Q. What is the Pyramid Model?
A: You may be hearing from other teachers or your leadership about Washington State Pyramid Model (WAPM) training. A great way to think of WAPM is the Multi-Tiered System of Supports (MTSS) framework for children in classrooms Birth through Third Grade. In other words, it is a conceptual framework of evidence-based practices for promoting young children’s healthy social and emotional development. Learn more about Pyramid Model.
Q. Why are inclusive PreK environments so important?
A: Watch this short video series from STEMIE & Frank Porter Graham “Child Development Institute Why Inclusion”
Q. What are the Five Pillars of Transitional Kindergarten?
A: Visit Transitional Kindergarten to learn more about the Five Pillars of Transitional Kindergarten. If you have questions please reach out to Maureen Hodge or Rae Allen and we would be happy to talk with you about what they mean for your early learning programming and inclusionary practices.
Q. Is it too late to apply for an Inclusive Transitional Kindergarten Grant?
A: Great news! It is NOT too late to apply for Grant 181, which is the first level of the grant. The deadline for submission is February 8, 2022. **If you are interested in learning more about this grant opportunity please reach out to Maureen Hodge and she will work to establish a meeting with the NWESD team to walk you through the necessary data, and listen to your questions
Q. What is the U.S. Department of Education’s position on early childhood programs?
A: In the “Dear Colleague Letter” from January 9th, 2017, The U.S. The Department of Education reaffirms their position “that all young children with disabilities should have access to inclusive high-quality early childhood programs where they are provided with individualized and appropriate supports to them to meet high expectations.” “Under section 612 (a)(5) of the IDEA, to the maximum extent appropriate, children with disabilities, including in public and private institutions or other care facilities, must be educated with children who are not disabled. Further, special classes, separate schooling, or the removal of children with disabilities from the regular education environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.” These least restrictive environment requirements of IDEA apply to all children with disabilities, including children with disabilities aged three through five.
Q. What is Least Restrictive Environment (LRE) in Early Childhood Preschool Settings?
A: Legislation from the Office of Superintendent of Public Instruction (OSPI) states that placement decisions for preschool-aged children on an Individualized Education Program (IEP) will need to have the availability of a “continuum of placement options” in preschool settings. IDEA’s LRE core provisions states that “each public agency must insure that to the maximum extent appropriate, children with disability, including children in public or private institutions or other care facilities, are education with children who are nondiasbled and special classes, separate schooling, or other removal of children with disabilities from the regular education environment occurs only if the nature or severity of the disability is such that education in regal classes with the use of supplementary aids and services cannot be achieved satisfactory.” §300.114 through 300.117
OSPI states that the LRE placement must take into account: the content of the child’s IEP, the unique needs of each child, the LRE requirements, the high probability of the child in attaining annual goals, and consider any potentially harmful effects that the placement option may have on the child and/or quality of services.
Q. What is an Early Learning Fellow and how do I apply?
A: Early Learning Fellows in each ESD region create strong learning networks focused on educational equity and inclusive and developmentally appropriate practices. Fellows spend three years in a comprehensive learning cycle and working on action plans for implementing their learning for improvement in their systems. After three years in the program, they have the opportunity to continue with the Network as Emeritus Fellows who take on projects and leadership roles in the region and around the state.
Q. What are the rules for placement in Kindergarten and first grade for children who weren’t engaged in formal education during the 2020-21 school year?
A: Placement is based on a child’s age at the beginning of the school year. Please reference OSPI’s Guidance for Placement of Young Learners (K-3) to learn more about how to address concerns from family members and teachers about grade placement after this past year.
Q: What is a PreK-K Transition Report? Who fills it out and who uses it?
A: This is a form that early care and learning providers (mostly preschool teachers) fill out for each of their children who are heading to Kindergarten. The purpose is for the professionals who already know a child well to share what they’ve learned about that child with the Kindergarten teacher who will be receiving them in the Fall. This allows for smoother transitions for incoming Kindergarteners and their families.
Q: What would a continuum of placement options look like in an inclusive preschool setting? (WAC 392-172A-02055)
A: Here are some options.
- Providing opportunities for participation of preschool children with disabilities in preschool programs operated by public agencies other than school districts. This could be a Head Start, ECEAP, community-based child care, and/or community-based preschool setting
- A development preschool classroom setting with 50% or more of community peers (fee-based)
- Enrolling preschool children with disabilities in private preschool programs for non-disabled preschool children
- Locating classes for preschool children with disabilities in regular public elementary schools (such as Transitional Kindergarten)