Quality Indicators:
|
Check (3) if implemented |
- The curriculum reflects the philosophy and mission of the program
and is grounded in the most current research on child development and
best practices in early childhood (special) education.
|
q
|
- The curriculum follows a normal developmental sequence, with
adaptations to accommodate varied ability and functioning levels.
|
q
|
- The curriculum is aligned and supports the New York State learning
standards in preparation for the school-age curriculum. Opportunities
are provided to promote skills in the following developmental domain
areas:
|
|
- cognitive development: reasoning and problem-solving skills
|
q
|
|
q
|
|
q
|
|
q
|
- language development: expressive and receptive communication
skills
|
q
|
- social-emotional development: self-concept, self control and
interpersonal skills
|
q
|
- physical development: gross, sensory-motor and fine motor skills
|
q
|
- personal health and safety skills
|
q
|
- aesthetic development – the creative arts
|
q
|
|
q
|
- The curriculum recognizes the importance of:
|
|
- active engagement and participation
|
q
|
- social interactions with children and adults
|
q
|
- child-initiated activities
|
q
|
- contextually-relevant experiences
|
q
|
|
q
|
- The curriculum reflects and respects diversity in culture, language,
religion and gender.
|
q
|
- Teachers have a common understanding of the curriculum and use it to
plan instruction.
|
q
|
Quality Indicators:
|
Check (3) if implemented |
- Learning activity/instruction support curriculum and
attainment of learning standards.
|
q
|
- Instruction, activities and services are implemented as indicated on
each child’s IEP.
|
q
|
- A daily routine is established and followed that includes a balance
of:
|
|
- active and quiet activities
|
q
|
- adult- and child-initiated activities
|
q
|
- guided, facilitated and independent activities
|
q
|
- whole group, small group and individual activities
|
q
|
- indoor and outdoor activities
|
q
|
- appropriate time for snacks, meals, clean-up and transition
|
q
|
- Learning experiences affirm and respect cultural and societal
diversity including language differences.
|
q
|
- A variety of learning formats and instructional materials are used,
as necessary, to address a range of student performance including
play, environmental routines, family-mediated activities, small group
projects, cooperative learning, exploration and inquiry experiences,
reflective thinking and practice and systematic instruction.
|
q
|
- Learning activities build on children’s interest, knowledge and
life experiences and are individualized to accommodate functioning
levels, preferences, physical development and management needs.
|
q
|
- Group guidance and problem-solving techniques are implemented for
children to teach positive social and interpersonal skills, positive
conflict resolution strategies and to develop self-control and
self-esteem.
|
q
|
-
Methods of behavior support and management are individualized to
meet the functional behavioral needs of each child. These methods may
range from less directive interventions (e.g., verbal support,
modeling) to more directive and structured interventions (e.g.,
functional behavioral plan).
|
q
|
-
Adaptive equipment, assistive technology and communication devices
are available and used for the child to benefit from instruction.
|
q
|
- A variety of opportunities exist for preschool children with
disabilities to interact with typically developing peers. Integrated
services are provided in the context of naturally occurring activities
and routines.
|
q
|
- Staff members monitor program activities and services frequently and
make changes in programming as needed in accordance with children’s
IEPs.
|
q
|
Quality Indicators:
|
Check (3) if implemented |
- Special education and related services staff provide the
appropriate service model to meet each child’s IEP goals and
objectives. This may include:
|
|
- direct, individual or group services in integrated or segregated
classrooms
|
q
|
- direct services out of the classroom in specialized settings
(therapy room) or in natural environments such as the home, nursery
school, day care center, playground or other
|
q
|
- consultation in or out of the classroom
|
q
|
- Special education and related services staff consider each child’s
cultural background, preferred language, interests, current level of
performance and IEP goals and objectives when they implement services.
|
q
|
- Related services staff assist and support teachers and other
caregivers in implementing each child’s IEP goals and objectives.
They:
|
|
- assist the CPSE in identifying the need for supplementary
aids/services, assistive technology and communicative devices and
consult with teachers and other caregivers on their use
|
q
|
- work with teachers and other caregivers to adapt the physical,
social or activity environment, instructional materials and methods
|
q
|
- work with teachers and other caregivers to address each child’s
IEP goals and objectives during ongoing activities and daily
routines
|
q
|
- Special education and related services staff promote generalization
of targeted skills across multiple environments (where appropriate),
including the classroom, gym, playground and home.
|
q
|
- Special education and related services staff implement and monitor
the recommended intensity of services including: frequency, duration,
location and group size. Services are implemented as indicated on the
child’s IEP.
|
q
|
- Special education and related services staff communicate and
collaborate with families about their child’s progress, and they
relate to families as partners to facilitate child learning and
development.
|
q
|
- Special education and related services staff document each child’s
progress and participate in CPSE meetings (as appropriate).
|
q
|
- The special education teacher coordinates a team effort that
includes planning and service implementation when special instruction
and related services are indicated.
|
q
|
|
Rating for Integration of Related Services: |
1
No
Implementation
|
2
Minimal
Implementation
|
3
Moderate
Implementation
|
4
Complete
Implementation
|
5
Exemplary
Implementation
|
Quality Indicators:
|
Check (3) if implemented |
- Assessments measure child progress in learning,
development and multiple skill areas: cognitive development, language
and communication, social-emotional development, motor development,
personal health and safety skills, approaches to learning and progress
toward attaining the learning standards.
|
q
|
- Assessments are ongoing. Staff members regularly
monitor instruction and the development of skills and modify learning
activities as needed. Referrals are made to the CPSE as appropriate.
|
q
|
-
A variety of informal and formal
assessment instruments/procedures are used. Instructional decisions
following assessments evolve through discussions involving a team of
teachers, families and appropriate professionals.
|
q
|
-
Assessment instruments/procedures are
reliable, valid, culturally unbiased and age-appropriate in both
content and method. They are administered in compliance with
established criteria and standards.
|
q
|
- Families are active partners in the assessment
process. They are considered a valued source of assessment
information, as well as a recipient of the assessment results.
|
q
|
|
Rating for Assessment: |
1
No
Implementation
|
2
Minimal
Implementation
|
3
Moderate
Implementation
|
4
Complete
Implementation
|
5
Exemplary
Implementation
|