This corporation has had a long partnership with Head Start and have established successful consultative collaborative relationships with special education providers. If you want to see other practices that this district implements that are exceptional, please click on the items with an asterisk.
Describes how special education services are provided
- Service Models
- Consultative: Service delivery provided by general educator with periodic consultation from special educator and/or therapist
A range of activities and environments that eliminate the physical, social and instructional barriers to learning (DEC, NAEYC 2009)
- Universal Design for Learning
- Flexible instructional approaches that guide developing instructional goals, methods, materials, and assessment for all learners provide multiple ways to engage children, present information and determine learning (CAST 2011)
- Assistive Technology
- Any piece of equipment, or product system, acquired commercially, modified, or customized, used to maintain, increase, or improve functional capabilities of persons with disabilities, except medical devices surgically implanted. (IDEA 2004)
- Planned interventions/modifications to ongoing classroom activity or materials to maximize children’s participation
Intentional multi-tiered instructional strategies that increase a child’s engagement, participation and learning (DEC, NAEYC 2009)
- Embedded Instruction
- Strategies that address individual learning goals within the context of ongoing routines, activities and transitions
- Used with children who require more intensive supports by providing targeted approaches to move children progressively toward skill development, e.g. modeling, response prompting, corrective feedback, peer supports
- *Tiered Levels of Instruction
- An approach to provide adult instructional supports that requires screening and ongoing assessment to determine impact of teaching/learning and adjustment of instruction
- This classroom teacher completes daily notes to ensure current knowledge of student progress and and the impact of interventions to be able to adjust instruction in a timely manner. She also send monthly progress summaries to families
- The intentional social supports/teaching that creates a classroom community of belonging for each child and facilitates positive relationships of respect, acceptance and friendship.
Administrative Supports (systems level)
Strategies in place that including professional development, opportunities for collaboration and communication among families and practitioners to support high quality inclusion (DEC, NAYEC 2009)
- Professional Development
- Teaching and learning activities that support inclusion and facilitate acquisition and application of professional knowledge, skills, and dispositions (NPDCI, 2011)
- Models of Collaboration
- Approaches to support ongoing communication and collaboration include technical assistance, consultation, coaching, mentoring, collaborative problem-solving, and communities of practice/professional learning communities (NPDCI, 2011) (NPDCI, 2011).
- Family-Staff Partnership
- Opportunities for relationship building between families and practitioners support the achievement of mutually agreed upon goals (NPDCI, 2011).
- Funding Sources
- Title 1 Preschool: Federal funding received by states to assist local school districts with high numbers of low-income families
- Head Start