Evaluation of the Kansas Preschool LRE Self Assessment and Improvement Planning Process

1

• Evaluation of the Kansas Preschool LRE Self
  Assessment and Improvement Planning Process
• Kathy T. Whaley, NECTAC
• Presentation for the
• Sixth Annual Early Childhood Inclusion Institute
• July 2006

2
Evaluation of the Pilot Projects

• Five LEAs completing self assessment and
  improvement planning process
• Telephone surveys
• Interview protocol developed by NECTAC and state
  staff

3
Specific Components of the Self Assessment and
Improvement Planning Process

• What information examined was most helpful in
  developing your improvement plan
• Early childhood placement/ settings data
• Approaches to service delivery
• Potential partners and degree of current
  collaboration

4
Overall Pilot Process

• Most helpful aspect of the entire self assessment
  process leading to development of an improvement
  plan
• Least helpful aspect of the process
• Progress regarding action taken on the
  improvement plan
• Suggestions for future participation

5
Findings Overall Process

• Accountability and Support
• State expectations for participation and change
• Created time for analyzing practices
• Made Preschool LRE a higher priority and focus
• Created interest and support by local
  administration for change
• State initial and follow-up TA and support

6
Findings Overall Process

• Collaboration and Partners
• Teaming with early childhood partners on-site
• Strengthened relationships
• Examined current service delivery practices
• Identified needs and issues with current partner
  relationships

7
Findings Data as a Tool

• Mixed responses but overall viewed as useful
• Highlighted service delivery practices
• Highlighted training needs
• Discerning appropriateness of placements
• Factors behind placements
• Partnering and collaboration in communities

8
Program Changes Within One Year

• Increased awareness of and understanding of
  inclusive services working more within the
  general curriculum instead of pull-out
• Allocation of resources for training developing
  staff development plans and activities
• Examining the need for specialized supports for
  individual children in settings
• Increased early childhood placements
• New partnerships in communities
• New partnerships in districts to blend programs

9
Program Changes Within One Year

• Positive changes and support by program directors
  and deputy superintendent
• Exploring and adopting changes in service
  delivery practices such as teaming, coordination,
  integrated therapy and consultation
• Staff report child progress

10
Barriers and Challenges to Progress

• Staffing changes
• Personnel shortages
• Time for effective coordination and changing
  practices
• Administrative support for program expansion
  efforts