S outh K ingstown I nclusionary P reschool

1. South Kingstown Inclusionary Preschool

2. Welcome to SKIP! • Introductions • Rhode Island Early Learning Standards • Creative Curriculum • Inclusion • Positive Behavioral Intervention and Supports • Therapy Services • Our Day • Things to Remember • If you have any questions, please ask!

3. School Staff • Hazard School: 360-1200 • Coordinator: Ruth Gallucci: 360-1224 • Secretary: Susan Munroe: 360-1221 • Teachers: • Deb Hopkins: 360-1223 • Sally Taylor-Crouse: 360-1225 • Carol DeRita-Moniz: 360-1226 • Julie Goggin: 360-1229 • Kris Bell: 360-1222

4. School Staff • Therapists: 360-1228 • Speech/Language • Donna Pensa and Ellen Connery • Occupational Therapy • Sharon Dunn and Kathy Takata • Physical Therapist • Susan Still

5. School Staff • School Nurse • Maryann Killoy: 360-1227 • Psychologist • Christine Romanello: 360-1297 • Social Worker • Jonathan Sigman: 360-1298 • Staff Email Addresses (first initial followed by last name @ skschools.net) • ex. rgallucci@skschools.net

6. Other Programs in Building • Special Education (PPS) • ALP • Technology

7. Rhode Island Early Learning Standards (RIELS)

8. Rhode Island Early Learning Standards (RIELS) • What children should know and be able to do as they enter kindergarten • Inclusive of all children • Recognizes that children may meet the standards at different times and in different ways • Includes “play” as the first learning goal in each of the eight domains due to the important role it plays in how children learn

9. Approaches to Learning Social and Emotional Development Language Development and Communication Literacy Physical Health and Development Mathematics Science Creativity RIELS: 8 Domains

10. Creative Curriculum

11. School-Wide Curriculum • Fall 2006- all school staff participated in Creative Curriculum training • Fall 2008-teachers and therapists trained in the assessment component • Creative Curriculum looks at individual differences, interests, learning styles, and life experiences • A tool that maps children’s development and guides the teacher’s planning

12. Cognitive development • Learning and problem solving • Acquiring information • Readiness skills- literacy & mathematics • Thinking logically, gathering information and making sense of it • Representing and thinking symbolically for example making a graph to show changes in the weather

13. Social Emotional • Achieving a sense of self and others • Showing empathy and getting along with others • Working and playing within a structured learning environment • Self-management and approach to learning

14. Physical Development • Achieving gross motor control: running, jumping, moving large muscles • Achieving fine motor control: using and coordinating the small muscles in the hands and the wrists • Manipulating small objects, scissors and writing tools • Self help skills

15. Language Development • Listening and speaking: using spoken language to communicate with others, increasing one’s vocabulary • Reading literacy and writing: making sense of written language, gaining knowledge of letters and letter sounds, writing letters and words.

16. Inclusion Rationale

17. Why Inclusion? • Research demonstrates that children learn best in settings that include peers of all abilities. • Federal law requires that special education services are provided in the least restrictive environment (LRE). • To provide a quality early childhood experience for students with identified disabilities or developmental delays and their peers

18. Students with Disabilities or Developmental Delays • Receive an Individualized Education Plan (IEP) • May require a classroom placement • Beginning their school day 25 minutes earlier, allowing time for specialized instruction • Additional school day for 3 year olds • Eligible for busing

19. Inclusive Preschools • Highlight strengths of learners and focus on students’ capabilities and accomplishments, without focusing on limitations • Recognize that all children learn at different rates and in different ways • Assist each child in reaching his or her potential- high expectations for all! • Allow for modifications and multilevel curricula, to individualize instruction for all learners

20. Adult Supports • Include into the classroom, IEP related service providers such as speech, occupational and physical therapists therefore providing a higher than typical adult to student ratio • Encourage teachers, therapists, parents and support staff to work together to provide a quality early childhood program. • Promotes family involvement within the classroom!

21. Social Interactions • Encourage social interactions between children with and without disabilities and developmental delays • Promotes friendships which can last throughout elementary school and beyond • Allows students with disabilities to attend the same classes and schools as their siblings and neighborhood friends.

22. Empathy • Research has shown that inclusive programs for young children promote empathy • Teaches children that we are more similar than different • Teaches children that everyone has unique strengths and needs. • Allows young children to learn to work together • Prepares students for life in a diverse society.

23. Positive Behavioral Interventions & Supports

24. Positive Behavioral Interventions and Supports (PBIS) • District initiative/early childhood focus • Goal is to assist children in displaying positive behaviors that lead to success in school and life • Focus is on positive reinforcement and consistency of approach • SKIP-SKiLLs -Safe, Kind, Look and Listen • Family connection is important!

25. PBIS leadership team Scottie dog mascot SKIP SKiLLs Behavioral matrix Storybook Wall of Fame Song Cheer Scotti stickers Game day Specific procedures for responding to behaviors End of year activity PBIS at SKIP

26. Therapy Services

27. Speech/language Therapy The speech/language program is designed to augment and enhance the educational curriculum within SKIP and is available for all our students.

28. Speech/language Therapy • Small group language activities for ALL • Theme based, multi-sensory, planned in advance with the teacher • Focus on development of phonological skills, language concepts, theme related vocabulary and social skill development • Work on listening for information, turn taking, phonological development, answering questions and using expressive language in a smaller group

29. Speech/language Therapy • To qualify for individualized speech/language services a child must go through the referral process and be found eligible. • Therapy is based on individual need/ students may receive more or less time than others.

30. Occupational Therapy • All Hazard students receive weekly sensory motor group as part of curriculum in motor skill development • Class comes downstairs to the therapy gym with teacher and assistant for 40 minute session once weekly • Three stations each week based on thematic unit and sensory motor needs of students

31. Occupational Therapy • Three to five students at each motor station with 1 adult to closely monitor skill development and student safety • Transdisciplinary focus in therapies to reinforce concepts introduced in other parts of day • Parent volunteers are welcome!

32. Occupational Therapy • Some students have an IEP that requires occupational therapy services to benefit from the special education program • OT services address developmental delays or disabilities that interfere with a child’s ability to perform his/her occupations (dressing, coloring, manipulating materials, participating in class, maneuvering, etc.)

33. Occupational Therapy • Services are provided on an inclusionary basis whenever possible so children get the benefit of modeling and skill transfer and teacher observes therapy. • Services are individualized, so I may be in the classroom at snack time, toileting, dismissal, table/activity time, playground. • Some children come to the therapy room in small groups for additional therapy.

34. Therapy Services • Although the therapists are here to address the needs of special education students, all students participate in therapy sessions to enhance development of their own skills. • Please feel free to discuss any developmental concerns you have about your child with the therapists and teachers.

35. Our Day

36. Schedule • Types of activities: • active and quiet times • large group and small group activities • time to play alone or together, both inside and outside • time for children to choose their own activities as well as teacher-directed activities

37. Picture Schedule • We all use a picture schedule that helps the children know what comes next in the day and it makes them aware of time concepts: • first, next, last, • beginning of the day, end of the day, • yesterday, tomorrow.

38. Arrival Time • Arrival – stress independence in putting belongings in cubbies, removing coat • Table Time – First group of children arrive and we work on educational goals, then 25 minutes later, the community children arrive

39. Together Time • Together Time – meet as a group; Hello song; work on concepts in: • math – counting children/calendar for older children • language – story/ask comprehension questions/predict/discuss • science – discuss weather/seasons • social studies – what’s going on in the community • Review schedule and choices available

40. Music & Movement Music – Gross motor activities: follow directions to music; Play instruments; Creative dancing; Teach concepts; etc.

41. Choice Time Choice Time – Children choose an interest area. These could include: • blocks • dramatic play • sand/water table • games • art • computer, etc.

42. Choice Time • Teacher - observes; asks open-ended questions; helps with extended play; incorporates individual goals; assists with solving problems that may occur. • Child moves to different areas. • May be one teacher directed activity.

43. Snack Also a learning time: • conversations • independence in opening snack • help each other with snacks • practice manners

44. Group Time • Reflect on day/sing songs/playground

45. Important Things to Remember

46. Emergency Information • Complete the student packets as soon as possible. • We must have medical information before school starts, especially if a student has a life threatening condition or allergy. • RIDH requires proof of immunizations, and a Lead Screening Test for Pre-school entry with a recent Physical exam.

47. Emergency Information • Return your emergency card as soon as possible. Make sure you indicate all people who may pick up your child. If they are not on the list, we cannot dismiss your child to their care. • It is your responsibility to keep parent phone numbers updated in case of an emergency. • If you need to add or remove anyone from the list, please see Susan Munroe in the office. • We will ask for a photo ID from anyone new to the staff.

48. Illness • If your child is ill and going to be out of school, please call the secretary or the school nurse. • If your child is ill with a fever, diarrhea, or vomiting, please keep them home for 24 hours after illness has resolved to reduce the risk of infection to others. • If your child is taking medication of any kind, please notify the school nurse so she can monitor your child.

49. What to Bring • Please have your child bring a backpack big enough to carry papers and art work to and from school. • Please pack one healthy snack and a drink for your child. Milk costs $. 20. • Please bring in a spare change of clothes, label everything, Ziploc bag with name on it. • Please do not allow your child to bring in any toys from home unless the teacher requests them.

50. Picking Up • Doors to the building will be locked during non-arrival and dismissal times for your child’s safety. If you need to pick up your child earlier, please ring the bell and check in at the office. • If you need to bring in anything for your child after you have dropped them off, please leave it in the office.