1. Considerations for Implementing Inclusive Preschool Programs Vivian James, Ph. D & Bobbie Rowland, Ph. D

2. Objectives of Workshop Identify overall process and goals for developing an Inclusive Preschool Program: –Planning Phase –Implementation Phase –Evaluation Phase –Continuous Program Improvement Phase

3. Collaboration of Stakeholders More at Four Program Head Start Program Exceptional Children Preschool Program Title I Pre-Kindergarten Program Even Start Program Nonpublic Preschool/Childcare Programs

5. Where Should Administrators Start? Program Development, Evaluation & Improvement Teacher Development, Evaluation & Improvement

6. PLAN (Program &Curriculum & Assessment) DO (Implementation & Instruction & Staff Training) STUDY (Program Evaluation & Child Assessment) ACT (Plan of Action & Improvement) A Dynamic Model for Educational Program Improvement Center for Gifted Education – School of Education – The College of William and Mary

7. Planning Phase Administrative Planning Strategic Planning Interagency Agreement Program Planning

8. Administrative Planning Relationship building amongst administrators. Crosswalk different program regulations and laws. –Identify highest standard from each program and comply across program. Adopt an attitude of shared “ownership” of all children

9. Strategic Planning Joint philosophy & mission statement: –Program goals & objectives –Definition of inclusion –Commitment to families Establish parameters for classroom configurations and staffing patterns.

10. Clarify Roles & Responsibilities Program Administrators Classroom, Itinerant, and Related Service Staff Other staff as appropriate

11. Interagency Agreement Set parameters for application & enrollment process Set parameters for financial responsibilities Set parameters for mutually agreed upon classroom configurations & staffing

13. Program Planning: Key Factors Select key classroom curriculum & child assessment instruments. Develop model support system for children and teachers in inclusive classes. Develop professional development program.

14. Curriculum & Child Assessment High fidelity implementation of research based curriculum. High quality teacher-child interactions. Meaningful child assessment which is tied to planning process.

15. Support Systems in Inclusive Classrooms B-K licensed teacher can act as the primary case manager for a child’s IEP. Requires intentional planning for on-going support and professional development.

16. Key Factors to Consider Teacher experience level. Teacher knowledge of disabilities. Teacher openness to including children with disabilities. Need for structured system for support and training

17. Support Systems in Inclusive Classrooms Regularly Scheduled Team Meetings Classroom Consultants Identify parameters for Itinerant Direct Services Identify, develop capacity for, and facilitate embedded and integrated therapy Regularly Scheduled Team Meetings Classroom Consultants Identify parameters for Itinerant Direct Services Identify, develop capacity for, and facilitate embedded and integrated therapy Regularly Scheduled Team Meetings Classroom Consultants Identify parameters for Itinerant Direct Services Identify, develop capacity for, and facilitate embedded and integrated therapy Regularly Scheduled Team Meetings Classroom Consultants Identify parameters for Itinerant Direct Services Identify, develop capacity for, and facilitate embedded and integrated therapy Regularly Scheduled Team Meetings Classroom Consultants Identify parameters for Itinerant Direct Services Identify, develop capacity for, and facilitate embedded and integrated therapy Regularly Scheduled Team Meetings Classroom Consultants Identify parameters for Itinerant Direct Services Identify, develop capacity for, and facilitate embedded and integrated therapy Regularly Scheduled Team Meetings Classroom Consultants Identify parameters for Itinerant Direct Services Identify, develop capacity for, and facilitate embedded and integrated therapy Regularly Scheduled Team Meetings Classroom Consultants Identify parameters for Itinerant Direct Services Identify, develop capacity for, and facilitate embedded and integrated therapy

18. Support Team Meetings –Monthly team meetings for classroom, itinerant teachers and related service providers. –Develop agendas which include: Individual case studies & problems Brainstorming for solutions Timelines for implementing suggestions Method of reporting back to the team

19. Coaches/Consultants Regularly scheduled observations and meetings with classroom teacher Formalize way to documents visits Assist with: –Training- IEP writing –Meeting- LEA meetings –Families – communicating with families

20. Classroom Teacher Strategies Activity Based Intervention Child-directed transactional approach To develop functional skills –Routine activities, –Planned activities, –Child-initiated activities

21. Activity Based Intervention Embeds intervention goals in: –Routine activities, –Planned activities, –Child-initiated activities

22. Embedded & Integrated Therapy When therapy and specialized instruction occur in the classroom with other children usually present, and in the context of ongoing routines and activities. Specialized providers model how to implement goals in classroom.

23. Administrative Support Embedded Therapy Plan for scheduled collaboration/consultation time between related service providers & classroom staff. Ensure training for related service providers. Formalize process for documentation of efforts.

24. Professional Development Program General Program Requirements. Inclusion Program Needs. Support System Staff Needs. Collective Needs of Teaching Staff: Trends from Assessment of Teacher Performance.

25. General Program Requirements High quality implementation of researched-based classroom curriculum. Authentic, on-going assessment processes. Foundations, Early Learning Standards and Early Childhood Development.

26. Inclusion Program Needs Activity Based Intervention Disability Specific Training Positive Behavior Support

27. Support System Staff Needs Embedded & Integrated Therapy Training. Coaching/Consultation Skills Training. Disability/Therapy Specific Training.

28. Individual Staff Development Process Performance Appraisal Ratings Self-assessments Coaching observations Independent Growth Plans

29. Study & Evaluation of Program Identify trends from the individual Teacher Performance Assessments to establish program level staff development goals. Identify trends from individual Child Assessments to establish program level staff development & continuous improvement program plan.

30. Models for Measuring Child Outcomes for Program Evaluation Head Start must report child outcomes tied to program evaluation; program specific measures. Exceptional Children Program required to document child outcomes; state wide measurement process tied to authentic, on- going assessment measures. Adopted the Child Outcome Summary Form measurement model

31. ACT: Continuous Improvement Program, Teacher & Child Outcome Assessments –Guide program development –Guide continued professional development –Guide focus of a Continuous Improvement Plan for the Program from one year to the next.

32. PLAN (Program &Curriculum & Assessment) DO (Implementation & Instruction & Staff Training) STUDY (Program Evaluation & Child Assessment) ACT (Plan of Action & Improvement) A Dynamic Model for Educational Program Improvement Center for Gifted Education – School of Education – The College of William and Mary

33. Teacher Performance Assessment Process ECERS and ITERS- minimum Need to Assess Teachers: –Knowledge: a responsive environment. –Knowledge: child growth & development. –Knowledge & application: authentic, on-going child assessment. –Knowledge & ability to foster: child self regulation.

34. Historical Overview: Pre-K & Ktg. Teacher Performance Appraisal Instrument 1950’s through the 1980’s Public and Private efforts to establish appropriate criteria for evaluating teachers of young children. 1953 – NC Kindergarten Association founded. 1969 – NC Public Kindergartens opened, pilot project offered full day, school day long classrooms. 1974 – NC Kindergarten Association becomes NCAEYC.

35. Historical Overview 1985 - NC TPAI for K-12 teachers was developed. 1985 - NAEYC established a national, voluntary accreditation system to set professional standards for early childhood education programs, and to help families identify high- quality programs (NAEYC, 1985). 1986 - Plaza Road pilot PreK project in CMS started with Title I funding

36. PreK/K Task Force for Program Development 1988 – Taskforce began. The Task Force began to define “ Developmentally Appropriate” Programs. Members included: –Early Childhood teachers –Principals and supervisors –University, College, and Community College faculty –DPI personnel.

37. More Taskforce Accomplishments Synthesized a list of competencies necessary for teachers of young children. Revised the 1985 NC TPAI for K-12 teachers to be appropriate for Early Educators - EC TPAI. 1989 - Broader statewide implementation of the pilot PreK Title I project.

38. Historical Overview: 1992 - NC ASCD Report - “A Call for Leadership” was published. 1992 - B-K License (Guidelines and Competencies) received State approval. 1994 - B-K Higher Education Consortium was formed. NC Guide for the Early Years NC Guide for the Early Years1997 - “NC Guide for the Early Years” was published.NC Guide for the Early Years

39. Historical Overview: 1997 - Revision of the EC TPAI by B-K Higher Education Consortium to be more inclusive (children with and without disabilities and other special needs). 2000 - TPAI for K-12 teachers revised (TPAI-R) to reflect current research and standards in teaching. Report of the Ready for School Goal Team2000 - School Readiness in North Carolina – Strategies for Defining, Measuring, and Promoting Success for All Children – Report of the Ready for School Goal Team was approved by the NC State Board of Education and published.

40. Historical Overview: NC School Readiness Assessment NC School Readiness Assessment2000 - NC School Readiness AssessmentNC School Readiness Assessment NC Star Rated License System for Child Care and Family Child Care Homes NC Star Rated License System for Child Care and Family Child Care Homes2000 - NC Star Rated License System for Child Care and Family Child Care Homes was initiated.NC Star Rated License System for Child Care and Family Child Care Homes North Carolina’s Kindergartens and Schools Technical ReportNorth Carolina’s Kindergartens and Schools Technical Report published.2001 - North Carolina’s Kindergartens and Schools Technical Report published.North Carolina’s Kindergartens and Schools Technical Report

41. Historical Overview: 2001 North Carolina Birth-through-Kindergarten Standards were developed and approved. The standards included the following: –A revision of the 1992 B-K License Guidelines and Competencies. –An outline for the process of licensure. –A definition of successful teaching performance.

42. Historical Overview: Where Have We Come From? 2004 - Pilot Study to Validate the EC TPAI (now PKKTPAI). Early Learning StandardsEarly Learning Standards2005 - Early Learning Standards for North Carolina Preschoolers and Strategies for Guiding Their Success (“Foundations”) approved and published.Early Learning Standards 2006 - PKKTPAI approved by NC State Board of Education.

43. Program & Teacher Assessment: The Latest News 2007 - PKKTPAI statewide training begins to support TLU 2007 – State Board of Education (SBE) adopts NC New Professional Teaching Standards and a new evaluation system 2008 – SBE convenes teacher education panels to revise all teacher education standards, including B-K

44. PKK TPAI Major Functions Major Function 1: Facilitates Growth Development and Learning Major Function 2: Provides Developmentally Appropriate Learning Environment Major Function 3: Fosters Self-Regulation in Children Major Function 4: Implements Developmentally Appropriate Assessment Strategies Major Function 5: Effectively Communicates & Participates within the Educational Environment

45. PKK TPAI Information for Programs Research based instrument Holistic rating system Assesses pre-k teaching practices Allow for teacher self assessment Identifies areas of best practices Informs the IGP development

46. Model for Teacher Evaluation & Development Process TLU team model using the PKK TPAI –Teacher conducts self assessment –Evaluator measures teacher progress –Administrator acts as a team member –Mentor gives guidance through the independent growth plan process

47. Model for Teacher Evaluation Results of this model indicates: –Teachers increased professionalism –More developmentally appropriate practices –Facilitated sharing of ideas –Better prepared teachers for the evaluation process

48. PLAN (Pre-service and Professional Development Training) DO ( Implementation of Curricula, Child Assessment, Inclusion Practices in the Classroom) STUDY (Self-Assessment, Teacher Assessment, Child Assessments) ACT (Plan of Action: Independent Growth Plan) A Dynamic Model for Teacher Improvement