Pre-K Contacts Meeting DOE Update Lake Mary, Florida May 5 and 6, 2010

Today Update from BEESS New Speech and Language Rules Early Steps updates Break out sessions Size alike groups During Our Time Together

Tomorrow RtI Head Start Parent Survey BDI-2 assessments Break-out sessions Moving forward discussions Reporting from discussions Adjourn During Our Time Together

Indicator 12 Congratulations! 99.2% State Performance Plan (SPP)

Indicator Districts had 100% compliance 30 Districts improved from the prior year Some districts had data entry errors that impacted their compliance All districts completed verification activity on time No districts will be targeted during the school year State Performance Plan (SPP)

Indicator 12 Please continue your Hard work Collaborating with your LES Communicating with your LES Correction of non-compliance is key State Performance Plan (SPP)

Indicator 12 Survey 5 and Survey 2 are used for the activity Verification activity will continue annually Use of the Web to conduct verification activity will continue Improve capability to print list of children May tweak codes State Performance Plan (SPP)

DOE and Early Steps conducted a problem solving activity with one district Why were there children on the district’s tracking sheet that were not included on the verification activity? – Children on tracking sheet that are not coded with “A” or “P” disposition code – Mobile children—reported by Early Steps in one district and in Survey 5 or 2 in another district(s)— BEESS is working on this issue Problem Solving Activity Indicator 12

Indicator 8 Percent of parents that reported that the school facilitated parent involvement as a means of improving services and results for children with disabilities Parent Survey continues to be available until July 1 Encourage parents to complete the survey Moved to on-line survey this year; limited copies available Each district has a contact for the parent survey State Performance Plan (SPP)

Indicator 7 All children should be assessed as they enter the Pre-K program and when they leave the program to attend kindergarten Entry and exit data entered into the Data Manager Districts are responsible for keeping track of those children needing an exit assessment Conducted 19 data entry webinars; more in the fall of districts will be entering item level data 3 districts will be entering raw scores and will conduct a verification activity on 20% of the assessments conducted TATS website has all written guidance State Performance Plan (SPP)

Indicator 7 New use of the BDI-2 Screener effective April 19, 2010 May begin entry/exit using the Screener IF the BDI-2 is NOT used for eligibility Definition: “level comparable to same-aged peers” is > -1.5 standard deviations below the mean on either the BDI-2 full assessment or the Screening Test If the results indicate the child is not functioning comparable to same-aged peers in any domain of the Screener, then the full BDI-2 must be administered in those domains

Indicator 7 Leadership Team is working on – Video modules used as a “Refresher” – Import/Export data training – Updating the Q and A – Future trainings – Quality Assurance issues Districts should be working on – Problem-solving the process from start to finish—including conducting assessments, data collection, data entry – Analyzing district data State Performance Plan (SPP)

Indicator 6 Changes in data collection beginning with the October FTE count (Survey 2) State Performance Plan (SPP)

Exceptional Student, IDEA Educational Environment Element changes reflect anticipated USDOE requirements Children ages 3-5 – For children spending any amount of time in an early childhood setting (a setting where 50% or more of the children are nondisabled) districts need to identify: Those receiving the majority of their special education and related services IN the early childhood setting Those receiving the majority of their special education and related services outside of the early childhood setting

IDEA Educational Environment, Ages 3-5 Code K: A child with a disability spending any amount of time in an early childhood setting and receiving the majority of their special education services in that setting. Code M: A child with a disability spending any amount of time in an early childhood setting but receiving the majority of their special education services outside of that setting.

IDEA Educational Environment, Ages 3-5 Other codes remain unchanged – Code L: Special Education Program at a Regular School Campus or Community Based Setting – Code S: Special Education Program in a Separate School – Code B: Special Education Program in a Residential Facility – Code A: Home – Code J: Service Provider

Examples

Questions on Environmental Codes Karen Denbroeder Marie LaCap

Elements impacting determinations Indicators 9, 10, 11, 12, 15, 20 Critical audit findings Determinations mailed to districts last week LEA Determinations

PK Students with Disabilities Source: October 2005 through 2009, survey 2, File

Enrollment Concerns In Size-alike groups, please discuss Children identified just prior to kindergarten Children in VPK not being referred to Child Find Reaching out to pediatricians as well as family physicians How to ensure that families of children ineligible for Early Steps are aware of school district services if concerns arise later

Required for teachers of course codes and by July 1, 2011 Prekindergarten endorsement may be added to any ESE certification, early childhood, primary education, Pre-K/primary, preschool education, and elementary K-6 Pre-K Endorsement

Exceptions to the July 1, 2011 requirement include – Certification in preschool education (birth through age four years) OR – Certification in prekindergarten/primary education (age three through grade three) OR – The teacher can document at least two full years of teaching experience (including satisfactory teacher evaluations ) with prekindergarten children with disabilities between July 1, 2006, and June 30, 2011 Pre-K Endorsement

Resources for teachers – For course offerings by universities; link to ese.org/personneldevelopment/uco/endorsements.as px ese.org/personneldevelopment/uco/endorsements.as px – Florida’s Virtual ESE Distance Learning Program Infant Toddler Developmental Specialist includes courses applicable to the prekindergarten disabilities endorsement Link to ese.org/public/overview/overview.aspxhttp://virtualese.florida- ese.org/public/overview/overview.aspx – Universities may have additional funding through various federal grants Pre-K Endorsement

Resources for districts – Modules have been developed through Personnel Development Partnership at the University of Central Florida and are now available to districts to use for a district add-on program – Modules are designed to be offered through a facilitated model – Before offering, a school district must submit a plan to DOE – Contact Marilyn Hibbard to obtain a password to view the modules Pre-K Endorsement

Through June 30, 2012 – When another Pre-K program serves as the inclusive setting or classes are blended, teacher may have certification for either the other Pre-K program (e.g. VPK) or as listed in Section 4 for the prekindergarten disabilities course number Beginning July 1, 2012 – Teacher of the inclusive/blended setting will have to have the certification in accordance with the prekindergarten disabilities course number – Exceptions for obtaining the endorsement will continue to apply See Section 1, page 8 of the Course Code Directory Pre-K Inclusive/Blended Settings

HB An act relating to persons with disabilities HB John M. McKay Scholarship Program Legislative Update

34 ECHOS Results State Percentages – Public Schools

2009 Florida Kindergarten Readiness Screener (FLKRS) Results of ECHOS

Florida Kindergarten Readiness Screener (FLKRS) Results of FAIR

What Works Clearinghouse (WWC) is now conducting reviews of research on interventions that focus on improving the school readiness of 3 to 5 year old children with disabilities. New topic area aims to help educators make important decisions about curriculums, supplemental products, and classroom methods New Resource

New Resources Georgetown University’s Center for Child and Human Development recently launched a new website for its Center for Early Childhood Mental Health Consultation Gathers materials on practical guidance on effective ways to promote young children's social and emotional development, and reduce challenging behaviors

New Resources The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) continues to add to their resources Scripted Stories for Social Situations Tools for Working on “Building Relationships” Book List Book Nook Teaching Social Emotional Skills Tools for Developing Behavior Support Plans l#booknook

Department of Education Bureau of Exceptional Education and Student Services Marilyn Hibbard (850) Contact Information