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.
How is your SELPA or district doing on improving its child outcomes for preschool children with IEPs?
States are required to report annually on preschool child outcomes for all 3, 4, and 5-year-old children with Individualized Education Programs (IEPs) to the Office of Special Education Programs (OSEP) as part of their State Performance Plans.
The DR Access Outcomes website illustrates California’s child outcomes results at the state, SELPA and district level.
Check out this short video for more information:
