Transcript Alignment of Inclusive Preschool Learning Environments with the

Alignment of Inclusive Pre-School
Learning Environments and Quality
Rating Improvement System
391 Grant Funding
Board Presentation
April 10, 2012
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Purpose of Funding
Inclusive Preschool Learning
Environments funds are state funds
(formerly known as Chapter
188/Phase I of CPC) designed to
support inclusive preschool learning
environments for preschool children
with disabilities. All applicants must
meet the standards/definition of
Inclusive Preschool Learning
Environments set forth below.
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The Inclusive Preschool Learning Environments serves preschoolers
with disabilities in inclusive settings with their typically developing
peers.
Inclusive Preschool Learning Environments must meet the following
standards/definitions:
Services may be provided in public schools, Head Start programs,
and/or EEC licensed child care programs.
Class size may not exceed 20 children with one teacher and one
aide when the classroom has up to five children with disabilities.*
Alternatively, class size may not exceed 15 children with one
teacher and one aide when the classroom has six or seven children
with disabilities.* In order for a classroom to be considered an
inclusive learning environment, at least 15% of the children
enrolled in it must have a documented disability.
Classrooms where children with documented special needs and/or
disabilities comprise over 50% of the classroom enrollment do not
qualify for these grant funds as they are considered substantially
separate learning environments.
* Disability must be documented, and the children must have IEPs.
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Inclusive Preschool Learning Environments
(Fund Code 391)
In FY12 95 grantees received $9M in IE state funds to
support direct service activities.
Renewal grants totally $9,019,276 are available to 97
public schools districts and lead agencies to support
opportunities for preschoolers with disabilities in inclusive
settings with children without disabilities.
Funds support direct services and are typically used for
educator salaries and children's transportation.
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Children supported and QRIS participation
FY 11 Funding Supported 6002 children,
2209 with disabilities.
 FY 11 15 programs self-reported they were
engaged in QRIS.
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FY12 Funding Supported 5512 children,
3323 with disabilities.
 FY12 15 programs have QRIS applications
submitted to final. 9 of these are public
school programs.
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Quality Rating and Improvement System
Group and Center Based Standards
For use by center-based and school-based programs, including
non-licensable and license-exempt center-based programs (i.e.
public school preschools, Montessori schools, or faith-based
affiliated programs serving infants, toddlers, preschool-age
children).
 Standard 1: Curriculum and Learning
 Standard 2: Safe, Healthy Indoor and Outdoor
Environments
 Standard 3: Workforce Qualifications and Professional
Development
 Standard 4: family and Community Engagement
 Standard 5: Leadership, Management and
Administration
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Considerations
Of the 97 grants issued, public school district received 67 of these
grants.
Level 1 Requirements
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Meets licensing requirements or licensed exempted
Level 2 Requirements
Standard 1: Curriculum and Learning
Materials reflect the language and culture of the children in the
classroom
 Educators demonstrate completion of professional development in
curriculum, screening tools, and formative assessment
 All staff receive orientation and ongoing professional development
and supervision in how to support positive relationships and
interactions through positive, warn and nurturing interactions
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Considerations Continued
Standard 2: Safe, Healthy Indoor and Outdoor Environments
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Annual consultation by Health Care Consultant
Demonstrate healthy, safe and clean indoor and out door
environments
Standard 3: Workforce Qualifications and Professional
Development
Administrator has CDA plus training in adult supervision, MA ELGs,
Strengthening Families, and MA core competencies
 All staff have a minimum of a high school diploma plus all
educators (lead teachers, teachers and teacher’s aids) have a
minimum of 3 college credits in ECE
 50% of classrooms have educator with BA or higher who work for
the full program day
 All staff have IPDP
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Considerations Continued
Standard 4: Family and Community Engagement
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Programs Offer opportunities for parents to meet with classroom
staff, at least monthly
Program has developed informational materials on the program
that are in languages of the community, are available for staff to
use in the community and are given to prospective families
Programs participate in community events
Program maintains ongoing communication with the school/early
intervention program, CFCE program, mental health providers to
facilitate collaboration and coordination of service that support
children and families
Program completes Strengthening Families Self-assessment and
uses data to engage in continuous improvement
Considerations Continued
Standard 5: Leadership, Management and Administration
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Program has a written business plan
Communication and updates on the program are provided
Program has an admissions policy that promotes enrollment of
children with diverse cultures and languages, and disabilities
Staff are paid for planning time
Program has policies that support teacher retention
Supports Currently Provided
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Educators demonstrate completion of professional development in
curriculum, screening tools and formative assessment – Readiness
Centers will provide ongoing support starting in 2013
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Environment Rating Scales – Verification of Scale provided by EEC
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CLASS Training currently offered through CASE Institute
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Regional Community of Practice Meetings offered three times
annually
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Special Education Professional Development Opportunities
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Pre-school teachers may have BAs
Discussion Points
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Inclusive Pre-school Programs may be housed in school buildings
not specifically designed for an Early Education and Care setting
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Inclusive Pre-School Programs operate on a school year schedule
and completing the self-assessment process for level 2
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Educators are required to be in the Professional Qualifications
Registry (PQR) to participate in the QRIS
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Historically this funding has been gone to the same grantees as a
renewal grant
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Connections between schools system and their communities
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Professional Development requirements as defined by licensing
FY13 391 Entitlement Grant Proposal
Inclusive Classrooms
Condition of Funding
Grant period July 1, 2012 – June 30, 2013
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As part of FY13 391 grant funding eligibility,
programs will participating in QRIS.
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Grant funded programs should be participating in
QRIS at a level 2 by January 1, 2013.