Introduction

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Overview

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| Contents | Preface |Module 1 | Module 2 | Module 3 | Professional Development | Resources | Training Guides | Appendix A | Appendix B | Appendix C | Appendix D |

Purpose

In 1972, Head Start began to reserve at least ten percent of its enrollment for children with disabilities. In the years since, Head Start has become the largest community-based preschool program providing services to children with disabilities and their families. To ensure the meaningful participation of children with disabilities in all aspects of the program, Head Start staff must enhance their ability to individualize for these children and their families, while providing a developmentally appropriate program. The Individualized Education Program (JEP) and Individualized Family Service Plan (IFSP) can serve as blueprints, helping Head Start staff achieve that goal.

This guide will build the skills of Head Start staff in effectively using the JEP to analyze and adapt the program, routines, and activities to accommodate children with disabilities so they can demonstrate their varying abilities alongside their peers. It will also help staff work collaboratively with parents and related service providers to plan and implement the IEP/
IFSP.

Audience

This technical guide is written for Head Start teaching teams. It will also be useful to home visitors, family service workers, managers, parents, and related service providers.

Performance Standards

This guide applies Head Start core values, as well as the Head Start Program Performance Standards, including, but not limited to, the Performance Standards on Services for Children with Disabilities.

Organization of the Guide

This guide includes the following sections:

Module 1: Laying the Groundwork helps participants identify characteristics of the IEP and IFSP, including purpose, benefits, and stages in the development process; the basic principles underlying the IEP and IFSP process and how they apply to everyday practice; and strategies they can use to promote family and staff collaboration during the development process.

Module 2: What Do I Do Now? Understanding and Implementing the IEP helps participants formulate strategies for translating IEP goals and objectives into classroom activities that reflect developmentally appropriate practice and develop a systematic approach for monitoring the ongoing progress.

Module 3: Working Together helps participants identify methods for encouraging collaboration and communication between families, Head Start staff, and related service providers; and develop strategies for helping parents gain the information, skills, and self-confidence to become advocates for their children. Note: While the focus of Modules 2 and 3 is on the IEP process, many of the principles and strategies discussed are applicable to the IFSP process as well.

Continuing Professional Development offers strategies that supervisors can use to help staff apply new skills and extend their learning.

Resources lists print and audiovisual materials and other resources that staff can use to learn more about the key issues presented in the guide.

Organization of the Modules

In order to accommodate the needs of different grantees, each module offers two different delivery strategies: workshop and coaching. Work shops are suitable for groups of 10 or more participants. Workshops can build strong site-based teams, as well as help staff from multiple sites develop a program-wide identity. Coaching permits one, two, or three staff members to work together under the guidance of a coach, who could be a Head Start director, coordinator, head teacher, or outside consultant. Coaching provides individual flexibility and helps participants work on actual issues and challenges in their own program. While activities vary according to the type of delivery strategy, the content and objectives are the same for each approach.

Each module is organized so that workshop leaders and coaches can easily implement the activities. All modules contain the following sections:

• The Outcomes section summarizes the skills participants will learn in the module.
  
• The Key Concepts section describes the critical issues addressed.
  
• Background Information provides a rationale for the module.
  
• The Activities section provides step-by-step instructions for workshop or coaching sessions.
• The Next Steps: Ideas to Extend Practice section includes strategies to help participants practice the skills learned in the module.

Some activities include a Discussion Guide or Lecture Guide to help workshop leaders and coaches think through the session's key ideas and anticipate participants' responses. Handouts and transparencies appear at the end of each module.

Ideally, participants should complete all the workshops or all the coaching activities in each module sequentially. Similarly, the modules should be used sequentially, since activities in each delivery strategy build on the previous ones. If possible, allow participants to complete the modules over an extended period of time, perhaps over a four- to six-month period. With Next Steps: Ideas to Extend Practice and Continuing Professional Development, training could extend into a yearlong process.

Definition of Icons

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Coaching

A training strategy that fosters the development of skills through tailored instruction, demonstrations, practice, and feedback. The activities are written for a coach to work closely with one to three participants.

Workshop

A facilitated group training strategy that fosters the development of skills through activities which build on learning through group interaction. These activities are written for up to 25 participants working in small or large groups with one or two trainers.

Next Steps: Ideas to Extend Practice

Activities assigned by the trainer immediately following the completion of the module to help participants review key information, practice skills, and examine their progress toward expected outcomes of the module.

Continuing Professional Development

Follow-up activities for the program to support continued staff development in the regular use of the skills addressed in a particular training guide. It includes: Opportunities tailored to the participant to continue building on the skills learned in the training. Ways to identify new skills and knowledge needed to expand and!or complement these skills through opportunities in such areas as higher education, credentialing, or community educational programs.

At A Glance

Module	Activity	Time	Materials
Module 1: Laying the Groundwork	Activity 1-1: Family Matters (W) This activity gives participants a sense of the IEP process from the parent's perspective, highlighting the important role that everyone plays in making it work.	90 minutes	Handout 1-Vignettes Handout 2-Reaction Sheet Handout 3-Checklist Handout 4-Road Map Easel, chart paper, markers, tape
	Activity 1-2: What Exactly Does This Mean? (W) In this activity, participants analyze a sample IEP, identify difficult-to-understand technical terms, and develop a system for deciphering some unclear IEP language.	90 minutes	Handout 5-What Does This Mean? Appendix B-Glossary Appendix C-Gerard's IEP Easel, chart paper, markers, tape
	Activity 1-3: Decoding an IEP (C) A coaching adaptation of Activity 1-2: What Exactly Does This Mean?	90 minutes	Handout 5-What Does This Mean? Appendix B-Glossary Next Steps: Ideas to Extend Practice

W = Workshop
C = Coaching

Module	Activity	Time	Materials
Module 2: What Do I Do Now? Understanding and Implementing the IEP	Activity 2-1: What Does This Mean for Me and My Classroom? (W) Using the case of one imaginary Head Start classroom, participants practice integrating IEP objectives into activities appropriate for all children.	180 minutes	Handout 6-Ms. Peggy's Classroom Handout 7-Sample Planning Matrix Handout 8-Planning Matrix Handout 9-ActivityPlanning Sheet Appendix C-Gerard's IEP Appendix D-Erica's IEP Overhead projector and screen, markers for transparencies
	Activity 2-2: The Children in My Classroom (C) A coaching adaptation of Activity 2-1: What Does This Mean for Me and My Classroom?	75 minutes	Handout 7-Sample Planning Matrix Handout 8-Planning Matrix Handout 9-Activity Planning Sheet Next Steps: Ideas to Extend Practice
	Activity 2-3: Documenting Progress (W) This activity helps participants learn how to adapt their current documentation practices for assessing and reporting on the progress of children with IEPs in their own classrooms.	90 minutes	Handout 10-Sample Recording Form Handout 1 1-Sample Anecdotal Record Handout 12-Documenting Erica's Progress Appendix D-Erica's IEP Easel, chart paper, markers, tape

W = Workshop
C = Coaching Letter from Eleanore Grater Lewis (p. viii) Next Steps: Ideas to Extend Practice Easel, chart paper, markers, tape

Module	Activity	Time	Materials
Module 3: Working Together	Activity 3-1: Sharing a Vision (W) This activity helps participants understand how clear communication and strong collaboration skills can contribute to the success of the IEP/IFSP process.	90 minutes	Handout 13-Listening and Working Handout 14-How Did It Feel? Appendix A-About IEPs and LFSPS Easel, chart paper, markers, tape Lego blocks Long table Trays or small tables
	Activity 3-2: I Can Do It Myself (W) This activity introduces participants to related services, and addresses how Head Start staff can include them in the IEP/IFSP process.	90 minutes	Handout 15-Related Services Handout 16-Marlissa Handout 17-Viewpoints Marlissa' s IEP : Handout 18-Marlissa's IEP Worksheet Easel, chart paper, markers, tape
	Activity 3-3: Making the Most of Related Services (C) A coaching adaptation of Activity 3-2: I Can Do It Myself.	90 minutes	Handout 15-Related Services Handout 16-Marlissa Handout 17-Viewpoints: Marlissa's IEP Handout 18-Marlissa's IEP Worksheet Letter from Eleanore Grater Lewis (p. viii) Next Steps: Ideas to Extend Practice Easel, chart paper, markers, tape

W = Workshop
C = Coaching

While there are no simple recipes for a successful staff development experience, here are some key steps to follow:

• Learn about the program. If you are not a Head Start staff member, identify background information about the particular program and the real concerns that teachers, specialists, and administrators struggle with daily as they work to meet the diverse needs of children. The more relevant the session is to staff's immediate needs, the more effective the experience will be.
  
• Develop links with supervisors. Supervisors can help you assess the interests and needs of staff. They can also give you a picture of the day-to-day issues that arise. Lay the foundation for a positive partnership by meeting with supervisors before you begin.
  
• Become familiar with the guide. Before conducting any activities, familiarize yourself with the guide, its contents, and its goals.
  
• Review Appendix A-About IEPs and IFSPs. While the information covered in the appendix is not the focus of the training, participants may have questions about these topics during activities.
  
• Develop links with participants. Just as children need a supportive, safe environment to learn and grow, staff, too, need a climate that facilitates team building and open communication. They need encouragement and time to reflect on their practice as they develop strategies for meeting the individual needs of children and their families. We hope that this guide will help you to provide Head Start staff with the tools they need to translate the IEP into everyday practice.
  

Trainer and Coach Preparation Note: Throughout the training, remind participants that all families have a right to confidentiality That is, information about Head Start children and families can only be shared within Head Start on a "need to know" basis. Before participants share their descriptions of children and families in the program, make sure they fully understand issues around confidentiality.

 

For Further Reading

For more information about IEPs and IFSPs, refer to Appendix A and the Resources section. The following sources will also be helpful.

Campbell, P.11, B. Strickland, and C. La Forme. 1992. Enhancing parent participation in the Individualized Family Service Plan. Topics in Early Childhood Education. 11(4): 112-24.

Goodman, J.F., and L. Bond. 1993. The Individualized Education Program: A retrospective critique. The Journal of Special Education. 26(4): 408-22.

Michnowicz, L.L., S.R. McConnell, C.A. Peterson, and S.L. Odom. 1995. Social goals and objectives of preschool IEPs: A content analysis. Journal of Early Intervention. 19(4):273-82.

National Early Childhood Technical Assistance System (NEC*TAS) and Association for the Care of Children's Health. 1989. Guidelines and recommended practices for the Individualized Family Service Plan. This publication is available from Association for the Care of Children's Health, 3615 Wisconsin Avenue, N.W., Washington, DC 20016.

Notari-Syverson, A.R., and S.L. Shuster. 1995. Putting real-life skills into IEP/IFSPs for infants and young children. Teaching Exceptional Children. Winter: 29-32.

Peck, C., S. Odom, and D. Bricker (eds.). 1993. Integrating young chil dren with disabilities into community programs: Ecological perspectives on research and implementation. Baltimore, Md.: Paul H. Brookes Publishing Co.

Rose, D.F., and B.J. Smith. 1994. Providing public education services to young children with disabilities in community-based programs: Who's responsible for what? Policy & Practice in Early Childhood Special Education Series. Research Institute on Preschool Mainstreaming, 2500 Baldwick Rd., Suite 15, Pittsburgh, Penn. 15205; (412) 937-3093.

Salisbury, C.L. 1991. Mainstreaming during the early childhood years. Exceptional Children. 58 (October/November): 146-55.

Vincent, L.J. 1992. Implementing Individualized Family Service Plan ning in urban, culturally diverse early intervention settings. OSERS News in Print. 5(1): 29-33.

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