET (IV) KITS Infant-Toddler Technical Assistance Specialist (785) 383-4188 [email protected]
More Resources for Developing IFSPs
• Refer to the Kansas Infant-Toddler Services IFSP Guidance Document.
• IFSP webinars and supporting training materials are available online at KITS: Webinars & Training Modules
• There is a training resource for developing functional IFSP outcomes on the NECTAC website: http://ectacenter.org/knowledgepath/ifspoutcomes-iepgoals/ifspoutcomes-iepgoals.asp
• Individualized TA is available through KITS. Peggy Kemp Misty Goosen [email protected] [email protected] (785) 383-4188 (785) 864-0725
Page 12 of 12 Winter 2015 KITS Newsletter
Prevent-Teach-Reinforce for Young Children (PTR-YC) Webinar Series
Recordings of the two-part webinar series on Prevent-Teach-Reinforce for Young Children (PTR-YC) are now posted with handouts on the KITS webpage: Webinars & Training Modules, for anyone who missed one of the webinars or would like to use the series for professional development.
PTR-YC is a research-based model for designing and implementing intensive positive behavior interventions and support (PBIS) for young children exhibiting the most serious challenging behaviors in typical preschool settings. The PTR-YC manual provides a step-by-step description of the team-driven process developed by Glen Dunlap and his colleagues, modeled after the Prevent-Teach-Reinforce program for school age students.
Part I of the webinar series identifies five universal classroom practices that, when implemented consistently, can prevent the emergence or escalation of challenging behaviors in preschool. Part II of the series uses a case study to illustrate the five-step process resulting in the implementation of a behavior intervention plan based on functional behavioral assessment. PTR-YC research has shown that an intensive behavior plan for an individual child with challenging behavior is more likely to be successful in a preschool classroom where the five essential practices are in place.
The PTR-YC manual and its accompanying CD-ROM, which includes planning forms and worksheets, is available for loan from the KITS Early Childhood Resource Center. Anyone who participated in both webinars, selected a classroom strategy for implementation or improvement, and completed their evaluation could receive a complimentary copy of the PTR-YC manual. In November, PTR-YC books were mailed to 130 webinar participants. Those who received the manual and CD-ROM will be surveyed early in 2015 to find out how the PTR-YC process is working in their early care and education settings and what questions they have about implementation. Results of the survey will guide in the development of the next webinar in the series, PTR-YC Part III: Support for Implementation.
Contact Phoebe Rinkel, TASN-KITS, if you have questions about the PTR-YC webinar series. For support in implementing the PTR-YC model in your early childhood program, request assistance through the Technical Assistance System Network (TASN).
Submitted by: Phoebe Rinkel, M.S. Technical Assistance Coordinator TASN-KITS (785) 864-5550 [email protected]
Kansas Inservice Training System
Training for Early Childhood Professionals and Families
620-421-6550 ext. 1618 Toll free in Kansas at
800-362-0390 ext. 1618 Email: [email protected]
Website: http://www.kskits.org
The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression and genetic information in the University’s programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Director of the Office of Institutional Opportunity and Access, [email protected], 1246 West Campus Road, Room 153A, Lawrence, KS, 66045, (785) 864-6414, 711 TTY.
The University of Kansas
©
KDEC Post-Conference Workshop:
Social Emotional Assessment/ Evaluation Measure (SEAM™) Friday, March 6, 2015, 12:00 – 4:00 PM
At the DoubleTree by Hilton – Wichita Airport
Register online at https://www.surveymonkey.com/s/SEAM03062015
Registration will close at Noon on March 2, 2015. Space is limited. Register early!
Cost: $45.00 per person. Payment by check, invoice, or purchase order.
Cancellation Fees: A fee of $20.00 will be assessed if cancellation is made after 2/23/2015. The full fee of $45.00
will be assessed if cancellation is made after 2/27/2015.
Contact: David Lindeman at [email protected] (620) 421-6550, Ext. 1713
Sponsors: Kansas Division for Early Childhood, Brookes Publishing
Company, and Kansas Inservice Training System