Consultation & Assessment Services are geared towards programs, providers and schools serving children birth to eight

Consultation & Assessment Services Downloadable PDF


PreK-3rd Grade Initiatives 

CLICK HERE for information on ACES PreK-3rd Grade initiatives.


 

ACES staff experts provide consultation to:

Teachers, Assistants, Administrators 

 

Areas of consultation include: 

Individual students, Program development, The CT Early Learning Development Standards (ELDS) as they relate to IEP’s, Child development. 

 

Topics can include, but are not limited, to the following: 

Curriculum, Teaching and assessment directly connected to State standards, Inclusive environments. 


 

Preschool Special Education

 ACES staff experts provide assistance in creating an inclusive environment with a focus on approaches to learning, executive function, language, and literacy as the base for all children to be successful in school. The aim is to accomplish program improvement goals that lead to increased child outcomes. Staff have expertise in early childhood and the entire spectrum of children with special needs. On-site professional development and coaching will be designed to meet the specific needs of a district. 


Independent Outside Evaluation

Parents may request an independent educational evaluation at district expense if the parent disagrees with an evaluation that was completed or obtained by their school district. ACES Early Childhood Services can provide this independent evaluation of children ages birth-8 in compliance with the criteria established by school districts. These criteria include the qualifications of the examiners and the timeline expected by the districts. The cost for this independent evaluation will be agreed upon in advance and a complete report will be provided in a timely manner. Any examiners contracted by ACES to perform independent evaluations will be available to present their results at the PPT in the district.


Promoting Cultural Competence

We create, offer, and foster opportunities where cultural competence drives ability to interact comfortably and communicate effectively, with people from a wide range of ethnic, cultural and linguistic backgrounds. At an organizational level, cultural competence requires policies and systems that support and facilitate individual cultural competence. At any level, cultural competence is an ongoing process. We believe values, skills, and knowledge will continue to grow.


Family Child Care

The work with FCC providers includes various professional development trainings including pathways to the Child Development Credential, on-site support to promote developmentally appropriate practice, responsive planning for infants, toddlers, and preschoolers, and direct alignment to State Early Learning Guidelines.


Behavioral Analysis

When requested, observations can be completed to assist in classroom management. Staff receive behavioral training, based on the practices of behavior analysis both in situations and through team meetings. By the end of the consultation, staff will have written suggestions for whole group strategies and suggestions tailored toward individual needs.


Organizational Development/Leadership

Professional development support for leaders and developing leaders around such issues as: human resource development, staff orientation, supervision and professional development; team building; program evaluation; policy development; NAEYC Code of Ethical Conduct; succession planning; and program quality improvement.


SRBI Strategies

ACES staff experts are available to consult with staff (teachers, assistants, and administrators) as they develop and/or improve their collaborative problem solving process. Staff are available to provide training and coaching on SRBI strategies in Early Childhood for children who are at tier 2 and 3. Assistance on creating a high quality program for all children is the first step in meeting children’s needs at each tier. Once the district has tweaked their program to be high quality, the focus would then be on the few children who are not making progress and need individualized strategies to be implemented and then analyzed as part of the district’s pre-referral strategies before referring a child for special education services. Training and consultation are available to your staff on curriculum and assessment (with an emphasis on linking teaching to curriculum and assessment) and aligning the preschool curriculum to the CT Early Learning and Development Standards (ELDS). Emphasis is placed on meeting the individual needs and developing individualized plans for children using the Cycle of Intentional Teaching as the conceptual framework. This consultation will assist you in assuring that your curriculum supports appropriate expectations, promotes higher-order thinking skills and is aligned with the Office of Early Childhood Curriculum Standards (ELDS) and that your curriculum and assessment are connected, in order to inform instruction.