Preschool Disabilities. Exceptional Student Education District School Board of Collier County, Florida

Transcription

1 Preschool Disabilities Program Guidelines Exceptional Student Education District School Board of Collier County, Florida

2 Dr. Dennis L. Thompson Superintendent of Schools THE DISTRICT SCHOOL BOARD OF COLLIER COUNTY Patricia M. Carroll, Chair Kathleen Curatolo, Vice Chair Richard Calabrese, Member Steven J. Donovan, Member Julie Sprague, Member This report has been prepared by The District School Board of Collier County. Additional copies, if available, may be obtained by writing: The District School Board of Collier County Dr. Martin Luther King, Jr. Administrative Center Student Services 5775 Osceola Trail Naples, Florida Report Number: Coordinated by: Dr. Victoria Sartorio Karen Stelmacki No person in this district shall, on the basis of race, national origin, sex, disability, marital status, religion, or age, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity, or in employment conditions or practices conducted by The District School Board of Collier County. MISSION STATEMENT The District School Board of Collier County provides high quality educational experiences enabling all students to achieve their maximum potential in a safe, positive environment. For questions or complaints (adults) regarding the Educational Equity Act, Title IX, Section 504 (Rehabilitation Act), or the Americans with Disabilities Act, contact Allun Hamblett, Deputy Chief Administrative Officer/District, (239) For questions or complaints (students) regarding the Educational Equity Act, Title IX, or The Age Discrimination Act of 1975, contact Dr. Diedra Landrum, Coordinator of Student Services/School Counseling, (239) For questions or complaints (students) regarding Section 504 (Rehabilitation Act) and the Americans with Disabilities Act, contact Rick Gamret, Student Services/Psychological Services, (239) The address for the above contacts is: The District School Board of Collier County, 5775 Osceola Trail, Naples, FL

3 Contents 3 Preface 5 Introduction and Purpose 6 1. Child Find Procedures Recognition and Response 7 Identification, Referral and Screening 8 Educational Evaluation 9 Eligibility Criteria Individual Educational Plan Purpose and Function 12 Team Members 14 Placement 14 Implementation 15 Accommodations/Modifications 16 Progress Monitoring 18 Extended School Year 20 Assistive Technology 21 Matrix of Services Preschool Program Descriptions Special Classes 22 Inclusion Classes 22 Homebound/Hospitalized Instruction 24 Therapy 24 Collaborative Consultation 25 Related Services Role and Function of the Instructional Staff Paraprofessional 28 Classroom Teacher Planning and Managing Lesson Plans 30 Substitute Lesson Plans/Folders 30 Record Keeping 31 Curriculum-Based Assessment 31 Galileo Non-Negotiables 32 Teacher Timeline of Responsibilities 32 3

4 6. Learning Environment Physical Environment 33 Daily Routine 36 Curriculum 40 Inclusion Opportunities 42 Social Competence 44 Classroom Management 45 Infection Control Florida s Child Outcomes Measurement System Confidentiality Transition and Student Progression Transition from Early Steps (Part C) 52 Progression to kindergarten Determination of Continued Need for Special Education Continued Eligibility 56 Dismissal Parent Involvement Parents in IEP Process 57 Parent Rights of Access to Education Records ESE Certification Endorsements ESE Endorsements 60 Endorsement in Prekindergarten Disabilities 60 Appendix 1: Teacher Timeline of Responsibilities Appendix 2: Basic Pre-K Inclusion Class Referral Appendix 3: Early Learning Performance Standards (3 year olds) Participants receive copy of the VPK Education Standards for 4 year olds at training sessions. Appendix 4: Early Learning Performance Standards (5 year olds) 4

5 Preface There is mounting evidence that the human brain has a remarkable capacity to change in important ways in response to early experiences. While learning continues throughout the life cycle, there are critical periods of opportunity during which the brain itself can be altered or helped to compensate for problems. There are, to be sure, consequences of some genetic disorders or neurological disorders that are difficult if not impossible to reverse. Intensive, timely, and effective intervention efforts can ameliorate conditions and improve the expectations and the quality of life. The brain s ability to change and compensate during these first few years is remarkable. Federal law, in particular the Individuals with Disabilities Education Act (IDEA), Part B Preschool and Florida law provide for a free appropriate public education (FAPE) with related services for each eligible child. In Florida, children requiring special assistance and accommodations are referred to as exceptional students and their educational programming is called Exceptional Student Education (ESE). The aim of the District School Board of Collier County s preschool program for children with disabilities is to identify, evaluate, and to provide developmental, culturally appropriate practices, which will nurture each child s physical, socialemotional, self-help, communication, and cognitive development. Recognizing that a young child learns best through hands-on-experiences, the preschool program for children with disabilities will provide innovative learning opportunities both in the classroom and on the playground. Learning materials will create engaging, fun learning experiences with a balance between childdirected and teacher-directed activities. To meet the individual needs of children, accommodations and modifications are made to the District s Basic Prekindergarten (Pre-K) Curriculum as documented on the Individual Educational Plan (IEP). 5

6 Introduction and Purpose The term children with disabilities indicates children who are eligible for special education services and who have Individual Educational Plans (IEPs). Rule 6A , Florida Administrative Code (F.A.C.) defines a preschool child with disabilities as a child who is below five years of age on or before September 1 of the school year and has a sensory, physical, mental, or emotional condition that significantly affects the attainment of normal developmental milestones. This handbook has been developed by ESE staff to serve as an easy reference to the policies and procedures of the District School Board of Collier County as they relate to the preschool program for children with disabilities served under Part B of the IDEA. In an effort to maintain consistency in programs throughout the county, each staff member should become familiar with the contents of this handbook and follow the guidelines provided within. Understanding of program expectations will include: Creating a shared framework and common language; Knowledge of the alignment of the Early Learning Performance Standards for Three-Year-Olds and Florida s Voluntary Prekindergarten (VPK) Education Standards for Four-Year-Olds with the Galileo ecurriclum and assessment; Creating safe, appropriate, and stimulating environments for three and four-year-olds with disabilities; Guiding the selection of toys, curricula, equipment, and materials; Improving classroom instruction; Understanding the Child Find process of identification, location, referral, screening and evaluation/reevaluation; Providing all preschool children with the proper foundations for school; Promoting understanding of diversity and disability; and Defining the roles and responsibilities of Pre-K classroom staff. 6

7 1. Child Find Procedures Anyone who is knowledgeable of and concerned about the development of a young child a parent, childcare provider, preschool, health care professional, court system, agency, or a friend may refer a child. It is the responsibility of the District School Board of Collier County, in collaboration with the Florida Diagnostic and Learning Resources System (FDLRS) to identify, locate, and evaluate children, ages three-five, in need of assistance in social-emotional, cognitive, communication, self-help, and physical development. If you know a child who: Is suspected of having a delay or disability and is not of school age, the concerned individual or agency should contact FDLRS at (239) , or Toll Free at (888) ; Is suspected of having a disability or delay and is currently enrolled in the Basic Pre-K Program, the parent should contact the child s classroom teacher; or Has an Individualized Family Support Plan (IFSP) or Individual Educational Plan (IEP) and is new to the District, the parent should contact the Exceptional Student Education (ESE) office to identify the residence zone school to which the student should register. Recognition and Response The goal of Recognition and Response is to create high quality early childhood classrooms in which early care and education providers administer periodic, screening for all children and research-based interventions and progress monitoring for individual children who show signs of learning difficulties. Frequent screening and progress monitoring provide the teacher/provider with the means to identify a child who would benefit from additional help or attention. It also allows for tracking both the level and rate of developmental growth in the child. A hierarchy of increasingly intense interventions, used as part of the Recognition and Response system, is being implemented by FDLRS, the Early Learning Coalition of SW Florida, and the Basic Pre-K Program prior to a referral for evaluation to determine whether a child has a disability and in need of special education and related services, and the nature and extent of the exceptional education services that the child needs. The first level of this hierarchy (tier 1) provides early care and education providers with the means of determining whether additional help or attention for 7

8 the whole class may need to be modified and helps them identify children who require additional supports. The second level (tier 2) provides early care and education providers with specific instructional/developmental practices that have been shown to be effective in addressing a particular developmental problem using strategies that require minimal adjustments to routines in a child s environment. The third level (tier 3) provides early care and education providers with more intensive, individualized approaches. This involves a collaborative problemsolving process that includes parents and specialists assisting early care and education providers in selecting appropriate interventions linked to assessment data at each level of the intervention hierarchy. Early care and education providers use an intervention hierarchy as part of the problem-solving process to make decisions about how to link focused interventions with assessment data at each tier. Identification, Referral, and Screening Children may struggle in their early learning environment (i.e., home, child care, or early childhood setting) for a variety of reasons. The screening, the first step in the identification process, includes a vision, hearing, and a developmental assessment of physical, communication, social-emotional, and cognitive skills. Parental consent for screening is required. For children not already enrolled in the District s Basic Pre-K Program, and referred to FDLRS, a free developmental screening is available. Within three weeks of referral, the FDLRS Child Find Specialist schedules and conducts a screening in the child s native language and provides the early care and education provider with developmental strategies shown to be effective in addressing a particular developmental problem. For children enrolled in the District s Basic Pre-K Program, the classroom teacher conducts the developmental screening in the child s native language, within 45- days of the child s enrollment. Specific instructional/developmental strategies and appropriate interventions linked to assessment data are implemented by the classroom teacher following the procedures outlined in the Head Start Pre-K Teacher Handbook. FDLRS or the District school-based problem solving team (for preschool children already enrolled in the school district), including the parent, must make one of the following determinations, prior to the request for an evaluation: 8

9 Interventions procedures are appropriate in addressing the needs of the child and a referral for evaluation and consideration for ESE eligibility is not indicated. Interventions have been implemented and indicate that the child should be referred for evaluation and considered for ESE eligibility. The nature or severity of the child s areas of concern makes the intervention procedures inappropriate in addressing the immediate needs of the child. Compliance Note: General education interventions do not apply to children who are below mandatory school age and who are not enrolled in kindergarten. Educational Evaluation Evaluation is the process used to determine whether a student has a disability and in need of specially designed instruction and related services, and the nature and extent of special education services that the child needs. Parental consent is required. Evaluation specialists include, but are not limited to, persons such as school psychologists, speech-language pathologists, educational diagnosticians (teachers), social workers, and other school professionals as indicated by the child s screening outcomes. Child Find referrals for a speechlanguage evaluation are processed through the district-level Preschool Assessment Team for children who are not already enrolled in a District Basic Pre-K Program. The purpose of the evaluation is to clarify: whether a child has a physical or mental disability that substantially limits learning; whether a child s intellectual development is substantially above or below the average; a child s level of functioning which will aid in the planning of daily activities; the needs of the child which may interfere with learning; and the child s learning style. It is important and necessary that parents and professionals work together from the beginning to the end of the evaluation process. Areas included in an evaluation are determined in part by the particular problems displayed by the child through screening. Specific areas of development are assessed as needed, depending on the nature of what questions parents and the rest of the team want answered. 9

10 A variety of assessment tools and strategies are used to gather functional and developmental information and assist in determining the child s educational needs. The Battelle Developmental Inventory, 2 nd Edition (BDI-2) is an assessment tool used with all children referred for evaluation to the preschool program for children with disabilities. For children not proficient in the English language, evaluation procedures provide for the use of the language or other mode of communication commonly used by the child. Existing screening and evaluation information available from agencies that previously served the child will be used, as appropriate, in determining eligibility and need for special education and related services. This includes the utilization of the child s Exit BDI-2 assessment from Part C Early Steps. The IDEA indicates that an initial evaluation must be completed within 60 school days after obtaining written parent consent for evaluation. To the extent possible, the time and location of the evaluation activities are convenient for the parent and conducive to obtaining the most representative assessment of the child s developmental functioning. The following evaluation process is used so parents and teachers get the most understanding of the possible diagnosis. Compliance Note: In the event that the District does conduct an evaluation of a Part C Early Steps child who is turning three, consent for initial evaluation is obtained as the District did not provide IDEA, Part C services. If the District does not conduct any additional testing, and uses the existing data from Part C, the date of evaluation used by the District to establish eligibility would be used to establish the date for reevaluation. Eligibility Criteria A child is eligible for the preschool program for children with disabilities based upon meeting the eligibility criteria for one or more specific exceptionalities listed below and upon meeting the age three-five requirements. a) Intellectual disabilities b) Speech and language impaired c) Deaf or hard-of-hearing d) Visually impaired e) Physically impaired with orthopedic impairment, other health impairment, or traumatic brain injury f) Emotional/behavioral disabilities g) Specific learning disabilities h) Homebound or hospitalized i) Dual-sensory impaired j) Autism spectrum disorder k) Developmentally delayed 10

11 The child is age five or older on September 1 of the school year, is eligible for one of the programs identified above, and is assigned to a preschool program for children with disabilities under IDEA, Part B in accordance with the child s IEP. 11

12 2. Individual Educational Plan Every student with a disability who receives services under the IDEA must have an Individual Educational Plan, or IEP. This is a vital document because it contains key information about the student and the special education and related services he or she needs and will receive. Each student s IEP is developed annually by a team of people, including the student s parents and school professionals. The team uses information about the student, such as recent evaluation data, observations, curriculum-based assessments and input from the parents and school personnel. The team writes the IEP, which is then used to guide the special education and related services that the child receives. Each IEP contains: 1) a statement of the child s present level of academic achievement and functional performance, 2) the child s measurable standardsbased annual goals, and objectives when appropriate, 3) the special education and related services to be provided, 4) the extent to which the child will participate in the general education program, 5) the way in which the child s progress will be measured, and 6) the date of initiation and projected duration of services. Compliance Note: Parents often want to audiotape meetings, and the law allows it. If such is the case, the school must tape the meeting, separately for the student s education record. It is the district s policy to reschedule an IEP meeting when a parent spontaneously brings an attorney and the school district s attorney is not present. For Resources for Writing Measurable IEP Goals: 1. Log on to the District Exceptional Student Education website at and click on the navigation bar For Staff to view samples of measurable IEP Goals, and 2. Review the book by Bateman and Herr (2006) Writing Measurable IEP Goals and Objectives distributed at the August 2008 Writing Measurable IEP Goals training. Purpose and Function 1. The IEP meeting serves as a communication vehicle between parents and school personnel and enables them, as equal participants, to jointly decide what the child s needs are, what services will be provided to meet those needs, and what the anticipated outcomes may be. 2. The initial IEP serves as the basis for the placement decision and must be in place before any ESE services can be received. 12

13 3. The IEP sets forth in writing a commitment of resources necessary to enable a child with disabilities to receive special education and related services. 4. The annual IEP must be written, on or before the date of duration of the original IEP. 5. The IEP process provides an opportunity, through the IEP meeting and procedural safeguards, for resolving any differences between parents and the agency concerning a child s special education needs. 6. The IEP is a management tool that is used to ensure that each child with disabilities is provided special education and related services appropriate to the child s special learning needs. 7. The IEP serves as an evaluation device for use in determining the extent of the child s progress toward meeting the projected outcomes. IDEA requires progress on goals to be reported to periodically to parents, concurrent with the issuance of progress reports to parents of basic prekindergarten peers. 8. The IEP (process or form) is not a legally binding contract, a promise or guarantee, or a description of the curriculum or lesson plan. However, IDEA does not relieve agencies and teachers from making good faith effort to assist the child in achieving the goals on the IEP. If the parent feels that these efforts are not being made, the parent has the right to request an IEP meeting and ask for revisions of the child s program, and if the outcome is not satisfactory, the parent may consider their rights as specified in the IDEA Part B Procedural Safeguards. 9. The key to an effective IEP is that it is based on the individual child s unique needs, the services necessary to provide the child educational benefit, and FAPE. 10. As defined, a goal is a change in behavior, or acquisition of a skill that is desired, and an objective is how the attainment of the goal will be defined. An IEP written for children with significant cognitive disabilities must include at least two (2) objectives for each goal. It is the discretion of the IEP team to include objectives (at least two for every goal) for other students with disabilities. Nonetheless, both the goal and objectives must be measurable. A sample measurable goal follows: By 2/2/2003 (date) Sam will express information by verbal means (goal stem) by asking for a desired object (observable behavior) when given a choice of 3 objects (condition), 3 out of 4 trials (criteria/performance standard), 7 out of 10 trial days 13

14 (mastery), as measured by teacher data sheet (evaluation measurement). Team Members By law, certain individuals must be involved in writing a child s IEP. These are identified below. Note that an IEP team member may fill more than one of the team positions if properly qualified and designated. For example, the special education teacher may also be the person who can interpret the child s evaluation results, as well as the general education teacher (i.e., the Basic Pre-K Inclusion Teacher). Parents Qualified Interpreter for the Parents who cannot speak and/or understand English must be provided (includes a sign language interpreter if the parent is hearing impaired/deaf) Regular Education Teacher (if the child is or may be participating in the regular education classroom) Special Education Teacher or Provider Person Who Can Interpret Evaluation Results Local Education Agency (LEA) Representative (principal or assistant principal) Others with Knowledge or Special Expertise about the child These people must work together as a team to write the child s IEP. A meeting to write the IEP must be held within 30 calendar days of deciding that the child is eligible for special education and related services. Each team member brings important information to the IEP meeting. Parents are key members of the IEP team. They know their child very well and can talk about their child s strengths and needs as well as their ideas for enhancing their child s education. They can offer insight into how their child learns, what his or her interests are, and other aspects of the child that only a parent can know. All team members share their information and work together to write the child s IEP. Each person s information adds to the team s understanding of the child and what services the child needs. Placement Once the planning section of the IEP process is complete, and the team has addressed the needs of the student, appropriate educational services are discussed. In making a placement proposal, the IEP team considers the least restrictive environment (LRE), which is defined as the student s right to be educated with non-disabled children to the degree that the student is able to receive educational benefit. 14

15 As a rule, when there is uncertainty about the appropriate placement for a student, the District should make a diligent effort to educate the student in the regular education environment before proposing a more restrictive one. Whenever there is reasonable likelihood that a student with a disability can be educated appropriately in a natural environment with the use of supplemental aids and services, then such a placement should be tried. There is however, no requirement in the IDEA that a student be placed and fail in a less restrictive setting before moving to a more restrictive one. Placement decisions must always be made individually on the basis of a student s IEP. A placement decision encompasses a consensus determination concerning the specified placement option in which a student s IEP can be implemented. A placement decision is not and does not need to be a determination of the specific classroom within a designated school or other facility or specific teachers. Because no one factor can be the disposition of a placement decision, it is clear that parental preference is neither the sole nor predominant factor in a placement decision. The first and foremost responsibility of the public school is to the student. What type of preschool program placements are there for children with disabilities? Depending on the needs of the child, his or her IEP may be carried out in the natural environment (where collaborative consultative services are provided with the early care and education provider); a resource room (where a walk-in child receives special education and related services on a part-time basis); a regular class (a Basic Pre-K class where a child receives specially designed instruction and supplementary aids and supports for all of the day by the Head Start or Voluntary Pre-K teacher); in a special class (where every student in the class is receiving special education services for all of the day); or at home, in a hospital and medical facility (i.e., a Prescribed Pediatric Extended Care Facility). The District may meet its obligation to ensure that the child has an appropriate placement available by: providing an appropriate program for the child on its own; contracting with another agency to provide an appropriate program; or utilizing some other mechanism or arrangement that is consistent with IDEA for providing or paying for an appropriate program for the child. Implementation Once the IEP is written, it is time to carry it out. In other words, to provide the student with the special education and related services as documented on the IEP. This includes all supplementary aids and services and program accommodations and/or modifications that the IEP team has identified as necessary for the student to advance appropriately toward his or her IEP goals, 15

16 to be involved in and progress in the general curriculum, and participate in other school activities. As the preschool teacher or provider of record, also referred to as the case manager, it is your responsibility to ensure that every individual involved in providing services to the student know and understand his or her responsibilities for carrying out the IEP. This will help ensure that the student receives the services that have been planned, including the specific accommodations and modifications the IEP team has identified as necessary. Note: In the situation where a child with disabilities is provided specially designed instruction in a District Basic Pre-K Inclusion Class, the Basic Pre-K Teacher is the case manager. Teamwork plays an important part in carrying out the IEP. Many school professionals are likely to be involved in providing services and supports to the student. Sharing expertise and insights can help make everyone s job a lot easier and can certainly improve results for children with disabilities. Teamwork can be encouraged when teachers, support staff and/or paraprofessionals find time to plan or work together on such matters as adapting the curriculum to address the student s unique needs. Teachers, support staff, and others providing services for children with disabilities may request training and staff development. Communication between home and school is also important. Parents can share information about what is happening at home and build upon what the child is learning at school. If the child is having difficulty at school, parents may be able to offer insight or help the school explore possible reasons as well as possible solutions. Accommodations/Modifications The purpose of considering a child s need for IEP accommodations/modifications is to create equity not advantage. Accommodations/modifications should remove or neutralize the limiting effects of the student s disability. Modifications are defined as changes made to content, requirement or level of skills. Modifications change what a student is expected to learn (i.e., Florida s Voluntary Prekindergarten Education Standards for Four-Year-Olds and Florida s Early Learning Performance Standards for Three-Year-Olds) and be able to demonstrate. Accommodations, on the other hand, change only how a child accesses the grade level expectations and does not change the curriculum expectation. The IEP team must delineate on the student s plan whether the strategy is an accommodation or a modification. 16

17 The list below provides suggested program accommodations or supports for school personnel to consider for the preschool child with disabilities. Note, this list is not inclusive, as each child s needs are unique. Classroom Organization Grouping Learning Environment set-up independent work areas create special seating arrangements reduce distractions and sensory overloads (visual/auditory/olfactory) establish a peer buddy system create cooperative learning situations Materials provide supplemental materials utilize special equipment provide repeated opportunities to practice create an organizational system (schedules) provide materials in a specific color or size create visual structures (cues) Instructional Time use established routines adjust time for completion of activities divide instruction into small, sequential steps provide repeated opportunities to practice allow frequent breaks vary activities often restate directions provide directions in short, distinct steps use visual cues to support oral directions provide needed prompts and cues use slow, careful speech use simple vocabulary check often for understanding repeat, review and practice provide transitional supports when transitioning within the learning environment (e.g., buddy/teacher support, hold on to a rope, visual cues) Teaching Methods emphasize teaching approach (auditory, visual, tactile, multi-sensory) divide instruction into small, sequential steps call on child often to keep him/her involved and on task provide a predictable and safe environment allow for one-to-one instruction as appropriate provide small group instruction 17

18 utilize parallel toys/materials individualize stories giving specific social situations provide frequent teacher feedback and redirection provide accurate, prior information about change and expectations adjust the pace accordingly be concrete and specific pause, listen, and wait watch and listen to students attempts to respond respond attentively to students attempts model correct format or appropriate behavior without correction break activity into series of smaller tasks provide specific teaching, rehearsal, practicing and modeling in natural settings pre-teach vocabulary model expectations give oral/visual cues or prompts repeat, review and practice Reinforcement teach use of timer or other visual cues implement individualized contract provide individualized reinforcement (e.g., immediate, concrete) encourage choices and decision making when appropriate analyze the purpose of behavior from student perspective provide personal calming/relaxing space in classroom avoid punitive measures that lower self-esteem, increase anxiety avoid disciplinary actions that are part of the disability use positive and/or concrete reinforcement follow behavioral intervention plan use alternative reinforcers, manipulatives, and materials provide opportunities for peer modeling use home-school communicator (daily/weekly) Evaluation Procedures shorten task time provide choice of activity Progress Monitoring According to IDEA and State Rules, progress monitoring procedures must be established for each IEP goal. Progress monitoring is the method of formative assessment used to measure student s progress toward meeting a goal. Progress monitoring procedures guide how data will be collected in order to make instructional decisions about the progress of the student and establish a decision making plan for examining the data collected. 18

19 Progress monitoring assists the teacher or service provider in making ongoing instructional decisions about the strategies being used. It also provides summative evidence that enables the IEP team to determine whether the student has achieved his or her goals. Monitoring progress on IEP goals is described on the goal page in the IEP. It must include a description of: 1) How progress will be measured; and 2) How often progress will be monitored? Under the IDEA, the student s parents must be regularly informed of their child s progress toward the annual IEP goals. Standards-based measurable IEP goals, which are required for students with disabilities, are an effective tool to track student progress on IEP goals. Progress monitoring reports are developed on IEP software (Excent) that the District makes available for every student s IEP. In the District s preschool program for children with disabilities, the teacher issues the Excent IEP Progress Report to the parent three (3) times during the school year November 1, February 1, and June 1. Additionally, as part of the District s program, teachers have been trained on curriculum-based measurement, the Galileo Preschool web-based assessment, for monitoring knowledge in areas of: language and literacy; fine and gross motor; social-emotional; early math; approaches to learning; creative arts; physical health practices; and nature and science. The Galileo provides direct information on student progress toward goals. The recommended practice is for teachers to enter assessment data every few weeks to track student progress and plan instruction appropriately. The Galileo allows teachers to generate a variety of reports that are intended to give you valuable information about children, learning, teaching, and progress. Teachers can generate individual and class reports. In addition, supervisors, directors, education coordinators, and other educators may generate class or individual reports to assist in progress monitoring and educational program planning. The preschool program for children with disabilities requires teachers to provide the parent a copy of the Galileo Individual Knowledge Area Proficiency Profile in accordance with the timeline for issuance of the IEP Progress Report. Compliance Note: Copy of the IEP Progress Report must be placed in the student s education record, under clamps in the red ESE file, at the end of each reporting period. Whereas, copy of the Galileo Individual Knowledge Area Proficiency Profile must be placed in the student s education record, under clamps in the red ESE file, at the end of the school year. 19

20 Extended School Year Based on the requirements of the IDEA and implementing regulations, extended school year (ESY) services must be considered by the IEP team as part of the provision of a FAPE for students with disabilities. The need for ESY services must be determined for every student with a disability, every year. ESY services have been identified in case law as individualized instructional services beyond the regular 180-day school year (summer) for students with disabilities receiving special education services. ESY is not intended to provide education beyond that which has been determined necessary by the IEP team to ensure FAPE. Decisions of eligibility for ESY services remain an IEP team decision, and cannot be limited by the type or the degree of disability, use of a formula or single measure. This includes students currently in Part B programs as well as children making the transition from Part C (Early Steps) to Part B (Preschool) whose third birthday occurs during the summer and whose IEP specifies a need for ESY services. No single criterion has been identified as the determining factor for ESY services. Regression/recoupment, as determined by empirical data, is the primary factor considered in order to ensure the provision of free appropriate public education. Other criteria that may be considered include: critical point of instruction; emerging skills; interfering behaviors; and rate of progress. A Guide for IEP Teams is available on the Web site at The consideration of formal evaluations and informal assessments, as well as, documentation of individual student performance, are valuable in assisting an IEP team in determining need and extent of ESY services for a student. The IEP must contain a statement of special education services, including location as well as initiation, duration and frequency of those services. Services must be based on peer-reviewed research to the extent practicable. There is more than one type of service delivery model that can be considered for ESY services. Some common models include: Take-home instructional materials Itinerant services Consultative services School-based classroom and/or resource services Compliance Note: ESY services must be considered for a child exiting Early Steps and entering the public schools. Children with disabilities exiting Early Steps are not automatically entitled to ESY. If ESY services are not needed, it is acceptable to wait until the beginning of the school year to initiate the services on the IEP. 20

21 Assistive Technology All children who are identified as having a special education need must be considered for assistive technology devices and services. IDEA defines assistive technology device as any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities. Assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. The IEP team must consider meeting the child s needs through curriculum modifications, adaptations and teaching strategies, and assistive technology. The school district is responsible for determining what assistive technology would be appropriate for a child to receive a FAPE in the least restrictive environment. For information on the ESE Assistive Technology Referral Process visit the District ESE Website at and click on the navigation bar, For Staff Only. Examples of Assistive Technology may include, but are not limited to: adapted utensils/toys (adapted spoons, grip scissors, knob puzzles) adaptive equipment (bolster chair, wedges, special toilet seats/chairs) single switches to activate a device (battery-operated toys) augmentative communication devices touch-sensitive screens placed over the monitor alternative key pads (single or multiple switches and adapted keyboards) Sound Field/FM System voice activated software Braille Printers Matrix of Services The Matrix of Services is the funding document that is completed after each IEP meeting. The matrix indicates the nature and intensity of special education and related services that will be provided to and on behalf of the student in: Curriculum and Learning Environment; Social-Emotional Behavior; Independent Functioning; Communication; and Health Care. The persons who know the child the best should complete the Matrix, however it is permissible for only one professional to complete the document. It is best practice for the teacher/case manager to complete the Matrix in collaboration with the ESE Program Specialist. Regardless of who completes this document, only authorized school professionals who have been certified through training conducted by FDLRS or ESE are permitted to carry out this activity. ESE and FDLRS offer professional development opportunities throughout the school year. For more information, visit: or 21

22 3. Preschool Program Descriptions The service delivery models for the District s preschool program for children with disabilities, includes: Special Classes Preschool special classes, identified as Pre-K Disabilities, Autism Spectrum Disorder, and Modified Curriculum classes, are clustered at various elementary schools and are differentiated by staff-to-student ratio guidelines. Children placed in these classes require intensive and highly structured specialized instruction using a variety of research-based specific methodologies and strategies. Classes are heterogeneous grouped with mixed ages and developmental levels where children develop at their own pace. The flexible grouping of children of a one, two or three-year age span allows children at differing ability levels to push and pull each other along. Appropriate accommodations identified in the IEP assist in providing specially designed instruction to meet the individual needs of students. Although the Basic Pre-K Curriculum focuses on five developmental domains, direct instruction emphasizes social, play and language skill development. Compliance Note: Children found eligible under Developmentally Delayed (DD) and placed in a special class for Autism Spectrum Disorder (ASD) shall be reevaluated within the school year of the child s initial placement in an ASD class. Inclusion Classes In Collier, the Exceptional Student Education (ESE) and Basic Pre-K Programs Head Start and Voluntary Prekindergarten (VPK) have teamed together to provide inclusive classes to students with disabilities and typical developing 4- year olds at designated elementary school sites. To support such a model, the ratio of children with disabilities to typically developing peers includes: 6 ESE Pre-K to 10 Basic Pre-K or 3 ESE Pre-K to 15 Basic Pre-K. A full-time certified teacher and one classroom assistant teach the students in this setting. Staff work together to identify skills children need in order to function as independently as possible. Inclusive classrooms provide all children with the supports and related services needed to achieve valuable learning outcomes as well as to form and maintain productive social relationships with other children. Language development, peer interaction, and acquisition of appropriate behaviors are stressed. Both groups of children learn from each other, share, and learn to accept individual differences. The child with disabilities benefits from a positive role model for 22

23 language, social, cognitive, fine and gross motor skills, and activities. The nondisabled child benefits from increased self-esteem, sensitivity toward the differences of others and cooperating and helping their classmates. When children show they need further support, teachers use special education strategies that are made available in this program. It is important for staff to make adaptations based on individual children s needs and abilities, not classifications or labels. One of the most important factors in preparing children for kindergarten is teaching them to function as independently as possible in the classroom. Who is age-eligible for an Inclusion Class? Pre-K Inclusion classes are not limited by the type or degree of disability. The number of ESE slots is, however, limited in each class. A student with a disability, who is four by September 1 st, or during the first semester of the school year, may be considered for placement in an Inclusion class. The IEPs for the children with disabilities must appropriately reflect the need for full-day, fullweek special education services. IEP team agreement with the proposed placement change and a completed Basic Pre-K Program information packet are required to facilitate assignment in an Inclusion class. The inclusion assignment process is outlined below: 1. Each spring, schools are given their Pre-K Inclusion class allocations. A specific number of ESE slots are available at designated sites, therefore children cannot be assigned to these classes until space availability is verified by the ESE District Coordinator. 2. School-based preschool teams formulate a potential list of ESE students for inclusion assignment. 3. IEP meetings are scheduled with prior written meeting notice to parent of a possible change in placement. 4. After the IEP meeting decision, a Basic Pre-K Inclusion Class Referral form (Appendix 2) is completed and sent to the Basic Prekindergarten Program Office after the IEP is updated with the change in placement. 5. IEP Teams shall allow a minimum of 10-schoool days for application process before IEP initiation of services. (Children with disabilities are not charged any fee for services in this educational program.) 6. Basic Pre-K Home School Liaison will schedule an application appointment with the parent to complete the registration process. Note: All children who turned four years old by last September 1 st and are ageeligible to attend kindergarten in August, are eligible to enroll in the VPK Summer Program. 23

24 Homebound/Hospitalized Instruction For a student who is medically diagnosed as chronically ill or who has repeated intermittent illness due to a persisting medical problem, a staffing committee is required to establish eligibility for hospital/homebound services. Educational services are provided for the child in the home or hospital, generally an average of 2-5 hours per week of instruction. Physical therapy, occupational therapy, and/or speech/language therapy may be provided in the home or hospital if the child is deemed eligible for such therapy and considered educationally relevant. Itinerant ESE teachers also serve preschool children with disabilities whose severity of medical needs, as stated by their doctor, necessitates a medical placement in the Prescribed Pediatric Extended Care (PPEC) facility. Eligible ESE students receive their educational program from a District certified teacher at the contracted PPEC facility. Therapies are funded through Medicaid and provided by PPEC as specified in the District s Cooperative Agreement for the Provision of Exceptional Student Education services. Therapy Therapeutic services, Speech-Language Therapy, Occupational Therapy, and Physical Therapy are provided to eligible Pre-K students in a variety of delivery models. Services may be provided in a variety of settings, such as the Pre-K classroom, playground, or in resource room. In other words, therapists provide both push-in and pull-out services for children participating in the Preschool Program for Students with Disabilities. Additionally, eligible children may be provided walk-in/drop-in services. Once the child s educational needs have been assessed, the IEP Team makes a recommendation for the delivery model, frequency, duration, and location of therapy is then made. Moving from traditional methods of service delivery, which focus on direct therapy usually in a segregated setting, to integrated methods of service delivery, which focus on providing therapy in context and in collaboration with teachers, can be a dramatic change for parents. Several advantages to a pushin delivery option include: therapists can assess children s functioning in the environments in which a child needs to succeed; a coordinated approach to integrated intervention and programming leads to integrated functioning across all developmental domains; providing continuity in environments and organizational behavior by having the therapy integrated in the classroom; integrated models reinforce concepts of normalization and sameness; children get to stay in their same setting; and therapists have opportunity to convey particular information and techniques to teachers. 24

25 Services may be provided in a variety of models, including a walk-in basis at the zoned elementary school; integrated within the special or inclusion classroom; or pullout, working one-to-one or in a small group with the therapist. Therapists are encouraged to work in the classroom in collaboration with the teacher as a push-in model supports opportunities for educationally relevant services and carryover of skills. Walk-in Speech-Language Therapy Services For children found eligible for services through the Preschool Assessment Team, registration information is given to the parent who is responsible for registering the child at the zone school. Upon school s receipt of the red audit file, staff shall: 1. Verify the child s enrollment/registration at their school. 2. Review the IEP and prepare for implementation of services. 3. Notify the parent within a timely manner to schedule the child s therapy sessions in accordance with the IEP. For students requiring District transportation for walk-in services, services must be scheduled first thing when school starts or prior to the end of the school day. 4. Arrange for school transportation, allowing at least 2 days, for startup. If the bus schedule is delayed, do offer services to the child with parent transporting. Parentally Placed Private School Students Speech-language services only are available to IDEA eligible Speech/Language Impaired children parentally placed in private schools. Services to parentally placed private school preschool students are limited to speech-language and are only provided at the private school, generally minutes per week. Parentally placed private school students are not entitled to FAPE, therefore eligible students receive services as specified in a Services Plan, not an IEP. Compliance Note: Florida defines a private school as a nonpublic school that designates itself as an education center and includes kindergarten or a higher grade. Collaborative Consultation The primary aim of collaborative consultation is to provide key caregivers the strategies and techniques necessary to make the exceptional preschooler s learning experience a success. Collaborative consultation is not a direct service to students. It consists of developing accommodations, demonstrating lessons on differentiated instruction, providing teachers or early care providers with instructional strategies and programs, providing ongoing progress monitoring, etc. Discussion on learning strategies and techniques may include: 25