Early Childhood Special Education
March 2022
ECSE Updates
What data/evaluation criteria illustrates the effectiveness of this area?
Students are evaluated for qualification into our program when there is parent concern that the child has a developmental delay, or when there is a diagnosed disability. Students are deemed eligible for ECSE based on assessment data. From there, as ECSE teachers we create an IEP (Individualized Educational Plan) for each student based on the documented area(s) of delay. All students in our program are on an IEP, but their area(s) of need vary, and every goal for every child is also individualized to that particular child. Each goal is designed to be Specific, Measurable, Achievable, Relevant, and Time-bound (SMART). Growth is measured through ongoing classroom and therapeutic data, and reported each trimester, and adjusted at least annually as the IEP is updated. There is ongoing communication with parents regarding student growth, and this is done through our virtual platform Seesaw, along with email, phone calls, and face-to-face interactions to best suit parent needs.
What has changed since the last program evaluation?
Since the last evaluation of our program, we have had an increase in the number of students who are qualifying for our Early Childhood Special Education program. Currently we have 22 students who are attending our program and five students who are being evaluated for the program - making this the highest number that our program has ever had. In addition to an increased number of students qualifying for our program, we are seeing an increase in the severity of needs of our students.
What next steps would better serve our students?
High-quality Learning in Action
Upcoming Events
May 20th 1:00-2:00
Primary School ‘Eagles Nest’ or Central Office