An Individualized Education Plan (IEP) is an important tool to support children with disabilities. Sometimes, children need extra help to support their development so that they can access learning in the classroom. IEPs help ensure children identified with a specific learning issue can receive specialized services and support.
With an IEP, a child can receive speech therapy, occupational therapy (OT), and other services to support their growth and development. Yet, in Worcester and other Commonwealth communities, getting IEP services is challenging for many families.
The Commonwealth Preschool Partnership Initiative (CPPI) grant program is transforming the way IEP services are administered to Worcester preschool children. Thanks to a CPPI grant, Worcester families can access an itinerant team that brings IEP services directly to their children at early education and care programs.
'Teachers Like That They're Getting Support, and Parents Like That Their Kids Have an Uninterrupted Day.'
Before the community-based itinerant team, children in community-based programs had to go to a Worcester public school for services. That interrupted their learning day and was a headache for many parents.
Some parents would send their children to a preschool program, pick them up, bring them to Worcester Public Schools (WPS) for services, and, if there was enough time, take them back to their preschool.
Some parents sacrificed a day of preschool to get their children IEP services at WPS.
Many more children had to be bused around the city to get their services, chopping up their day and adding transitions, and time spent on learning was disrupted.
For programs, the shuttling of children impacted staffing. One director had a staff person who would have to leave the classroom to help a child get to and from the bus so they could receive services. Then, when the child returned from receiving services, their teacher would have to help them acclimate to the classroom again.
Perhaps worst of all, parents would forgo IEP services to send their children to a preschool program since they had no way of picking them up and bringing them to WPS.
The itinerant team addresses these challenges. Team members travel to Worcester preschool programs, deliver IEP services to children on site, and share what they observe with parents, teachers, and staff.
"This grant is good for families," says Sharon MacDonald, President and CEO of Worcester childcare agency the Guild of St. Agnes. "It allows kids to get IEP services and be seen in our program and not have to worry about kids getting bused to Worcester Public Schools."
'Parents and Teachers Are Getting Clarity on Kids' IEPs.'
In addition to providing services to children at early learning programs and centers, the itinerant team is helping parents understand their children's IEPs.
For example, an IEP could say that a child will receive two hours of speech therapy services weekly. A parent might not know if that means two hours per day or per week, and they might not know how many hours of public preschool they need to attend to receive those services.
The itinerant team visits preschool programs and centers and assists children on IEPs and the teachers and staff who care for and support them every day. Team members also share their knowledge and insights with the parents of children on IEPs. That way, everyone involved in the care of a child can work together to make sure that they fully benefit from these services.
"The itinerant team works with kids in the classroom and gets hands-on experiences with them, and our teachers get insights into how kids interact with their peers and can share what they see with these kids' parents," Sharon says.
'It's Been a Great Support System to Our Teachers.'
Darlene Belliveau, Director of Children’s Services at YWCA Central Massachusetts, says the itinerant team has delivered services in six of the center's classrooms. The team also supported the professional development of YWCA's staff. Plus, it has helped the YWCA further its mission to create and maintain an inclusive environment and take a comprehensive approach to learning.
"It was one of the best ideas for Worcester Public Schools staff to come on board and build relationships with our staff," Darlene points out. "They give kids access to the required supports without transitions."
Some of the things that the itinerant team has done to help YWCA staff assist both children on IEPs and others at preschool programs and centers include:
- Creating "then and now" storyboards to show kids sequences of events, actions, or activities visually
- Using lanyards with pictures of things like a stop sign or a child cleaning to show children how to perform specific tasks in the classroom
- Setting up a visual schedule of activities so children know what activities will happen throughout the day
"YWCA educators have the tools and strategies now to service vulnerable populations better and be more inclusive," Darlene says.
'Families Are So Grateful Because They Don't Have to Worry About Pulling Their Kids Out of Preschool and Putting Them on the Bus So They Can Get IEP Services.'
Today, the itinerant team delivers IEP services across the following areas:
- Behavioral health
- Speech and language
- Special education
Colleen Newell, Special Education Early Childhood Coordinator at WPS, has played a key role in the itinerant team's success. She has built the team, coordinates the CPPI grant funding for it, and communicates with families to set up the IEP services to be delivered to children at their centers.
Getting the itinerant team off the ground began last year, Newell says. WPS assessed the areas of need for students as it developed the itinerant team. "It's a top priority for us to assist kids dealing with special needs," she says.
Edward Street "made an impact" on the itinerant team, Sharon says. When the CPPI grant first became available in the Commonwealth, Edward Street CEO Kim Davenport invested in learning about the grant and trying to bring Worcester Public Schools together with community-based providers to access its funds.
"There were several hurdles that Worcester faced, including changes in superintendents, which delayed our application," Sharon points out. "Despite that, Kim stayed in contact with the Department of Early Education staff and learned as much as she could about other school districts and how they used these resources, so that when Worcester was ready to apply for the grant, we were able to move quickly and implement the program strategically and effectively."
To date, the itinerant team has made a difference among Worcester families and care providers. "The communication now is much stronger because IEP services are delivered on site, and there's much more of a team approach," Colleen says.
This year's team includes two new specialists: an Occupational Specialist and a second Speech & Language Specialist. There's also the potential that the team could provide services and support as Worcester preschoolers transition to kindergarten.
"Families trust that what's already built is even more solid now, which is really huge," Colleen points out.
Show Your Support for the Itinerant Team Model
CPPI funding for the itinerant team has been renewed through June 2026. Reach out to your state legislators, Worcester Public Schools Superintendent Brian Allen, and Worcester School Committee to encourage WPS to pursue additional grant funding for the itinerant team. "We want to provide as many services as our team can manage," Sharon says.
Edward Street supports the itinerant team and its efforts to deliver IEP services to children at preschool and early education and care programs in Worcester. We have been planning for this as a community for a while. Seeing it come to fruition is very exciting.
"We are so grateful to the Department of Early Education and Care and the CPPI grant for making this possible. The WPS leadership has been tremendous in standing up a stellar team of specialists who are supporting children, educators, and families in new ways," says Kim. "The impact of this shift of service is only going to grow in the coming year."
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