RI-IECSE

RI’S ITINERANT EARLY CHILDHOOD SPECIAL EDUCATION SERVICE-DELIVERY MODEL (RI-IECSE): IMPLEMENTATION CHALLENGES & SOLUTIONS

2019 NATIONAL EC INCLUSION INSTITUTE

CHAPEL HILL, NC

MAY 8-10

RUTH GALLUCCI

AMY GRATTAN

GLORIA LINAKIS

MICHELLE LITTLE

JULIE GOGGIN

RI-IECSE

AGENDA

Impetus

What is the IECSE Service-Delivery Model?

RI-IECSE Framework

TA Provider Panel- Realities of Implementation

RI-IECSE

IMPETUS

RI-IECSE

INCLUSIVE EDUCATION- LEGAL & REGULATORY

RI-IECSE

BIGGER THAN JUST US!

“…equal opportunity is one of America’s most

cherished ideals. Being meaningfully included as a

member of society is the first step to equal

opportunity and is every person’s right – a right

supported by our laws”

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES & U.S. DEPARTMENT OF

EDUCATION (2015). POLICY STATEMENT ON INCLUSION OF CHILDREN WITH

DISABILITIES IN EARLY CHILDHOOD PROGRAMS

RI-IECSE

RI’S VISION

All young children, including those with disabilities,

should have access to high-quality general

early childhood programs, where they are provided

with the necessary individualized supports

to meet high expectations.

RI-IECSERI-IECSE

MAJORITY OF SERVICES IN EC PROGRAM

Indicator 6A

Percent of children with IEPs aged 3 through 5 attending a

regular early childhood program and receiving the majority of

special education and related services in the regular early

childhood program

2011 2012 2013 2014 2015 2016 2017

42.72% 43.00% 42.26% 44.97% 46.96% 48.40% 49.02%

RI-IECSERI-IECSE

SEPARATE SPEC EDUCATION

PLACEMENTSIndicator 6B

Percent of children with IEPs aged 3 through 5 attending a separate special education class, separate school or residential facility.

2011 2012 2013 2014 2015 2016 2017

22.69% 22.00% 20.17% 18.83% 15.78% 14.78% 13.73%

RI-IECSE

ECSE

General EC Programs in

Public School

State-Funded Pre-K’s

Head Start

Community-Based EC Programs

RI-IECSE

RI-IECSE

WHAT IS THE IECSE

SERVICE-DELIVERY MODEL?

RI-IECSE

Research based service delivery model for providing special education services within the general EC environment

Alternative to pulling children out of the classroom to separate spaces, classes, programs or schools

Allows the IECSE teacher to provide direct service embedded into the typical classroom routines and activities

IECSE SERVICE DELIVERY IN EARLY CHILDHOOD

Through planned and routine collaboration, allows EC teachers to embed instruction throughout the week

Allows services/supports to be provided seamlessly within the child’s natural environment (no unnecessary transitions for children)

Benefits children with all types and severity of disability

RI-IECSE

TYPES OF INSTRUCTION

Massed Instruction

Distributed Instruction

Pull-out Resource or

Speech Service

IECSE Model

RI-IECSE

THE GOAL OF THE IECSE MODEL

“To provide multiple opportunities for

learning, distributed throughout the day

and embedded into the general early

childhood classroom routines and

activities.”

Distributed

and

Embedded

Instruction

RI-IECSE

INSTRUCTION- PAST & PRESENT

Miguel receives special education services in the form

of resource support, one day per week for 30

minutes. The service takes place outside his

classroom.

One of his goals is to learn how to take turns.

RI-IECSE

Monday Tuesday Wednesday Thursday Friday

8:30-8:45

Arrival

8:45-10:00

Centers

10:00-10:20

Circle

10:20-10:30

Snack

10:30-11:15

Outdoor Play

Spec Educ

Resource

Teacher-

pull out DI

11:15-11:30

Bathroom

11:30-11:45

Closing Circle

Total # of opportunities for instruction: _________

RI-IECSE

Monday Tuesday Wednesday Thursday Friday

8:30-8:45

Arrival

8:45-10:00

Centers

10:00-10:20

Circle

10:20-10:30

Snack

10:30-11:15

Outdoor Play

11:15-11:30

Bathroom

11:30-11:45

Closing Circle

Total # of opportunities for instruction: _________

RI-IECSE

Monday Tuesday Wednesday Thursday Friday

8:30-8:45

Arrival

1 1 1 1 1

8:45-10:00

Centers

2 2 2 2 2

10:00-10:20

Circle

2 2 2 2 2

10:20-10:30

Snack

1 1 1 1 1

10:30-11:15

Outdoor Play

2 2 2 2 2

11:15-11:30

Bathroom

1 1 1 1 1

11:30-11:45

Closing Circle

1 1 1 1 1

Total # of opportunities for instruction: ____50_____

RI-IECSE

Children will be successful if special educators

support the general EC teacher in identifying

and embedding instruction throughout the daily

schedule!

So, how do we do this?

RI-IECSE

RI-IECSE FRAMEWORK

RI-IECSE

RI-IECSE ANCHORS OF PRACTICE

RI-IECSE

RI-IECSE ANCHORS OF PRACTICE

RI-IECSE

RI-IECSE DOCUMENTATION FORM

Sets predictable routine

& expectations that

allow the meetings to

run efficiently.

Ensures that the

discussions and next

steps are clearly

captured and built upon

previous decisions.

Copies are made for the EC teacher and

possible parents/guardians.

RI-IECSE

WHAT’S IT ALL ABOUT?

All services are designed to increase access to

learning opportunities which are distributed and

embedded into the general early childhood classroom

activities and routines.

Embedded

Instruction

RI-IECSE

NOT A “RESOURCE” MODEL

The IECSE service delivery model is not the same

as the resource model. It is built upon collaboration

and embedding instruction throughout the week.

It is not just for children with the most mild delays;

children with moderate & severe disabilities also

benefit from the IECSE service delivery model.

RI-IECSE

RI-IECSE IMPLEMENTATION FIDELITY CHECKLIST

Draft

Informed by the DEC Recommended Practices

http://www.dec-sped.org/dec-recommended-practices)

Purpose:

• Increase the understanding of the IECSE provider’s role &

to allow for reflection relative to implementation fidelity.

• As a self-assessment tool to rate use of IECSE practices,

across all students and classrooms.

Clear expectations

See handout

RI-IECSE

RI-IECSE FAMILY BROCHURE

RI-IECSE

RI-IECSE SYSTEM OF SUPPORT

(2) PD Courses

CoP

TA

RI-IECSE

QUESTIONS, SUGGESTIONS &

STATE PRACTICES

RI-IECSE

TA PROVIDER PANEL-REALITIES OF IMPLEMENTATION

CHALLENGES & SOLUTIONS

RI-IECSE

TA PROVIDER PANEL- REALITIES OF IMPLEMENTATION

1. Attitudes & Beliefs

2. Supporting the Initial Roll-out

3. Social/Emotional Supports

RI-IECSE

TA PROVIDER PANEL- REALITIES OF IMPLEMENTATION

Attitudes & Beliefs

RI-IECSE

MEET JOSH

RI-IECSE

The IECSE Service Delivery

Model for Special Educators

For early childhood special

education teachers,

teaching assistants,

therapists, coordinators &

administrators

(6) 3 hr. sessions

Intro to the IECSE

Service Delivery Model

For early childhood

teachers, teaching

assistants, education

coordinators &

administrators

(2) 3 hr. sessions

RI-IECSE PROFESSIONAL DEVELOPMENT

http://www.ride.ri.gov/InstructionAssessment/EarlyChildhoodEducation/EarlyChildh

oodSpecialEducation/ParticipationinGeneralEarlyChildhoodPrograms.aspx

RI-IECSE

IECSE COP

RI-IECSE

RI-IECSE TA

District application process

• Criteria for participation

Identify EC Partner

Participation in PD

Participation in TA meetings

Orientation meeting

District/Implementation level teams/meetings

Goal-focused

RI-IECSE

District Level TA

Strategic planning with

administration

• PD requirements

• Outreach with

community

• District- general EC

classrooms

• Connection to other

state EC initiatives

Implementation Level TA

Implementation goals with

service providers

• Fidelity of Implementation-

Anchors of Practice

• Scheduling

• Partnership with EC

Programs

• Inclusive Classroom

Practices

RI-IECSE TA

RI-IECSE

MEET JOSH

RI-IECSE

QUESTIONS, SUGGESTIONS &

STATE PRACTICES

RI-IECSE

TA PROVIDER PANEL- REALITIES OF IMPLEMENTATION

Supporting the Initial Roll-out

RI-IECSE

SCHEDULING- WHERE TO START?

1. ET/IEP/Eval Day

2. Days at EC Programs

3. Collaborative Meetings

4. Direct Instruction

5. Travel

6. Lunch/Planning

7. IECSE Team Meeting

8. MTSS

9. Community of Practice

Scheduling in action!

RI-IECSE

IECSE TEACHER SCHEDULE

RI-IECSE

IECSE SLP SCHEDULE

RI-IECSE

QUESTIONS, SUGGESTIONS &

STATE PRACTICES

RI-IECSE

TA PROVIDER PANEL- REALITIES OF IMPLEMENTATION

Social/Emotional Supports

RI-IECSE

PRIOR TO SPECIAL EDUCATION

The Foundation in the EC Classroom

RI-IECSE

MULTI-TIERED SYSTEM OF SUPPORT (MTSS)

RI-IECSE

PROTOCOL FOR ADDRESSING

PERSISTENT CHALLENGING BEHAVIORS

1) Team Input Form (FBA)

2) Behavioral Support Plan (BSP)

3) Evaluating & Modifying BSP

RI-IECSE

SPECIAL EDUCATION REFERRAL PROCESS

Referral Evaluation Eligibility IEP

RI-IECSE

QUESTIONS, SUGGESTIONS &

STATE PRACTICES

RI-IECSE

THANK YOU!