Download - National Inclusion Institute
National Inclusion Institute
Iowa's Collaborative
Projects Supporting Public
Awareness and Inclusion
Presenters
• Ann Bailey, Education Specialist, North Central Regional Resource Center
• Tom Rendon, Iowa Head Start Collaborations Director
• Mary Schertz, Educational Consultant, Iowa Department of Education
State Performance Plan
With the advent of IDEA 2004, Section 616 stipulates that
statesmust develop a State
PerformancePlan (SPP).
State Performance PlanAccording to Section 616 of IDEA 2004, the State
Performance Plan:• Must include broad stakeholder input.
• Requires the collection of valid and reliable information as needed to report annually.
• Requires the use of “rigorous and measurable targets” to analyze the performance of each Local Education Agency (LEA) and Early Intervention Services program.
• Requires widespread public dissemination through annually reporting performance of each LEA, i.e. school district.
• Must be reviewed every 6-years—Annual Performance Reports (APR) will report on SPP progress.
State Performance Plan
• Facts about the State Performance Plan (SPP):
– Each state must submit an SPP to the Secretary of Education by December 2, 2005.
– The SPP must set “rigorous and measurable” targets to address monitoring indicators.
– The SPP must be developed with broad stakeholder input and public dissemination.
– States are to annually report to the Secretary and the public on the performance of each Local Education Agency (LEA).
State Performance Plan
OSEP has identified 20 performance indicators for Part B in the following monitoring priorities:
• Free and Appropriate Public Education in the Least Restrictive Environment (i.e., FAPE in the LRE)
• Disproportionality
• General Supervision Part B– Child Find
– Effective Transition
– Effective General Supervision
Expanding Opportunities
Expanding Opportunities is a Federal
interagency collaboration among the Head
Start Bureau, Child Care Bureau, and
Administration on Developmental
Disabilities in the Department of Health and
Human Services; the Office of Special
Education Programs (OSEP ) in the Department of
Education.
Expanding Opportunities
• Arizona, Iowa, Florida, and Montana were the first four states chosen to participate in this program.
• Delaware, Idaho, Tennessee, and Wisconsin have been chosen to participate this year.
Expanding Opportunities
• State-level staff from each of the federal agencies/programs were invited to attend the day and a half meeting, prior to last year’s Inclusion Institute.
• Programming for the day and a half focused on collaborative action planning between the different agencies.
Expanding Opportunities
• All states were provided with multiple opportunities for technical assistance from NECTAC, their Regional Resource Centers, Head Start T&TA Network, and the Child Care T&TA Network.
SPP Indicator 6
Percent of preschool children with IEPs who
received special education and related services
in settings with typically developing peers
(e.g., early childhood settings, home, and part-
time early childhood/part-time early
childhood special education settings).
Iowa’s LRE 3-5 Trajectory
• 2010-2011: 75%• 2009-2010: 65% • 2008-2009: 55%• 2007-2008: 50%• 2006-2007: 45%• 2005-2006: 45%• 2004-2005: 42%
Strategies1) Research statewide, AEA, and
LEA specific issues2) Planning related to statewide,
AEA, and LEA specific issues3) Professional development and
implementation4) Evaluation and progress
monitoring5) Revision to practice
To Reach Our Goal• Partnerships
• Quality early childhood programs
• Staff development
Expanding Opportunities
• Team from Iowa went to North Carolina in August of 2005
• Team represented Department of Education, Head Start, Department of Human Services, Child Care Resource & Referral, and Center for Disabilities and Development
• Developed action plan, including a communication plan
OTHER ACTIVITIES SUPPORTING LRE IN IOWA
• Iowa’s Quality Preschool Program Standards
• Natural Allies
• Every Child Reads – 3-5
• LRE Workgroup
Iowa’s Quality Preschool Program Standards
• Based on the NAEYC standards
• Funded through a State Improvement Grant (SIG) and Community Empowerment Areas
• Coaching model
NATURAL ALLIES• Working with community
colleges and their partners to prepare personnel to provide quality services for ALL young children in inclusive environments
• Natural Environments and LRE Environments brochure
• Distribution plan for brochure
Every Child Reads – 3-5 Years
• Statewide Initiative to expand capacity of early care & education providers to enhance literacy development of preschoolers
• 3 Modules: language, reading, & writing
• Principles supported by Iowa’s Early Learning Standards & Benchmarks
LRE WORKGROUP
• Outcomes: To identify system barriers to LRE for
preschoolers at the state and AEA levels To determine steps to take to address those
barriers To develop training for revised ECSE setting
codes If needed, to make revisions to present policies
& procedures, such as “3-4-5 Thrive” To identify training needs To assist in the development of needed training
Iowa’s Future• Preschoolers with
IEPs will have access to quality, inclusive environments and will therefore enter school ready to learn.
Iowa’s Inclusion Efforts
Communication Plan
“What we have here is a failure to
communicate.”
Is our low LRE
a failure to communicat
e?
Communicating for Change
D’Aprix’s Principles1. Turning all eyes outward the customer as the cause of change2. Enabling people to connect with change3. The pitfalls of reactive communication4. Market-based strategic communication
5. Aligning individual effort with organizational goals
6. Telling and retelling: the leader's communication role7. Communicating coherently among audiences8. The importance of trust
From Communicating for Change, Roger D'Aprix
“Communication is an essential tool for accomplishing change, but it is a tool organizational leaders use poorly or thoughtlessly. When it is used poorly, it confuses people. It also makes them angry and feeds their skepticism and cynicism, making them evermore resistant to change….There is a far better way, which I call market-based strategic communication.” --John D’Aprix, Communication for Change
ECSE Classroom
Full Inclusion
Classroom
Superintendents
AEA SPED Dir + StaffCommunica
tion Targets
Principals
Ear
ly C
are,
Hea
lth
, E
du
cati
on
Sys
tem
Full Inclusion
Classroom•Head Start•State PreK•QPPS•Child Care•Private Preschool
Strategic Foundation of a Communication Effort
Organization Mission, Goals and Strategies
Marketing Strategy
Communications Strategy
Creative StrategyBig idea, images, words
Creative ExecutionsAds, etc.
Advertising/IMC StrategyMedia Strategy & Creative Brief
Iowa’s Strategic Alignment
MISSION: Expand Inclusive Opportunities for children with disabilities in Iowa through statewide, interagency efforts.GOAL: Change the thinking among AEA and LEA staff and administrators, Early Access staff, community based early childhood staff and administrators, and parents need to change thinking from delivery of services in ECSE classrooms to integrated classrooms.
MARKETING GOALS & STRATEGIES: Create the atmosphere, incentives, capacity and desire to change practice so more children with disabilities are served inclusive settings.
COMMUNICATION GOALS Increase Awareness, Interest, Desire and Action within target audiences to change behavior so more children with disabilities are served inclusive settings.
Tactical ExecutionsBrochures, Presentations, Meetings, Conferences
COMMUNICATION PLAN AND TACTICS
Communication Strategy
Current Attitude Desired Attitude
What do they think now?What would I like
them to think?
TARGET AUDIENCE
supports
supports
Message
Communication StrategySuperintendents
EXAMPLE
•Inclusion requires more staff and different staffing patterns.
•Think they are meeting inclusion now.
•Inclusion is too expensive.
Outside of my control means more expense
ECSE is less expensive
•Lack of quality and early childhood settings.
•Why change?
•ECSE kids do better
•ECSE classrooms are higher quality.
•Partnerships benefit to all settings
•Children have a civil right to be in settings with other children
•Aware and know six-year plan - must happen
•Inclusive better outcomes for kids – not necessarily more expensive, better for bottom line (no busing).
•If inclusion provides support (role of LEA/AEA).
•Many Models: Unique to community and child
•Must change – important to be a leader.
Communicate about the six-year plan – explicit about repercussions.
WIIFM: Want to do what is best for kids, can fit into time constraints, research shows this is best for kids, can make this work, others have, early interventions can save them.
Research shows that inclusive works (also quality issues).
We’ll provide tools and TA to help them. (incentives to implement.) Mini grants?
Praise for implantation of ECSE models; ID and use champions
A way to address CSIP issues
Current Attitude Desired Attitude
Communication Planning Matrix
Stakeholder Problem Communication Objective
Communication Strategy
Channels Tactics
Child Care
School districts and AEA do not recognize community inclusion models as viable options.
Help childcare directors and staff become confident with their instinctive response to support children with disabilities within their childcare settings.
1. Create Awareness: Share details about SPP
2. Create Interest with Embedded messages:
-This is our LRE Vision
• -This is research-based and good for children.
• -Your role is crucial.
3. Create Desire1. -Provide examples of
partnership benefits
2. -Develop action steps to address concerns that arise.
4. Spur Action1. -Provide a list of
recommended actions
2. -Provide success stories from other district
•CCR&R •Childcare Association meetings•QRS standards•Flyers•Emails to Center Directors•Licensing Consultants•Healthy Childcare
Consultants
See next slide
Message Pointsfor school administrators
1. Our vision is that inclusive settings for children with disabilities will be the norm: the common and expected practice in serving all children 0 to 5. We need your partnership to help us realize this vision.
2. Research and practice show that inclusion
works, is best practice for programs and for children, and is possible for every district (school)
3. The responsibility for increasing children served in full inclusion early childhood settings is one shared by the state, the AEAs and local districts. We will work together to make this happen.
Tactics• Utilize data base from EC system to identify
centers with quality practices and share this information with local school districts.
• Disseminate Inclusion brochures through CCR & R trainings and Childcare Association Meetings.
• Develop and distribute flyers that show case examples of successful partnerships between school districts and childcare centers.
Tactics• Develop and fund brainstorming sessions to
help childcare centers, community partners and local school districts to discuss how they can build successful inclusive settings.
• Re-do LRE maps to convey LRE percentages by CCRR levels.
• Build Inclusion outcomes into the QRS standards and reimbursement rates.
• Develop and implement training sessions for childcare providers on consultative supports and imbedded supports for the child (make use of curriculum)
For More Information
• Mary Schertz: [email protected]
• Tom Rendon: [email protected]
• Ann Bailey: [email protected]• North Central Regional Resource
Center: http://www.rrfcnetwork.org/ncrrc