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Rationale for Preschool Audit

Increased number of students who require special education services
Students were requiring more significant levels of support
Staffing levels have increased
Previous programmatic and structural changes throughout the Pre-K Program
Staff turnover

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Areas of Inquiry - Preschool Audit

Review instructional models, staffing patterns and program structures of Preschool Program
Specific areas of inquiry included special education programming and related services
Staffing patterns
Staff utilization (professionals and assistants)
Effectiveness of program models, instructional models, inclusion strategies and practices
IEPs, and progress monitoring procedures and processes
Professional development needs for both special and general education personnel

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How Data Was Gathered for Review?

18 IEPs of students currently attending Preschool were reviewed
Review of all written documentation involving the Preschool Program, including brochures, a previous program review from 2017 by ACCEPT Collaborative and information from the Tiered Focus Monitoring Review of Medway conducted by the Department of Elementary and Secondary Education
Interviews and discussions with the following

3 Preschool Teachers
2 Preschool Paraprofessionals
2 Parents
All Related Service Providers
ETS
Principal
Director of Student Services
Superintendent

Site Visit
Wish list provided by any participants for future programming

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Focus Areas of Preschool Review

Philosophy and Program Development
Communication
Special Education Administrative Requirements
Staff and Professional Development

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Philosophy and Program Development

Findings

There is a strong commitment in Medway to meet the needs of young children with special needs
The Student Services Department provides many materials and resources to students on IEPs
The mixed age grouping of 3 to 5 year olds in all classrooms significantly limits the ability of teachers to tailor curriculum and activities to meet the needs of young children with special needs
Young children, specifically those with special needs, have many transitions during the school day when attending specials, such as physical education, music, and library, all of which reduce direct instructional time and is unnecessarily disruptive to their day and program, providing limited benefit

Recommendations

Develop line of communication and authority within the Preschool Program
Evaluate strengths and weaknesses of different service delivery models that are tailored to the developmental stages and needs of the different aged children
Develop a substantially separate classroom for Preschool
Establish additional time for professionals to collaborate and work together
ESY should be planned, coordinated and staffed by spring of 2023

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Communication

Findings

There appears to be a breakdown in communication and communication protocols among professionals and with parents. There have been changes in classroom design, classroom population and programming that caught off guard parents, administrators, preschool staff and related service providers
Current communication practices with parents appear to have disrupted the trust that had existed in prior years.
Staff indicated that they need more assistance and support in “difficult conversations” with parents and other staff members.

Recommendations

Established standardized communication protocols among professionals, to be shared with parents
Scheduled ongoing meetings between the Assistant Director of Student Services and the Principal
Established meeting times for parents to confer with the Assistant Director of Student Services
Created an Action Plan about the reconfiguration of Preschool
Communicate with families about ESY by spring of 2023

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Special Education Administrative Requirements

Findings

Early identification of students with special needs is critical to the success of children and to their self-esteem and feelings of competence
There is variability in implementation and compliance with special education regulations and paperwork requirements.
Adherence to timelines for evaluations and provision of IEP development is idiosyncratic.
There is inconsistency and lack of clarity in the “Service Delivery” grids of IEPs.
It is important that dual certified special education teachers be responsible for teaching young children with special needs, and directly supervise paraprofessionals working with the children

Recommendations

Create operational guidelines and flowcharts for IEP development process
Establish formal transition process between Early Intervention and Medway
Provide professional development on IEP creation
Review IEPs on an ongoing basis
Create a Guide to Special Education Services for Preschool families

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Staff and Professional Development

Findings

The preschool team is committed to meeting the needs of all children within the Integrated Preschool Program and those who qualify for special education service.
Some preschool teachers appear unsure of their role. This may be due to their lack of understanding about the fundamental purpose of integrated preschool.
Staff have a desire to understand their role and their responsibilities once the program philosophy and structure are clarified.
Staff are committed to professional development and welcome opportunities for further training.

Recommendations

Define and clearly articulate the preschool philosophy/mission, focusing on the needs of children identified with special needs, as well as those of community peers
Evaluate strengths and weaknesses of different service delivery models that are tailored to the developmental stages and needs of the different aged children
Reconfigure preschool classrooms to account for the needs of the various age cohorts
Engage staff in planning/implementing preschool schedule
Provide professional development for all preschool staff, including support on communication device use

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Completed Action Steps - Preschool

IEP Reviews

All IEPs are reviewed by Director of Student Services or Assistant Director
Service delivery grids on IEPs are calculated to meet the needs of the student
Assistant Director chairs preschool meetings

Communication with Families

Offered multiple open meetings since August, including specific preschool sessions
Individual meetings held with families to go over specific portions of Individual Education Plans
Reviewed Preschool Audit with School Committee in January 2023

Professional Development

Teachers - received during curriculum time

Unpacking preschool curriculum
IEP writing/creation

Paraprofessionals - on Arena Days with Board Certified Behavioral Analyst

Data collection
Behavior management
Discrete trial training

Specific training hosted for Team Chairs/ETS involving IEP development and managing conversations

Timelines

IEPs are now due to ETS by 3rd day after meeting, to Director/Assistant by 5th day and to parent by 10th day
Developed communication system with Early Intervention for timely referrals and evaluations

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Upcoming Proposed Changes to Preschool

Defined AM/PM sessions for Preschool

AM session 8:35 - 11:05 a.m. (2 ½ hours)
PM session 12:30 - 3:00 p.m. (2 ½ hours)
3 year olds would attend the AM session and 4 year olds would attend the PM session
Specials would be integrated throughout the school day instead of a scheduled period

Rationale for Change

Proposed 2 ½ hours schedule would provide 150 minutes of instruction by a special education teacher daily
Proposed 2 ½ hours would provide the developmentally appropriate amount of transitions for 3 and 4 year olds
Teacher prep/lunch during the time between sessions to allow less interruption to instruction
Flexibility for students to receive music, arts, and physical movement throughout the session instead of a rotating basis

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