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Early Childhood Special Education Coordinators Roundtable Meetings

Early Childhood Special Education Coordinators Roundtable Meetings. ISBE March, 2007. Agenda. Introduction ISBE Updates Preschool for All State Performance Plan (SPP) Preschool LRE/Blending Child Outcomes System Transition/Summer Birthdays Division of Early Childhood. Agenda-continued.

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Early Childhood Special Education Coordinators Roundtable Meetings

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  1. Early Childhood Special Education Coordinators Roundtable Meetings ISBE March, 2007

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

  3. Agenda-continued • Networking lunch • Small Group discussion on SPP • Status • What works • Challenges • Small Group reports on SPP • Wrap up

  4. 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

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

  6. 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).

  7. 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

  8. 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.

  9. 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

  10. 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

  11. 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

  12. 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.

  13. 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

  14. 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

  15. 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

  16. 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

  17. 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

  18. Networking Lunch/Future Topics Break in to small groups Have a scribe and reporter volunteer • Small group discussions on SPP • Status • What works • Challenges

  19. Wrap Up Next meeting October 17, 2007 • SAV Pre-conference 1:00-4:00

  20. Contact Information • Early Childhood Education Division • Pamela Reising Rechner – preising@isbe.net • 217.524.4835 • Special Education Services Division • Julie Evans - jevans@isbe.net • Sally Tudor – studor@isbe.net • 217.782.5589

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