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it Volume 15, Issue 1 Winter 2006 In this issue: Transition Practices and Activities Update on Kansas ECO Pilot Assistive Technology - What Do We Need and How Do KITS Summer Institute: Evidence Based Practices for Collaborative Transitions Peggy Miksch Joins KITS Team Application of Best Practice 2007 Award Parents as Partners in IEP Development Children’s Books You Should Have in Your Collection Volume 16, Issue 1 Winter 2007 port successful and smooth transitions. These transition practices and activities typically address child, family, staff, program, and community speci�c activi ties. For example, children are prepared for transition through participating in a through speci�c and intentional instruction/ intervention to help them acquire lies are supported through the transition process through frequent collab oration and communica tion with professionals to individualize transition planning and practices. A be offered and �exibly designed to meet the individual needs of families (Pianta families, staff, across programs (Rous, Schuster & Hemmeter, 1994). In Transition from preschool to kindergarten. Participants represented 18 different states and Transition Practices and Activities continues on page 2 quarterly and supported by a grant from the Kansas State (Grant Number 26004). The opinions expressed herein do not necessarily re�ect the position or of Education, or the University of Kansas, and no of�cial endorsement should be inferred. downloaded from Robin Bayless, M.A. Project Director: David P. Lindeman, Ph.D. INTERAGENCY STRUCTURES AND SUPPORTS ARE CRITICAL TO THE TRANSITION PROCESS Work: A staff that support speci�c transition teragency agreements, speci�c staff tion Attention less system of transition by at tending and participating in interagency meetings, and IFSP and IEP logue staff Continuity tween sending and receiving programs that includes coher ence across programs in terms of curriculum and expecta tions, continuity of related services personnel from the sending to the receiving en vironment, and alignment in relation to the conscious and transparent connections that are made PRACTICES AND ACTIVITIES MUST BE CLEARLY DEFINED AND SYSTEMATICALLY Work: Preparation of families and ings, especially transition spe ci�c meetings, sharing of infor mation with families as part of transition planning, and speci�c visits to programs be child’s staff ing programs, which also pro motes communication staff. Instructional child’s tion for a new family, transition planning (e.g., transi tion Community Transition Practices and Activities rights under IDEA, commu nity and neighborhood resources to support the child and family in participating in general commu nity and that help families ditional support during the transi tion The full technical report of Focus Group Findings can be found at: http://www.ihdi.uky.edu/nectc ADDITIONAL RESOURCES Hadden, D. S., & Fowler, S. A. the Young Exceptional Children, 3 Hadden, S., Fowler, S. A., Fink, Wischnowski, W. Writing an interagency agreement on transition: A . University The transition to kindergarten Successful kindergarten transition: Your guide to connecting children, families, & . Rosenkoetter, S., Hains, A., & Fowler, S. A. (1994). early services for children with 5171, gnorton@fourcounty.com Kansas Fatherhood Summit Tammy Aguilar, 785-368-6350 Assistive Technology Conference Topeka Jackie Dwyer, jdwyer@ku.edu, KSDE Annual Conference Wichita Gayle Stuber, GStuber@ksde.org Vision Screening & Assessment Workshop Autism Spectrum Disorders Training Series: Assistive Technology; Evaluation, Interventions and Application for Collaborative Transitions From Birth Through Kindergarten Wichita • KCCTO www.kccto.org/training.ht • Families childhood: www.heads-up.or • Children’s Training Team: www.childally.org/training/training.htm www.kaccrra.or • Capper capper.easterseals.com • Council www.cec.sped.org/p • KSDE online.ksde.org/calendar/calendar.as Rous, B., & Myers, C. T. (2006). the transition for young children with special needs Lexington, KY: Human Development Institute at Kentucky. Rous, B., Schuster, J. & Hemmeter, M. L. (1994). Topics in Outcomes (ECO) initiative, Kan sas recently initiated a statewide pilot study to investigate several research questions related to the (COSF). The study is designed to answer practical questions related oped for reporting progress on outcomes to the Of�ce of Special a. Are a. What 3) Correlations riculum b. Are different b. What c. Is ability With • What How were children’s COSF • Does • Are differences • Are inter-rating tions, mended by a committee of stake holders based on a number of fac tors including program quality and Part C and Part B service provid ers. Programs were selected to rep sas State Department of Education (KSDE), Kansas Department of Health and Environment (KDHE), and Training (KITS). Kansas ECO pilot study par ticipants NW NW ter, I/T Network Harvey County Infant Toddler Area Arrowhead West, Inc. I/T Network Salina Regional Health Center, SE KS Birth to Three Program SEKESC I/T Network Toddler Johnson County I/T Network Information Dr.. Dr. Walker, laborating researchers from the Juni per Gardens Children’s Project and Center. KDHE for use in re�ning the COSF process and improving the quality of Questions Margy Hornback (mhornhack@ksde.org) or Carolyn Nelson (CNelson@kdhe.state. Additional sources related to the Kansas Early Childhood Outcomes can be found at kskits.org/html/eco/outcomes.htm Using technology, fants, toddlers and young children with delays or chronic health condi tions learn and develop skills they need. Assistive technology is a tool that makes it easier to do using a sequencing communication �oor sitter chair. Technology it’s vice might be right for a child. If you want as Technology (ATK) by calling 800- 526-3648. ATK has �ve AT speci�c devices, demon strate a range of devices, loan devices on a short- term basis and help you �nd public and private funds to pur chase devices to and teach parents, infant/toddler cators how to use speci�c devices. ATK Toddler AT infant/toddler providers. ATK has cal infant/toddler provider teams to support services for a speci�c or want to request a speci�c train AT Toddler ATK year. piece of equipment to �gure out the best device for their child, call 785- 827-9383 and ask for the ATK Loan We ATK sas Medicaid to operate the Kan sas Equipment Exchange (KEE). KEE’s equipment for all Kansans. KEE of ten has pediatric equipment includ ers. If you know a child who needs a piece of durable medical equip ment, call 800-526-3648 to make a request. If you know of a child who a piece of equipment, please con sider contacting KEE to donate the equipment. It will be sanitized, re If ATK ing the AT Expo 2007 on April 17-18 in To peka at the Kansas Ex year’s 45 assistive technol ATK ment of�ce (620-421- 8367) to get on our print or email list. Watch our website ( www.atk. ) — Transitions life. Transitions in jobs, within per Transitions People going through transitions of ten feel vulnerable in the midst of this change; they seek continuity and try hard to understand what might be coming next. In many cases tran unfamiliar. Families children’s Transitions family’s care in the home to infant/toddler infant/toddler services to preschool kindergarten tion times families are often faced with changing their friendship ties The sure continuity and meet all legal requirements. effective gies and ences, while at the same time each transition point may have speci�c are unique to the situation. What effective This icies and procedures that are com mon to all transition situations as well as the unique characteristics during transitions between speci�c programs. Participants will gain effective The held June 19-22 at Wichita State University (see page 10 for a list ment of Health and Environment, tutions of higher education: Empo ria State University, Fort Hays State University, University, Pittsburg State University, Univer Wichita University. Participants must enroll for ly through the university of their choice. The cost of tuition and en rollment fees varies by university and is the responsibility of the stu dent. Participants must be able to materials and a �at subsidy of $50 doesn’t KITS will pay up to $150 of your ing with children who have disabili Apply kskits.org/con . Questions re garding university enrollment and/ site. For questions regarding appli cation or registration contact Robin Bayless at 620-421-6550 ext. 1618 or rbayless@ku.edu. Questions re garding content should be addressed to Misty Goosen at 785-864-0725 that Peggy Miksch joined the team on February 1, 2007. Peggy will Infant-Toddler Tech nical Assistance Specialist, �lling Vera Lynne Stroup-Rentier. Peggy has worked in Kansas since 1996. She Toddler as Part C Coordinator for KDHE. Peggy serves as an of�cer on the hood Executive Board. Peggy is a trainer for the Kansas Home Visita Training sas. Peggy will be a familiar face to Peggy has worked in early teacher, Director, Peggy holds a dual undergradu ate degree in Early Childhood/ K-9 ly Childhood Special Education. In addition to the formal training op portunities, Peggy has enjoyed the education opportunities in the �eld in Evidence Based Practice Model with Dathan Rush and M’Lisa Shel don, a year long technical assistance project through The Orelena Hawks Puckett Institute and participation in a technical assistance project with Tots Tech Peggy’s passion is working in Part C. She is excited about the op portunity to work at KITS because it gives her a chance to work with others who share this same passion. She looks forward to collaborat ing with Part C providers and Part can contact Peggy at 785-456-8881 The of Education and Health and Envi ronment recognized programs for application of best practice in early childhood services. These programs were awarded $1000 to use as a re source and a certi�cate of recogni tion at the 2007 Kansas Division for The Toddler TARC, Inc. has been awarded this zation of a coaching model for de effectiveness moting positive outcomes for very young children their families. A primary interven tionist/coach works with a family ment in reaching outcomes on the Individual Family Service Plan. Fur ther, person: Cathie Hutchins, Shawnee County Infant Toddler, TARC, Inc., 2701 SW Randolph Ave., Topeka, KS 66611, 785-232-0597. The Magnet Pre-Kindergarten of the Wichita Uni�ed School District #259 is recognized in the area of in clusionary practices. This program through an identi�ed need, staff has modi�ed their program to meet abilities into the regular education to meet Individual Education Plan ti�ed curriculum, and accomplished nance of typically developing chil dren. This program also uses a team teaching approach to cational needs of all children. Con tact Person: Alicia Whitbeck, Bry ant Core Knowledge Magnet Pre-K, 4702 W 9th, Wichita, KS 67212, Application of Best Practice continues Editor’s note: Haysville Early Childhood Center is one of three preschool and one infant-toddler program to receive the 2005-06 Best Practice Award (see kskits.org/html/bestpractice/ep.htm Two years ago the Haysville We proach for instruction. Once those practices were in place we noticed a need to support our families more in the decision making process as we evaluated children and de veloped individualized education This We lows children to interact with sev eral professionals at once or indi is used for the actual IEP meeting. Our approach to the IEP meetings al lows the parents’ ideas to come to the front and center of the discus sions during the viting our parents to share with us what types of activities and routines their child is involved in at home, and where their concerns are. This is done for each area contained in the present levels section on the IEP. The information is charted on view. staff nessed similar activities, that infor mation is shared at that time. When the parents �nish talking about staff team. Once each of the �ve areas of erated. From there goals for the IEP priority. ed are important to the parents, the likelihood of school and home col laboration increases signi�cantly. We developing our IEPs. We have been atively sharing information for each area of the present levels. The par ents have also commented on how much more at ease they felt at the end of our submitted by Carla Heintz, Early Childhood Coordinator The Preschool Program of the City, tems Change. This school district has undertaken and accomplished a change in the delivery of early child hood special education on a system wide basis. They have incorporated a number of critical attributes in making this change including in put by stakeholders in the process, modi�cation of learning settings and administration including signi�cant �nancial resources and time of those ic classrooms. Contact Person: Clau dia Shannon, Kansas City Kansas Preschool Program, 4601 State Ave., Suite 38, Kansas City, KS 66102, 913-627-4811. See kskits.org/html/bestpractice/ for more information on cur rent Wesley DEC Recommended Practices Toolkits What’s Changed: A Side by Side Analysis of the 2006 and 1999 Idea Part B 2006 IDEA Regulation: What They Mean for Implementing the Nation’s YEC Monograph by Horn & Jones (Eds) SCERTS Model to Literacy, Volume 1 – Assessment by Prizant, et al. SCERTS Model to Literacy, Volume 2 Relationship Development Intervention with Young Children: Social and Emotional Development Activities for Asperger Syndrome, Autism, PDD, The Implications of IDEA and NCLB for Learning: A Conversation with the Director of Special Education Programs (OSEP) at the US Department Learning to Read the World: Language & Literacy in the First Three Years Early Childhood Outcomes Indicator Question and Answer Session Early Childhood Outcomes Train the Trainer Session Phonemic Awareness and Introduction to Print HELP at Home – 2nd edition by Parks Warshaw Tools for Transition in Early Childhood: A Step-by-Step Guide for Agen cies, Teachers, & Families children’s Yates, 2006 Summer Institute Presenter. by Mary Hoffman And Here’s to You Andrew’s Angry Words Big Al Can You Tell How Someone Feels? Can You Use a Good Voice? Care Bears and the Day Nobody Shared The Chocolate Covered Cookie Tantrum by by Todd Parr by Todd Parr by Adam Relf Franklin’s Bad Day by Paulette Bourgeois & by Paulette Bourgeois & Franklin’s New Friends by Paulette Bourgeois The Grouchy Ladybug Hands Are Not for Hitting KANSAS INSERVICE TRAINING SYSTEM LIFE SPAN INSTITUTE AT PARSONS PARSONS KS 67357 kskits@ku.edu kskits.or ...fax: NON-PROFIT ORGANIZATION US POSTAGE PAID PERMIT NO. 56 PARSONS KS 67357 Tuesday, June 19, A Closer Look: Examining Effective Transition Policies and Procedures Wednesday, June 20, Effective Transitions: Hospital to Home Thursday, June 21, Stepping Ahead: Transitioning into Friday, June 22, Going to the Big School: Effective Transitions by Sarah Hadden, University of Virginia See page 6 for related article. Apply online at