2. Using Data to Improve Indicator Outcomes. Indicators 6, 7, and 12 MEGA 2014 7/18/2014

3. 2014 EI Preschool Conference 7/18/2014

4. Objectives and Expected Outcomes  Participants will gain an understanding of Indicators 6, 7, and 12.  Participants will review/interpret data for Indicators 6, 7, and 12.  Participants will have knowledge of ways to improve Indicators 6, 7, and 12.  LEAs will be within expected targets for each of the Indicators. 7/18/2014

5. Measuring Progress for Preschool Special Education Children  OSEP requires measurement of three areas for preschool:  LRE  Outcomes  Transition 7/18/2014

6. Indicator 6 Least Restrictive Environment 7/18/2014

7. OSEP Letter  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.  “ 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.” 7/18/2014

8. 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.” 7/18/2014

9. Indicator 6 measures the percent of preschool children aged 3 through 5 with IEPs attending: Measurement A  Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program. (LRE 20, 22)  Alabama’s target: 52.5% or above.  Alabama’s results for 2013-2014 are 46.94%. Measurement B  Separate special education class, separate school or residential facility. (LRE 18, 17, 16)  Alabama’s target: 6.58% or below.  Alabama’s results for 2013-2014 are 5.18%. 7/18/2014

10. Indicator 6 7/18/2014

11. Measurement A Target: 52.5% and Above Current Data 7/18/2014

12. Measurement A Target: 52.5% and Above Current Data 7/18/2014

13. Measurement B Target: 6.58% and Below Current Data 7/18/2014

14. Indicator 6 Measurement A Alabama’s Goal: 52.5% or above  LRE 20: Attends a regular early childhood program at least 10 hours per week receiving the majority of special education services in the regular early childhood environment.  LEA inclusion classes, daycare, community preschool classes, Head Start classes, First Class Pre K and LEA funded placement in private preschool programs with at least 50% non-disabled children. 7/18/2014

15. Indicator 6 Measurement A Alabama’s Goal: 52.5% or above  LRE 22: Attends a regular early childhood program less than 10 hours per week receiving the majority of special education services in the regular early childhood environment.  LEA inclusion classes, daycare, community preschool classes, Head Start classes, First Class Pre K and LEA funded placement in private preschool programs with at least 50% non-disabled children. 7/18/2014

16. Indicator 6 Measurement B Alabama’s Goal: 6.58% or below LRE 16: Residential Facility  Attends a special education program and is not in any regular early childhood programs or kindergarten.  Residential school or medical facility. 7/18/2014

17. Indicator 6 Measurement B Alabama’s Goal: 6.58% or below LRE 17: Separate School  Attends a special education program and is not in any regular early childhood programs or kindergarten.  School designed for children with disabilities. 7/18/2014

18. Indicator 6 Measurement B Alabama’s Goal: 6.58% or below LRE 18: Separate Class  Attends a special education program and is not attending a regular early childhood program, kindergarten, or special education playgroup.  Self-contained special education class 7/18/2014

19. Ways to improve Indicator 6  Know your system’s Indicator 6 percentages for Measurements A and B.  If your LEA is not meeting the targets, consider if there were LRE coding errors or if the LREs selected were appropriate for the child’s needs.  Review and understand the LRE codes for preschool.  Know the options of providing preschool special education services in ‘regular class’ environments.  LRE codes 14, 19, 21, or 23 will influence the results of Measurements A and B. 7/18/2014

20. LRE 19 or 14, Services Provided without Typical Peers LRE 19: Service Provider Location  Child does not attend a regular early childhood program, special education program or kindergarten and receives services in a service provider location.  Receives OT in a hospital facility on an outpatient basis, receives speech instruction in a private SLP’s office/SLP room located in a school building. LRE 14: Home  Child does not attend a regular early childhood program, special education program or kindergarten and receives services in a service provider location.  Home lacks typical peer interaction that research has shown to enhance and stimulate growth and learning. Be sure that the nature of the child’s disability is so severe that education in regular classes with the use of supplementary aids and services could not be achieved. 7/18/2014

21. LRE 21 or 23, Services Provided without Typical Peers. LRE 21:  Attends a regular early childhood program at least 10 hours per week and receives the majority of special education services in other locations.  LEA inclusion preschool classes, daycare, community preschool classes, Head Start classes, First Class Pre K, or an LEA funded placement in a private preschool program and receives special education services in a room away from typical peers. LRE 23:  Attends a regular early childhood program less than 10 hours per week and receives the majority of special education services in other locations.  LEA included preschool classes, daycare, community preschool classes, Head Start classes, First Class Pre K, or an LEA funded placement in a private preschool program and receives special education services in a room away from typical peers. 7/18/2014

22. Indicator 7 Preschool Outcomes 7/18/2014

23. 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 7/18/2014

24. OSEP’s New Focus: Positive Preschool Outcomes  Of those children who entered the program below age expectations, the percent who substantially increased their rate of growth by the time they exited the program.  The percent of children who were functioning within age expectations by the time they exited the program. 7/18/2014

25. OSEP’s New Focus: Positive Preschool Outcomes  Are children benefiting from the LEA  preschool program (LRE)  special education services  related services 7/18/2014

26. Use SPP Indicator 7 Data to Improve Outcomes Review LEA Data for Indicator 7  www.alsde.edu, Offices/Departments, Special Education Services, LEA Performance Profiles www.alsde.edu  Determine if your LEA is meeting the state standard 7/18/2014

27. Indicator 7 – LEA Performance Profile Alabama/National/LEA 7/18/2014

28. Indicator 7 AL target 12-13 % 12-13 MET Target LEA % LEA Met Target 7/18/2014

29. Use SPP Indicator 7 Data to Improve Outcomes Review paper copy of the ELPP  Was the data collected accurately?  Was the data collected based solely on parent report or solely on case manager guess?  Did the case manager utilize provision of special education services up to 45 days to allow time for teachers and related service providers to observe the child’s strengths and needs based on the ELPP standards? Was the appropriate ELPP objective (M-6) selected for each of the ELPP standards?  Was the data collected using multiple sources and are these sources documented? 7/18/2014

30. Use SPP Indicator 7 Data to Improve Outcomes Review the preschool program  Does the program strategically and systematically guide instruction towards mastery of the Alabama Developmental Standards for Preschool Children? Supplement the curriculum to cover the Alabama Standards as appropriate.  Is instruction individualized and scaffolded to build on previous learning experiences in order to enhance future growth and learning?  Does the program have typical peer models? Is the LRE appropriate for maximum typical peer interaction?  Does the child attend regularly?  Are there transportation needs? Is transportation needed to provide FAPE? 7/18/2014

31. Use SPP Indicator 7 Data to Improve Outcomes Review /Revise the IEP Are the targeted IEP goals based on current data?  Are the goals based solely on one assessment?  Progress monitor the skills of the child utilizing the ELPP Documentation Form or the paper copy of the ELPP.  Utilize the ELPP along with other sources such as parent interview, assessments, Family Focus Interview, Natural Environment Observation, medical reports, curriculum evaluations and IEP goal data to develop or revise IEP goals. 7/18/2014

32. Use SPP Indicator 7 Data to Improve Outcomes Review /Revise the IEP continued….  Frequency and duration of special education services  Does the child participate frequently enough to make adequate progress?  Are more days or time needed? 7/18/2014

33. Indicator 7: Data Collected with ELPP  Early Learning Progress Profile (ELPP) is Alabama’s data gathering tool designed with guidance from OSEP TA center to measure progress in preschool children with disabilities  Developed in 2006, in response to Indicator 7 requirements for the SPP/APR  ELPP Data gathered for Indicator 7 is reported:  To OSEP each February  In the SPP/APR Local Education Agency (LEA) Special Education Performance Profile 7/18/2014

34. ELPP  ELPP is based Alabama Developmental Standards for Preschool Children.  Access standards:  https://fp.auburn.edu/institute/elpp/ ELPP website  www.alsde.edu, department/offices, www.alsde.edu special education services, preschool, Developmental Standards Handbook 7/18/2014

36. Alabama Developmental Standards for Preschool Children  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!!  LL.P.5.1 Experiment with a variety of writing tools and materials. 7/18/2014

37. Child Outcome Summary Form  COSF is an abstract tool with a seven point rating system for determining progress in preschool children developed by OSEP.  ELPP and the Alabama Developmental Standards for Preschool children are aligned with the COSF ratings.  eds 7/18/2014

38. Collaboratively sponsored by the Auburn Transition Leadership Institute and the Alabama Department of Education ELPP Website: https://fp.auburn.edu/institute/ELPP/ 7/18/2014

39. ELPP Entry Data  Entry data should be entered for all preschool students, except those whose initial IEP meeting date is less that 45 days prior to the end of the school year and will enter kindergarten in the Fall.  Data should be gathered in a collaborative process from multiple sources, entered on the paper copy, then submitted.  ELPP entry should be collected and submitted within 45 days of the initiation of special education services. (Changed from 30 to 45 days).  “Initiation of special education services” means when the LEA actually begins special education services.  “Services” does not mean eligibility date, third birthday, etc.  The 45 days is automatically calculated from the “date of initial IEP meeting” field in the student folder. That date is the same as the initial IEP signature date. 7/18/2014

40. ELPP Exit Data  Exit data should be collected and submitted for all preschool children who have received six months of services by the end of the school year and are going to kindergarten.  Six months of services will automatically be calculated based on the “Date of Initial IEP Meeting” field in the student folder.  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 collected and submitted within 30 days of exit. 7/18/2014

41. ELPP Exit Data cont…  For children exiting preschool in Spring before going to kindergarten in the Fall:  Collect Exit data between April 15-30. Do not collect data prior to April 15.  Submit ELPP Exit data May 1-15.  No ELPP documents should be uploaded before May 1, unless the child moves out of state or exits special education.  If the student’s name appears on the exit overdue list after the April 30 th date, the ELPP should be entered at that time. (May 1 st through the end of the school year). 7/18/2014

42. Do not submit Exit ELPP:  For children receiving less than six months of services and exiting preschool.  For children that the parent revoked consent for services after receiving more than six months of service.  For children attending preschool for another year rather than transitioning to kindergarten. The exit ELPP will be completed at the end of that year in preschool before the child goes to kindergarten. 7/18/2014

43. Do not submit Exit ELPP: cont…  For children that move out of Alabama without withdrawing from the LEA (after receiving more than six months of services).  For children that are no longer eligible to receive services.  For children that are deceased. 7/18/2014

44. ELPP Documentation Teachers and SLPs are expected to maintain a paper copy of the entry and exit ELPP in the child’s special education file. Paper copies will be viewed during monitoring. Paper copies should remain in the child’s special education files. 7/18/2014

45. ELPP DOCUMENTATION  Required to keep data for documentation to support each standard for the ELPP at Entry and Exit.  Collection of ELPP data should be a collaborative process from multiple sources.  Parent  Early childhood teacher  Early childhood special education teacher  EI service coordinator  Related service providers- SLP, O & M, PT., OT, Nurse, AT specialist, LEA representative  Reports- Eligibility, physicians/medical, checklists, observations, private evaluations, Family Focus Interview, Natural Environment Observation, assessments, curriculum evaluations  Other agency documentation 7/18/2014

47. ELPP Progress Monitoring Documentation Form Uses:  Data can be collected on one form covering a period of 3 years- Columns for Entry data, progress monitoring for 2 years, and Exit data  Can serve as the paper copy of ELPP required to be kept in the child’s file  Has codes to document sources that provided the data  Provides documentation of progress toward IEP goals and ELPP standards  Good visual for sharing progress towards standards with parents 7/18/2014

48. ELPP : Transfer Students If a child transfers to another LEA, a copy of the paper copy should be sent or scanned and emailed. The child’s name will automatically populate to the new LEA’s ELPP Website list after: Child is withdrawn from the previous LEA. Enrolled in new LEA. Assigned a case manager in the new LEA. 7/18/2014

49. ELPP : Transfer Students  If entry ELPP data was NOT entered in previous LEA: Name will populate to Entry list (Blue). An ELPP paper copy should be available from previous LEA. Entry data should be entered by the new LEA case manager within 45 days of beginning services in the new LEA.  If entry ELPP data was entered in previous LEA:  Name will populate to the Exit list (Orange) page.  Entry data will not be visible.  A paper copy of the ELPP should be available from the previous LEA. 7/18/2014

52. ELPP Website: Missing Student Name from List 7/18/2014

53. ELPP Website: Helpful Features  E-mail feedback link  “Date of Initial IEP Meeting” column  “Past Due” column  Search feature for student name lists 7/18/2014

54. Indicator 12: “t”ransition EI to Preschool Tracking Log 7/18/2014

55. 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.  Data is reported on the EI to Preschool Tracking log.  OSEP Target for Alabama is 100%.  Alabama’s result was 99.56%. 7/18/2014

57. Step 1: Letter of Notification 7/18/2014

58. EI to Preschool Tracking Log LEA: Mr. Rodger’s Neighborhood 7/01/2013 To 06/30/2014 LEA Code NameSSID Student Date of Birth Date Letter of Notificatio n Rec’d From EI Referred to EI less than 90 Days 222 Adams, Eve111222333 3/18/116/28/13 N 222 Ceasar, Julius444555611 02/25/1105/28/13 N 222 Temple, Shirley123456719 11/29/1003/19/13 N 222 Wonka, Willie012345618 10/26/1008/08/13 Y Enter the child in INOW. *Assign a State ID number if there is not a social security number and enter the child’s birthdate. *Under the Preschool Tab in the student’s folder enter the date the Letter of Notification was received and if the child was referred to EI less than 90 days. 7/18/2014

60. For Every Child that the LEA Receives the Early Intervention Notification to Local Education Agency  The following must always be entered in the EI to Preschool Tab, even if a transition meeting is not held: 1. Check the box “Transitioned from EI Program” 2. Enter “Date Letter of Notification from EI was Received” 3. Enter “Y or N for Referred to EI less than 90 Days” 7/18/2014

61. Checks and Balances  Have a plan for receiving and distributing the Early Intervention Notification to Local Education Agency letters from EI to preschool coordinators/case managers.  Each month, SDE e-mails the LEA the list of children that have been referred by EI to the LEA.  Compare the list to the Early Intervention Notification to Local Education Agency letters received.  Check with LEA personnel to find notifications that you don’t have.  Notify Kay Spivey or Denise Gilham if a letter of notification was not received for any of the children that EI reported sent to the LEA. Do not send this list to EI service coordinator/s as this is a breach of confidentiality of notification for the children and their families.  SDE will request EI to send another letter of notification to the LEA for children that notifications were not received. 7/18/2014

62. Step 2: “t”ransition Meeting Step 3: Referral Meeting. Children who are found eligible, must have an IEP developed and implemented by their third birthdays 7/18/2014

63. EI to Preschool Tracking Log LEA: Mr. Rodger’s Neighborhood 7/01/2013 To 06/30/2014 LEA Code NameSSIDStudent Date of birth Date Letter of Notificatio n Referred to EI less than 90 Days Date of Transition Meeting 222 Adams, Eve 111222333 3/18/116/28/13N12/17/14 222 Ceasar, Julius 444555611 02/25/1105/28/13N11/22/13 222 Temple, Shirley 123456719 11/29/1003/19/13N08/27/13 222 Wonka, Willie 012345618 10/26/1008/08/13Y 7/18/2014

64. EI to Preschool Tracking Log LEA: Mr. Rodger’s Neighborhood 7/01/2013 To 06/30/2014 LEA Code NameSSID Student Date of Birth Date Letter of Notificatio n Referred to EI less than 90 Days Date of Transitio n Meeting Date of Referral Signature s 222Adams, Eve 111222333 3/18/116/28/13 N 12/17/14 2/20/14 222Ceasar, Julius 444555666 2/25/115/28/13 N 11/22/13 222 Temple, Shirley 123456789 11/29/10 3/19/13 N 8/27/13 222 Wonka, Willie 012345678 10/26/10 9/08/13 Y 7/18/2014

65. Step 4: Evaluations Evaluate the child according to the Alabama Administrative Code. 7/18/2014

66. EI to Preschool Tracking Log LEA: Mr. Rodger’s Neighborhood 7/01/2013 To 06/30/2014 Name Student Date of Birth Referred to EI less than 90 Days Date of Transitio n Meeting Date of Referral Signature s Date of Initial Eligibility Determinatio n Determine d Eligible for Services Eligibility determined prior to 3 rd birthday Adams, Eve 3/18/11 N 12/17/142/20/14 3/17/14YY Ceasar, Julius 2/25/11 N 11/22/13 2/21/14NY Temple, Shirley 11/29/10 N 8/27/13 11/30/13 YN Wonka, Willie 10/26/10 Y 7/18/2014

67. EI to Preschool Tracking Log LEA: Mr. Rodger’s Neighborhood 7/01/2013 To 06/30/2014 Name Student Date of Birth Date of Referral Signatures Date of Initial Eligibility Determination Determined Eligible for Services Eligibility determined prior to 3 rd birthday If “NO” range of days eligibility determined after 3 rd birthday Reason for late (or no) eligibility determined Adams, Eve 3/18/11 2/20/14 3/17/14 YY Ceasar, Julius 2/25/11 11/22/132/21/14 NY Temple, Shirley 11/29/10 8/27/13 11/30/13 YN1-15UC Wonka, Willie 10/26/10 PSP Under the Preschool tab, document the date of the IEP meeting. Y or N if developed and implemente d by 3 rd birthday. If not, how many days late and code why. 7/18/2014

68. Step 4: Individualized Education Programs The child is eligible for services. 7/18/2014

69. Name Student Date of Birth Determine d Eligible for Services Date of Initial IEP Meeting IEP developed and Implemented by 3 rd birthday If “NO” range of days IEP developed after 3 rd birthday Reason for late (or no) IEP development Adams, Eve 3/18/11 Y 3/17/14 Y Ceasar, Julius 2/25/11 N Temple, Shirley 11/29/10 Y 11/30/13 N1-15 UC Wonka, Willie 10/26/10 EI to Preschool Tracking Log LEA: Mr. Rodger’s Neighborhood 7/01/2013 To 06/30/2014 7/18/2014

70. Ways to Improve Indicator 12  Review the EI to Preschool tracking log under state reports to ensure all data is entered correctly with all fields completed.  Review information entered in the EI to Preschool tab on the student folder page of SETS to be sure data is accurate. Only data for children transitioning from EI are entered in the EI to Preschool tab. Data on the tracking log is pulled from this tab. No parental referrals will be entered on this tab.  Window of report submission: September 2-9, 2014  All children, for whom the LEA received the Early Intervention Notification to Local Education Agency, must be accounted for on the EI to Preschool Tracking Log during the reporting period in which the child turns three. Best practice is to enroll the child upon receipt of this notification. 7/18/2014

71. Ways to Improve Indicator 12  For every child that the Early Intervention Notification to Local Education Agency was received, the following must always be entered in the EI to Preschool Tab (even if a transition meeting is not held).  Check the box Transitioned from EI Program  Date Letter of Notification from EI Received  Referred to EI less than 90 Days Y or N  The date of Referral Signature is the signature date of the special education referral. 7/18/2014

72. Contact Information  Kay Spivey – kspivey@alsde.edu (Until December 1 st )kspivey@alsde.edu  Denise Gilham – dgilham@alsde.edudgilham@alsde.edu  Jan Enstrom – jane@alsde.edu (Until August, 2015)jane@alsde.edu  New person ???? 7/18/2014