Program Overview
Program Type:
Title I-Full Day Program(7:45-2:45)
Programming:
FULL DAY SCHOOL PROGRAMS: Full-day programs are designed using a developmental approach to teaching and learning. Full day programs meet 5 days per week for 6.5 hours and instruction is provided by a licensed Birth-Kindergarten (BK) teacher. Full day classes use systematic and structured methods and techniques. Some full day programs are designed to serve only children with special needs in a lower teacher to student ratio. Other full day programs are inclusive and serve both children with and without disabilities in a larger setting. Related services are sometimes required to support the special education needs of a child and are delivered during the school day. The classroom teacher and related service staff may use an integrated approach to address the goals for the child
Students in this classroom are placed through the Title I process, serving students with higher academic need. This classroom is designed to utilize general best practices from early childhood education to create an environment in which all children with varying abilities can make progress on the general curriculum. These classrooms are built on a foundation of universal design practices and utilize embedded instruction, small group, and individualized instruction to meet the total needs of the classroom. Based on IEP team decisions, some students in the Title I classrooms may have identified disabilities. These students’ IEPs are served collaboratively through a partnership of the classroom teacher and a visiting itinerant teacher.
ITINERANT SERVICES: Itinerant special education services are provided by a licensed Birth-Kindergarten (B-K) teacher and are designed to support inclusive practices within the child’s preschool, childcare, or home. Instruction incorporates the routines and activities of the child’s environment, while focusing on the individual needs and goals of the child. Some children receive their services in a small group setting, located within selected WCPSS elementary schools, facilitated by Itinerant teaching staff. Instruction in these groups follows a framework of best practices for young children with developmental needs. Children receiving related services (Speech/Language Therapy, Occupational Therapy, Physical Therapy) will be scheduled by the therapist providing that service with input from the family. Those therapies may be provided in the child’s natural setting or at a WCPSS preschool site, depending on the needs determined by the IEP team.
SPEECH PRIMARY SERVICES: Speech and Language services are for children who are identified with the eligibility of Speech/Language Impairment are served by a Preschool Speech-Language Pathologist, typically at one of the preschool speech therapy sites located in various Wake County elementary schools. Children are often paired with another child or in a small group to facilitate communication among peers.
Schedule and format:
This class meets Monday through Friday each week, matching the school’s calendar and hours.
Number of students served:
18 students
Staffing:
1 Teacher
1 Full Time Teaching Assistant
Curriculum and Assessment:
Creative Curriculum, 5th Ed.
Second Step
Letterland
Teaching Strategies GOLD-Assessment
Family School Partnership:
This program will hold Family School Partnership Days almost every month. On these days, teachers and families will engage in home visiting, conferences, IEP meetings, parent education sessions, or community outings.
Program Type:
Title I-Full Day Program(7:45-2:45)
Programming:
FULL DAY SCHOOL PROGRAMS: Full-day programs are designed using a developmental approach to teaching and learning. Full day programs meet 5 days per week for 6.5 hours and instruction is provided by a licensed Birth-Kindergarten (BK) teacher. Full day classes use systematic and structured methods and techniques. Some full day programs are designed to serve only children with special needs in a lower teacher to student ratio. Other full day programs are inclusive and serve both children with and without disabilities in a larger setting. Related services are sometimes required to support the special education needs of a child and are delivered during the school day. The classroom teacher and related service staff may use an integrated approach to address the goals for the child
Students in this classroom are placed through the Title I process, serving students with higher academic need. This classroom is designed to utilize general best practices from early childhood education to create an environment in which all children with varying abilities can make progress on the general curriculum. These classrooms are built on a foundation of universal design practices and utilize embedded instruction, small group, and individualized instruction to meet the total needs of the classroom. Based on IEP team decisions, some students in the Title I classrooms may have identified disabilities. These students’ IEPs are served collaboratively through a partnership of the classroom teacher and a visiting itinerant teacher.
ITINERANT SERVICES: Itinerant special education services are provided by a licensed Birth-Kindergarten (B-K) teacher and are designed to support inclusive practices within the child’s preschool, childcare, or home. Instruction incorporates the routines and activities of the child’s environment, while focusing on the individual needs and goals of the child. Some children receive their services in a small group setting, located within selected WCPSS elementary schools, facilitated by Itinerant teaching staff. Instruction in these groups follows a framework of best practices for young children with developmental needs. Children receiving related services (Speech/Language Therapy, Occupational Therapy, Physical Therapy) will be scheduled by the therapist providing that service with input from the family. Those therapies may be provided in the child’s natural setting or at a WCPSS preschool site, depending on the needs determined by the IEP team.
SPEECH PRIMARY SERVICES: Speech and Language services are for children who are identified with the eligibility of Speech/Language Impairment are served by a Preschool Speech-Language Pathologist, typically at one of the preschool speech therapy sites located in various Wake County elementary schools. Children are often paired with another child or in a small group to facilitate communication among peers.
Schedule and format:
This class meets Monday through Friday each week, matching the school’s calendar and hours.
Number of students served:
18 students
Staffing:
1 Teacher
1 Full Time Teaching Assistant
Curriculum and Assessment:
Creative Curriculum, 5th Ed.
Second Step
Letterland
Teaching Strategies GOLD-Assessment
Family School Partnership:
This program will hold Family School Partnership Days almost every month. On these days, teachers and families will engage in home visiting, conferences, IEP meetings, parent education sessions, or community outings.
School(Classroom)Rules:
Keep your Hands, your Feet and your Mouth to Yourself
Share Toys
Clean Up
Walking Feet
Share Toys
Clean Up
Walking Feet