Marete Snortland-Pich

Final Project
Part One - Program
The type of program I would open if I could would be an early childhood special
education preschool. Depending on the funding I could get and they amount of teachers I could
hire, I would want to start out with one classroom with one teacher and two aides. I would want
to limit my students to ages 3 -5 and only have students who are on IEPs. I would try to open
my program through the school system so that my students would have the best supports I could
offer them.
For my program, I would have to follow the licensing and program requirements of the
school system. My classroom would need to be big enough to accommodate 20 students with
disabilities. The law requires that each student should have 35 sq. feet, so I would try to make my
room a total of 900 square feet to allow my students a lot of extra room to move. I would
probably have my classroom inside of an already established school, so the room options would
be limited, but I would fight for a big space. For this specific project, I assumed my room would
be 900 square feet.
Funding for my program would come from the local school system, the state, IDEA, and
from donations from the community and parents. I would calculate about 20% of my funding to
come from donations, similar to the Head Start model. I expect my parents to be very involved in
the program and to donate their time to help out the classroom. Parent involvement is incredibly
important, so I expect just that from my students families.

Part Two - Layout

I would want my room to be 500 sq. ft. wide by 400 sq. ft. tall.

Part Three Operating Budget

Special Education ClassroomBUDGET

Yearly INCOME

PERCENTAGE OF INCOME SPENT

Item

Amount

IDEA

$9,420.00

Food Program

$11,138.40

BPS

$60,481.14

State

$40,000.00

Donations (20%)

$16,207.91

Yearly EXPENSES

99%

SUMMARY
Total Income

$137,247.
45

Total Expenses

$136,097.
90

BALANCE

$1,149.55

$160000
$140000

$137,247.45

$136,097.90

Income

Expenses

$120000
$100000
$80000
Item

Amount

$60000
$40000
$20000
$0

Teacher Pay - (1 teacher)

$43,000.00

Aides (2)

$57,600.00

Food
Supplies

$5,000.00
$500.00

Equipment

$1,000.00

Utilities

$5,000.00

Insurance

$5,000.00

Training Development

$5,000.00

Curriculum and Assessments

$5,000.00

Payroll Taxes

$7,695.90

Unemployment

$1,302.00

Transportation would be included in the schools budget, as the program is part of the school system

Part Four - Policies

Mission
Our school is dedicated to helping young children with disabilities reach their full potential. We
strive to make all children feel welcome in our program and do everything possible to help
students succeed. We aim to provide teachers with necessary resources and research-based
curriculum. Our teachers are highly qualified and we provide necessary training, to make sure
our teachers are up to date on best practices. Our program follows Early Learning Guidelines and
incorporates Pre-K content standards, to make sure our students are Kindergarten ready. We also
provide assistance with transitions to Kindergarten.

Daily Schedule:
We provide all day preschool to our students from 8 am to 3:30 pm. We believe in play-based
learning and that students with special needs should be provided with the right balance of
curriculum and brain breaks. Our daily schedule is as follows:

8:15 8:25 Arrival and Bathroom

8:25 10:45 Class time
10:45 11:10 Outside time/Gross Motor
11:15 11:45 Lunch
11:45 12:15 Gym
12:15-12:45 Music
12:45 2:45 Class time
2:45 3:15 Outside time/Dismiss/Busing

Attendance:
Because we believe school is so important, we want to make sure our students attend school as
much as possible. Our students rely on their caregiver to get them to school each day, so the
following policies are in place:

If your child is going to miss school, call between 7:30 and 8 am, so we can let

our teachers know. This is considered an excused absence

If parents fail to call, or the child is late; it is considered an unexcused absence.

If students are consistently late or absent, a meeting will be put in place to discuss a plan to help
that student make it to school. Our students education is our highest priority, so we want to do
everything we can to assist students. If children are absent do to chronic illness or
hospitalization, a meeting will be scheduled to plan how to assist the student.

If a student is absent from school for 10 consecutive days and the caregiver of the child has not
contacted the program, the parents of students with an Individual Education Plan will be
contacted to see about the childs wellbeing, as well as if the IEP needs to be revised. If there is
no response within a specified time, then Special Education procedures may be followed
regarding Dismissal or Revocation of Services.

Sick Children
If your child has a fever or has been ill, they must stay home for 24 hours after their fever has
broken or they are no longer ill. We strive to make sure our school is a healthy environment for
everyone.

All of our students must also be up to date on their immunizations before coming to our program.
We will ask for an immunization record.
If your child gets sick while at school, a call will be made home for your child to be picked up.

Snacks
We ask that caregivers who are able provide snacks for the class on rotational basis. If caregivers
would like to not participate, please let the teacher know so accommodations can be made. We
keep confidentiality on who cannot provide snacks, so please do not hesitate to tell us. If your
child has a specific food allergy, please let the school know before your child starts the program.
We request that parents who do bring snack provide healthy snacks. Examples are as follows:

Fruit
Vegetables
String cheese
Yogurt
Cottage cheese

Eggs
Low sugar dry cereal
Pretzels
Crackers
Lean meat slices

Parent Participation

Part of our funding is donations, which includes volunteer time. In order to make sure our
students receive the best education, we need help from not only families, but also the
community. Parents are encouraged to volunteer at least 10 hours of their time each year.
This can be through classroom volunteer hours, such as assisting the teacher in
instruction, helping cut out supplies, purchasing supplies for the classroom, helping with
school projects, and many other ways. Please sign up for volunteer opportunities or ask
the teacher/office for what can be done to help.

 Curriculum

Our program follows early learning guidelines and the Pre-K content standards
established by North Dakota Department of Public Instruction. We also use programs
such as Handwriting Without Tears and Creative Curriculum. We are taking the steps
towards Project Based Learning, but have not fully incorporated that system yet. We also
use Conscience Discpiline in our classrooms.

Transportation

Busing is provided through the Bismarck Public Schools and applications can be
provided to families who would like to use the bus. Remember, busing is limited, so if
you are able to get your child to school, please do so rather than use the bus. It also
means more time with your child.

Hiring Policy

All teachers in our program must be highly qualified and licensed through the state of
North Dakota. We prefer teachers to have a Bachelors of Arts in Early Childhood Special
Education. However, we will allow teachers with a Bachelors of Arts in Elementary and
Special Education with a Kindergarten endorsement to teach at our school. Hiring is done
through Bismarck Public Schools, just like any other public school.

IEP Meeting Procedures

Because our students are all on IEPs, we include this process in our policy guide. Yearly,
we will hold an IEP meeting to address students needs for the upcoming year and assess
the students progress, as well as make any necessary changes. We will send a letter to let
you know that your child is in need of another IEP meeting. We will set up a time that
works for you to have the meeting, as it is of utmost importance that parents and
guardians are at all IEP meetings. If we do not receive a response, or you do not show up
at your scheduled meeting time 3 times, the meeting will be held without you. We
encourage all parents to bring advocates with to meetings, so that you are comfortable
and understand all decisions made at the meeting. The individuals required at the meeting
are administration of some kind, parents, classroom teachers, case managers, and any
other specialists your child sees. If you have any questions, please contact the school.

 Part Five Kindergarten Transition Plan

Transition Plan - Template

Step 1: Assess your partnership - Identify committee team members and their affiliation. Designate a leader.

Committee Members

Affiliation

_________ Sam Whitmore __________________

_________Lucy Sails_______________________

_________Mary Roberts_____________________

____________Parent_____________________

_________Eliza Smith_______________________

____________Preschool Teacher____________

_________Margaret Sams____________________

___________School Special Education Teacher_

_________Marete Snortland-Pich______________

___________Preschool Administrator__________

________________________________________

__________School Principal______________
____________Kindergarten Teacher_________

________________________________________

Designated Leader: _________Marete Snortland-Pich______________

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Step 2: Identify goals Fill in goals for your transition team below.

1. _______To help support the students transitioning to Kindergarten____________________________________

2. _______To engage the community in transitions to Kindergarten______________________________________
3. _______To educate parents on how to help their children transition to Kindergarten_______________________
4. _______To build supports between schools that help children transition to Kindergarten_____________________

Step 3: Assess whats happening now - Complete matrix with current transition activities practiced in your
community, deciding what type of connection it fosters and the focus of the activity. You may have some blank
boxes.

Step 4: Identify data on current practices Complete the last column of the matrix with evidence you have that
practices are or are not working

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Type of

Sharing Information

Connection

Building Relational
Supports

The preschool classroom

Children will have the

Fostering Alignment
Between Settings

Students will practice

Evaluation

(Step 4)
Assessment will be based

discusses what

opportunity to visit their

school wide classroom

on how well students

kindergarten will be like,

Kindergarten teacher and

management procedures,

understand the rules of

answers questions

future school a few times

such as lining up, lunch

Kindergarten when they

students may have, and

before Kindergarten

room behavior, etc.

attend

reads books about

begins

Child-School

Kindergarten, as well as
watch clips to help the
transition

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Parents will be given

Parents will have an

Parents are given a list of

Assessment will be based

handouts about helping

opportunity to meet with

criteria their children will

on how informed parents

their children transition to

their childs Kindergarten

need to learn in

are and whether they

Kindergarten, as well as

teacher and visit the

Kindergarten and then

were given the necessary

parent meetings to

school with their child

activities for how to teach

tools. A survey could be

discuss any concerns

before school begins

beginning skills. Parents

handed out after trimester

will also have an

Family-School

opportunity to have a

meeting with their

teachers to discuss how

to build skills

Continued on next page

Type of
Connection

Sharing Information

Building Relational
Supports

Fostering Alignment
Between Settings

Evaluation

(Step 4)

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The schools will provide

Teachers will have open

Schools will work together

Assessment will be based

each other with

communication between

to create classroom

on how closely tied the

information on students to

schools and opportunities

management techniques

preschool and school

help prepare teachers for

to meet and discuss any

that build on each other,

techniques align through

what comes next.

needs.

as well as standards and

observation of the children

School-

benchmarks

School

Step 5: Plan and prioritize Reevaluate your goals, create new ones if necessary, and plan steps to take.
Brainstorm up to four activities that could either address areas in need or intensify areas already focused on.
Consider the type of connection, type of activity, when in the year they would occur, who needs to be involved to
make them happen, possible barriers and who is responsible for follow-up.

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Revised / refined goals (if necessary):

1. _Summer programs to help students________________ 2. _Community summer programs to that work on

transitions

3. _Summer parent meetings before school starts for any extra questions 4. __Preschool and teachers prep
together

Goal

connection

addressed

Goal 1 & 2

Type of

and type of

activity
Child-

Transition

When does

Who needs

activity

to be

occur?

Involved?

Activity

Have a half

Tuesday

Kindergarte

Who is

Potential

responsible

Barriers

for follow-

The cost

up?
Principal

school

day

and

n or

could be an

and

(Fostering

Kindergarte

Thursday

preschool

issue and

Preschool

Alignment

n practice

from 8:30

teacher,

children

Admin.

Between

classroom

to noon

admin.,

from other

Settings)

offered 2

parents

schools

weeks

may be

before

confused at

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Goal 3

Goal 4

Parent-

Hold a half

Friday 2

Kindergarte

Parents

Principal

School

day parent

weeks

n teacher,

may not be

and

(Sharing

day at the

before

admin.,

able to

Preschool

Information
School

school with
Preschool

school
One day

parents
Kindergarte

come, cost
Teachers

School

and

during

n and

may not

(Building

Kindergarte

August

Preschool

have time

Relational

n Teacher

before

teacher

Supports)

create

school

Admin.
Both
teachers

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Step 5 (continued): From the activities identified, choose one and develop a detailed timeline

Individual Transition Activity Timeline for:__________________________________________________________

Date to be Initiated

Activity

Who is Responsible

Feedback

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FOR MORE INFORMATION, CONTACT US AT: NCQTL@[Link]

OR 877-731-0764

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 Transition Activity Ideas by Connection

Type of

Transition Activity

connection

Child-School

Establish a connection between the preschool child and kindergarten teacher

Create a connection between the child and the kindergarten using special school
functions
Have children practice kindergarten rituals in preschool
Incorporate preschool activities into the kindergarten year
Encourage the preschool teachers to stay in contact with their former students
Encourage kindergarten support staff to visit preschool children
Spring kindergarten orientation for preschool children
Establish peer connections within the preschool class
Establish connections with peers who will be in kindergarten
Establish preschool peer connections with kindergarten peers

Family-School

Contact families during first few days of preschool and kindergarten

Assess family needs
Maintain periodic contact with the family
Connect the family to community resources
Encourage family participation in home learning activities
Encourage family participation in the classroom and at school events
Regular family meetings
Family meetings about transition issues
Sharing of information about individual children among the family, preschool
teacher and kindergarten teacher
Newsletter and resource materials
Send letters home
Two way communication set-up
Spring orientation about kindergarten for pre-k families
Individual meetings between teachers and families
Parent orientation after preschool and kindergarten start

School-School

Foster inter-school collaboration about programs and classroom practices

Pre-k teacher visits kindergarten classroom
Kindergarten teacher visits pre-k classroom
Pre-k and kindergarten personnel communicate about curriculum
Pre-k and kindergarten teacher connect about a specific child
Share written records
Align curriculum
Align early learning standards

Community

Build useful policies related to transition

Identify and communicate community expectations for children
Establish policy coordination through inter-agency connections
Establish child-specific coordination through inter-agency connections
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NCQTL@[Link]
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 Add other community members to the transition team (e.g., pediatricians,

pastors, media, etc.)

FOR MORE INFORMATION, CONTACT US AT:

NCQTL@[Link]
OR 877-731-0764

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