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PRESCHOOL UPDATES Mega Conference 2013

PRESCHOOL UPDATES Mega Conference 2013. PRESCHOOL NUMBERS. Total Special Education in Alabama – 80,149 (excludes GT) Total 3-5 yr olds – 7,344 Total 3-5 SLI – 3,959 Total 3-5 DD – 2,425 Total 3-5 other – 960 Based on October 2012 Child Count.

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PRESCHOOL UPDATES Mega Conference 2013

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  1. PRESCHOOL UPDATES Mega Conference 2013

  2. PRESCHOOL NUMBERS • Total Special Education in Alabama – 80,149 (excludes GT) • Total 3-5 yr olds – 7,344 • Total 3-5 SLI – 3,959 • Total 3-5 DD – 2,425 • Total 3-5 other – 960 • Based on October 2012 Child Count

  3. Alabama State Board of Education PLAN 2020 The Vision Every Child a Graduate – Every Graduate Prepared for College/Work/Adulthood in the 21st Century

  4. PLAN 2020 • “Every Graduate Prepared”….. Begins with PRESCHOOL • The Urban Child Institute recently released a “Pre-K Matters” fact sheet based on a longitudinal study about the benefits of preschool.

  5. Urban Institute Study…….. • 15% of children attending a quality PreK needed special education services as compared with 34% needing special education who did not attend PreK. • 31% of children attending a quality PreK needed to repeat a grade as compared with 55% who did not attend PreK. • 77% of children who attended PreK graduated high school as compared with 60% graduation rate for those not attending PreK.

  6. Urban Institute Study…….. • By age 27 – the felony arrest was 2.14 greater for persons who had not attended a PreK program. • By age 27 – 36% of those who attended PreK own a home as compared to 13% owning a home of those who did not attend PreK. • Returns on Investments - For every $1.00 spent for PreK, $5.00 is received in benefits to private citizens, local communities, and state and federal governments.

  7. Measuring progress for special education children in preschool: • OSEP requires measurement of three areas for preschool: • LRE • Outcomes • Transition

  8. We know you are tired of hearing this, but…………………………….. • Three of 20 OSEP Indicators are Related to Preschool

  9. BLAAAAA, BLA, BLAAAA, ……… However…………

  10. Indicator 6 • Percent of preschool children aged 3 through 5 with IEPs attending a: A. Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program. (LRE20, 22) B. Separate special education class, separate school or residential facility. (LRE 16, 17, 18)

  11. Indicator 6 • February 29, 2012 letter from OSEP sent to coordinators: • “The purpose of this letter is to reiterate that the least restrictive environment (LRE) requirements … apply to the placement of preschool children with disabilities.” • The statute regarding LRE applies equally to preschool and school age children with disabilities.

  12. Indicator 6 – letter continues • “Special classes, special schooling, or other removal of children with disabilities from the regular education environment may occur only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.”

  13. Indicator 6 – OSEP letter • The letter further states: • “The term ‘regular class’ includes a preschool setting with typically developing peers.” • A “regular class” includes a majority (at least 50%) nondisabled students. • The IEP must include an explanation of the extent to which the child will not participate with nondisabled children in the regular class. • “… the [IEP Team] must consider whether supplementary aids and services could be provided [to]enable the preschool child to participate in the regular class.”

  14. Indicator 6 • Indicator 6 used IDEA child count data that was collected on October 1, 2012 and was reported to OSEP on February 1, 2013. • This data was used to establish baseline in Alabama that will be used for future measurement for Indicator 6 and in making LEA determinations.

  15. Indicator 6 • Measurement A Regular early childhood program and receiving majority of special education and related services in the regular early childhoodprogram. (LRE 20, 22) Alabama’s Target: 52.50% or greater

  16. Indicator 6 • Measurement B Separate special education class, separate school or residential facility. (LRE 16, 17, 18) Alabama’s Target: 6.58% or below

  17. LEAST RESTRICTIVE ENVIRONMENTS DESCRIPTORS AND CODES FOR AGES 3-5

  18. Indicator 6 • LRE codes – 9 from which to select • (refer to Child Count Help Document on Web site) • TO BE USED FOR CHILDREN 3 - 5 YEARS OF AGE ONLY • 20 - Regular Early Childhood Program At Least 10 Hrs. Per Week – Receiving Majority of Special Education Services in the Regular Early Childhood Environment Examples: LEA preschool classes(at least 50% peers), Daycare, Community preschool classes, Head Start

  19. Indicator 6 • 21 - Regular Early Childhood Program At Least 10 Hrs. Per Week – Receiving Majority of Special Education Services in Other Location • Examples: LEA preschool classes(at least 50% peers), Daycare, Community preschool classes, Head Start at least 10 hrs per week – Special Education services not in environment with typical peers.

  20. Indicator 6 • 22 Regular Early Childhood Program Less Than 10 Hrs. Per Week - Receiving Majority of Special Education Services in the Regular Early Childhood Environment • 23 Regular Early Childhood Program Less Than 10 Hrs. Per Week - Receiving Majority of Special Education Services in Other Location

  21. Indicator 6 • 18 Separate Class: Attending a Special Education Program--Not Attending a Regular Early Childhood Program or Kindergarten (Self-contained special education class). (Measurement B) • 17 Separate School: Attending a Special Education Program--Not Attending a Regular Early Childhood Program or Kindergarten (Measurement B)

  22. Indicator 6 • 16 Residential Facility: Attending a Special Education Program--Not Attending a Regular Early Childhood Program or Kindergarten (Measurement B) • 19 Service Provider Location: Not Attending a Special Education Program or a Regular Early Childhood Program or Kindergarten Example - speech instruction provided in private SLP’s offices, SLP’s room located in school buildings, and hospital facilities on an outpatient basis.

  23. Indicator 6 • 14 Home: Not Attending a Special Education Program or a Regular Early Childhood Program or Kindergarten • Home does not count in the reported LRE codes. We encourage LEAs to reserve LRE code 14 for children who are medically fragile and not able to participate in environments with typical peers.

  24. Game Time

  25. Are You Smarter than…… • Child attends Head Start 5 days per week and receives articulation speech services 2 times per week for 30 minutes in a room separate from the other children in the class. Name that LRE?????? • Child participates 20 hours per week in a preschool class, with no typical peers. The class is located in the Head Start Center. He receives speech, OT, PT in the classroom. Name that LRE??? • Child attends an OSR class 5 days per week receiving special education services 2 hours per week from the ECSE teacher and 1 hour per week from the OT in the OSR classroom. He receives 30 minutes of speech therapy in a quiet room down the hall. Name that LRE??? • Child attends First Baptist Preschool 4 days per week/6 hrs. daily and receives 30 minutes of speech weekly in an office located outside of the classroom separate from his classmates. Name that LRE??????

  26. Game continues……. • Child attends Moms Day Out Program 6 hours per week and receives 1 hour of special education services in the classroom with typical peers. Name that LRE??? • Child lives at home and goes to the elementary school for speech therapy 1hour per week. Name that LRE??? • ECSE teacher goes to the home to provide special education services to a medically fragile child 2 hours per week. Name that LRE???? • Child attends a regular preschool class 5 days per week/ receiving 2 hours of special education services in the classroom and one hour of outpatient PT at Easter Seal. Name that LRE??? • Child attends Miss Prissy’s Day Care 8 hours per week and receives 1 hour of special education services in the classroom. Name that LRE???

  27. Game continues……. • Child attends a self- contained special education classroom 8 hours per week and receives 1 hour of special education services in the classroom. Name that LRE???

  28. Answers • 1. LRE 21 • 2. LRE 18 • 3. LRE 20 • 4. LRE 21 • 5. LRE 22 • 6. LRE 19 • 7. LRE 14 • 8. LRE 20 • 9. LRE 21 • 10. LRE 18

  29. DEVELOPMENTAL STANDARDS

  30. DEVELOPMENTAL STANDARDS • All standards in the Alabama Developmental Standards for Preschool Children are not ELPP standards. • ELPP standards are indicated by a diamond. • Remember to align the standards with goals in the IEP. • Do not cut and paste a standard for the annual goal!!

  31. I can’t believe I am having to do these #*%*$ ELPPs. What idiots came up with this idea!?!?! ELPP

  32. ELPP Reminders • ELPP is based on preschool standards. • Old Standards – Developmental Standards for Preschool Children with Disabilities – USE SPREADSHEET – Very few left for 2013-2014 for spreadsheet • Current Standards – Alabama Developmental Standards for Preschool Children – USE WEB-BASED PROGRAM May be accessed at: (https://fp.auburn.edu/institute/elpp/)

  33. Indicator 7 • Indicator 7: Percent of preschool children age 3 through 5 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

  34. Indicator 7 – LEA Performance Profile Alabama/National/LEA

  35. Grade level for preschool • 97 – 2 year olds • 98 – 3 year olds • 99 – 4 & 5 year olds • Change grade levels as child ages.

  36. ELPP REMINDERS • Entry data should be entered for all preschool students, except those whose initial IEP signature date is less that 45 days prior to the end of the school year and will enter kindergarten in the Fall. • Exit data should be entered for all preschool children who have received six months of services by the end of the school year and are going to kindergarten. • If a child exits prior to end of year (moves to another state, parent withdraws child) and has received six months or more of services, exit ELPP should be completed within 30 days of exit.

  37. ELPP DOCUMENTATION • Required to keep data for documentation to support each standard for the ELPP at Entry and Exit. • Progress monitoring helps to determine IEP goals and provides documentation of progress toward ELPP goals. • Progress monitoring should be completed on a routine basis.

  38. ELPP DOCUMENTATION • To assist in gathering documentation for the ELPP, the Family Focus Interview and the Natural Environment Observation were revised to align with the Alabama Developmental Standards for Preschool Children • ELPP Progress Monitoring Documentation Form

  39. Teachers and SLPs are expected to maintain a paper copy of the entry and exit ELPP as documentation. Paper copies will be viewed during monitoring. • Paper copies should remain in the child’s special education files. • If a child transfers to another LEA, a copy of the paper copy should be sent. • The child’s name will transfer to a new LEA on the Web based program after the child is ENROLLED in the new LEA and a new case manager is assigned.

  40. ELPP Reminders • Transfer students: • Child’s name will automatically populate to new LEA’s ELPP Web based list after child is withdrawn from the previous LEA, enrolled in new LEA, AND assigned a Case Manager in the new LEA. • If entry ELPP data was NOT entered in previous LEA, child’s name will populate to Entry list (Blue). ELPP data should be entered by the Case Manager in the new LEA within 45 days of beginning services in the new LEA. • If entry ELPP data was entered in previous LEA, child’s name will populate to the Exit list (Orange) page. Entry data will NOT be visible. Entry data should have been entered on a paper copy and should be available from the previous LEA.

  41. ELPP Reminders Changes in the Web based program • ELPP entry should be completed within 45 days of the initiation of special education services. (Changed from 30 to 45 days). • The date for 45 day completion will be automatically calculated from the initial IEP meeting (signature) date.

  42. ELPP Changes – Fall 2012 • Entry overdue (“Past Due” column) list is a reminder that entry data should be entered. Names will automatically populate to this list after 45 days from the initial IEP meeting (signature) date. • Some students appearing on this list may not actually be overdue for entry data. Example: IEP written in May, but services do not actually begin until August 20th.

  43. ELPP Reminders • The initiation of special education services: • “Services” does not mean eligibility date, third birthday, etc. • “Services” means when the LEA actually begins special education services. • In most instances, the IEP begins immediately following the initial IEP meeting (signature) date. • Exit data should be entered only for students who receive at least six months of services. • Six months of services will automatically be calculated based on the “Initial IEP Signature date” field in the student folder.

  44. ELPP Reminders • If the student’s name appears on the exit overdue list after the April 30th date, the ELPP should be entered at that time. (May 1st through the end of the school year).

  45. ELPP Website: 4 New Features 2012-2013 School Year Collaboratively sponsored by the Auburn Transition Leadership Institute and the Alabama Department of Education

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