CASE Collaborative

Population Description

The CASE Developmental Preschool Program at Bedford High School serves children ages 3 - 5 with significant delays in one or more of the following areas:

• Cognitive development
• Gross motor development
• Fine motor development
• Oral motor development
• Speech/language development
• Social interaction and adaptive behavior
• Visual and/or auditory development
• Sensorimotor integration
• Self-help and daily living skills

Students in the CASE Developmental Preschool typically exhibit delays in more than one of the above areas.   The program has the capability to serve medically stable children who require nursing services in the classroom for routine procedures and/or emergency situations.  Behavior problems of a modest nature are addressed in this program, although students whose behaviors regularly interfere with the learning of others are not accepted into this program.

Program Description

The CASE/Developmental Preschool provides individualized educational programming for young children with special needs (3-5 years old) using a model that focuses on the strengths and needs of the children in all developmental areas.  Speech and language therapy, occupational therapy, and physical therapy are integrated into the children’s daily schedules, as needed.  Generally, therapy is provided at a work station in the classroom (not in a separate room) to enhance the opportunities for coordination of therapy services and classroom programming.  The preschool services children with a range of special needs using a non-categorical approach.

Various service options are available, in formats ranging from individual to small group instruction to integrated programming.  Activities include gross motor group, circle time, oral motor group, language group, communication programs, fine motor skill development, cognitive work sessions, symbolic or sensory play times, and self-help training.  As determined by his or her evaluation TEAM, a student may also receive speech/language therapy, physical therapy, and/or occupational therapy.  A regular experiential learning experience provided by a “Music Together” staff member is currently part of the program.

Behavioral consultation services are incorporated into the program as needed, as are other specialty services (e.g., the services of a Vision Teacher or a consultant for the hearing impaired.)

The preschool is located in the same wing of Bedford High School as the Bedford High School Nursery School.  Integrated activities with non-handicapped peers are incorporated into the schedule for most students to foster the development of language and social skills, and to provide opportunities for the students to practice their skills in a typical preschool setting.

Parent/Teacher Communication

Parents are involved in their child’s program in a variety of ways:

1. Home/School Component:

The Home/School Component of the CASE Developmental Preschool Program consists of two parts: regularly scheduled home visits by teachers, and occasional school visits by parents. The objectives of home visits are:

a) To describe the child’s activities at school and to explain teaching sequences to the parents.

b) To discuss parent observations of the child in the classroom.

c) To initiate and monitor programs in the areas of discipline, language, play and self-help.

d) To develop and refine the goals and objectives of the educational plan.

The objectives of school visits are:

a) To have parents meet with therapists to become informed about therapy programs and to learn therapy techniques that can be useful at home.

b) To understand what the child’s needs are within the classroom environment.

c) To develop and refine the educational plan.

d) To observe specific classroom strategies and techniques.

Home visit and school visit agendas are developed jointly by the program staff and parents.

2. Notebooks:

Notebooks are sent home on a daily basis to communicate with parents.  Parents are encouraged to write in the notebooks regularly.  Notebooks provide a vehicle for at-home and in-school language reinforcement, as well as a means for routine transfer of information.

3. Progress Reports:

Periodic reports and annual TEAM meetings occur during the school year to review the progress that each child has made toward achieving the specific objectives delineated on their educational plans.

Special Medical Needs

A detailed emergency procedure is provided for children with concerning medical conditions (allergies, seizures, heart condition, etc.).  The determination of the need for written physician’s directives is made by the evaluation TEAM each year, and is referenced in the child’s IEP.  In cases where a child’s medical needs are extensive and/or where the potential for emergency situations exists, a School Care Plan is drawn up by the TEAM, with in-put and endorsement by the child’s physician and parents.  The School Care Plan outlines routine and emergency medical procedures to be employed at school and delineates criteria for carrying out those procedures.  A program nurse (R. N.) is on staff at the preschool at all times.

School Calendar and Hours

The CASE Developmental Preschool Program follows the calendar of the Bedford Public Schools, with the exception of a delayed first day of school to allow students who have been referred to the program during the summer to have intake evaluations and still begin the year with everyone else.  A parent-child open house is also scheduled prior to the first day of school.

The program runs from 8:20 a.m. to 2:15 p.m. on Mondays, Wednesdays, and Fridays and from 8:20 a.m. to 11:45 a.m. on Tuesdays and Thursdays.  There is no nap time or recess; specialized activities are scheduled for the children in 30-minute modules throughout the day.

Summer Program Component

Preschool students whose IEP’s specify summer programming may continue in the Developmental Preschool beyond the normal close of school in June.  CASE provides a five-week extension of the program each summer at the Parker Damon Building in Acton, an air conditioned facility.  The summer program continues to address the students’ IEP objectives in much the same way as the regular school year program does.  However, formal parent-teacher meetings do not take place in the summer, and integration with children who do not have special needs is not available during the summer session.

Additional information about the CASE Developmental Preschool Program may be obtained by contacting the CASE Collaborative office in Concord or by speaking with the special education office in a CASE member school district.

Please direct inquiries and referrals to:

Rory Liebmann, Assistant Director
978-318-1535
rliebmann@colonial.net