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Developing & Implementing an Intentional Inclusion PreK Program: A Team Approach

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. Educational Environments.

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Developing & Implementing an Intentional Inclusion PreK Program: A Team Approach

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  1. Developing & Implementing an Intentional Inclusion PreK Program:A Team Approach Office of Early Learning and Exceptional Children Division, NC Department of Public Instruction withCumberland County Schools

  2. 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))

  3. Results Driven Accountability e IntensiveSupport Continued follow-up to sustain efforts Focused TA support a few LEAs SupplementalSupport Targeted Technical Assistance to some LEAs based on data DifferentiatedCore Technical Assistance & Training Offered to all LEAs NC Department of Public Instruction, Exceptional Children Division

  4. 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

  5. Cumberland County Schools’ RDA Process InclusionJourney

  6. Cumberland County Schools’ Inclusion Journey Early Development • 1987 Just glad to be here(PL99-457) • 1990 Added two separate classes • 2010 Had grown to 24 separate classes and 3 inclusive classes administered by the special education department

  7. Cumberland County Schools’ Inclusion Journey • 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.

  8. Stages of Implementation • Exploration and Adoption between 2010 and 2012 • Program Installation August 2012 • Initial Implementation2012 - 2013 • Full Operation (We’re working on it.) • Innovation (We know we can.) • Sustainability (Will be the legacy of our work!)

  9. Exploration and Adoption 2010-2011Inquiry Phase Creating the Preschool Inclusion Initiative Cross-Sector Leadership Team Taking Stock -- Assessment of Strengths and Needs Mapping where the children with IEPs are served with the group

  10. Program Installation 2011-2012Action Phase 1. Developing the strategic classroom/staffing plan through a Title I and Special Education agreement at the Director level using existing resources.

  11. Program Installation 2011-2012Action 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

  12. Program Installation 2011-2012 3. Implemented New Classroom Configurations

  13. 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

  14. 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

  15. Focus on Cumberland County 2011Excluding children enrolled in Kindergarten

  16. Focus on Cumberland County 2012 D R A F T

  17. Focus on Cumberland County 2012 D R A F T

  18. Cameron An embedded intervention success story

  19. Background • Had attended a separate 3-year-old class • Enrolled in Title One/State PreK August 2012 • Problematic behaviors - school, home, and childcare setting

  20. 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)

  21. Play and Teaching Strategies • Waiting • Modeling • Novelty • Sensory Diet choices • Visuals and icon schedules • Music • Red light/Green light • Computer & iPad

  22. Attends to teacher-directed activities in small group setting S P R I N G, 2 0 1 3 I am creative!

  23. Initiates conversations with peers & adults S P R I N G, 2 0 1 3 My friends help when I ask.

  24. Complete fine motor tasks S P R I N G, 2 0 1 3 Animal puzzles, yes!

  25. Increased meaningful play in centers S P R I N G, 2 0 1 3 My friends are fun!

  26. Takes turns with a friend S P R I N G, 2 0 1 3 We take turns at the Smart Board.

  27. Listen to my story……

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