OAEP Conference

Kim CarlsonAssistant Director/619 Coordinator

Office of Early Learning & School ReadinessMay 2011

Data Accuracy for Preschool Special Education

• Review of key performance measures

• Review EMIS data points • Address common errors • Provide resources/tools to ensure

accuracy• Anticipated changes

Communication• Work with preschool special education

supervisor to review data accuracy• ESCs or DDs

– District of residence responsible for the special education record

– If ESC is the district of instruction- responsible for assessment reporting

– If DD providing program, district of residence responsible for all reporting

PRESCHOOLData Collection Form

• For documentation of events • For communication between

program and EMIS personnel

• Cross-check program data with EMIS data to ensure accuracy of what is reported to ODE

KEY PERFORMANCE MEASURES

Preschool Special Education

•Indicator 6Preschool Educational Environments•Indicator 7Preschool Child Outcomes•Indicator 12Early Childhood Transition from Part C to Part BAre young children with disabilities

entering kindergarten ready to learn?

•Indicator 3Statewide Assessment•Indicator 4Suspension/Expulsion•Indicator 5School-age Educational EnvironmentsAre children with

disabilities achieving at high

levels?

•Indicator 1Graduation•Indicator 2Dropout•Indicator 13Secondary Transition•Indicator 14Postsecondary OutcomesAre youth with

disabilities prepared for life, work and postsecondary

education?

•Indicator 8Facilitated Parent Involvement•Indicator 9Disproportionate Representation- Child with a Disability•Indicator 9Disproportionate Representation- Eligibility Categories•Indicator 11Child Find•Indicator 15Timely Correction of Noncompliance Finding•Indicator 20Timely and Accurate Data

Does the district implement IDEA to

improve services and results for children with disabilities?

CRADLE TO CAREER: STATE PERFORMANCE PLAN PART B INDICATORS

Welcome toKindergarten

Children who did not have a preschool

experienceChildren who had a

preschool experience

District operated preschool programs

Community early childhood programs

• Publically funded preschool: ECE Entitlement Grant

• Preschool Special Education

• Title I Preschools

• County Boards of Developmental Disabilities• Help Me Grow

• Part C- Infant/Toddlers with Disabilities• At-risk

• Subsidized Child Care• Community Child Care and Preschools• Family/Home Child Care Providers

SSID- for tracking C to B Transition

• Children exiting Help Me Grow will have an SSID assigned

• Local quarterly reports from Help Me Grow will have the SSID

• Check data to avoid duplicates

NEW!

EMIS DATA POINTSCOMMON ERRORS

Preschool Special Education

CHILD COUNT

Common Errors

A child’s IEP must be in effect as of

December 1

How ReceivedScenario

How Received Code Subject Code Disability Code

ECE Entitlement funded child is in a regular preschool classroom.

E 180108 None

ECE Entitlement funded child in a preschool special education unit.

E 196095 None

ECE Entitlement funded child with a disability in a regular preschool classroom.

E 180108 Child has disability code

Child with a disability in a preschool special education unit.

N 196095 Child has disability code

Child with a disability in a regular preschool classroom.

N 180108 Child has disability code

Head Start funded child in a regular preschool classroom.

G 180108 None

Head Start funded child with a disability in a regular preschool classroom.

G 180108 Child has disability code

Head Start funded child as a non-disabled peer in a preschool special education unit.

G 196095 None

August 2010

December Child Count HistoryDecember/Year Child Count December/Year Child Count

1991 6,328 2001 19,075

1992 7,691 2002 22,077

1993 9,837 2003 19,588

1994 11,671 2004 19,659

1995 12,251 2005 20,955

1996 13,741 2006 23,455

1997 14,127 2007 23,137

1998 14,566 2008 23,197

1999 15,860 2009 23,246

2000 17,941 2010 22,454

Common Errors• Districts not reporting children on

itinerant services as “no classroom”• District of residence not reporting

preschool children on the special education record

• Ensuring that the IEP date is current as of December 1

AUT6%

DB0%

DD42%

ED1%

HI1%

MD4%

MR1%

OHI3%

OI1%

SLD1%

SLI40%

TBI0%

VI0%

December 2010 Child Count

3 yr olds26%

4 yr olds38%

5 yr olds35%

December 2010 by Age

Federal reporting for PSE = any child age 3, 4, or 5 as of December 1State rules = a 5-year old in kindergarten is considered school-age

5 year olds include those in kindergarten

UNIT FUNDINGOctober Report

Common Errors• A child’s IEP must be in effect as of

December 1– To count towards unit funding

• Otherwise child will be counted in the columns for nondisabled peers and funding may be reduced

Common Errors• Staff with percent of time in

preschool (assignment 99412)• Connecting children to teachers• Combination teachers who do both

centerbased and itinerant are reported more than once

Unit Report• Three sections to check regularly to

correct errors– Teachers– Related Services– Summary

Name change from ECE Units to PSE Units report expected

Unit Report• Teacher section

– Teachers– Centerbased and/or itinerant– Children by age and percent of time

(50% or 100%)– Nondisabled peers– Age 6 as of 12/1– Error messages

Summary Section

Supervisor Units based on number of allocated/funded classrooms

Maximum funding is the allocation

Psych units based on number of children with an 11 code

May provide service but no unit funds to support Number of units

allocated but not funded- loss of potential revenue

PRESCHOOL LREIndicator 6 in the State Performance Plan

LRE Settings 2 Major Categories

52%48% EC Setting Total

Not an EC Set-ting Total

EC Setting• At least 50% of the enrollment in the

classroom are nondisabled– ECE Entitlement– Head Start– Child Care

• Team Teaching– Children with IEPs may be on one

teacher’s roster but a class within a class = EC Setting

Preschool LRE• Class Composition

– Number of children on IEPs and number of children not on IEPs

• Facility– Residential– Home– Service provider location

• Point in time= 12/1

Preschool LRE Settings IE 51 Regular Education Early Childhood

Program At Least 10 hours per week and receiving the majority (more than 50%) of their special education and related services in the general early childhood setting

IE 53 Regular Education Early Childhood Program Less than 10 hours per week and receiving the majority (more than 50%) of their special education and related services in the general early childhood setting

IE60 Special Education Program – Separate Class -A special education program in which a child with a disability is in a class with less than 50% non-disabled students. Do not report if student is also enrolled in a Regular Early Childhood Program

IE 55 Regular Education Early Childhood Program At Least 10 hours per week and receiving the majority (more than 50%) of their special education and related services in some other location other than the general early childhood setting

IE 56 Regular Education Early Childhood Program Less than 10 hours per week and receiving the majority (more than 50%) of their special education and related services in some other location other than the general early childhood setting

IE62 Special Education Program – Separate School-A special education program in which a child with a disability receives all of his/her special education and related services in an educational program in public or private day schools designed specifically for children with disabilities. Do not report if student is also enrolled in a Regular Early Childhood Program

IE72 Service Provider LocationA program in which a child with a disability receives all of his/her special education and related services from a service provider and did not attend an early childhood program or special education program provided in a separate class, separate school or residential facility. For example, speech instruction is provided in private clinicians’ offices, clinicians’ offices located in school buildings, hospital facilities on an outpatient basis, libraries and other public locations.

IE70 Pre-School-Home -A program in which the child with a disability receives all of their special education and related services in the principle residence of the child’s family or caregivers and who did not attend an early childhood program or a special education program provided in special class, separate school, or residential facility. Included are children who receive special education BOTH at home AND in a service provider location.

IE64 Special Education Program – Residential Facility -A special education program in which a child with a disability receives all of his/her special education and related services in a publicly or privately operated residential school or in a residential medical facility on an impatient basis. Do not report if student is also enrolled in a Regular Early Childhood Program

2010-2011ChangeLRE Definitions for an EC Setting IE 51 Regular Education Early

Childhood Program At Least 10 hours per week and receiving the majority (more than 50%) of their special education and related services in the general early childhood setting

IE 53 Regular Education Early Childhood Program Less than 10 hours per week and receiving the majority (more than 50%) of their special education and related services in the general early childhood setting

IE 55 Regular Education Early Childhood Program At Least 10 hours per week and receiving the majority (more than 50%) of their special education and related services in some other location other than the general early childhood setting

IE 56 Regular Education Early Childhood Program Less than 10 hours per week and receiving the majority (more than 50%) of their special education and related services in some other location other than the general early childhood setting

LRE Changes for 2010-2011

Child is in EC setting 10 hours or more per

week

Child is in EC setting less than 10 hours per

week

Eliminates percent of time in ECE setting

Child receives special education and related services in this

setting

Child receives special education and related services in this

setting

Child does not receive special education and related services in

this setting

Child does not receive special education and related services in

this setting

CHILD OUTCOMESIndicator 7

ECOSF Policy• Choice of two forms

– Beginning spring 2011• Source Summary• Age Expectation

– Emphasize descriptive statements– Include EMIS rating report

Functioning

32

Progress Data for Preschool Children Exiting in 2009-2010

a. Children who did not improve functioning

b. Children who improved functioning but not sufficient to move nearer to functioning comparable to same age peers

c. Children who improved functioning to a level nearer to same-aged peers but did not reach it

d. Children who improved functioning to reach a level comparable to same-aged peers

e. Children who maintained functioning at a level comparable to same-aged peers

First Step: EMIS Data

Outcome 1: Positive social-emotional skills

Progress Data for Preschool Children Exiting in

2009-2010Number Percent

a. Children who did not improve functioning 77 1.2%b. Children who improved functioning but not sufficient

to move nearer to functioning comparable to same age peers

913 14.5%

c. Children who improved functioning to a level nearer to same-aged peers but did not reach it 2212 35.0%

d. Children who improved functioning to reach a level comparable to same-aged peers 2388 37.8%

e. Children who maintained functioning at a level comparable to same-aged peers 721 11.4%

Total N=6311 100%

Outcome 2: Acquisition and use of knowledge and skills (including

early language/communication and early literacy):

Progress Data for Preschool Children Exiting in 2009-

2010

Number Percent

a. Children who did not improve functioning 81 1.3%b. Children who improved functioning but not sufficient

to move nearer to functioning comparable to same age peers

903 14.1%

c. Children who improved functioning to a level nearer to same-aged peers but did not reach it 2267 35.4%

d. Children who improved functioning to reach a level comparable to same-aged peers 2403 37.6%

e. Children who maintained functioning at a level comparable to same-aged peers 745 11.6%

Total N=6399 100%

Outcome 3: Use of appropriate behaviors to meet their needs

Progress Data for Preschool Children Exiting in 2009-

2010

Number Percent

a. Children who did not improve functioning 84 1.3%b. Children who improved functioning but not sufficient

to move nearer to functioning comparable to same age peers

748 11.9%

c. Children who improved functioning to a level nearer to same-aged peers but did not reach it 1640 26.2%

d. Children who improved functioning to reach a level comparable to same-aged peers 2674 42.7%

e. Children who maintained functioning at a level comparable to same-aged peers 1117 17.8%

Total N=6263 100%

Second Step: Summary Statement Calculation

Indicator 7 Summary Statements

Summary Statement 1

Of those children who entered the program below age expectations in Outcome --, the

percent who substantially increased their rate of growth by the time they turned 6 years of

age or exited the program.

Summary Statement 2

The percent of children who were functioning within age expectations in Outcome -- by the

time they turned 6 years of age or exited the program.

Outcome 1: Positive social-emotional skills

Indicator 7 Summary StatementsTargets for

FFY 2009

Data for FFY

2009

Summary Statement 1

Of those children who entered the program below age

expectations in Outcome A, the percent who substantially

increased their rate of growth by the time they turned 6 years of

age or exited the program.

65% 82.3%

Summary Statement 2

The percent of children who were functioning within age

expectations in Outcome A by the time they turned 6 years of

age or exited the program.

48% 49.3%

Total N=6311

Outcome 2: Acquisition and use of knowledge and skills (including

early language/communication and early literacy)

Indicator 7 Summary StatementsTargets for

FFY 2009

Data for FFY

2009

Summary Statement 1

Of those children who entered the program below age

expectations in Outcome A, the percent who substantially

increased their rate of growth by the time they turned 6 years of

age or exited the program.

67% 82.6%

Summary Statement 2

The percent of children who were functioning within age

expectations in Outcome A by the time they turned 6 years of

age or exited the program.

45% 49.2%

Total N=6399

Outcome 3: Use of appropriate behaviors to meet their needs

Indicator 7 Summary StatementsTargets for

FFY 2009

Data for FFY

2009

Summary Statement 1

Of those children who entered the program below age

expectations in Outcome A, the percent who substantially

increased their rate of growth by the time they turned 6 years of

age or exited the program.

65% 83.8%

Summary Statement 2

The percent of children who were functioning within age

expectations in Outcome A by the time they turned 6 years of

age or exited the program.

58% 60.5%

Total N=6311

Outcomes

Social

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Social

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Genera

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-Stat

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Genera

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-Stat

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Person

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Person

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ds-S

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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

2007-2008Baseline 2008-2009 2009-2010

How confident are you that our ECOSF data reported to ODE is accurate, reliable and valid?

ONLY 35%

Three year cycle for ECO• Because the baseline summary statements are

based upon a child’s progress from entry to exit • For the school year 2008-2009, 3,221 children

had six months to two years of service. • For 2009-2010, and every year hereafter, results

will include children who have had six months to three years of service.

• As entry-to-exit service can span 3 years, it takes 3 years to cycle out inaccurate data

Common Errors-Accuracy Checks

• There are 3 ratings (E, K T)• Each outcome has a rating.

– October– Yearend

•  Each outcome has “yes” or “no” recorded for progress. – NA would apply only to initial entry ratings.

• Exit date is after entry date.• Impossible combinations.

Business Rules- Accuracy Check

TRANSITION FROM C TO BIndicator 12

SSID- for tracking C to B Transition

• Children exiting Help Me Grow will have an SSID assigned

• Local quarterly reports from Help Me Grow will have the SSID

• Check data to avoid duplicates

NEW!

Transition Data 2009-2010Category Number

a. # of children who have been served in Part C and referred to Part B for Part B eligibility determination.

3272b. # of those referred determined to be NOT eligible and whose eligibility

was determined prior to third birthday270

c. # of those found eligible who have an IEP developed and implemented by their third birthdays

2804d. # for whom parent refusals to provide consent caused delays in

evaluation or initial services or to whom exceptions under 34 CFR §300.301(d) applied. 15

e. # of children who were referred to Part C less than 90 days before their third birthdays.

151# in a but not in b, c, d, or e.

32Percent 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 birthdays98.87%

Special Ed Record• Preschool Transition Conference

(PSTC)= Trigger• PSTC = Referral• Evaluation = Eligible• IEP implemented by 3rd birthday

– Reasons noted if not by 3rd birthday• Parent choice

• Parent refusal

Special Ed Record• Preschool Transition Conference

(PSTC)= Trigger• If a PR01 indicates there is no

suspected disability, the child should be reported in the aggregate and not have a special education record in EMIS

Anticipated change after FY 2012

• Preschool Transition Conference (PSTC)= Trigger

• If the conference is 6-9 months before the child’s 3rd birthday, a PR01 may be used to begin the evaluation/timeline later

• Child will have an IEP implemented by 3rd birthday

• EMIS will indicate a noncompliance• OEL&SR will investigate to verify

circumstances for 2011-2012

Common Errors• Data Entry

– Based upon monitoring, results in noncompliance in • Indicator 12- Transition from Part C• Indicator 20- Accurate Data

• PSTC only– Aggregate reporting instead

• Missing dates on special education record• Only entering records in compliance- cross

check for 3 year olds

When to report• If

– PSTC is in the spring– The child will be 3 in the summer– Events cross school years

• Report in the year the IEP was implemented and child received services

Transition FAQ• Referral date and timelines

begins with the Preschool Transition Conference (PSTC)– Part C responsibility to invite

district to conference– District required to attend– Communications with Part C

on scheduling

Transition FAQ• Mobility

– Child has transition conference in one district and moves to another

– District does not report on special education record

– OSEP expects receiving district to expedite IEP

TRANSITION TO KINDERGARTEN

Reevaluation

Midyear Reevaluation• Preschool child with a disability • Annual IEP review midyear of final

preschool year• Kindergarten the following year• District chooses to conduct

reevaluation at time of annual IEP review

Reevaluation MidyearIn cases where the annual IEP review or 3

year reevaluation is completed midyear of the child’s last year in preschool:

• District must determine if the annual IEP review occurs midyear, if it is appropriate to conduct the reevaluation required for kindergarten transition

Reevaluation Midyear• If the reevaluation for transition to

kindergarten and school-age services is deemed appropriate– Both preschool and kindergarten eligibility

must be determined. The disability categories are the same except that developmental delay is applied only to preschool children. Once a child enrolls in kindergarten, the child is considered school-age.

IEP Extension• There is no such thing• An IEP is for a maximum of one year• An annual review is required at one

year and a new IEP is developed or the child exits special education

Reevaluation Midyear• For a child that has been eligible for preschool as a child

with a developmental delay, the following apply: – Child is eligible for preschool as a child with a developmental

delay but not eligible under school-age category– The child may not be eligible under school-age category but

the child continues to have preschool developmental delay, IEP will address this for the remainder of preschool

– If child is no longer eligible as a preschooler with a disability, child should be able to continue in the program and should not be withdrawn but no longer receives special education and related services and the child becomes a nondisabled peer

– Parent may choose to withdraw

Reevaluation Midyear• The district will determine if one or two IEPs is most

appropriate– Can have an IEP developed for the remainder of preschool

and later develop another IEP for kindergarten, closer to kindergarten enrollment

– Can have one IEP developed for a year which encompasses both preschool and kindergarten

• Only one can be entered in EMIS at a time• Only a single IEP can exist in EMIS. Two IEPs cannot exist in

EMIS for the same time period, meaning both preschool and kindergarten IEPs cannot exist simultaneously in EMIS

• Kindergarten LRE codes and IEP information need updated in the October EMIS reporting period (Use FN270…..)

• If two IEPs are reported with one outcome information for preschool and kindergarten, the child will appear on the IEP No Fund report and not be reported for child count

QUESTIONS?