1. Erin Arango-Escalante & Sandra Parker

2. EC Indicators At-a-Glance

3. Indicator 6

4. SPP Indicator 6 Percent of preschool children with IEPs attending a: – Regular early childhood program (R codes); and – Separate special education class, separate school or residential facility (B codes).

6. Regular Early Childhood Program Definition: A program that includes a majority (at least 50%) of nondisabled children (i.e., children not on IEPs). The category may include, but is not limited to:  Head Start;  kindergartens;  private kindergartens or preschools; and  group child development center or child care. Includes environment codes: R1, R2, R3, R4

8. Early Childhood Special Education Program Definition: A program that includes less than 50% nondisabled children. Special education early childhood programs include, but are not limited to:  special education classrooms in regular school buildings;  trailers or portables outside regular school buildings;  child care facilities;  hospital facilities on an outpatient basis;  other community-based settings;  separate schools; and  residential facilities. Includes environment codes: B1, B2, B3

10. Child does not attend a program Definition: A child does not attend a regular early childhood program or a early childhood special education program. – Special education early childhood programs include:  Home – Environment Code: B4  Service provider location  private clinicians’ offices  clinicians’ offices located in school buildings – Environment Code: B5

11. Reporting Information Point in Time – Third Friday September and October 1 ISES child counts ISES Homepage: http://www.dpi.wi.gov/lbstat/isesapp.html http://www.dpi.wi.gov/lbstat/isesapp.html

12. Indicator 6 Contact Information Mary Joslin Statewide Preschool Environments Coordinator mjoslin@cesa10.k12.wi.us 715-720-2158

13. Indicator #7

14. Indicator 7 Percent of preschool children with IEPs who demonstrate improved: 1.Positive social-emotional skills (including social relationships) 2.Acquisition and use of knowledge and skills (including early language/communication and early literacy) 3.Use of appropriate behaviors to meet their needs

15. Indicator 7 is now an annual data collection: No longer associated with the Procedural Compliance Self-Assessment Cycle. New definition of Entry Date : Changes to Projected IEP Implementation Date (formerly Initial Placement Signature Date). 15 Beginning July 1, 2011

16. Indicator 7 Process Step 1: LEAs determine child’s level of functioning using a 7-point scale and report entry and exit data to the DPI Step 2: DPI converts entry and exit data into progress categories Step 3: DPI then converts data from 5 progress categories into 2 summary statements for each outcome area and reports this to OSEP

17. Indicator 7 Rating the status of child’s functioning at entry and again at exit Comparing child’s functioning to what is expected at his/her age

18. 18

19. Child Outcome Summary Form (COSF)

20. Tips for Reporting Entry Data An IEP team should determine the entry ratings for 3 outcome areas Entry ratings should be reported 60 days prior to the child’s projected IEP implementation date

21. Districts may choose to use the B-3 Exit Rating as the LEA Entry Rating. The ratings can be found on PPS (Additional Information). Best practice is to develop system of communication between B-3 & LEA regarding exchange of Child Outcomes information. 21 Tips for Reporting Entry Data: Using Birth to 3 Exit Ratings

22. Tips for Reporting Exit Data An IEP team and/or group should determine exit ratings for all 3 outcome areas Exit ratings should be reported within 30 days after: – Child exits ECSE – Child transfers to another LEA – Child turns 6 years old

23. LEA Tips for Entry and Exit Ratings Any children (age 3-5) with initial IEPs will have entry and exit ratings. – Exceptions: Children with less than 6 months of service Children who transfer from another LEA and IEP is adopted

24. LEA Tips for Internal System Set up a “colored folder” system. Identify a staff person who will monitor the Child Outcomes “system” on a monthly basis. Identify a day of the month that child outcomes data is reported. Set up a process for training new staff on the Child Outcomes process and procedures.

25. Reporting Information Special Education Web Portal: https://www2.dpi.state.wi.us/seportal/Pages/ SignIn.aspx https://www2.dpi.state.wi.us/seportal/Pages/ SignIn.aspx

26. Indicator 7 Contact Information Ruth Chvojicek Statewide Child Outcomes Coordinator chvojicekr@cesa5.k12.wi.us 608-742-8814 ext. 245

27. Indicator 12

28. 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. – 100% Compliance – Data is entered into Program Participation System (PPS)

29. Transition Timeline

30. LEA Tips Need help accessing PPS and/or Special Education Web Portal, contact: Nancy Fuhrman Nancy.fuhrman@dpi.wi.gov 608-267-9243

31. PPS LEA Page Use Reason Code document to determine reason for these boxes.

32. LEA Reason Code Document

33. LEA Tips Run LEA Notification and Referral Report once per month to ensure children with late referrals are evaluated and have IEPs implemented by 3 rd birthday. Develop interagency agreements with Birth to 3 programs.

34. Indicator 12 Contact Information Wendi Schreiter Statewide Early Transitions Coordinator wendischreiter@gmail.com 920-841-2555

35. ECSE Resources