1 / 49

Considerations for Implementing Inclusive Preschool Programs

Considerations for Implementing Inclusive Preschool Programs. Vivian James, Ph. D & Bobbie Rowland, Ph. D. Objectives of Workshop. Identify overall process and goals for developing an Inclusive Preschool Program: Planning Phase Implementation Phase Evaluation Phase

orpah
Télécharger la présentation

Considerations for Implementing Inclusive Preschool Programs

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  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

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

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

  6. Planning Phase • Administrative Planning • Strategic Planning • Interagency Agreement • Program Planning

  7. 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

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

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

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

  11. 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.

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

  13. 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.

  14. 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

  15. 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

  16. 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

  17. 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

  18. Classroom Teacher StrategiesActivity Based Intervention • Child-directed transactional approach • To develop functional skills • Routine activities, • Planned activities, • Child-initiated activities

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

  20. 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.

  21. Administrative SupportEmbedded 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.

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

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

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

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

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

  27. 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.

  28. 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

  29. 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. ACT: Continuous Improvement

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

  31. 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.

  32. 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.

  33. 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

  34. 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.

  35. 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.

  36. 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. • 1997 - “NC Guide for the Early Years”was published.

  37. 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. • 2000 - School Readiness in North Carolina – Strategies for Defining, Measuring, and Promoting Success for All Children – Report of the Ready forSchool Goal Team was approved by the NC State Board of Education and published.

  38. Historical Overview: • 2000 - NC School Readiness Assessment • 2000 - NC Star Rated License System for Child Care and Family Child Care Homes was initiated. • 2001 - North Carolina’s Kindergartens and Schools Technical Reportpublished.

  39. 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.

  40. Historical Overview:Where Have We Come From? • 2004 - Pilot Study to Validate the EC TPAI (now PKKTPAI). • 2005 - Early Learning Standardsfor North Carolina Preschoolers and Strategies for Guiding Their Success (“Foundations”) approved and published. • 2006 - PKKTPAI approved by NC State Board of Education.

  41. 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

  42. 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

  43. 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

  44. 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

  45. 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

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

More Related