Inclusion for All Learners Board Presentation October 11,

Supporting Diverse Learners & Early Childhood Special Education Topics for Future Discussion Consideration of funding strategies that provide increased access and opportunity for early learning experiences in inclusive environments for young children with diverse learning needs, disabilities, developmental delays or are educationally at-risk. Broadening definition and reach of funds so that “supports and interventions are available as early as possible” to improved developmental outcomes and long term educational gains Strategies for increasing access to inclusive quality settings Enhanced strategies for addressing children’s diverse learning needs for children birth to age 16. 2

EEC’s System of Support Supporting Diverse Learners, Building Skills Knowledge and Abilities in the Workforce & Early Childhood Special Education 3 Diverse Learners - Children who have special physical, emotional, behavioral, cognitive or linguistic needs or whose primary learning modality is visual, auditory, tactile or kinesthetic, who may require an adaptation

4 EEC System Supporting Diverse Learners and Early Childhood Special Education Financial Assistance Specialists Legal Team Review and Approve Requests Special Needs Financial Assistance Policy Unit & Grants Management Grant Administration, management, and ISA oversight State Agency Collaboration MOU Special Education Advisory Council Interagency Coordinated Council Educator Provider Support Professional Development for educators on the inclusion of young children with disabilities Special Quest State Team Regional Family & Community Engagement Quality Specialist Provide Regional Supports, Technical Assistance and Site Visits with RCPs to School Districts, Early Education and Care Programs Host Regional Communities of Practices (COP) Meetings RCPs Supports to Families and Schools to Support Transitions

“To assure every child a fair and full opportunity to reach his full potential by providing and encouraging services which maximize a child’s capacity and opportunity to learn, which strengthen family life, and which support families in their essential function of nurturing a child’s physical, social, educational, moral, and spiritual development.” EEC’s Strategic Linkages to Supports for Diverse Learners

EEC’s Related Indicators of Success All families experience seamless transitions throughout their child’s early learning and developmental experiences. Families have access to high quality supports and resources for transitioning children in and out of early education and care programs and services. Early education and care services are delivered through a seamless system that is responsive to the needs of all families and provides supports and resources for transitioning children in and out of early education and care programs and services. Family services are integrated and delivered in a coordinated manner across state agencies. The early education and care workforce functions collaboratively and effectively among all aspects of the early education and care system. EEC has developed active relationships with other state agencies, community partners, public schools and other stakeholder organizations to meet its mission. 6 Linkages to EEC’s Strategic Plan

Supports for Inclusion Family Community Quality Specialist Regional Consultative Programs Educator/Provider Support Specialist Memorandum Of Understanding Transition Materials EEC Funding: Flex Pool and 262 and 391 Entitlement Grants 7

The Regional Consultative Programs (RCPs) The Regional Consultative Programs (RCPs) provide technical assistance and support on special education transition and the inclusion of 3-5 year olds with disabilities in pre-school settings. The RCPs are located regionally, and are available to assist and consult with families, public schools, early invention, and early education and care programs. 8 Boston Region Thom Boston Metro EI Jamaica Plain Northeast Region Professional Center for Child Development Andover Central Region Criterion Child Enrichment Gardner Western Region Thom Springfield Infant Toddler Services Springfield Metro West Region South Shore Mental Health Quincy Southeast Region Schwartz Center for Children Dartmouth Building the Internal Infrastructure to Support Achieving the Vision

Head Start Memorandum of Understanding (MOU) Concerning Early Childhood Programs History Work group reconvened to review and update existing IA to align with current programmatic mandates, regulations, best practice and research on early childhood transitions (January 2006) Broad representation including stakeholders from both the public and private sector (DEEC, DESE, EOHHS, MDPH, DHHS, ACF, Office of Head Start, & Migrant Head Start) Focus of Current Interagency Agreement (Formerly the 1994 Interagency Agreement (IA) on Early Childhood on Transitions) Emphasis on children transitioning from Part C to Part B Services Timeline and requirements Limited recognition and support for cross system collaboration Focus of MOU (Pending) Emphasizes transition as a natural occurrence for children and families of all abilities Recognizes the multiple facets of transition and considerations for the whole child and family Provides a framework for state-level coordination Emphasizes importance of developing local agreements Meets the requirements IDEA Parts B and C, and the Office of Head State

Educator Provider Supports Summer Institute: Promoting Social Emotional Growth, Addressing Challenging Behaviors Community of Practice Meetings Transition from Early Intervention to Special Education Supports Quality Classroom Supports, CLASS Social Emotional Management 10

Best Practices in Early Childhood Transition Best Practices in Early Childhood Transition Continuing the Journey is a guide for families that provides additional information about the transition process for children with disabilities and/or developmental delays. Offers information about children developmental tasks from ages two to five Information and Resources and programs to support families after Early Intervention Transition Packet Checklist to track transition planning A guide for families when visiting new programs and helping children plan for changes Additional resources and contact information for Massachusetts programs available to children during transitions 11 Create Communications Structure This guide is the result of a collaborative effort between the Departments of Early Education and Care, Public Health, and Elementary and Secondary Education. /programs_licensing/special_needs/tra nsition_guide.pdf

Financial Assistance Special Needs Flex Pool Eligibility: Contracted programs seeking funding to serve children must have documented physical, mental, or behavioral disabilities that have prohibited or will prohibit the child from participating in the program. Requests with appropriate documentation are approved on a case by case basis, for up to a 6 month period. Funds may be used to: support training for program staff consultation to identify necessary supports for the child technical assistance in meeting the individual needs of the child enhanced staffing to effectively include the child in the program, or specialized equipment Funding: Subject to the availability of funding and budgetary constraints. Flexible Pool EEC may provide funding through to assist families in accessing Income Eligible Child Care when they have continuity of care needs, and/or special transportation or service needs Approximately 100 children were receiving flex pool funds from EEC in Cost: $1,167,212) FY $11,556 is the average cost per child per year for 1:1 aide Increase and Promote Family Support, Access and Affordability

In FY11 96 grantees received $9M in IE state funds to support direct service activities. Renewal grants available to 97 public schools districts and lead agencies to support opportunities for preschoolers with disabilities in inclusive settings with children without disabilities. Funds support direct services and are typically used for educator salaries and children's transportation. 13 Inclusive Preschool Learning Environments (Fund Code 391) 96 grantees reported serving a total of 6002 children in inclusive settings during the SY 2209 children with IEPs 3793 without disabilities. 73% of the grantees indicated that one or more of their inclusive programs is NAEYC accredited Increase and Promote Family Support, Access and Affordability

Early Childhood Special Education Grant (Fund Code 262) IDEA Federal Entitlement Grant for 3-5 Year Olds EEC administers an entitlement grant offered to 310 LEAs and charter schools to support public preschool serving children 3, 4, and 5 year olds with disabilities through EEC’s Special Education Consolidated package. The Early Childhood Special Education Allocation $7.3M(FY12 IDEA 262) Funding supports activities as outlined through the SPP/APR for IDEA -Part B Early Childhood Special Education indicators 6, 7,and 12. Grants administered by EEC through an ISA with ESE 14 Increase and Promote Family Support, Access and Affordability

The Early Childhood Special Education Allocation (IDEA 262) 15 Increase and Promote Family Support, Access and Affordability Currently, 263 school districts and charter school provide early childhood special education services and related services to 14,854 children through $7.3M federal entitlement funds Districts reported that during SY children received IEP services in the following setting: 81 Home 162 FCC 175 ECE programs 264 Other 412 Head Start 3242 Public Schools IDEA PART B Indicator 6: Free Appropriate Public Education in the Least Restrictive Environment Indicator 7: Preschool Outcomes Percent of preschool children aged 3 through 5 with IEPs who demonstrate improved Indicator 12: Part C to B Transition Early Intervention to Pubic School Special Education Services

Number of Children Age 3-5 Statewide with Individual Education Plans (IEPs) 16 As of October 1 Retrieved March 15,

Communities serving the larges population of children ages 3, 4 and 4 years with IEPS Boston 875 Worcester 694 Springfield 659 New Bedford 370 Lowell 229 Brockton 207 Taunton 204 Fall River 197 Newton 190 Lawrence 180 Quincy 167 Waltham 159 Framingham 157 Lynn 151 Plymouth 151 Haverhill 144 Weymouth 142 Billerica 139 Holyoke 138 Chicopee 137 Attleboro 127 Leominster 127 Malden 119 Brookline 117 Cambridge 114 Marlborough 109 Chelmsford 107 Fitchburg 107 Braintree 105 Peabody SY ,882 Children 3-5 with IEPs 27,747 children enrolled in Public School Preschools Retrieved March 15,

Perspectives from Community Partners Inclusion for all Learners Panelist: Ron Benham Director, Bureau of Family Health and Nutrition, Massachusetts Department of Public Health Vicki C. Milstein Principal of Early Education Brookline Public Schools Patricia Murray Disabilities Manager, Greater Lawrence Community Action Council, Inc. Sandra L. Raymond Director of Westwood Public Schools, Integrated Preschool 18