Programs are required to provide high-quality early education and child development services that promote children’s cognitive, social, and emotional growth for later success in school, inclusive of serving children with disabilities. To learn about the regulations watch the following lessons:
The School Readiness Plan will be used to guide efforts leading to positive child outcomes. Goals and objectives will be incorporated in program planning.
Identify potential developmental delays the Ages & Stages (ASQ) 3 Questionnaire & ASQ Social Emotional Tools are completed within 45 days of enrollment. If rescreen is needed, rescreen is completed 4-6 weeks later.
Share results with parents within 2 weeks if refer/rescreen or at parent conference if ok.
NOTE: See Master Teacher for quesionnaires
The Desired Results Developmental Profile (2015), also known as the DRDP is a Developmental Continuum from Early Infancy to Kindergarten Entry. The DRDP is a formative assessment instrument for young children and their families used to inform instruction and program development.
Teachers implement well-organized learning environments with developmentally appropriate schedules, lesson plans & indoor and outdoor learning experiences that provide adequate opportunities for choice, play, exploration, and experimentation among a variety of learning, sensory, and motor experiences.
Activity plans incorporate individual child goals developed based on DRDP data, social emotional strategies, supports for children with disabilities & dual language learners, along with extending the classroom through field trips.
Companion tools to support activity planning are located below.
The term social emotional development refers to the developing capacity of the child from birth through five years of age to form close and secure adult and peer relationships; experience, regulate, and express emotions in socially and culturally appropriate ways; and explore the environment and learn – all in the context of family, community, and culture.” - CSEFEL Definition
We ensure enrolled children with disabilities receive all applicable program services delivered in the least restrictive possible environment & that they fully participate in all program activities.
Child Success Team (CST) meetings are held when the topic being discussed requires a multidisciplinary approach or child scores Refer or Rescreen (twice) on developmental or social emotional screenings & has not responded to individualized strategies to support areas of concern.
Children who are Dual Language Learners acquire two or more languages simultaneously, as well as learn a second language while continuing to develop their first language.
SCOE Child & Family Services owns a 26 passenger bus, which is equipped with 20 child safety seats. Procedure for planning/supervising each field trip is as follows:
To ensure consistency with planning and gathering supporting school readiness documentation binders must be maintained for the classroom and per child.