Developing & Implementing an Intentional Inclusion PreK Program:

A Team Approach

Office of Early Learning and Exceptional Children Division,

NC Department of Public Instruction withCumberland County Schools

Educational Environments

Indicator 6: Percent of children aged 3 through 5 with IEPs attending:

A. Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program; and

B. Separate special education class, separate school or residential facility.

(20 U.S.C. 1416(a)(3)(A))

Results Driven Accountability

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Focused TA support a few LEAs

Targeted Technical Assistance to some LEAs

based on data

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NC Department of Public Instruction, Exceptional Children Division

Technical Assistance & Training Offered to all LEAs

Continued follow-up to sustain efforts

Results Driven Accountability

Using data to decide which school systems get what kind of level of support from the state:

Preparation phase: identify the data Inquiry phase: conduct data analysis and

determine root cause Action phase: plan for improvement, implement

plan, assess progress

Cumberland County Schools’ RDA Process

Inclusion Journey

Cumberland County Schools’ Inclusion Journey

Early Development

1987 Just glad to be here (PL99-457) 1990 Added two separate classes 2010 Had grown to 24 separate classes and

3 inclusive classes administered by the special education department

Cumberland County Schools’ Inclusion Journey

2010 Initial Attempts Possible decrease in funding from the state. Implemented 5 Title I and Special Education

blended classes. No plan for classroom support nor

professional development to prepare teachers.

Stages of Implementation

Exploration and Adoption between 2010 and 2012

Program Installation August 2012

Initial Implementation 2012 - 2013

Full Operation (We’re working on it.)

Innovation (We know we can.)

Sustainability (Will be the legacy of our work!)

Exploration and Adoption 2010-2011Inquiry Phase

1. Creating the Preschool Inclusion Initiative Cross-Sector Leadership Team

2. Taking Stock -- Assessment of Strengths and Needs

3. Mapping where the children with IEPs are served with the group

Program Installation 2011-2012Action Phase

1. Developing the strategic classroom/staffing plan through a Title I and Special Education agreement at the Director level using existing resources.

Program Installation 2011-2012Action Phase

2. Developed a rubric with factors for IEP teams to consider when making LRE decisions:

Child language developmental levels Child social developmental levels Ability to make transitions Classroom curriculum requirements and

accommodations/supports needed

Program Installation 2011-2012

3. Implemented New Classroom Configurations

Initial Implementation 2012-2013

Conducted a series of professional development activities around “Embedded Intervention: A Team Approach”

Developed a plan for teacher supportEmbedded instructionClassroom coaching and collaboration

Professional Development Plan

“Coaching in the Inclusive Classroom”• Coaching Agreement• Embedded Intervention Lesson Planning• Data Collection• Coaching Log

Implemented the “Case Study” small-group PLC Developing high-quality, functional IEP goals &

priority learning targets

Focus on Cumberland County 2011Excluding children enrolled in Kindergarten

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Educational Environments for Children Ages 3-5

Focus on Cumberland County 2012

DRAFT

Focus on Cumberland County 2012

DRAFT

An embedded intervention success story

Cameron

Background

Had attended a separate 3-year-old class

Enrolled in Title One/State PreK August 2012

Problematic behaviors - school, home, and

childcare setting

Presenting Behaviors, August 2012

Mother Behaviors interfere with

learning and interacting with peers.

Tantrums Verbal communication For the future:

– Functioning on level with typical peers

– Success in all areas of development.

Teacher & Itinerant Toilet training Safety for self and others Communication

(receptive and expressive) Social Skills (interacting

with peers appropriately) Sensory (calming

strategies)

Play and Teaching Strategies

Waiting Modeling Novelty Sensory Diet choices Visuals and icon schedules Music Red light/Green light Computer & iPad

Attends to teacher-directed activities in small group setting

I am creative!

SPRING,

2013

Initiates conversations with peers & adults

My friends help when I ask.

SPRING,

2013

Complete fine motor tasks

Animal puzzles, yes!

SPRING,

2013

Increased meaningful play in centers

My friends are fun!

SPRING,

2013

Takes turns with a friend

We take turns at the Smart Board.

SPRING,

2013

Listen to my story……