Summer 2003 Newsletter For

KANSAS INSERVICE TRAINING SYSTEM NEWSLETTER

Training for Early Childhood Professionals and Families

Volume XII, Issue 3 Summer 2003 Annual Head Start and Positive Behavior Support Services for Children with Disabilities Meeting What is Positive Behavior Support (PBS)? Positive Behavior Support (PBS) is an approach for chang- We are truly excited about our ing a child’s behavior that is based on humanistic values and conference entitled Partnerships in research. It offers a process for developing an understanding the Future. This conference will fo- of why the child has problem behavior and teaching the child cus on the existing successful col- new skills to replace problem behavior. Positive Behavior Sup- laborations between early interven- port offers a holistic ap- tion/special education programs proach that considers all and their Head Start counterparts of the factors that impact and examine the plans that these on a child and the child’s program have for the future. These behavior. It can be used plans involve their own programs to address problem be- Head Start continued on page 12 haviors that may range from aggression, tan- In this issue trums, and property de- struction to withdrawing Head Start & Services for Children with or repetitive behaviors. Disabilities Meeting...... 1 Positive Behavior Support is used most often with children who Positive Behavior Support ...... 1 have persistent problem behavior that is unresponsive to less Preschool Bill Signed by Governor ... 2 comprehensive methods of child guidance or discipline (e.g., TDAP has Merged...... 5 teaching social skills, redirection). What Do You Need to Get There ...... 5 Positive Behavior Support provides a process for identifying New Teacher Licensure...... 8 Parent Information Resource Center 9 the problem behaviors of the child; developing an Community Based Natural Learning understanding of their purpose or function; and developing a Opportunities ...... 10 behavior support plan that will result in reducing problem Preschool Model Information behavior and developing new skills. Support plans are designed Requested ...... 10 that can be implemented by all caregivers in all of the child’s Side by Side: A Playschool & Special Education Cooperative Work Together...... 11 Positive Behavior Support continued on page 4

Kansas Inservice Training System1 KU Center on Developmental Disabilities News from KSDE (3) Contract with private, nonprofit corpora- New Preschool Bill Signed by Governor tions or associations or with any public or private agency or institution, whether The Coordinating Council on Early Childhood located within or outside the state, for the Developmental Services championed a bill in the establishment, operation and maintenance 2003 Kansas Legislature so that public schools of such preschool programs, would be able to offer a regular preschool program (4) Prescribe and collect fees for providing and charge a fee to cover expenses. Not only would such preschool programs. this new law provide additional “slots” for (b) Fees for providing preschool programs shall community’s preschoolers (cited as an issue in both be prescribed and collected only to recover the rural and urban areas), but also would be another costs incurred as a result of and directly attribut- possible program where children with IEPs might able to the establishment, operation and mainte- receive their services in the least restrictive envi- nance of the preschool programs. Revenues from ronment. fees collected by a board under this section shall The Kansas State Department of Education is- be deposited in the general fund of the school sued the following information to schools to clarify district and shall be considered reimbursements various issues: to the district for the purpose of the school district finance and quality performance act and Information to Schools may be expended whether the same have been 2003 Senate Bill 82, Amending K.S.A. 72-67,115 budgeted or not and amounts so expended shall to Allow Schools to Offer Preschool Programs not be considered operating expenses. and Charge Fees Introduction In 2003 SB 82, K.S.A. 72-67,115 is amended to Schools have been authorized for several years read as follows: to provide preschool programs but they lacked the (a) The board of education of any school district authority to charge fees for them. SB 82 amends may: the law to allow school districts to provide pre- (1) Offer and teach courses and conduct school programs for children under kindergarten preschool programs for children under the age and to charge fees for the program. The fee may age of eligibility to attend kindergarten, be charged only to recover the costs incurred in (2) Enter into cooperative or interlocal agree- providing the program. Nondisabled children at- ments with one or more other boards for tending these preschool programs are not counted the establishment, operation and mainte- in the school finance law for general state aid fund- nance of such preschool programs, Preschool Bill continued on page 6

KITS Newsletter is published quarterly (Spring, Summer, Fall, Winter) and supported by a grant from the Kansas State Department of Education (Grant Number 21004). The opinions expressed herein do not necessarily reflect the position or policy of the State Department of Education, or the University of Kansas, and no official endorsement should be inferred.

NEWSLETTER STAFF Editor: Robin K. Bayless, M.A. Project Director: David P. Lindeman, Ph.D.

An Equal Employment/Educational Opportunity Agency, the Kansas State Department of Education does not discriminate on the basis of sex, race, color, national origin, disability, or age in admission or access to, or treatment or employment in, its programs or activities. Any questions regarding the Department’s compliance with Title VI, Title IX, or Section 504 may be directed to the Title IX Coordinator, who can be reached at 785-296-2424, 120 SE 10th Avenue, Topeka, KS 66612-1182, or to the Assistant Secretary for Civil Rights, U.S. Department of Education.

Kansas Inservice Training System2 KU Center on Developmental Disabilities The Collaborative Calendar of Events

For a more extensive calendar and links to other training calendars go to kskits.org/ktc

DATE EVENT CONTACT PERSON

9/24-25/03 Parents As Teachers State Conference, Wichita 316-973-5144 9/24-26/03 Kansas Infant/Toddler Conference: Ear.y Years--The Key to the Future Susan Fessler Wichita 785-823-3343 10/2-4/03 Speech-Language-Hearing Association of Kansas Annual Convention Dixie Heinrich Wichita 800-248-5742 10/4/03 Kansas Association for the Education of Young Children Annal Diane Purcell Conference, Topeka 785-438-5171 10/12-15/03 International Division for Early Childhood Conference on Young [email protected] Children with Special Needs & Their Families, 410-269-6801 www.dec-sped.org/ 10/23-24/03 Kansas Association of School Psychologists, Wichita Judy Ball, 620-341-2335 10/24/03 Creating Meaningful & Measurable EC IEP Goals & Objectives Misty Goosen AND Creating Meaningful & Measurable IFSP Outcomes 785-864-0725 (tentatively scheduled), McPherson 11/17-18/03 Kansas Head Start Association Annual Conference, Mary Baskett Wichita 913-422-1700 11/19/03 Head Start & Services for Children with Disabilities Vera Stroup-Rentier Meeting, Wichita 620-421-6550 ext. 1768 1/23/04 Conducting Appropriate Evaluations for Preschools AND Misty Goosen Conducting Appropriate Evaluations for Infants & Toddlers 785-864-0725 (tentatively scheduled), Iola 2/26-28/04 22nd Annual KDEC Conference, Wichita Jennifer Tasset, 620-225-5177 4/16/04 Creating Meaningful & Measurable EC IEP Goals & Objectives Misty Goosen AND Creating Meaningful & Measurable IFSP Outcomes 785-864-0725 (tentatively scheduled), Hays 4/29-30/04 KSDE Conference (NOTE: The TDAP Conference has Misty Goosen merged the KSDE Conference and will now be a strand) 785-864-0725 6/22-26/04 11th Annual Kansas Inservice Training System Summer Misty Goosen

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Kansas Inservice Training System3 KU Center on Developmental Disabilities Positive Behavior Support continued from page 1 environments. The use of the What exactly is the process The hypothesis statement will support plan ensures that the of Positive Behavior Support? describe the conditions or events child’s behavior will change Positive Behavior Support be- that “trigger” the problem behav- quickly and the child’s caregivers gins by identifying the behaviors ior; what the problem behavior will be better able to teach and that are a concern and observing means; and how problem behav- interact with the child. the behaviors in the situations ior is maintained. Once the where they occur. The process statements are identified, a be- How is Positive Behavior typically includes the use of a havior support plan will be Support different from other Functional Assessment Interview developed that provides a guide approaches? to identify the circumstances for preventing problem behavior, Positive Behavior Support is where problem behavior occurs teaching new skills to replace the different from traditional behav- and the conditions that relate to behavior, and responding to the ior modification in three ways. the behavior. In addition, team behavior in new ways. After the First, it is focused on the use of members conduct observations plan is developed, all caregivers positive intervention strategies and collect information by seeing implement the plan and monitor that are respectful of the child and the problem behaviors actually the child’s outcomes. Outcomes family. Second, the interventions happen. Additional information that may be measured include: that are developed are individu- that may be collected includes decrease in challenging behavior, alized and are based on an determining if certain factors af- increase in engagement, use of understanding of the child, the fect the likelihood that the child new skills that are part of the child’s communication abilities, will have a “bad day” (e.g., lack plan, and child social-emotional and the unique situations of the of sleep, allergies). This process outcomes. child and family. Third, the in- of identifying the problem behav- tervention strategies that are iors and developing an For more information: developed are focused on help- understanding of what factors www.challengingbehavior.org ing the child learn new skills and surround problem behavior is have a better lifestyle. That is, the called functional assessment. www.csefel.uiuc.edu goal of Positive Behavior Support The goal of functional assessment www.pbis.org is to help the child and family is to gain an understanding of gain access to new environments, why the child engages in problem www.rrtcpbs.org have positive social interactions behavior. The functional assess- and develop friendships, and ment process ends with the —submitted by Lise Fox, Ph.D., learn new communication skills. development of a purpose state- University of South Florida, 2003 ment or hypothesis statement Summer Institute Presenter about the problem behavior.

Healthy Minds: Nurturing Your Child’s Development

Flyers developed by Zero to Three and the American Academy of Pediatrics Age periods: 0-2 months, 2-6 months, 6-9 months, 9-12 months, 12-18 months, 18-24 months, 24-36 months www.zerotothree.org/healthyminds

Kansas Inservice Training System4 KU Center on Developmental Disabilities What Do You Need to Get There? Training and Supports for Intervention in Everyday Settings

With Kansas’ renewed focus on providing early TDAP Conference has Merged intervention and special education services in “natural and least restrictive environments”, an In an effort to maximize professional develop- itinerant model of service delivery is one of a grow- ment opportunities for early childhood and ing number of service delivery options that Kansas primary educators, the Transitioning into Devel- early childhood professionals are implementing. opmentally Appropriate Practices Conferences KITS staff conducted three focus groups over the (TDAP) has merged with the Kansas State Depart- 2002-2003 school year on the topic of itinerant ser- ment of Education Annual Conference, Mission vice delivery of early childhood special education Possible: Improving Student Learning. This conference services. Our purpose was to know more about the will be held at the Sheraton Hotel in Overland Park, itinerant service delivery model that Kansas pro- Kansas, April 29-30, 2004. fessionals use and to gather information related to TDAP is now a topic strand of this larger KSDE the training and supports that are needed to imple- conference. The TDAP strand will highlight ment this model. breakout sessions devoted to educating young chil- Two focus groups of ten to fifteen participants dren, preschool through early primary, in devel- were conducted following the KITS sponsored opmentally appropriate ways. Nationally training, Project Support: Issues and Challenges in recognized early childhood experts will also be sup- Early Childhood Inclusion. A third focus group was ported with TDAP monies to present at this con- conducted following the first day of the KITS 2003 ference. Participants who have enjoyed TDAP in Summer Institute, Supporting Young Children with the past can continue to access information specific Disabilities Where They are: Strategies for Intervention to their field in this new format. in Everyday Settings. Participants were purposefully The merging of TDAP also provides early child- selected from their enrollment in the KITS spon- hood educators with an opportunity to network sored events. A total of 34 early childhood service with the larger school community. Primary and providers participated in the focus groups. secondary educators will be exposed to early childhood issues that they may not have been aware of, What They Told Us while early childhood professionals learn about While several categories and themes emerged national and state initiatives that will impact school from the focus group discussions, three overarching systems in the coming years. By opening the doors themes seem to relate most directly to the role of of these two conferences, early childhood, primary, early childhood professionals providing early in- and secondary educators will be in a better posi- tervention and special education services using an tion to provide the necessary support to children itinerant model. and their families from the beginning to the end of their educational experience. It’s a Big Job! If you are interested in presenting at this con- The role of an itinerant early childhood profes- ference please go to www.ksde.org/2004proposal sional is multidimensional, not well defined, and and fill out the proposal information. Information can at times seem to have no limits. When asked regarding on-line registration will be provided in what itinerant professionals do on a daily basis, the fall. If you have other questions please contact: Misty Goosen, [email protected], 785-864-0725. What Do You Need continued on page 9

Kansas Inservice Training System5 KU Center on Developmental Disabilities Preschool Bill continued from page 2 2. May districts adopt a sliding standards. The state contact fee scale for the preschool in the KDHE Bureau of ing, but children with disabilities program? Yes, such decisions Child Care Licensing is who have IEP’s are counted as are local. It also may be that Mary Murphy, one-half pupil. local businesses or private [email protected] funders may contribute or 785-296-1273. Why is this law important to scholarship funds to allow local districts? low-income families to send 6. When may schools charge or School readiness research indi- their children to preschool. not charge a fee for preschool cates that one of the most influ- programs? The amended law ential factors for young children 3. Are teachers in preschool allows schools to charge a is that they have quality pre- programs required to have an fee, however, we want to school experiences. Increasingly, early childhood teacher offer the following guidance the general public seems to un- certificate/license? No, for school programs: derstand that the years from birth teachers in preschool a. Schools that already offer through age five are perhaps the programs are not required to preschool programs most important in a child’s life. have an early childhood using local and/or Early brain development re- teacher certificate/license, donated funds may search estimates that half of what except for those special begin to charge fees or children learn in life, they know education and 4 year old at- may continue to offer the by the age of five. Accordingly, risk programs in which the program at no cost. schools should also be very con- children are counted in the b. Schools may establish cerned about what early child- school finance law for preschool programs and hood services are available in general state aid funding. charge a fee for children their community—from prenatal attending the preschool care, nutrition and health ser- 4. If the school decides to contract program except for any vices, quality child care settings, with a for-profit or not-for- child who is counted for sufficient preschool programs, profit preschool program in the general state aid funding parent education, and similar ser- community, will teachers in the as a child with a vices—because the school will program be required to have an disability or an at-risk benefit by having a higher num- early childhood certificate/ child. ber of “ready children” if those license? No. See the answer c. Parents As Teachers, Title services are accessible and afford- to Question #3. I, Even Start, 4-year-old able in their communities. Hav- at-risk preschool ing children ready to learn when 5. Are preschool programs programs, and early they enter school should result in operated by the public schools childhood special higher achievement, fewer refer- required to be licensed by education preschools rals to special services, fewer KDHE? Maybe. According to may NOT charge fees for grade retentions, and fewer dis- current KDHE licensing their instructional ciplinary concerns. regulations, public school services to children preschool programs are not identified as eligible for Frequently Asked Questions subject to KDHE the program. However, The following list may help requirements if the these programs are identify issues and respond to preschool will operate allowed to charge the questions already identified: within the school for four or same materials/activity 1. When will the law be effective? fewer hours/day. For an off- fees that the school Upon publication in the site location, regardless of charges for general statute book, which was July hours, the preschool must education. 1, 2003. meet KDHE licensure

Kansas Inservice Training System6 KU Center on Developmental Disabilities 7. Can nondisabled peer models attending an early 11. What transportation requirements apply to pre- childhood special education preschool program for schools? For nondisabled preschool children, a children with disabilities be charged fees? Yes, any school district may offer transportation ser- nondisabled child who is participating in a vices or not. School districts could charge special education early childhood program nondisabled preschool children for transpor- may be charged a fee to participate in the tation that would be offered. However, for preschool program. preschool children with disabilities whose IEPs call for transportation as a related ser- 8. Will the early childhood special education teacher vice, the schools are required to provide of a reverse-mainstreaming preschool program transportation. Larry Bluthardt at KSDE is a count towards categorical aid if peer models are resource, [email protected]. charged fees for participation in the program? • If the district offers an early childhood special 12. Is district residency required for children attend- education “reverse-mainstreaming class” for ing preschools? Again, this is a local decision. preschoolers with disabilities and includes However, districts may wish to open enroll- 50% or less nondisabled peer models, full ment to neighboring communities because categorical aid may be claimed for the early such flexibility might allow additional chil- childhood special education teacher of this dren to be included from areas having limited class. If more than 50% of the class is preschool availability. nondisabled children, the categorical aid for the early childhood special education teacher 13. What is the appropriate teacher-child ratio for would be prorated. preschool programs? KSDE does not set class • If the district offers a preschool program for sizes. However, for preschool age children, typically developing children and integrates a the National Association for the Education of limited number of children with disabilities Young Children (NAEYC) recommends (less than 50%) into this program, and if the different ratios based on the child’s age: teacher of the integrated class is an early NAEYC’s accreditation criteria for centers childhood special education teacher, state (NAEYC, 1991) indicates that, with two categorical aid will be prorated. The children adults, recommended group sizes are no more with IEPs could not be charged an instruc- than 6-8 infants, 8-12 toddlers, 14-20 tional fee to participate in the class. preschoolers, and 16-20 kindergartners. “Smaller numbers may be necessary in the 9. Are preschool programs eligible for the Child and case of children with certain emotional or Adult Care Food Program (CACFP) or the Na- behavioral problems who require more inten- tional School Lunch Program (NSLP)? Yes, if sive and direct supervision” children are not included in the district gen- (www.naeyc.org). KDHE licensing require- eral state aid funding, then they would par- ments for Kansas preschools also sets ratios ticipate in the CACFP. Children counted in based on ages of the children. See the district general state aid funding would www.idir.net/~dccda/regs.shtml. participate under the NSLP (ECSE, 4 year old (see box on page 8) at risk). The Early Childhood Education Quality Standards in 10. Are preschool teachers to be paid according to the Kansas also address the issue of teacher-child ratio district salary schedule and qualify for the same (www.kskits.org/html/bestpractice/qs.html). See benefits as other teachers? These are decisions the section entitled “PERSONNEL” and the Out- for local school boards and negotiated agree- come, “ALL PROGRAM STAFF POSSESS A HIGH ments. Preschool Bill continued on page 8

Kansas Inservice Training System7 KU Center on Developmental Disabilities Preschool Bill continued from page 7 Early Childhood Resources other state credentials for related LEVEL OF SKILL AND KNOWL- Resources available to assist services personnel such as EDGE FOR THEIR RESPECTIVE schools considering a regular pre- speech-language pathologists, ROLES.” Standard 2 reads: “Suf- school program include the Early audiologists, occupational thera- ficient staff, combined with orga- Childhood Education Quality Stan- pists, physical therapists, school nizational structure, ensure dards for Kansas (available on the nurses, etc. No longer is dual positive interactions and con- KSDE website at www.ksde.org credentialing required. structive activity among children, under Student Support Services One issue that has been of staff, and families.” Indicators Team, Resources). In addition, concern to early childhood teach- under that standard are: schools may access other early ers who are not teaching in a Indicator 1. Adult-child ratios childhood information on these school program is that of renewal. are based on current research websites: The new system was established findings and professional recom- for teachers and administrators mendations, considering number National Association for the working in schools. However, in and ages of children, nature of the Education of Young Children reality a great number of early physical setting, and number of www.naeyc.org childhood teachers are employed children with special needs in the outside the school system and program. When age groups are Kansas Association for the Educa- tion of Young Children may also wish to keep up their mixed, the lower ratio prevails. www.kaeyc.org certificate/license. Indicator 2. The adult-child Renewal requirements are ratio is sufficient to ensure ad- KDHE Child Care Licensing listed on the individual certifi- equate supervision, frequent per- Bureau cate. Additional information is sonal contacts, and time for www.kdhe.state.ks.us available on the web page of the individual instruction and meet- Teacher Education and Licensure ing diverse needs of all children. Kansas Inservice Training System Team www.ksde.org. Click on the Indicator 3. Time is allocated kskits.org name of the team, then Regula- for regular, ongoing opportuni- tions. Go to KAR 91-1-206, which ties for staff and families to work gives the requirements for re- collaboratively and cooperatively New Teacher Licensure newal through Individual Profes- as a team. Effective July 1, 2003 sional Development Plans, which Indicator 4. The staff exhibits Kansas is now one of five must be approved by the local developmentally appropriate in- states (joining Iowa, Idaho, Ne- district’s Professional Develop- teraction techniques, such as braska, New Mexico) to offer a ment Council. Sections (a)(b)(c) positive guidance, child-level combined early childhood/early give general requirements. Sec- communication, and child-initi- childhood special education tion (d) says that a person who is ated interactions. Such behavior teacher credential for birth unable to attain approval of their is supportive of children’s cogni- through grade three. Instead of a PDP through the local council tive, psychological, and biologi- certification system, the state may appeal to the KSDE License cal development. moved to license teachers and Review Committee for approval. administrators, and recognizes —submitted by Marnie Campbell, Kansas State Dept. of Education

Number Ages Requirement 9 infants Birth-12 months & walking 1 teacher for each 3 children 10 toddlers 12 months/ walking-2 1/2 yrs 1 teacher for each 5 children 14 toddlers 2-3 years 1 teacher for each 7 children 20 preschoolers 2 1/2-3 years 1 teacher for each 10 children 24 preschoolers 3 years-kindergarten 1 teacher for each 12 children

Kansas Inservice Training System8 KU Center on Developmental Disabilities New Kansas Parent What Do You Need continued from page 5 Information Resource Center participants included the following as major tasks: collaboration with community programs, parapro- fessionals, and families; direct teaching of children Educators and parents now have a statewide and adults; team-teaching; coaching; supporting resource to help them understand the No Child Left and encouraging; seeking and sharing information; Behind (NCLB) federal education legislation and modeling, developing and implementing interven- how it impacts early childhood education as well tions; finding resources; assessing and interview- as children in the K-12 system. The new federally ing; meeting; advocating; adapting; problem solv- funded Kansas Parent Information Resource Cen- ing; paperwork; and driving. This multidimen- ter (KPIRC) is a partnership between seven regional sional nature of the itinerant role makes it difficult and statewide parent advocacy, parent education, for service providers to know where they should and school-based organizations – Kansas Parents focus their efforts or to know what the expectations As Teachers Association; Families Together, Inc.; of their job are. “It’s real hard to limit your role in Kansas National Education Association; the early childhood special education, to know where to stop.” Children’s Alliance of Kansas; the Kansas Parents Teacher Association; the Northeast Kansas Educa- Collaboration versus Consultation tion Service Center; and the Western Kansas Both researchers and service providers have Community Services Consortium. One of the emphasized the role that collaboration plays in pro- KPIRC’s major goals focuses on early childhood viding services in community early childhood set- education through increasing the number and qual- tings, yet collaboration is one of the most difficult ity of Parents As Teachers programs and expanding aspects of an itinerant service provider’s role. Parents As Teachers programs in areas of highest Participants emphasized the need for early need. Another major goal is to support educators childhood professionals to continually reflect on and parents in helping their children meet the Kan- their consultation practices. “… what we term as con- sas Quality Performance Accreditation (QPA) sultation, that’s almost become a dirty word in our fa- standards. cility because that says, “You don’t know much about The KPIRC is available to assist educators and children. You… need us in there to give you all this in- parents in understanding the new legislation, to formation”. When what we’ve tried to do, and what we’re inform them of parents’ rights under the legisla- trying to do is with our preschools, working with them tion, and enable parent input and voice in school or collaborating with them much more like we do family policies and practices that shape their children’s partners, which is, “What do you need?” What kind of Title I, Title III, and other educational programs cov- resources. You know, including them in all the meetings ered under NCLB. The KPIRC is available to work and those kinds of things … “ with educators to assist them in working with and communicating more effectively with parents and Individualizing to provide resources, strategies, and training to par- Providing individualized services for children ent groups to help them assist their children’s in inclusive settings can also be a challenge for itin- learning. erant service providers. Participants talked about Our website, www.kpirc.org, has many down- using peers as models, training/coaching commu- loads that provide numerous parent and education nity staff, adapting toys and materials, locating resources and links. If you have questions about materials, writing behavior plans, leading groups, the No Child Left Behind legislation and how it working directly with children, creating picture impacts early childhood education initiatives or schedules, and assisting with the environmental want more information about the KPIRC, please arrangement of the classroom as methods they had check out our website, call our toll free number 1- used to individualize for children. 866-711-6711, or e-mail [email protected]. —submitted by Nancy P. Kraft, Ph.D., Director What Do You Need continued on page 12

Kansas Inservice Training System9 KU Center on Developmental Disabilities Community Based Natural Learning Opportunities Many things influence the kinds Some of the most important ties providing them opportuni- of learning opportunities chil- determinants of learning oppor- ties to practice existing skills, ex- dren experience. Where a child tunities are children’s interests, plore their environments, and and family live often determines preferences, strengths and capa- learn new skills. Involving chil- their learning opportunities. For bilities. Children who enjoy wa- dren in community learning op- example, children living near the ter are often provided with portunities that are interest-based ocean may spend lots of time at opportunities to express their in- is accomplished by choosing the beach—playing in the sand, terests by engaging in backyard those activities that best match swimming in the ocean, and fill- water activities, watering plants the child preferences and ing a bucket with water and and flowers, going to the commu- strengths. These types of oppor- dumping it in a hole the child has nity swimming pool, and splash- tunities encourage children’s full dug in the sand. On the other ing in puddles of water after a participation in community life. hand, children living in the city rain shower. often get chances to visit the city Research and practice show Reference zoo, go to children’s concerts, and that children’s learning and de- Dunst, C. J., Herter, S., Shield, H., have hands on experiences at a velopment occurs rapidly when & Bennis, L. (2001, Summer). science center. Also, living near their interests engage them in so- Mapping community-based woods provides children oppor- cial (engagement with other natural learning opportunities. Young Exceptional Children, 4(4), tunities to take nature walks, col- people in their environment) and 16-25. lect stones and leaves, chase nonsocial (engagement with ob- —submitted by Nicole Roper, butterflies, and climb on rocks. their jects in environment) activi- 2003 Summer Institute Presenter

Preschool Model Information Requested In past years, some preschool hood special education programs ing sources and the percent- programs serving children in should submit a written descrip- age of categorical aid being typical early childhood settings tion of their model for requested; and may have had their categorical preapproval. In this way, KSDE aid prorated by special education can support districts’ collabora- Number of children served auditors. To prevent this even- tive efforts and ensure appropri- by each teacher/ tuality, special education direc- ate use of special education paraeducator and their tors and early childhood coordi- funds. Submit the EC/ECSE Col- eligibility for the program nators are encouraged to describe laborative Program description (i.e., 5 ECSE and 5 Head such models and seek prior ap- as soon as possible to Carol Start children) proval. By using this approach, Dermyer, [email protected], the special education auditors KSDE, 120 SE 10th Street, Topeka, One model of serving chil- will know that their model has KS 66612. The description should dren with disabilities in a pre- been approved by KSDE. What include: school environment is the use of they will do is check to see that List if funding sources for early childhood special education actual practice and the approved the program (i.e., Head Start settings with peer models. For description are the same. If they and special education); the special education teacher to are, there should be no audit ex- be eligible for 1.0 FTE reimburse- ceptions in this area. Number of teachers and ment, the ratio of peer models to Districts planning collabora- paraeducators. For each children with IEPs cannot exceed tive early childhood/early child- individual include the fund- 50-50.

Kansas Inservice Training System10 KU Center on Developmental Disabilities “Side by Side” A Playschool & Special Education Cooperative Work Together

Working “side by side” is another way of de- lar education students leave at 11 a.m., the children scribing collaboration. While this isn’t a new con- with disabilities stay 30 minutes longer for special cept, it requires new ways of thinking and requires individual and small group activities. much planning. A good example of working “side Through collaboration with the Board of Direc- by side” is happening at the Community tors, the cooperative was successful in bringing Playschool, Inc. where the Harvey County Special together leaders to provide support. The most Education Cooperative began assisting the staff in unique quality of this effort is the community struc- August 2001. The Harvey County Special Educa- ture. The five area churches that oversee the tion Cooperative provides ages birth to 21 special Playschool Board represent diverse backgrounds. education services in Newton, Halstead/Bentley This initiative was the first in this community to and Hesston under the leadership of Sherri Buss, integrate children with disabilities into an estab- Director of Special Education. lished preschool with the support and resources The cooperative, in conjunction with the spon- necessary for success. Through the interagency soring churches which comprise the Board of agreement, in addition to a half time Directors for the Playschool, has developed an special education teacher, para edu- interagency agreement to support the mission cator and materials and supplies, the of increasing opportunities in the community cooperative provides support services for preschool children with disabilities. The such as occupational therapy, inter- Playschool which is located at the Bethel preter services, speech-language College Mennonite Church, has been in therapy, physical therapy and compen- operation for 37 years. Prior to this ini- sation for the loss of monthly tuition. The tiative, children with disabilities, ages 3- Community Playschool Board provides the 5 years were served through the coop- facility, classrooms, space for related services erative in a public school classroom with and follows the school calendar. The class- peer models, in community-based pre- rooms are equally integrated and team- schools with consulting services or in a taught. Time is provided weekly for plan- Head Start classroom. ning. Through the agreement, the coopera- The administrative and Board support for tive assigned a special education teacher this collaboration has been strong since the ini- and a para educator to the Playschool’s tial planning. The interagency agreement clearly staff and provides support materials such as books, outlines the responsibilities of both agencies and is manipulative items and developmental games to reviewed annually. In addition, the Playschool which the Playschool would not ordinarily have Board, administrators and teachers meet as needed access. Six children with disabilities attend regu- to discuss future plans and share information. lar classes from 9 to 11 a.m. on Tuesday through The commitment to work “side by side” or, in Friday and 24 regular education students attend other words, collaborate has been a tremendous on Tuesday and Thursday and 24 attend on benefit to this community and as long as the pro- Wednesday and Friday. The special education gram is viable, it will continue. This effort was rec- teacher is the lead teacher in a regular classroom ognized for “Exemplary Practice” by the Kansas for two mornings where three children with dis- State Department of Education at the recent Kan- abilities are assigned while the para educator is sas Division for Early Childhood Conference. For assigned to another regular classroom where there more information contact: Mary Beasley, Assistant are three children with disabilities. The special Director of Special Education, Early Childhood education teacher and para educator then switch Center, 218 E. 7th, Newton, KS 67114, 316-284-6510 classrooms for the other two days. After the regu- or [email protected].

Kansas Inservice Training System11 KU Center on Developmental Disabilities What Do You Need continued from page 9 quested. Technical assistance Head Start continued from page 1 How We Get There plans can be developed around and other key stakeholders. The A second purpose of the focus the needs of individuals or sites Head Start and Services for Chil- groups was to understand what wishing to expand skills in their dren with Disabilities meeting training and supports are needed own work environment. Activi- will be held Wednesday, Novem- to better prepare individuals for ties can include those mentioned ber 19, 2003 at the Radisson Ho- their roles as itinerant service pro- above, as well as other activities tel in Wichita. viders. When asked about spe- or formats that individuals or Judy Carta, from Juniper Gar- cific training topics, participants programs believe are needed. dens Children’s Project, will be expressed a strong need for on- The KITS Early Childhood our keynote speaker. Along with going training in collaborative Resource Center (kskits.org/ Judy several other exciting speak- consultation, problem solving, ecrc/index.html) has a number of ers will share their knowledge and conflict resolution. materials (e.g. books, video) for throughout the day. Our topics Even more than specific train- loan on the topic of inclusive ser- include: 1) a round table discus- ing topics, participants empha- vice delivery. KITS has also de- sion on the Head Start National sized the need for a variety of veloped a technical assistance Reporting System in relation to training formats, such as one to packet, What Do You Do When children with special needs; 2) the one peer coaching, mentoring, You Get There? Providing Itinerant implications of the reauthoriza- program visitation, on-site train- Services in Inclusive Settings tion of the Individual with Dis- ing with all team members, study (kskits.org/html/packets/ abilities Education Act (IDEA) for groups and resources. Research itin.html) that focus specifically Head Start programs 3) success- supports the notion that prepar- on an itinerant model of service ful collaborations in home visit- ing teachers is critical to their suc- delivery. ing programs; and 4) innovative cess in inclusive settings (Strain, In addition to providing state programming for children who 1999). As focus group partici- and regional workshops that fo- have special needs enrolled in pants noted, awareness level cus on strategies for inclusion, Head Start programs. training is not enough. Profes- KITS maintains a collaborative Look for the Head Start and sionals need training and support training calendar (kskits.org/ Services for Children with Dis- that assist them in developing ktc/index.html) where profes- abilities brochure in the next few competence with the skills they sionals, families and community weeks in your mail. Online reg- need to effectively serve children partners can advertise and locate istration will soon be available at with disabilities in community workshops on specific topics. kskits.org/conferences/ settings. For assistance or more infor- headstart/Index.html. Vera mation on how KITS can assist Lynne Stroup-Rentier at 620-421- How KITS Can Support You you in your efforts to implement 6550 ext. 1768 or [email protected] Based on focus group discus- itinerant service delivery, contact is the contact person if you have sions and research in adult learn- Vera Lynne Stroup-Rentier at 620- any additional questions about ing, KITS currently supports Kan- 421-6550 ext. 1768 or Chelie the day. sas service providers through the Nelson at 785-864-5550. —submitted by Vera Lynne development of technical assis- Stroup-Rentier tance plans, resources, and col- Reference laborative trainings. Strain, P. (1999). Least restrictive envi- The use of technical assistance ronment for preschool children with plans (kskits.org/html/ta/ disabilities: What we know and what we should be doing. Journal of tainfoform.html) is one approach Early Intervention, 14(4). the KITS project uses to provide the variety of training formats —submitted by Chelie Nelson & Vera that focus group participants re- Lynne Stroup-Rentier

Kansas Inservice Training System12 KU Center on Developmental Disabilities New Materials Available for Check-out Early Childhood Resource Center 620-421-6550 ext. 1651 or 1-800-362-0390 ext. 1651 email: [email protected] web: kskits.org/ecrc

PMV-321 Dictionary of Developmental Disabilities with Down Syndrome: A Guide for Parents & Terminology Professionals PM-3.813 How To Write an IEP, 3rd Ed. PM-341 Teaching Our Youngest: A Guide for PMV-708 Successfully Educating Preschoolers with Preschool Teachers & Child Care Providers Special Needs: A Guide for Parents, A Tool for CM-4068 Pediatric Massage, Revised: For the Child Educators with Special Needs PMV-2103 Learning Through Observation: 5 Video PM-714 Nobody’s Perfect: Living & Growing with Vignettes to Spark Reflection and Discussion Children Who Have Special Needs CMV-1000 Head Start National Reporting System PM-2701 Designs for Living and Learning: Video Conference Transforming Early Childhood Environments PM-2104 Staff Training Tips: Focusing on Early PMV-2600 Focus on the Early Years: Learning & Childhood Education & Services Growing Together with Families; Strategies for CMV-1001 FISH! Catch the Energy. Release the Building Effective Relationships Potential. PM-3.816 Writing Measurable IEP Goals & Objectives PMV-226 Right From Birth; Self-Competence: 15-18 CMV-2057 Kids for Character: Choices Count! Months CM-8017 Baby Signs for Bedtime PM-232 Small Steps Forward: Using Games & CM-8018 Baby Signs for Animals Activities to Help Your Pre-School Child with CM-8019 Baby Signs: How to Talk with Your Baby Special Needs Before Your Baby Can Talk (also in Spanish) CM-3508 Preschool Multiple Intelligences: Activities CMV-8026 Welcome to the World of Baby Signs to Nurture Various Abilities in the EC Classroom CMV-8027 Baby Signs, The Works: How To Talk With PM-3.814 Focused Early Learning; A Planning Your Baby Before Your Baby Can Talk Framework for Teaching Young Children PM-3.817 The Scholastic Book of Early Childhood PM-1009 Transition Magician: Strategies for Guiding Learning Centers Young Children in Early Childhood Programs PM-342 Make Way for Literacy: Teaching the Way PM-1009.2 Transition Magician 2 Young Children Learn PM-712 Self-Help Guide for Special Kids & Their PM-3.818 Making Learning Visible: Children as Parents Individual and Group Learners PM-3.815 Creative Play Activities for Children with Disabilities: A Resource Book For Teachers and Parents, 2nd Ed. Videos signed in English: PM-713 Raising a Child Who has a Physical CMV-8018 Rudolph the Red-Nosed Reindeer Disability CMV-8025 Goldilocks and the Three Bears PMV-2.838 The Daily Routine: A Day at the High/ CMV-8024 Casper The Friendly Ghost in Boo Moon Scope Preschool CMV-8023 Raggedy Ann and Friends PM-2700 Let’s Go Outside! Designing the Early CMV-8022 The Three Little Pigs Childhood Playground CMV-8021 The Night Before Christmas PM-444 Understanding Inclusion & the Americans CMV-8020 Santa’s Surprise with Disabilities Act (ADA) CMV-8019 Cinderella PM-920 Early Communication Skills for Children CMV-8018 Rudolph the Red-Nosed Reindeer

Kansas Inservice Training System13 KU Center on Developmental Disabilities Contacting KITS: In Parsons: KITS/KUCDD 2601 Gabriel • Dr. David P. Lindeman, Director, Parsons, KS 67357 ext. 1713, [email protected] 620-421-6550 or 1-800-362-0390 fax 620-421-6550 ext. 1702 • Vera Lynne Stroup-Rentier, Technical Assistance Coordinator, ext. 1768, KITS web address: KITS email address: [email protected] kskits.org [email protected] • Robin Bayless, Program Assistant, ext. 1618, [email protected] Early Childhood Resource Center web address: kskits.org/ecrc • Tammie Benham, ECRC Coordinator, ext. 1638, [email protected] Statewide Collaborative Early Childhood Training Calendar web address: • Helen Erickson, ECRC Assistant kskits.org/ktc Coordinator, ext. 1651, [email protected]

In Lawrence: University of Kansas • Misty Goosen, Project Coordinator, 521 J.R. Pearson Hall, Bldg. #80 785-864-0725, [email protected] 1122 W. Campus Rd. Lawrence, KS 66045-3101 • Chelie Nelson, Technical Assistance

fax 785-864-3983 Specialist, 785-864-5550, [email protected]

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Kansas Inservice Training System14 KU Center on Developmental Disabilities