Upload
patrick-lloyd
View
221
Download
0
Tags:
Embed Size (px)
Citation preview
Statewide MeetingPreschool Update
VESID Special Education Services
New York State Education Department
October 2007
Topics 1) 2007 Changes to New York State
Special Education Laws and Regulation
2) Special Education Itinerant Teacher Services and Related Services for Preschool Students with Disabilities
3) Highlights of the Longitudinal Study4) Temporary Task Force on
Preschool Special Education
2007 Changes to NYS Special Education Laws and Regulation
Committee on Preschool Special Education (CPSE)
• Early intervention (EI) representative is a member at the request of the parent of the student transitioning from EI to preschool special education
Individualized Education Program (IEP) Implementation
• Section 4410 – IEP must be implemented as soon as possible
following development of the IEP, but not later than 30 days from the recommendation of the CPSE.
Preschool Special Classes
• Maximum class size of 12
– Preschool programs at maximum enrollment may temporarily enroll an additional preschool child, with the assignment of additional staff, when there is no other appropriate program available to serve the student
Pendency
• Child transitioning from early intervention (EI) to preschool– District not required to provide EI services – If found eligible, district must provide those
services not in dispute between parent and district
Administrative Responsibility
• Board of Education must adopt written policy and administrative practices and procedures– to ensure each preschool student with a
disability, residing in a district has opportunity to participate in preschool programs
– including timely evaluation and placement
Special Education Itinerant Teacher Services (SEIT)
and Related Services (RS) for Preschool Students with
Disabilities
SEIT and Related ServicesSEIT• Provided by certified special education teachers of
approved preschool programs on itinerant basis– Direct individual or group instruction– Consultation to teacher
Related Services• Provided by appropriately certified or licensed
professionals– Developmental, corrective or support services– Do not include medical device surgically implanted
• SEIT & RS Combined– depending upon needs of child– IEP must specify those are provided at the same time
Responsibilities• Provide frequency, duration and intensity
specified on IEP• Establish a schedule for legal holidays and
vacations• Maintain attendance registers• Document and communicate with CPSE about
excessive absence of child• Arrange for substitute and/or make-up sessions
in event of staff absence• Maintain records requested by municipality • Maintain records on time for other required
functions of SEIT
Billing
SEIT• Reimbursed on
enrollment basis• Direct/indirect• ½ hour blocks• Group instruction-
formula• Billable time• Missed sessions
Related Services• Fee for service
established by municipality
• Group services-group rate
• Billing not exceed maximum # of sessions
Municipality Responsibilities
• Develop & publicize procedures on documentation to be kept by providers
• Establish internal controls
Highlights of theHighlights of theLongitudinal Study of Preschool Longitudinal Study of Preschool
Special Education in New York StateSpecial Education in New York State
What happens during and after Preschool Special
Education Services?
Preliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Statewide 10/03/07
Numbers of Children in the Longitudinal Preschool Study Over Time, Preschool to 3rd Grade
5,239
3,6733,456
132
1,852
4,792
2,9473,247
3,354
0
1,000
2,000
3,000
4,000
5,000
6,000
Preschool Kindergarten 1st Grade 2nd Grade 3rd Grade
Preschool Cohort (PD-7 count) Comparison Cohort, No Preschool Services
Preliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Oct. 3, 2007
Preschool Special Education Services
Preliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Statewide Oct. 3, 2007
Demographics of Preschool Cohort
• Predominantly male– 67% to 73% across Need/Resource Categories (N/RC)
• Predominantly non-white– overall average 51%; 86% in NYC; 68% in Large Four;
average 14% in other districts
• Instruction needed in languages other than English– 25% in NYC; 4% in Large Four; 1% in other districts
• Transitioned from Early Intervention Services– 73% in NYC; 41% in Large Four; 34% in other districts
Preliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Oct. 3, 2007
Preschool Special Education Setting (PD-1/4) by N/RC
Service Setting*New York City
Large Four
Urban-Suburban
High
Rural High Average Low
All Districts
ExcludingBig 5
Total All Districts
State Range
200-01, 2001-02
Number of Students 2,290 353 393 235 1,063 485 2,176 4,819 34,425-
36,144Early Childhood Setting 28% 82% 40% 4% 31% 34% 31% 33% 38%
Early Childhood Special Education Setting
57% 12% 36% 51% 28% 35% 33% 43% 30%
Home 2% 4% 12% 37% 28% 17% 24% 12% 14%Itinerant Service Outside of Home (in Hospital)
<1% 0% 0% <1% 0% 9% 2% 1% 1%
Part-time Early Childhood/ Part-time Early Childhood Special Education Setting
5% 0% 9% 8% 7% 3% 6% 5% 6%
Separate School 8% 2% 3% 0% 6% 3% 4% 6% 11%
Lo
w
Int
egra
tion
Hig
h
Source: MGT of America, Inc. database, December 2001 IEP data. The (N=) value may vary due to not all information being reported for each student.*Residential Facility data is not reported as a Service Setting because no preschool cohort students were in that category.
Integration of preschool settings of the preschool cohort varied by Need/Resource category. In comparison to students from other types of schools, New York City preschoolers more often were served in Early Childhood Special Education Settings and less often in the Home.
Preliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Oct. 3, 2007
Preschool Special Education Programs/Services (PD-7) by Need/Resource Category (N/RC)
Service Intensity*New York City
Large Four
Urban Suburban
High
Rural High Average Low
All Districts Excluding
Big 5
Total All Districts
State Range 200-01, 2001-02
Number of Students 2,371 374 436 234 1,305 574 2,549 5,294 59,949-59,437
Related Services Only (RSO) 16% 50% 50% 45% 53% 60% 53% 36% 38%
Special Education Itinerant Teacher (SEIT) Services Only 1% 1% 2% 2% 2% 2% 2% 1% 2%
RSO & SEIT 9% 10% 6% 4% 5% 4% 5% 7% 9%
Half-day (2.5 hrs. or less) Special Class Program In Integrated Setting (SCIS)
4% 12% 16% 11% 11% 4% 10% 7% 8%
Half-day (2.5 hrs. or less) Special Class Program 10% 12% 8% 10% 11% 9% 10% 10% 12%
Full-day (2.5-3 hrs.) SCIS <1% 6% 0% 7% 3% <1% 2% 1% 1%
Full-Day (2.5-3 hrs.) Special Class Program <1% <1% 2% 0% 4% 4% 3% 2% 1%
Full-day (3-4 hrs.) SCIS 0% 0% 1% 0% 1% 1% 1% <1% 1%
Full-Day (3-4 hrs.) Special Class Program 1% <1% 2% 3% 2% 2% 2% 1% 1%
Full-Day (>4 hrs.) SCIS 15% 4% 1% 2% 2% 2% 2% 8% 6%
Full-Day (>4 hrs.) Special Class Program 44% 5% 12% 16% 6% 12% 10% 25% 21%
Source: MGT of America, Inc. database, December 2001 IEP data. The (N=) value varies from PD-1/4 due to not all information being reported for each student.*Residential Program data is not reported as because no preschool cohort students nor statewide data were in that category.
Preschool service intensity varied by Need/Resource category. NYC preschoolers less often received related services, SEIT or some combination of these, while most received more than 4 hours daily of special class. This proportion is different than that provided in other locations.
Mos
t
Ser
vice
Inte
nsity
Leas
t
59% 12%
NYSED VESID, DVJOct. 3, 2007
55%
64% 62%
44%
65%
48%
58%
45%
36% 38%
56%
35%
52%
42%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
New York City(n=2,418)
Large Four(n=340)
Urban-Suburban HighNeed (n=412)
Rural HighNeed (n=239)
Average Need(n=1,342)
Low Need(n=543)
All Districts(n=5,294)
Need/Resource Capacity of Districts
Per
cent
of
Stu
dent
s
10-month services only 12 calendar months of services
Except in Rural High Need and Low Need districts, the majority of preschool special education students received 10-month services only
Source: MGT of America, Inc., NY Preschool Special Education Database, 2000-2002; Report Exhibit 3-18
NYSED VESID, DVJOct. 3, 2007
99% of all preschool special education students received related services
• Number of related services received per student
– 37% received only one– 25% received two – 39% received more than two
• Average number of related services by program
– Related Services Only 1.8– SEIT and Related Services 2.3– SEIT Only 0.0– Special Class Programs in Integrated Settings 3.2– Special Class
4.2
• 70% of related services in individual sessionsPreliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Oct. 3, 2007
Speech and Occupational Therapy were the most frequently provided related services across preschool
special education program categories
88% 88% 89%94%
9%
16%21%
1% 1% 3% 3%
23%
60%
44%41%
22%
34%
13%
19%
5%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Related ServicesOnly (n=1,604)
Related Services &SEIT (n=278)
SCIS (n=724) Preschool SpecialClass (n=1,541)
perc
enta
ge o
f ch
ildre
n
Speech Therapy Occupational Therapy Physical Therapy
Counseling Parent Counseling Assistive Technology Services
Source: MGT of America, Inc., NY Preschool Special Education Database, 2000-2002; Report Exhibits 3-16 to 3-35
NYSED VESID, DVJOct. 3, 2007
Overview of Preschool Providers by Region
Type of Agency
New York City
(n=92)
Long Island (n=25)
Hudson Valley (n=18)
Eastern (n=16)
Central (n=12)
Western (n=22)
Private Agency 86% 80% 87% 82% 66% 68%
School District 8% 8% 13% 6% 17% 5%
BOCES 0% 4% 0% 6% 17% 13%
Institution of Higher Education (incl. a university medical facility)
2% 0% 0% 0% 0% 5%
Health/medical institution (e.g., hospital, non-university medical facility
4% 8% 0% 6% 0% 9%
Source: MAGI Educational Services, Inc., Preschool Special Education Program Survey, Spring 2002
NYSED VESID, DVJOct. 3, 2007
Areas of Satisfaction
• Child’s placement and opportunities to interact with nondisabled children
• Quality of teachers, therapists and staff
• Quality of services (type, location and frequency)
• Progress made by child
• Preparation for transition to school-age programs
Areas of Dissatisfaction
• Delays in starting services
• Lack of providers
• Poor communication
• CPSE not helpful or responsive
• Insufficient parent and child preparation for transition to school-age programs
Preliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Oct. 3, 2007
Parent satisfaction with preschool special education services and process was generally
positive but there are issues of concern
Transitions to Kindergarten
Preliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Oct. 3, 2007
Statistically Significant Findings
• Preschool Special Education Affects Kindergarten Developmental Levels and School-Age Services
– The more integrated the preschool special education services, the more integrated the Kindergarten placement.
– Kindergarten students from Preschool Special Class programs less frequently met developmental expectations for language, literacy and mathematical thinking than those from the more integrated preschool special education programs, services and settings.
Preliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Oct. 3, 2007
Composition of Kindergarten Placements: Students from the Least Integrated Preschool Special Education Programs and Services Are More
Often Placed in the Least Integrated Kindergarten Placements
41%
1%10%7%
8%
12%
21%
22%
2%
8%
5%
25%
11%
27%
3%
16%
11%
53%
10%6%1%
10%
6%
59%
2%9%
7%
7%
0-20% Outside General Ed
21-60% Outside General Ed
61-99% Outside General Ed
Separate Setting
Related Services Only
SEIT Services Only
Related Services & SEIT
Half-day Special Class in Integrated Setting
Half Day Special Class
Full-Day Special Class in Integrated Setting
Full-Day Special Class
NYSED VESID DVJOct. 3, 2007
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Per
cen
tag
e o
f K
ind
erg
arte
n S
tud
ents
No Extra Assistance Required 45% 10% 20% 22% 16%
Requires Periodic Assistance 31% 62% 35% 40% 32%
Requires Frequent Assistance 18% 28% 26% 22% 32%
Requires Continuous Assistance 6% 0% 19% 16% 19%
Related Services Only
SEIT Services Only
Related Services and
SEIT
Special Class in Integrated
Setting
Special Class Program
Transition to Kindergarten: Need for Teacher Assistance Beyond That Typically Provided in General Education Kindergarten Classrooms for
Language and Literacy Development by Preschool Programs and Services
The less intense the preschool special education service, the less extra assistance was required from general education teachers on kindergarten language and literacy tasks.
Preliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Oct. 3, 2007
Preschool Programs & Services As Expected
Needs Development
Related Services Only 92% 8%
Special Education Itinerant Teacher Services Only (SEIT) 81% 19%
SEIT and Related Services 82% 8%
Special Class in an Integrated Setting 86% 14%
Special Class 72% 28%
Total for Preschool Cohort 83% 17%
Scores reflect Kindergarten students with disabilities performing As Expected or Needing Development in comparison to typical kindergarteners, as measured by the Work Sampling System ®
Transition to Kindergarten: Mathematical Thinking Development of Kindergarten Students Receiving Preschool Special Education at Age 4
Preliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Oct. 3, 2007
Students Scoring in the 51st to 99Th Percentile Psychosocial Adjustment: T-CRS Task Orientation
48
%
19
%
35
%
23
%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Kindergarten
pe
rce
nta
ge
of s
tud
en
ts s
cori
ng
in 5
1st
to 9
9th
pe
rce
ntil
e
Preschool Cohort, Related Services Only
Preschool Cohort, Related Services and SEIT
Preschool Cohort, Special Class Integrated Setting
Preschool Cohort, Special Class ProgramPreliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Oct. 3, 2007
Students Scoring in the 51st to 99Th Percentile Psychosocial Adjustment: T-CRS Behavior Control
52%
28%
38%
32%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Kindergarten
perc
enta
ge o
f st
uden
ts s
cori
ng in
51s
t to
99t
h pe
rcen
tile
Preschool Cohort, Related Services Only
Preschool Cohort, Related Services and SEIT
Preschool Cohort, Special Class Integrated Setting
Preschool Cohort, Special Class ProgramPreliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Oct. 3, 2007
Students Scoring in the 51st to 99Th Percentile Psychosocial Adjustment: T-CRS Assertiveness
44
%
32
% 40
%
27
%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Kindergarten
perc
enta
ge o
f st
uden
ts s
cori
ng in
51s
t to
99t
h pe
rcen
tile
Preschool Cohort, Related Services Only
Preschool Cohort, Related Services and SEIT
Preschool Cohort, Special Class Integrated Setting
Preschool Cohort, Special Class ProgramPreliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Oct. 3, 2007
Students Scoring in the 51st to 99Th Percentile Psychosocial Adjustment: T-CRS Peer Social Skills
53%
35% 43
%
35%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Kindergarten
perc
enta
ge o
f st
uden
ts s
cori
ng in
51s
t to
99t
h pe
rcen
tile
Preschool Cohort, Related Services Only
Preschool Cohort, Related Services and SEIT
Preschool Cohort, Special Class Integrated Setting
Preschool Cohort, Special Class ProgramPreliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Oct. 3, 2007
Grade 3 Performance
Preliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Oct. 3, 2007
Statistically Significant Findings
• By grade 3, developmental progress of the preschool cohort generally exceeded that of the comparison cohort:
– More highly integrated preschool special education programs and services (e.g., Related Services Only, Special Class Programs in Integrated Settings) are associated with higher levels of development than that shown by the non-preschool comparison cohort.
– Preschool Special Class Programs are associated with lower levels of development than that shown by the comparison cohort.
Preliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Oct. 3, 2007
Composition of 3rd Grade Placements: Students from the Least Integrated Preschool Special Education Programs and Services Are More
Often Placed in the Least Integrated Third Grade Placements
26%
2%
10%
8%10%
13%
31%
19%
1%
6%
5%
23%14%
32%
5%
14%12%
42%
18%
8%1%
14%
12%
58%
2%8%2%4%
0-20% Outside General Ed
21-60% Outside General Ed
61-99% Outside General Ed
Separate Setting
Related Services Only
SEIT Services Only
Related Services & SEIT
Half-day Special Class in Integrated Setting
Half Day Special Class
Full-Day Special Class in Integrated Setting
Full-Day Special Class
NYSED VESID, DVJOct. 3, 2007
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Per
cen
tag
e o
f 3r
d G
rad
e S
tud
ents
No Extra Assistance Required 49% 38% 17% 31% 25% 25%
Requires Periodic Assistance 29% 38% 49% 31% 24% 26%
Requires Frequent Assistance 11% 23% 29% 27% 34% 29%
Requires Continuous Assistance 12% 0% 6% 11% 17% 20%
Related Services
Only
SEIT Services
Only
Related Services and
SEIT
Special Class in
Integrated
Special Class
Program
No Preschool Services
3rd Grade: Need for Teacher Assistance Beyond That Typically Provided in General Education 3rd Grade Classrooms for Language and Literacy
Development by Former Preschool Special Education Services
• The more integrated the preschool special education service, the less extra assistance was required from general education teachers on 3rd grade language and literacy tasks.
• Students not classified until school age have needs for assistance very much like those of students formerly served in preschool special class programs.
Preliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Oct. 3, 2007
Preschool Programs & Services As Expected Needs Development
Related Services Only 91% 9%
Special Education Itinerant Teacher Services Only (SEIT) 88% 12%
SEIT and Related Services 74% 26%
Special Class in an Integrated Setting 83% 17%
Special Class 69% 31%
Total for Preschool Cohort 80% 20%
Total for Preschool Cohort, excluding Big 5 89% 11%
Total for Comparison Cohort who did not receive Preschool Special Education 84% 16%
Scores reflect 3rd grade students with disabilities performing As Expected or Needing Development in comparison to typical 3rd graders, as measured by the Work Sampling System ®
3rd Grade: Mathematical Thinking Development of Third Grade Students Receiving Preschool Special Education at Age 4
Preliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Oct. 3, 2007
Students Scoring in the 51st to 99Th Percentile Psychosocial Adjustment: T-CRS Task Orientation
32
% 37
%
44
%
29
%
43
%
44
%
36
%
32
%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Third Grade
perc
enta
ge o
f st
uden
ts s
corin
g in
51s
t to
99t
h pe
rcen
tile
New York City Preschool CoortLarge 4 Preschool Cohort
Urban-Suburban High Need Preschool CohortRural High Need Preschool CohortAverage Need Preschool CohortLow Need Preschool Cohort
Total Preschool CohortComparison Cohort, No Preschool Services
Preliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Oct. 3, 2007
Students Scoring in the 51st to 99Th Percentile Psychosocial Adjustment: T-CRS Behavior Control
35
%
47
% 53
% 57
%
49
%
56
%
42
%
41%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Third Grade
perc
enta
ge o
f st
uden
ts s
corin
g in
51s
t to
99t
h pe
rcen
tile
New York City Preschool CohortLarge 4 Preschool CohortUrban-Suburban High Need Preschool CohortRural High Need Preschool CohortAverage Need Preschool CohortLow Need Preschool CohortTotal Preschool CohortComparison Cohort, No Preschool Services
Preliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Oct. 3, 2007
Students Scoring in the 51st to 99Th Percentile Psychosocial Adjustment: T-CRS Assertiveness
35
%
48% 5
3% 57
%
49
%
56
%
36
%
30
%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Third Grade
perc
enta
ge o
f st
uden
ts s
corin
g in
51s
t to
99t
h pe
rcen
tile
New York City Preschool CohortLarge 4 Preschool CohortUrban-Suburban High Need Preschool CohortRural High Need Preschool CohortAverage Need Preschool CohortLow Need Preschool CohortTotal Preschool CohortComparison Cohort, No Preschool Services
Preliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Oct. 3, 2007
Students Scoring in the 51st to 99Th Percentile Psychosocial Adjustment: T-CRS Peer Social Skills
38
%
48
%
59
%
38
%
45
%
47
%
42
%
36
%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Third Grade
perc
enta
ge o
f st
uden
ts s
corin
g in
51s
t to
99t
h pe
rcen
tile
New York City Preschool CohortLarge 4 CohortUrban-Suburban High Need Preschool CohortRural High Need Preschool CohortAverage Need Preschool CohortLow Need Preschool Cohort Total Preschool CohortComparison Cohort, No Preschool Services
Preliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Oct. 3, 2007
Factors Associated with Higher Developmental Ratings by Grade 3
• Integration of preschool special education programs and services
• Provision during preschool special education of Related Services Only (primarily speech therapy, occupational therapy and physical therapy)
• Greater intensity of (how much, how often) special education services provided in grades K-3
• Need Resource Capacity of school district
– on some but not all outcome measures, low need district students scored better than high need district students
Preliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Statewide, Oct. 3, 2007
What did we learn about Preschool Special Education?
• Preschool special education services make a difference in children’s development
• Resources available to schools influence what services are offered and what settings are used
• Choices of services and settings have a bearing on developmental progress
• Availability of sufficient numbers of related service professionals and bilingual direct service personnel is an important factor in delivery of preschool special education services
Preliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Oct. 3, 2007
“ At the heart of the educational process lies the child.”
Central Advisory Council for Education. Children and Their Primary Schools
(Plowden Report), H.M.S.O. (1967)
NYSED VESID, DVJOct. 3, 2007
Governor’s Temporary Task Force on Preschool
Special Education
The Governor's Temporary Task Force on Preschool Special Education
• Established in law by the Legislature • Final report due November 15, 2007 • 15 members appointed by Governor
– school districts– providers– counties– State agencies
• Co-chaired by the Education Department and the Division of Budget
Task Force on Preschool Special Education Statement of Purpose and Principles
It is the purpose of the Task Force on Preschool Special
Education to recognize New York’s strengths and challenges
and offer recommendations to policy makers for an improved
service system that advance the following principles:
Principles• Children and their families should experience
transitions that are as seamless as possible. • Families must be partners in decision making. • Children should be served in the most
appropriate setting and, while some will require care in a specialized environment, all child care settings should be equipped to help children with disabilities succeed.
• Regulation must be reasonable and as consistent as possible across settings and oversight agencies, and rates must reward quality and encourage efficiency.
• Payors and decision makers must share a goal of ensuring that students receive the appropriate services that meet the child’s needs and are delivered in a cost effective manner.
• All available resources and funding must be employed to benefit the child.
• There should be as much consistency as possible in decision making across the State.
• The State must be able to measure outcomes for the children who participate in preschool special education services, including their success in school.
Principles (con’t)
The Work of the Task Force
• Task Force meets monthly
• Three work groups formed
• Meetings at least once a month
• Facilitators and note takers arranged for all task force and workgroup meetings
Task Force Work Groups
• Work Group 1, Transition and Least Restrictive Environment: – including examining transitions from Early Intervention (EI)
to preschool– preschool to school age, and – integration with publicly funded Pre Kindergarten.
• Work Group 2, Rate-Setting: – review aspects of rate setting methodology.
• Work Group 3, Delivery Systems: – compare New York with other states’ preschool special
education systems.
Obtaining Stakeholder Input Regional Round Table Sessions
• Six regional round table sessions for stakeholders – New York City, Syracuse, Buffalo, Rochester, Long Island,
and Albany
• Stakeholders included:– parents– private providers– school district representatives– county representatives, parents – other stakeholders (institutions of higher learning) – State agencies (OMRDD, OMH, parent advocacy groups,
Head Start administrators)
Survey of Other States
• NYSED recently collected data from a number of State Education Departments regarding their preschool special education. Among key findings :
• Key findings– NYS has the highest percentage of preschool
population receiving services– is among the highest in per pupil expenditures, and – one of only a few States with a large percent of
county funding and no LEA funding
Current Status
• Work group recommendations being reviewed and discussed by entire Task Force
For More Information:http://www.vesid.nysed.gov/specialed/preschool/taskforce