Post on 05-Jan-2016
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
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))
Results Driven Accountability
e
Focused TA support a few LEAs
Targeted Technical Assistance to some LEAs
based on data
Differ
entiat
ed
Core
Supp
lemen
tal
Supp
ort
Intensive
Support
NC Department of Public Instruction, Exceptional Children Division
Technical Assistance & Training Offered to all LEAs
Continued follow-up to sustain efforts
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
Cumberland County Schools’ RDA Process
Inclusion Journey
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
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.
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!)
Exploration and Adoption 2010-2011Inquiry 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
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.
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
Program Installation 2011-2012
3. Implemented New Classroom Configurations
Initial Implementation 2012-2013
Conducted a series of professional development activities around “Embedded Intervention: A Team Approach”
Developed a plan for teacher supportEmbedded instructionClassroom coaching and collaboration
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
Focus on Cumberland County 2011Excluding children enrolled in Kindergarten
RECP 10+ In Class Ser-
vices
RECP 10+ Services
Other Loca-tion
RECP <10 In Class Ser-
vices
RECP <10 Services
Other Loca-tion
Special Edu-cation Class-
room
Separate School
Residential or Hospital
Facility
Home Service Provider Lo-
cation
NC 0.329 0.2053 0.0278 0.0343 0.207 0.0288 0.0007 0.03 0.1361
LEA 0.243107769423559
0.175438596491228
0.0025062656641604
0.0100250626566416
0.441102756892231
0 0 0.0100250626566416
0.117794486215539
3%
8%
13%
18%
23%
28%
33%
38%
43%
48%
Educational Environments for Children Ages 3-5
Focus on Cumberland County 2012
DRAFT
Focus on Cumberland County 2012
DRAFT
An embedded intervention success story
Cameron
Background
Had attended a separate 3-year-old class
Enrolled in Title One/State PreK August 2012
Problematic behaviors - school, home, and
childcare setting
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)
Play and Teaching Strategies
Waiting Modeling Novelty Sensory Diet choices Visuals and icon schedules Music Red light/Green light Computer & iPad
Attends to teacher-directed activities in small group setting
I am creative!
SPRING,
2013
Initiates conversations with peers & adults
My friends help when I ask.
SPRING,
2013
Complete fine motor tasks
Animal puzzles, yes!
SPRING,
2013
Increased meaningful play in centers
My friends are fun!
SPRING,
2013
Takes turns with a friend
We take turns at the Smart Board.
SPRING,
2013
Listen to my story……