Volume 17,k Issue 2it Springs 2008 Volume 15, Issue 1 Winter 2006 In this issue: Fostering Emotional in Young • Fostering Emotional Literacy Children: Labeling in Young Children: Labeling By 2008 KITS Summer Institute presenter, Gail Emotions Joseph with P. Strain and M. M. Ostrosky • Coordinator’s Corner: Introducing Tiffany Smith- Birk Four-year-old Gregory is an avid block builder. At free play, he has busied himself with an elaborate construction of a zoo. To complete his masterpiece, • AT Expo 2008 he needs an elusive Y-shaped block. As he searches the room in vain for the • Legislative Session Proves last, crucial piece, his initial calm hunt becomes more hurried and disorga- Pivotal for Kansas Children nized. He begins to yell and disrupt other children’s play. Gregory sees that • Resource Spotlight from his classmate Malik has the piece he wants. Gregory aggressively approaches Early Childhood Resource Malik, who looks frightened. His teacher approaches in the nick of time and Center asks, “What’s the matter?” Gregory screams that Malik has his block and then • Funding Information swiftly turns away to go after the piece. Gregory’s teacher stops him from grab- for Collaborative Early bing the block, whereupon Gregory launches into a major tantrum. The tantrum Childhood/Early Childhood Special Education Programs persists even though his teacher repeatedly tells him to “calm down”. Keisha is four years old and to play at the computer. The computer area is her first choice at KITS Newsletter is published quarterly and supported by a center time, just about every day. Today, Keisha is grant from the Kansas State getting nervous because her teacher has called upon Department of Education most of the boys and girls to decide where they would (Grant Number 26004). The like to play first and Keisha notices that there is just opinions expressed herein do not one space left at the computers. She starts to bounce necessarily reflect the position or policy of the State Department a little with her hand extended in the air and tries her of Education, or the University best not to call out to the teacher, “Me next!” When of Kansas, and no official Keisha finally gets called on to make her choice, she endorsement should be inferred. sees that the computer area is full. Keisha crosses Issues of the Newsletter can be her arms across her chest and frowns. Her teacher asks, “Keisha, what is the downloaded from http://kskits.org/publications/ matter?” Keisha says, “I wanted to play on the computer.” Her teacher replies, newsletter.shtml “Hmmm… they look full.” Keisha replies, “Yeah, I’m frustrated and a little mad.” Her teacher responds, “You feel frustrated and a little mad, huh? Well, Newsletter Staff Editor: that is a problem.” Keisha begins to take some deep breaths and then pro- Robin Bayless, M.A. claims, “I will go play at the block corner until Bahta is done. Can you come Project Director: tell me when he is finished?” Her teacher replies, “I am so proud of you for David P. Lindeman, Ph.D. staying so calm and figuring out a solution to your problem. Why don’t you ask Bahta to let you know when it is your turn?” Keisha smiles at the suggestion and skips off to make the request of Bahta.

Fostering Emotional Literacy continues on page 2 KITS Newsletter Page 2 of 10

Coordinator’s Fostering Emotional Literacy continues Corner What Is Emotional Literacy? tify her , control her impulses Tiffany Smith-Birk works at the Emotional literacy is the ability to yell out, regulate her disappoint- Kansas Department of Health and to identify, understand, and respond ment in a healthy way, and solve an Environment (KDHE) Children’s to emotions in oneself and others interpersonal problem with some sup- Developmental Services as the Part in a healthy manner. Children who port from her teacher. C Coordinator. Since 1992 she has worked as a children’s mental health have a strong foundation in emo- case manager at Family Service and tional literacy tolerate What Accounts for Variations Guidance Center, court advocate better, get into fewer fights, and en- in Children’s Abilities to Label for the YWCA Battered Women’s gage in less self-destructive behav- Emotions? Task Force, program director for the ior than children who do not have The ability to label emotions is a Shawnee County Family Resource Center and most recently with the a strong foundation. These children developmental skill that is not present Kansas Social and Rehabilitation are also healthier, less lonely, less at birth—it must be learned. And just Services and University of Kansas as impulsive, more focused, and they as there is wide variation in the point the early childhood mental health have greater academic achieve- at which children start to demonstrate technical assistance coordinator. ment. appropriate use of books, begin writ- She is a graduate from the University of Kansas with a masters The focus of this What Works ing, and recognize letters, some chil- degree in social work administration. Brief is on building an emotional dren’s ability to identify, understand, Rock Chalk Jayhawks National vocabulary. The development of a and label their emotions develops at a Champions! word vocabulary is consid- slower rate than others. Three variables She has a bachelor degree ered to be of critical importance in can underlie a child’s growing ability from Washburn University in mental health/criminal justice. She is on the a child’s emotional development to label emotions: (1) the child’s tem- Board of Directors for the Kansas because it makes it possible for perament and developmental status, Association of Infant and Early children to better understand their (2) parental socialization and envi- Childhood Mental Health. emotional experiences. The ability ronmental support, and (3) the teacher She lives in Berryton, Kansas to name a feeling allows children and child care providers’ emphasis on with her husband, Brian and their daughter Tayla. Daughter Candace to discuss and reflect with others emotional literacy. Indeed, differenc- and husband Zach live in Emporia about their personal experience es in the way adults talk to and teach with sweet grandson Gavin (six of the world. The larger a child’s children about feelings and problem months). Tiffany and Brian are foster emotional vocabulary, the finer solving are related to children’s abili- parents and have two foster children discriminations they can make be- ties to label emotions. in their home, 17-year-old Jessica and her three year old daughter, tween feelings and the better they Ashlynn. can communicate with others about What Can Adults Do? Tiffany can be reached at tsmith- their feelings. Children who are Adults can play a major role in [email protected] able to label their emotions are on children’s ability to identify, under- their way to becoming emotionally stand, and express emotions in a competent. healthy way. The following strategies In the scenarios on page one, are key in fostering emotional literacy great variation can be noted in the in young children: children’s skills in labeling emo- tions. Gregory is unable to label Express Your Own Feelings. One his feeling of frustration, and at the way to help children learn to label same time, he is unable to read his their emotions is to have healthy emo- peer’s frightened expression and tional expression modeled for them calm himself down. Keisha, on the Welcome Tiffany! other hand, is able to correctly iden- Fostering Emotional Literacy continues on page 4 Page 3 of 10 KITS Newsletter

The Collaborative Calendar of Events View at kskits.org/training

DATE EVENT CONTACT 7/24-25/08 KSDE/KASEA Annual Leadership Conference: Leading Karen Maddox, 785-291-3098, for Learning for Improved Student Outcomes, Wichita [email protected] 7/25/08 Visual Support Strategies, Girard Victoria White, vwhite@pittstate. edu 10/1-2/08 AT Expo 2008, Wichita Sheila Simmons, 620-421-8367, [email protected] 10/2-4/08 Kansas Speech Language Hearing Association Dixie Heinrich, 800-248-5742, Conference, Overland Park [email protected] 10/3-5/08 Kansas Physical Therapy Association Conference, [email protected] Hutchinson 10/11/08 Kansas Association for the Education of Young Children Mary DeLuccie, 785-532-1475, Conference, Manhattan [email protected] 10/16/08 Kansas Association of School Psychologists/CEC 2008 Jim Persinger, 620-341-5428, Joint Conference, Junction City [email protected] or Robb Scott, [email protected], 785- 395-5373 10/27-30/08 DEC 2008: Renew Your Energy, Minneapolis http://www.dec-sped.org 2/26-27/09 KDEC Conference, Wichita http://www.kdec.org/

SAVE THE DATE! Kansas Division for Links to Other Training Calendars Early Childhood Annual Conference

• KCCTO child care or CDA advisor trainings: February 26-27, 2009 www.kccto.org • Families Together: www.familiestogetherinc.org Wichita • HeadsUp Network for Head Start and early childhood: www.heads-up.org • Children’s Alliance Training Team: www.childally.org/training/training.html • KACCRRA: www.kaccrra.org • Capper Foundation: capper.easterseals.com Watch • Council for Exceptional Children: http://www.kdec.org/ www.cec.sped.org/pd for more details • KSDE: ksde.org KITS Newsletter Page 4 of 10

Fostering Emotional Literacy continues AT EXPO 2008 by the adults in their lives. For introducing games, songs, and story- October 1 & 2 example, a teacher who knocked books featuring new feeling words. Century II Convention Hall over all the glitter can say, “Oh Teachers and other caregivers can Wichita, KS boy, is that frustrating. Oh well, adapt songs such as “If you’re happy I’d better take a deep breath and and you know it” with verses such figure out how to clean it up.” Or a Speakers and topics include: as “If you’re frustrated and you parent who just got word that she • Lisa Zawalinski, University of know it, take a breath”; “If you’re Connecticut, Keynote: got a promotion at work can say, disappointed and you know it, tell comprehension and online “Wow! I am so excited about this! a friend”; or “If you’re proud and literacy I feel proud of myself for working you know it, say ‘I did it!’” The fol- • David Edyburn, University of so hard.” Parents, teachers, and lowing are some examples of games Wisconsin: Creating tiered child care providers can make a young children can play. talking web pages point to talk out loud about their * Adults can cut out pictures that • Paula Kluth, Kluth Consulting: feelings as they experience them represent various feeling faces Teaching students with autism in throughout the day. and place them in a container inclusive classrooms that is passed around the circle • Yvonne Gillette & Roberta Label Children’s Feelings. As DePompei, University of Akron: as music plays. When the music adults provide feeling names for Use of personal digital assistants stops, the child holding the con- (PDAs) and smart phones to children’s emotional expressions, tainer can select a picture desig- develop organizational and a child’s feeling vocabulary nating an and identify it, memory skills with persons grows. Throughout the day, adults show how they look when they with traumatic brain injury and can attend to children’s emotional feel that way, or describe a time developmental disabilities moments and label feelings for when he or she felt that way. To • Peggy Shireley, North Dakota the children. For example, as a extend this fun activity, give the IPAT: Assistive technology and child runs for a swing, another children handheld mirrors that dementia child reaches it and gets on. The they can use to look at their own • Pati King DeBaun: Building first child begins to frown. The feeling faces. language & literacy for diverse teacher approaches her and says, * populations in early childhood Children can look through mag- “You look a little disappointed programs azines to find various feeling about that swing.” Or a boy’s faces. They can cut them out Professional Registration: $130; grandmother surprises him by and make a feeling face collage. Consumer Registration: $60. picking him up at child care. The Adults can help the children la- Early Bird Registration expires on boy screams, “Grandma!” and bel the different feeling faces. 08/31/08 runs up to hug her. The child care * Children and adults can play provider says, “Oh boy, you look “feeling face charades” by freez- Consumer scholarships available: so happy and surprised that your ing a certain emotional expres- Call Jackie Dwyer @ 620-421-8367 grandma is here!” As children’s sion and then letting others guess feeling vocabulary develops, what the feeling is. To extend AT Expo Grand Opening their ability to correctly identify October 1, 4:30-6:30 this activity, ask the children to feelings in themselves and others Open to the Public think of a time that they felt that also progresses. way. For more information, go to: http:// * In the mornings, have children atexpo2008.eventbrite.com Play Games, Sing Songs, and “check in” by selecting a feel- Read Stories with New Feel- ing Words. Adults can enhance Fostering Emotional Literacy continues children’s feeling vocabularies by on page 6 Page 5 of 10 KITS Newsletter

Legislative Session Proves Pivotal for Resource Spotlight Kansas Children from the The Legislature adjourned in May the continuation of the Kansas Coordi- ECRC after making a significant commitment nated School Health (KCSH) program. Preventing Child to fund health and early learning initia- The program provides resources and Abuse and Neglect: tives for Kansas children. funding for parents, school administra- Parent-Provider “This Legislature has made a pivotal tors and community leaders to create Partnerships in Child investment in our next generation,” said healthier school environments. The pro- Shannon Cotsoradis. “The action taken gram currently benefits 80,000 Kansas Care—Zero to Three this Session will result in more Kansas school children. children having access to health, educa- Preventing Child Abuse tion and economic opportunities. Com- Child Care Assistance. The Legislature and Neglect (PCAN) is a munities across the state will benefit included $2.5 million in additional fund- 10-unit training curriculum designed exclusively for from these investments in our future.” ing for the Child Care Assistance pro- gram. The boost will allow more Kansas trainers or co-trainers who Kansas Action for Children advo- support child care profes- cated for the following initiatives, which parents to remain in the workforce by increasing access to affordable qual- sionals. The hallmark of were approved and funded by the Legis- the research-based PCAN ity child care for 800 additional Kansas lature: approach is to help child children. care providers promote Early Childhood Education. The positive parenting and Legislature approved $11.1 million in Afterschool. The Legislature approved $400,000 in funding for afterschool pro- healthy social-emotional new funding for quality early learning development in children by grams. The funding will provide after- programs. The funding - provided in building protective fac- the form of a Block Grant that will be school and summer services for more tors into their programs. administered by the Children’s Cabi- than 1,600 Kansas middle school stu- Research shows that net - stands to improve access to such dents. protective factors, such as providing a welcoming programs as Pre-Kindergarten, Head Child Support Enforcement. The Leg- Start, Early Head Start, Smart Start, and atmosphere for parents or islature approved a bill that will improve offering resources on early Parents As Teachers. At least 30 per- child support collections by linking in- childhood development, cent of the Block Grant dollars will be surance proceeds to child support pay- help reduce child abuse earmarked for infant and toddler pro- ments. and neglect. grams. The training curricu- Source: Kansas Action for Children lum is designed to provide Children’s Health Care. The Legisla- Legislative Update, May 8, 2008. practical information, con- ture took action to address the fastest- cepts, and skills for child growing group of uninsured children in tiny-k, Part C Funding. The FY 2009 care providers. In addition Kansas by extending the eligibility level state appropriation for the Part C - In- to its ten training modules for HealthWave, our state’s children’s fant-Toddler program (or tiny-k) was in- the curriculum includes health insurance program, from 200 to creased by $1 Million over current state video vignettes, sample re- 250 percent of poverty. This action will funding. cruitment flyers, pre-train- maximize federal resources and provide ing knowledge assessment Autism Waiver. An additional $200,000 Kansas children with the same opportu- forms, handouts and tips in State General Funds was provided to nities for health care coverage as chil- for trainers. the new autism waiver. dren in neighboring states. Source: C. Riley (personal communica- Kansas Coordinated School Health. Resource Spotlight continues tion, May 9, 2008) The Legislature approved $550,000 for on page 10 KITS Newsletter Page 6 of 10

Fostering Emotional Literacy concludes

ing face that best represents The children would tell each other literacy can be found in journals their morning mood. At the end how they felt instead of fighting such as Young Children and Young of the day, have children select and would help each other when Exceptional Children. See the fol- again, and then talk about why in distress. Miss Antoinette noticed lowing resources for ideas on how their feeling changed or stayed that the children no longer needed to teach young children to identify, the same. her to intervene to solve problems understand, and express emotions in * Finally, the teacher can put as often—but instead would solve a healthy way: feeling face pictures around the them on their own. She noticed that room. Children can be given even for children like Keisha, who Joseph, G. E., & Strain, P. S. (2003). child-size magnifying glasses had a strong foundation in labeling Enhancing emotional vocabulary in and told to walk around look- emotions, positive changes were young children. Young Exceptional ing for different feeling faces. occurring. Miss Antoinette felt a Children, 6(4), 18-26. When they find one, they can sense of calm in her room and was Joseph, G. E., & Strain, P. S. (2003). Helping young children control label it and tell about a time happy that she would be sending and handle . they felt that way. With a little her children onto kindergarten with Young Exceptional Children, 7(1), creativity, teachers and other a strong foundation in emotional 21-29. caregivers can play, adapt, or literacy. Kusché, C. A., & Greenberg, M. T. develop new games, songs, and (1994). The PATHS curriculum. stories to teach feeling words. Who Are the Children Who Seattle, WA: Developmental Have Participated in This Research and Programs. Gregory’s teacher, Miss Intervention? Shure, M. B. (2000). I can problem Antoinette, realized that Gregory The children who have participated solve: An interpersonal cognitive and some of his classmates needed in research on emotional literacy problem-solving program. help to develop skills in labeling include preschoolers who exhibit Champaign, IL: Research Press. Webster-Stratton, C. (1990). The emotions. She started making a range of disabilities including teachers and children videotape a conscious effort to label her ADHD, oppositional defiant disor- series: Dina dinosaur school. feelings, as well as the feelings of der, conduct disorder, speech and Seattle, WA: The Incredible Years. children in her class throughout the language delays, challenging be- Webster-Stratton, C. (1999). How to day—every day. She encouraged the havior, and deafness and hard of promote children’s social and other adults in the room to do the hearing. Studies have included pre- . London: same. She also planned at least one schoolers from low-income fami- Paul Chapman. feeling game, song, or story a day lies. The importance of keeping in to introduce new and more complex mind the cultural backgrounds and feeling words. She also taught beliefs of the children and families Source: Joseph, G., Strain, P., the children some strategies for in a teacher’s care cannot be over- & Ostrosky, M. M. (2005 regulating their emotions such as stated when teaching young children September). Fostering taking deep breaths, relaxing their to identify, understand, and respond emotional literacy in young muscles, and thinking of “happy to emotions. children: Labeling emotions. places.” When she saw Gregory get What Works Brief, 21. Center upset, she would move in to ask him Where Do I Find on the Social and Emotional how he was feeling and help him use More Information on Foundations for Early Learning. some of the strategies for calming Implementing This Nashville, TN. down. Over time, Miss Antoinette Practice? noticed a significant difference in Practical information on help- —submitted by Gail Joseph Gregory and his peers’ behavior. ing children develop emotional Page 7 of 10 KITS Newsletter Funding Information for Collaborative Early Childhood/ Early Childhood Special Education Programs At the Blending Teaching and a previous version of the form was 3. ECSE teacher serves dual role Braiding Funding of Special Edu- submitted in prior years. as Early Childhood teacher and cation, Head Start and Community One form should be completed ECSE teacher in an Early Child- Services training event in Wichita for each of the following collabora- hood program designed primar- last April, a number of service pro- tive EC/ECSE classrooms: ily for children without disabili- grams in our state were showcased 1. A reverse mainstream Early ties. and a panel discussed an array of Childhood Special Education issues focusing on supports for col- classroom that is designed pri- The Special Education Reim- laborative programs when providing marily for children with disabil- bursement Guide also includes the special education services to chil- ities and includes a population following early childhood collab- dren with disabilities. As programs of children without disabilities orative programs funding questions such as Early Head Start/Head Start, at a ratio of 50%. and answers in Appendix E: Four-Year-Old At-Risk, and Parents 2. An Early Childhood classroom As Teachers work with our special that meets the following crite- Q1. If an IEP team recommends education programs to provide in- ria: placement in an EC class- clusive services, funding and deliv- • designed primarily for chil- room (i.e. community based or ery of services can become complex. dren without disabilities school based) can LEAs pay As a part of the panel—Patty Gray, and includes children with full tuition if the child’s time in Assistant Director for Regulatory disabilities at a ratio of less the EC classroom is considered Services of the Special Education than 50%. special education instructional Services at the State Department • an ECSE teacher is assigned time? of Education provided a question to the classroom in a co- A1. If the IEP team recommends it and answer document to address teaching or other collabora- and documents this in the IEP, some of the issues. We would like tive model where children then LEAs are responsible for to thank KSDE for this clarification without disabilities and chil- paying the tuition to the com- document and anticipate that it will dren with disabilities receive munity based school. help answer some of the questions educational benefit from the Q1a. What funds can LEAs use to from the field. ECSE teacher pay tuition? Following the meeting, minor A1a. Special education funds may changes were made to the document. There is no need to complete a be used to pay tuition. A revised version of the Questions form for the following models of and Answers of the Special Educa- EC/ECSE collaboration: Q2. If a child counted for Four- tion Reimbursement Guide for FY09 1. Itinerant ECSE service delivery Year-Old At-Risk funding is along with supporting documents is models (i.e. An SLP or ECSE then identified as a child with now available on the www.kansped. teacher providing special edu- a disability during the same org website at: cation or speech services to chil- year, can the special education http://www.kansped.org/ksde/re- dren with disabilities in multiple teacher be counted for categor- sources/audit/auditguide.html settings). ical aid and the child counted Appendix F in the Special Edu- 2. Integrated ECSE classrooms for Four-Year-Old At-Risk cation Reimbursement Guide is a designed primarily for children funding at the same time? revised EC/ECSE Collaborative with disabilities and includes a A2. Yes, if the special education Program Form. Collaborative pro- population of children without identification occurs after the grams will need to submit the form disabilities at a ratio of less than 9/20 enrollment count. to KSDE by October 1, 2008 even if 50%. Funding Information continues on page 8 KITS Newsletter Page 8 of 10 Funding Information for Collaborative EC/ECSE Programs continues

Q3. Can districts provide educa- to the percent of children from co-teach in a Four-Year-Old tional services for Head Start each source that are participat- At-Risk or Head Start class- eligible children in an EC class- ing in the EC program. room and there is a ratio of room funded by the district and less than 50% of children with receive funds from Head Start Q6. If a teacher has the appropriate disabilities in relation to typi- to provide that service for Head licensure, can one teacher be cally developing peers, will Start eligible children? the special education teacher categorical aid be pro-rated for A3. Yes, if that is the agreement and the Four-Year-Old At- the ECSE teacher? with Head Start. However, in Risk teacher in the same class- A7. Categorical aid for collabora- regards to funding, if a child is room? tive EC/ECSE programs will claimed for Head Start, they A6. Yes. Categorical aid will be not have categorical aid pro- can not be claimed for the Four- paid on a pro-rated basis based rated for the ECSE teacher if Year-Old At-Risk program. on the number of special edu- following two criteria are met: cation students versus the 1. The district planning a col- Q4. Can Head Start provide family number of Four-Year-Old At- laborative EC/ECSE pro- support services to all children Risk students. gram has submitted the in a district funded EC class- EC/ECSE Collaborative room that includes Head Start Q6a. How can the funds be braided Program form included in eligible children and be reim- in this situation? the Special Education Re- bursed by the district for ser- A6a. The cost of the program would imbursement Guide by the vices provided for children that be paid with funds from Spe- date indicated each year; are in the EC classroom but not cial Education and Four-Year- and eligible for Head Start? Old At-Risk in direct propor- 2. Program implementation A4. If family support services are tion to the percent of children accurately reflects the - de a high priority for the district, from each source that are in the scription provided in the then districts may reimburse classroom. EC/ECSE Collaborative Head Start for this service. For Program form submitted to the district to receive categori- Q6b. In cases where the At-Risk the state. cal aid for services provided to teacher is also endorsed in spe- special education students, the cial education, can a district Q7a.Can this co-teaching model be provider must meet eligibility apply for categorical aid inde- pre-approved for full categori- requirements for special edu- pendent of their cooperative cal aid for the ECSE teacher cation reimbursement. or interlocal if they choose to and any special education serve special education stu- paraprofessionals placed in the Q5. If the district Superintendent dents in their local At-Risk classroom? wants to serve all pre-k chil- program? A7a. No pre-approvals are neces- dren in their home schools, A6b. Yes. Categorical aid will be sary as funding is based on the how can Special Education, paid on a pro-rated basis based two criteria outlined in A7. Four-Year-Old At-Risk and on the number of special edu- Head Start funding be braided cation students versus the Q8. When an ECSE teacher is an to meet this goal? number of Four-Year-Old At- itinerant teacher in a Four- A5. The cost of the early childhood Risk students. Year-Old At-Riskor Head Start program would be paid with classroom and there is a ratio funds from Special Education, Q7. When Early Childhood Special of less than 50% children with Four-Year-Old At-Risk and Education (ECSE) teachers and Funding Information continues on page Head Start in direct proportion Early Childhood (EC) teachers 9 Page 9 of 10 KITS Newsletter Funding Information for Collaborative EC/ECSE Programs concludes

disabilities in relation to typi- Q11. Can children in Four-Year-Old Clarification for Four Year Old cally developing peers, will the At-Risk programs serve as At Risk and ECSE Funding ECSE teacher’s categorical aid peer models in integrated spe- be pro-rated for his/her time cial education classrooms? Funding for the Four-Year-Old spent delivering special educa- A11. Yes. Any child without an IEP At-Risk program is based on the tion services in this setting? may serve as a peer model in number of identified at-risk chil- A8. No. If the ECSE teacher is pro- an integrated special education dren in attendance on September 20 viding special education ser- classroom. and reported in the 9/20 enrollment vices in this setting, categori- count. Once districts have been no- cal aid will not be reduced. Q12. Can the Four-Year-Old At- tified that their program has been Riskprogram exceed the rec- selected for funding, the approved Q9. Is there anything in the Four- ommended number of 17 stu- number of four-year olds attending Year-Old At-Risk program dents in a classroom by adding the district at-risk preschool pro- guidelines that would prohibit children with disabilities that gram must be included in the enroll- the designation of the ECSE are served by an itinerant spe- ment counts when calculating the teacher as itinerant placing cial education teacher? school district’s general fund. the sole responsibility for the A12. Yes. However, the size of the Funding is weighted based on general education teaching classroom and the number of district demographics for at-risk on the Four-Year-Old At-Risk slots for the Four-Year-Old At- children. In addition to the weight- teacher? Risk program should be care- ed funding, each child that meets A9. No. fully reviewed, as well as the the criteria for the Four-Year-Old intensity of needs – both for At-Risk program on 9/20 generates Q10. If children with disabilities are the four-year-olds and those on .5 FTE of Base State Aid per Pupil placed in a Four Year Old At IEPs. Some balance must be (BSAPP). Risk program and are served preserved, so that all children’s While children identified for by an itinerant ECSE teacher needs may be addressed. The Head Start and/or Early Childhood for a set amount of time each teacher must be prepared to Special Education do not generate week, can the time the child meet significant challenges. funds for the Four-Year-Old At-Risk spends in the Four-Year-Old There may not be more than 20 program, these children can partici- At-Risk program without spe- total children in the classroom pate and be included in at-risk class- cial education services be re- (with 2 teachers). rooms. Children with IEPs generate imbursed with Four-Year-Old .5 FTE of Base State Aid per Pupil At-Risk funds? —submitted by Margy Hornback (BSAPP) in addition to special edu- A10. No. The ECSE teacher gener- cation funds. ates categorical aid based on her/his FTE not on the amount —submitted by Margy Hornback of service provided per child and Four-Year-Old At-Risk funds are generated by actual child count on September 20. In addition, each child in the program (special education and At-Risk) generates .5 FTE of general state aid. Contact KITS by... Resource Spotlight concludes ...phone: Second Step Curriculum Committee For Children 620-421-6550 ext. 1618 800-362-0390 ext. 1618 This social and emotional learning program uses hands-on, activity- based lessons to captivate young learners. Child-friendly photo-lesson ...fax: 620-421-0671 cards contain complete lesson scripts with ideas for group discussions, skill practice, and other activities. ...email: [email protected] Young children will enjoy Impulsive Puppy and Slow-Down Snail puppets as well as the lively Sing-Along Songs CD, which reinforces ...web: kskits.org ideas from the curriculum.

• Research-based and demonstrated effective • Addresses Head Start and other Pre/K standards Contact ECRC by... • Materials available in Spanish ...phone: Includes an Administrator’s Guide, Teacher’s Guide, Family Overview 620-421-6550 ext. 1638 DVD, and classroom posters. 800-362-0390 ext. 1638 To see additional resources available on this subject from KITS Early Childhood Resource Center, go to www.kskits.org/ecrc and search the ...fax: 620-421-0671 keywords: violence prevention.

...email: —submitted by Kim Page, ECRC Coordinator [email protected]

...web: kskits.org/ecr��������������c

KANSAS INSERVICE TRAINING SYSTEM NON-PROFIT ORGANIZATION LIFE SPAN INSTITUTE AT PARSONS US POSTAGE PAID 2601 GABRIEL PERMIT NO. 56 PARSONS KS 67357 PARSONS KS 67357