As part of child outcomes reporting, the DR Access Project annually calculates the percent of preschoolers exiting preschool special education functioning at age expectations in “Use of Appropriate Behaviors to Meet Needs”*.
Recorded workshop describing and demonstrating how DRDP profiles inform: present levels of performance or development on the IEP or IFSP, long term goals, what to teach next, and linking the DRDP to the California Early Learning Foundations. (22:26)
Features strategies for using the DRDP and DR Access Reports to identify and measure the developmental and learning progress of children with IFSPs and IEPs. (22:26)
With the release of the Request for Applications (RFA) for a new round of Inclusive Early Education Expansion Program (IEEEP) funding, comes new opportunities for professional development to support the inclusion of children with disabilities in preschool inclusive classrooms.
CalBloom Early Learning EveryDay is proud to be part of the professional development offered through IEEEP. Grantees may use the funding to receive job-embedded professional development with practice-based coaching to assist LEA teaching teams with implementing evidence-based instructional practices in preschool inclusive classrooms.
To learn more, contact Therese Snyder at tsnyder@napacoe.org.
Across the country we are seeing impacts on the social-emotional development of young children due to COVID. National experts explain that these impacts are the result of exacerbated adverse childhood experiences, limited opportunities for social interaction, and reduced enrollment in Pre-K and early intervention services.
