Early Learning Programs Birth through Five

1. Early Learning Programs Birth through Five The implementation of Collaborative consultation Model(CCM) SY 2012-2013

2. The Vision – NAEYC and DEC Early Childhood inclusion embodies the values policies and practices that support the right of every young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities and society. The desired result of inclusive experiences include a sense of belonging and membership, positive social relationships and friendships, and learning to their full potential.

3. Summary of Need As our Early Childhood students within self-contained classrooms are moving to inclusion at their neighborhood schools, additional supports are needed. The CCM is a structured approach to address this need. It will require a paradigm shift for teachers, administrators, and parents. Special educators will now be collaborating with PreK teachers, Speech and Language pathologists and parents to embed instruction into daily classroom routines.

4. What, Why, and for Whom Research and data show that young students reach their learning goals quickly when they receive special instruction services that are embedded within their daily routines or activities whether in the classroom or at home (Dinnebeil & McInerney, 2011). Collaborating in a systematic way to improve student learning and outcomes for special education students in inclusion.

5. Collaborative Consultation Model (CCM) • Unique service delivery structure utilizing distributed instruction and practice to support children with IEPs in the general education classroom. • Assists teachers, related services providers, and primary caregivers to plan ways to address IEP goals within the course of the child’s day, at school and at home • Starting with PreK for Sy2012-2013 • 105 PreK Students • 67 schools • 10 SEED teachers

6. Special Education Early Development (SEED) Teachers • Provide support to school triads • Individualized assistance and support for early childhood inclusion • Purposeful planning for consult/coaching sessions • Follow-through of delivery of special education services by the PreK teacher • Guidance for IEP chairs on CCM • Ongoing data collection

7. Professional Development Platform Blackboard Face to Face resource library videos discussion boards collaborative Wikis announcements consultation planning materials reflective journal entries and comments surveys fifteen hours facilitated by mentors case studies role play coaching purposeful planning

8. Rationale Early childhood inclusion is a value embraced by the early childhood special education community (Guralnick, 2001). The benefits of inclusion for all young children have been well-researched and documented (Odom, 2000). Individuals with Disabilities Act (IDEA) mandates that all students with disabilities have access to the general education curriculum (U.S. Department of education, 2008).

9. Next Steps The Office of Early Learning Programs will be providing training on CCM to PreK teachers, Special Educators, and SLPs on Thursday, August 23rd. Your SEED teacher will be calling you to introduce themselves on Monday, August 27th. Your SEED teacher will be coming into schools starting on Friday, August 31st to introduce themselves to your PreK teacher(s), special educator, and SLPs and to pick up class lists. Your SEED Teacher Lead will be scheduling a time to sit down with you and your leadership team to introduce your SEED teacher, formally, and answer questions or address concerns about the model. If your school is a payroll school for one of our SEED teachers, you will be getting further guidance on this next week from the Office of Early Learning Programs.