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Published byElaine Merritt Modified over 9 years ago
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Developing & Implementing an Intentional Inclusion PreK Program: A Team Approach Office of Early Learning and Exceptional Children Division, NC Department of Public Instruction with Cumberland County Schools
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Educational Environments Indicator 6: Percent of children aged 3 through 5 with IEPs attending: A. Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program; and B. Separate special education class, separate school or residential facility. (20 U.S.C. 1416(a)(3)(A))
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Results Driven Accountability e Focused TA support a few LEAs Targeted Technical Assistance to some LEAs based on data Differentiated Core Supplemental Support Intensive Support NC Department of Public Instruction, Exceptional Children Division Technical Assistance & Training Offered to all LEAs Continued follow-up to sustain efforts
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Results Driven Accountability Using data to decide which school systems get what kind of level of support from the state: Preparation phase: identify the data Inquiry phase: conduct data analysis and determine root cause Action phase: plan for improvement, implement plan, assess progress
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Cumberland County Schools’ RDA Process Inclusion Journey
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Cumberland County Schools’ Inclusion Journey Early Development 1987Just glad to be here (PL99-457) 1990Added two separate classes 2010Had grown to 24 separate classes and 3 inclusive classes administered by the special education department
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Cumberland County Schools’ Inclusion Journey 2010 Initial Attempts Possible decrease in funding from the state. Implemented 5 Title I and Special Education blended classes. No plan for classroom support nor professional development to prepare teachers.
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Stages of Implementation Exploration and Adoption between 2010 and 2012 Program Installation August 2012 Initial Implementation 2012 - 2013 Full Operation (We’re working on it.) Innovation (We know we can.) Sustainability (Will be the legacy of our work!)
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Exploration and Adoption 2010-2011 Inquiry Phase 1.Creating the Preschool Inclusion Initiative Cross-Sector Leadership Team 2.Taking Stock -- Assessment of Strengths and Needs 3.Mapping where the children with IEPs are served with the group
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Program Installation 2011-2012 Action Phase 1. Developing the strategic classroom/staffing plan through a Title I and Special Education agreement at the Director level using existing resources.
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Program Installation 2011-2012 Action Phase 2. Developed a rubric with factors for IEP teams to consider when making LRE decisions: Child language developmental levels Child social developmental levels Ability to make transitions Classroom curriculum requirements and accommodations/supports needed
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Program Installation 2011-2012 3. Implemented New Classroom Configurations
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Initial Implementation 2012-2013 Conducted a series of professional development activities around “Embedded Intervention: A Team Approach” Developed a plan for teacher support Embedded instruction Classroom coaching and collaboration
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Professional Development Plan “Coaching in the Inclusive Classroom” Coaching Agreement Embedded Intervention Lesson Planning Data Collection Coaching Log Implemented the “Case Study” small-group PLC Developing high-quality, functional IEP goals & priority learning targets
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Focus on Cumberland County 2011 Excluding children enrolled in Kindergarten
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Focus on Cumberland County 2012 DRAFTDRAFT
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DRAFTDRAFT
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An embedded intervention success story Cameron
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Background Had attended a separate 3-year-old class Enrolled in Title One/State PreK August 2012 Problematic behaviors - school, home, and childcare setting
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Presenting Behaviors, August 2012 Mother Behaviors interfere with learning and interacting with peers. Tantrums Verbal communication For the future: – Functioning on level with typical peers – Success in all areas of development. Teacher & Itinerant Toilet training Safety for self and others Communication (receptive and expressive) Social Skills (interacting with peers appropriately) Sensory (calming strategies)
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Play and Teaching Strategies Waiting Modeling Novelty Sensory Diet choices Visuals and icon schedules Music Red light/Green light Computer & iPad
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Attends to teacher-directed activities in small group setting I am creative! S P R I N G, 2 0 1 3
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Initiates conversations with peers & adults My friends help when I ask. S P R I N G, 2 0 1 3
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Complete fine motor tasks Animal puzzles, yes! S P R I N G, 2 0 1 3
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Increased meaningful play in centers My friends are fun! S P R I N G, 2 0 1 3
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Takes turns with a friend We take turns at the Smart Board. S P R I N G, 2 0 1 3
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Listen to my story……
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