1. School Readiness and Early Childhood Special Education – Ready Children & Ready Schools Scott McConnell, Ph.D. Professor, Educational Psychology & Affiliate, Center for Early Education and Development University of Minnesota smcconne@umn.edu Pursuing the Promise First Annual Iowa Statewide Special Education Conference June 11, 2012 {

2.  Defining some terms and assumptions  The path(s) to school readiness  The importance of “ready schools”  Paths to School Readiness  Special considerations in early childhood special education Goals for this session 2

3.  I’m a special educator – with a strong commitment to the intervention imperative  I’m from Minnesota!  I’m interested in comprehensive and integrated solutions, rather than isolated (“one-off”) approaches  I value aspirations – and understand the need to make the future we seek Some Assumptions 3

4.  Coming to School  Ready to Learn  Students with Disabilities  The “GenEd Curriculum” for preschoolers with disabilities  The service delivery system for young children Terms to Define 4

5.  Kindergarten entry  “No child shall be admitted to [kindergarten] unless the child is five years of age on or before the fifteenth of September of the current school year.” (Iowa Code section 282.3)  Mandatory schooling  In Iowa, children who are at least six (6) and not yet 16 years of age by September 15 are of compulsory attendance age. (Iowa Code section 299.1A)  The shift from age to grade  Changing expectations “Coming to School” 5

6.  School Readiness   A set of competencies and skills that enable children to adjust to, participate in, and benefit from K-12 education   Setting-Specific Skills and Knowledge   “Criterion of the next environment” “Ready to Learn” 6

7.  Infants and toddlers with disabilities  Preschoolers with disabilities or delays  Children at risk for later academic and behavioral deficits “Students with Disabilities” 7

8.  Where are preschoolers we want to serve?  What ‘services’ do these preschoolers receive?  For children in center-based programs…  What is the nature of the program?  Who are the service providers?  What is possible? Preschool’s “GenEd Curriculum”… where and what? 8

9.  Iowa Early Learning Standards (2006)  Iowa Quality Preschool Program Standards (2007)  Natural environments and least restrictive environment, Iowa Natural Allies State Team (2005) Preschool’s “GenEd Curriculum”… Iowa resources 9

10.  Federal, State, and AEA or LEA programs  Head Start  Statewide Voluntary Preschool Program  Shared Visions  High-quality preschool and child care programs  Unrated or unregulated preschool and child care settings  Children’s homes and communities “Service delivery system” 10

11.  What do we know about school readiness?  What do we not know?  What are important child characteristics?  What are important child skills? Thinking about School Readiness 11

12.  What do we know is important?  Language development  Phonological awareness development  “Kindergarten survival skills”  Other content skills  Cognitive and social-emotional characteristics State of Knowledge 12

13.  What do we not know?  Relation to English-language learners  “Necessary” conditions (versus opportunities for future remediation)  Things we don’t yet know we don’t know State of Knowledge 13

14.  Executive function/Self-regulation  Social competence  “Approaches to learning” Child Characteristics 14

15.  Oral language  Vocabulary  Complexity of language  Listening skills  Early literacy  Phonological awareness  Alphabet knowledge/concepts about print  Comprehension Child skills (a partial list) 15

16.  Numeracy  Tool use  Survival skills  Participation  Materials management  Self-management Child skills (a partial list) 16

17.  Controversy of “school readiness” for individual children  Role of individualization and adaptation in special education  Smoothing the transition from preschool to elementary “service delivery”  Integration across systems for meaningful program design, evaluation, and improvement The importance of “ready schools” 17

18.  Naturally occurring interactions  “Gently prompted” interactions and experiences  Formal evidence-based practices  Validated programs Paths to School Readiness 18

19.  Eligibility determination as ‘entry?’  Due process and entitlement  Individualization…  of goals and objectives  of services and supports  Placement and quality of intervention  Special education within larger reform efforts? ECSE special considerations 19

20.  Review and, if needed, expand and improve “school readiness” focus on ECSE and inclusive settings  Coordinate with “regular ed” preschool, child care, and parent education/outreach efforts  Monitor effects for kids, communities, and areas – and adjust services as needed Some Possible Actions 20

21.  Preschool development and the intervention imperative  Special education as an ally in overall early childhood education reform efforts  Assessment, accountability, and continuous program improvement  Our commitment Some Final Thoughts 21

22. Scott McConnell, PhD Educational Psychology and Center for Early Education & Development University of Minnesota 351 Education Sciences Building Minneapolis, MN 55455 http://www.umn.edu/~smcconne 22