Title: Working%20with%20State%20Pre-K%20Programs%20to%20Develop%20More%20Community-based%20Opportunities%20in%20New%20Jersey
1Working with State Pre-K Programs to Develop More
Community-basedOpportunities in New Jersey
- Pamela Brillante
- New Jersey Department of Education
- Office of Special Education Programs
2Introduction to Abbott in New Jersey
- Abbott is the short-hand description of a
series of New Jersey Supreme Court decisions
growing out of litigation filed in 1981 on behalf
of children residing in New Jerseys most
economically disadvantaged municipalities. - Abbott is the first-named plaintiff, but the
name is now used to distinguish the 31 school
districts selected by the Court and the
Legislature to benefit from state financial
assistance and to implement specific remedies
mandated by the Court.
3Objectives of the Abbott System
- The New Jersey Supreme Court in 1998 established
a single criterion for determining whether a
constitutionally guaranteed education is being
provided to students in the poorest schools in
the state. Do they master the New Jersey Core
Curriculum Content Standards with the same
proficiency as students in more affluent
districts? - Prior to 2002, most attention was given to
specific remedies and services that were mandated
or authorized by the New Jersey Supreme Court in
1998. Subsequently, priority attention has been
given to academic achievement with particular
focus on early literacy and numeracy.
4Resources of Abbott
- Under the Abbott decisions, Abbott districts
receive state aid that is calculated to provide
them with the same per-pupil operating budget as
would be found in New Jerseys wealthiest school
districts. - Called Abbott parity aid, this funding is
adjusted annually to reflect spending and
enrollment in wealthy districts. In FY2006, it
equals about 1 billion.
5Abbott Pre-K Requirement
- The state is financially responsible for the
creation of high-quality preschool programs for
all three and four year-old children residing in
Abbott districts. - Currently, 70 percent of approximately 55,000
eligible children are enrolled in Abbott
preschools, supported by 500 million in state
funds.
6Abbott Pre-K Requirement
- The Abbott preschool program has evolved since
its inception in the 1999-2000 school year. In
the landmark Abbott v. Burke school funding case,
the New Jersey Supreme Court required that three-
and four-year-old children in the highest poverty
districts in the state receive a high-quality
preschool education. - Through a Department of Education (DOE) and
Department of Human Services (DHS) partnership,
these classrooms combine a DOE-funded six-hour,
180-day component with a DHS-funded wrap-around
program that provides daily before- and
after-care and summer programs. In total, the
full-day, full-year program is available ten
hours per day, 245 days a year.
7Abbott Pre-K Requirement
- Expansion of the program continues to occur. In
the first school year of the program, only 19,000
children were enrolled. Six years later in
2005-06, more than 40,000 of the 54,000 three and
four year-olds were in preschool. - Projected enrollment for the 2006-07 school year
is over 43,000-over 80 percent of the total
population of three-and four-year-olds in these
districts.
8The Self-Assessment Validation System
- High-quality educational programs must undergo a
continuous cycle of program evaluation and
improvement. - Recognizing this, the department launched the
Self-Assessment Validation System for Abbott
Preschool Programs (SAVS). The multi-phase SAVS
process focuses on program improvement augmented
by fiscal accountability.
9The Self-Assessment Validation System
10The Self-Assessment Validation System
- The Self Assessment Validation System (SAVS), was
launched in the 2003-2004 school year as an
annual evaluation that districts must undergo in
the Abbott Preschool Program. - The SAVS is designed to guide the district
through a systematic self-appraisal of its
preschool program. - The SAVS criteria are derived from the NJ Abbott
Preschool Program Implementation Guidelines and
Guidelines for Appropriate Curriculum Content and
Assessment in Programs Serving Children Ages 3
through 8 (National Association for the
Education of Young Children and the National
Association of Early Childhood Specialists in
State Departments of Education). - Findings of the SAVS inform revisions to the
districts Two Year Report on Instructional
Priorities.
11The Self-Assessment Validation System
- The following graph shows progress districts have
made statewide from the 03-04 school year to the
04-05 school year. - Each of the 17 items on the SAVS is rated on a
three point scale where 1 not met, 2 in
progress and 3 fully met. - Each district then receives an overall SAVS score
derived by averaging the 17 component scores. As
can be seen, districts have made dramatic
improvements toward implementing the standards
required for high quality.
12The Self-Assessment Validation System
132006 SAVS - Revised
- In an effort to continually improve practice and
program assessment a revised SAVS now consists of
criteria in each of the following 16 program
component areas, derived from the Abbott
Preschool Program Implementation Guidelines. - The NJ Office of Special Education Programs were
involved in this revision to ensure programs
continued to include young children with
disabilities into community programs.
142006 SAVS - Revised
- Administration,
- Recruitment and Outreach
- Facilities
- Community Collaboration
- Head Start
- Curriculum and Program
- Supporting English Language Learners
- Inclusion
- Preschool Intervention and Support
- Staff Qualifications
- Professional Development
- Child Screening
- Child Assessment
- Health and Food Services
- Parent Involvement
- Program Evaluation.
152006 SAVS - Revised
- Following each criterion are one or more
indicators. These indicators are essential
components to consider when rating a criterion. - Scoring protocol was adapted from The
Accreditation Criteria Procedures of the
National Association for the Education of Young
Children (NAEYC, 1988). - For the 2005-06 process, the rating scale has
been expanded from a three-point scale to a
five-point scale as follows
162006 SAVS - Revised
- Scoring Procedures
- Not Yet- There is no evidence that this statement
accurately describes the program. - Partially Met- There is some evidence that this
statement accurately describes the program and
plans have been developed and some implemented. - In Progress- There is evidence that this
statement describes activities initiated or
planned in this program. Plans have been
developed and initiated, but full realization is
not yet accomplished. - Substantially Met- There is a great deal of
evidence that this statement accurately describes
the program. For a criterion to rate a
substantially met, all indicators related to
the criterion must be present. (It also is
possible for all indicators to be present without
rating the criterion substantially met.) - Exemplary Implementation- The evidence exceeds
all indicators and expectations.
172006 SAVS - Revised
- Key Terms were also added to ensure that programs
understood that the district was to include in
its self-assessment all classrooms and teachers
including children who continue to be in
segregated settings - Criterion Standard by which the components of
the program will be rated. - Indicator Important points to consider when
rating a criterion. - Preschool Program All preschool classrooms.
- Teacher All teachers in preschool classrooms.
18What We Observed
- After the first SAVS validations in the spring of
2004, it was observed that the number of children
referred for special education for behavior
issues had been increasing over the initial years
of implementation. - It was originally expected that this would slow
down as the classrooms used more developmentally
appropriate practices, but in certain districts
it did not. - In response, Preschool Intervention and Referral
Teams (PIRT) were strengthened in the districts
and the Intervention and Support section was
added to the SAVS document.
19Program Area Intervention and Support
- Rationale Working with classroom teachers,
paraprofessionals and family members, early
childhood administrators and dedicated early
childhood intervention professionals have a
unique opportunity to successfully identify
preschoolers at risk, and work with their
teachers and families, which will help to
decrease referrals for special education. - In addition, as more children are enrolled in
preschool, teachers are reporting an increase in
challenging behaviors exhibited by children.
Specific support from preschool intervention
specialists in strategies and interventions to
reduce these behaviors will allow more
preschoolers to successfully participate in a
regular education preschool program.
20Program Area Intervention and Support
- Criterion 1 A preschool intervention and
referral team is fully staffed and functioning
according to the Abbott Preschool Implementation
Guidelines.Indicators - ? An established protocol for referral to
the intervention team - clearly outlines who can refer
children, under what conditions, - and what appropriate response will
follow. All early childhood - staff including teachers, center
directors, master teachers, - and administrators, are familiar
with and adhere to, the - protocol to ensure effective
communication and follow-up. - The preschool intervention and referral teams
role and - responsibilities are clearly articulated, and
do not entail - direct therapeutic services to children.
-
21Program Area Intervention and Support
- Preschool intervention and referral specialists
confer regularly with - the general education teachers and master
teachers, supervisors, - and other professionals (special education,
nurses, etc) - All preschool intervention and referral
specialists have expertise in - early childhood education, and have
received training in a - developmentally-appropriate, research-
based model approved by - the DOE (e.g. Positive Behavior Support).
- The preschool intervention and referral
specialists assist with - transitions from one program to another.
- The preschool intervention and referral team is
fully staffed - according to the DOE approved budget
22Program Area Intervention and Support
- Criterion 2 The intervention and support from
the team meets the needs of the early childhood
staff. - Observe, provides feedback and models appropriate
strategies and interventions to teachers and
master teachers. - The team plans and implements professional
development for preschool teachers, master
teachers, assistants and/or administrators to
facilitate preschool inclusion. - Assist with planning strategies, modifying
teaching practices or adapting environment and/or
materials that will assist preschoolers in
meeting the Preschool Teaching and Learning
Expectations Standards of Quality.
23What We Learned and How It Changed Our Practice
- Added Positive Behavior Support . Dr. Lise Fox,
Project Director - Positive Behavior Support is a process for
understanding and resolving the problem behavior
of children that is based on values and empirical
research. It offers an approach for developing an
understanding of why the child engages in problem
behavior and strategies for preventing the
occurrence of problem behavior while teaching the
child new skills. - Positive behavior support offers a holistic
approach that considers all factors that impact
on a child and the childs behavior. It can be
used to address problem behaviors that range from
aggression, tantrums, and property destruction to
social withdrawal.
24What We Learned and How It Changed Our Practice
- Added The Mastery Outreach Project . Geneva
Woodruff Ph. D. Project Director - The Mastery Project has been designed to promote
the social and academic skills of children ages 2
to 8 in special and regular education early
childhood preschool to grade 3 classes, who have
challenging behaviors. The Mastery training is
based upon empirically supported intervention
practices for young children. These intervention
practices have been shown to reduce disruptive
behaviors in young children, promote their
positive behaviors and allow them to succeed in a
classroom environment both socially and as
learners. - The Mastery Project provides year long training
and technical assistance on ways to 1) work
effectively with the children in their
classrooms, and 2) involve the children's
families. To date, over 90 of the children being
followed in the Mastery program have attained
their behavioral goals.
25What We Observed
- In observing in the districts and monitoring the
December 1 count, it came to came to our
attention that our inclusion rate remained
relatively steady most programs were continuing
to provide related services in a pull out model.
26Program Area Inclusion
- Rationale According to the Individuals with
Disabilities Act (IDEA), every child who is
eligible for special education services is
entitled to a free and appropriate education in
the least restrictive environment (LRE).
Therefore, preschool children with disabilities
should be afforded the opportunity to participate
and interact with their peers who do not have
disabilities in natural settings. - Such settings include, but are not limited to,
home and family, play groups, child care, nursery
schools, Head Start programs and neighborhood
school classrooms (CEC-DEC). - Many positive outcomes have been reported that
support these practices, including increased
performance of children with disabilities and
improved classroom behavior, as well as, positive
effects on the attitudes of typically developing
students concerning children with disabilities.
27Program Area Inclusion
- Criterion 1 Children with disabilities are
included in general education classrooms to the
maximum extent possible. - Children with disabilities are placed in general
education classes in the proportion that they are
found in the districts general population. - Master teacher inclusion specialists are employed
and have specialized knowledge in inclusion
practices and provisions. - The master teacher inclusion specialist provides
appropriate guidance and information to general
education teachers regarding inclusion strategies.
28Program Area Inclusion
- The general educators are trained to adapt
curriculum and materials to meet the needs of
children with disabilities. - Support services are in place to support
individual student needs (e.g. occupational
therapy, physical therapy, speech, preschool
intervention and referral specialists). - The classroom teacher collaborates with the child
study team, master teacher, preschool
intervention and referral specialist and parents
as determined by the students individualized
education plan (IEP). - The classroom teacher participates in all
meetings of the IEP process (Identification
meeting, Eligibility meeting, IEP Planning and
Development meeting, and the Annual - Review meeting).
29Program Area Inclusion
- Criterion 2 Integrated therapies are offered
within the general education class. - Therapies are carried out within the regular
activities of the classroom. - Therapists work directly within the classroom,
modeling for the classroom teacher and providing
consultation.
30Program Area Inclusion
- Criterion 3 Administrative supports are in
place that facilitate inclusion. - Meetings between early childhood and special
education departments are regularly scheduled. - Opportunities for collaboration and consultation
among teachers, therapists, child study teams and
preschool intervention and referral teams are
built into school schedule. - Effective horizontal articulation takes place
regularly between district-operated programs, and
provider programs. - Classroom teachers use and have ongoing access to
the written IEP. -
-
31What We Learned and How It Changed Our Practice
- Added LEAP Outreach Project University of
Colorado Denver. Dr. Phil Strain, Project
Director - LEAP (Learning Experiences - An Alternative
Program for Preschoolers and Parents) is a model
for developmentally-integrated preschool classes
for typically developing children and peers with
autism. It offers a comprehensive parent
education program providing real help in
real-world home and community settings. The LEAP
program is research based and is a training model
that had been funded continually by the Office of
Special Education Programs from 1981 -2004. - A network of replication sites exist in school
districts throughout the United States. The
benefits of this program on child and parent
behavior have been demonstrated in some 36
peer-reviewed studies.
32What We Learned and How It Changed Our Practice
- Added The National Individualizing Preschool
Inclusion Project "A Project of National
Significance" Robin McWilliam, Ph.D Project
Director -
- The Individualizing Inclusion approach hinges on
three critical components functional
intervention planning, integrated therapy, and
embedded intervention. - Functional intervention planning is carried out
principally through a routines-based assessment,
featuring an interview of the family and the
teaching staff. - Integrated therapy consists of specialists using
models we have labeled individualized within
routines and group activity to provide special
education and related services. - Embedded intervention involves the use of proven
instructional principles, especially incidental
teaching, in the context of developmentally
appropriate activities.
33What We Learned and How It Changed Our Practice
- Added NJ OSEP Professional Development Proactive
Workshop Series. - School year workshops and summer institutes
for teachers and - administrators were focused on topics that
came out of the SAVS - reviews. Topics included
- Adapting and Modifying Instruction in the
Inclusive - Classroom ,
- Observing and Evaluating a High Quality
Inclusive Classroom for - Administrators
- Transition to K,
- The Role of the Paraprofessional in the
Inclusive Preschool - Classroom
34What We Observed
- We observed through data and articulation with
the NJ Early Intervention System that children
who were transitioning from Early Intervention to
the Preschool System during the school year were
being placed in self-contained settings at a high
rate. - A Transition section was added to the SAVS
document in the 2004-2005 validation year.
35Program Area Transition
- Rationale Transition is an ongoing process that
should facilitate and maintain continuity between
programs. Preparing families for the transition
process helps to orient them to the program,
anticipate services based on each childs needs
and provides valuable insight to information
about the child and family.
36Program Area Transition.
- Criterion 2 Transition activities are planned
for children entering the preschool program from
early intervention and other settings - Flexible scheduling and planning provide many
opportunities for families to learn about the
preschool program, such as open houses, spring
orientation, and individual meetings with
families. - Preschool and special education staff
collaborates to meet the needs of children with
disabilities entering the preschool program from
early intervention - Access to general education classes is available
to students who are transitioning from early
intervention during the school year.
37What We Learned and How It Changed Our Practice
- Added Interagency Transition Task Force. Pilot
Project - NREIC. - NJ has 4 Regional Early Intervention
Collaboratives serving the 21 counties. The DOE
and Northern Regional Early Intervention
Collaborative have formed 3 countywide task
forces to address specific issues relating to the
transition of children from the Part C to the
Part B systems for those specific stakeholders.
38Looking Ahead
- Plans for the 2006-2007 school year include
- Inclusion Master Teacher Institute run jointly
with the NJ Dept of Ed Office of Early Childhood
Education. Division of Abbott Implementation. - Joint Transition trainings with the NJ Early
Intervention System, Department of Health and
Senior Services.