Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under...
-
Upload
aubrey-farmer -
Category
Documents
-
view
219 -
download
4
Transcript of Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under...
![Page 1: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/1.jpg)
Itinerant ECSE Part B (619) Services: Research Support forConsultation and Legal Authority Under IDEA
Laurie Dinnebeil & Bill McInerney• University of Toledo
Kim CarlsonPart B 619 Coordinator
• Ohio Department of Education
![Page 2: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/2.jpg)
Supporting Inclusion in Community-Based Settings
LRE is a basic concept of IDEA and one that must guide service delivery options. LRE for preschoolers is
different than for school-aged population. Voluntary nature of
preschool Early care and education
settings regulated by a variety of entities
![Page 3: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/3.jpg)
Early Childhood Inclusion-Outcomes
Children in inclusive programs do at least as well as children in specialized programs.
Benefits children with and without disabilities, especially in social development.
Specialized instruction is an important component of inclusion and a moderator of child outcomes.
Generally, families view inclusion favorably but quality of programs and services may be a concern.
![Page 4: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/4.jpg)
IDEA P.L. 108-446 Section 614(a)(5)(A)
To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aides and service cannot be achieved satisfactorily
![Page 5: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/5.jpg)
Continuum of Service Delivery Options
Each public agency must ensure that a continuum of alternative placements is availableavailable to meet the needs of children with disabilities for special education and related services….
34 CFR 300.38; 300.115
20 U.S.C. 1412(a)(5)
![Page 6: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/6.jpg)
Preschoolers Served in Inclusive Settings
In 2005, 701,625 preschoolers received Part B 619 services
Nationwide, 239,254 (34.1%) of these children receive ECSE service in EC programs (via Itinerant Services)
(www.ideadata.org)
![Page 7: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/7.jpg)
Definition: Itinerant ECSE Service
Itinerant ECSE service delivery is a primary option used by LEAs to support children’s inclusion in community-based settings.
Itinerant services are Part B 619 services delivered by ECSE teachers who visit children with IEPs whose primary placement is their home or a community-based setting.
![Page 8: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/8.jpg)
Itinerant ECSE Service Delivery
Historically, itinerant ECSE services have been characterized by the location of service delivery, not the characteristics of the services provided.
There are two primary models of itinerant service delivery (Odom et al., 2000): Direct services Collaborative consultation
![Page 9: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/9.jpg)
How many children receive Itinerant ECSE Services?
Current USDOE reporting formats and category of service definitions do not provide accurate determination of the # of children served by ITINERANT teachers as primary agent of service delivery in Part B services
![Page 10: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/10.jpg)
Based on USDOE definitions, IECSE #s are found in multiple categories
2006 >80% and 40-79% time spent in regular ed settings
2005 Part time EC/Part time ECSE, Itinerant service outside the home but not in ECSE setting
![Page 11: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/11.jpg)
National Trends in Itinerant ECSE Services2001 - 2005
34.1%33.1%34.0%35.4%36.9%
0
5
10
15
20
25
30
35
40
2001 2002 2003 2004 2005
Year
Per
cen
tag
e o
f T
ota
l C
hil
dre
n
From: ideadata.org
of
617,836
of
637,670
of
670,211
of
700,269
of
701,625
![Page 12: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/12.jpg)
National Trends in Itinerant ECSE Services2001 - 2005
227,989 225,824 227,804 231,725 239,082
100,000
120,000
140,000
160,000
180,000
200,000
220,000
240,000
2001 2002 2003 2004 2005
Year
Nu
mb
er o
f C
hil
dre
n
From: ideadata.org
5% increase
from 2001
![Page 13: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/13.jpg)
Other EC Setting Definitions
Part-time EC/Part-time ECSE Setting:
Unduplicated total of preschoolers who received
special education and related services in multiple
settings, including special education and related
services provided in: the home, educational programs designed primarily for
children without disabilities, programs designed primarily for children with
disabilities, residential facilities, and separate schools.
![Page 14: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/14.jpg)
Part-Time EC/Part-Time ECSE Continued
Possible itinerant combinations: home + educational programs designed
primarily for children without disabilities home + programs designed primarily for children
with disabilities home + separate schools educational programs designed primarily for
children without disabilities + programs designed primarily for children with disabilities
educational programs designed primarily for children without disabilities + separate schools
![Page 15: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/15.jpg)
Itinerant service outside home:
Unduplicated total of preschoolers who received ALL of their special education and related services at a school, hospital facility on an outpatient basis, or other location for a short period of time (i.e., no more than 3 hours per week). These services may be provided individually or to a small group of children.
Other Setting Definitions (cont.)
Possibly Itinerant ECSE included
![Page 16: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/16.jpg)
National Trends in Part B 619 Selected Settings# of Children 3-5 Served - 2001 - 2005
0
50,000
100,000
150,000
200,000
250,000
2001 2002 2003 2004 2005
Year
Nu
mb
er
of
Ch
ild
ren
IECSEEC SPEDPT EC/PT SPEDItin outside home
From: ideadata.org
![Page 17: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/17.jpg)
National Trends in Part B 619 Selected Settings % Change in # of Children 3-5 Served - 2001 - 2005
0
50,000
100,000
150,000
200,000
250,000
2001 2005
Nu
mb
er o
f C
hil
dre
n
IECSEEC SPEDPT EC/PT SPEDItin outside home
5% increase
20% increase
34% increase
20% increase
From: ideadata.org
![Page 18: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/18.jpg)
Itinerant ECSE in States with Universal PreK, 2006
(Revised USDOE reporting requirements)IECSE = >40% time spent in regular ed
51.9%41.9%
52.6%73.4% 74.2%
0
1020
30
4050
60
70
8090
100
Florida TOTAL U.S. andoutlying areas
New York Oklahoma Georgia
State
Per
cen
tag
e
From: ideadata.org% are for 3-5 year olds; don’t report 4 yr olds separately
![Page 19: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/19.jpg)
Itinerant ECSE in States Supporting Universal PreK
2004 - 2005(IECSE = EC Setting)
47.9% 44.9% 43.6%33.1%
8.0%
47.2% 47.1% 43.1%34.1%
8.4%0
10
20
30
40
50
60
70
80
90
100
Oklahoma Georgia New York TOTAL U.S. andoutlying areas
Florida
State
Per
cen
tag
e
2004
2005
From: ideadata.org
![Page 20: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/20.jpg)
Foundations of Consultative Approach
Principles of Naturalistic Instruction, including Embedded Learning Opportunities (Horn, Lieber, Li, Sandall, & Schwartz, 2000; Pretti-Frontczak & Bricker, 2004)
![Page 21: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/21.jpg)
Foundations of Consultative Approach
Principles of Behavioral Consultation and Coaching (Gersten, Morvant, & Brengelman, 1995; Hanft, Rush, & Shelden, 2004; Kohler, 1993; Kohler, Crilley, Shearer, & Good, 1997; Kohler, McCullough, & Buchan, 1995; Peck, Killen, & Baumgart, 1989; Showers & Joyce, 1996; Vail, Tschantz, & Bevill, 1997)
![Page 22: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/22.jpg)
Foundation of Consultative Approach:Distributed v. Massed Practice Effects
The spacing effect is considered one of the best known and most robust phenomena in experimental psychology (e.g., Bahrick & Hall, 2005; Dempster & Farris, 1990; Rea & Modigliani, 1985) and refers to improved performance if practice sessions are distributed rather than massed.
![Page 23: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/23.jpg)
Foundations of Consultative Approach
Principles of Distributed Practice (Daugherty, Grisham-Brown, & Hemmeter, 2001; Grisham-Brown, Schuster, Hemmeter, & Collins, 2000; Horn, Lieber, Li, Sandall, & Schwartz, 2000; Pretti-Frontczak, Barr, Macy, & Carter, 2003)
![Page 24: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/24.jpg)
Foundation of Consultative Approach:Distributed v. Massed Practice Effects
Seabrook, Brown, & Solity (2005) concluded that teaching certain literacy skills could be more effective simply by breaking up 1-hour blocks into shorter sessions distributed throughout the day.
![Page 25: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/25.jpg)
Foundation of Consultative Approach:Distributed v. Massed Practice Effects
Rea and Modigliani (1985) studied the effects of DISTRIBUTED practice on spelling and multiplication facts with third graders. The children’s performance rates for
multiplication doubled when practice was distributed (47% to 24%).
Performance was also significantly better in spelling (93% in distributed practice v. 82% in massed practice).
![Page 26: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/26.jpg)
Foundation of Consultative Approach:Distributed v. Massed Practice Effects
Childers and Tomasello (2002) taught two-year olds novel nouns and verbs over the course of one month in sessions that lasted 5 to 10 minutes. The results indicated that children learned nouns and verbs best when practice was distributed over four days regardless of the number of intervening days.
![Page 27: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/27.jpg)
Foundation of Consultative Approach:Distributed v. Massed Practice Effects
Childers and Tomasello (2002) (cont.) The least efficient learning occurred when all presentations were done on a single day…..In other words, children learned the word better if they heard it once per day for four days rather than if they heard it eight times in a single day
![Page 28: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/28.jpg)
Foundation of Consultative Approach:Distributed v. Massed Practice Effects
Donovan and Radosevich (1999) conducted a meta-analysis of 63 studies of massed and distributed practice and determined an effect of .42. That effect means that a teacher using distributed practice would achieve better results than about 67% of her peers who were using massed practice.
![Page 29: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/29.jpg)
Consulting Adults Nondisabled peers enrolled in preschool special
education classroom
Teachers teach in same space as blended program
Team teaching in the same space with one group of children
Itinerant teacher working in an ECE setting
Collaborative consultation among staff and with parents
![Page 30: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/30.jpg)
…children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled…
Children with disabilities are children first Think about
Where are same-aged peers during the week ? With whom do same-aged peers interact? What is the curriculum? What is the environment? What are the supports?
![Page 31: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/31.jpg)
Key Responsibilities
Appropriate services to meet needs Continuum of Service Delivery Options Available
Centerbased or Itinerant Teacher Services Access to, Participation in, and Progress in the
General Curriculum Developmentally appropriate Comprehensive Aligned to Content Standards
Opportunities for interaction with nondisabled peers
![Page 32: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/32.jpg)
Variations on a Theme Nondisabled
peers enrolled in preschool special education classroom
Enrollment of Nondisabled Peers
with
•Head Start
•Community Early Learning Provider
•Public School Preschool
APE &/orRelatedServices
School DistrictPreschool Special
EducationCenterbased
Teacher
![Page 33: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/33.jpg)
Variations on a Theme Teachers
teach in same space as blended program
Early Childhood Classroom=
•Head Start
•Community Early Learning Provider
•Public School Preschool
School DistrictPreschool Special
EducationCenterbased
Teacher
APE &/orRelatedServices
![Page 34: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/34.jpg)
Variations on a Theme Team
teaching in the same space with one group of children
Early Childhood Classroom=
•Head Start
•Community Early Learning Provider
•Public School Preschool
School DistrictPreschool Special
EducationCenterbased
Teacher
APE &/orRelatedServices
![Page 35: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/35.jpg)
Variations on a ThemeItinerant teacher working in an ECE setting
Early Childhood Classroom=
•Head Start
•Community Early Learning Provider
•Public School Preschool
School DistrictPreschool Special
EducationItinerant Teacher
APE &/orRelatedServices
![Page 36: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/36.jpg)
Success of a Consultative Approach Depends On…
Strong partnership between an itinerant ECSE teacher and a general ECE teacher
Understanding of the roles and responsibilities for each of these ‘partners’
High quality early childhood environment LEA administrative support Community support Appropriately prepared itinerant ECSE teachers
(e.g. licensure / certification) (Dinnebeil, Pretti-Frontczak, & McInerney, in review)
![Page 37: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/37.jpg)
Requisite Knowledge of IECSE Teachers
Child development (typical and atypical) Early childhood curriculum and assessment
methods Principles of ECSE and specialized instruction Consultation and coaching strategies Operating principles and models of
community-based early childhood programs (Dinnebeil, Buysse, Rush, & Eggbeer, in press).
![Page 38: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/38.jpg)
Requisite Skills of IECSE Teachers
Skilled and experienced as ECSE classroom teachers
Ability to act intentionally in use of differentiated strategies to address children’s IEP goals and objectives.
Ability to serve as an effective consultant or coach (Dinnebeil et al., in press)
![Page 39: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/39.jpg)
Implications for LEAs
LEAs should develop formal policies that outline the roles and responsibilities of both the itinerant and early childhood teachers in order to ensure a joint understanding of job expectations.
Policies should be promulgated to parents, community-based child care / pre-K supervisors and ‘partner’ ECE teachers
![Page 40: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/40.jpg)
Implications for LEAs and Communities
Ohio’s vision for high quality, inclusive early childhood services presumes that systems will work together to promote effective practices.
Implementing a consultative itinerant approach will expand the range of high quality LRE options and enhance the overall quality of inclusive ECE environments.
![Page 41: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/41.jpg)
LRE December 2006
Not Attending a Special Ed Program,
4%
Special Ed Program,
58%
Regular ECE Program,
38%
In general, where are Ohio’s preschool children with disabilities being served?
ECE Setting with 50% or more same aged peers
OR NOT
![Page 42: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/42.jpg)
Ohio Initiatives- a sample
Professional Development CORE Literacy Curriculum for Teachers
Itinerant Model
Content Standards/Accommodations Curriculum/Assessment/Instruction
Research Assessment University Parent Focus Groups
![Page 43: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/43.jpg)
Questions
What is required to ensure children have the opportunity to be educated with nondisabled peers?
What are the financial impacts of the recommendation?
What are the best strategies for promoting a district’s relationship with ELI, ECE and community settings?
![Page 44: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/44.jpg)
Questions
How to communicate best with community preschool/child care regarding the district’s responsibilities to locate, identify, evaluate preschool children with disabilities?
How to establish a working relationship with district to develop and implement an IEP for preschool children with disabilities?
![Page 45: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/45.jpg)
LRE is NOT…
Predetermining placement Predetermining services Using a cookie-cutter approach to
service delivery Limiting service delivery to district
programs Limiting service delivery to funding
sources
![Page 46: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/46.jpg)
LRE is….
Looking at the whole child Thinking of the child’s day and week Considering the number of transitions a
child must deal with Building relationships between the district
and community early learning providers Providing special education services in an
environment in which the child spends majority of time
![Page 47: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/47.jpg)
Early Learning Content Standards
Describe essential early concepts, and skills for ALL Ohio’s children
Addresses content areas: English Language Arts Mathematics Science Social Studies
![Page 48: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/48.jpg)
![Page 49: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/49.jpg)
ELI Guidelines FormatSECTION II: Environments Matter
Outcome 2: Educators have the knowledge and skills necessary to support children’s learning.
Goal 2: Educators demonstrate nurturing and supportive relationships with children to promote self-assurance and competence.
IndicatorsA.B.
References
Probes to Facilitate Strategic Design & Action
![Page 50: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/50.jpg)
Section II: Environments Matter
Program Capacity Measures
Curriculum-Embedded
Performance Measures
Child and Family Outcome Measures
Aligned with P-12 Content Standards
![Page 51: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/51.jpg)
Child Outcomes
Get It, Got It, Go! Ages and Stages Questionnaire:
Social-Emotional Curriculum-based Assessments
Early Childhood Outcomes Summary Form
![Page 52: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/52.jpg)
ECOSF
Core Group Communicates General Preschool Teacher Special Preschool Teacher Parent Related Services Personnel
![Page 53: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/53.jpg)
ECOSF
Early childhood outcomes summary form Ongoing assessment system Summary
Sources of information Over time Varying interactions Different perspectives Generalizations
Analysis Evaluation of fidelity
![Page 54: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/54.jpg)
![Page 55: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/55.jpg)
Transdisciplinary Model
Interactions Child Staff Parents
Settings Conditions Transitions
![Page 56: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/56.jpg)
Transdisciplinary Model
Role release
Successful strategies and supports Discrepancies
![Page 57: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/57.jpg)
Transdisciplinary Model
Analysis Communication
IEP Ongoing
assessment system
Staff Parents
Sending/Receiving Environments
Systems/Infrastructure
![Page 58: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/58.jpg)
Challenges to Adoption of Expansion of IECSE Services
Lack of High Quality EC Settings CONFUSION around roles and
responsibilities of key stakeholders (EC teacher, itinerant, supervisor)
Lack of time to collaborate
![Page 59: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/59.jpg)
Implications for Profession If DISTRIBUTED is
the research-based model for intervention in IECSE model, what are implications for SEA and LEA re: public promulgation of consultation as recommended practice vs. direct service?
![Page 60: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/60.jpg)
Implications for Profession A shift towards a
consultative approach may meet with resistance from the field as a result of dramatic shift in roles and responsibilities of IECSE teachers (and supervisors)
![Page 61: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/61.jpg)
Support for Consultation Services: Policy Briefs
Activity supported in part by the National Association of State Boards of Education (NASBE), Early Childhood Network help states increase their ability to create
integrated, high-quality ECE policies, programs, and services
![Page 62: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/62.jpg)
Highlights of the Policy Brief
Description of consultative model in itinerant ECSE service delivery.
Description of differences between a consultative and direct service approach in itinerant ECSE service delivery
![Page 63: Itinerant ECSE Part B (619) Services: Research Support for Consultation and Legal Authority Under IDEA Laurie Dinnebeil & Bill McInerney University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e205503460f94b0bf5e/html5/thumbnails/63.jpg)