Blending PreK: From Theory to Practice

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Blending Pre-K From Theory to Practice

• Gilchrist County

2005 2006 2006 2007 2007 2008
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Inclusion

• Funding and Blending Issues

• Evaluation of Curricula

National Standards
Readiness Standards
District State Visits

• Students

D.O.E.
Conference Calls
National Standards

• TATS Support

Surveys
SRUSS

• Surveys

• SRUSS Data 04 05

Training
Need for Change
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SRUSS DATA
2004 - 2005
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Surveys of Stakeholder Groups

• Pre-K Teachers / Staff
• Parent Representation
• District Administration

• Assessment (program and student)
• Inclusion
• Program
• Curriculum
• Transition
• Family Involvement
• Teaming

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Key Points !

• District PK ESE / District Pre-K Early
  Intervention Supervisors Lead Team Initiative
• Collaboration between all stakeholders Know
  where your stakeholders are and plan for change
• Administration (funding, site, facilities,
  transportation)
• Have a vision of your model

6
Inclusion / Blending Data
2004 - 2005
2005 - 2006
9
100
91
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TATS Support

• Writing District TA Plan
• Training and Support
• (Curriculum, Phonemic Awareness, Assessment,
  Behavioral, ECERS, Site Visits)
• Collaboration with Agencies

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Key Points !

• Ongoing Support / Training / Collaboration
• Regional Assistive Technology Specialist
• Certified Behavior Analyst
• Monthly CARD Trainings
• Teacher Trainings as Needed (i.e., FSDB)

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Students

• Screenings
• Evaluations DIAL / Battelle
• Lists of Current Students
• Projection of VPK / School Readiness / Early Step
  Students

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Evaluation of Curricula

• Kindergarten Requirements
• State and National Pre-K Performance
  Standards
• Visited Charlotte Mecklenburg N.C. (NEFEC
  Sponsored)
• Curriculum Rating Sheets
• Florida Center for Reading Research

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OWL Opening the World of Learning

• Core
• Pre-K
• Curriculum

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Waterford Lab(Supplemental)

• Early Reading Program
• Adapts instruction to each learners pace
• Letter mastery, reading listening development,
  language comprehension, spelling writing.
• Built in ongoing assessment and progress
  monitoring

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Funding and Blending Issues

• Classroom Planning
• Program Requirements
• Teacher / CDA Salary Experience
• Teacher Certification / Ratios
• Class Size

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Students Served 05 - 06

• School Readiness Only 5
• VPK Only 9
• VPK / School Readiness 19
• VPK / Private Pay 49
• VPK / ESE 13
• ESE Full Time 53
• Private Pay All Day 2
• Total 150

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Students Served 06-07

• School Readiness Only 4
• VPK Only 13
• VPK / School Readiness 7
• VPK / Parent Pay 38
• VPK / ESE 15
• ESE Full Time 41
• Parent Pay 20
• Total 139

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Students Served 07 - 08

• School Readiness Only 2
• VPK 13
• VPK/ESE 7
• VPK / School Readiness 4
• VPK / Parent Pay 63
• ESE 44
• Private Pay 12
• Total 145

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Classroom Planning Teacher with CDA(s)
Other Combinations of School Readiness,
Parent Pay, ESE 111,VPK
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Classroom PlanningCDAs Only
Other Combinations of School Readiness,
Parent Pay, ESE 111,VPK
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Key Points!

• Target less than 50 ESE in each classroom
• Requires continuous monitoring of class rolls
  (due to student eligibility and parent choice of
  service models)
• Must have at least 4 VPK students in a class

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What Makes it Work???
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Key Points!

• Full Time Teacher on Assignment for constant
  program monitoring
• Attendance, reconciliation, ratios, ESE
  staffings, ongoing screenings, program staff
  development, etc.
• Collaboration Training
• Superintendent, Finance Director, ESE Director,
  School Board, Principals etc.
• Teachers ESE and Gen Ed Training
• Parent Orientations
• Data Collection