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

26 developmentally appropriate curriculum and practices; child-centered learning environment design; recognition of developmental social-behavioral differences; clear and realistic expectations; positive behavior supports, management, and conflict resolution; learning style differences; teachable moments; adaptation of program features to fit the unique needs of the child; environmental and behavioral transitions; and child-centered assessment built on observation and documentation. The nature of the service and the frequency must be documented in the offer of FAPE on the IEP. It is best practice to involve persons receiving and providing collaborative consultation services in the IEP team decision making process. Generally, a collaborative consultative service averages 60 minutes/month. Current district policy requires a documentation log needs to account for services provided to students. For children already enrolled in a District Pre-K program, ESE or Basic, consultative services are provided by the school-based professionals. For children attending a child care or private preschool, and for whom the initial placement decision is a consultative model, members of the Preschool Assessment Team are primarily responsible for the delivery of consultative services. This community-based model is known as S.U.C.C.E.S.S. (Serving Unique Children through Collaborative Educational Support Services). Upon completion of the IEP, contact is made to the childcare/preschool director to arrange for a convenient time during the school workday to provide consultative services. Upon implementation of services, a review of the IEP will be completed within 6 months, or sooner, to determine the continued need for special education services. Related Services Related services include physical, occupational, and speech therapy; psychological services; transportation; health care; counseling; and others that a child with a disability may require to receive the greatest benefit from his or her special education program. The provision of related services for students with disabilities is intended to facilitate participation in educational programs. The IEP team must carefully consider related services that are needed for the child to benefit from special education services. The amount of time to be committed to each of the various services to be provided must be (1) appropriate to the specific service, and (2) stated in the IEP in a manner that is clear to all who are involved in both the development and 26

27 implementation of the IEP. Prior to IEP team consideration of continuing or including, for the first time, a specific related service(s), the school professional(s) must be included as a member of the team. Special Transportation Transportation for all ESE preschool students is available, upon request to the program zoned elementary school. The law states that transportation must be curb-to-curb for all preschool students with disabilities. The school-based designated secretary facilitates all transportation requests. It generally takes 3 days before bus pick-up/drop-off times are available. Note: The child must be in front of his/her house or apartment building 10 minutes before the scheduled pick-up time. An adult must wait for the child at the drop-off point in the afternoon. For safety reasons, transportation will not be provided to childcare centers located in business areas or to homes located on unpaved roads. In these cases, transportation may be obtained at the nearest bus stop. If a supplementary support (e.g., car seat, lap belt, safety vest, wheel chair lift) is necessary for a student to benefit from special education, it must be documented in the student s IEP. Choice of specific seating device is not a parental preference. Car seats meeting approved state regulations are provided by the ESE Pre-K program for students less than 40 pounds, not exceeding 40 inches in height. For children weighing more than 40 pounds and under 40 inches, a safety vest is required. Preschool students with disabilities do not automatically qualify for a bus assistant, nor is it necessary. A bus assistant is not required for embarking/disembarking as a responsible adult (e.g., parent, teacher, classroom assistant) is authorized to assist the child on the bus. The Determination of Need for Bus Assistant Assessment form must be completed by the IEP team and approved by the LEA Representative when a bus assistant is included as an IEP service. 27

28 4. Role and Function of the Instructional Staff Paraprofessional A classroom assistant is employed full-time to support the preschool classroom teacher with the implementation of services for children with disabilities. Assistants are administratively responsible to the school administrator but are under the direct supervision of a certified teacher, who is physically present at all times, with the exception that the assistant may be left with the children for a short period of time (during the teacher s duty free lunch and planning period). Assistants are provided substitute coverage when absent. Due to the special needs of the preschool child with disabilities, the classroom assistant must be energetic, self-motivated and self-directed. The preschool child by nature is a very active, curious, challenging individual who requires an adult who is able to interact with the child at the child s level (i.e., sitting or lying on the floor, crawling through the tunnel or under a table, climbing up a ladder). This position is unique in that it requires lifting, carrying, positioning, changing of diapers, toilet training, feeding, attention to behavior problems, medical and/or physical problems of the very young child away. Since this age group requires constant help with all activities, the teacher and assistant include the following: 1. Supporting a creative, positive, and safe learning environment that encourages independence and that stresses process rather than product. 2. Participating in classroom planning activities with the teacher, preparing materials to be used. 3. Working with individual and small groups of students (within close proximity of the teacher) recognizing that all parts of a preschooler s day are teachable moments. 4. Assisting the teacher in lifting, carrying, positioning, diapering, toilet training, feeding and attending to medical and physical problems, as appropriate. 5. Implementing and maintaining a behavior management system established by the teacher, by monitoring and recording student behavior, and providing appropriate consequences. 6. Controlling physically aggressive behavior, especially when it poses a threat to the life or safety of students or staff. 7. Assisting the teacher during mealtimes with feeding, self-help, communication, and social skills. 8. Assisting in the supervision of playground activities under the direct supervision of a teacher. 9. Observing students, documenting keynotes, and assisting the teacher in monitoring student performance. 10. Monitoring the loading and unloading of the school buses. 28

29 11. Assisting the teacher in the organization of classroom, materials and equipment. 12. Attending periodic staff development sessions designed to improve the delivery of services to children with disabilities. Classroom Teacher The classroom teacher for students with disabilities has primary case management responsibility for providing appropriate and effective educational and behavioral programming for each child. (The Basic Inclusion Pre-K Teacher is the case manager for each full-time exceptional student on their class membership roster.) Included under this broad responsibility of case management, are the following: 1. Responsibility for annual preparation of an IEP for each student. 2. Monitoring of the IEP to ensure the provision of services indicated and progress reporting. If concerns are noted, follow the appropriate chain of command to problem solve these issues. 3. Preparation and implementation of detailed daily lesson plans that are aligned with the Early Learning Performance or VPK Education Standards and with the standards-based goals on each child s IEP. 4. Maintenance of each student s cumulative record, individual teacher and attendance records. 5. Implementation of a very specific model for classroom design, child assessment/data collection, educational programming, progress reporting, classroom management and the provision of services. 6. Identifying IEP and reevaluation needs of age-eligible kindergarten students prior to April to ensure a smooth progression in August. 7. Lifting, carrying, positioning, diapering, toilet training, feeding, and attending to medical and physical problems as needed and appropriate. 8. Maintenance of classroom materials, supplies and equipment to include computers and playground and necessary materials for infection control. 9. Provision of supervision and direction to classroom assistant. 10. Maintenance of an effective communication system between school and home. 11. Cooperation and communication with other staff, including: school and District administrators, classroom assistants, and other professionals. 12. Attendance at professional development sessions designed to improve the delivery of services to students with disabilities. 13. Adherence to the policies and procedures established by the District and school site at which the teacher is assigned. Teachers are under the direct supervision of the building administrator. 14. Adherence to the Florida Educator s Code of Professional Conduct. 29

30 5. Planning and Managing The IEP is not intended to be detailed enough to be used as an instructional plan. However, there should be a direct relationship between the IEP goals for a given child with a disability and the goals that are in the instructional plans for the child with a disability. Lesson Plans Instructional plans deal with more specific outcomes that are to be accomplished on a daily, weekly, or monthly basis. Instructional plans generally include details not required in an IEP, e.g., specific methods and materials that will be used in accomplishing the activity and objectives. Lesson planning is an essential part of the teaching process and a proper subject for evaluation. The principal has the authority to determine whether instructional objectives and related content are consistent with board policy decisions and established instructional guidelines. Team planning is recommended to develop daily lesson plans or adapt weekly lesson plans. Principals or supervising administrators may suggest a particular format or organization. Where a principal has substantiated a need for specific organization of lesson plans through personal conferences and classroom observations, the teacher may be required to use a set form in preparation of lesson plans. Substitute Lesson Plans/Folders In order to assist in the maintenance of a structured and consistent educational program, each teacher must develop and maintain a set of lesson plans for use by a substitute teacher. These lesson plans should be placed in a clearly marked and easily attainable area. At a minimum, the following information should be included in the folder: Parent contact information. Emergency contact number for each child (or where the school emergency card can be found). Medical information for a specific child (e.g., seizure disorder, medications, food allergies, length of time out of wheelchair, or special feeding instructions). Daily schedule with activities for each time slot. Transportation information, including bus numbers and/or adult(s) responsible for transporting a child. Therapy schedule times and locations for sessions. Suggestions for group, individual, and Special Day activities. Building administrators will provide teachers with a list of other essential information to be included in the Substitute Teacher Folder. 30

31 Record Keeping Accurate record keeping is important to effective school and classroom management, and is critical in following the progress of the student. The teacher must check each cumulative record when a child enters the program, at the beginning of each school year and again at the end of the year. Each child must have an individual classroom teacher file, which contains the following: Copy of the IEP goals and services pages; Copy of the Individual Nursing Plan of Care, if applicable; Copy of the Positive Behavior Intervention Plan (PBIP), if applicable; Child s Daily Schedule with Therapy Times; Galileo Curriculum-Based Assessment; Data Collection on IEP goals; Record of Parent Correspondences; Galileo Individual Knowledge Area Proficiency Profile; and IEP Progress Reports (original must be placed in the student s ESE audit file at the end of each marking/progress reporting period). At the end of each school year, teachers should prepare the cumulative record (including the ESE audit file) of students with disabilities who are progressing to kindergarten. The teacher file is to be placed in the student s cumulative/audit record at the end of the school year. Curriculum-Based Assessments High quality programs are informed by ongoing, systematic, formal and informal assessment approaches to provide information on children s learning and development. When using curriculum-based assessments, teachers may gather information on a child s individual and developmental characteristics, as well as their cultural and linguistic background. Collier s curriculum-based assessment, the Galileo Online Assessment Tool, assists school staff in determining the child s performance related to the mastery of pre-determined standards (i.e., VPK Education Standards). The Galileo uses on-going data collection of the child s progress, and provides suggestions for modification of instruction. The Galileo developmental assessment: Links directly to the curriculum. Informs instruction. Allows for ongoing observation in the child s natural environment. Establishes initial developmental profiles that help teachers record and monitor learning throughout the year. Includes research-based assessment scales to measure cognitive, social, and physical development. 31

32 Organizes assessment data from multiple sources, such as teacher observations, parent input, and classroom projects, into one integrated developmental profile. Allows for anecdotal note taking to help create consistent, clear records and organizes them in chronological order and by content areas. The Galileo assessment identifies specific strengths and weaknesses in the student s abilities, learning style, and level of functioning, which aids in program planning of daily activities. When assessing a limited English-speaking child, teachers must take into consideration the child s dominant language and assess in the child s dominant language. Galileo provides a variety of scales which outline the sequential development of preschool children. The scales use path-referenced assessment which helps staff view a child in terms of his or her progress along a developmental path. Knowledge areas assessed include: Language, Early Math, Fine and Gross Motor Development, Nature & Science, and Social & Emotional Development. With the various Galileo scales, you can fit the level of assessment to the level of the child rather than fitting the child into a present level of assessment based on age. Consequently, you may determine that a combination of scales is best. Galileo Non-Negotiables 1. Use the Galileo 3-5 Scale for all children with disabilities participating in the Preschool Program, supplemented by a lower scale if appropriate. 2. Use the Galileo 0-2 scale for those children demonstrating significant cognitive disabilities 3. The Galileo assessment is the District approved tool for monitoring progress of all preschool children with disabilities participating in a schoolbased Preschool classroom. The Assessment of Basic Language and Learning Skills (ABLLS) is the district approved assessment tool for all children placed in an ASD special class. Other assessments are not approved. Teacher Timeline of Responsibilities The Pre-K teacher of the student with a disability is the case manager for the provision of ESE services. Appendix 1 includes a list of teacher responsibilities and timeline of activities. 32

33 6. Learning Environment Physical Environment In designing effective teaching and learning environments, the physical environment is a primary consideration. The physical environment of a classroom consists of: physiological variables such as light, temperature, noise, color, textures, and odors; spatial arrangements of furnishings and materials; and design adaptations, modifications for students with special needs. The learning environment includes, but is not limited to: the classroom; therapy rooms; lunch area; playgrounds; and bathrooms. By applying a play-learn system to the five areas of child development, a developmentally appropriate learning environment is created for the preschool child. Effective early childhood environments provide the child with authentic opportunity to become engaged in learning by listening, talking, reading, writing, and playing. Effective environments nurture emerging literacy. Classroom design, the daily routine/schedule, and adult/child interactions are integral parts of the preschool program for children with disabilities, and enhance the developmental skills of independence, problem solving and choice making. Careful planning of the learning environment (including labeling of all materials), lunch areas, playground, storage space, and use of equipment, is necessary to facilitate learning experiences. A planned environment that matches the developmental needs, backgrounds and interests of children assists them in being successful in their next environmental setting. For that reason, the learning environment is an integral part of the preschool curriculum and, as such, must be engineered by staff. The following principles are suggested for consideration in arranging the physical environment of the classroom, keeping in mind that the teacher has more control over some aspects of the classroom physical environment than others. Ensure a safe and barrier-free environment. Make the teaching and learning conditions pleasant and inviting. Obtain appropriate furniture, special materials and equipment that match the needs of students. Arrange space functionally. Consider educational goals in making seating arrangements. Design Requirements Allow children the greatest possible bodily movement, providing environmental support to meet their developmental needs. Adapt to meet the needs of all children. Provide appropriate levels of sensory stimulation. Provide clearly defined and labeled work/play areas. 33

34 Allow a child to exercise control and free choice, to take safe risks, and to engage in direct interaction with the physical environment. Address the child s need to feel competent by providing well-defined boundaries. Provide well-organized storage and display of materials so children may see what materials are available and where they belong. Materials should include natural and found, as well as commercial materials. Group materials together, on open shelves, in consistent locations, and accessible for active manipulation when appropriate. Consider children, who are unable to access materials independently due to disability. Provide a variety of materials to ensure visual, auditory, and tactile stimulation. Functional Requirements One work area consisting of a group of tables or one large table for group instruction and one or two work areas for one-to-one instruction. Large open area for movement activities and large group (e.g., block area). Learning areas located around the perimeter of the classroom for independent learning and small group activities. Multiple sets of toys/materials to encourage group play and decrease behavior problems. Bathroom facilities within the classroom are preferred. Alternative communication systems (e.g., picture schedules). Classroom positive behavior management plan. The classroom teacher is responsible for continuously monitoring all equipment and materials for safety and good working condition. Dangerous objects or adult materials must be kept out of the children s reach or in locked cabinets. Learning Centers A child with disabilities will flourish and benefit from an early childhood environment that empowers learning. Center learning empowers a child to be actively engaged in self-directed learning based on strength, ability, and interest. Center learning can enhance interactive language, story response, art, reading and writing-like behavior, collaboration, buddy activity, and independence. The variety of center learning experiences is limited only by the imagination. Learning environments, such as centers, enhance opportunities to grow in emerging literacy and to interactively use the communicative arts of speaking, listening, reading and writing. Centers are exciting learning environments for the child. In order to be an environment where learning occurs, the center should 34

35 have a designated location accessible to all, focused on a particular topic, using a prescribed routine to enter and exit, as well as to use the objects contained within it. Center goals and outcomes are predetermined by the teacher, with the strengths and needs of each child in mind. Several centers can be in operation at the same time in a classroom, depending on the arrangement of the room. A center may be a spot in the room, or it may be a collection of items the child carries to a particular spot to use. At the early childhood level, a 10- to 15-minute time frame is a maximum length of time to be within a center. The child can rotate from one center to another center during specific periods using specific strategies to enhance movement, which is also supervised by the teacher. Centers are most effective when there is high anticipation by the children about choices and participation. Activity in each center can be for small groups or for one child alone. Clearly, it is recognized that centers evolve out of children s interests and key experiences. House Area allows children to act out familiar situations, explore their feelings, and begin to make sense of the world around them. A defined house area facilitates role-playing. Important materials include: cooking utensils, ironing boards, hats, refrigerator, dishes, plastic ware, empty boxes of food items, dressup clothes, dolls, brooms, puppets, mirror, cradle, stroller, cash register, telephone, jewelry, make-up, menus, aquarium, plants, phone books, paper and pencils, or message board. Block Area - provides opportunities for exploration, manipulation, investigation of fundamental logic and mathematic concepts, language and social development, as well as imaginative play. Important materials include small and large blocks, trucks, cars, people, street signs, plastic animals, Lincoln Logs, jumbo tinker toys, maps, travel brochures, and blue prints. Toy Area - assists children in developing physical, social, communication, perceptual and cognitive skills and concepts. Many of the materials are openended items that can be taken apart, put together, arranged, rearranged, nested, stacked, sorted, or constructed. Important materials include: beads, clay, puzzles, 1-inch blocks, legos, Lite Brite, pegs and pegboard, cans, clothespins, shape sorting, parquetry, bristle blocks, stacking cups, pop beads, scale, counters (e.g., teddy bears), microscope, flashlight, magnifying glass, magnets, and rocks. Art Area - provides opportunities for children to experiment informally with a variety of simple materials and express their thoughts and ideas through picture making, modeling, constructing, and printmaking. Important materials include: 35

36 easel, paint, crayons, chalk, scissors, stapler, hole punch, paste, glue, yarn, paint brushes, pipe cleaners, sponges, scraps of fabric, paper, cookie-cutters, rolling pin and playdough, straws, markers, cotton, q-tips, buttons, shaving cream, stamp pads, and templates. Music Area provides opportunities for children to appreciate rhythm, patterns and the beauty of language and music through listening, speaking, singing, and using musical instruments. Important materials include headphones, record player, instruments, records, tapes, tape recorder, lummi sticks, rain sticks, scarves and ribbons. Sand/Water/Bean Table Area - provides opportunities for imaginative and practical play with unique sensory experiences and cognitive discoveries. Children fill, empty, pump, squeeze, pour, measure, compare, hypothesize and solve problems. Materials include: cups, spoons, sponges, eyedroppers, basters, sifters, buckets, strainers, small cars, squeeze toys, and dolls. In addition to commercial items, natural and found materials should be considered. Computer Area provides opportunities for children to develop cause and effect relationships, match, compare, count, draw, appreciate interactive stories, and provides exposure to written words. Materials include computer, printer, and software. Adaptive technology e.g., Touch Windows, input devices and switches may be utilized. Outdoor Area provides opportunities to experience and enjoy the environment: to climb, jump, lift, push, pull, and ride. Children build confidence in their motor abilities through active play as they explore, solve problems, and enjoy interacting with peers and adults. Materials include: parachute, bean bags, hula hoops, wheeled toys, climbers, balance beam, gardening equipment, role-play props, cardboard boxes, pails, shovels, and any materials from inside the classroom according to children s interest, i.e., doll, paint and blocks. Literacy Area provides opportunity for children to engage in reading activities within a comfortable area of the classroom dedicated to encouraging selfselection to a wide variety of children s books, enhancing reading and readinglike activity, comfort and relaxation. Materials include: books, puppets, puppet stand, flannel board stories, magna doodles, wipe off and chalk boards, templates, paper, variety of writing utensils, photo albums and pictures, earphones with recorded books on tape, and classroom created books. Daily Routine A developmentally appropriate program for young children includes play, active exploration, and movement within a carefully planned daily routine. Each component of the daily routine is significant to cognitive, communication, 36

37 adaptive, social-emotional, and physical development of children. Consistent programming builds a sense of security and helps develop concepts of time and place. Routines and structure aid the child in learning to anticipate and to feel in control of self and the environment. The existence of a well-developed daily routine should not impede the teacher from taking advantage of learning opportunities that arise spontaneously. Such flexibility will add to the plan. Preschool children are active learners. They discover their world by direct experiences. Within our classrooms, the children are encouraged to use critical thinking skills and are provided with opportunities to: manipulate objects, choose activities, acquire skills with tools and equipment, make choices, solve problems, work independently to complete a task, use large muscles, and take care of one s own needs, all within a carefully planned daily routine. Daily Routine Breakfast Greeting Planning Time Work Time Clean Up Time Recall Time Children improve feeding skills, taste different foods and work on table manners. They may eat in the classroom or cafeteria. A social time where children greet each other and are greeted by the adult. Songs, music and movement, finger plays and nursery rhymes are shared by all. Children make choices about activities they will do each day through gestures, tracing an object, drawings or words. Plans also include choosing an area, materials, and people to work with. Children carry out their plans in various areas in the classroom such as house, block, art, toy, music, computer, and book. They work on skills as specified in their IEP. The adults extend their play and stimulate their language development by providing open-ended questions and thought provoking activities. At the end of each work time, children put away materials in their designated places. Children reflect on, share, and discuss or act-out their experiences. Small-Group Time Children work in small groups on adult-initiated activities based on child observations, key experiences and interests. 37

38 Some activities may include: fine motor (using small muscles for grasping, holding, and pre-writing skills), gross motor (using large muscles to crawl, run, and walk), cognitive (classifying objects, comparing sizes and shapes, learning one-to-one correspondence, time concepts of seasons) and language (past and future events relating pictures to real places and things). Language Socialization Self-Help Rest Time Outside Play Children learn to understand and express their wants and needs through speech, gestures, use of augmentative devices (i.e., a communication board), and/or sign language. Children demonstrate their understanding of language through activities, which include listening, pointing to familiar objects, following directions, and responding to questions. Language and communication are encouraged throughout the school day. Children learn to interact with peers and adults. They may play in the classroom and take part in music, art, games, and cooking, and/or supervised field trips. Toilet training and dressing activities are very much a part of a young child s school day. Children learn to regulate their bodies to rest after a long, busy day. They rest/nap, look at books or independently play with quiet-time toys. Rest/Nap times should be limited to one hour each day. Children may often require more sleep during the first months of entry in the program. Outside play is considered a work time segment of the daily routine children make choices of materials they want to play with outside. Children play with friends and adults, relax, crawl, run, jump, ride wheel toys, and enjoy nature. Developmental playgrounds, located at each site, provide children with opportunities for movement exploration, improved locomotion, balance activities and creative play. In addition, the playground offers children a natural environment for social and communication development. Adults plan and provide structured play activities each day. 38

39 Guidelines for Daily Routines All daily schedules must be posted in each classroom. A posted pictorial display of the daily schedule assists the child in planning and predicting what part of the day comes next. All activities should be conducted following developmentally appropriate practices. Time segments should include a variety of activities that facilitate both positional and spatial changes. The schedule should reflect individual, small group, and large group instructional times. The schedule should include both active and passive activities, with the emphasis on active learning experiences. Daily routines should reflect a balanced program and be designed so that both teacher and assistant can implement the program. The District School Board of Collier County does not support watching television programs or videos as part of the daily routine. A child s time can be used more productively through active involvement in learning. Videos shown in the classroom, on a very limited basis, must be reflected in the lesson plan, relate thematically to current topic, and have an educational benefit and appropriate follow-up activities. The school administrator as per School Board Policy must approve videos brought from home before viewing. Unique Needs of Preschool Children with Disabilities It should be noted in the establishment of class size and adult/child ratios for preschool children with disabilities that the younger children require more adult time than do older children. Some possible ways to improve the adult/child ratio are to schedule regular parent participation, and to develop an active, trained community volunteer program such as foster grandparents. The unique needs of this population warrant the necessity for two adults to be present at all times other than their duty free lunch. Many of the children entering the program have never been in a school setting. Due to that situation, they may exhibit severe behavior problems adjusting to the new classroom environment. Behavior management programs are an essential part of the total program and require at least one adult to implement and manage the program. Due to delayed receptive and/or expressive language skills, or limited English proficiency, these children require constant repetition of commands and oneon-one assistance in following those commands. 39

40 Most of the children are dependent on adults for daily activities (small and large group instruction, walking to the cafeteria, toileting, meals, general mobility, and safety issues regarding playground and general environment). A short attention span at this young age requires changing activities at shorter intervals of time. This requires extensive planning for individual educational needs and adults to teach the objectives. The developmental areas addressed in the preschool program require a great variety of materials and equipment to be utilized. Curriculum Curriculum refers to systematic procedures for organizing educational activities for children to learn through active exploration and interaction with adults, other children, and materials. A developmentally appropriate curriculum, appropriate for the age span of the children within the group, is implemented with special attention to child needs, interests, and developmental levels. The concept of developmentally appropriate practices refers to providing an environment and offering content, materials, activities, and methodologies that are coordinated with a child s level of development and for which the individual child is ready. Three dimensions of appropriateness must be considered: age appropriateness, individual appropriateness, and appropriateness for the cultural and social context of the child. The Florida Early Learning Performance Standards for Three-Year-Olds and the Florida Voluntary Prekindergarten Education Standards for Four-Year-Olds provide classroom teachers with the knowledge of what preschool children are expected to know and be able to do in the domains of physical health, socialemotional development, language and communication, cognitive development, and general knowledge development. The curriculums used to teach these skills include: The Galileo Online ecurriculum Creative Curriculum for Preschool 4 th Edition Literacy: The Creative Curriculum Approach Math: The Creative Curriculum Approach Skill-Streaming in Early Childhood: Teaching Prosocial Skills-Preschool Children The Galileo Online e-curriculum is the general education curriculum used in all District School Board of Collier County Pre-K classrooms. This evidence-based early childhood curriculum is designed to help teachers be efficient and resourceful when linking content, instruction, and learning goals. The e- curriculum is aligned with all eight Head Start Framework domains, assists in meeting Head Start Program Performance Standards, and correlates with the Early Learning Performance Standards for Three-Year-Olds (Appendix 3) and 40

41 with Florida s Voluntary Prekindergarten (VPK) Education Standards for Four- Year-Olds. Copies of the VPK Education Standards are available to participants of training sessions conducted by the District s VPK Coordinator. In addition to the e-curriculum, The Creative Curriculum for Preschool is used to describe and demonstrate how to plan a developmentally appropriate program focusing on ten well-organized interest areas. Its underlying philosophy draws from Jean Piaget s work on cognitive development, Erick Erikson s stages of socio-emotional development, and accepted theories of how children learn best. The approach is practical, easy-to-understand, and immediately applicable to a variety of settings. The Creative Curriculum provides teachers the theoretical foundation and the framework for Collier s curriculum content. It describes how to organize a preschool classroom so that the environment is structures around 11 interest areas or centers: Blocks, Dramatic Play, Toys and Games, Art, Library, Discovery, Sand and Water, Music and Movement, Cooking, Computers, and Outdoors. Within this structure, teachers organize child-initiated and teacherdirected learning experiences that are intended to address four developmental area of learning: social/emotional, physical, cognitive, and language as well as six content areas: literacy, math, science, social studies, the arts, and technology. Through experiences with materials in the different centers, verbal interactions with peers, and differentiated instruction with children, the child is expected to learn and develop in all areas. The literacy supplement used in all Pre-K special classes, Literacy: The Creative Curriculum Approach, is an extension to The Creative Curriculum for Preschool. The focus of this supplement is on helping early childhood educators develop a better understanding of the key components of a comprehensive literacy program, the research behind each component, and the instructional role of the teacher. This volume describes how to integrate language and literacy experiences in specified interest areas as well as in other planned activities throughout the day. It outlines seven essential teaching strategies teachers use during large-group and small-group times, as well as with individual children. The content information in this supplement aligns with current reading research as identified by the Florida Center for Reading Research. In Literacy: The Creative Curriculum Approach, teachers introduce literacy skills such as oral language, phonological awareness, and print knowledge during planned small-group and whole-group activities. The curriculum uses a list of basic materials and book suggestions for each interest area to create activities for children to practice and apply these skills. Descriptive language is modeled and encouraged during all areas of play. Although there is no specified plan for daily instruction or sequence of activities that follow a hierarchy of skill 41

42 development in each of these areas, teachers rely on assessment data to determine the right activity for the right child or group of children. Supporting curricula, modified and adapted for use with students with significant cognitive disabilities, includes: The Carolina Curriculum for Preschoolers with Disabilities and Handicapped Infants Assessment, Evaluation, and Programming System (AEPS) The Oregon Project for Visually Impaired and Blind Preschool Children In summary, curriculum planning emphasizes learning as an interactive process with all activities taking place in the program from the moment the child arrives to dismissal. In other words, instruction is provided from bell to bell. The curriculum and educational practices delineated below are appropriate to our Pre-K curricula: 1. Learning activities and materials are concrete, real, and relevant to the lives of young children. 2. Emphasis is placed on the language-centered, activity-oriented approach. 3. Communication development is directly connected to those cognitive and social skills occurring in the language-rich environment. 4. Curriculum goals and activities are written in terms that staff involved in the child s program will easily understand. 5. Curriculum activities capitalize on the child s strengths and abilities as indicated in the assessment process. 6. Teaching techniques and strategies are congruent with the chosen curriculum. Assistants should be oriented in the techniques and strategies of the overall model. 7. Curriculum is flexible to allow teachers to take advantage of selective teaching techniques, materials, and methods required to meet and solve the varied instructional needs of the child with disabilities. 8. Curriculum includes a wide range of activities, with many methods used to meet specific objectives. The natural learning mode for the young child is play. Play provides the opportunity for active, concrete experiences. 9. Curriculum includes provisions for facilitating generalization. Cognitive, motor, social, physical and language skills develop both independently and in a connected way. 10. Curriculum stresses vital learning experience involved in toilet training, eating, dressing, and other routines to teach independence. For a free link to a Toilet Training tutorial, visit Inclusion Opportunities In the context of early childhood education, practices known as mainstreaming, reverse mainstreaming, integration, and inclusion are used to accommodate 42

43 children with disabilities who are too young for kindergarten. These terms denote the introduction of children with disabilities into a typical environment for all or some portion of the day, or in the case of reverse mainstreaming, the introduction of some typically developing peers into what is essentially a special education class. Inclusion implies that children with disabilities will have an opportunity to interact to the maximum extent appropriate with typically developing peers. The district s Pre-K Inclusion class consists of children both with and without disabilities in the same setting. The benefits for both children with disabilities and non-disabled children are many. The child with disabilities benefits from positive age-appropriate role models. This setting offers the best opportunity for healthy social growth and for the proper sequential development of learning skills. Children benefit from an increased self-esteem, sensitivity towards differences in others, as well as, enhanced cooperation with their classmates. Each child brings to its educational environment unique talents and strengths. If the IEP team determines that a child needs more integration, but the district does not have any basic Pre-K Inclusion class slots available, the team must be creative in maximizing opportunities with non-disabled peers. Inclusive opportunities can be provided in varied settings to allow all preschool children the right to equal opportunities. Learning strategies that have been shown to support the development and achievement of all students should be considered to allow all children to reach their fullest potential. 1. Utilize natural times to mainstream children with disabilities and nondisabled peers, such as: during mealtime, outdoor plays, field trips, computer time, music activities, and center rotations. 2. Bring the students from the basic class into the preschool special classroom for activities, such as: cooking, story time, movement/music, and work time. 3. Take the students from the Pre-K special class into a basic class to interact for activities. 4. Send 1-2 non-disabled children into the special class to serve as a peer buddy. It can be varied by pairing an older student with a younger one, or two students. Assistance to a younger child or group of children may be provided in activities such as: art projects, computer work, reading a book, working with manipulatives, and building with blocks. 5. Send 1-2 children from the preschool special class into a basic class to participate in activities, such as: work/center time, story time, large group/movement activity, library, small group rotations, and art. 6. Send a more severely disabled student into a less severely disabled class for the activities. 43

44 7. Involve the whole school in faculty meeting presentations such as an overview of exceptionalities, a teacher exchange day, materials sharing, or breakfast meeting with various school staff or bus drivers. 8. Group children of varying abilities into work teams to learn new material or carry out projects. Social Competence Social competence is the way individuals define and solve the most fundamental problems in human relationships. To develop social competence requires that children integrate cognitive, communication, affective and motor skills to meet individual interpersonal goals. A young child s social competence has important implications for later development, as young children s difficulties in peer interaction are predictive of social adjustment problems during later childhood and adolescence. Integrating social skills lessons throughout the already existing Galileo e- curriculum will help lessen conflicts between children while at the same time teaching them to solve conflicts and strengthen their social interaction and skills. There are a variety of social skills curricula on the market but most are not geared toward the prekindergarten population. The I Can Problem Solve (I.C.P.S.) and Skills Streaming for Early Childhood tools are currently being used in the preschool program for children with disabilities. Specific training in these tools is not required prior to implementation in the classroom. The following best practices should be utilized: Establish clear consistent rules written on the children s level and presented with visual cues. Review rules frequently in a positive manner. Model expected behaviors across a variety of settings. Role play for the children, then allow them to role-play. Elicit their responses as to how they would handle a given situation. Practice and reinforce appropriate use of rules whenever possible and always be consistent. Use literature, puppets, toys, etc. to get your point across and or to provide examples on the student s level. Additionally, the Teaching Tools for Young Children (TTYC) is an existing prosocial curriculum in the preschool program intended to assist teachers in problem-solving a plan to support young children who are having challenging behavior. The TTYC User's Manual will explain how to use the tools and all of the technical information you will need to access the hyperlinked visual supports and materials. If you are a first time user, we recommend the website: 44

45 Classroom Management There are two critical aspects of creating a classroom environment that are conducive to learning and to academic achievement. These two areas are: 1) effective classroom management, and 2) effective positive behavior supports. The responsibility for creating such an environment in the classroom is primarily that of the teacher. Classroom behavior management refers to the actions and strategies teachers use to encourage, support, and teach order in the classroom. One of the most important goals for young children is to gain self-control. A teacher begins this process through management of the classroom environment and utilization of a variety of techniques to prevent problems from occurring. It is recommended that positive behavior intervention methods utilized must be provided according to developmentally appropriate practices in early childhood programs. These include: the establishment of an organized learning environment; a consistent daily routine; interesting lessons and activities that are varied and meet individual needs; developmentally appropriate materials which are readily available; and the setting of clear and specific limits. Events in the daily routine should be scheduled to provide a variety of active and passive activities and a minimum of waiting time. The young child s limited attention span should be taken into consideration when planning any activity. Rules need to be clear as they help children control their behavior. Rules should also be posted (with words and pictures), few in number, simple, and reasonable for the child s age. Appropriate Techniques for Reducing Undesirable Behaviors 1. Redirection - distracting children from potential problems. 2. Planned Ignoring decision to ignore or tolerate behavior so that it will drop out or be extinguished. 3. Stating Expectations - reminding children of rules. 4. Signaling using nonverbal signals to curb inappropriate behavior. 5. Restructuring regulating the level of classroom disruption by restructuring or modifying the situation to bolster behavior control. 6. Conferencing arranging for a private conference with a problem student to exchange views in a confidential manner and helping the student see consequences of their actions and to solve their own problems and make good choices. 7. Warning establishing consequences for undesirable behavior in advance of any enforcement. 8. Enforcement of Consequences immediate, nonpunitive, and consistent follow-through on announced consequences for unacceptable behavior. 45

46 Documentation of specific behaviors should be noted on an anecdotal record form to assist teachers in planning appropriate intervention strategies. Appropriate Techniques for Increasing Desirable Behaviors 1. Reinforcing Appropriate Behavior. 2. Stating Expectations having clearly established individual classroom behavior expectations. 3. Modeling teacher consistently displaying the behaviors others are expected to exhibit, both in words and actions. 4. Structuring the Situation arranging classroom conditions to produce desired behaviors. 5. Positive Reinforcement providing a stimulus that, when presented as a consequence of a response, results in an increase or maintenance of that response. 6. Regulated Permission identifying the likely impulse or motive behind a student s undesirable behavior and then finding acceptable classroom alternatives for expression of his or her action. 7. Contracting a procedure for establishing a written and/or verbal agreement with one or more students to provide a particular service, reward, or outcome in return for a particular behavior or performance. 8. Token Systems using tangible objects or symbols that can be exchanged for a privilege, activity, or reward. Use of Time-Away Time-away should only be used after the other techniques have proven ineffective in managing or changing behavior. The time-away procedure simply removes positive reinforcement contingent upon inappropriate behavior and is a strategy used to assist a child in cooling off when he has lost control, giving time to reflect and regroup. Usually time-away is used for specific, predefined violations like hitting another child on the playground. Time-away should not exceed one minute for each age of the student. For example, if the student is three years old, time-away would not exceed three minutes. Time-away works most effectively when the child is placed in a safe area, removed from an exciting group activity, but in clear view of the classroom/playground activities and supervised adult. Children should not be threatened with or afraid of time away. Time-away should not be humiliating. The use of a timer is suggested to give the child and teacher an auditory signal for completion of time-away. Hitting, placing children in timeout boxes or isolated rooms, yelling, rough handling of children, sad faces symbolizing their day, and unauthorized physical restraint devices, the use of mechanical restraint devices (e.g., straps, belts, tie-downs, calming blankets) or 46

47 chemical restraint (medicine) are unacceptable in any classroom. Special chairs that are intended to restrain/support the legs and arms of children who have little or no muscle strength and need the support to stay upright are not to be used to force children to stay put in time-away. Time-away is not the moment to explain to the child what he did wrong or to negotiate future behavior. Adults should not directly interact with the child during the time-away, having the adult stand in back of the child with his hands on the child s shoulders may be sufficient to keep the child from leaving timeaway. When the time-away is over, it is important that the child immediately be positively redirected back into an acceptable activity. Time-away works very differently for children with autism. The isolation of timeout is generally very reinforcing to children with autism. An adult-accompanied time-away is much more effective. When the inappropriate behavior occurs, the child is removed and taken to a designated spot in the classroom for time-aways. This should be a place where the child has little to look at and nothing in his reach to do. An adult stays with the child to make sure he does not try to leave, and furthermore does not experience positive consequences of isolation. To make the adult s presence known, the adult may count or recite the alphabet. If the child is still resisting the time-away at the end of the count, the adult starts the counting over. This goes on as long as necessary. When the time-away is over, it is important that the child immediately be positively redirected back into an acceptable activity. Safe Physical Management Safe physical management can be utilized in programs serving children with disabilities to prevent injury to children or staff and/or prevent damage to property. Staff must be certified to use physical restraint techniques. For children who exhibit severe behaviors that require physical restraint, the IEP team must convene to discuss behaviors and develop a positive behavior intervention plan. Nonviolent crisis intervention techniques are the only techniques, approved for use, by the District School Board of Collier County. Nonviolent Crisis Prevention Intervention (CPI) is approved for use by Pre-K teachers certified in CPI. Techniques for Adolescent and Child Handling (T.E.A.C.H.) is approved for use with children in ASD special classes. T.E.A.C.H. and CPI training are offered through Staff Development. ESE provides the T.E.A.C.H. training (including recertification) and Student Services provides CPI training (including recertification). 47

48 Nonviolent crisis intervention techniques are utilized within a system of positive reinforcement; the other children are reinforced for ignoring and the disruptive child is reinforced as soon as any approximation of the desired behavior is observed. Safe physical restraint must be discussed as part of the IEP development and review process. Safe physical management must be documented each time it is used with a student. Infection Control Health standards are based upon the premise that the parent has ultimate responsibility for the health of the child. Within this framework, appropriate school health issues should encompass environmental and educational concerns related to a safe and healthy environment, as well as health education for staff and parents. Appropriate infection control procedures for all children must be followed. Each staff member must utilize standard (universal) precautions for exposure to blood and/or body fluids. The information below is intended to help remind school district employees about the simple and effective precautions that should be practiced against disease transmission. Any and all persons who may become exposed to blood or body fluids in their daily job performance should be fully aware of these simple procedures. Hand Washing Frequent and thorough hand washing is probably the most effective practice to prevent the spread of disease. Remember, there is no substitute for good hand washing. Both staff and students should practice careful hand washing technique with soap and running water at the following times: 1. Before and after eating or handling food. 2. Before and after giving first aid. 3. Before and after giving medications. 4. After using or assisting students to use the restroom. 5. After wiping noses, mouths, bottoms or sores. 6. After changing a diaper or handling body fluids. 7. After cleaning surfaces soiled with body fluids. 8. After taking off gloves. 9. After leaving the playground or outdoors Procedure for hand washing: 1. Turn water on and regulate the temperature (use water as warm as you can stand). 2. Apply soap to cover entire area of hands and wrists and lather well. 3. Add warm water as necessary to keep lather moist. 4. Work up a lather, use friction, and scrub for at least 20 seconds. 48

49 5. Rinse hands and wrists thoroughly under running water. Allow water to flow from the wrist down to the fingertips. 6. Dry hands well with a sanitary towel or single service (paper) towel. 7. Turn off faucets with paper towel. Be careful not to touch anything dirty (door knobs, etc.) 8. Discard paper towel in waste receptacle. Use of Disposable Gloves Direct contact with blood or body fluids can be avoided by wearing disposable gloves while providing first aid or cleaning fluid spills. A supply of disposable gloves should be available in the health clinic, lunchroom, classrooms, on buses, in physical education supplies, and in the custodian's supplies. Disposable gloves should be worn during the following situations: 1. When giving first aid for a bleeding injury (even a nose bleed.) 2. When caring for draining wounds. 3. When your hands are dry, chapped or have open sores. 4. When cleaning up spills. 5. When handling materials or surfaces soiled with bloody fluids. 6. When caring for children who vomit and hand washing facilities are not available (i.e. on a bus). 7. When cleaning with strong chemicals. 8. When pre-rinsing cloth diapers or clothing soiled with feces or other body fluids. Precautions when using disposable gloves: 1. Use a pair of gloves for only one procedure and only one child. Then discard the gloves in a plastic bag. 2. Put gloves on carefully to avoid tearing them. 3. Dispose of materials and clean surfaces contaminated with blood before removing gloves. Procedure for removing gloves: 1. Grasp the edge of glove. 2. Unroll the glove down over the hand and discard the glove in a plastic bag. 3. With the bare hand, grasp the opposite glove cuff on its inside surface. 4. Remove the glove by inverting it over the hand and discard the glove in either a plastic or biohazard waste bag when covered with copious body fluids. 5. WASH HANDS. 49

50 7. Florida s Child Outcomes Measurement System The goal of early intervention and preschool programs is to improve the lives of young children, including children with disabilities, and their families. Florida s Department of Health, Children s Medical Services, Bureau of Early Steps, and the Department of Education, Bureau of Exceptional Education and Student Services, want to make sure that we are providing high quality programs. One way for the state and school district to know whether our programs are making a difference is to measure the progress that children make during their time in our preschool program. How will we measure children s progress? We will assess every child in the school district s preschool program for children with disabilities. We will use an assessment called the Battelle Developmental Inventory, 2 nd Edition (BDI-2). What does the BDI-2 measure? It measures children s social skills, communication skills, motor skills, cognitive/thinking skills, and self-help skills. When will this happen? We will assess children when they begin the preschool program and again when they leave the program. All children served in the program for at least 6 months will be included in the child outcomes measurement system. How will we use this information? We will report overall information on children s progress to the federal government, via the Florida Department of Education. This information helps federal, state and local agencies determine how effective our programs are and how they can be improved. Assessment information on any individual child will be used in the development of present level statements on the IEP. Where can teachers get more information on the implementation of the use of the BDI-2 test? The most current material regarding the state initiative and how the school district will implement Collier Child Outcomes Measurement System procedures, can be found at Click on the navigation bar, For Staff Only to locate the document. A copy of the procedures, November 2008 update, is included in Appendix 3. 50

51 8. Confidentiality Confidentiality or respect for a family s privacy is crucial in working with children with disabilities. Written or spoken information can only be shared with school officials who have a legitimate educational interest in reviewing the records or information. A child s disability or a family s personal status must not be discussed in hallways or at social gatherings. Parent permission to photograph/videotape children should be obtained from each child at the beginning of the school year. If a child is being videotaped or photographed for a specific purpose such as a presentation, a pamphlet, or television show, parent permission for that specific activity must be secured from the child s parents. Confidentiality is especially critical when dealing with children with Human Immunodeficiency Virus (HIV) or Acquired Immunodeficiency Syndrome (AIDS). As per School Board policy, medical records indicating HIV infection and medications taken cannot be part of a child s education record. When a natural parent or legal guardian chooses to disclose, by written or verbal means, his/her child s HIV or AIDS infection, this information is deemed confidential and must not be discussed with any other staff unless authorized by the parent on the Consent to Release HIV-Related Information. 51

52 9. Transition and Student Progression Educators and early care providers of all children and particularly children with disabilities must plan for transition from one setting to the next, as each move signals a major change for the child and the family from familiar and secure surroundings to a new, uniform setting. Transition is a time of considerable stress, and teachers and care providers must engage in careful, timely planning to smooth the process. Many people are involved in the transition planning process, e.g., the child s family, the sending teacher, the early intervention specialist or early childhood teacher, support personnel, and the future-receiving teacher. Transition from Early Steps Early Steps (Part C) staff is responsible for notifying the school district of children who will be turning three in six months to one year and potentially eligible for exceptional student education services. Six months, but not less than 90 days prior to the child s 3 rd birthday, in conjunction with the individualized family support plan (IFSP) review or update, the Early Steps Primary Service Coordinator (PSC) discusses the family s transition needs and the service options for the child. At this point, Early Steps sends a notice of meeting to all service providers, including the school district to participate in a formal Transition Conference. A representative from the Preschool Assessment Team is required to attend if the child is potentially eligible for school district services and if the family has expressed interest in services. It is at this Transition Conference, that the IFSP team: discusses program information and possible service options; reviews existing screening and evaluation information; determines if additional information or evaluations are needed to ascertain eligibility exceptional student education services; discusses procedures to prepare the child and family for changes in service delivery, including steps to help the child adjust and function in a new setting; educational evaluations needed for eligibility determination; and timelines for transition activities. Early Steps provides the LEA representative a Transition Packet (the referral packet) after the Transition Conference. The referral packet includes the current IFSP, recent evaluations and assessments, any hearing and vision screening and evaluations, and a copy of the written consent for release of information executed by the parent. Existing screening and evaluation information available from agencies that previously served the child and family are used as appropriate for eligibility 52

53 determination for the school district. Because young children develop a very rapid rate, it is of critical importance that existing information be carefully reviewed to determine if it represents an accurate assessment of the child s current functioning level. To minimize the need for the comprehensive reevaluation of the Part C child, the school district works with the local Early Steps to use exiting Early Steps information and data such as parent reports, evaluation and current assessment, IFSP information, the Exit BDI-2, and observations by service providers to assist in determining eligibility. Families are informed that they can request participation of the Early Steps Service Coordinator or other representatives of the Part C system at the initial IEP team meeting. The obligation to have an IEP in effect on the child s third birthday applies to children who have been determined eligible for Part C by Early Steps and have an IFSP. When a child turns three years old near the end of or following the conclusion of the 180-day school year, the district continues to have the obligation to have an IEP in effect and implemented by the child s third birthday. ESY services are provided if the child s IEP team determines, on an individual basis, that the services are necessary for the provision of FAPE. Progression to Kindergarten Progression from preschool to kindergarten is a major change in the lives of young children. Early childhood educators must plan for student progression in early spring. The entire team, including the parents, must meet to review and update each kindergarten eligible student s IEP to reflect the services that will be needed at this new level of educational programming, including skills needed during this transitional phase. Compliance Note: Students with disabilities who will be five years old on or before September 1 st the next school year will be promoted to kindergarten in June, unless the IEP team believes FAPE would be denied if the student were not allowed to remain in the Pre-K program for another school year. The IEP team must include an ESE Coordinator in this decision making process. All appropriate student data must be up-to-date to facilitate the progression of the preschool child into a kindergarten general education class or primary exceptional student education class. An IEP meeting is conducted no later than APRIL, articulating with the receiving school and parents the child s needs. Planned activities to minimize anxiety, inappropriate behaviors, and dependence while providing children with opportunities to optimize attending, coping, direction/rule following and independence are encouraged. In coordination with the kindergarten team, designed activities should be initiated in NOVEMBER of each school year to assist children in making a smooth progression into kindergarten. 53

54 Preparations and planning for student progression to Kindergarten is a team effort. Each person s role complements the others, so it is imperative that staff familiarizes themselves with all roles. Case Manager/Preschool Teacher Responsibilities 1. By September 1 st, identify kindergarten age-eligible students, IEP and 3-year re-evaluation due dates. 2. By October 15 th, schedule a school team review of existing data on the students, including evaluations and information provided by the parents of the student, current classroom-based assessments and observations, teacher and related services providers observations. This review may be conducted without a meeting. If the review is conducted during an IEP meeting, the parent will need to receive prior written notice (invitation) of meeting. The team should identify what additional data, if any, is needed, and provide the parent with written notice of its proposal regarding reevaluation. Guiding questions to identify what additional data, if any, is needed include: a) Is formal assessment needed to determine if the student is still a student with a disability? b) Is assessment needed to determine the present levels of performance? c) Is assessment needed to add or modify the IEP or support participation in the general curriculum? d) Is there still a need for special education? Compliance Note: Including the ESE Program Specialist in the school team s student record review for determination of need for additional evaluation data is best practice. The Specialist is familiar with the required compliance documentation. Informed consent from the parent to conduct a reevaluation is required. 3. By November 1 st, establish partnerships with kindergarten teachers, identifying transitional activities to implement in November, after receiving principal approval. 4. By March 1 st, schedule all IEP APRIL meetings for kindergarten age-eligible students. 5. Participate in IEP meetings, including: Review of data related to progress on IEP goals/objectives; Share curriculum-based assessment results; Share other pertinent student data (e.g., portfolio, anecdotals, progress reports and work samples) at IEP meeting; Complete a draft IEP; Obtain a copy and update the TERMS data for Data Entry Clerk at the end of the IEP meeting; 54

55 Bring the student cumulative/audit file to the IEP meeting; Assist with the development of the IEP and Matrix of Services; and Participate in the decision making process. Related Services Staff Responsibilities 1. Participate in Re-evaluation Planning meetings. 2. Complete re-evaluations for kindergarten age-eligible students prior to April. 3. Prepare and participate in IEP meetings, including: Review data collected related to progress on IEP goals/objectives; Complete staff planning notes; Share pertinent information related to special health care needs, including individual health care plans; Assist with development of IEP and Matrix of Services; and Participate in decision-making process. School-based Psychologist 1. Participate in Re-evaluation Planning meetings. 2. Complete re-evaluations for age-eligible kindergarten students prior to April. 3. Prepare and participate in IEP Re-evaluation meetings, including: Observe age-eligible kindergarten students; Assist with development of IEP; and Participate in decision-making process. 55

56 10. Determination of Continued Need for Special Education In accordance with IDEA, a meeting of the IEP team is convened to review all available information about the student, including reports from any additional evaluations, and to determine whether the student continues to be a student with a disability in need of specially designed instruction and related services. Continued Eligibility If the student continues to be an eligible student, the students IEP is reviewed and revised, as appropriate, to incorporate the results of the reevaluation. If the reevaluation indicates that the student is no longer a student with a disability, or that specially designed instruction and related services are no longer needed, the applicable dismissal procedures must be followed. An ESE Program Specialist is a required member of this IEP team decision making process. For a student classified as Developmentally Delayed (DD), continued eligibility for special programs must be determined before the student is 6 years old. The child must meet the initial eligibility requirements for a special education program. Consequently, all required general education interventions for a child classified as Developmentally Delayed are required. Dismissal Teachers and parents alike must celebrate the success of intervention and assist parents and children with transitions into a least restrictive setting. A student must be dismissed from ESE services for students with disabilities if: a) Upon reevaluation, the student is determined no longer to be a student with a disability in need of special education and related services, or b) The parent of the student revokes consent for services. Before determining that a student with disabilities is no longer a student with disabilities, the school district conducts a reevaluation of the student in accordance with the Special Programs and Procedures (SP&P), Exceptional Student Education Policies and Procedures. Discontinuation from the ESE Program may only take place following the procedures for reevaluation of students with disabilities. 56

57 11. Parent Involvement Parent involvement is recognized as an important component of the ESE program. The goal is to build a strong cooperative relationship between home and school and to form consistent teaching strategies across settings. While different schools implement parent programs in different ways, each preschool program should focus on making sure that the day-to-day interactions of children with teachers and with each other are engaging, interesting, rich, satisfying, and meaningful. This strategy will attract the interest, involvement, and support of parents. Parents will try to find the time for visiting their child s classroom if the program is so enticing. When frequent contact is built into the system, parents will have the opportunity to see and experience some of the exciting activities in which their children are participating. Parents will feel needed and wanted. The District School Board of Collier County has an open door policy for parents and recognizes that parents frequently want to be included in their children s education. Some parents, however, do not know how to become involved. To overcome this, teachers will need to focus on and build upon parents strengths and encourage interactive parent-child activities. Some suggestions for increasing parent involvement that gives children the opportunity to experience a connection between home and school include: Coming to see their child in programs; Coming to see their child s work (e.g., special art festival); Assisting with special projects (e.g., rodeo days); Participate in meetings (e.g., IEPs, parent conferences, and workshops); Joining their child for breakfast and/or tea parties; and Utilizing home-school communication (e.g., newsletters, notes). Parents in the IEP Process Creating a common vision has been cited as one of the critical and fundamental aspects of the IEP meeting. When the team shares a common vision regarding the relevant, functional outcomes for a child, the effectiveness of the team is greatly increased. Parents of children with disabilities require all the information available about general child development, plus all the information available about their child s unique needs. The parent can and should be an expert on their child, but the teacher is considered the expert on teaching methodology, instructional tools, and teaching strategies. The two perspectives need to blend. Turning program planning into a power struggle stresses everyone and seldom benefits the child. Parents can best be involved in their child s education, when they also understand their child s needs and rights. It is helpful when parents understand 57

58 the dynamics of the school system and know the people who provide hands-on intervention and administrative support to their child s education. Suggestions on how parents can become active participants include the following: Encourage parents to make an appointment with the school to observe. Encourage the parent to have all relevant information and records organized and ready for quick reference. Advise the parent to be ready to share information such as what their child does best; what problems their child has at home; how their child helps at home; how their child gets along with other children, brothers and sisters; and what their child most needs to learn. Encourage parents to develop a list of questions to ask the team members regarding their child. Advise parents to attend and participate in all school meetings. Encourage parents to complete the planning notes which are included with the meeting notice, and to return these to you prior to the IEP meeting. Parent input is essential to IEP development. Keep a list of school contacts with telephone numbers. Parent Rights of Access to Educational Records Among the rights that are delineated in the IDEA are the parent s rights of access to records, rights to challenge what is maintained in those records, and rights of privacy concerning those records. References to records means any official records directly related to students which are created, maintained, and used by public educational institutions, including all material that is incorporated into each student s cumulative record and intended for school use or to be available to parties outside the school or school system for legitimate educational or research purposes. Plainly, parents have a right to review any education record relating to their child that is collected, maintained or used by the school district. Past interpretations by the U.S. Department of Education have held that the term education records include evaluation documents such as test protocols with personally identifiable information. The Family Educational Rights and Privacy Act (FERPA) states that any records relating to a minor student s health, such as medical or psychological records, which are maintained by an educational agency or institution or party acting for the agency or institution are education records under the Act. Access to such records does not necessarily require that copies be provided, since some of these documents may also be covered by copyright restrictions. Records include: identifying data, including name, date of birth, and similar information, including a student s social security number; academic work completed; level of achievement records, including grades and standardized test scores; 58

59 attendance data; IQ, psychological test scores, and similar interest or academic inventories; health data; family background information; teacher observations and anecdotal records; verified reports of serious or recurrent behavior patterns; and any other evidence, knowledge, or information maintained and used by school or by a person acting for the school. 59

60 12. Exceptional Student Education Certificate Endorsements In an effort to increase the number of highly effective teachers and improve student rates of learning, the Florida Department of Education is requiring that selected teachers of prekindergarten children with disabilities have specialized training. These teachers will be required to obtain an endorsement corresponding with the population they teach. The endorsement for this specific area will be required beginning July 1, Should you have any questions regarding the Endorsement in Prekindergarten Disabilities, please contact the District s Human Resources Certification Specialist. (Specific authority for this requirement is the Florida Board of Education Administrative Rule 6A ) ESE Endorsements 1. Is there a test that a teacher can take to add any of the endorsements to their certificates? No. There is no test available to add any of the endorsements. 2. Can a teacher s experience count toward obtaining the endorsement? Yes, under certain circumstances. Teachers can use appropriate teaching experience to replace some of the coursework that leads to an endorsement. Teachers can use a maximum of two years of experience per endorsement. One year of teaching is equivalent to three credit hours of coursework. The Bureau of Educator Certification makes the determination regarding which course(s) may be waived, based on individual circumstances and teacher transcripts. Districts do not make this determination. 3. If an individual takes university coursework that corresponds to the content of the State Board rule, but the university does not have an approved endorsement program, how is the endorsement awarded? The teacher must submit an application for the appropriate endorsement with the transcript for the courses taken. The Bureau of Educator Certification will conduct a course-by-course analysis, as necessary, to review the descriptive course titles or review the description of the courses in question to determine if the courses meet the requirements of the State Board of Education. Endorsement in Prekindergarten Disabilities 4. Who will be required to have the endorsement in prekindergarten disabilities? Beginning in July 1, 2011, teachers certified in any exceptional education field in primary education, and/or early childhood education, and who are teaching either prekindergarten-age children birth through two years or three through five years, for courses numbered or will be required to obtain the 60

61 specialization requirement for the prekindergarten disabilities endorsement as described in Rule 6A , Florida Administrative Code (FAC.). This requirement will not apply to teachers certified in preschool education (birth through age four years) and/or prekindergarten/primary education (age three years through grade three). 5. Is the prekindergarten disabilities endorsement the same as the prekindergarten handicapped endorsement? Yes. In 2002, a technical amendment to Rule 6A , FAC., deleted the reference to handicapped and substituted the term disabilities. No content changes to the rule were made. The Florida Course Code Directory references both the prekindergarten disabilities endorsement and the prekindergarten handicapped endorsement. 6. Will the endorsements in autism and/or severe or profound disabilities also be required for prekindergarten teachers who are teaching students with autism or severe or profound disabilities? No. The endorsements in autism and severe or profound disabilities will only apply to teachers for grades kindergarten through twelve. 7. Is there an alternative to the endorsement? Yes. As an alternative to getting the endorsement in prekindergarten disabilities, teachers could take the subject area test and receive certification in preschool education (birth through age four years) and/or prekindergarten/primary education (age three years through grade three). 8. Is information available to help a teacher prepare for these subject area tests? Yes. Test preparation guides are available for a nominal fee to assist candidates taking the subject area test in preschool education and/or prekindergarten/primary education. These guides may be accessed online at: 9. The Florida Course Code Directory currently allows considerable flexibility for teachers of prekindergarten children with disabilities when programs are blended with other early childhood programs or when one of the early childhood programs serves as the child s inclusive placement. Will this continue? The Florida Course Code Directory provides that when Head Start, the Voluntary Prekindergarten Education (VPK) Program, Title I preschool classes and/or school readiness classes are blended or serve as the inclusive placement for a preschool child with a disability, the teacher may hold a certification as required by either the prekindergarten disability program or by the other applicable early 61

62 childhood program. The endorsement is not required for certification areas identified for Head Start, VPK, Title I, and/or school readiness. 10. What options are available to teachers interested in pursuing the prekindergarten disabilities endorsement? Teachers who are not currently endorsed will have the opportunity to participate in district add-on programs (when they are available) or obtain college credit in the appropriate coursework. A number of colleges and universities are developing endorsement programs for implementation and have expanded existing course offerings that satisfy the requirements established in the appropriate State Board of Education rule. Districts can establish an approved program for the endorsement to be offered by the district. 62

63 APPENDIX 1 Pre-K TEACHER/CASE MANAGER RESPONSIBILITIES August Chart each student s date of birth, annual IEP date, and re-evaluation date Secure copy of each student s IEP Set-up and implement data collection system to assess student progress Schedule annual IEP meetings due within the next 2 months with the ESE Secretary Enter Galileo baseline data within 2-3 weeks of each child s enrollment September Schedule annual IEP meetings due within the next 2 months with the ESE Secretary Enter Galileo assessment data every few weeks to track progress and plan instruction Enter Galileo baseline data within 2-3 weeks of a new child s enrollment October Schedule IEP meetings due within the next 2 months with the ESE Secretary Enter Galileo assessment data every few weeks to track progress and plan instruction Enter Galileo baseline data within 2-3 weeks of a new child s enrollment File IEP Progress Report in the official student record (red audit file) Partner with Kindergarten teacher(s) to plan for transitional activities for students entering Kindergarten next school year (implement activities as early as December) November Schedule IEP meetings due within the next 2 months with the ESE Secretary Enter Galileo assessment data every few weeks to track progress and plan instruction Enter Galileo baseline data within 2-3 weeks of a new child s enrollment Progress Reports Due. On the first school day of the November calendar, print and share with parent their child s Galileo Individual Knowledge Area Proficiency Profile and the IEP Progress Report. File the IEP Progress Report in the official student record (red audit file) December Schedule IEP meetings due within the next 2 months with the ESE Secretary Enter Galileo assessment data every few weeks to track progress and plan instruction Enter Galileo baseline data within 2-3 weeks of a new child s enrollment 63

64 January Schedule IEP meetings due within the next 2 months with the ESE Secretary Meetings for K-eligible students must be conducted no later than APRIL Enter Galileo assessment data every few weeks to track progress and plan instruction Enter Galileo baseline data within 2-3 weeks of a new child s enrollment February Schedule IEP meetings due within the next 2 months with the ESE Secretary Meetings for K-eligible students must be conducted no later than APRIL Enter Galileo assessment data every few weeks to track progress and plan instruction Enter Galileo baseline data within 2-3 weeks of a new child s enrollment Progress Reports Due. On the first school day of the February calendar, print and share with parent their child s Galileo Individual Knowledge Area Proficiency Profile and the IEP Progress Report. File the IEP Progress Report in the official student record (red audit file) March Schedule IEP meetings due within the next 2 months with the ESE Secretary Meetings for K-eligible students must be conducted no later than APRIL Enter Galileo assessment data every few weeks to track progress and plan instruction Enter Galileo baseline data within 2-3 weeks of a new child s enrollment April Schedule IEP meetings due within 2 months with the ESE Secretary Meetings for K-eligible students must be conducted no later than APRIL Enter Galileo assessment data every few weeks to track progress and plan instruction Enter Galileo baseline data within 2-3 weeks of a new child s enrollment May Schedule IEP meetings due before Oct 15 with the ESE Secretary Enter Galileo assessment data every few weeks to track progress and plan instruction Enter Galileo baseline data within 2-3 weeks of a new child s enrollment Progress Reports Due. Prior to the last student end date, print and share with parent their child s Galileo Individual Knowledge Area Proficiency Profile and the IEP Progress Report. Prior to the last teacher s work day, file the final Galileo Individual Knowledge Area Proficiency Profile in the official student record (red audit file) Prior to the last teacher s work day, file the IEP Progress Report in the official student record (red audit file) 64

65 APPENDIX 2 BASIC PRE-K INCLUSION CLASS REFERRAL FORM The Individual Education Plan (IEP) Team has met and determined that a Pre-K Inclusion Class placement is necessary to ensure that special education services are delivered in a least restrictive environment (LRE). The IEP implementation date must allow ample time for the Basic Pre-K Program to complete its required application procedures with the parent. Generally, 10 school days is sufficient for this activity. Within 2 working days of the IEP team decision, complete the information below and send form to the Basic Pre-K Office. Student Demographic Information Student Full Name: D.O.B.: Student ID# Zone School: Attending School: Parent Name: Home Telephone: Address: Work Telephone: City: Florida, Zip Code: Exceptional Student Education Information IEP Initiation Date for Inclusion Assignment: / / Proposed School: ESE Eligibility Program(s): Date form provided to Basic Pre-K Home School Liaison / / Date form provided to Basic Pre-K Program/Box# 137 or Fax / / The IEP Team, including parents, understands that an Inclusion Class assignment is pending the completion of the Basic Pre-K Program application packet. ESE Program Specialist Signature Date PRE-K BASIC OFFICE USE ONLY Return Receipt: Application completed; assignment is approved. Parent/guardian has not complied with application appointment/registration documents. Assignment is not approved. Please reconvene an IEP meeting. Basic Pre-K Supervisor/Supervisor Designee Signature Date 65