Early Childhood Programs
Yorkville CUSD 115 provides a specialized Early Childhood program for students who qualify. Eligibility is based on a variety of factors, including but not limited to: developmental needs, family circumstances, and income criteria. In order to determine program eligibility, children ages 3-5 are invited to participate in our Early Childhood Developmental Screenings.
Our program is designed to meet each child’s needs, interests, and level of development. Through individualized instruction and play-based learning, our Early Childhood program builds social-emotional skills, encourages language development, and provides interventions for children who are experiencing difficulty in achieving age-appropriate developmental milestones.
- To foster development of age-appropriate skills in the areas of language arts, math, science, motor, social/emotional, and behavior as aligned with the Illinois Early Learning and Development Standards
- To provide developmentally appropriate activities within a research-based early childhood curriculum using specialized instructional strategies
- To help families understand and support their children’s progress and development
- To coordinate services and provide for a successful transition when planning for future educational needs in the school environment
- A child currently receiving early intervention services may qualify for a school-based evaluation before his/her third birthday. With parent/guardian permission, information pertaining to a child’s early intervention services and reports of his/her development will be provided for consideration for school-based services. District 115 staff collaborates with Child and Family Connections.
- Preschool screenings are offered using a standardized screening instrument to determine whether a child is demonstrating age-appropriate developmental skills. A child who has difficulty completing this screening may be referred for further evaluation in specific developmental domains.
- Further evaluation uses a play-based assessment format and/or standardized assessment tools. A child’s eligibility for special education programs is based on current levels of delay and the extent to which those delays may impact his/her educational setting.
- Special education support may be recommended for children with moderate to significant delays in development. The school-based IEP team recommends services dependent on the child’s assessed educational needs.
- Students can also qualify for Early Childhood through our Preschool for All (PFA) program. After attending a screening and filling out a family questionnaire, eligibility may be determined based on family need or circumstances.
- A child may exit the Early Childhood program when an assessment and the IEP team determine that the developmental gaps have closed and the child’s skills are within the age-appropriate range.
- Students may exit the Early Childhood program upon reaching kindergarten age. The IEP team determines the appropriate services to be provided upon entrance into kindergarten.
- A student will exit the Early Childhood program upon the determination that he/she is no longer eligible for special education services.
- A child may exit the Early Childhood program if the parent chooses to discontinue services.
Available Early Childhood Programs
- Early Childhood Preschool Blended Classroom: This classroom provides preschool instruction to children identified as eligible for special education in a setting that includes limited numbers of children with identified disabilities and their typically developing peers.
- Early Childhood Preschool Instructional Classroom: This classroom serves preschool-aged students with delays of 12 months or more in any area of development. Only special education students are enrolled in this classroom, which provides direct instruction in a small group with related services as prescribed in the child’s Individualized Educational Program (IEP).
- Early Childhood STARS Classroom (Skills Training and Related Services): This classroom provides specialized instruction to students who could benefit from a highly structured, centered-based approach teaching social skills and emotional regulation, and providing for specific sensory needs. The program uses a variety of research-based methods to provide each student with an individualized program in a classroom setting.
- Speech and Language Resource Levels I and II. This program may be recommended for a child with moderate delays in speech and/or language development as the only area of delay. This program is provided in a group setting one or more times per week.
Related services are provided to students in Early Childhood programs according to their IEP.