Early Learning Performance Measures

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Early Learning Performance Measures

• Leadership Conference
• January 2008

2
Overview

• LRE
• Definition Change
• Transition
• Outcomes
• Assessments
• GGG
• ASQSE
• ECOSF
• Early Learning Program Guidelines
• Supports for Compliance and Better Practices
• Proposed Rule Changes

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Supports

• Annual Series
• Data/Reporting
• Supervisors
• PD Institutes
• Consultative Services
• Parent Engagement
• Summary Form Training ()
• CORE Itinerant ()
• CSEFEL

• Transition ()
• EI Service Coordinator trainings (ongoing)
• Early Learning Program Guidelines Institute
• Curriculum and Assessment Institute
• Early Childhood Outcomes Institute (spring 08)
• Content Standards Seminars

4
Monitoring for Results

• Who is responsible to ensure FAPE in relationship
  to compliance and performance measures?
• DISTRICT OF RESIDENCE

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LRE Performance Measure

• Preschool children with disabilities will receive
  special education and related services in
  settings with typically developing peers.

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TransitionPerformance Measures

• Children referred by Part C prior to age 3, who
  are found eligible for Part B, and who have an
  IEP developed and implemented by their third
  birthdays. (12.Compliance)

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Child OutcomesPerformance Measure

• Preschool children with IEPs receive special
  education and related services in settings with
  typically developing peers. (6. Performance
  Results)
• Preschool children with IEPs demonstrate
  improved (7.Performance Results)
• Positive social-emotional skills
• Acquisition and use of knowledge and skills
• Use of appropriate behaviors to meet their needs

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How many children in each age group?
12/1/06 Child Count 23,455
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LRE
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LRE Definitions
EMIS 217xxx
Attending an Early Childhood Program (50
nondisabled peers)
Not Attending an Early Childhood
Program Preschool Special Education (less than
50 nondisabled peers) Home Service Provider
Location
Preschool Special Ed With 50 nondisabled peers
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LRE Definitions
Attending an Early Childhood Program (50
nondisabled peers)
Not Attending an Early Childhood
Program Preschool Special Education (less than
50 nondisabled peers) Home Service Provider
Location
Preschool Special Ed With 50 nondisabled peers
Current 66 model Proposed 88 model
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LRE Decision Tree
gt80
What of time spent there?
Attend an ECE Program?
40-79
YES
lt40
NO
Separate Class
What is the location?
Attend an PSE Program?
Separate School
YES
Residential Facility
NO
Receives special ed at home?
Home
YES
NO
Service Provider
13
In general, where are preschool children with
disabilities being served?
ECE Setting with 50 or more same aged peers OR
NOT
14
National LRE

• Analysis of annual reports for 2005-2006
• 4 states 100 of children in ECE settings
• 4 states- 80-99 in ECE settings
• 15 states- 60-79 in ECE settings
• 23 states reported
• 50 or more of preschool children with
  disabilities are served in ECE settings
• This represents 45 of the 51 national areas
  reported
• Only 9 states had 30-39 of children in ECE
  settings
• 12 states had 30 or less

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What are the kinds of settings in which preschool
children with disabilities are being served?
58 in Special Education
38 in ECE
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Early Childhood Inclusion-OutcomesResearch
Summary

• Children in inclusive programs do at least as
  well as children in specialized programs.
• Benefits children with and without disabilities,
  especially in social development.
• Specialized instruction is an important component
  of inclusion and a moderator of child outcomes.
• Generally, families view inclusion favorably but
  quality of programs and services may be a concern.

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Variations on a Theme

• Nondisabled peers enrolled in preschool special
  education classroom
• Teachers share same space as blended program
• Team teaching in the same space with one group of
  children
• Itinerant teacher working in an ECE setting

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Transition
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Trend Data
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Reasons Why
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District alerted about an age-eligible child
currently served in HMG Records Review (may be
at the PSTC)
Child Transitions from HMG No district contact
No report unless entering later as any other
referral
No disability Suspected PR01 Documented/filed
Disability Suspected Referral (PR04) Date Reported
Parent Consent (PR05) Date Reported
Parent Refused Consent Date Reported
Report on Building Aggregate
Evaluation/ETR (PR06) Date Reported
Child not eligible Outcome of ETR reported
Child is Eligible Outcome of ETR reported
IEP by 3rd?(PR07) IEP Date reported
YES
NO
Reasons
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Outcomes
23
Cornerstones of Consistency
GOAL Children enter kindergarten ready for
success
Early Learning Program Guidelines
Early Learning Academic Content Standards
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Early Learning Accountability
Child and Family Outcome Measures
Aligned with P-12 Content Standards
Program Capacity Measures
Curriculum-Embedded Performance Measures
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Early Learning Content Standards

• Describe essential early concepts, and skills for
  ALL Ohios children
• Addresses content areas
• English Language Arts
• Mathematics
• Science
• Social Studies

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Early Learning Program Guidelines

• Research Themes
• All children are Born Ready to Learn
• Environments Matter
• Relationships are Influential
• Communication is Critical

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OSEP Child Outcomes Measures
1. Positive social-emotional skills
2. Acquisition and use of knowledge and
skills
3. Appropriate behaviors to meet needs
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Federal reporting
Improved functioning to reach level comparable to
same-aged peers
Maintained functioning at level comparable to
same-aged peers
Improved but not sufficient to move nearer to
comparable to same-aged peers
Improved nearer to same-aged peers but did not
reach it
Did not improve functioning
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ECOSF

• Early Childhood Outcomes Summary Form
• Ongoing assessment system
• Summary
• Sources of information
• Get It! Got It! Go! (GGG)
• Ages and Stages Questionnaire Social Emotional
  (ASQSE)
• Over time
• Varying interactions
• Different perspectives
• Generalizations

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ECOSF

• Core Group
• Preschool special education teacher
• Parent
• Child care or preschool teacher
• Related service staff

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(No Transcript)
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Program Guidelines

• Leadership Team
• Study Form (Oct 2007)
• Rubric (Jan 08)
• Summary Sheet (April 08)
• Document Continuous Improvement (July 08)

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Rubric
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Documentation to OELSR Summary Sheet
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Documentation to OELSROne Priority Area
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Rules
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Proposed Rule ChangesEffective July 1, 2008

• LRE Impact
• OSEP/OBM- change in ECE definition
• Continuum of service delivery
• 66 to 88
• Grade level preschool
• Eligibility
• Developmental Delay
• Transition
• 90 days but not more than 9 months
• 45-90 days
• Less than 45 days

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Eligibility- Basic Alignment

• Autism
• Cognitive disability
• Deaf-blindness
• Deafness
• Emotional disturbance
• Hearing impairment
• Multiple disabilities
• Orthopedic impairment

• Other health impairment
• Speech or language impairment
• Traumatic brain injury
• Visual impairment
• AND
• Developmental Delay (ages 3 through 5)

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Developmental Delay

• Ages 3 through 5
• Experiencing developmental delay and by reason
  thereof need special education and related
  services
• Determined by IEP team and other qualified
  professionals

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Developmental Delay

• Appropriate diagnostic instruments and procedures
  indicate
• 1.5 standard deviation in two areas below the
  mean
• 2.0 standard deviations in one area below the
  mean
• Assess
• Physical development
• Cognitive development
• Communication development
• Social or emotional development OR
• Adaptive behavior
• (Whole child/asset model requirements include
  these areas)

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Developmental Delay

• Consider the disability categories first
• May be used in place of
• Cognitive disability
• Emotional disturbance OR
• Speech or language impairment

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Age and Grade Level

• Age
• Can enroll younger than age 3 IF age 3 by
  December 1
• After December 1, on 3rd birthday
• Age 5 as of district entry date
• Grade Level
• Preschool ONLY
• Kindergarten means a school-age IEP