Programs Serving Pre Kindergarten Children with Disabilities Needs Assessment

1
Programs ServingPre- Kindergarten Children with
DisabilitiesNeeds Assessment

• Summary Report
• Program Effectiveness/Quality

2
Common Themes

• It appears that this was a difficult area for
  school districts to report about. Many questions
  on the meaning of PE/Q.
• Methods for collecting data on PE/Q
• Document review
• SRUSS results
• Survey 2, 3, and 9 data for TERMS
• Surveys and Needs Assessments
• Informal teacher parent surveys

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Summary of Needs

• Use of program evaluation tools for
  self-assessment
• Use of indicators of achievement of child
  outcomes
• Use of a self-assessment monitoring for
  compliance
• Procedures for review update of interagency
  agreements
• Procedures for assessing family satisfaction
• Procedures for evaluating teacher competence

4
Programs ServingPre- Kindergarten Children with
DisabilitiesNeeds Assessment

• Summary Report
• Inclusion

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Blended Classrooms

• 176/1800 classrooms are blended with either
  Title 1, Head Start or School Readiness classes
• 202/1800 classrooms with reverse mainstreaming

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Service Delivery Models
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Speech/Language, OT, PT
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Summary of NeedsRanked 1st 2nd combined

• Targeted exploration of one or more new,
  research-based inclusion models to implement.
  (18)
• Evaluating/refining existing service delivery
  models. (16)
• Information on Universal Pre-K. (16)
• Expanding our continuum of service to implement
  more service delivery models in natural
  learning environments. (13)

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Programs ServingPre- Kindergarten Children with
DisabilitiesNeeds Assessment

• Summary Report
• Evaluation and Assessment

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Common Themes

• Many districts have a LARGE selection of
  assessment tools from which they select
• Selection is based on what they know about the
  child from screening

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Initial Assessment

• Behavior Assessment System for Children (4)
• Battelle Developmental Inventory (7)
• Bayley (3)
• Bracken (5)
• Childhood Autism Rating Scales (7)
• Clinical Evaluation of Language
  Fundamentals-Preschool (8)
• Differential Abilities Scale (11)
• Developmental Profile (13)

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Initial, contd

• Expressive one word picture vocabulary test (11)
• Gilliam Autism Rating Scale (GARS) (6)
• Goldman-Fristoe Test of Articulation (14)
• Kaufman Assessment Battery for Children-II
  (KABC-II) (5)
• Learning Accomplishment Profile-D (7)
• Leiter (6)
• Mullen Scale of Early Learning (5)
• Oral Written Language Scale (6)

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Initial, contd

• Preschool Language Scale (26)
• Receptive/Expressive Emergent Language - 3
  (REEL-3) (6)
• Rossetti Infant-Toddler Language Scales (5)
• Receptive one word picture vocabulary test (9)
• Stanford Binet (9)
• TOLD (4)
• Vineland (17)
• Wechsler Preschool and Primary Scale of
  Intelligence (12)

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Ongoing Assessment

• ABELS (ABLLS) 5
• Brigance 9
• DIAL-R 5
• Galileo 4
• Hawaii Early Learning Profile 6
• IEP Data Collection - 3
• LAP-D/R 5
• Progress Reports daily/weekly/quarterly 10

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Average Timeline

• Most 30, 45, 60 days
• 2 months
• 3 months
• Longest 7 months
• Shortest 2-3 weeks

16
Summary of NeedsRanked 1st 2nd combined

• Review and selection of developmentally
  appropriate assessment tools for measuring child
  outcomes. (19)
• Support to evaluate the link between existing
  assessment and curriculum. (15)
• Review and selection of developmentally
  appropriate assessment tools for determining
  eligibility. (9)

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Programs ServingPre- Kindergarten Children with
DisabilitiesNeeds Assessment

• Summary Report
• Curriculum and Instruction

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Curricula Used

• Significant majority use more than one curriculum
• Many mentioned relationship to Pre-K performance
  standards
• Some use teacher developed curricula based on
  student needs/IEP information

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Common Themes

• High Scope
• Carolina
• Creative Curriculum
• Hawaii
• DLM Express
• BELL
• Conscious Discipline

• Read, Play and Learn
• Beyond Centers and Circle Time

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Links to Assessment

• Curriculum has own assessment
• Developmentally appropriate curriculum and
  developmentally appropriate assessment
• Assessment information used to drive
  instructional decisions
• It doesnt

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Training

• Multiple day training
• Monthly inservice
• District staff
• Consultants/publishers/authors
• Summer institutes
• Peer teacher mentoring
• TA on request

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Follow Up/Support

• Monthly meetings
• Peer supports
• Consultants available (?email, phone?)
• Resource materials
• Classroom visits
• Professional study groups
• Onsite assistance
• Mentors

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Teacher Identified Needs

• Social/emotional
• Behavior/classroom management
• Autism
• Curriculum implementation

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Summary of NeedsRanked 1st 2nd combined

• Review and select new, research-based curriculum
  models to implement (19)
• Align curriculum with DEC and state performance
  standards. (18)

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Programs ServingPre- Kindergarten Children with
DisabilitiesNeeds Assessment

• Summary Report
• Transition

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Common Themes (Part C to Pre-K ESE)

• Transition processes reported
• Temporary placements
• Contacts between staff. Who initiates varies by
  region.
• Placement meeting held 3 to 6 months prior to 3rd
  birthday.
• Monthly transition meetings
• School visits for children families.

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Common Themes (Pre-K ESE to Kindergarten)

• Families are prepared for transition through
• school visits
• Face to face meetings with staff
• workshops
• parent nights
• transition booklets and written material
• Children visit classrooms are supported by
  teaches families through the process.

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Common Themes (Part C to Pre-K ESE to Reg/Sp Ed)

• Reasons for re-evaluations
• Evaluations out-of-date
• Evaluations didnt meet district criteria for
  determining eligibility
• All areas of concern were not assessed
• Evaluations done for reasons other than
  eligibility (placement, further information,
  etc.)
• At 6 yrs. to address Develop. Delay eligibility.

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Summary of Needs

• Transition procedures from Part C to Pre-K ESE
  from Pre-K ESE to regular or special education
  drafted implemented.
• Procedures for assessing family satisfaction w/
  transition process.
• Procedures for revising updating interagency
  agreements.
• Developing positive relationships w/ community
  child service agencies.

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Programs ServingPre- Kindergarten Children with
DisabilitiesNeeds Assessment

• Summary Report
• Family Involvement

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Common Themes

• How families are involved
• Volunteering
• As team members SIP, Advisory, Task Force mtgs.
• School visits story hour, family dinners
• Assessment of child
• Web sites
• Linking to parent groups
• Staff training on family involvement

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Common Themes

• How information is shared
• Phone calls, notebooks, newsletters, e-mail,
  calendar
• Interpreters
• Home visits - Home/school liaison staff
• Accommodations for families
• Interpreters
• Bilingual staff in class
• Notes and documents translated
• Trainings provided in multiple languages
• ESOL contacts in schools
• Migrant literacy programs

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Summary of Needs

• Procedures supporting family involvement in ways
  other than IEP development.
• Positive relationship building with families.
• Procedures for effectively sharing information
  with families.
• Procedures to include families from diverse
  populations.