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Early Childhood Education for ALL Young Children: A Look at the IDEA Six-Year State Performance Plan Susan Crowther IDEA, Part B, Section 619 Coordinator Anita Ashford Title I Prekindergarten Programs
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State Performance Plan Six-Year Plan Annual Performance Report with data- driven results Written across Divisions at the Department Submitted December 2005 Approved without revision, Jan 2006
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20 Indicators Indicator 1 – High School Diploma Rate Indicator 2 – Dropout Rate Indicator 3 – Statewide Assessment Indicator 4 – Suspension/Expulsion Indicator 5 – Placement of Students 6-21 Indicator 6 – Placement of Students 3-5 Indicator 7 – Outcomes Students 3-5 Indicator 8 – Family Involvement Indicator 9 – Disproportionality - Overall Identification
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Indicators (continued) Indicator 10 – Disproportionality - Identification by Classification Indicator 11 – Timely Evaluations Indicator 12 – Transition from Part C to Part B Indicator 13 – Transition, Ages 16+ Indicator 14 – Transition, Postsecondary Survey Indicator 15 – General Supervision Indicator 16-19 – Dispute Resolution Indicator 20 – Accurate Data
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Early Childhood Indicators Indicator 6 - FAPE in the LRE Children served in setting with typically developing peers Indicator 7 - FAPE in the LRE Outcomes Indicator 12 – Transition from Part C to Part B IEP by the third birthday
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Indicator 6 – FAPE in the LRE Percent of preschool children with IEPs who received special education and related services in settings with typically developing peers (e.g., early childhood settings, home, and part-time early childhood and part-time early childhood special education settings). (20 U.S.C. 1416(a)(3)(A))
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Educational Environments Early Childhood Setting (ECE) Early Childhood Special Education Setting (ECSE) Home Part-Time ECE/Part-Time ECSE Residential Facility Separate School Itinerant Service (Outside the Home) Reverse Mainstream Setting
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Educational Environments Early Childhood Program at least 80% of day Early Childhood Program from 40% to 79% of day Early Childhood Program Less than 40% of day Early Childhood Special Education Program, Separate Class Early Childhood Special Education Program, Separate School Early Childhood Special Education Program, Residential Facility Service Provider Location Home
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State Improvement Goal ECE, Part-time/part-time, home (Itinerant, RM) FFYMeasurable and Rigorous Targets 2005-0641.67% 2006-0744.00% 2007-0848.43% 2008-0952.86% 2009-1057.29% 2010-1161.71%
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Indicator 7 – FAPE in the LRE Percent of preschool children with IEPs who demonstrate improved: Positive social-emotional skills (including social relationships); Acquisition of and use of knowledge and skills (including early language/communication and early literacy); and Use of appropriate behaviors to meet their needs. (20 U.S.C. 1416(a)(3)(A))
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Choosing an instrument State Task Force 2004-05 – reviewed instruments May 2005 – Recommended Assessment, Evaluation and Programming System (AEPS) December 2005 – Train the Trainers Spring 2006 – Students assessed using AEPS
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Indicator 12 – Transition C to B Percent of children referred by Part C prior to age three, who are found eligible for Part B, and who have an IEP developed and implemented by their third birthdays. Data of current IEP by third birthday not accurate due to lack of reporting between Part C and Part B
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Publications Early Childhood Transition Process Brochure – April 2006 Family Booklet – Summer 2006 Collaboration between Part C System and Part B, Section 619 on these and other planned publications
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Reports Monthly report to school districts of children served in Part C who are 2 years 2months Provided by Part C to the state, then dispersed to school districts
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Transition Meeting Scheduled between child’s age of 2 years 3 months and 2 years 9 months Scheduled by the child’s Family Service Coordinator (FSC) Held by child’s age of 2 years 9 months Attended by parents and school district and Part C stakeholders
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Evaluation and IEP Evaluation must be completed in timely manner in order to complete IEP by third birthday. IEP completed, signed and implemented by third birthday. No interim IEP allowed No timeline extensions allowed that would prevent the IEP by third birthday.
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For more information State Performance Plan Publications Type in “State Performance Plan” State Department susan.crowther@la.gov anita.ashford@la.gov cynthia.ramagos@la.gov Regional Service Center www.louisianaschools.net School Directory, Education staff, DOE by office/division Regions, Early Childhood Coordinator
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