Agenda
Tuesday | Wednesday | Thursday
Welcome and Opening Address
Tuesday, July 31, 2007
1 : 00 PM - 2 : 30 PM
Fifty Two Dead Fish and More Adventures in One Family's Journey to Inclusion
Lisa Gaylor
Concurrent Sessions
Tuesday, July 31, 2007
3 : 00 PM - 4 : 30 PM
Implementing a Primary Coach Approach to Teaming
Dathan Rush, M'Lisa Shelden
Implementing a Primary Coach Approach to Teaming 
(PPT: 492kb)
Team Meeting Agenda 
(DOC: 32kb)
Team Meeting Agenda and Team Meeting Minutes (DOC: 42kb)
Team Meeting Minutes (DOC: 29kb)
This session will focus on the practical aspects of teamwork using a Primary Coach Approach to Teaming (a.k.a. primary service provider). The presenters will share the characteristics of the approach, implementation conditions, how to establish and maintain a team, and current research regarding this approach. Participants will leave with basic tools for operationalizing a Primary Coach Approach to Teaming.
Inclusion and Professional Development: What We Know and What We Need to Do
Virginia Buysse, Camille Catlett, Shelley deFosset, Pam Winton
Activity Sheet: Professional Development to Support Inclusion
Moving from “What Is” to “What Could Be” (DOC: 108kb)
Inclusion and Professional Development: What We Know and What We Need To Do 
(PDF: 132kb)
Inclusion and Professional Development: What We Know and What We Need to Do (PPT: 7406kb)
This interactive session provides participants with a chance to learn about the data on inclusion and professional development, hear about a definition and conceptual framework on professional development from the National Professional Development Center on Inclusion (NPDCI); and work in small groups to identify ways they can contribute to improving the quality of personnel working in inclusive settings.
PBS Goes to Preschool: A Program-wide Model for Supporting Social Development and Addressing Challenging Behavior
Lise Fox, Mary Louise Hemmeter
School-wide implementation of Positive Behavior Support (SW-PBS) is occurring across the nation with impressive outcomes. Is there a similar model for young children? This session will describe the translation of SW-PBS for implementation in the unique context of early education and care programs. The session will include a description of implementation steps and initial outcomes.
Play Outside! The North Carolina Outdoor Learning Environment (OLE) Alliance
Jani Kozlowski, Trish Mengel
Getting Started:
Ten Free or Inexpensive Ideas
to Enrich Your Outdoor
Learning Environment Today* (DOC: 1143kb)
Funding Opportunities for Outdoor Learning Environment Initiatives (DOC: 1176kb)
OLE Alliance Member List (DOC: 2273kb)
Mission Statement:
“To improve the quality of outdoor environments and
experiences for all children throughout the state.” (DOC: 1151kb)
Recommended Resources for Outdoor Learning Environments (DOC: 1182kb)
Outdoor play and learning have recently begun to receive attention as essential elements for positive physical and mental health and development. The NC OLE is a collective of educators, landscape designers, horticulturists, TA specialists, agency representatives, and others committed to bringing this message to the state’s early childhood programs. This session will inform participants about the Alliance’s goals and efforts to establish inclusive preschool sites statewide to model high quality outdoor environments. The presentation will highlight why the outdoors is such an important environment for all children to foster learning, healthy bodies and development across domains.
Principles and Effective Practices for Providing Early Intervention Services in Natural Environments: Reaching Consensus
Joicey Hurth, Lynda Pletcher
TA Community of Practice:
Services in Natural Environments (DOC: 44kb)
Principles and Effective Practices for Providing Early Intervention Services in Natural Environments: Reaching Consensus (PPT: 91kb)
A national work group of researchers, state leaders, family members and technical assistance providers have been exploring principles and practices that are common across several service delivery models. This work represents a growing consensus about what is effective practice for providing services to children and families in natural environments. This session will share draft, written "work- in- progress" documents for group discussion and feedback.
SpecialQuest: Building Relationships with Families, Developing Family-Service Provider Collaboration and Leadership
Cathy Liles, Aracelly Valverde
Participants will enhance their skills in partnering with families by reflecting on what families and service providers each bring to their relationship to create a positive partnership in caring for infants and toddlers with disabilities. Participants will engage in interactive discussions about their own experiences in creating and supporting opportunities for family-service provider leadership and will view the award-winning video,Embrace Possibilities, to gather new strategies for collaborative partnerships.
What's Happening? - Connecticut's SPP on LRE
Maria Synodi
LRE for 3, 4, & 5 Year-Old Children in Connecticut (PPT: 4089kb)
This session will focus on Connecticut's Part B State Performance Plan SPP Indicator #6: LRE for Children Three to Five. Included in the discussion will be the conversion to the new OSEP reporting categories and the SPP activities identified and undertaken to move Connecticut in a direction that provides for more inclusive opportunities for preschool-age children with disabilities. Opportunities for large group discussion and state sharing will be provided.
Concurrent Sessions
Wednesday, August 1, 2007
9 : 00 AM - 10 : 30 AM
More than Caveats and Cookies: What Families and Professionals Need to Support Inclusion of All Young Children
Camille Catlett, Lisa Gaylor
More than Caveats and Cookies (DOC: 208kb)
This session will highlight key capabilities necessary for the family-professional collaboration that is essential to effective inclusion. Views on capability, communication, creativity, humor and vision will be explored from the dual perspectives of a parent and a professional.
Partnerships for Inclusion
Brenda Dennis
Partnerships for Inclusion (PPT: 471kb)
Partnerships for Inclusion (PFI) is a North Carolina technical assistance project that promotes the inclusion of young children with disabilities, ages birth through five years, and their families in all aspects of community life. PFI collaborates with state, regional, and local agencies to develop policy and program initiatives that support early childhood inclusion. This session offers an overview of PFI's funding, organization, services, successes, and challenges.
Promising Practices to Help Young Children Find Friends
Barbara Davis Goldman
Promising Practices to Help Young Children Find Friends (PPT: 10535kb)
What Early Educators and Parents Can Do to Support Friendships in Early Childhood (PDF: 232kb)
The focus of this multi-media presentation will be on the ways that parents and early childhood professionals, Multogether and separately, can encourage the development of friendships inside and outside the inclusive early childhood classroom. Specific observable signs that identity emergent friendships, and specific strategies that can promote their development, will be described and shown in action. The presentation will also provide a brief overview of the literature on peer interaction and acceptance in inclusive early childhood classrooms, using information from recent studies of friendships in early childhood inclusive classrooms and other studies of developmentally very young children.
SpecialQuest: An Inclusion Story
Felecia Jordan DaSilva, Cheryl Ducey
Participants will learn about, share, and discuss strategies for providing coordinated, comprehensive, family-centered services through partnerships among families, early care and education, and early intervention programs. Learning will be supported through viewing and discussing the award- winning video, Christopher's Story. In addition, presenters will provide materials and strategies for sharing information with others about inclusion, from early identification of a child's disability through transition to preschool services at age three.
Strategies for Inclusion of Children with Multiple Disabilities, including Deaf-Blindness
Kat Stremel, Tom Udell
This presentation will focus on planning, implementing, and evaluating the inclusion of young children with multiple disabilities, including children with deaf-blindness. Planning and implementation strategies will include: (a) individualizing (facilitators & inhibitors) across critical areas of development, (b) obtaining full “team” input for collaboration, (c) conducting an ecological analysis of the environment to determine the “goodness of fit” of the curriculum, teaching strategies and the physical environment to determine necessary accommodations and adaptations, and (d) providing on-going support to assist the teaching staff to embed multiple skills within routines and activities. Outcomes and Performance Indicators (OPIs) to evaluate outcomes will be discussed.
The Routines–Based Interview: Functional Intervention Planning with Families and Teachers-Part 1
Robin McWilliam
RBI Implementation Checklist (PDF: 30kb)
Giving Families a Chance To Talk So They Can Plan (PDF: 3238kb)
Developmental System Approach Early Intervention -Guralnick Chapter 9 (PDF: 1145kb)
RBI Report Form (PDF: 55kb)
What’s missing in IFSP and IEP development is an assessment of the needs of the child and family. This half-day session consists of a demonstration of a Routines-Based Interview, with discussion about how the information is then translated to the plan and to intervention. This demonstration is inspiring and moving—a perennial favorite at the Inclusion Institute.
The Teaching Pyramid: Providing Training and Support to Early Educators to Promote Social Development and Address Challenging Behavior - Part 1
Lise Fox, Mary Louise Hemmeter
This Center on the Social and Emotional Foundations for Early Learning will be offering a “train the trainers” workshop on the teaching pyramid model and training curriculum. Participants in this session will receive the training curriculum materials and be invited to join in the Community of Practice of training and technical assistance providers who support programs in the implementation of the teaching pyramid model. Participants must attend both parts (1 and 2) of the workshop to receive training materials. There will be limited seats for participation in these sessions.
Concurrent Sessions
Wednesday, August 1, 2007
11 : 00 AM - 12 : 30 PM
New Pieces for a Familiar Puzzle: Resources and Strategies for Increasing the Emphasis on Inclusion and Children with Special Needs in Professional Development
Camille Catlett
New Pieces for a Familiar Puzzle (DOC: 322kb)
Come discover activities, videotapes, books, web sites and other resources to use in professional development efforts. This session will provide a whirlwind tour of methods and materials that can be used by faculty, trainers, technical assistance providers, leaders and families to support the learning of all young children in inclusive and natural environments. Handouts will include diverse examples with application to a range of audiences and settings.
Preschool Inclusion in North Carolina: Looking Back, Looking Ahead
Kathy Baars, Trish Mengel, Sandy Steele
Preschool Inclusion in North Carolina: Looking Back, Looking Ahead (PPT: 545kb)
North Carolina has made great progress in serving preschool children in inclusive settings. In 2005/06, 78% of the preschool children with IEPs received services in settings with typically developing peers. In this session, recently retired 619 Coordinator, Kathy Baars, and statewide TA providers from Partnerships for Inclusion and the NC Technical Assistance Project will look back over various activities and network building efforts. Participants will learn how North Carolina's TA system evolved and what supports and incentives have been provided to LEAs to increase inclusive opportunities for young children.
The Evidence-Based Practice Movement: Integrating Research, Professional and Family Wisdom, and Values
Sally Sloop, Pam Winton
Evidence-Based Practice:
Integrating Research, Professional and Family Wisdom & Value (DOC: 59kb)
Evidence-Based Practice: Integrating Research, Professional and Family Wisdom & Values (PPT: 12115kb)
Evidence-based practice has recently been defined as the integration of the best available research with family and professional wisdom and values (Buysse & Wesley, 2006). What do we mean by family and professional wisdom and values? How does one integrate wisdom, values and research? Come explore these topics in the context of a vignette based on one parent’s experiences with inclusion.
The New OSEP Data Tables
Shelley deFosset, Lynne Kahn
This session will present the newest information regarding the changes in the OSEP Preschool settings (Table 2) to be implemented in 2008/2009. Participants will have an opportunity to discuss implications for their state.
The Routines–Based Interview: Functional Intervention Planning with Families and Teachers-Part 2
Robin McWilliam
RBI Implementation Checklist (PDF: 30kb)
Giving Families a Chance To Talk So They Can Plan (PDF: 3238kb)
Developmental System Approach Early Intervention -Guralnick Chapter 9 (PDF: 1145kb)
RBI Report Form (PDF: 55kb)
What’s missing in IFSP and IEP development is an assessment of the needs of the child and family. This half-day session consists of a demonstration of a Routines-Based Interview, with discussion about how the information is then translated to the plan and to intervention. This demonstration is inspiring and moving—a perennial favorite at the Inclusion Institute.
The Teaching Pyramid: Providing Training and Support to Early Educators to Promote Social Development and Address Challenging Behavior -TPart 2
Lise Fox, Mary Louise Hemmeter
The Center on the Social and Emotional Foundations for Early Learning will be offering a “train the trainers” workshop on the Teaching Pyramid model and training curriculum. Participants in this session will receive the training curriculum materials and be invited to join in the Community of Practice of training and technical assistance providers who support programs in the implementation of the Teaching Pyramid model. Participants must attend both parts (1 and 2) of the workshop to receive training materials. There will be limited seats for participation in these sessions.
Concurrent Sessions
Wednesday, August 1, 2007
1 : 30 PM - 3 : 00 PM
2006 – 2007 CCDF Activities to Promote Inclusive Child Care
Jackie Taylor
States and Territories have developed a wide variety of initiatives using Child Care Development Funds (CCDF) funds designed to encourage and strengthen the capacity of early care and education programs to serve children with special needs. An overview and brief introduction of these exciting and innovative programs will be presented. Initiative focus areas include training, technical assistance, financial assistance, cross-system planning and coordination, inclusion specialists, train-the-trainer activities, health or mental health consultants, resource materials, acquisition of adaptive equipment, grants to increase access to child care, additional staff, telephone consultation, training material for providers, inclusion training curriculum, and support for medically fragile children.
New Pieces for a Familiar Puzzle: Resources and Strategies for Increasing the Emphasis on Inclusion and Children with Special Needs in Professional Development
Camille Catlett
New Pieces for a Familiar Puzzle (DOC: 322kb)
Come discover activities, videotapes, books, web sites and other resources to use in professional development efforts. This session will provide a whirlwind tour of methods and materials that can be used by faculty, trainers, technical assistance providers, leaders and families to support the learning of all young children in inclusive and natural environments. Handouts will include diverse examples with application to a range of audiences and settings.
Pennsylvania: Making a Commitment for Services Toward Independence and Inclusion
Lisa Gaylor
OFFICE OF DEVELOPMENTAL PROGRAMS BUREAU OF AUTISM SERVICES (PPT: 2070kb)
This session will include the initiatives of Pennsylvania’s newly created Bureau of Autism Services within the Department of Public Welfare. The Bureau is the nation's first at the state level.
SpecialQuest Training Institute
Where We Have Been and Where We Are Going – Preschool LRE in Arkansas
Sandra Reifeiss
This presentation will provide an overview of the strategies that Arkansas has utilized in providing children with disabilities more opportunities to receive their special education services in settings with typically developing peers. The results, the activities, and how they have affected Arkansas' response to Indicator 6, Percent of preschool children with IEP’s ages 3 through 5 on the Part B State Annual Performance Report, will be discussed.
Concurrent Sessions
Wednesday, August 1, 2007
3 : 30 PM - 5 : 00 PM
Embedded Instruction: Using DEC’s Recommended Practices in Inclusive Settings
Sarah Mulligan
Recommended Practices for Children with Disabilities: A Comprehensive Approach for Inclusive Settings (DOC: 61kb)
Individual Child Activity Matrix (PDF: 97kb)
Individual Child Activity Matrix (PDF: 115kb)
DEC Recommended Practices: Workbook Form by Strand Child-Focused Practices (PDF: 8598kb)
Embedded Instruction: Using DEC’s Recommended Practices in Inclusive Settings (PPT: 2851kb)
This session will offer an opportunity for participants to learn more about the Division for Early Childhood’s nationally recognized Recommended Practices and learn how to put them to work in the day-to-day business of working with young children and families. We’ll focus on embedded instruction as a practical way to put Recommended Practices to use. Strengthen your practice by gathering great tips for using everyday routines and activities to teach specific skills to children with disabilities and other special needs. Materials are appropriate for birth through age five.
Frank Porter Graham Child Care Program: Overview of an Inclusion Model
Kathy Davis, Ruth Miller, Margie Muenzer
Early Childhood Inclusion at the Frank Porter Graham Child Care Program: A Collaborative and Routines-Based Approach (PPT: 10483kb)
Members of the Frank Porter Graham Child Care Center staff will provide an overview of the components that make up this long standing inclusive program. Included will be program philosophy and mission, children served, staff and parent roles, routines based assessment interviews, integrated therapy, embedded instruction and research summaries. The presentation will include videotaped samples of program components and handouts including samples of the various formats used to support a systematic approach to inclusive programming. This presentation is open to all regardless of participation in scheduled tours of the FPG Child Care Program.
Project KITE: A Strategic Model to Support Inclusive Services
Tenley Pettyjohn, Katrina Weibel
Project KITE: A Strategic Model to Support Inclusive Services (PPT: 4870kb)
Based on early childhood practices, Project KITE has been an ongoing success in educating parents and professionals in the use of assistive technology to support and enhance the inclusion of students with disabilities in the classroom. Session will include an overview of the project’s train-the- trainer model as well as a discussion of specific resources and methodology utilized.
Scribbling with Your Eyes, Reading with Your Hands: Early Literacy Supports for Children with Severe Disabilities
Patsy Pierce
Sharing Books with ALL Children Ages Birth-to-Five
(Pierce & Erickson, 2006) (DOC: 1525kb)
Scribbling with Your Eyes, Reading with Your Hands (PPT: 18490kb)
Shared reading and writing activities are evidenced-based approaches that help pre-K children develop the foundations for literacy learning. In this session, participants will be introduced to alternative pencil use with pre-K children with significant disabilities. Three-dimensional shared reading supports will also be demonstrated. These two techniques help children with significant disabilities to participate in shared reading and writing experiences.
SpecialQuest Training Institute
Using a Statewide Technical Assistance and Training System to Support Inclusion
Susan Donovan, Kim Galant
Supporting Inclusion Through TA and Training – A Statewide Initiative (PPT: 1850kb)
The Florida Technical Assistance and Training System (TATS) was initiated three years ago to develop a coordinated TA system to respond to district needs for technical support in providing services to prekindergarten children with disabilities and their families. One of the project priorities is to support districts in expanding opportunities for serving children with disabilities in settings with typically developing peers. This session will describe how TATS is helping to foster and support inclusion initiatives from a systems improvement and evidence-based practice perspective throughout the state.
Who Sees What As a Problem Anyway? Managing and Sustaining Change
Kathy Whaley
Understanding Change: Diagnostic and Planning Tools (PDF: 64kb)
Who Sees What As a Problem Anyway? Managing and Sustaining Change (PPT: 329kb)
Organizations and programs frequently change polices and practices in response to identified issues, new laws and perceived problems. Organizational change requires systematic attention to strategies which support change management and focus on the personnel affected. Considerations for identifying, sustaining and evaluating programmatic change will be shared. Models for analyzing innovations and their perceived impact will provide points for discussion.
Concurrent Sessions
Thursday, August 2, 2007
8 : 30 AM - 10 : 30 AM
Project KITE: A Strategic Model to Support Inclusive Services
Tenley Pettyjohn, Katrina Weibel
Project KITE: A Strategic Model to Support Inclusive Services (PPT: 4870kb)
Based on early childhood practices Project KITE has been an ongoing success in educating parents and professionals in the use of assistive technology to support and enhance the inclusion of students with disabilities in the classroom. This session will include an overview of the project’s train the trainer model as well as a discussion of specific resources and methodology utilized.
Concurrent Sessions
Thursday, August 2, 2007
9 : 00 AM - 10 : 30 AM
Embedded Instruction: Using DEC’s Recommended Practices in Inclusive Settings
Sarah Mulligan
Recommended Practices for Children with Disabilities: A Comprehensive Approach for Inclusive Settings (DOC: 61kb)
Individual Child Activity Matrix (PDF: 97kb)
Individual Child Activity Matrix (PDF: 115kb)
DEC Recommended Practices: Workbook Form by Strand Child-Focused Practices (PDF: 8598kb)
Embedded Instruction: Using DEC’s Recommended Practices in Inclusive Settings (PPT: 2851kb)
This session will offer an opportunity for participants to learn more about the Division for Early Childhood’s nationally recognized Recommended Practices and learn how to put them to work in the day-to-day business of working with young children and families. We’ll focus on embedded instruction as a practical way to put Recommended Practices to use. Strengthen your practice by gathering great tips for using everyday routines and activities to teach specific skills to children with disabilities and other special needs. Materials are appropriate for birth through age five.
Managing the Behavior of Young Children with Autism in Inclusive Classrooms
Brian Boyd
Managing the Behavior of Children with Autism in Inclusive Classrooms (PPT: 936kb)
In this presentation, participants will learn user-friendly functional assessment and behavioral intervention techniques for young children with autism who are served in inclusive early childhood settings. Participants will master assessment and intervention strategies that decrease challenging behaviors demonstrated by these young children to facilitate their academic and social success in these settings.
Scribbling with Your Eyes, Reading with Your Hands: Early Literacy Supports for Children with Severe Disabilities
Patsy Pierce
Sharing Books with ALL Children Ages Birth-to-Five
(Pierce & Erickson, 2006) (DOC: 1525kb)
Scribbling with Your Eyes, Reading with Your Hands (PPT: 18490kb)
Shared reading and writing activities are evidenced-based approaches that help pre-K children develop the foundations for literacy learning. In this session, participants will be introduced to alternative pencil use with pre-K children with significant disabilities. Three-dimensional shared reading supports will also be demonstrated. These two techniques help children with significant disabilities to participate in shared reading and writing experiences.
SpecialQuest Training Institute
The Crazy Quilt of Child Care: Understanding and Connecting to the Spectrum of Early Care and Education Settings
Kathy Reschke
UNDERSTANDING AND CONNECTING TO THE SPECTRUM OF ECE SETTINGS (DOC: 94kb)
The Crazy Quilt of Child Care: Understanding & Connecting to the Spectrum of Early Care & Education Settings (PPT: 155kb)
Before entering kindergarten, the majority of young children with mild or unidentified disabilities, special needs and challenging behaviors are not primarily in publicly funded group settings where they may be most easily identified and served. In fact, young children spend their days in a variety of environments that range from care by grandma to a preschool program in a church basement to a licensed family child care home. In this session, information will be shared about key characteristics of the most commonly used types of early care and education, including information about families who choose them and the caregivers who work in them. Time will also be given for brainstorming with colleagues about how to use this information to develop effective strategies for reaching children in each type of environment and providing education and supports to their caregivers and parents.
Who Sees What As a Problem Anyway? Managing and Sustaining Change
Kathy Whaley
Understanding Change: Diagnostic and Planning Tools (PDF: 64kb)
Who Sees What As a Problem Anyway? Managing and Sustaining Change (PPT: 329kb)
Organizations and programs frequently change polices and practices in response to identified issues, new laws and perceived problems. Organizational change requires systematic attention to strategies which support change management and focus on the personnel affected. Considerations for identifying, sustaining and evaluating programmatic change will be shared. Models for analyzing innovations and their perceived impact will provide points for discussion.
Concurrent Sessions
Thursday, August 2, 2007
11 : 00 AM - 12 : 30 PM
Managing the Behavior of Young Children with Autism in Inclusive Classrooms
Brian Boyd
Managing the Behavior of Children with Autism in Inclusive Classrooms (PPT: 936kb)
In this presentation, participants will learn user-friendly functional assessment and behavioral intervention techniques for young children with autism who are served in inclusive early childhood settings. Participants will master assessment and intervention strategies that decrease challenging behaviors demonstrated by these young children to facilitate their academic and social success in these settings.
Meeting the Needs of Infants and Toddlers in Child Care
Kathy Reschke
Meeting the Needs of .Infants and Toddlers in Child Care (PPT: 982kb)
Children are best served when disabilities and delays are identified early and when the adults that care for them receive the information and supports that they need to provide the best care possible. But that can prove challenging when almost three-quarters of infants and toddlers of working mothers are being regularly cared for by someone other than a parent. In this session, we will 1) review trends and initiatives across states related to infants and toddlers in child care settings; 2) take a closer look at the types of infant and toddler caregiving settings; and 3) discuss the potential for, and challenges of, connecting to, partnering with, and supporting the various types of caregivers. Participants will have the opportunity to share and discuss strategies for meeting the needs of infants and toddlers with disabilities and developmental delays in a variety of child care settings.
RTI Goes to Pre-K: An Early Intervening System Called Recognition and Response (R&R)
Virginia Buysse, Margaret Gillis, Jen Neitzel, Tracey West
RTI Goes to Pre-K (PPT: 9190kb)
Recognition and Response in Early Childhood Education (PDF: 64kb)
RTI Goes to Pre-K An Early Intervening System Called Recognition and Response (PDF: 594kb)
Implementation of Recognition and Response in Tiers 1, 2, and 3 (PDF: 36kb)
Recognition and Response (R&R) Implementation Planning Worksheet (PDF: 29kb)
This session explores a promising multi-tier model called Recognition and Response (R&R), which represents a translation of Response to Intervention (RTI) for use with three- to five-year-olds with learning difficulties in early childhood settings (e.g., Head Start, child care, preschool, pre- kindergarten). The session includes a description of the origins of R&R and the rationale for using a multi-tier model for early intervening. Participants will have an opportunity to consider methods of universal screening and progress monitoring as part of an integrated assessment plan and review instructional support strategies within a three-tier model.
SpecialQuest Training Institute
Where We Have Been and Where We Are Going – Preschool LRE in Arkansas
Sandra Reifeiss
This presentation will provide an overview of the strategies that Arkansas has utilized in providing children with disabilities more opportunities to receive their special education services in settings with typically developing peers. The results, the activities and how they have affected Indicator 06: Percent of preschool children with IEP’s aged 3 through 5 on the Part B State Annual Performance Report will be discussed.