Coaches

MAISD Early Childhood Coaches

Early Childhood Specialist (ECS) Role:

• Connect with GSRP Teachers 
• Support with differentiation of instruction in lesson planning
• Which children have an IEP & Tier one support needed 
• Complete Classroom Assessment Scoring System (CLASS)
• Clarify additional supports needed for instruction
• Consult with EC TC
• Connect with GSRP Teachers using the Practice-Based Coaching modality 
• Clarify additional supports needed for instruction
• Consult with EC TC
• Support Tier one services, including but not limited to modeling, coaching, transition,  & coordination to support successful inclusion opportunities for students in general education settings.  
• Support with differentiation of instruction in lesson planning
• Which children have an IEP & Tier one support needed 
• ICP implementation 

Early Childhood Special Education Teacher Consultant (EC TC) Role:

• Connect with Teachers in preschool settings within MAISD
• Which children have an IEP & Tier two & Tier three supports needed?
• Are children getting services on the IEP?
• Check to see what support is needed for the child on each IEP
• Help teachers obtain the IEP
• Answer Questions related to the IEP
• Connect Teachers with Local Special Education Service Providers
• Conduct ICP
• Conduct T-Pot's as needed as identified

For more information about Early Childhood Coaching supports at the MAISD please contact:                    Cari O'Connor coconnor@maisd.com or Cindy DeYoung  cdeyoung@maisd.com

What is the ICP?

The Inclusive Classroom Profile (ICP) is a tool that indicates the extent to which classroom practices intentionally adapt the Environment, Activities, and Instructional Supports to meaningfully support children with IEPs.

The ICP can be used in any classroom that has 1 or more children on Individualized Education Plan (IEP).

It is a COACHING tool to provide feedback to classroom teachers to increase inclusive practices. We know that being inclusive is about intentionality. Teaching staff need to be supported in being consistent and intentional in their inclusive classroom practices. It doesn't just happen by accident. We believe good things are happening in classrooms all over MAISD. We need to continue to support high quality inclusive practices.

The ICP is aligned with the focus and priorities of the PQAr. 12 focus areas:

1. Adaptation of space materials and equipment
2. Adult involvement and peer interactions
3. Adults guidance of children's free choice activities and play
4. Conflict resolution
5. Membership
6. Relationships between adults and children
7. Support for communication
8. Adaptation of group activities
9. Transitions between activities
10. Feedback
11. Family professional partnerships
12. Monitoring children learning

**The tool looks at the 12 areas for children on an IEP only**

Why is the MAISD supporting this tool in our Early Childhood Programming?

The MAISD is committed to building inclusive opportunities for all students. When we talk about inclusion in high quality preschool settings, what we really mean is for ALL preschool children to be involved in every aspect of learning in a classroom. Inclusion means that there is not a separate curriculum, classroom, or special area for children with disabilities. Inclusion means that no children are segregated or labeled; instead, an inclusive preschool education means that supports for all children with disabilities are provided in the preschool classroom every day.

HighScope, an educational research foundation, is built on the principles of active learning and children's initiative. HighScope created the PQA tool, a rating instrument that evaluates the quality of early childhood programs.

The Program Quality Assessment (PQA) is a reliable, scientifically validated assessment that reflects research-based, field-tested best practices in early childhood education. We assess program quality on these domains: Learning environment; Daily routine; Adult-child interaction; Curriculum planning and assessment; Parent involvement and family services; Staff qualifications and development; Program management.

Not only is the PQA designed to evaluate quality, it also aids in identifying teachers’ strengths and where there are opportunities for growth and continuous improvement. Early childhood programs rely on the PQA to ensure compliance with national standards and provide their teachers with data-driven guidance to create stimulating, nurturing, and supportive learning environments.