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					               Inclusion for All Learners

    Board Presentation
    October 11, 2011

        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
     Strategies for increasing access to inclusive quality settings
     Enhanced strategies for addressing children’s diverse learning
      needs for children birth to age 16.
    EEC’s System of Support
    Supporting Diverse Learners, Building Skills
    Knowledge and Abilities in the Workforce &
    Early Childhood Special Education

               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
                         EEC System Supporting Diverse Learners
                          and Early Childhood Special Education

      Regional Family &                                                                                       Financial Assistance
                                                                                 Policy Unit &
    Community Engagement                  Educator Provider Support                                               Specialists
                                                                              Grants Management
       Quality Specialist                                                                                         Legal Team

                                                  Professional         State Agency                               Review and
                  Provide Regional              Development for                                 Grant
                      Supports ,                                       Collaboration                               Approve
 Host Regional                                  educators on the                           Administration,         Requests
 Communities          Technical                inclusion of young          MOU             management ,
  of Practices   Assistance and Site                                                      and ISA oversight      Special Needs
                                                  children with       Special Education
(COP) Meetings   Visits with RCPs to                                                                               Financial
                                                   disabilities       Advisory Council
                  School Districts,                                                                               Assistance
                   Early Education             Special Quest State      Interagency
                 and Care Programs                    Team              Coordinated

                        RCPs Supports to
                     Families and Schools to
                       Support Transitions

EEC’s Strategic Linkages to Supports for Diverse Learners

   “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 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
       EEC has developed active relationships with other state agencies,
        community partners, public schools and other stakeholder
        organizations to meet its mission.
                                         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

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

                     Building the Internal Infrastructure to Support Achieving the Vision
                 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
   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

                    Head Start
               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

      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
     This guide is the result of a collaborative
                                                   • Additional resources and contact
     effort between the Departments of Early
     Education and Care, Public Health, and        information for Massachusetts programs
     Elementary and Secondary Education.
                                                   available to children during transitions
                                                         Create Communications Structure
    Financial Assistance Special Needs Flex Pool
       Flexible Pool               Contracted programs seeking funding to serve
EEC may provide funding            children must have documented physical, mental,
through to assist families in      or behavioral disabilities that have prohibited or
                                   will prohibit the child from participating in the
accessing Income Eligible
                                   program. Requests with appropriate
Child Care when they have
                                   documentation are approved on a case by case
continuity of care needs,          basis, for up to a 6 month period.
and/or special transportation      Funds may be used to:
or service needs                    support training for program staff
                                    consultation to identify necessary supports
 Approximately 100 children           for the child
  were receiving flex pool          technical assistance in meeting the individual
  funds from EEC in                    needs of the child
  Cost: $1,167,212) FY 2010.        enhanced staffing to effectively include the
 $11,556 is the average cost          child in the program, or
  per child per year for 1:1        specialized equipment
  aide                             Funding:
                                   Subject to the availability of funding and
                                       budgetary constraints.
               Increase and Promote Family Support, Access and Affordability
            Inclusive Preschool Learning Environments
                                      (Fund Code 391)

     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.
         96 grantees reported serving a total of 6002 children
           in inclusive settings during the 2009-2010 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

                Increase and Promote Family Support, Access and Affordability
     The Early Childhood Special Education Allocation (IDEA 262)

     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
     IDEA PART B - 619                  Districts reported that during
     Indicator 6: Free Appropriate      SY 2009 -2010 children received IEP
     Public Education in the Least      services in the following setting:
     Restrictive Environment
                                             81      Home
     Indicator 7: Preschool Outcomes        162      FCC
     Percent of preschool children
     aged 3 through 5 with IEPs who         175      ECE programs
     demonstrate improved
                                            264      Other
     Indicator 12: Part C to B              412      Head Start
     Transition Early Intervention to
     Pubic School Special Education         3242     Public Schools

              Increase and Promote Family Support, Access and Affordability
Number of Children Age 3-5 Statewide                                             As of October 1
with Individual Education Plans (IEPs)


                  SY05-06 SY06-07 SY07-08 SY08-09 SY09-10 SY10-11
         3 Yr Olds 3,231 3,230 3345 3,516 3,463 3,465
         4 Yr Olds 4,885 4,809 4886 4,995 5,093 5,002
         5 Yr Olds 5,829 6,157 6104 6,243 6,184 6,415
         Total     13,945 14,196 14,335 14,754 14,740 14,882
16      Retrieved March 15, 2011
     Communities serving the larges population of
     children ages 3, 4 and 4 years with IEPS
         Boston 875                        Haverhill 144
         Worcester 694                     Weymouth 142
         Springfield 659                   Billerica 139                   SY 2010-2011
         New Bedford 370                   Holyoke 138
         Lowell 229                        Chicopee 137               14,882 Children 3-5
         Brockton 207                       Attleboro 127
                                                                        with IEPs
         Taunton 204                       Leominster 127
                                                                        27,747 children
         Fall River 197                    Malden 119                 enrolled in Public
         Newton 190                        Brookline 117              School Preschools
         Lawrence 180                      Cambridge 114
         Quincy 167                        Marlborough 109
         Waltham 159                       Chelmsford 107
         Framingham 157                    Fitchburg 107
         Lynn 151                           Braintree 105
         Plymouth 151                      Peabody 99
17   Retrieved March 15, 2011
     Perspectives from Community Partners
     Inclusion for all Learners

       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,

       Sandra L. Raymond
       Director of Westwood Public Schools, Integrated Preschool

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