SSECT SSECT [Supporting Successful [Supporting Successful Early Childhood Transitions]Early Childhood Transitions]

POMS TA Consultant POMS TA Consultant Early Childhood Early Childhood

MentorshipMentorshipPTAN PTAN [Preschool Technical [Preschool Technical

Assistance Network]Assistance Network]NHASEA Presentation – 7/31/12NHASEA Presentation – 7/31/12Joan M. Izen, MA, CCC-SLPJoan M. Izen, MA, CCC-SLPPTAN Project Director, SERESCPTAN Project Director, SERESC

NH DOE/BSE Priorities NH DOE/BSE Priorities (Indicators as defined on the State (Indicators as defined on the State

Performance Plan)Performance Plan) Indicator 6: Least Restrictive Environment Indicator 6: Least Restrictive Environment – – Percent of children Percent of children

aged 3 through 5 with IEPs attending a: A. Regular early childhood aged 3 through 5 with IEPs attending a: A. Regular early childhood program and receiving the majority of special education and  program and receiving the majority of special education and  related services in the regular early childhood program; and B. related services in the regular early childhood program; and B. Separate special education class, separate school or residential Separate special education class, separate school or residential facility.facility.

Indicator 7: Preschool Outcome Measurement System (POMS)Indicator 7: Preschool Outcome Measurement System (POMS) – – Percent of preschool children aged 3 through 5 with IEPs who Percent of preschool children aged 3 through 5 with IEPs who demonstrate improved: A. Positive social-emotional skills demonstrate improved: A. Positive social-emotional skills (including social relationships); B. Acquisition and use of (including social relationships); B. Acquisition and use of knowledge and skills (including early language/communication and knowledge and skills (including early language/communication and early literacy); and C. Use of appropriate behaviors to meet their early literacy); and C. Use of appropriate behaviors to meet their needs.needs.

Indicator 8: Parent Involvement Indicator 8: Parent Involvement –– Percent of parents with a child Percent of parents with a child receiving special education services who report that schools receiving special education services who report that schools facilitated parent involvement as a means of improving services facilitated parent involvement as a means of improving services and results for children with disabilities.and results for children with disabilities.

Indicator 12: Early Transitions Indicator 12: Early Transitions –– Percent of children referred by Percent of children referred by Part C prior to age 3, who are found eligible for Part B, and who Part C prior to age 3, who are found eligible for Part B, and who have an IEP developed and implemented by their third have an IEP developed and implemented by their third birthdays.birthdays.

Indicators 6 (LRE) & 12 (Early Indicators 6 (LRE) & 12 (Early Transitions)Transitions)

SSECT [Supporting Successful Early Childhood SSECT [Supporting Successful Early Childhood Transitions]Transitions]

SSECT provides technical assistance and SSECT provides technical assistance and support regarding Early Childhood support regarding Early Childhood Transitions, Child Find, and Least Restrictive Transitions, Child Find, and Least Restrictive Environment in Preschool Special Education.Environment in Preschool Special Education.

Through SSECT's efforts, the state's Through SSECT's efforts, the state's compliance on the federal State Performance compliance on the federal State Performance Plan (SPP) and Annual Performance Report Plan (SPP) and Annual Performance Report (APR) Indicator 12 (Part B) increased from (APR) Indicator 12 (Part B) increased from 59% (when SSECT was originally funded) to 59% (when SSECT was originally funded) to 98% (last APR) and Indicator 8 (Part C) 98% (last APR) and Indicator 8 (Part C) increased to 100% (last APR).increased to 100% (last APR).

How can SSECT help?How can SSECT help?

Answer questions about the Child Find and early childhood transition Answer questions about the Child Find and early childhood transition processprocess

Assist school districts with Indicator 6 and indicator 12 data collection and Assist school districts with Indicator 6 and indicator 12 data collection and analysisanalysis

Assist school districts in developing and implementing child find policies, Assist school districts in developing and implementing child find policies, procedures and practices specific to toddlers and preschool childrenprocedures and practices specific to toddlers and preschool children

Provide TA to school districts regarding child find policies, procedures and Provide TA to school districts regarding child find policies, procedures and practicespractices

Provide TA to districts regarding policies, procedures and practices for Provide TA to districts regarding policies, procedures and practices for children who are referred from ESS to preschool special educationchildren who are referred from ESS to preschool special education

Provide training on the early childhood transition processProvide training on the early childhood transition process

Support the implementation of the Interagency Agreements for Early Support the implementation of the Interagency Agreements for Early Childhood TransitionsChildhood Transitions

Make resources available to support Child Find and early childhood Make resources available to support Child Find and early childhood transitionstransitions

SSECT StaffSSECT Staff

Michelle Lewis, Project DirectorMichelle Lewis, Project Directormlewis@picnh.org, 224-7005 ext. 114mlewis@picnh.org, 224-7005 ext. 114

Jen Cunha, Project StaffJen Cunha, Project Staffjcunha@picnh.org, 224-7005 ext. 115jcunha@picnh.org, 224-7005 ext. 115

www.nhssect.orgwww.nhssect.org

Indicator 7 (POMS) Indicator 7 (POMS) NH DOE POMS TA ConsultantNH DOE POMS TA Consultant

Assists the Bureau with activities designed to support the development and implementation of POMS – Indicator 7 of the SPP and APR;

Provides TA to districts to insure data accuracy, quality, analysis; reporting and data utilization;

Designs and implements related trainings;

Develops TA documents;

Works collaboratively with PTAN, Publishers and school districts to insure reporting accuracy and efficiency.

Mary Beth LasalleMary Beth Lasalle271-3750271-3750

mary.lasalle@doe.nh.govmary.lasalle@doe.nh.gov

Indicators 6,7,8 & 12Indicators 6,7,8 & 12Early Childhood Mentorship Early Childhood Mentorship

Program Program

The ECMP is entering its 15th year of providing individualized, and flexible mentorship

opportunities for those working in preschool special education, Early Supports and Services and child care as a professional development

option, using blended funding.

Pam Miller Sallet, ECMP Coordinator772.7848772.7848

pms88@comcast.net

http://www.eeinnh.org/

Benefits of ECMP Benefits of ECMP ParticipationParticipation

The ECMP promotes optimal development of The ECMP promotes optimal development of young children with special needs by providing young children with special needs by providing professional opportunities to learn, collaborate, professional opportunities to learn, collaborate,

and build partnerships.and build partnerships.

Free professional developmentFree professional development

Personal growth and self-awarenessPersonal growth and self-awareness

Increased job satisfactionIncreased job satisfaction

Professional NetworkingProfessional Networking

Leadership and team developmentLeadership and team development

Indicators 6,7,8 & 12Indicators 6,7,8 & 12 Preschool Technical Assistance Preschool Technical Assistance

Network (PTAN) SERESCNetwork (PTAN) SERESC

Mission: Mission:

PTAN provides professional PTAN provides professional development activities that promote development activities that promote quality, developmentally quality, developmentally appropriate, culturally competent appropriate, culturally competent and compliant early education and and compliant early education and special education programs for special education programs for young children with disabilities and young children with disabilities and their familiestheir families..

PTAN Guiding PTAN Guiding PrinciplesPrinciples

Children with special needs are children first.Children with special needs are children first.

Parents know their children best. Quality programs Parents know their children best. Quality programs prioritize partnerships with parentsprioritize partnerships with parents

Quality programs offer children developmentally Quality programs offer children developmentally appropriate activities and experiences in safe and appropriate activities and experiences in safe and caring environmentscaring environments

Quality programs are respectful of and responsive to Quality programs are respectful of and responsive to the unique qualities of children and their familiesthe unique qualities of children and their families

Collaboration results in better and more cost effective Collaboration results in better and more cost effective programs for children and familiesprograms for children and families

PTAN PTAN Funding SourcesFunding Sources

NH DOE/Bureau of Special NH DOE/Bureau of Special EducationEducation

NH DHHS/ Child Development NH DHHS/ Child Development BureauBureau

NH SAU contributionsNH SAU contributions

PTAN activities…SAU PTAN activities…SAU ContributionsContributions

Examples of regional participants’ priorities:Examples of regional participants’ priorities: POMS (Preschool Outcome Management System) POMS (Preschool Outcome Management System)

process and toolsprocess and tools RTI for preschoolRTI for preschool Transition to KindergartenTransition to Kindergarten Writing measureable IEP goalsWriting measureable IEP goals Screening and assessment toolsScreening and assessment tools Stress managementStress management

Examples of FY’12 SAU sponsored activities:Examples of FY’12 SAU sponsored activities: Educating and working with physiciansEducating and working with physicians Using the iPad in preschool special educationUsing the iPad in preschool special education Leadership: Middle Management and Supervision Leadership: Middle Management and Supervision

in Preschool Special Educationin Preschool Special Education The Role of Paraprofessionals in Preschool The Role of Paraprofessionals in Preschool

Special EducationSpecial Education

PTAN activities: DOE/BSE PTAN activities: DOE/BSE fundingfunding

LRE (Program Models Survey)LRE (Program Models Survey) POMS (collaboration with POMS TA POMS (collaboration with POMS TA

Consultant re: trainings and dissemination Consultant re: trainings and dissemination of TA materialsof TA materials

Family Involvement (PI survey)Family Involvement (PI survey) Early Transitions (regional MOA with ESS)Early Transitions (regional MOA with ESS)

StrategiesStrategies Regional clinical support meetingsRegional clinical support meetings PTAN Advisory Committee meetingsPTAN Advisory Committee meetings PTAN websitePTAN website

http://ptan.seresc.net/

PTAN Project StaffPTAN Project Staff

Joan M. Izen, Project DirectorJoan M. Izen, Project DirectorFacilitator, Upper Valley and MonadnockFacilitator, Upper Valley and Monadnock

Michelle LewisMichelle LewisFacilitator, North CountryFacilitator, North Country

Mary Beth LasalleMary Beth LasalleFacilitator, Lakes RegionFacilitator, Lakes Region

Pam Miller SalletPam Miller SalletFacilitator, Seacoast, Greater Manchester/Concord, Facilitator, Seacoast, Greater Manchester/Concord,

SoutheastSoutheast

Linda TrapaneLinda TrapaneProject AssistantProject Assistant

PTANPTAN

Joan M. IzenJoan M. Izen

PTAN Project Director/SERESCPTAN Project Director/SERESC

206-6800206-6800

jizen@seresc.net

For more information about…. For more information about…. Preschool Special Education Preschool Special Education

InitiativesInitiatives

Ruth LittlefieldRuth Littlefieldruth.littlefield@doe.nh.gov

(603) 271-2178(603) 271-2178