Early Childhood Special Education Coordinators Roundtable Meetings

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Early Childhood Special Education Coordinators
Roundtable Meetings

• ISBE
• March, 2007

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Agenda

• Introduction
• ISBE Updates
• Preschool for All
• State Performance Plan (SPP)
• Preschool LRE/Blending
• Child Outcomes System
• Transition/Summer Birthdays
• Division of Early Childhood

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Agenda-continued

• Networking lunch
• Small Group discussion on SPP
• Status
• What works
• Challenges
• Small Group reports on SPP
• Wrap up

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(No Transcript)
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Preschool for All (PFA)

• Prevention Initiative RFP due March 15
• PFA RFP Issued, Due May 3
• Bidders Conferences
• 3/13 Springfield
• 3/15 Chicago Heights
• Birth-3 Mental Health
• Social Emotional
• Teacher Preparation/TEACH

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Illinois Early Childhood Asset Map

• Early childhood data and demographic data for the
  State of Illinois
• http//iecam.crc.uiuc.edu/index.html

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SPP-Indicator 6 Preschool LRE

• Percent of preschool children with IEPs who
  received special education and related services
  in settings with typically developing peers
  (e.g., early childhood settings, home and
  part-time early childhood/part-time early
  childhood special education settings).

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SPP - Indicator 7 Child Outcomes

• Percent of preschool children with IEPs who
  demonstrate improved
• A. Positive social-emotional skills (including
  social relationships)
• B. Acquisition and use of knowledge and skills
  (including early language/communication and early
  literacy)
• C. Use of appropriate behaviors to meet their
  needs

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SPP - Indicator 12 EC Transition

• Percent of 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 birthday.

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Preschool LRE

• Placement decisions are individually determined
• Consider special education and related services
  in the early childhood regular education
  classroom first in IEP meetings
• Supplementary aids and services are provided in
  regular education classes as much as possible

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Preschool LRE/Blending

• Blending guidelines
• Moving to blended program will not result in
  staff reductions
• Serve the same number of children
• Special education pays for all special education
  services
• Regular education classroom ratio must be 70/30
  non-IEP/IEP

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Blending Models

• Team Teaching
• 1 prek, 1 ECSE teacher in class
• Class size-meet needs
• Blended/Itinerant
• Prek class/Type 04 certified teacher
• Children with IEPs individually placed in prek
• Special education provided by itinerant teacher
  with ECSE certification
• Class size 20 children
• Overarching rule IEP Meeting-General education
  placement first option considered

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Child Outcomes System

• New Q A
• New materials/resources
• Training and technical assistance
• Better outcomes will be achieved by serving
  children 5 days a week.

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Transition

• School District Responsibilities
• Participate in
• Child find, birth 21 years
• Local Interagency Council
• Transition Planning conference
• Explain the evaluation process to parents
• Domain Review and parent input
• Consent for evaluation

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Transition

• School District Responsibilities
• Complete the Transition Tracking Form
• Return Tracking Form to CFC within 20 days after
  3rd birthday
• Fax or mail copy of Tracking Form to ISBE

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Transition

• Transition timeline
• For children not in EI services IEP in place 60
  days from parents written consent for evaluation
• For children exiting EI services IEP in place
  on or before 3rd birthday

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Transition/Summer Birthdays

• Summer/late spring/early fall birthdays
• Have IEPs in place before the end of the school
  year
• If IEP team determines that services will be
  provided over the summer, contract with other
  service providers
• If IEP team determines that no services are
  needed over the summer, services begin when
  school year starts

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Transition/Summer Birthdays

• It is important to NOT think of ESY services as a
  summer program
• ESY services are based on the individual needs of
  children as identified in their IEPs
• It may be helpful to think of it in terms of a
  case management approach

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Networking Lunch/Future Topics

• Break in to small groups
• Have a scribe and reporter volunteer
• Small group discussions on SPP
• Status
• What works
• Challenges

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Wrap Up

• Next meeting October 17, 2007
• SAV Pre-conference 100-400

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Contact Information

• Early Childhood Education Division
• Pamela Reising Rechner preising_at_isbe.net
• 217.524.4835
• Special Education Services Division
• Julie Evans - jevans_at_isbe.net
• Sally Tudor studor_at_isbe.net
• 217.782.5589