# data[].attributes.body
First - Universal Screening - PELI

alphabet knowledge

vocabulary and oral language

phonological awareness

listening comprehension

Next Observe and Identify:

Performance, Behavior, Attendance, Social Skills, Emotional Skills, Impulse Control

As a Pre-K teacher I find that repetition and routine are vital for success with my early learners.

https://acadiencelearning.org/acadience-reading/prek-peli

# data[].attributes.headline
Develop Plan and Implement Plan - Differentiated Instruction

# data[].attributes.subject
Develop Plan and Implement Plan - Differentiated Instruction

# data[].attributes.body
Interventions to address the student's needs should be designed by a team including: parents, administrators, teachers, and other specialists. These plans can be a Student Success Plan (SSP) or Behavior Management Plan (BMP) if academic concerns are not found. When I am developing a plan for differentiated instruction I rely on practices suggested by other educators and even "Google" for suggestions. There not a particular change in my instruction that works for every student.

https://www.rethinked.com/resources/7-research-based-facts-about-differentiated-instruction/

# data[].attributes.body
Is the student making progress? If not, we may revise the plan. At this point we are looking for both behavioral and academic concerns in our plan. If our interventions continue to be insufficient we will move forward to a formal meeting with our IEP team to start the special education screening process. At this point we must also determine if there is a language barrier. Often language learners are lumped into Special Education when there is no need. They need accommodations within the classroom. My district actually has a program where our ESOL team visits our classrooms monthly to check on progress.

# data[].attributes.body
Is there a language barrier and not a learning disability?

I am not experienced in the ESOL area but this year I have my first student with English as a second language. I have noticed that when she is frustrated or struggling to respond she uses her native language. I have reviewed her Performance, Behavior, Attendance, Social Skills, Emotional Skills, Impulse Control and found nothing lacking. So it is in my opinion that she is just struggling with the language. So what do we do in this situation? My suggestion is accommodation. I have done a lot of research so that I can give her every opportunity to learn and grow with her classmates. I have downloaded a translation app that I can use on the fly to point to something and have the app pronounce it in her native language and I reinforce it in English. I also have visuals ALL OVER my room to be used throughout the day. I am also a very fast speaker. I have tried to work on this for ALL my students. I want to be slow and pronounce each word clearly. Another thing that I address with all my students is repetition. For my ELL learner I repeat additional times so she has time to grasp the meaning.

https://kid-inspired.com/accommodations-for-ells-in-the-classroom/#BN-1fb7a52eae63f617

# data[].attributes.headline
SPED - Student is referred to the Special Education Screening Process

# data[].attributes.subject
SPED - Student is referred to the Special Education Screening Process

# data[].attributes.body
This is the special education process within my school district. We have SPED teachers assigned to our school who are our ultimate resources to this process. If our team has determined that this is the next step we bring in the SPED and IEP team to start the process. I hand over all my data points (as do other team members) and process is out of my hands while the SPED flow chart above continues. I do however continue to work with that student and accommodate their learning needs within my classroom. It's important that their education continues and is NOT stopped while a special education placement and instruction is developed.

https://www.ccps.org/instruction/special-education/special-education-services

# data[].attributes.headline
Early Childhood Education Academic Multi-Tiered Support (MTSS)

# data[].attributes.subject
Early Childhood Education Academic Multi-Tiered Support (MTSS)

# data[].attributes.body
Students MUST go through an MTSS Process before being referred for Special Education. This is a roughly six to nine week endeavor. An Early Childhood MTSS frame work addresses the needs of every child by integrating assessment and intervention within a multilevel framework (DEC Position Statement, 2021). English Language Learners are dual language learners and should be recognized as so. Immersion in the English speaking classroom supports development of English language, speaking and listening skills. These ELL students should be evaluated accordingly and NOT moved forward to the Special Education evaluation until modifications have been made.

References:

Cecil County Public Schools MTSS: Academics

Division of Early Childhood of the Council for Exceptional Children, Early Childhood MTSS Position Statement, 2021

# data[].attributes.body
Students showing signs of delay should be identified as early and possible and be provided with a level of instructional intensity to meet their needs. Peli provides a Above/At Benchmark for my Pre-K students. This is considered the "Universal level." My practice is to split the children that are below or well below that universal level into small group targeted practice. These children focus on what they are struggling with, such as letter names, letter sounds, listening comprehension, and general vocabulary and oral language. I use these small groups to explore different means to reinforce my instruction so far.