miami-dade county public schools - alexandre lopes...

Alexandre Lopes, Instructional Supervisor Prekindergarten Program for Children with Disabilities

MIAMI-DADE COUNTY PUBLIC SCHOOLS MIAMI, FLORIDA

PREKINDERGARTEN PROGRAM FOR CHILDREN WITH DISABILITIES

August 2014

PREFACE This handbook has been developed by the Prekindergarten Program for Children with Disabilities to serve as an easy reference to the policies and procedures of the Miami-Dade County Public Schools as they relate to programs for prekindergarten children with disabilities. It serves as a resource in the effort to maintain consistency in prekindergarten programs throughout the county. Each member of the faculty and support staff should become familiar with the contents of this handbook and follow the guidelines provided within. There is much to gain from effective and comprehensive programs in special education for the prekindergarten child. If an adequate program is provided to children at an early age, it is possible to significantly reduce the full impact of their disabilities and consequently, to increase their potential for future growth and independence.

TABLE OF CONTENTS Preface Prekindergarten Program for Children with Disabilities ........................................ 1-4 PROCEDURES FOR REFERRAL AND PLACEMENT Identification and Referral ................................................................................................5 Screening and Evaluation ................................................................................................5 Staffing Conference .........................................................................................................6 Individual Educational Plan (IEP)/Matrix of Services ................................................... 6-9 Placement .................................................................................................................. 9-10 Guidelines for English Language Learners (ELL) Children ............................. ...............10 CLASSROOM MANAGEMENT Teacher Certification ...................................................................................................... 10 Teacher Responsibilities .......................................................................................... 10-12 Lesson Plans ................................................................................................................. 12 Temporary Instructor Plans ............................................................................................ 12 Professional Development Training Sessions .......................................................... 13-14 Home Visits ........................................................................................................... 14-15 Role and Function of the Paraprofessional .............................................................. 15-16 Recordkeeping ......................................................................................................... 17-18 PROGRAM DESCRIPTION Program Models ....................................................................................................... 18-21 Classroom Composition ........................................................................................... 21-22 Learning Environment………………………………………………………………………22-24

Curriculum/Florida Voluntary PreKindergarten Education Standards/Field Trips .... .24-26 Daily Routine ………………………………………………………………………………. 26-28 Opportunities with Non-Disabled Peers ................................................................ …28-29

Assistive Technology ............................................................................................... 29-30

Classroom Management .......................................................................................... 30-32

Infection Control ............................................................................................................. 32

Confidentiality .......................................................................................................... 32-33

Related Services ..................................................................................................... .33-35

Assessment………………………………………………………………………………… 35-36

Prekindergarten Progress Report ............................................................................ 36-37

Students Transferring .................................................................................................... 37

Annual Review IEP .................................................................................................. 37-38 Transition Process/Promotion .................................................................................. 38-39

Reevaluation ……………………………………………………………………………………39

Exit Staffings …………………………………………………………………………… …39-40

Parent Request for a Copy of the Psychological Evaluation .......................................... 40

Mentors/Classroom Visits and Observation ................................................................... 40

Preschool Grant for Children With Disabilities ............................................................... 41

Resources…………………………………………………………………………………….... 41

Standards for Prekindergarten Programs ...................................................................... 42

Parent-Teacher Conferences ......................................................................................... 42

FAMILY EDUCATION PROGRAM

Family Education Classes ........................................................................................ 42-43 The Parent/Child Activities Calendar and The Parent/Child Stimulation Activities Calendar……………………………………………………………………………...43 Resource Materials……………………………………………………………………………..43 Staffing Conferences ..................................................................................................... 43 Support Person .............................................................................................................. 43 Social Work Services ..................................................................................................... 43 Assistive Technology Services (SWAT) ................................................................... 43-44 Staffing Specialists ......................................................................................................... 44 ROLE OF THE PREKINDERGARTEN EXECUTIVE DIRECTOR, SUPERVISOR AND SUPPORT STAFF

Responsibilities .............................................................................................................. 44 Major Duties ............................................................................................................. 45-46 Community Resources ............................................................................................. 47-49

Teacher Handbook Appendices 2014-2015

(available online at http://prekese.dadeschools.net/teacherhandbook.html)

Appendix Heading

A Calendars & Classroom Organizational Charts

B The IEP Process & ESY Packets

C Program Models & Role Models

D Daily Team Planning & Lesson Plans

E English Language Learners (ELL)

F Forms (links to Forms Management only available on M-DCPS computers)

G Professional Development

H High/Scope & Developmentally Appropriate Practices (DAP)

I Instructional Materials

J Assistive Technology

K Islands of Possibility / Curriculum Adaptations for Children with Multiple Impairments /Intellectual Disability

L Curriculum Adaptations for Children with Visual Impairment

M Curriculum Adaptations for Children with Autism

N Positive Behavior Support Strategies

O Field Trips

P Schedules & Toilet Training

Q Data Collection / Ongoing Monitoring of Progress

R Progress Reports

S Curriculum Components

T Transportation

U Assessment Requirements & Computer Assessment Charts

V Transition to Kindergarten

W Program Standards

X Program Monitoring and Technical Assistance

Y Family Involvement

Z Pre-K SPED District Staff

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MIAMI-DADE COUNTY PUBLIC SCHOOLS PREKINDERGARTEN PROGRAM FOR CHILDREN WITH DISABILITIES

2014 – 2015 North Regional Center

Biscayne Elementary 800 77 Street Miami Beach, FL 33141 (305) 868-7727 Mail Code: 0321

V. Boone/Highland Oaks El. 20500 N. E. 24 Avenue Miami, FL 33180 (305) 931-1770 Mail Code: 2441

James H. Bright Elementary 2530 W. 10th Avenue Hialeah, FL 33010 (305) 885-1683 Mail Code: 0481

W. J. Bryan Elementary 1201 N.E. 125 Street North Miami, FL 33161 (305) 892-7080 Mail Code: 0561

John G. Dupuis Elementary 1150 W. 59 Place Hialeah, FL 33012 (305) 821-6361 Mail Code: 1481

Amelia Earhart Elementary 5987 E. 7th Avenue Hialeah, FL 33013 (305) 688-9619 Mail Code: 1521

Norman S. Edelcup/Sunny Isles Beach K-8 201 182 Drive Sunny Isles Beach, FL 33160 (305) 933-6161 Mail Code 0092

Gertrude Edelman/Sabal Palm El. 17101 N. E. 7 Avenue North Miami Beach, FL 33162 (305) 651-2411 Mail Code: 4801

Fienberg/Fisher K-8 Center 1420 Washington Avenue Miami Beach, FL 33139 (305) 531-0419 Mail Code: 0761

Greynolds Park Elementary 1536 N. E. 179 Street N. Miami Beach, FL 33162 (305) 949-2129 Mail Code: 2281

Hialeah Gardens Elementary 9702 N. W. 130 Street Hialeah Gardens, FL 33016 (305) 827-8830 Mail Code: 2111

Hibiscus Elementary 18701 N. W. 1 Avenue North Miami Beach, FL 33169 (305) 652-3018 Mail Code: 2401

Madie Ives Elementary 20770 N. E. 14 Avenue N. Miami Beach, FL 33179 (305) 651-3155 Mail Code: 2581

J. W. Johnson Elementary 735 W. 23 Street Hialeah, FL 33010 (305) 883-1357 Mail Code: 2621

Lake Stevens Elementary 5101 N. W. 183 Street Opa-locka, FL 33055 (305) 625-6536 Mail Code: 2801

Miami Gardens Elementary 4444 N. W. 195 Street Opa-locka, FL 33055 (305) 625-5321 Mail Code: 3241

Natural Bridge Elementary 1650 N.E. 141 Street North Miami, FL 33181 (305) 891-8649 Mail Code: 3661

Norland Elementary 19340 N. W. 8 Court Miami, FL 33169 (305) 652-6074 Mail Code: 3701

North Glade Elementary 5000 N. W. 177 Street Opa-locka, FL 33055 (305) 624-3608 Mail Code: 3861

North Twin Lakes Elementary 625 W. 74 Place Hialeah, FL 33014 (305)822-0721 Mail Code: 3981

Norwood Elementary 19810 N. W. 14 Court Miami, FL 33169 (305) 653-0068 Mail Code: 4001

Palm Lakes Elementary 7450 W. 16 Avenue Hialeah, FL 33014 (305) 823-6970 Mail Code: 4241

Palm Springs Elementary 6304 E. 1st Avenue Hialeah, FL 33012 (305) 822-0911 Mail Code: 4251

Palm Springs North El. 17615 N. W. 82 Avenue Hialeah, FL 33015 (305) 821-4631 Mail Code: 4281

Scott Lake Elementary 1160 NW 175 Street Miami, FL 33169 (305) 624-1443 Mail Code: 4881

Spanish Lake Elementary 7940 NW 194 St. Miami, FL 33015 (305) 816-0400 Mail Code: 2191

Ben Sheppard Elementary 5700 W. 24 Avenue Hialeah, FL 33016 (305) 556-2204 Mail Code: 5021

Treasure Island Elementary 7540 E. Treasure Drive Miami Beach, FL 33141 (305) 865-3141 Mail Code: 5481

Mae M. Walters Elementary 650 W. 33 Street Hialeah, FL 33012 (305) 822-4600 Mail Code: 5711

West Hialeah Gardens El. 11990 NW 92 Avenue Hialeah Gardens, FL 33016 (305) 818-4000 Mail Code: 2371

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2014 – 2015 North Regional Center

Biscayne Elementary 800 77 Street Miami Beach, FL 33141 (305) 868-7727 Mail Code: 0321


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2014 – 2015 Central Regional Center

Maya Angelou Elementary 1850 N. W. 32 Street Miami, FL 33142 (305) 636-3480 Mail Code: 0111

Arcola Lake Elementary 1037 N. W. 81 Street Miami, FL 33150 (305) 836-2820 Mail Code: 0101

Auburndale Elementary 3255 S.W. 6 Street Miami, FL 33135 (305) 445-3587 Mail Code: 0121

Banyan Elementary 3060 S. W. 85 Avenue Miami, FL 33155 (305) 221-4011 Mail Code: 0201

Broadmoor Elementary 3401 N. W. 83 Street Miami, FL 33147 (305) 691-0861 Mail Code: 0521

Citrus Grove Elementary 2121 N. W. 5 Street Miami, FL 33125 (305) 642-4141 Mail Code: 0801

Coconut Grove Elementary 3351 Matilda Street Coconut Grove, FL 33133 (305) 445-7876 Mail Code: 0841

Comstock Elementary 2420 N. W. 18 Avenue Miami, FL 33142 (305) 635-7341 Mail Code: 0881

Coral Park Elementary 1225 S. W. 97 Avenue Miami, FL 33174 (305) 221-5632 Mail Code: 1001

Coral Way K-8 Center (Housed at Shenandoah Middle School) 1950 S.W. 13 Avenue Miami, FL 33145 (305) 854-0515 Mail Code: 1121

Thena Crowder Early Childhood and Special Education Center 757 NW 66 Street Miami, FL 33150 (305) 836-0012 Mail Code: 2531

Everglades K-8 Center 8375 S.W. 16 Street Miami, FL 33155 (305) 264-4154 Mail Code: 1721

David Fairchild Elementary 5757 S.W. 45 Street Miami, FL 33155 (305) 665-5483 Mail Code: 1761

Flagami Elementary 920 S.W. 76 Avenue Miami, FL 33144 (305) 261-2031 Mail Code: 1841

Henry M. Flagler Elementary 5222 NW 1 Street Miami, FL 33126 (305) 443-2529 Mail Code: 1881

Charles R. Hadley El. PLC 8390 N. W. 7 Street Miami, FL 33126 (305) 265-2715 Mail Code: 2331

Hialeah Elementary 550 E. 8 Street Hialeah, FL 33010 (305) 888-6709 Mail Code: 2361

Kensington Park Elementary 711 N. W. 30 Avenue Miami, FL 33125 (305) 649-2811 Mail Code: 2661

Lakeview Elementary 1290 N. W. 115 Street Miami, FL 33167 (305) 757-1535 Mail Code: 2821

J.R.E. Lee Educational Center 6521 SW 62ND AVE South Miami, FL 33143 (305) 661-1551 Mail Code:

Ludlam Elementary 6639 S.W. 74 Street South Miami, FL 33143 (305) 667-5551 Mail Code: 3061

Miami Springs Elementary 51 Park Street Miami Springs, FL 3166 (305) 888-4558 Mail Code: 3381

Silver Bluff Elementary 2609 S. W. 25 Avenue Miami, FL 33133 (305) 856-5197 Mail Code: 5041

South Miami K-8 Center 6800 S.W. 60 Street South Miami, FL 33143 (305) 667-8847 Mail Code: 5241

Springview Elementary 1122 Blue Bird Avenue Miami Springs,FL 33166 (305) 885-6466 Mail Code: 5361

E.W.F. Stirrup Elementary 330 N. W. 97 Avenue Miami, FL 33172 (305) 226-7001 Mail Code: 5381

Sylvania Heights Elementary 5901 S.W. 16 Street Miami, FL 33155 (305) 266-3511 Mail Code: 5441

Eugenia B. Thomas K-8 Center 5950 N. W. 114 AV Miami, FL 33178 (305) 592-7914 Mail Code: 0071

Frances S. Tucker Elementary 3500 Doulas Road Miami, FL 33133 Mail Code: 5561

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2014 – 2015 South Regional Center

Air Base Elementary 12829 S.W. 272 Street Homestead, FL 33032 (305) 258-3676 Mail Code: 0041

Bowman Foster Ashe/Doolin K-8 Ctr. 16251 S. W. 72 Street Miami, FL 33193 (305) 380-1927 Mail Code: 4731

Bent Tree Elementary 4861 S.W. 140 Avenue Miami, FL 33175 (305) 221-0461 Mail Code: 0271

Blue Lakes Elementary 9250 S.W. 52 Terrace Miami, FL 33165 (305) 271-7411 Mail Code: 0441

Campbell Drive K-8 Center 15790 S. W. 307 Street Leisure City, FL 33033 (305) 245-0270 Mail Code: 0651

W.A. Chapman Elementary 27190 S.W. 140 Avenue Homestead, FL 33032 (305) 245-1055 Mail Code: 0771

Neva King Cooper Educational Center 151 N. W. 5 Street Homestead, FL 33030 (305) 247-4307 Mail Code: 0921

Christina M. Eve Elementary 16251 S.W. 99 Street Miami, FL 33196 (305) 383-9392 Mail Code: 1691

Gloria Floyd Elementary 12650 S. W. 109 Avenue Miami, FL 33176 (305) 225-3934 Mail Code: 2021

Gateway Environment K-8 Center 955 SE 18 Avenue Homestead, FL 33035 (305) 000-0000 Mail Code: 4031

Gulfstream Elementary 20900 S.W. 97 Avenue Miami, FL 33189 (305) 235-6811 Mail Code: 2321

Oliver Hoover Elementary PLC 9600 S.W. 157 Avenue Miami, FL 33196 (305) 383-0915 Mail Code: 4641

Zora Neale Hurston Elementary 13137 S.W. 26 Street Miami, FL 33175 (305) 222-8152 Mail Code: 2511

Kendale Elementary 10693 S.W. 93 Street Miami, FL 33176 (305) 274-2735 Mail Code: 2641

Kendale Lakes Elementary 8000 S.W. 142 Avenue Miami, FL 33183 (305) 385-2575 Mail Code: 2641

Kenwood K-8 Center 9300 S.W. 79 Avenue Miami, FL 33156 (305) 271-5061 Mail Code: 1841

William Lehman Elementary 10990 SW 113 Place Miami, FL 33176 (305) 273-2140 Mail Code: 2891

Brucie Ball Educational Center 11001 SW 76 Street Miami, FL 33173 (305) 514-5100 Mail Code: 9732

Miami Heights Elementary 17661 S.W. 117 Avenue Miami, FL 33177 (305) 238-3602 Mail Code: 3261

Palmetto Elementary 12401 S.W. 74 Avenue Miami, FL 33156 (305) 238-4306 Mail Code: 4221

Claude Pepper Elementary 14550 S.W. 96 Street Miami, FL 33186 (305) 386-5244 Mail Code: 0831

Irving and Beatrice Peskoe K-8 Center 29035 S.W. 144 Avenue Homestead, FL 33033 (305) 242-8340 Mail Code: 4391

Dr. Gilbert Porter Elementary 15751 SW 112 Street Miami, FL 33196 (305) 383-0792 Mail Code: 4771

PR.I.D.E. 5555 S.W. 93 Avenue Miami, FL 33165 (305) 271-5701 Mail Code: 9013

Redondo Elementary 18480 S.W. 304 Street Homestead, FL 33030 (305) 247-5943 Mail Code: 4611

Jane S. Roberts K-8 Center 14850 Cottonwood Cr. Miami, FL 33185 (305) 220-8254 Mail Code: 4691

Royal Palm Elementary 4200 S.W. 112 Court Miami, FL 33165 (305) 221-7961 Mail Code: 4761

Sunset Park Elementary 10235 S.W. 84 Street Miami, FL 33173 (305) 279-3222 Mail Code: 5421

Tropical Elementary 4545 S.W. 104 Avenue Miami, FL 33165 (305) 221-0284 Mail Code: 5521

Village Green Elementary 12265 S.W. 34 Street Miami, FL 33175 (305) 226-0441 Mail Code: 5641

Dr. Edward L. Whigham El. PLC 8035 SW 196 Street Miami, FL 33189 (305) 252-5050 Mail Code: 4571

Whispering Pines Elementary 18929 S.W. 89 Road Miami, FL 33157 (305) 238-7382 Mail Code: 5951

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2014 – 2015 South Regional Center

Air Base Elementary 12829 S.W. 272 Street Homestead, FL 33032 (305) 258-3676 Mail Code: 0041

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2014 – 2015

ETO

Biscayne Gardens El. 560 N.W. 151 St. Miami, FL 33169 (305) 681-5721 Mail Code: 0361

Caribbean Elementary 11990 S.W. 200 Street Miami, FL 33177 (305) 233-7131 Mail Code: 0661

Carol City Elementary 4375 N.W. 173 Drive Carol City, FL 33055 (305) 621-0509 Mail Code: 0681

Florida City Elementary 364 N. W. 6 Avenue Florida City, FL 33034 (305) 247-4676 Mail Code: 2321

Gratigny Elementary 11905 North Miami Avenue Miami, FL 33168 (305) 681-6685 Mail Code: 2241

Kelsey L. Pharr Elementary 2000 N. W. 46 Street Miami, FL 33142 (305) 633-0429 Mail Code: 4401

Morningside Elementary 6620 N. E. 5 Avenue Miami, FL 33138 (305) 758-6741 Mail Code: 3501

Orchard Villa Elementary 5720 N. W. 13 Avenue Miami, FL 33142 (305) 754-0607 Mail Code: 4171

Poinciana Park Elementary 6745 N. W. 23 Avenue Miami, FL 33147 (305) 691-5640 Mail Code: 4501

Skyway Elementary 4555 N. W. 206 Terrace Opa-locka, FL 33055 (305) 621-5838 Mail Code: 5081

Charles David Wyche, Jr. El. 5241 N.W. 195 Drive Miami, FL 33055 (305) 628-5776 Mail Code: 5991

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PROCEDURES FOR REFERRAL AND PLACEMENT Identification and Referral A child with a disability over age 3 may be identified and referred to the Prekindergarten Program for Children with Disabilities through several avenues. Anyone in the community -- parent, private agency, professional, or friend -- may refer a child who may be in need of special education and related services to the Child Find Specialist for an intake. The child will be referred to his/her region diagnostic team for screening and follow-up evaluation (if needed). (Referral/Evaluation Process, Appendix C-1). Children already enrolled in a Miami-Dade County Public Schools (M-DCPS) Prekindergarten Program (i.e. Fee Supported, Title I, Montessori, Head Start) and are housed in a M-DCPS school, should follow the regular School Support Team (SST) procedures at the school. Many children under age 3 are referred through Early Steps. These children have been receiving special education and related services through Early Steps Mailman Center or Early Steps Southernmost Coast Miami Children’s Hospital. Prior to their 3rd birthday, an eligibility staffing conference is held to determine the continued need for special education and related services. If the child is eligible, an Individual Educational Plan (IEP) is written and implemented on the child’s 3rd birthday. Approximately 250 children transition each year to our Prekindergarten Program who have attended the contracted Birth through Two (B-2) Programs for Children with Disabilities in five community agencies - Association for Retarded Citizens (ARC), Debbie School, Easter Seals Miami-Dade, Linda Ray Intervention Center, and United Cerebral Palsy (UCP). These children enter our program for the beginning of the new school year. Screening and Evaluation The purpose of screening is to distinguish those children who have no apparent problems from those who may need further assessment. Screening instruments usually assess development across areas such as communication, self-help, cognition, socialization, and motor skills. Based on results of the screening, an assessment may be made by a multidisciplinary team. The assessment confirms or disproves the existence of a problem serious enough to require special education and related services, clarifies the medical and educational nature of the problem and provides enough information about the child's functioning levels, linguistic and cultural factors to make a decision on the appropriate placement of the child. The assessment identifies specific strengths and weaknesses in the child's abilities, learning style, and level of functioning which will aid in the planning of daily activities. The M-DCPS philosophy of programs for English Language Learners (ELL) special education students is reflective of Individuals with Disabilities Education Act (IDEA) which requires that: Assessment to determine the need for special education and related services must be accomplished in a language that the child understands. In addition, the children eligible

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to receive services in the special education (SPED) program need to be provided with an appropriate educational program that reflects the child’s home language. Staffing Conference After the evaluation is completed, the parent is contacted to attend an initial eligibility "staffing conference" to discuss the results of the evaluation; determine eligibility and educational needs; and placement. The members at the meeting shall include:

1) Local Education Agency Representative (LEA) – Prekindergarten (Pre-k) staffing specialist

2) prekindergarten SPED teacher

3) general education teacher

4) one or both of the child's parents

5) other individuals, at the discretion of the parent or the district school system, e.g.,

principal, assistant principal, speech/language pathologist, occupational therapist and/or physical therapist

6) a member of the evaluation team or some other person who is knowledgeable

about the evaluation procedures used with the child and is familiar with the results of the evaluation

7) a qualified interpreter for parents who cannot speak and/or understand English,

unless it is clearly not feasible to do so. This also includes a sign language interpreter if the parent is deaf.

Procedural Safeguards are reviewed with the family prior to eligibility determination. If the child does meet eligibility criteria, an Individual Educational Plan (IEP) is developed which includes measurable annual goals and benchmarks to be carried out during the school day. If appropriate, speech/language impaired goals are written on the IEP; physical, occupational and speech/language therapy as a related service will support special education goals. Program determination is based on the individual needs of the child. If the child does not meet eligibility criteria for the prekindergarten special education program, the parent is referred to other prekindergarten programs in the community which may or may not be funded by Miami-Dade County Public Schools. For children who are 4 years of age on or before September 1, 2014 they are referred to the Voluntary Prekindergarten (VPK) Program (305-644-4046) or www.vpkhelp.org. There are two main parts of the IEP requirement: (1) the IEP meeting(s), at which time parents and school personnel jointly discuss the needs of the child, and (2) the IEP document which includes annual measurable goals, benchmarks and is a written record of the decisions reached at the meeting. The overall IEP requirement, comprised of these two parts, has a number of purposes and functions:

1) The IEP meeting serves as a communication vehicle between parents and school

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personnel and enables them, as equal participants, to jointly make decisions to determine the child’s needs.

2) The IEP process provides an opportunity, through the IEP meeting and

procedural safeguards, to resolve any differences between parents and the agency concerning special education needs of a child with a disability.

3) The IEP sets forth in writing a commitment of resources necessary to enable a

child with disabilities to receive needed special education and related services.

4) 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.

5) The IEP is a compliance/monitoring document.

6) The IEP serves as an evaluation device for use in determining the extent of the

child's progress toward meeting the projected outcomes.

The IEP for each child must include:

1) Demographics Information. This information comes up automatically on the SPED EMS system but can be reviewed and changed as needed.

2) Conference Information Including type of Conference

3) At all conferences where an IEP is developed, there must be signatures of

at least three professionals. Professionals must include: SPED teacher, general education teacher, an evaluation specialist and a Local Education Agency (LEA) representative. The classroom SPED teacher can serve as evaluation specialist.

4) A statement of the specific special education program eligibility – No

changes can be made in this area without a staffing specialist present.

5) Programs for English Language Learners Exceptional Students will be checked “N.A.” for all Pre-k SPED students. The conference notes must indicate that “ESOL strategies will be used throughout the school day and reflected on the daily lesson plans for those students whose parent indicated on the Home Language Survey that a language other than English is spoken in the home.

6) Parent input concerning child’s strengths, weaknesses and goals.

7) A statement of the child's present levels of academic, developmental and functional performance including the child’s strengths and abilities, in each of the four developmental domains: Curriculum and Learning, Social/Emotional Behavior, Independent Functioning, and Communication. If the child’s disability affects his or her progress in any of the previously mentioned developmental domains, a statement must be written for that area. Additionally, priority educational needs (PEN) must be identified to

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address the student’s needs.

If applicable, a Positive Behavior Support Plan (PBS) must be attached to and the date marked on the IEP. Prekindergarten students will have a Positive Behavior Support Plan in lieu of a Behavior Intervention Plan (BIP).

8) An annual goal is listed for each area with a PEN in #8 above. The

prekindergarten student should have goals in all areas that relate to the priority educational needs for that student. Status of progress for each goal will be noted three times a year on SPED EMS using the “Progress Report” in the “Documents” section for each student.

If a child masters a goal prior to the next annual review (and/or before the anticipated duration date of the IEP) and there is not an additional goal(s) which addresses the related PEN, then either a new goal must be written or the PEN must be removed from the IEP via an interim.

9) Participation in FCAT or Florida Alternate Assessment for Pre-k -

Informed but N/A is checked.

10) Accommodations/Modifications in Educational setting need to be indicated, according to individual needs as they relate to the goals.

11) Supplementary Aids and Services - Services are usually provided in the

general education class. Aids are generally items the student can use; a service is generally something or someone that is provided to assist students with disabilities.

12) Related Services - review the frequency for Occupational Therapy (OT)/

Physical Therapy (PT) and Speech/Language therapy here. Make sure the student is receiving the amount of time noted in this section.

13) Support needed for IEP implementation. This may include training for

parents, general education teacher, therapists, or paraprofessionals. Also included is the autism support teacher or the consulting teacher.

14) Assurances that assistive technology, positive behavioral interventions,

communication, Braille instruction for blind and communication for deaf or hard of hearing have been considered when appropriate. Most students in Pre-k may benefit from assistive technology (See Appendix J). There must be documented goals if “considered” is checked on any of the assurances stated above, therefore “NA” is not indicated.

15) Statement of Extended School Year (ESY) Services. The need for ESY is

an IEP team decision based on the child’s needs, not whether or not a parent plans to participate (i.e. if they are going on summer vacation but a child needs ESY, then ESY would still be checked).

16) Factors to consider in determining least restrictive environment and

placement considerations.

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17) Delineation of educational services in special education and general education. This must be determined by the committee during the placement phase of the meeting.

18) Persons responsible for IEP implementation - include all staff who works

with the student. 19) Special transportation services - Pre-k children have one of the following

options checked: Lift bus With Supervision (wheelchair), car seat (if under 40 pounds), safety vest, or safety belt. This section should only be completed if parent is accessing transportation. Some Pre-k children may also require an aide on the bus due to very specific needs. The drop down screen will provide options for the need of a car seat.

20) The projected dates for initiation of services and the anticipated duration

of services are automatically generated on SPED EMS once the beginning and ending date of the IEP are noted at the start of the IEP.

21) Parent signature and comments. 22) Notes section for conference notes, additional information, services

needing follow-up. A brief description of program placement must be included. Read this section carefully whenever receiving a new student. The teacher is responsible for all follow-up required.

Matrix of Services is a funding document which is completed in conjunction with each IEP meeting. Teachers should look closely at students with visual impairments and those students in half-day programs, since they receive an additional 3 special consideration points on the Matrix. Special consideration should also be given to those students receiving multiple therapies, nursing services or those with intensive behavioral/therapeutic services. The Matrix level may need to be adjusted for these students based on their IEPs.

Placement - (See Program Eligibility Appendix C-2)

An Initial Staffing/Placement Conference is chaired by the Prekindergarten Staffing Specialist (LEA). The Prekindergarten Staffing Specialist documents that the criteria for eligibility has been met on the Informed Notice of Initial Eligibility or Ineligibility. The Informed Notice of Eligibility is signed by all participants including the parents at the staffing. The parent must also sign the Informed Notice of IEP/EP Team Recommendation and Parental Consent for Educational Placement in Exceptional Student Education if the child is to receive special education services. The IEP is developed by all members of the committee and signatures of all the participants must be secured. The parent(s) or legal guardian(s) receive a written copy of the Procedural Safeguards, a copy of the evaluation, a copy of the Informed Notice of Initial Eligibility or Ineligibility, a copy of the Informed Notice of IEP/EP Team Recommendation and Parental Consent for Educational Placement in Exceptional Student Education, and a copy of the IEP.

The required documents for the initial placement of a child with special needs are listed in Program Eligibility, Appendix C-2.

A parent must register the prekindergarten child before he/she can attend class. The parent must give the school registrar:

1) the child's birth certificate (official copy with state seal), or other official

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document proving date of birth

2) the Immunization form DH680 and the Physical Examination form DH3040

3) TB Clinical Screening, PPD, or Chest X-ray

4) two proofs of residence (i.e., electric bill, lease agreement or buyer's agreement)

5) any other necessary documents required (i.e. Emergency Contact Card) English Language Learners (ELL) Children in Pre-k special education programs are not assessed for English language proficiency; however, a Pre-k child whose language origin is other than English has educational needs that differ from those of the native English - speaking child. This child requires the use of English for Speakers of Other Languages (ESOL) strategies (Appendix D-2) for instruction in addition to the use of the child's home language as appropriate, to maintain academic, communicative, and cognitive skills in the Home Language while the child is learning English. The program for SPED children must provide understandable, meaningful instructional practices to children whose home language is not English. It is documented in the Conference Notes section of the IEP that ESOL strategies will be used. CLASSROOM MANAGEMENT

Teacher Certification

All prekindergarten teachers must be certified in Prekindergarten/Primary Education (age 3 years to grade three), OR Preschool Education (birth through age four) OR have the Prekindergarten Disabilities Endorsement. Teachers who have Early Childhood Certification OR Exceptional Student Education Certification OR Primary Certification had to have been teaching in Pre-K SPED for two years from July 1, 2006 to June 30, 2011 to have the certification requirement waived. Any break in service will require the teacher to meet the new certification requirements, as stated in the Course Code Directory. In addition, all teachers must be endorsed to teach ELL children (18 MPP). If a Pre-k teacher teaches ELL children older than Pre-K during the summer months, this will affect the Pre-K teacher’s ESOL endorsement and will require completion of 300 MPP within 3 years of teaching these students. Selection of Prekindergarten teachers should be based on those individuals who have experience with young children with varying disabilities and certification in exceptional student education in addition to the Pre-k/Primary certificate. There are other options to the Pre-K Disabilities Endorsement:

1. Taking the subject area test for prekindergarten/primary or preschool education; passing the test; adding this certification to your Professional Educator’s Certificate.

2. Some teaching experience may be used in lieu of some required coursework.

3. Some National Board Certificates may be used to add on Pre-K Disabilities Endorsement.

Teachers may call the Department of Education (DOE) at 1-800-445-6739 or the website www.fldoe.org/edcert/ to review your personal situation and experience. Waivers are not given for out of field teachers.

http://www.fldoe.org/edcert/

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Teacher Responsibilities

The classroom teacher for prekindergarten children with disabilities has primary responsibility for providing appropriate and effective educational and behavioral programming for the children. Included under this broad responsibility are the following:

1) Annual preparation of an Individual Educational Plan (IEP) for each child as well as tri-annual and yearly updates.

2) Monitoring of the IEP to ensure the provision of all services indicated (e.g. therapy, consultation, nursing services).

3) Preparation and implementation of detailed daily lesson plans that reflect the goals and benchmarks of the child's IEP, children's interests, key developmental indicators, teacher’s interests, High/Scope Curriculum, Building Early Language and Literacy (B.E.L.L.) Program lessons, Conscious Discipline strategies, adaptations required for specific children, Social Skills Curriculum from Learning Experiences: An Alternative Program for Preschoolers and Parents (LEAP), ESOL Strategies, and VPK Standards.

4) Maintenance of a cumulative record folder, individual classroom folder, and attendance record for each child as per the Standards for the Prekindergarten Program for Children with Disabilities (See Appendix W, Section M, Record Keeping).

5) Implementation of a very specific model for classroom design, child assessment, educational programming, prekindergarten progress reports, classroom management and the provision of related services.

6) Pre and Post classroom testing of children with disabilities. If a new SPED student does not have an entering Battelle Developmental Inventory-2 (BDI-2) (Part B In), the teacher must complete within 30 days of IEP date (90 days for Part C students). At the end of each school year, all Pre-K SPED students must be assessed using the BDI-2 classroom screening and/or assessment instrument. Teachers must also complete the Phonological and Early Literacy Inventory (P.E.L.I.) three (3) times per year on all four and five-year-old SPED students, except students with Significant Intellectual Disabilities. Teachers in LEAP or self-contained TEACCH classrooms will use the Social Responsiveness Scale (SRS) with students. VPK role models will be assessed three times a year with the VPK Assessment.

7) Development and implementation of Assistive Technology Implementation Plans (ATIP), and Positive Behavioral Support Plans.

8) Lifting, carrying, positioning, diapering, toilet training, feeding and attending to medical and physical problems.

9) Constant supervision of students at all times especially when on the playground, cafeteria, outside the classroom, or on field trips.

10) Maintenance of classroom materials, supplies and equipment, to include

computers, playgrounds and ordering of testing protocols and necessary materials for infection control. Completing a yearly on-line Classroom Inventory

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and submitting to the Pre-k SPED office.

11) Provision of supervision and direction to all paraprofessionals including hourly paraprofessionals.

12) Maintenance of an effective communication system between the school and the home.

13) Attendance at periodic staff development sessions designed to improve the delivery of services to prekindergarten children with disabilities.

14) Adherence to the policies and procedures established by the school and/or program at which the teacher is based.

15) Attendance at school faculty meetings.

16) Effective cooperation and communication with other staff members at the school site including administrative staff, paraprofessionals, other teachers, with district prekindergarten staff, Occupational Therapist, Physical Therapist and Speech/Language Pathologist.

Lesson Plans - (Lesson Plan Forms, Appendix E-4)

Lesson planning is an essential part of the teaching process and a proper subject for evaluation. The principal or supervising administrator has the authority to determine whether or not instructional objectives and related content are consistent with Board of Education policy decisions and established instructional guidelines. The format or organization of lesson plans is best determined by the individual teacher. Daily team planning is required to develop daily lesson plans or adapt weekly lesson plans based on child observation (Appendix E-1). Principals or supervising administrators may suggest, but not require, a particular format or organization. However, 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 utilize a set form in preparation of lesson plans. The objectives for a prekindergarten child should reflect and/or be an extension of the IEP, as well as developed from Florida’s Early Learning and Developmental Standards (including VPK Standards) (Appendix E-3), children’s interests, High Scope Key Developmental Indicators (Appendix E-2), adults’ interests, B.E.L.L. Program, and Conscious Discipline. Lesson plans shall reflect objectives, activities, adaptations, assessment techniques, Florida’s Early Learning and Developmental Standards (including VPK Standards), B.E.L.L. Program objectives, Conscious Discipline strategies and ESOL strategies. It is agreed that the manner in which these components are to be reflected in a lesson plan shall be left to the discretion of the individual teacher except as noted above (Appendix E-4). Teachers shall not be prohibited from reflecting required lesson plan components through utilizing abbreviated notation and/or referencing techniques (Appendices D-2, E-3, E-7, H-1 and H-2). Temporary Instructor Plans

In order to assist in the maintenance of a structured and consistent educational

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program, each teacher must develop and maintain a set of lesson plans for use by a temporary instructor. These lesson plans should be on file with the on-site administrator or designee. The following information should be included in the plans:

Parent Contact

Emergency contact number for each child (or where the 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 -- bus numbers, person responsible for transporting

Therapy schedule -- time and place for speech/language therapy, physical and/or occupational therapy sessions

Suggestions for group activities

Suggestions for individual activities

Suggestions for "Special Day" activities

Professional Development Training Sessions - (See Professional Development Schedule, Appendix G-1) Professional development training sessions and teacher meetings are planned for the 2014-2015 school year. In accordance with School Board mandate to reduce the number of trainings provided during school days and due to limited Temporary Instructor funds, the Pre-K program will be providing only required training during school days from 8:30 am to 3:30 pm. Teachers MUST keep in mind the validity period of their teacher’s certificate and attend workshops or college classes for re-certification over the five year time frame. Professional judgment should be used in selecting the most appropriate sessions to attend, since several workshops are offered each month. Pre-K teachers and paraprofessionals should alternate attendance at sessions to encourage the professional development of each team member. When appropriate, parents should be encouraged to attend specific sessions (See Appendix Y-7, Parent Workshop Notification). Professional development training sessions that will be required for teachers and paraprofessionals new to the Prekindergarten Program are so noted. Workshops will provide staff with the information and skills needed to work effectively with prekindergarten children with disabilities. Since a program model is only as effective as those who implement it, professional development training will result in staff members who are enthusiastic and continually learning new skills. Program staff will make every effort to follow-up professional development sessions with direct classroom consultation to assist teachers in transferring their new skills to the classroom. Preschool Grant Funds are provided for temporary instructors when prekindergarten SPED teachers and paraprofessionals attend required professional development training sessions relevant to the prekindergarten program and/or participation in classroom visitation/observation. These observations must be approved by the Pre-K SPED District office prior to visitation. Although therapists are encouraged to attend professional development training sessions, temporary instructor funds may not be used for this purpose. Teachers and paraprofessionals must register on line through the M-DCPS Professional Development Menu and Registration System and wait for a

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confirmation. The approval of the school administrator must also be obtained before attending any workshops or visits. After professional development trainings, teachers and paraprofessionals must fill out the Temporary Instructor Form (Appendix G-2) and return to, Mail Code: 9614, Pre-K SPED, Attn: Temporary Instructor/Sub Days. Teachers should have the school principal sign the Professional Development Confirmation notice. Master plan points (MPP), which are used for recertification, will be provided for participation in selected professional development training sessions; however, the following requirements must be met in order for these points to be earned:

1) Fulfill required contact hours per session by arriving and departing as scheduled. Please note, that participants must attend all contact hours.

(MPP will not be provided for late arrival (8:45 a.m.) or early departure (before 3:20 p.m.)

2) Sign in the PD attendance roster under the date. 3) Submit all follow-up assignments in a timely manner.

Home Visits Home visits are a unique opportunity for communication between home and school. Home visits acquaint the teacher with a child's family and culture; provide a familiar setting for listening to parent's concerns and for recognizing their contribution to the home-school partnership. Funds for providing hourly after-school home visits will be provided from the Preschool Grant for Children with Disabilities if money is available during the grant year. Teachers are authorized to provide hourly after-school home visit services for prekindergarten children with disabilities after attending one afternoon meeting regarding issues related to home visits. Participation in the Home Visit Program is open to teachers after their first year in Pre-k SPED. Teachers must adhere to the following requirements:

1) Home visits are to be provided only to children in your classroom.

2) Home visits should be planned according to the individual needs of each family. One home visit may be sufficient for some families while others may need weekly visits.

3) Parents/family must be contacted to schedule convenient hours for the home

visit.

4) Home visit services must begin after 3:30 P.M. Teachers must adhere to these hours on teacher planning days also.

5) Home visits may be provided on Saturday and Sunday at any hour.

6) A Home Visit log will be completed and signed by each parent.

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7) All required forms must be completed (e.g., Teacher Hourly Case

Roster/Schedule of Services and Payroll Sign-in Sheet).

8) The prekindergarten SPED teacher must submit the Hourly Case Roster/Schedule of Services and Home Visit logs to Mr. Alex Lopes, Mail Code: 9614 Pre-K SPED, by the end of each month. The payroll sheet must be faxed to the Pre-K SPED office (305) 598-5253 prior to 9:00 a.m. on Thursday of the payroll week.

9) Home visits must be at least one hour long but no more than two hours long.

Role and Function of the Paraprofessional

The paraprofessional is employed full-time to assist the classroom teacher with the implementation of programs and services for prekindergarten children with disabilities. They are administratively responsible to the on-site administrator but are under the direct supervision of a certified teacher, who is physically present at all times, with the exception that the paraprofessional may be left with small groups of children for a short period of time (during the teacher’s half-hour duty free lunch). All Prekindergarten Paraprofessionals must meet the No Child Left Behind Professional Requirements. In addition on page 71 of the UTD Contract it states that “schools are authorized to use emergency substitute (temporary instructor) if paraprofessional substitutes are not available for the categories of paraprofessionals listed above.”

Paraprofessional I – Minimum of a High School Diploma; had to have met No Child Left Behind (NCLB) qualifications by January 8, 2006 if hired prior to January 8, 2002 by M-DCPS.

Paraprofessional II – High School Diploma; completion of sixty (60) semester hours of college level coursework, including 15 hours in early childhood or exceptional student education.

Paraprofessional III – High School Diploma; completion of at least ninety (90) semester hours of college level coursework in education and 15 hours of early childhood or exceptional student education. Among the responsibilities of the paraprofessional are:

1) Creating a positive and supportive learning environment which encourages independence and stresses process rather than product.

2) Planning activities daily in a team and determining the materials to be used.

3) Working with individual and small groups of children at their physical level

including sitting on the floor, crawling, bending, stooping and crouching.

4) Assisting the teacher in lifting, carrying, positioning, diapering, toilet training, feeding and attending to medical and physical problems and actively participating with the children on playground equipment.

5) Supervising children on the playground, in the cafeteria and on field trips.

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6) Implementing and maintaining a behavior management system by monitoring and recording children's behavior, and providing appropriate consequences. These activities are conducted using guidelines established by the teacher.

7) Controlling physically aggressive behavior, especially when it poses a threat to

the life or safety of children or staff.

8) Assisting the teacher in the cafeteria during children’s breakfast and lunch period with feeding, self-help, and social skills.

9) Assisting in the supervision of playground activities under the direct supervision of

a teacher and actively participating with the children on playground equipment.

10) Observing children, documenting key notes daily and assisting the teacher in administering classroom assessments.

11) Monitoring the loading and unloading of the school buses. 12) Assisting the teacher in the organization of classroom records, materials,

equipment and supplies. 13) Working with the teacher to build communication with parents that invites

participation and involvement of parents at the school level.

14) Attending periodic staff development sessions designed to improve the delivery of services to prekindergarten children with disabilities.

Each paraprofessional shall be given a 30 minute duty free lunch period and two daily ten minute breaks. The classroom teacher shall determine the specific time for each break; however, it is recommended that one break be taken after 1:50 P.M. Following this break, the paraprofessional is expected to return to the classroom until 3:10 P.M. to plan the following day’s activities with the teacher. Paraprofessionals in the Prekindergarten Program are not to be used as temporary instructors or for cafeteria duty, hall duty or any other duty not related to the prekindergarten classroom program, since they have been allocated to work in a team with the prekindergarten teacher from 8:05 A.M. - 3:10 P.M. It is imperative that paraprofessionals work in the Pre-k classroom from 1:50 P.M. through 3:10 P.M. to assist teachers in daily team planning, clean-up, completing key notes, and preparation of materials for the next day. If paraprofessionals and teachers are leaving at 1:50 P.M., the prekindergarten program will convert these units to part-time and use the full time slots at other schools where they are needed. Due to the special needs of the prekindergarten child with disabilities, the paraprofessional must be energetic, self-motivated and self-directed. The prekindergarten 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 a tunnel or under a table, climbing up a ladder). This population is unique in that it requires lifting, carrying, positioning, changing of diapers, toilet training, feeding, attention to behavior, medical and physical problems, and being a nurturer to young children. Since this age group requires constant help with all activities, the teacher and paraprofessional must work together as a team. Additional assistance to the classroom may be provided based on individual needs identified at an IEP meeting. The role of the additional support paraprofessional is to help integrate the child with disabilities into the class

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routine. The paraprofessional must implement the educational goals for all children in the class. Recordkeeping

It is the responsibility of each prekindergarten SPED teacher to review all the SPED student records. Each cumulative record must be checked when a child enters the program, at the beginning of each school year and again at the end of the year. A SPED cumulative record is available at all school sites and may contain:

Notification of Meeting (one for every IEP, Interim, RT, FAB, etc.) (in SPED EMS)

Informed Notice of Initial Eligibility or Ineligibility (in SPED EMS)

Informed Notice of …and Parental Consent for ….Placement in ESE (in SPED EMS)

1002.20, F.S., Prohibiting School District Personnel from Discouraging Parents/Guardians from Inviting Another Person of their Choice to a Meeting (For every meeting a parent/guardian attended) (FM-7513)

Individual Education Plan (IEP) (in SPED EMS)

Matrix of Services (in SPED EMS)

Notice of Intent and Parental/Guardian Consent to Conduct an Evaluation (FM-4961) (Appendix F-2)

Social History

Adaptive Behavior Scale

Speech/Vision/Hearing Screening

Psychological Report

*Observation of Prekindergarten Student Behaviors (FM-4140) (Appendix F-5)

*Physician’s Statement Examination (Programs for Orthopedically Impaired) (FM-1920) (Appendix F-3)

*Physician's Referral for Physical Therapy Evaluation (FM-2515) (valid for 1 year) (Appendix F-4)

*Physician's Request for In-School Nursing and/or Respiratory Therapy Services (FM-4560) (valid for 1 year) (Appendix F-3)

*Consent Form for Mutual Exchange of Information (FM-2128) (Appendix F-3)

*Physician's Report of Eye Examination (FM-1665) (valid for 3 years and/or at reevaluation) (Appendix F-6)

*Informed Notice and Consent For Reevaluation (FM-4958) (Appendix F-2)

Vision Screening M-Team Referral Report (FM-2125)

*Parent Notification Physical Restraint Procedures Letter (FM-3446) (Appendix F-5)

Functional Vision/Educational Assessment (FM-3193) (Appendix F-6)

* Monitoring for Diet/Allergy/Medical Concerns (Appendix A-6 thru A-9)

* Assistive Technology Implementation Plan (ATIP) (Appendix J)

Medicaid Certified School Match Program Parental Consent (in SPED EMS)

* Parental Consent Form/Prior Written Notice Student Placement in an Exceptional Education Center (FM-7054)

* Parental Consent Form/Prior Written Notice Student Placement in the Sunshine State Standards Access Points Curriculum and Florida Alternate Assessment Administration (FM-6881)

*when applicable

Blank forms may be printed on-line by logging on to the Miami-Dade County Public Schools Home Page www.dadeschools.net On the Employee Portal, click

http://www.dadeschools.net/

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Apps/Services/Sites and then click Records and Forms. Type in the form number and then click on Web location. Many of these forms are part of the SPED EMS system and the IEP process. A separate SPED folder (yellow) must be kept in the cumulative record for those children transitioning from the Birth through Two (B-2) Agency programs. The file should be marked “Birth through Two” and bound with a rubber band. A new (teal) file should be started for the Prekindergarten Program. Each child must also have an individual classroom folder as per the Standards for the Prekindergarten Program for Children with Disabilities (Appendix W, Section M) which will contain the following information:

Emergency/Parent Contact Information

Copy of the IEP

Child’s Daily Schedule with Therapy Times (Appendix B-2)

Classroom Assessments (BDI-2 and PELI)

Computerized Assessment Summaries (Appendix U)

Assistive Technology Implementation Plan (ATIP) (Appendix J) – when applicable

Parent Communication Log (Appendix Y-6)

Progress Report Cards for Role Models (Appendix R)

Progress Report for SPED students, completed and printed from SPED EMS

Sample of child’s work

Copies of notes sent home

Data Collection Sheets for ASD (Appendix M-5)

Monitoring for Diet/Allergy/Medical Concerns (Appendix A-6 thru A-9)

At the end of the school year, or if the child transfers, this folder is placed in the child’s cumulative record. PROGRAM DESCRIPTION

Program Models - (Appendix C)

In view of the unique needs of young children and their families, nine program models have been developed.

1. Special/Separate or Reverse Mainstream Classroom

The prekindergarten special class or separate class may serve one exceptionality exclusively, such as a class for children with ASD, or it may serve more than one exceptionality with four (4) Voluntary Prekindergarten (VPK) role model children referred to as a reverse mainstream class in a full day program (8:20 a.m. – 1:50 p.m.). The reverse mainstream model was implemented to provide age appropriate role models in a special/separate classroom setting. The role model students are screened by the Pre-K SPED teacher to identify the students with the best language, social skills and behavior (see Appendix C-5 for guidelines). A SPED teacher and a SPED paraprofessional in a reverse mainstream classroom provide an educational program for approximately twelve children with disabilities and four non-disabled four-year-old VPK role model children. The four or five-year-old role model children (4 before September 1, 2014) have a Pre-K program code of A in the computer and they must provide a VPK Certificate of Eligibility (COE). Role model children do not pay a fee. Although most of the children placed in a reverse mainstream or separate classroom

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have disabilities and may be functioning at various levels of development, each child’s individual needs are met in a daily program. Children with disabilities interact throughout the day in activities with non-disabled role model students. Children have opportunities to interact with other non-disabled children through a variety of different experiences such as eating lunch, playing outside, cooking, reading, or field trips. 2. Inclusion Programs

Prekindergarten programs have been established to encourage inclusion of children with disabilities and non-disabled children, ages 3-5 years. Inclusion classroom programs have been established with eight to ten children with disabilities in the same classroom with a minimum of 4 VPK role model students (typically developing). At least 4 of the role model students must be four year olds, and must have a VPK Certificate of Eligibility (COE) certificate. These students attend at no cost for the full day program (8:20 a.m. – 1:50 p.m.), and do not have to live within the school boundaries. Role model children have a Pre-K program code of A in the computer and must provide a VPK Certificate of Eligibility (COE). The focus of all the inclusive programs is to allow each child with disabilities to reach their maximum potential in an environment with non-disabled children but with a teacher highly qualified in using special education strategies. Language development, peer interaction, social skills, and acquisition of appropriate behaviors are stressed. Both groups of children learn from each other to share and accept individual differences. 3. Consulting Teacher Model

Every Title I and Fee Supported VPK Pre-K classroom has allocated one slot for a Pre-K child with disabilities who needs this kind of classroom setting. Children with disabilities placed in this model will need to get a VPK certificate and submit it to the school. A consulting SPED teacher visits these sites on a monthly basis to assess these children’s needs and to assist the teachers with necessary adaptations, materials, management strategies and SPED paperwork. Class size in VPK classrooms is 20 children and two adults. A consulting SPED teacher will also serve 3 year old and 4 year old students in both a MDCPS Headstart program as well as in a community based Headstart program who have an IEP that require this monthly service. 4. Reverse Mainstream Half-Day Program

The Reverse Mainstream Half-Day Program is a program for children with mild disabilities, whose special education needs can be met through this model. It is also designed to serve very young three-year-olds who may not be ready for full day services. The program serves 8-10 children with disabilities in either a morning session (8:20 A.M. – 10:50 A.M.) or an afternoon session (11:20 A.M. – 1:50 P.M.) and 2-4 role model children in each session. The class is taught by a special education teacher and a paraprofessional. This program model allows the children the opportunity to receive their special education services and also attend other early care education programs within their community. Role Model children are Pre-K Program Code Z and may be 3 or 4 year old role models. 5. LEAP (Learning Experiences-An Alternative Program For Preschoolers and

Parents)

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LEAP is a developmentally-integrated preschool for typically developing children and peers with autism spectrum disorder. It offers a comprehensive parent education program providing real help in real-world home and community settings. The LEAP program is research based and is a training model that has been funded continually by the Office of Special Education Programs since 1981. A network of replication sites exist in school districts throughout the United States. The benefits of this program on child and parent behavior have been demonstrated in some 36 peer-reviewed studies. The LEAP Preschool reflects both a behavioral as well as a developmentally appropriate practice approach for teaching children with and without disabilities within an integrated early childhood environment. Learning activities are selected based upon the needs, interests, and developmental levels of individual children within the classroom. An integrated curriculum approach is used to provide opportunities related to all areas of development. Curricular activities are selected that encourage children's learning through active exploration with concrete materials and interactions with other children and adults. The LEAP Preschool replication sites follow the High/Scope Curriculum. In addition, peer models are taught to facilitate the social and communicative competence of their class peers with autism spectrum disorder through peer mediated strategies. Parent participation of 10-15 hours per week is required. This involves parents implementing LEAP strategies in the home, as well as attending the Positive Parenting Practices series. The LEAP program serves four to five children with Autism Spectrum Disorder (ASD) and six (6) to eight (8) children without disabilities in either a morning session (8:20 A.M. – 10:50 A.M.) or an afternoon session (11:20 A.M. - 1:50 P.M.). The class is taught by a special education teacher, a full-time paraprofessional and an hourly paraprofessional. This program model allows the children the opportunity to receive their special education services and also attend other early care and education programs within their community. The six to eight children without disabilities have a Pre-k Program Code of Z and may be 3 or 4 year olds. 6. Speech/Language Impaired Half-Day Program

The Speech/Language Impaired Half-Day Program is a program for children whose primary disability is a language impairment or severe speech impairment. The child must meet eligibility requirements for severe speech and/or language therapy services. The program serves ten children in either a morning session (8:20 A.M. - 10:50 A.M.) or an afternoon session (11:20 A.M. - 1:50 P.M.) and 2-4 role model children in each session. The class is taught by a speech/language pathologist and a paraprofessional. The focus of the program is to increase language development through a language-based active learning curriculum. The team emphasizes articulation, language, fluency and voice skills. This model is designed to meet the needs of the child whose disability does not require placement in a full-day special education program. The role model children have a Pre-k Program Code of Z and may be 3 or 4 year old role models. 7. Walk-In Therapy Program

A walk-in therapy program for speech/language therapy may be considered for any eligible child, whether or not the child is in a private preschool, a day care program or at home. If the child is eligible for speech/language, he/she may receive these services on

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a walk-in basis at the public school closest to the home.

8. Homebound or Hospital Instructional Program (HHIP)

A homebound placement may be considered if a child's medical condition warrants this placement rather than a classroom setting. Educational services are provided for the child and/or primary caregiver in the home or hospital. Physical, occupational and/or speech/language therapy may be provided in the home or hospital if the child is deemed eligible for such therapy. It is the teacher's responsibility to inform the parent of this program option if the child is going to be out of school for at least three weeks with a non-communicable disease, illness, or injury. A chronically health impaired placement may also be considered for a child whose chronic illness necessitates anticipated absences of at least 15 days during the school year. These days need not be consecutive. In this program, the child attends school on days he/she is well and a teacher is sent to the home on those days he/she is medically unable to attend. The teacher or parent should contact their staffing specialist for placement into these programs. The HHIP Program telephone number is (304) 514-5100.

9. Prescribed Pediatric Extended Care (PPEC) Facilities

Prekindergarten children, whose severity of medical needs, as stated by a doctor, necessitate placement in a PPEC facility, are served by itinerant SPED teachers if found eligible for SPED. These children receive their educational program from a M-DCPS teacher at one of these PPEC facilities. All nursing/medical services, therapies and transportation are provided by the PPEC staff as specified in the Cooperative Agreement. Classroom Composition

Prekindergarten programs serve children who meet the eligibility requirements for the following programs:

Autism Spectrum Disorder

Deaf/hard-of-hearing

Developmentally Delayed

Dual Sensory Impaired

Emotional/Behavioral Disabilities

Intellectual Disabilities

Orthopedically Impaired

Other Health Impaired

Specific Learning Disabilities

Speech and Language Impaired

Traumatic Brain Injured

Visually Impaired The composition of a reverse mainstream class may range from children with Developmental Delays to children with Autism Spectrum Disorder. Children with Autism Spectrum Disorder (ASD) need to be placed in the appropriate class to meet the child’s individual educational needs. Such placements may be an inclusive setting, a reverse mainstream class, a half-day reverse mainstream program, LEAP, or a special/separate class for children with ASD (See Appendix C). It should be noted in the establishment of class size and adult/child ratios for

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prekindergarten children with disabilities that the younger children require more adult time than do older children. The unique needs of this population warrant the necessity for two adults to be present at all times other than their duty free lunch:

1) Many of the children entering the program have never been in a school setting. Due to that situation, they exhibit challenging behavioral 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 while the other adult has the rest of the class.

2) The children require assistance and training in self-help skills (i.e., toileting, feeding, dressing and undressing) which necessitates one adult to be in the bathroom with a child(ren), leaving the class with the other adult.

3) Due to delayed receptive and/or expressive language skills, or English Language Learners, these children require constant repetition of commands and one-on-one assistance in following those commands.

4) Most of the children are dependent on adults for all daily activities (small and large group instruction, walking to the cafeteria, general mobility, etc.).

5) A short attention span at this young age requires changing activities at 15 minute

intervals. This requires extensive planning of individual educational needs and adults to teach the goals.

6) Due to the five developmental areas addressed in the prekindergarten program (communication, social/self-help, cognition, fine motor, and gross motor), a great variety of materials and equipment must be provided.

7) Many prekindergarten units contain students with varying exceptionalities. A variety of exceptionalities with a wide range of developmental levels in one room necessitates a low pupil-teacher ratio.

In order to provide optimum delivery of services to this population, it is strongly recommended that a child-adult ratio of no more than 8 to 1 should be maintained (a class size of no more than 10-12 children with disabilities and four role models with one teacher and one full-time paraprofessional). Some possible ways to improve the adult/child ratio are:

1) schedule regular parent participation

2) develop an active, trained community volunteer program such as foster grandparents

3) enlist student interns from colleges and universities to work for academic credits

rather than pay Learning Environment - (See Sample Classroom Design Appendix H-5, Value of Work Time Activities Appendix H-6, Suggested Instructional Materials and Equipment Appendix I-2) Careful planning of the learning environment (including labeling of all materials), storage

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space, and use of equipment facilitates learning experiences. Each prekindergarten classroom should include:

1) two work areas for group and individual instruction (usually art and toy) consisting of a group of tables or one large table in each area.

2) a large open area for movement activities and large group (usually block).

3) bathroom facilities within the classroom including a child-size toilet, wash area,

safety support bars (for orthopedically impaired children), and private area for changing diapers.

4) learning areas located around the perimeter of the classroom for individual and

small group (2-3 children) activities. Types of learning areas and materials include: 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: large round table, cooking utensils, ironing board, hats, refrigerator, empty boxes of food items, dress-up clothes, dolls, brooms, puppets, mirror, cradle, stroller, cash register, telephone, jewelry, make-up, menus, aquarium, plants, phone/address book, blender, and books about families, foods, clothing, cooking, and household activities. Block area -- provides opportunities for construction, exploration, manipulation, investigation of fundamental logic and mathematic concepts, language and social development, as well as imagination. Important materials include: small and large blocks, trucks, cars, wooden people, plastic animals, lincoln logs, jumbo tinker toys, sheet, street signs, maps, and books about vehicles, buildings, and cities. Toy area -- assists children in exploration and developing their physical, perceptual and cognitive skills and concepts. Many of the materials are open-ended items that can be taken apart, put together, arranged, rearranged, nested, stacked, sorted or constructed. Important materials include: beads, puzzles, 1" blocks, legos, pegs and pegboard, cans, clothespins, shape sorters, parquetry, bristle blocks, stacking cups, bucket scale, teddy bear counters, microscope, flashlight, magnifying glass, magnets, rocks, and books about shapes, sizes, bugs and plants. Art area -- allows children to be creative, experiment informally with a variety of simple materials and express their thoughts and ideas through picture making, modeling, constructing and print making.

Important materials include: large table, easel, paint, crayons, chalk, scissors, stapler, hole punch, paste, glue, tape, yarn, paint brushes, sponges, scraps of fabric, paper, cookie cutters, rolling pin and play dough, straws, markers, cotton, q-tips, buttons,

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shaving cream, and books about colors, textures, and famous artists.

Music area -- provides opportunities for children to appreciate rhythm, patterns and beauty of language and music through listening, speaking, singing, and using musical instruments. This is usually incorporated in the Block area where large group music/movement activities take place.

Important materials include: headphones, compact disc player, record player, instruments, records, tapes, tape recorder, lummi sticks, scarves, ribbons, and books about dancing, singing and musical instruments.

Book/Writing area -- provides opportunities for language development through speaking, listening, reading and writing experiences. Children are encouraged to express their thoughts and engage in meaningful conversation by reading aloud, and by providing daily evidence that written communication is important.

Important materials include: little chairs and low tables with books (rotate new books from library), bean bag chair, rocking chair, felt board with felt nursery rhymes, sequencing stories, felt numbers and letters, puppets, magnetic board and pieces, writing paper and pencils, tape recorder with taped stories, stamp pads and stamps, scissors, paper punches, tape, glue, and blank books.

Woodworking area -- provides opportunities to explore, discover and create. Using tools, improving fine and gross motor coordination and control, and forming, building and transforming materials are important skills in this area.

Important materials include: woodworking table, wood scraps and glue, sandpaper, styrofoam, golf tees, tools, safety goggles, hard hat, tool apron, screws, nuts, washers, bolts, nails, books about tools, boats, construction, Bob the Builder.

Sand/water/bean table area -- provides opportunities for imaginative and practical play with unique sensory experiences and cognitive discoveries. This area provides children with activities to relieve stress. Children fill, empty, pump, squeeze, pour, measure, compare, hypothesize, and solve problems.

Important materials include: cups, spoons, sponges, eye droppers, basters, sifters, buckets, strainers, small cars, squeeze toys, dolls, and books about shells, beach, and sand.

Computer area -- provides opportunities to develop cause and effect relationships, match, compare, count, draw, experiment with letters and write and listen to stories.

Important materials include: computer, printer, software, props, paper, Intellikeys, Touch Window, and switch interface with switch. 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. Important materials include: bikes, helmets, parachute, bean bags, hula hoops, balls, ropes, wheeled toys, climbers, balance beam, gardening equipment, role-play props, cardboard boxes, pails and shovels, books about insects and plants/flowers.

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Safe area -- provides a warm, nurturing place for children to go change their inner state from upset to peaceful and composed in order to optimize learning. Important materials include: books, soft pillows, bean bag chairs large stuffed animal, water bottles with floaters, listening station with soft classical music, Play-Doh and squishy toys. Each teacher must complete an on-line Classroom Inventory and submit it to the Pre-K SPED office by September 19, 2014.

Curriculum/Florida Voluntary Prekindergarten Education Standards/Field Trips - (See Curriculum Components Appendix S-1 through S-6 and Field Trips Appendix O)

Curriculum is the sum total of all the activities that take place in the prekindergarten program from the moment the child arrives at school to when he/she leaves the classroom. Even what occurs at home is related to the classroom curriculum. An emphasis is placed on the language-centered, activity-oriented approach.

The natural learning mode for the young child is play. Play provides the opportunity for active, concrete experiences. In addition, through play, a child can make decisions, develop imagination, acquire skills, and learn how to interact with other children. As Erik Erikson has stated, "Play is very serious business". With this in mind, the Prekindergarten Program does not recommend 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. CDs and videos shown in the classroom, on a very limited basis, must be reflected in the lesson plan, have an educational benefit and appropriate follow-up activities. CDs and videos brought from home must be approved prior to viewing by the on-site administrator as per school board policy.

The Prekindergarten SPED Program implements a developmentally appropriate curriculum in all Pre-K classrooms. The High/Scope Curriculum (Appendix S-1) is the approved curriculum used in working with Pre-K children with special needs. Adaptations to this curriculum will be required for children with special needs. An alternative curriculum may be needed to best serve children who have significant intellectual disabilities. Utilizing the High/Scope Curriculum, children are seen as active learners who learn best from activities they plan and carry out themselves. Key Developmental Indicators (Appendix E2) help the teaching staff encourage and extend the children's self-chosen activities by providing developmentally appropriate learning experiences. Classroom design, the daily routine, adult/child interaction, and observation/assessment are integral parts of this curriculum which enhances the child's skills in independence, problem solving, and choice-making.

The Florida Voluntary Prekindergarten Education Standards were first developed in June of 2001 and amended in 2011 to set statewide performance standards for four year old VPK programs. The standards cover learning in eight broad areas: Physical Health, Motor Development, Approaches to Learning, Social and Emotional Development, Language and Communication, Emergent Literacy, Mathematical and Scientific Thinking, and Social Studies, and the Arts. These standards provide guidelines to early childhood educators and parents on how their children are growing and learning. These standards should be incorporated into the daily planning for young children (Appendix E3).

The Building Early Language and Literacy Project (B.E.L.L.) (now known as Phonological Awareness and Early Literacy Program, The Wright Skills) (Appendix S-2) is the language and literacy curriculum utilized in the Pre-K SPED program. The B.E.L.L. Project addresses four dimensions of aural skills: awareness of rhyme, word, syllables, initial consonant awareness and alliteration. In addition, it provides children

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with reading readiness and literacy skills. Prekindergarten teachers working with children with significant intellectual disabilities, multiple impairments, visual impairments, ASD and/or challenging behaviors have developed curriculum adaptations to meet the unique needs of these children. Strategies for feeding, positioning, medical needs, and parent communication are included in Suggested Curriculum Adaptations for Working with Children with Multiple Impairments/ Intellectual Disabilities (Appendix K). Strategies, materials, and curriculum adaptations for children with visual impairments are included in Suggested Curriculum Adaptations for Working with Children with Visual Impairments (Appendix L). Teachers working with children with Autism Spectrum Disorder may use the strategies and techniques in Suggested Curriculum Adaptations for Working with Children with Autism Spectrum Disorder (Appendix M). A variety of adaptations and strategies for children with challenging behaviors are described in Positive Behavior Supports and Organizational Strategies (Appendix N). Field trips extend the classroom into the community. They are an excellent supplement to the prekindergarten curriculum. Field trips provide children with the concrete experiences and language from which they can build further knowledge. A list of suggested field trips is included in Appendix O-3. This school year there may be limited funding available for field trips funded through the Pre-K Grant. Children shall not be excluded from a field trip unless it is by parent request. Teachers must secure sufficient chaperones to ensure children’s safety. If the entire class cannot attend the field trip, it should be cancelled. Parents are not to be told to keep their child home. New district policy requires that all chaperones, including parents, have a background check prior to chaperoning field trips. Teachers should begin this process as soon as school starts to have approved chaperones later in the school year. Remember that there are many field trips that can be scheduled near your school which are walking field trips. These are field trips to Winn-Dixie, Publix, restaurants, stores, etc. These do not require buses and are usually free. The completed Field Trip Requisition for Special School Bus (FM 1596) (Appendix F-4) must be sent by the teacher to transportation to request a bus, and the completed pink copy (signed by the bus driver and with the mileage filled in at the bottom) must be returned to the Executive Director of Prekindergarten Programs immediately following the return from the trip. Teachers must use the correct funding structure on the field trip request forms - failure to do so will require payment for the trip to be made through school funds. Any swim or aquatic field trip must have prior approval through the Division of Safety (305-995-4900) and must meet risk management procedures. These procedures outline district policies governing certification of American Red Cross water safety instructors and chaperones who will accompany M-DCPS children.

Field trips should not be scheduled from August 18, 2014 – September 19, 2014 or during the FTE weeks in October and February. In addition, principals may not want field trips scheduled during State Assessment dates. Also note that it is difficult to secure buses on Secondary Early Release Days (9/18/14, 10/09/14, 12/11/14, 2/05/15, 4/30/15) for field trips.

Daily Routine - (See Sample of Daily Routine Appendix P-1)

Each component of the Daily Routine is significant to the cognitive, language, social/emotional, and motor development of the child. A young child needs to have the routine of the day well-established. 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 feel in control of self and the environment. A posted pictorial display of the daily routine assists the child in planning and predicting what part of the

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day comes next (Appendix P-1). Individual picture and/or object schedules may be needed for some children to follow the daily routine.

Daily routines (Appendix P-1) should reflect a balanced program and be designed so that both teacher and paraprofessional can implement the program. 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.

Prekindergarten 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 within a carefully planned daily routine.

The daily routine should incorporate all of the following activities:

Breakfast Children improve feeding skills, taste different foods and work on table manners. They may eat in the classroom or cafeteria. (This is not part of the daily routine in the half-day programs.)

Greeting 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. Incorporates shared reading, graphic awareness and alphabetic principle strategies during this time.

Shared Reading Children engage in reading readiness, listening, speaking and writing activities

Small Group Time Children work in small groups on adult-initiated activities based on child observations, key developmental indicators and adult interests. 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 and relating pictures to real places and things).

Planning Time 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.

Work Time 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.

Clean Up Time At the end of work time, children put away materials in their designated places.

Recall Time Children reflect on, share, and discuss or act-out their work time experiences.

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Socialization/Self-Help

Children learn to interact with other classmates and adults. They may play in the classroom and take part in music, art, games, cooking and/or supervised field trips. Potty training and dressing activities are also included. See Appendix P-2 for Toilet Training Schedules.

Lunch The goals of lunch are the same as those of breakfast. (This is not part of the daily routine in the half-day programs.)

Large-Group Time In a large group setting, children participate in storytelling, movement and music activities, puppets and dramatic play. Phonological and phonemic awareness strategies may be incorporated during this time.

Phonological Awareness

Children develop word, rhyme, syllable, initial consonant awareness and alliteration.

Snack Children enjoy nutritious snacks (brought from home) which encourage the use of their sense of taste, touch, feel, and smell.

Rest Time Children learn to regulate their bodies to rest for a maximum of 30 minutes after a long, busy day. They rest/nap, look at books/mobiles or play quietly with a toy. (This is not part of the daily routine in the half-day programs.)

Outside Play Outside play is considered a work time segment of the daily routine where children make choices of materials they want to take outside. Children play with friends and adults, relax, crawl, run, jump, ride wheel toys, and Smell the Flowers! Developmental playgrounds, located at some sites, provide children with opportunities for movement exploration, improved locomotion, balance activities and creative play. Adults plan and provide structured play activities each day.

Opportunities with Non-Disabled Peers Placement in the least restrictive environment (LRE), the natural environment or "mainstreaming" as it is most commonly known was first mandated in 1975 by P.L. 94-142. Inclusion provides both disabled and non-disabled three-to-five-year-old children with an environment where they can actively work and play together 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. Both the disabled and non-disabled child develops language, social, cognitive, fine and gross motor skills from interacting with each other. In addition, each child benefits from an increased self-esteem, sensitivity towards differences in others as well as cooperating and helping their classmates. Each child brings unique talents and strengths to the classroom environment. Inclusion opportunities can be provided in varied settings to allow all prekindergarten children the right to equal opportunities. In an effort to provide inclusive opportunities for prekindergarten students with disabilities, many classes have typically developing role model students. Some classes have equal number of typical students and students with disabilities, while others have 2-4 non-disabled students placed in various Pre-K SPED

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classrooms throughout the district (Appendix C-4). Although many schools do not have regular preschool programs at the same location as the Prekindergarten Program for Children with Disabilities, strategies listed below should be implemented to allow all children to reach their fullest potential. The following guidelines should be encouraged whenever possible: Natural times to include children with disabilities and non-disabled peers are:

Breakfast/Lunch

Outdoor Play

Field Trips (sharing a bus)

Assemblies

Library Time

Computer Lab

Music Time

Snack Time Bring the regular class into the prekindergarten SPED classroom for the following activities:

Cooking

Shows/Plays presented by prekindergarten SPED children for interested classes

Story Time

Movement/Large Group/Music

Work Time

Special Events (i.e., Circus Day, Special Visitor)

Group Games (i.e., Parachute Play, Bubble Play)

Playground/Water Play

Bring the prekindergarten SPED class into any regular class throughout the school to interact in the following activities:

Cooking

Hiding Objects (i.e., Gingerbread- Man Hunt, Bear Hunt)

Materials made by Pre-k class to share with a regular class (i.e., Playdoh, Slime, Rainbow Stew, Cookies)

Take a monthly field trip with a VPK Pre-k class

Group projects which would support the regular class' theme (i.e., Paper Mache Dinosaur)

Send 1-2 non-disabled children into Pre-k SPED class to provide:

Good Language Model

Computer Help

Art Activity

Games

Assistance to a younger child or group of children during art projects, reading book, working with manipulatives, building with blocks

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Send 1-2 Pre-k SPED children into a regular class to participate in the following activities:

Work Time/Center Time

Story Time

Large Group/Movement Time

Library

Small Group Time

Art Time

Involve the whole school:

Faculty Meeting Presentations (i.e., Overview of Disabilities)

Share Professional Development Training with interested teachers and/or paraprofessionals not in Pre-k SPED

Teacher Exchange Day (i.e., trade classes)

Share donated materials

Breakfast meeting for faculty, cafeteria staff, office staff, custodial staff and bus drivers (i.e., tour of classroom, videotape)

Assistive Technology Assistive technology (AT) includes any device or service which increases, maintains or improves the functional capabilities of a child with disabilities. Assistive Technology is an important part of the daily routine for young children with special needs. It may be the tool that allows a child with a language impairment, autism spectrum disorder, physical impairment and/or multiple impairment to benefit from the curriculum. Assistive Technology can be part of a child’s special education (ex: an accommodation/modification written into goals/benchmarks), a related service or a supplemental aid/service on the IEP. Low and high tech accommodations will enable children to communicate, play and interact with their peers. These accommodations include the use of adapted eating utensils, computers, picture communication boards, speech generating devices, switches, adapted toys, and equipment for positioning and mobility (Appendix J). Assistive Technology should be incorporated throughout the daily routine as a consistent part of classroom teaching strategies as well as individualized adaptations for specific students. The Pre-k Guide for Considering Assistive Technology (Appendix J-3) is a simple checklist to help teachers determine the need for an Assistive Technology Implementation Plan (ATIP) (Appendix J-4), which is a tool to assist teachers in the selection and use of assistive technology tools and strategies for specific students. Additional assistance is available to school personnel and families for children with specific assistive technology needs. After completing the ATIP (including a trial implementation period) the Pre-K SPED Assistive Technology Team is available to assist in the following ways: email or phone feedback on a current ATIP, a classroom visit to provide feedback on the implementation of an ATIP, supporting/conducting assistive technology assessments, and monthly consult services for a particular student for assistive technology as per that student’s IEP. In addition, they are available to assist teachers who are new to Pre-K SPED in writing their first ATIP.

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Classroom Management One of the most important goals for young children is to gain self-control. Effective discipline is a life-long process that begins when a child is born. A teacher begins this process through management of the classroom environment and utilization of a variety of techniques to prevent problems from occurring. These include the establishment of an organized learning environment, a consistent daily routine, 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. Teachers need to demonstrate appropriate coping skills (i.e., if you yell, children will yell; if you are courteous, children will learn to cooperate). Events in the daily routine should be scheduled to provide a variety of active and passive activities with a minimum of waiting time. The young child's short attention span should be taken into consideration when planning any activity. Rules need to be clear since they help children control their behavior. Rules should also be simple, few in number (no more than three) and reasonable for the child's age. Some educators feel that there should be only one basic rule: you may not hurt yourself, others or things. Conscious Discipline (Appendix S-5), a classroom management system developed by Dr. Becky Bailey, views each conflict situation as a teaching moment. Conscious Discipline has been selected as the overall classroom management curriculum chosen to be implemented in the prekindergarten classroom. Children are taught to use their voice instead of aggression and to be “helpful” to each other instead of “hurtful”. The classroom becomes the “school family” where children are safe and are encouraged to look for solutions to their problems. Children feel empowered when they are provided with two positive choices and when they are noticed and encouraged for their appropriate actions and attempts to become more independent. A safe area should be established in the room to allow children to regain control or relieve built-up stress, anger, or frustration. The safe area consists of beanbag cushions, pillows, books, etc.; not a time-out chair. Pictorial reminders of relaxation techniques (star, draining, pretzel, ballooning, bunny breathing, butterfly) and a box with preferred stress reducing toys and items (blanket, teddy bear, squeezable toys, etc.) are also incorporated into the safe area. Most children placed in time-out actually need time-in (time to be held, accepted, nurtured and valued for their individual qualities). Children should not be threatened with or afraid of going to the safe area; on the contrary, they should find this a place of comfort. In cases when children are exhibiting dangerous behaviors, documentation of specific behaviors should be noted on the Anecdotal Record Form (Appendix F-5) to assist teachers in planning appropriate intervention strategies. Positive Behavior Support (PBS) offers one approach for understanding why challenging behaviors (fighting, biting, hitting, scratching, kicking, screaming, as well as extreme withdrawal) occur; its function or its purpose for the individual child. In addition to helping teachers and families understand the child with challenging behavior, PBS also helps them understand the physical and social contexts of the behavior. Unlike traditional behavior management, which views the child as the sole problem and seeks to “fix” him/her by quickly eliminating the challenging behavior, Positive Behavior Support views such things as environment and lack of skills as parts of the “problem”

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and works to change those. As such, PBS is characterized as a long-term approach to reducing inappropriate behaviors, teaching a more appropriate behavior, and providing the supports necessary for successful outcomes. Many strategies used in a Positive Behavior Support Plan are drawn from Conscious Discipline. A sample ATIP for the implementation of Positive Behavior Support strategies can be found in Appendix N-3. Other appropriate intervention strategies for prekindergarten children with disabilities include redirection or distracting children from potential problems, altering the environment, teaching alternative responses, reminding children of classroom rules, modeling appropriate ways to express feelings, proximity control, ignoring inappropriate behavior, noticing appropriate behaviors (i.e., encouragement and positive reinforcement), helping children solve their own problems, providing appropriate choices, and helping children see the consequences of their actions (Appendix N-1). Hitting, placing children in time-out boxes or isolated rooms, yelling, rough handling of children, sad faces, and unauthorized physical restraining devices are unacceptable in prekindergarten classrooms. Safe Crisis Management (SCM) may be utilized in programs serving the prekindergarten children with emotional/behavioral disability, and autism spectrum disorder to prevent injury to children, staff, and/or to prevent damage to property. Teachers need to be trained to use safe crisis techniques, and the child's IEP should be marked. Staff Development training for SCM can be found in the M-DCPS Professional Development Website. SCM should be discussed as part of the IEP development and review process. The Parent Notification/Physical Restraint Procedures Letter (FM 3446E) (Appendix F-5) needs to be signed by the parent and kept in the child's cumulative record if a parent does not attend the annual review conference where SCM is added to the IEP. When SCM is implemented with a child in the classroom, it must be documented on the M-DCPS Student Case Management System (SCM). SCM techniques are the only restraint system available to M-DCPS teachers. This non-punitive holding should be handled in a calm manner by teachers. Moreover, two staff members must be present at all times. These techniques are utilized within a system of positive reinforcement. Keep in mind that a challenging, stimulating environment where each child’s individual needs are met yields fewer behavioral problems. Infection Control - (See Appendix P-3) Appropriate infection control procedures for all prekindergarten age children must be followed. These include the use of disposable latex gloves whenever handling bodily fluids of any child, washing hands after toileting a child (See Appendix P-3), and the use of disposable paper on all changing table areas. Since these items, as well as a bleach solution, are necessary supplies to ensure that adequate infection control standards are maintained in the classroom setting, school funds need to be utilized to provide these supplies to prekindergarten programs. It is the Pre-k teacher's responsibility to notify the school administrator when the supply needs to be replenished. The changing table paper (917-0190) can be ordered from S & D (M-DCPS), at $56.97 per case (8 rolls). The latex disposable gloves (364-0469) can be

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ordered from S & D (M-DCPS), at $26.17 per case (10 boxes, 100 per box, large). All staff working with this population needs to dispose of the gloves after changing each child. This not only protects the staff, but also decreases the likelihood of transmitting infections between children. There is evidence that many children with spina bifida have developed an intolerance and severe allergic reaction to latex products. Teachers should check with parents about the use of latex gloves. Non-latex, vinyl disposal gloves (KIM55033) can be purchased from Office Express Supply, (305-557-1667, www.xpressbuy.com) at $9.86 per box (100, large). Staff must be reminded that it is unacceptable to teach the prekindergarten child while wearing disposable gloves. These are to be used only for handling bodily fluids. Respect for each child's self-esteem is always essential. If a child is a danger to himself, the other children, or the staff, this must be brought to the attention of the school administrator immediately. Prekindergarten staff must periodically clean rest mats, toys, table tops and other areas in the room. A bleach solution of 1 part bleach and 10 parts water must be available for daily usage especially on toys mouthed by children. 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 those persons working directly with the child. A child's disability or a family's personal status must not be discussed in hallways, teacher's lounge or at social gatherings. A parent permission to photograph/videotape children should be obtained from each child at the beginning of the school year. A sample form Parental Permission to Photograph Students (FM-6497) is provided (Appendix F-7). If a child is being videotaped or photographed for a specific purpose such as a presentation, a pamphlet, or television show, a parent’s permission for that specific activity must be secured. Confidentiality is especially critical when dealing with children with Human Immunodeficiency Virus (HIV) or Acquired Immunodeficiency Syndrome (AIDS). All medical records indicating HIV infection and medications taken cannot be part of a child's cumulative record. IEPs cannot reflect medications or indication of HIV or AIDS infection. When a natural parent or legal guardian (not foster parent) 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 of HIV-Related Information (FM 5185). If a parent authorizes disclosure to the district HIV/AIDS Education Center the parental authorized staff member must notify that office at (305) 995-7118 immediately upon disclosure. The HIV/AIDS Education Center will provide assistance and training to the school. Information about HIV/AIDS may be found at http://aidseducation.dadeschools.net.

Related Services

Physical Therapy -- Children are provided physical therapy when their physician and school indicate a need for treatment to support special education. Through special exercises, physical therapists work on improving muscles to enhance total motor development. Activities include wheelchair mobility, improving walking skills, balancing and strengthening exercises and activities for improving posture. At teacher or parent request, therapists will provide a home program

http://www.xpressbuy.com/

http://aidseducation.dadeschools.net/

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(FM-2910) to reinforce skills targeted in school. The Physician's Referral for Physical Therapy Evaluation form (FM 2515) (Appendix F-3) must be updated by the child's physician on an annual basis and after any surgical procedures.

Occupational Therapy -- Children are provided occupational therapy when the school indicates a need for treatment to support special education. Special exercises improve feeding and dressing skills, muscle strength and coordination, and work/play skills. At teacher or parent request, therapists will provide a home program (FM-2910) to reinforce skills targeted in school.

Speech/Language Therapy -- The most frequently observed need for prekindergarten children with disabilities is improved speech and language skills. The goal of speech/language therapy is to develop speech/language skills which the child uses in a variety of settings and circumstances. Speech/Language Therapy may be provided as an exceptional student program or as a related service.

Children are eligible for a speech/language therapy program if an evaluation by a certified speech/language pathologist indicates a need based on state and local criteria. Children are eligible for speech/language therapy as a related service if a comprehensive speech/language evaluation has been completed and the child does not meet eligibility for speech/language as a program, but the child shows evidence of need for the service to access their special education program. For children transitioning from Early Steps, Part C, they must have accessed speech/language therapy in that program in order to be eligible for speech/language as a related service at their entrance into the Pre-k Program.

Children may work in a small group with the speech/language pathologist to increase speech and/or language skills or the speech/language pathologist may suggest activities to be used in the classroom or home. The speech/language pathologist is encouraged to work in the classroom in collaboration with the teacher, since this method is generally most effective. Children who require an alternative means of communication should be referred to the Pre-k SPED Assistive Technology Team for additional assistance. Teachers and speech/language pathologists should follow the procedures for AT Implementation and referral outlined in Appendix J-6. In addition, the Prekindergarten Speech/Language Pathologist Diagnosticians, Joan Reisinger (serving North and North Central Regional Centers) at (305) 271-5701, and Dearta Smith (serving South and South Central Regional Centers) at (305) 271-5701 are available as a resource to Pre-k SPED teachers. They may provide assistance in designing the classroom for augmentative communication, selecting appropriate speech and/or language assessment instruments, using the computer to facilitate language development and enhancing parent's understanding of strategies to increase communication skills.

Orientation and Mobility -- Visually impaired children are eligible for orientation and mobility (O&M) services upon an evaluation and assessment by the Miami-Dade County Public Schools Specialist in Orientation and Mobility Services. Individual independent travel training is provided for each child, as appropriate. The basic goal of the instructional program is to help the visually impaired child to understand his/her environment and to move safely and efficiently in it.

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Respiratory Therapy and/or Nursing Services -- The request for nursing services and/or respiratory therapy should be made at a meeting to develop or review an Individual Educational Plan (IEP) after receiving medical documentation from the child's treating physician. Children who have a known history of medical problems which appear to impact their ability to access a school-based educational program will be provided nursing and/or respiratory therapy if the M-DCPS Physician's Request for In-School Nursing and/or Respiratory Services form (FM-4560) (Appendix F-3) and the Consent Form for Mutual Exchange of Information (FM-2128) (Appendix F-3) are completed by their physician and approved by the District Office. Following approval, notation must be documented on the IEP by the prekindergarten staffing specialist. The Nursing and/or Respiratory Services form needs to be updated on an annual basis. Teachers must not request any assistance or services of the nursing staff for children who do not have an approval as stated by procedures listed above. Nurses are only authorized to provide those procedures which are specifically noted on the form and approved. Any changes to the approved form need to be resubmitted to the District Office for approval once again. Once school-based nursing and/or respiratory therapy services have begun for those students approved, parents are responsible for notifying Integrity and the school, when their child is going to be absent.

Transportation -- Transportation for all prekindergarten children with disabilities is available upon request and must be documented on the IEP. Approximately one week before the child is scheduled to be transported, the bus driver will notify the parent by telephone as to the time the child will be picked up. The child must be in front of his/her house or apartment building ten minutes before the scheduled pick-up time. An adult must wait for the child at the drop-off point in the afternoon. Parents and teachers may assist the child on and off the bus and the seat. This information on the IEP must be given to the school secretary to notify the transportation office by E-mail.

A lift bus, safety vest, safety belt or car seat (for children weighing less than 40 pounds) is requested for all prekindergarten children when it is indicated on their IEP; again, this information must be given to the school secretary to notify the transportation office by E-mail. Strollers are not permitted on the school bus. If a car seat is needed for a specific child, transportation will provide a car seat that meets approved safety regulation. Request for Alternate Transportation Stop for Special Education Students - School Board Rule 6Gx13-3E.1.10 establishes criteria for providing transportation to a different stop from where the student lives. Form FM-7224 states the criteria for alternate transportation and this form must be signed by the parent and faxed to Transportation for approval.

Assessment - (See Review of Assessment Requirements Appendix U-1) The assessment for program planning identifies specific strengths and weaknesses in the child's abilities, learning style, and level of functioning and will aid in the planning of daily activities. The OnlineCOR (Child Observation Record) provides a web-based system for documenting key developmental indicators, as they relate to developmentally

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appropriate curriculum such as the High/Scope Curriculum. These anecdotes should be done by the team daily with at least five anecdotes per adult per day and documented on the Online COR. In TEACCH and LEAP, for children with Autism Spectrum Disorder, adults will not document key notes, but will take daily data. Keynotes are only required to be documented for children with disabilities. Assessment should be an ongoing process all year, but formal assessment must be done twice a year (each September or one month after the child enters the program and again in May for each prekindergarten child with disabilities). Once completed, the pre-tests should be sent only via e-mail to the Pre-k SPED District Office in September and then the post-tests should be sent only via e-mail to the Pre-K SPED District Office in May. Children exiting the prekindergarten program to kindergarten must be assessed prior to the exit staffing date. One (1) to two (2) temporary instructor days will be provided to Pre-K SPED teachers to assist with testing at the beginning of the school year and two (2) temporary instructor days at the end of the school year. All prekindergarten special education students are assessed using the Battelle Developmental Inventory-2 (BDI-2). The State of Florida, Department of Education has selected the BDI-2 as the Measure of Preschool Outcomes (Indicator 7). We must report scores on the BDI-2 when students enter Pre-K and when they exit Pre-K (usually entrance to kindergarten). Although teachers may still want to use parts of other assessment instruments in order to gain additional information about the child, the BDI-2 will be used for all prekindergarten SPED students as a yearly developmental measure. See the BDI-2 flow chart (Appendix U1) to determine when and how to evaluate Pre-K SPED students. The teachers will use as their pre-test BDI-2, the post-test from the end of the previous school year for returning SPED students; new students may use Early Steps BDI-2 (Part C out and Part B in) or Pre-K Region Diagnostic BDI-2 scores. In order to use one of these BDI-2s as the pre-test, it must have been administered within the last six months. All SPED students will be assessed at the end of each school year.

All five developmental areas (adaptive, personal/social, communication, motor, cognitive) may be assessed (depending on Standard Score) and charted on the computerized Assessment Summary form (Appendix U). Charting is extremely important for grouping children in the class, maintaining documentation for the cumulative record, and providing parents with a graphic indication of the child's level of functioning.

SPED students in LEAP and TEACCH classrooms will also be assessed using the Social Responsiveness Scale (SRS), to address the social-emotional domain, as part of a psychological reevaluation.

Finally, all four year old SPED students (on or before September 1, 2014) and all five year old SPED students must have pre, mid-year, post tests from the B.E.L.L. Literacy Program using the Phonological and Early Literacy Inventory (P.E.L.I.). The only students excluded from the P.E.L.I. testing are three-year-olds and students with significant Intellectual Disabilities. P.E.L.I. results should be summarized on the computer (Appendix U-2). The PELI assessment must be completed on students prior to beginning the B.E.L.L. program each year. VPK Role Models will be required to be assessed 3 times a year using the VPK

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Assessment. In order to demonstrate progress, there should be at least six months between pre and post-test assessments. For students entering Pre-k after January 5, 2015, only Pre assessments need to be completed (no post assessments). Students entering the Pre-K program after April 10, 2015 do not require Pre or Post assessments. The only exception is Part C, Early Steps students who must have an entry BDI-2 if Early Steps (Part C) did not complete an exit BDI-2 prior to the child’s third birthday (between 33-37 months of age). When testing an ELL child, teachers must take into consideration the child’s home language. The test item may be introduced in English and if the child appears to have difficulty, the home language must be used in order to facilitate understanding. Correct answers in the home language must be considered acceptable. Prekindergarten Progress Report It is important that parents and families are informed on a regular basis about their child’s progress in school. In addition, Individuals with Disabilities Education Improvement Act (IDEA 2004) states that a parent of a child with disabilities should be informed about their child’s progress as often as a parent of a non-disabled student. Parents of non-disabled prekindergarten VPK children receive progress reports three times per year. The Prekindergarten Program for Children with Disabilities will also send home Progress Reports three times per year. The OnlineCOR Family Report will be used to report progress three (3) times a year. A parent conference to explain the child’s progress is strongly recommended for this population. If the child has been in attendance less than four weeks, a progress report should be sent home with the top part completed and a comment such as "Insufficient attendance for key note observations." Each grading period, the box containing the Status Report on Goal must be completed on the Measurable Annual Goals and Benchmarks (Insert B) from the most recent IEP. A copy is attached to the Progress Report Card. Attendance is also recorded for each grading period. First grading period 8/18/2014 - 11/14/14 is 60 days. Second grading period 11/17/2014 - 03/02/2015 is 60 days. Third grading period 03/03/15 - 06/04/15 is 60 days. Each student’s SPED EMS Progress Report will be sent home three times during the school year on the following dates: November 17, 2014, March 3, 2015 and June 4, 2015. Some schools may request that parents send in a self-addressed stamped envelope to send home the last Progress Report Card of the school year. At the end of the school year, Progress Report Cards should be attached to the IEP for which progress is being reported and placed in child’s cumulative record. Teachers may use the Online COR Family Report or Progress Report Cards for Role Model students that are found in Appendix R. These will be sent home at the same time as students with disabilities. Students Transferring

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When a prekindergarten student moves and requires a transfer to a new prekindergarten program, it is the responsibility of the classroom teacher to contact the prekindergarten staffing specialist for the sending school. The sending school prekindergarten staffing specialist will contact the receiving school prekindergarten staffing specialist to verify appropriateness of the classroom program and space availability. Parents will then receive a transfer slip from the sending school to the receiving school. The sending school classroom teacher must review the child’s classroom folder and cumulative record to assure completeness (see pages 17-18). The receiving classroom teacher will check the cumulative record and classroom folder to make sure all necessary paper work is received. The receiving teacher should contact the sending teacher if the record is incomplete. If there are any problems or concerns, the receiving teacher should contact his/her staffing specialist and she will assist with problems or concerns. The receiving teacher should contact Paula Blair at 305-271-5701 to transfer the Online COR from the previous teacher to the new teacher. Annual Review IEP The annual review IEP should be completed on the SPED EMS System by the SPED teacher on or before the date of anticipated duration of the original IEP. Annual review of IEPs is the responsibility of the teacher at the school. One month prior to the expiration date of the IEP, the teacher must inform the parent that a conference needs to be scheduled to update the IEP. The SPED EMS allows teachers to develop a draft and send ahead of time for parent to review. Teachers should make every effort possible to accommodate parent’s attendance at the IEP Meeting. A Notification of Meeting must be sent a minimum of ten days prior to the meeting. It is the teacher's responsibility to send the Notification of Meeting form to the parent (in the parent’s language). It should include the names of all participants including a general education teacher (regular Pre-k or Kindergarten). A copy of the Notification of Meeting must be stapled to the new IEP developed. If you have IEPs with a summer or early September expiration date, they must be updated before school ends in May for children returning to Pre-k next year. The Schedule for Annual IEP Reviews form (Appendix A-2) is provided to assist classroom teachers in charting all annual review updates for the school year. The IEP goals may be sent home as “draft on the SPED EMS IEP for review. When writing IEPs, the teacher must include related services (i.e., OT, PT) with correct time allocations for each. Addition or deletion of services (i.e., speech/language, occupational and/or physical therapies, and itinerant vision/hearing services) can only take place at a staffing conference with a prekindergarten staffing specialist present. Changes in therapy frequency are conducted at the school through an interim review and do not require the prekindergarten staffing specialist to be present. Recommendations for updated measurable annual goals and benchmarks for related services and programs must be obtained from appropriate personnel and reviewed with the parents at the meeting. All suggestions and recommendations should be considered at that time. The existing IEP needs to be updated with status of mastery and date. If further evaluations are recommended as part of the IEP, the teacher needs to monitor timelines for these assessments.

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The annual review IEP meeting will include the following participants:

1) Local Education Agency (LEA) Representative - principal, assistant principal, program specialist or designee

2) One or both of the child's parents 3) Pre-K SPED teacher 4) General education teacher 5) An evaluation specialist – usually the child’s teacher 6) Other individuals, at the discretion of the parent or the district school system. 7) A qualified interpreter for parents who cannot speak and/or understand English,

unless it is clearly not feasible to do so. This also includes a sign language interpreter if the parent is deaf.

For the annual review, the teacher must use information obtained from assessment instruments to record present levels of educational performance which indicates what the child is able to do. The teacher must also sign as the evaluation specialist after reviewing the classroom assessment results with the parent. Transition Process/Promotion A child is eligible for the prekindergarten program until he/she is five years of age on or before September 1st of the school year as stated in The State Board Rule 6A-6.03026, “prekindergarten children with disabilities who will be five years old on or before September 1st of the next school year will be promoted to kindergarten in June”. Various activities will occur beginning each November to assist children and their families in making a smooth transition to kindergarten. Those children whose special education program is Developmentally Delayed (DD) may begin the transition process as early as September through the reevaluation process. During the transition process, teachers should assist parents in reviewing their child's current functioning levels. Children who will be turning 6 after December 1, 2015 will be transitioned on to kindergarten as Developmentally Delayed and will be re-evaluated during their kindergarten year unless teacher/parent requests the assessment to assist in a more accurate placement of the child in kindergarten. All appropriate data must be up-to-date to facilitate the smooth transition of the prekindergarten child into a kindergarten or primary special education class. To assist in the transition process, teachers will complete the Transition List (Appendix V-1). Reevaluation

For those children requiring a reevaluation, a Reevaluation Team Meeting (RT) will be scheduled by the school. It is the teacher/school responsibility to invite the parents to the RT Conference. The Pre-K SPED teacher is required to bring information regarding the student’s current developmental, social, language and literacy skills, as well as a copy of the current IEP. The Eligibility Reevaluation Process screen can be found using the Reevaluation tab in SPED EMS.

At the RT Conference, the parents will be asked to sign The Informed Notice and Consent for Reevaluation (for English speaking parents-FM 4958E and for Spanish

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speaking parents-FM4958S) (Appendix F-2). A child cannot be reevaluated until the consent is signed. If the parents do not respond after reasonable attempts to obtain consent for reevaluation, the reevaluation may proceed. If the parent does not give consent for the reevaluation, an Informed Notice of Proposal or Refusal to Change Evaluation, Identification, Educational Placement or Free Appropriate Public Education (FAPE) is completed noting the parent’s refusal.

The RT Conference includes the following participants:

1) One or both of the child's parents 2) Pre-K SPED Teacher 3) General education teacher 4) School psychologist or evaluation specialist 5) Others as deemed appropriate

The M-team will determine the assessments that are needed (if a change of exceptionality is being considered, all necessary areas must be addressed for eligibility).

**A determination of who will be responsible for assuring the timely collection of all necessary paper work must be designated at the RT. The designated person may be the Assistant Principal, Department Chairperson or the classroom teacher.

Exit staffings are to begin in March in order to provide an appropriate timeline for transfers and transportation changes to the receiving school. Exit Staffings

Prior to the exit staffing, the classroom Pre-K SPED teacher will share the current classroom assessment and the current psychological testing results (when available) with appropriate staff members working with the child (i.e., speech/language pathologist). The classroom Pre-K SPED teacher will bring the following to the exit staffing: cumulative folder, current IEP, classroom assessments, charting, and draft for projected kindergarten measurable annual goals and benchmarks. If the child is receiving speech and language services, the speech/language pathologist must provide recommended goals and benchmarks prior to the exit staffing. In addition, if the child is receiving nursing/respiratory services the Pre-K SPED teacher must secure current orders. The IEP must be developed at the exit staffing and not finalized prior to the meeting; however, a draft of the IEP must be prepared prior to the exit staffing as well as present levels of performance, child’s strengths and areas of weakness and sent to parent prior to exit staffing to review. Teachers should select goals and benchmarks from the Common Core State Standards in Math and Reading (Appendix B-7). Teachers should encourage parents to assist in the selection of goals and benchmarks which are important to their child’s development. All placement options will be discussed with the parents and M-Team at the exit meeting. Parents will receive the Passport to Kindergarten with the necessary transition information completed. In addition, teachers should complete the Kindergarten Transition Information packet (Appendix V-3), prior to the exit staffing to give immediate information to the receiving kindergarten teacher.

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Parent Request for a Copy of the Psychological Evaluation

Parents should have been given a copy of their child’s psychological evaluation at the time of the staffing conference. If a parent requests an additional copy of their child's psychological evaluation, a copy must be given to the parent. It is not the teacher's responsibility to interpret the psychological report. If the parent has any questions, these should be addressed at the time of the staffing. A school psychologist is the recommended person to interpret test results. Mentors/Classroom Visits and Observation - (See Registration/Temporary Instructor Form Appendix G-2)

Prekindergarten Teachers have been trained as Mentors to provide on-going technical assistance and support to teachers new to the Prekindergarten Program for Children with Disabilities. The Mentors provide assistance to the new teachers in the new teacher’s classroom. The Mentors’ classrooms may also be utilized to provide on-site visitations and practical experiences for other teachers and professionals. Visitors are provided an opportunity to observe the learning environment, specific teaching strategies, classroom daily routine and organization, the use of appropriate materials and equipment, adaptations for specific children, and use of assistive technology. After observations are conducted, the Mentor and visiting teacher/professional will discuss program implementation issues. Teachers, paraprofessionals, and administrators are encouraged to enhance their professional development through classroom visitations. Temporary Instructor funds for teachers and paraprofessionals are provided through the Preschool Grant funds following completion of the Registration/Temporary Instructor Form for Classroom Observation and Mentoring. This form must be sent to the PreK SPED Office prior to the visitation.

Prekindergarten teachers are not to use temporary instructor funds to go observe potential kindergarten programs for exiting children. The prekindergarten staffing specialists are responsible for identifying appropriate placements for the children. The teacher should inform the prekindergarten staffing specialist of the child’s functioning levels so that the specialist may consider educationally appropriate options for the child. Preschool Grant for Children with Disabilities, Aged Three to Five

The Preschool Grant For Children With Disabilities, Aged 3-5, IDEA, Part B, employs the Instructional Supervisor of the Prekindergarten Program for Children with Disabilities who prepares, monitors, and implements the grant objectives:

1) to enhance and increase the Miami-Dade County Public Schools program for prekindergarten children with disabilities through the establishment of additional programs and the coordination of the delivery of all services to this population and;

2) to provide a comprehensive parent education program to enhance parents' understanding of their child's disability and educational program, and increase their awareness of available community resources that provide services appropriate to their needs.

Parents and personnel from schools and community agencies participated in the grant

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application for the 2014 – 2015 school year by making suggestions that may enhance and enrich the program. Suggestions for the 2014 - 2015 grant application may be shared with the Instructional Supervisor of Prekindergarten Programs at (305) 271-5701. Resources

All materials and equipment necessary to open a new prekindergarten classroom are purchased through the Preschool Grant for Children with Disabilities. Teachers may be given the opportunity to request additional materials and equipment each year by completing the Teacher’s Needs Assessment, posted on the Pre-K website at the beginning of the school year, and if funds are available, will be directed as to purchasing. School funds such as MESA (Materials Equipment Supply Account), which is generated by all students, and IDEA (Individuals with Disabilities Education Act) funds which are generated for all students with disabilities should be used for purchasing gloves and changing paper. Pre-K SPED teachers are eligible to receive the Lead Teacher Money ($250) from the State of Florida. Watch for related e-mails and other information at your school. Equipment and materials should be labeled “Pre-K SPED” with permanent marker. Teachers will be asked to complete a Classroom Inventory on-line in the Teacher’s Handbook (Appendix I-4 or I-5) and sent to the Pre-K SPED District Office by September 19, 2014. This inventory will assist the prekindergarten program in determining classroom material and equipment needs. Funds provided from the Preschool Grant for Children with Disabilities are also used to purchase resource materials for teachers, parents, and other interested personnel. A list of audio-visual materials which can be borrowed is available in the Resources section of the Teacher’s Handbook. Books, pamphlets and brochures are available for parents, as well as teachers who want to set up parent information centers in their classrooms. In addition, materials such as velcro, dycem pads, tempo loop, adaptive feeding equipment, hot glue guns, tricycle repair kits, video cameras, and services such as laminating, book binding, button making, cutting letters and patterns using the Ellison machine, color copying, enlarging and reducing copies are available. A teacher workroom is located in the Pre-K SPED office. Standards for Prekindergarten Programs - (See Standards Appendix W and Program Review Appendix X-1) A comprehensive list of standards for the Prekindergarten Program for Children with Disabilities was developed to ensure continuity in programs throughout the district. Although diversity is encouraged in prekindergarten programs, a basic set of written standards assists administrators and teachers in identifying the essential components of an effective prekindergarten program. The standards may be used to evaluate existing programs, identify programmatic needs, assure compliance with existing local, state, and federal requirements, and plan future programs. These standards will serve as a tool for the improvement of all prekindergarten special education programs. Some Pre-k SPED classrooms (mentors and teachers new to Pre-K SPED) will utilize the Preschool program Quality Assessment (PQA) as a Self-Monitoring tool in lieu of the Program Review. A Prekindergarten Program Review (Appendix X-1) is conducted by

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Prekindergarten District Staff each year to ensure adherence to these standards. Technical assistance is provided by the prekindergarten staff and mentors for those areas noted as not acceptable and needing improvement (Appendix X-2). PARENT-TEACHER CONFERENCES Miami-Dade County Public Schools has made a commitment to increase parent involvement through scheduled Parent/Teacher Conferences throughout the school year. In order to meet the varying needs of parents and students, opportunities for positive parent-school relationships, during afternoon and evening conferences, shall be provided. Teachers are required to attend and participate in these afternoon and evening conferences. See Appendix Y for ideas for parent involvement and participation. FAMILY EDUCATION PROGRAM

Comprehensive parent education is provided by the Prekindergarten Program for Children with Disabilities. Families who understand their child's disability, are made aware of community resources available to them, understand their child's educational program, and will be better prepared to incorporate this information into daily living. Families have expressed that communication between home and school is a priority. Teachers are encouraged to utilize classroom parent communication centers, home visits, notes, telephone calls, e-mails, newsletters, classroom visitations and conferences to enhance communication between home and school. Additional suggestions for family involvement are in Appendix Y. Additional Services Include: Family Education Classes - These classes are available to parents, family members and friends of children with disabilities. Meetings are held at different schools in the county which have prekindergarten programs. Information presented includes:

the prekindergarten educational program

language development

services available in the community for families of children with disabilities

what the future may hold for the child with disabilities and ideas for future planning

play activities

positive discipline

Medicaid/Supplemental Security Income

understanding your child's disability

transition to kindergarten

reading and literacy

Positive Parenting Practices (LEAP) Families are notified of the meeting dates, times, and locations through monthly calendars sent home with each child. A telephone call from a teacher encouraging and reminding parents to attend the meetings has been found to be the most effective strategy for increasing parent participation. Teachers who would like to schedule a parent meeting at their school should contact Cecilia Nunez, Supervisor, at (305) 271-

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5701.

The Parent/Child Activities Calendar and The Parent/Child Stimulation Activities Calendar - These calendars provide simple activities that families can do at home with their child to support the classroom program. They are produced in English and Spanish and posted on the Pre-k website on Families and Para Familias.

Resource Materials - Audio-visual materials and books are available for home use from the Supervisor for Prekindergarten Parent Education.

Staffing Conferences – The Instructional Supervisor will attend staffing conferences, when possible, along with the prekindergarten staffing specialist, to assist in the development of the IEP and appropriate placement for prekindergarten children with disabilities.

Support Person - Parents may telephone the Supervisor for Prekindergarten Parent Education for any information regarding their child's program and/or community resources.

SOCIAL WORK SERVICES

The Prekindergarten Social Workers provide support services to families, at the teacher's request, on a specialized basis. These include: home visits, assistance with procurement of adaptive equipment and supplies, referrals to community resources and appropriate agencies, supportive counseling, and Sibshop workshops. Teachers should attempt to utilize school support personnel such as the school's social worker or counselor before requesting the services of the Prekindergarten Social Worker. With over 2000 families in the program, it would be difficult to provide individualized assistance to all families. The Pre-K Social Workers can be reached at (305) 271-5701. The Prekindergarten Social Worker, as a member of the Prekindergarten Diagnostic Team, opens specially referred cases at the District level, completes the social histories and administers adaptive behavior assessments. The Prekindergarten Social Worker is part of the M-Team making placement recommendations.

SWAT – Success with Assistive Technology

The purpose of the SWAT program (Success with Assistive Technology) is to support prekindergarten special education staff members and families in providing low to high tech devices, materials and strategies to Pre-K SPED students to meet their curriculum and communication needs. Members of the Pre-K SPED SWAT Team are: Deanna DeCario, Assistive Technology Specialist and LATS*; Dearta Smith, Speech/Language Pathologist and LATS*; Laura Seminario, Multiply-Impaired Specialist and LATS*; Kathy Velazquez, Autism Support Teacher; and Claudia Monsalve, Autism Support Teacher.

The SWAT Team provides classroom technical assistance and support for ATIPs (Assistive Technology Implementation Plan), workshops/trainings in assistive technology, assistive technology screenings/assessments, and follow-up services. They also manage an inventory of devices and materials for classroom and student use. *LATS = Local Assistive Technology Specialist and member of a state-wide network of educational professionals with training and responsibilities in assistive technology in the schools.

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STAFFING SPECIALISTS

The primary role of the Prekindergarten Staffing Specialists is to assist in the determination of eligibility and to ensure placement and services, if needed. The Prekindergarten Staffing Specialists have the additional responsibility of improving the quality of services provided to prekindergarten children with disabilities by providing technical assistance to every prekindergarten classroom in their Regional Center(s). This includes assisting with the implementation of the curriculum, assessment, child observation, learning environment, adult/child interaction, daily routine, behavior management and parent communication. As stated on page 42, Standards for Prekindergarten Programs, a program review is conducted each year by this staff. The assigned prekindergarten staffing specialist will provide any needed technical assistance to the teachers after completion of the program review. The Prekindergarten Technical Assistance Record (Appendix X-2) or Action Plan will be completed following each visit. The Prekindergarten Staffing Specialists, as members of the Prekindergarten District Staff, should be viewed as support to the classroom program. Any questions on transportation, related services, assessments, data input, available resources, referrals for additional services or review of placement should be addressed to these individuals (Appendix Z-1).

ROLE OF THE PREKINDERGARTEN INSTRUCTIONAL SUPERVISOR AND SUPPORT STAFF (STAFFING SPECIALISTS, SPEECH/LANGUAGE PATHOLOGISTS AND CASE REVIEW SPECIALIST, SOCIAL WORKERS, PPEC TEACHERS, CONSULTING TEACHERS AND AUTISM SUPPORT SPECIALIST) Responsibilities The Instructional Supervisor for Prekindergarten Program for Children with Disabilities reports to Ms. Ava Goldman, Administrative Director for Exceptional Student Education. Office of Innovation and Accountability. Staff support for the prekindergarten program is also provided by the following personnel: Prekindergarten Staffing Specialists, Prekindergarten Speech/Language Pathologist Diagnosticians and Case Review Specialist, Prekindergarten Social Workers, PPEC Teachers, `Consulting Teachers, Autism Support Specialists, and Part C Liaisons (Appendix Z-1). These personnel have a cooperative working relationship with SPED Centers, school staff, and community agencies involved with prekindergarten special education programs. Major Duties

1) Prepare, implement, and monitor the Preschool Grant for Children with Disabilities, Aged 3-5.

2) Order materials and equipment, as appropriate, to enhance the prekindergarten

educational program. 3) Organize and conduct monthly meetings with prekindergarten teachers and

selected community speakers to develop and discuss strategies for program improvements.

4) Organize and conduct, in cooperation with the Center for Professional Learning

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(CPL) and Florida Diagnostic and Learning Resources System/South (FDLRS/South), staff development training sessions for teachers, paraprofessionals, and other staff working with prekindergarten children with disabilities.

5) Disseminate up-dated information to prekindergarten teachers and administrators involved with the prekindergarten population (i.e., testing, evaluation, curriculum, materials, information acquired from state and national conventions, state consultant, FDLRS/South personnel).

6) Provide on-site teacher training (upon request from the school administrator) in

the classroom setting regarding the implementation of educational goals.

7) Serve as liaison for prekindergarten SPED teachers and school, SPED Centers and district administrators.

8) Serve as liaison for non-public school agencies serving prekindergarten children

with disabilities and Miami-Dade County Public Schools.

9) Attend staffing conferences to ensure the development of individual educational plan and appropriate placements for prekindergarten children with disabilities.

10) Serve as liaison for the home and the prekindergarten educational program for

children with disabilities. 11) Provide parents with child development information to assist them in

understanding their child's special needs through organizing and conducting parent education classes.

12) Assist parents in understanding the following:

referral and evaluation process;

procedures for reporting complaints to school district and state personnel;

procedures for filing and participating in due process hearings;

information related to federal and state laws regarding the disabled;

information regarding the role of parents in IEP meetings;

availability of community resources.

13) Assure the timely and accurate completion of State Department of Education Indicators:

Indicator 6: Least Restrictive Environment

Indicator 7: Outcome Measures

Indicator 8: Parent Satisfaction

Indicator 12: Staffed prior to 3rd Birthday

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COMMUNITY RESOURCES Local Organizations for Parents and Teachers

A.D. Barnes Park & Leisure Access Center ..................................... (305)666-5883 Rene Pettyjohn (provides recreation for children & adults)

Disability Rights Florida (disabilityrightsflorida.org) ......................... 1-800-342-0823

The ARC of South Florida ................................................................. (305)759-8500

Autism Society of Florida-Miami ....................................................... (305)926-3835 Center for Autism and Related Disabilities (C.A.R.D.) .................... (305) 284-3722

Children with Attention Deficit Disorder ............................................ (305)933-5733 (CHADD) Children's Medical Services (CMS) North ................................................................................................. (305)349-1330 South ................................................................................................ (786)624-2490

Institute of Child and Family Health North ................................................................................................. (305)685-0381 Sunset .............................................................................................. (305)274-3172 Hialeah ............................................................................................. (305)558-2480 Community Committee for Developmental Handicaps (CCDH) ............................................................................................. (305)596-1160

Florida Relay Service ........................................................................................ 711

Debbie School .................................................................................. (305)243-6961 Agency of Persons with Disabilities/

Developmental Services/Medicaid Waiver ........................................ (305)377-7129 Department of Children and Families/ Economic Services ......................................................................... 1(866)762-2237 Department of Human Services/ Department of Youth and Family ...................................................... (305)273-4180 Division of Blind Services ................................................................. (305)377-5339 Early Learning Coalition of Miami-Dade/Monroe .............................. (305)646-7220

Early Steps Unit-Part C (Infants and Toddlers) ....................... North (305)243-6660

South (786)268-2611

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Easter Seal South Florida, Inc. ......................................................... (305)325-0470

Epilepsy Foundation of South Florida ............................................... (305)670-4949

*Family Counseling Services (Main) .................................................. (305)271-9800

Family Network on Disabilities........................................................ 1-800-825-5736

**Florida Diagnostic and Learning Resources System/South (FDLRS/South) ................................................................................. (305)274-3501

(Robert Renick Educational Center)…...………………………….………(305)626-3970

Florida Directory of Early Childhood Services ................................ 1-800-654-4440 Head Start Program .......................................................................... (786)469-4600

Mailman Center for Child Development ............................................ (305)243-6631 Parent to Parent ................................................................................ (305)271-9797

Special Transportation Service ........................................................ (305)630-5300

Spina Bifida Association of South East Florida ................................. (305)220-2559

Supplemental Security Income (SSI) .............................................. 1-800-772-1213

Switchboard of Miami ....................................................................... (305)358-4357

United Cerebral Palsy Association of Miami (UCP) .......................... (305)325-1080

*Excellent resource for low cost family counseling -- offices located throughout Miami-Dade County

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**FDLRS/South -- the Florida Diagnostic and Learning Resources System/South (FDLRS/South), operating through the Miami-Dade County Public Schools Office of Special Education and Psychological Services, is a special education support system for educators, parents and other professionals who work with special education children. FDLRS/South provides the following services to teachers and administrators: professional development for large or small groups and dissemination of up-to-date information regarding special education, parent services and technology programs. Over 30,000 pieces of instructional materials are available for check-out by general, special education, and vocational educators, as well as parents and administrators. The FDLRS/South facility is located at the South Regional SPED Center at J.R.E. Lee at 6521 SW 62nd AV, South Miami, 33143, (305)274-3501. A North facility is housed at Robert Renick Educational Center, 2201 NW 207th Street, Opa-Locka, FL 33056, (305) 754-4081.

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The moment I decided to follow

instead of lead, I discovered the

joys of becoming part of a small

child’s world.

— Janet Gonzalez-Mena

Early childhood educator and

author