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 Outcome One Children have positive social – emotional skills (including social relationships) Outcome Two Outcome Two Children acquire and use knowledge and skills (including early language/ communication and early literacy) Outcome Three 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 maintained skills comparable to same-aged peers % of children who made progress to attain 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 sufficient progress to narrow the gap % of children who made progress but did not narrow the gap % of children who made progress but did not narrow the gap % of children who do did not make progress % of children who do did not make progress

4. Delaware Approved Primary Assessments Carolina Curriculum Infants and Toddlers Carolina Curriculum Infants and Toddlers Carolina Curriculum Preschoolers Carolina Curriculum Preschoolers Creative Curriculum Developmental Continuum Infants, Toddlers and Twos Creative Curriculum Developmental Continuum Infants, Toddlers and Twos Creative Curriculum Developmental Continuum for Preschoolers Creative Curriculum Developmental Continuum for Preschoolers California Desired Results ACCESS (Jan, 07) 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) Adaptive Behavior Assessment System (ABAS) Vineland II Adaptive Behavior Scales Vineland II Adaptive Behavior Scales Ages and Stages Questionnaires (ASQ) Ages and Stages Questionnaires (ASQ) Child Development Inventory (CDI) Child Development Inventory (CDI) Outcome Two Appropriate assessment for articulation Appropriate assessment for articulation

6. Assessing Children With Severe Disabilities Programs will be piloting these assessments: Collier Azuza Collier Azuza Developmental Assessment for Students With Severe Disabilities (DASH) 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 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] 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 Complete the initial assessment within 60 calendar days of beginning services Rate the childs initial level of performance Rate the childs initial level of performance Complete the Child Outcomes Summary Form Complete the Child Outcomes Summary Form Rate each child outcome using the 7 point scale Enter information on eSchool Plus 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. Complete the same assessment instrument that was used initially. By the end of school By the end of school Reflect at least 6 months of intervention. Document the childs progress Document the childs progress Complete a Child Outcomes Summary Form Use the 7 Point Rating Scale for each child outcome Enter information online on the eSchool Plus Enter information online on the eSchool Plus Place information in childs file Place information in childs file Complete process at end of additional years Complete process at end of additional years

11. No Does the child use any immediate foundational skills related to this outcome upon which to build age-appropriate functioning across settings and situations? No (consider rating 1-3) Does the child ever function in ways that would be considered age-appropriate with regard to this outcome? Decision Tree for Summary Rating Discussions Yes (consider rating 4-7) Is the childs functioning age-appropriate across all or almost all settings and situations? YesNoYes To what extent is the child using immediate foundational skills across settings, situations? To what extent is the child using age- appropriate skills across setting and situations? Does anyone have concerns about the childs functioning with regard to the outcome area? Child uses foundational skills across settings and situations most or all of the time Child rarely uses foundational skills across settings and situations Child rarely uses age-appropriate skills. There is much more behavior that is not age- appropriate than age-appropriate. 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. YesNo Rating = 1 Rating = 5Rating =4 Rating = 2 Rating = 3Rating = 6 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 childs 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) Not YetEmergingSomewhatCompletely 1234567 Supporting evidence for answer to Question 1a Source of InformationDateSummary of Relevant Results 1b. (If Question 1a has been answered previously): Has the child shown any new skills or behaviors. (Circle one number) Yes1 Describe progress: No2

14. Entering Information on eSchool Plus

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

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

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

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

22. Calculating Percentages for Regular Program Numerator = # hours per week spent in a regular early childhood 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 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 Multiply result by 100

23. Examples Example 1: Example 1: Numerator =6 hours Numerator =6 hours Denominator 6 hours + 0 (no spec ed services provided outside of the regular program Denominator 6 hours + 0 (no spec ed services provided outside of the regular program Percentage of time in regular program = 100% Percentage of time in regular program = 100% Example 2 Example 2 Numerator = 6 hours Numerator = 6 hours Denominator = 6 hours + 4 hours Denominator = 6 hours + 4 hours Percentage of time in regular program – 60% 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. 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: Measurement: a. # of children who have been served in Part C and referred to Part B for eligibility determination. 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. 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. 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. 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 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 # of children for whom parent refusal to provide consent caused delays in evaluation or initial services Percent = c divided by a – b times 100. 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 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 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. 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.