Delaware Building BLOCKS

1. Delaware Building BLOCKS EARLY CHILDHOOD MONITORING – INSTRUCTION – ACCOUNTABILITY SYSTEM FOR YOUNG CHILDREN Delaware Special Education Meeting September 15, 2006 Jim Lesko and Verna Thompson

2. OFFICE OF SPECIAL EDUCATION PROGRAMS CHILD OUTCOMES • Outcome One Children have positive social – emotional skills (including social relationships) • Outcome Two Children acquire and use knowledge and skills (including early language/ communication and early literacy) • Outcome Three Children use appropriate behaviors to meet their needs

3. Information To Be Reported to OSEP: • % of children who maintained skills comparable to same-aged peers • % of children who made progress to attain skills comparable to same-aged peers • % of children who made sufficient progress to narrow the gap • % of children who made progress but did not narrow the gap • % of children who do did not make progress

4. Delaware Approved Primary Assessments • Carolina Curriculum Infants and Toddlers • Carolina Curriculum Preschoolers • Creative Curriculum Developmental Continuum Infants, Toddlers and Two’s • Creative Curriculum Developmental Continuum for Preschoolers • California Desired Results ACCESS (Jan, 07) Exceptions: (1)Children identified as Preschool Speech Delayed (2)Children with severe and profound disabilities

5. Approved Assessments for Children Identified as Preschool Speech Delayed Outcome One and Three • Adaptive Behavior Assessment System (ABAS) • Vineland II Adaptive Behavior Scales • Ages and Stages Questionnaires (ASQ) • Child Development Inventory (CDI) Outcome Two • Appropriate assessment for articulation

6. Assessing Children With Severe Disabilities Programs will be piloting these assessments: • Collier Azuza • Developmental Assessment for Students With Severe Disabilities (DASH)

7. Timeline for Assessing Children Assessment Administration • Children will be assessed at a minimum in the fall and in the spring • Children returning for a second year will only be assessed in the spring [the previous (first) spring assessment will be used as the fall benchmark]

8. Beginning of the Year The team needs to: • Complete the initial assessment within 60 calendar days of beginning services • Rate the child’s initial level of performance Complete the Child Outcomes Summary Form Rate each child outcome using the 7 point scale • Enter information on eSchool Plus

9. At the End of the School Year The Team needs to: • Complete the same assessment instrument that was used initially. By the end of school Reflect at least 6 months of intervention. • Document the child’s progress Complete a Child Outcomes Summary Form Use the 7 Point Rating Scale for each child outcome • Enter information online on the eSchool Plus • Place information in child’s file • Complete process at end of additional years

11. Decision Tree for Summary Rating Discussions Does the child ever function in ways that would be considered age-appropriate with regard to this outcome? No (consider rating 1-3) Yes (consider rating 4-7) Does the child use any immediate foundational skills related to this outcome upon which to build age-appropriate functioning across settings and situations? Is the child’s functioning age-appropriate across all or almost all settings and situations? No Yes No Yes Does anyone have concerns about the child’s functioning with regard to the outcome area? To what extent is the child using age- appropriate skills across setting and situations? To what extent is the child using immediate foundational skills across settings, situations? Child rarely uses foundational skills across settings and situations Child uses foundational skills across settings and situations most or all of the time Child uses age-appropriate skills some of the time across settings and situations. There is a mix of appropriate and not appropriate behaviors and skills. Child rarely uses age-appropriate skills. There is much more behavior that is not age-appropriate than age-appropriate. Yes No Rating = 1 Rating = 2 Rating = 3 Rating = 6 Rating =4 Rating = 5 Rating = 7 The Early Childhood Outcomes Center Revised 5-10-06

13. 1. POSITIVE SOCIAL-EMOTIONAL SKILLS (INCLUDING SOCIAL RELATIONSHIPS) • To answer the questions below, think about the child’s functioning in these and closely related areas • (as indicated by assessments and based on observations from individuals in close contact with the child): • Relating to adults • Relating to other children • Following rules related to groups or interacting with others (if older than 18 months) • 1a. To what extent does this child show age-appropriate functioning, across a variety of settings and situations, • on this outcome? (Circle one number) Supporting evidence for answer to Question 1a 1b. (If Question 1a has been answered previously): Has the child shown any new skills or behaviors. (Circle one number)

14. Entering Informationon eSchool Plus

15. eSchool Plus Districts are responsible for entering information on eSchool Plus • After initial assessment is completed • At end of school year

17. www.doe.k12.de.us/early_childhood/programs/gseg/buildingblockswww.doe.k12.de.us/early_childhood/programs/gseg/buildingblocks

18. Early Childhood - LRE Settings – Category Changes Indicator # 6

19. New Categories • A - Regular Early Childhood Program • A1 – In regular program at least 80% of time • A2 – In regular program 40% to 79% of time • A3 – In regular program less than 40% of time • B - Children Not Attending A Regular Early Childhood Program • Attending a Special Education Program • Separate Class • Separate School • Residential Facility • Not Attending a Special Education Program • Home • Service Provider Location

20. Reporting Categories • Broken Down by Following Categories: • By Age • By Disability • By Race/Ethnicity • By Gender

21. Definitions of Categories • Regular Program – a program that includes at least 50% children without disabilities • Special Education Program – a program that includes less than 50% children without disabilities • Neither early childhood or special education • Home • Service Provider Location

22. Calculating Percentages for Regular Program • Numerator = # hours per week spent in a regular early childhood program • Denominator = total # hours spent in a regular early childhood program PLUS # hours spent receiving special education and related services outside of a regular early childhood program • Multiply result by 100

23. Examples • Example 1: • Numerator =6 hours • Denominator 6 hours + 0 (no spec ed services provided outside of the regular program • Percentage of time in regular program = 100% • Example 2 • Numerator = 6 hours • Denominator = 6 hours + 4 hours • Percentage of time in regular program – 60%

24. Early Childhood Transition

25. Early Childhood Transition – Indicator 12 • 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 birthdays. • Measurement: • a. # of children who have been served in Part C and referred to Part B for eligibility determination. • b. # of those referred determined to be NOT eligible and whose eligibilities were determined prior to their third birthdays. • c. # of those found eligible who have an IEP developed and implemented by their third birthdays. • d. Account for children included in “a” but not included in “b or c”. Indicate the range of days beyond the third birthday when eligibility was determined and reasons for the delays. • Indicate range of days beyond the third birthday when eligibility was determined and the IEP developed and reasons for delay • # of children for whom parent refusal to provide consent caused delays in evaluation or initial services • Percent = c divided by a – b times 100.

26. Transition Time Period • Data needs to be from 5/1 through 4/30 of each respective year • Remember, families can stay with Part C if their children turn three between 5/1 and 8/31 • So, we will be looking for children that turn 3 during this time period to determine if they have IEPs and are receiving intervention by the first day of school.