Search Results: Systems Change


The following documents and links are contributions from the SpecialQuest Community and do not necessarily reflect the position of the SpecialQuest Birth-Five: Head Start/Hilton Foundation Training Program, Napa County Office of Education, or the Funder, and no official endorsement should be inferred.

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National Leadership SpecialQuest (NLSQ) 2010 Blog | Submitted by Susan Stewart 09/16/10

Materials developed for the NLSQ (PowerPoints, handouts, etc.) as well as participant-generated content can be located and downloaded from this site. The site also includes images, video, tweets, and blog postings made by participants.


Developing and Evaluating Interagency Collaboration in Early Childhood Special Education Programs | Submitted by Kathleen Sadao 05/07/09

This handbook provides specific information and resources to assist early intervention professionals and agencies in creating and executing agreements between various agencies that will provide efficient and seamless delivery of services. The book details a step by step approach to developing an interagency team and evaluating the effectiveness of the group work. | Submitted by Tawnya Sanchez 04/23/09

Valuable information for families regarding early intervention, IEP (Individualized Education Plan), Healthcare Access, NCLB, Parental/Family Involvement, Parent to Parent Support, etc.


State Child Care Licensing Regulations for Children with Special Needs (.doc 219kb) | Submitted by Rae Anderson 01/27/2009

This document, "State Child Care Licensing Regulations for Children with Special Needs" was created by the National Child Care Information and Technical Assistance Center in October, 2008. It includes examples of licensing regulations addressing inclusion of children with special needs for both centers and family child care home settings. I hope it is helpful.


Training Early Intervention Assistants in California's Community Colleges. Issues & Answers. REL 2008-No. 060 | Submitted by Holly Wilcher 11/19/2008

This study examined California's efforts to foster preservice preparation of early intervention assistants through a certificate program offered by community colleges, the Community College Personnel Preparation Project. Community colleges enrolled in the project must meet a series of requirements, including infusing early intervention assistant competencies into coursework, adding early intervention field experiences, and drawing on the experience of community partners and advisory committee members. The study examined data from the inception of the project in 1998 through 2006. Forty community colleges participated during this time, representing 37 percent of the community colleges in the state. Data were gathered from the quarterly reports required of the participating colleges, faculty mentor monthly reports, and administrative annual reports. Reported findings include: (1) Colleges could develop preservice training programs for early intervention assistants that meet requirements such as those for awarding a Chancellor's certificate, although not all colleges that participated in the project were successful despite receiving state funding for startup expenses: (2) Participating colleges implemented many common features, though not all took the same approach; and (3) Some of the approaches colleges took to meet the project requirements differed by project outcome. The study provides an overview of data on the evolving national picture and the West Region states. Specific early intervention training is valuable preparation for a workforce that can serve infants and toddlers with special needs. Those seeking to promote a cadre of early intervention assistants and paraprofessionals prepared at the community college level may find value in examining California's efforts. Three appendixes are included: (1) Methodology; (2) Demographics of Colleges that Participated in the Community College Personnel Preparation Project; and (3) College Expectations and Proposed Timelines for the Chancellor's Certificate. (Contains 6 notes, 8 boxes, and 7 tables.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by Regional Educational Laboratory West administered by WestEd.] (Abstract From ERIC) | Submited by Lynn Jones-Hoats 9/12/2008

This is a beautiful PSA on respect for all individuals. "R" word is for Respect.


Changes in the Characteristics, Services, and Performance of Preshoolers with Disabilities From 2003-04 to 2004-05 (.pdf 1.6mb) | Submitted by Holly Wilcher 8/17/2008

The Pre- Elementary Education Longitudinal Study (PEELS), a U.S. Department of Education longitudinal study of a nationally representative sample of 3,104 three-to-five year olds with disabilities, conducted direct assessments of children, phone interviews with parents, and mail questionnaires with teachers or service providers. PEELS is the first study to examine the characteristics of this subpopulation, the services received, their into formal schooling, and their academic and adaptive skills performance over time. Findings suggest that most of the preschoolers in the sample are identified as having speech and language impairments. While an important number of children are declassified, that is, no longer eligible for special education services, particularly if they attend small school districts, close to fourth-fifths of the preschoolers in the study remained classified over time. Over one-fifth of children who remained classified had a change in their classification. Speech or language therapy was the most commonly received service, followed by occupational therapy, and assistance by a special educator. Most children receiving services improved in their assessments in letter-word identification, social skills, and motor skills, performing closer to the norm-population average. | Submited by Susan Smith 6/17/2008

Disability Rights of Wisconsin compiled this guide to offer ideas and strategies to support childcare practices that consider the needs of individual children and promote an inclusive experience for the families and children. The document encourages programs to operate as “thinking organizations” by learning to ask the kinds of questions that lead to creative solutions for the education, support and inclusion of young children with a wide range of abilities. Instead of describing disability-specific interventions, this guide shares how to engage staff and families in conversations that can help respond to challenges as they arise. | Submited by Susan Stewart 3/28/2007

The Change Handbook is intended to answer questions such as: what methods are available that have proven successful in addressing today’s needs for organizational or community change; what are the key distinctions among these methods; how do I know if a method would be a good fit for my organization or community; how do I get started after I select one or more methods? This book provides basic information about 61+ methods for facilitating change.


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