• Being intellectually engaged, absorbed, challenged. Having confidence in their own intellectual powers and their own questions.
• Being engaged in extended interactions (e.g. conversations, discussions, exchanges of views, arguments, planning.)
• Taking initiative in a range of activities and accepting responsibility for what is accomplished.
• Knowing the satisfaction that can come from overcoming obstacles and setbacks and solving problems.
• Helping others to find out things and to understand them better.
• Making suggestions to others and expressing appreciation of others’ efforts and accomplishments.
• Applying their developing basic literacy and numeracy skills in purposeful ways.
• Feeling of belonging to a group of peers.

• Individualized program.
• Team approach (Speech and Language, Occupational Therapy, Physical Therapy, Social Work).
• Growth promoted through play.
• Flexible and based on student needs.
• Ongoing assessments and diagnostic observations to provide insight on individual performance levels.
• Child---centered; • Variety of research---based approaches, materials and techniques.
• Access to peer models.
• Comprehensive and integrative services focusing on the needs of the whole child.
• Ongoing communication with families and parent involvement opportunities.
• Scaffolded learning activities.
• Multi---sensory approaches; and natural networking opportunities with others in the community.

To become eligible for special education services, a 3-5 year old preschooler will undergo a multi-disciplinary evaluation. After the evaluation is complete, the assessment team, Early Childhood team, Local Educational Agency (LEA) representative, and parents will meet to determine if the child is eligible for special education services. The state has defined possible areas of eligibility with standards for each. Typical areas of development that are reviewed include speech-language, social-emotional, fine/gross motor, cognitive/pre-academic skills, and adaptive skills.

Placement in the morning or afternoon Early Childhood program is a team decision based on criteria (listed below). It is important to note that initial placement is typically the morning self-contained class unless the newly eligible student is in his/her pre-kindergarten year. It is also important to note that the child’s placement will be reviewed at each annual review IEP meeting. 

Self-contained classroom student teacher ratio is 10:1 with an associate. Criteria for the incoming students:

• Is 3, 4 or 5 years of age.
• Needs individual teacher assistance with joint attention and demonstrating understanding in a group size of 3 or more students.
• May display dysregulation and behaviors that impede student learning and/or the learning of others; Demonstrates less than 20% of growth in basic concepts (colors, shapes, sizes, quantity, etc.) in a six-month instructional period.

The Early Childhood Blended Classroom incorporates both general education and special education students. As is typical in preschool classrooms, all students spend time together learning and playing. Unique to this setting is that all students also have access to a therapeutic model that incorporates services such as speech and language, occupational therapy, and social work.

The children are grouped by skill level for math and literacy instruction and are expected to gain knowledge in small and large group instruction. Preschool themes are also used to develop vocabulary and background knowledge. The children are expected to be able to participate in discussions with minimal adult assistance. Students will also develop social skills and group readiness behaviors throughout the year. For our special education students, the Individualized Education Plan (IEP) defines specific goals that will be reported on three times annually.

• Criteria for Early Childhood Blended Classroom Student.
• Teacher Ratio 15:1 with a teacher and associate teacher.
• The incoming student is 3, 4, or 5 years of age.
• Is able to attend and participate in groups of four or larger and demonstrate understanding with minimal adult assistance.
• Does not impede the learning of self or others through his/her behavior.
• Demonstrates more than 20% of growth in basic concepts (colors, shapes, sizes, quantity, etc.) in a six-month instructional period.

Community Peers are an important part of our Early Childhood Blended Classroom. They serve as good language and social models for the IEP students and also benefit from being in a classroom that incorporates social skills, language enrichment, and fine and gross motor support.

Criteria for Community Peers

• The incoming student: Is 3 or 4 years of age by the first day of school.
• Scores within age level expectations on Ages & Stages – 3 Questionnaire (Communication, Gross motor, Fine Motor, Problem---Solving, Personal/Social Skills.)