Sandy Smith, Supervisor Sandra Erickson, Resource Teacher Callie Locascio, CDA/Technology

Our Models-Past and Present Most were self- contained Center, SVE, IVE, ASD, EBD, LI, DHH, ½ day VE,½ day SI 3 Classrooms reverse mainstream (12 ESE/4 Typical) 4 Inclusion teachers for community and Head Start Most are included Blended VE 3 year olds and 4- 5 year olds, Blended LI, Inclusion teachers (5), Itinerant services, SLP’s to Community sites and Head Start Self contained-Center, SVE, ASD, EBD, ½ day SI-all have decreased except ASD

Classrooms Serving 1294 students with 10% served in full time inclusion Year One of Blended Model 102 Classrooms Serving 1134 students with 38% served in full time inclusion 90% received a K code Currently 116 Classrooms Serving 1198 students with 73.48% served in full time inclusion 97% receive inclusion opportunities during day

Model Descriptions Blended 3 year old (Title 1 and Fee Pay) Blended 4-5 year old (VPK) Blended Language Impaired (VPK) Inclusion Teachers Community Inclusion SLP’s

Students Transitioned to Gen Ed K students transitioned 29 Retained 29 Center/SVE, 13 ASD, 55 EBD 70 % Gen Ed students transitioned: 24 Retained 13 Center/SVE, 27 ASD, 43 EBD 68% Gen Ed.

students transitioned 11 Retained 19 Center/SVE,20 ASD, 30 EBD 81% Gen Ed (proposed) 581 students transitioned 5 Retained 17 Center/SVE, 47 ASD, 18 EBD 80% Gen Ed. (proposed)

Professional Development Materials/Supplies/Curriculum : Trainings to address new inclusion models: Collaboration – day-long training for teams of teacher/CDA/associate. Developing collaborative lesson plans Differentiating instruction Disability awareness : Materials/Supplies: Additional furniture needs for increased number of students Harder/easier puzzles, toys, books, manipulative for increased variety of levels Piloted literacy curriculum Support staff Four inclusion teachers supported blended classroom teachers with monthly visits

Trainings and materials (cont.) Trainings Developmentally Appropriate practices Scaffolding – Beyond Centers and Circletime Collaboration Teaching in Centers Materials Houghton Mifflin literacy curriculum Continued to expand classroom libraries – focus nonfiction Added math extension kits Staff Added resource teacher – focus on knowledge of typical development and appropriate activities Continued support from inclusion teachers

Trainings and materials (cont.) Trainings Collaboration Differentiated instruction DEC speaker – Susan Maude – two day conference – accommodations Inclusive Centers resource book and CARA’s book from CEC Planning lessons for themes and centers Materials Focus on dramatic play centers Expanded libraries – nonfiction and science books and center materials

Training and materials (cont.) Trainings Collaboration Data collection Peer models and facilitating peer interactions Supporting students with significant needs Dr. Phyllis Jones (USF): trained 10 “teacher supporters” 2 separate trainings with 5 small groups of teachers series of 5 monthly Professional Learning Community meetings (five varying locations to accommodate teacher travel) PLC groups are facilitated by the teacher supporters

Materials Pretend play – puppet theatres and puppets Big books and continued expansion of class libraries Need for special seating and other equipment and materials (feeding, toileting) in more classes to include students with physical needs Staff Two behavior specialists to support teachers in blended classes with students who have behavior concerns and to support teachers in general classroom management Continued support from inclusion teachers and resource teachers – who also serve as teacher supporters along with classroom teachers Training and materials (cont.)