I. Program Administration


I. Program Administration: The program is led with a focus toward excellence that ensures quality education for preschool children with disabilities and their families.

Component A:
Governance and Management

The program has a formal governance/management structure in place for guiding and conducting all activities.

Quality Indicators:

Check  (3) if implemented

  1. The governance/management process provides opportunities for staff and families to be partners in program decision-making.

q

  1. Program leadership supports the principles and practices of integrating programs and services, and collaboration among staff and families.

q

  1. A written philosophy/mission statement and clearly defined policies and procedures guide program functioning. The mission statement and policies/procedures are developed cooperatively by staff members and families.

q

  1. The philosophy/mission statement:

  • reflects the belief that the program, working cooperatively with families, is the center for meeting the educational, social-emotional and physical needs of preschool children with disabilities

q

  • conveys high expectations for all children based on an understanding that preschool children with disabilities can achieve these expectations in different ways

q

  • conveys expectations for the integration of preschool children with disabilities with their non-disabled peers, where appropriate

q

  1. The philosophy/mission statement and policies/procedures are regularly reviewed, according to a stated written timeline, by staff and families and modified to reflect the evolving knowledge base in preschool special education.

q

  1. Program policies and procedures are consistent with the intent and requirement of state and federal law and regulations and govern all areas of program functioning.

q

  1. Program policies and procedures provide evidence of nondiscrimination in the selection/participation of children, families, staff and volunteers.

q

  1. New staff members, itinerant service providers and consultants are given appropriate orientation to program policies, procedures and personnel.

q

  1. Program policies and procedures reflect an understanding and respect for cultural diversity.

q

Rating for Governance and Management:

1

No
Implementation

2

Minimal
Implementation

3

Moderate
Implementation

4

Complete
Implementation

5

Exemplary
Implementation


Component B:
Communication

The program establishes and implements a communication system to ensure that timely and accurate information is provided to stakeholders.

Quality Indicators:

Check if (3) implemented

  1. The communication system includes opportunities for families to share and receive information about the program and their child on a regular basis through formal and informal methods.

q

  1. The communication system supports the ongoing exchange of information among staff. The program:

  • establishes a climate in which open and frequent staff communication is encouraged

q

  • uses regularly scheduled faculty meetings to facilitate staff input and discussions

q

  • schedules common planning time for staff to work collaboratively and cooperatively as a team

q

  1. The communication system includes opportunities for family identified supports, related services personnel, Committee on Preschool Special Education (CPSE) members, the municipality and other important stakeholders to share and receive information on the program and individual children, as needed. This information is provided within the confines of confidentiality.

q

  1. Methods are established for collaboration among stakeholders—families, general and special education teachers, related service providers, support staff, outside agencies, etc.—that allow for child movement toward a least restrictive environment.

q

Rating for Communication:

1

No
Implementation

2

Minimal
Implementation

3

Moderate
Implementation

4

Complete
Implementation

5

Exemplary
Implementation


Component C:
Record Keeping/Reporting

The program maintains efficient and effective record keeping and reporting systems to provide accurate and timely information on children, families and staff. Child and program information is kept up-to-date.

Quality Indicators:

Check  (3) if implemented

  1. The record keeping systems provide the information needed to:

  • individualize programs for children and families

q

  • monitor the quality of program services

q

  • assist in program planning and management

q

  • ensure the delivery of quality services

q

  1. The systems contain safeguards to ensure the appropriate confidentiality of personally identifiable data, information or records. Records are appropriately stored or discarded.

q

  1. The systems allow for the generation of annual reports to the CPSE and periodic reports to satisfy federal, state and municipality requirements.

q

Rating for Record Keeping/Reporting:

1

No
Implementation

2

Minimal
Implementation

3

Moderate
Implementation

4

Complete
Implementation

5

Exemplary
Implementation


Component D:
Fiscal Resources

The program has a resource allocation plan for obtaining and distributing funds and other resources to support and sustain program activities.

Quality Indicators:

Check  (3) if implemented

  1. The program resource allocation and budgeting process provides opportunity for staff and family input.

q

  1. Fiscal resources are adequate to:

 

  • maintain safe and well-equipped classrooms and other indoor and outdoor space

q

  • recruit, employ and retain staff with appropriate training and experience

q

  • cover authorized expenses to support professional development

q

  • support family involvement

q

Rating for Record Keeping/Reporting:

1

No
Implementation

2

Minimal
Implementation

3

Moderate
Implementation

4

Complete
Implementation

5

Exemplary
Implementation