Assessing Quality Inclusion: What Next? · Quality Assessment Single, Pre- post assessments...
Transcript of Assessing Quality Inclusion: What Next? · Quality Assessment Single, Pre- post assessments...
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Assessing Quality
Inclusion: What Next?
Elena Soukakou
Alicia Westbrook
Amy Grattan
Michelle Ogorek
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ICP Updates
Topical Discussions
Mississippi Highlights
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Who is in the Room?
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Utilizing the Inclusive
Classroom Profile
Mississippi
Early Childhood
Inclusion Center
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Supporting Quality Inclusion in
Early Learning Centers
The overarching goal of the Mississippi Early Childhood
Inclusion Center (MECIC) is to meet the needs of early
childhood educators, families, and young children with
disabilities by providing high quality early childhood
inclusion.
• Training
• Technical Assistance
• Family Support
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Measuring Quality
• Pre and Post ICP Assessments
• Credential Programs
• MECIC Preschool Credential
• Universal Design for Learning
• DEC Recommended Practices
• DEC/NAEYC Joint Position Statement
• MECIC Infant and Toddler Credential
• DEC Recommended Practices
• DEC/NAEYC Joint Position Statement
• Trainings, Self Directed Learning Assignments, On-site Mentoring, Individualized Plan of Action, Roundtable Discussions = 40-hour credential program
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Overall ICP Growth for Three Cohorts (N=83)
Pre-Test Post-Test
Item Mean Std.Error Mean Std. Error
1. Adaptations of space and materials** 4.93 1.67 5.89 1.30
2. Adult involvement in peer interactions**
3.14 1.41 4.19 1.44
3. Adult guidance of freechoice activities** 3.36 1.32 4.14 1.42
4. Conflict Resolution NA NA NA NA
5. Membership** 3.19 1.56 5.0 1.31
6. Relationships between adults and
children**
3.39 1.48 4.17 1.58
7. Support for communication** 2.87 .947 3.69 1.44
8. Adaptations of group activities** 3.72 1.58 4.72 1.62
9. Transitions between activities** 2.23 1.33 3.78 1.88
10. Feedback** 3.08 1.24 4.11 1.46
11. Family-professional partnership** 1.60 1.33 2.46 1.76
12. Monitoring children’s learning* 2.17 1.15 2.46 1.20
Total Score** 3.08 .88 4.03 .90
Note. *=statistical significance at <.05; **=statistical significance at .000
ICP Data
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The Story…
Post ICP Scores for 2
Cohorts
• Items 3 & 6 were not significant
• Items 11 & 12 were only
marginally significant
• Updated the credential:
•Re-organized
•Intentional about teaching
specific strategies
•Enhanced Individualized Plan of
Action
Post ICP Scores for 3
Cohorts
• All items significant
• Areas for continued improvement
•Intentional with material support
•Intentional in teaching strategies
for transitions
•Enhanced self-directed learning
assignment and increased
mentoring to promote facilitating
social-communication
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Program Planning • Expanded Trainings
• 4-hour professional development
• 2-hour training + 2-hour on-site mentoring
• Expands training into practice
• Promoting a sense of belonging in preschool settings through social interactions
• Facilitating meaningful interactions with all children
• Supporting directors of inclusive learning centers
• Continued Research
• Assess the quality of inclusion practices of centers serving children with disabilities who also receive a child care subsidy
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ICP UPDATES
Uses Updates Quality Assessment Single, Pre- post assessments
Continuous Quality
Improvement
Using the ICP to guide effective PD
Research Reliability & Usability of the ICP Training
System; Review of evidence based inclusive
practices; validity of the ICP measure;
usefulness and impact of PD on inclusive
practice.
Training Programs ICP Reliability Training
ICP Train of Trainers
ICP Recertification
ICP Professional Learning
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Next Steps
•Research, research and more research
•Capacity Building
•Develop the ICP Training System and PD supports
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• National Calls
• Resource Folder
• Trainer Support
Working Together
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Thoughts / Ideas / Questions
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