Itinerant Model of Collaboration
In an itinerant model, an Early Childhood Special Education (ECSE) endorsed teacher travels between classrooms or programs to consult with and coach PreK endorsed teachers and provide direct services to individual children as needed. The itinerant teacher’s focus is on building the knowledge and skills of the Pre-kindergarten endorsed teacher and teaching assistant so embedded instruction can be delivered across the school day.
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Description: The Family-guided Approaches to Collaborative Early Intervention Training and Services (FACETS) document has been adapted to help educators determine the teaching and learning opportunites throughout the day. By identifying routines and activities that are engaging for the student, educators can identify naturally occuring times when learning goals can be addressed.
Description: Does your school division offer Itinerant Early Childhood Special Education (IECSE) services or is your division exploring the IECSE service delivery model? This one-hour webinar is designed for administrators to provide a brief overview of the model and its three service delivery components (direct instruction, consultation and collaboration, and professional development). A deeper focus will be placed on best practice for implementation, including how to document services in the IEP,...
Date(s):
9/24/2024 3:00 PM ET - 10/30/2024 4:30 PM ET
Description: The Virginia Department of Education (VDOE) is offering the Itinerant Early Childhood Special Education Service Delivery Model Community of Learning beginning September 2024. The purpose of the Community of Learning (CoL) is to deliver targeted technical assistance and professional development to teachers endorsed in early childhood special education (ECSE) who provide special education services using the itinerant model. In an itinerant model, an ECSE-endorsed teacher travels between classrooms...
Description: The Itinerant Early Childhood Special Education Caseload Management Form is a helpful tool intended for professionals to track the caseload of itinerant teachers, including frequency of direct instruction, frequency of collaborative meetings, and professional development provided.
Description: This Embedded Instruction Matrix Form is meant for itinerant teachers to complete for students on his/her caseload. The Itinerant teacher lists the daily schedule and imbeds the targeted skills of that particular student into the schedule to ensure the learning is naturally embedded throughout corresponding parts of the day.
Description: The "Itinerant Early Childhood Special Education Administrator Start-Up Steps for the New School Year" is a checklist for administrators to prepare for the itinernant model. The checklist includes sections for: Logisitcs Direct Instruction (DI), Collaborative Meetings (CM), and Professional Development (PD) IEP and Other Special Education Meetings
Description: The Itinerant Early Childhood Special Education Planning and Documentation Form encourages itinerant teachers to document his/her visits and services provided. Itinerant teachers can document the summary of service delivery visit including the consultation/collaboration and direct instruction activities implemented, as well as notes on what worked well and what did not. Additionally, teachers can document follow-up tasks needed to complete and the plan for the next visit.
Description: Local school divisions provide special education services for young children, ages two to five, who have developmental delays or disabilities. Depending on the learning needs of the child, these services may be provided in early childhood care and education (ECCE) settings such as Virginia Preschool Initiative, Head Start, Mixed Delivery, child care, and community-based preschool programs. When special education services are provided in ECCE settings, Itinerant Early Childhood Special Education...
Description: Local school divisions provide special education services for young children, ages two to five, who have developmental delays or disabilities. Depending on the learning needs of the child, these services may be provided in high-quality early childhood care and education (ECCE) settings such as Virginia Preschool Initiative, Head Start, Mixed Delivery, child care, and community-based preschool programs. When special education services are provided in ECCE settings, Itinerant Early Childhood...
Description: The “Itinerant Early Childhood Special Education (IECSE) Service Delivery Model for Administrators” is a three-part video series intended for administrators who want to learn more about the Itinerant Model for children with Individualized Education Programs (IEP). The Itinerant model is a service delivery model that supports the inclusion of young children with disabilities by delivering IEP services in a variety of preschool settings such as a private preschool, child care center,...
Description: While the IDEA regulations are the same for early childhood special education as they are for K-12 students, service delivery in early childhood special education is unique. This webinar provides an introductory overview of early childhood education programs, including ECSE, for special education directors and administrators who wish to learn more about early childhood and models for service delivery.