Improving Inclusive Practices & Outcomes for Preschoolers (IPOP): A Systems Approach to Preschool Inclusive Practices

Improving Inclusive Practices & Outcomes for Preschoolers (IPOP) is a systems approach to increasing the quantity and quality of inclusion for preschool students with Individual Education Programs (IEPs). IPOP is designed to help local school divisions meet federal and state mandates requiring young children with disabilities to be educated in the Least Restrictive Environment (LRE). IPOP is developed by the Virginia Department of Education's (VDOE) Early Childhood Network. It provides a planning guide and accompanying resources to support school divisions’ preschool programs in implementing inclusive practices across the Commonwealth.

This guide describes how local school divisions and community agencies can form a preschool planning team to explore and develop a culture that supports inclusive practices and programs. The guide is flexible, thus enabling teams to plan for options that are compatible with local school division assets and priorities. Users of this guide are urged to also refer to their local policies and program requirements for further direction as they plan for inclusive programs. Since the purpose of IPOP is to guide systemic change, it is recommended that the school division contact the regional Training and Technical Assistance Center (TTAC) to learn more about IPOP and inquire about technical assistance.

The steps in this guide were developed over years of literature review, implementation, evaluation, and revision. The VDOE’s Early Childhood Network maintains the integrity of IPOP by frequently implementing and revising the steps and updating corresponding materials.

I. IPOP Planning Guide

Intro Guide

II. Appendix

Video Resources
- Video Resources to Support Improving Inclusive Practices & Outcomes for Preschoolers (IPOP)
Program Philosophy
1. Wilson County Inclusive Early Childhood Pilot Program: Program Philosophy
2. Kensington County Public Schools Preschool Inclusion Pilot Program: Program Philosophy
Roles and Responsibilities
1. Roles and Responsibilities of Staff in Inclusive Preschool Classes
  * Roles and Responsibilities of Staff in Inclusive Preschool Classes (Accessible version in Word)
Sample Team Meeting Notes Form
1. Team Meeting Notes
Action Plan Templates
1. Sample: Inclusive Practices Action Plan
2. Action Plan
Quality Practices Checklist
1. Quality Pre-K Program Criteria Checklist
  - A Compilation of Selected Resources September 2010 Quality Indicators of Inclusive Early Childhood Programs/Practices
  - Preschool/Pre-K Classroom Pre-Coaching Quality Checklist
    * Preschool/Pre-K Classroom Pre-Coaching Quality Checklist (Accessible version in Word)
Interview Questions
1. Interview Questions for Inclusive Sites
2. Interview Questions for Community Sites
Collaboration
1. Collaboration Questionnaire – Short
2. Collaboration Questionnaire – Long
Brochures
1. Wilson County Public Schools – Brochure
2. Kensington County Public Schools – Brochure
Levels of Support
1. Process for Determining Level of Supports
2. Levels of Support Matrix
Memoranda of Agreement
1. Wilson County Public Schools – Memorandum of Agreement
2. Kensington County Public Schools – Memorandum of Agreement
Sample Letters to Support Inclusive Options in the Early Childhood Special Education Classroom for Community Peers
Information to Support Inclusive Options in the Community Preschool Settings
Handbooks to Support Inclusive Opportunities
- Richmond Public Schools Preschool Inclusive Experience Program Guidelines

III. Module 1: Planning for Inclusion

IV. Module 2: Teaming and Collaboration

V. Module 3: Fostering Social Relationships

VI. Module 4: Setting Up the Environment

VII. Module 5: Self-Regulation and Control

VIII. Module 6: Using Assessment

IX. Module 7: Embedded Instructional Practices

X. Module 8: Performance Monitoring