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PRESCHOOL UPDATES EI to Preschool Conference 2013

PRESCHOOL UPDATES EI to Preschool Conference 2013. PRESCHOOL NUMBERS. Total Special Education in Alabama – 80,149 (excludes GT) Total 3-5 yr olds – 7,344 Total 3-5 SLI – 3,959 Total 3-5 DD – 2,425 Total 3-5 other – 960 Based on October 2012 Child Count.

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PRESCHOOL UPDATES EI to Preschool Conference 2013

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  1. PRESCHOOL UPDATES EI to Preschool Conference2013

  2. PRESCHOOL NUMBERS • Total Special Education in Alabama – 80,149 (excludes GT) • Total 3-5 yr olds – 7,344 • Total 3-5 SLI – 3,959 • Total 3-5 DD – 2,425 • Total 3-5 other – 960 • Based on October 2012 Child Count

  3. Alabama State Board of Education PLAN 2020 The Vision Every Child a Graduate – Every Graduate Prepared for College/Work/Adulthood in the 21st Century

  4. PLAN 2020 • “Every Graduate Prepared”….. Begins with PRESCHOOL • The Urban Child Institute recently released a “Pre-K Matters” fact sheet based on a longitudinal study about the benefits of preschool.

  5. Urban Institute Study…….. • 15% of children attending a quality PreK needed special education services as compared with 34% needing special education who did not attend PreK. • 31% of children attending a quality PreK needed to repeat a grade as compared with 55% who did not attend PreK. • 77% of children who attended PreK graduated high school as compared with 60% graduation rate for those not attending PreK.

  6. Urban Institute Study…….. • By age 27 – the felony arrest was 2.14 greater for persons who had not attended a PreK program. • By age 27 – 36% of those who attended PreK own a home as compared to 13% owning a home of those who did not attend PreK. • Returns on Investments - For every $1.00 spent for PreK, $5.00 is received in benefits to private citizens, local communities, and state and federal governments.

  7. Measuring progress for special education children in preschool: • OSEP requires measurement of three areas for preschool: • LRE • Outcomes • Transition

  8. Indicator 6 • Percent of preschool children aged 3 through 5 with IEPs attending a: A. Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program. (LRE20, 22) Alabama’s Target = 52.50% or greater B. Separate special education class, separate school or residential facility. (LRE 16, 17, 18) Alabama’s target = 6.58% or below

  9. Indicator 6 • Indicator 6 used IDEA child count data, collected October 1, 2012 and reported to OSEP on February 1, 2013, to establish baseline in Alabama that will be used for future measurement for Indicator 6 and in making LEA determinations.

  10. Indicator 6 • February 29, 2012 letter from OSEP sent to coordinators: • “The purpose of this letter is to reiterate that the least restrictive environment (LRE) requirements … apply to the placement of preschool children with disabilities.” • The statute regarding LRE applies equally to preschool and school age children with disabilities.

  11. Indicator 6 – letter continues • “Special classes, special schooling, or other removal of children with disabilities from the regular education environment may occur only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.”

  12. Indicator 6 – OSEP letter • The letter further states: • “The term ‘regular class’ includes a preschool setting with typically developing peers.” • A “regular class” includes a majority (at least 50%) nondisabled students. • The IEP must include an explanation of the extent to which the child will not participate with nondisabled children in the regular class. • “… the [IEP Team] must consider whether supplementary aids and services could be provided [to]enable the preschool child to participate in the regular class.”

  13. Indicator 6 LRE Codes for Preschool Children • For ages 3-5 years only • 9 from which to select • Found in the Child Count Help Document on ALSDE website

  14. Indicator 6 Regular Early Childhood Program At Least 10 Hrs. Per Week • LRE 20 -Receiving Majority of Special Education Services in the Regular Early Childhood Environment Examples: LEA preschool classes(at least 50% peers), Daycare, Community preschool classes, Head Start • LRE 21 -Receiving Majority of Special Education Services in Other Location Examples: LEA preschool classes(at least 50% peers), Daycare, Community preschool classes, Head Start. Special Education services not provided in environment with typical peers.

  15. Indicator 6 Regular Early Childhood Program Less than 10 Hrs. Per Week • LRE 22 -Receiving Majority of Special Education Services in the Regular Early Childhood Environment Examples: LEA preschool classes(at least 50% peers), Daycare, Community preschool classes, Head Start • LRE 23 -Receiving Majority of Special Education Services in Other Location Examples: LEA preschool classes(at least 50% peers), Daycare, Community preschool classes, Head Start. Special Education services not provided in environment with typical peers.

  16. Indicator 6 Children Attending a Special Education Program (NOT in any Regular Early Childhood Program or Kindergarten) • LRE 18 Separate Class Example: Self-contained special education class, class with at least 50% of children with disabilities Measurement B • LRE 17 Separate School Example: School designed for children with disabilities Measurement B • LRE 16 Residential Facility Example: Residential school or medical facility Measurement B

  17. Indicator 6 Children Attending Neither a Regular Early Childhood Program, or a Special Education Program, or Kindergarten • LRE 19 Service Provider Location Examples: • Speech instruction provided in private SLP’s offices. • SLP’s room located in school buildings • Hospital facilities on an outpatient basis. • LRE 14 Home • Does not count in the reported LRE codes. • LEAs are encouraged to reserve LRE 14 for children who are medically fragile and not able to participate in environments with typical peers.

  18. DEVELOPMENTAL STANDARDS

  19. DEVELOPMENTAL STANDARDS • All standards in the Alabama Developmental Standards for Preschool Children are not ELPP standards. • ELPP standards are indicated by a diamond. • Remember to align the standards with goals in the IEP. • Do not cut and paste a standard for the annual goal!!

  20. ELPP Reminders • ELPP is based on preschool standards. • Old Standards – Developmental Standards for Preschool Children with Disabilities – USE SPREADSHEET – Very few left for 2013- 2014 spreadsheet • Current Standards – Alabama Developmental Standards for Preschool Children – USE WEB-BASED PROGRAM May be accessed at: (https://fp.auburn.edu/institute/elpp/)

  21. Indicator 7 • Indicator 7: Percent of preschool children age 3 through 5 with IEPs who demonstrate improved: A. Positive social-emotional skills (including social relationships) B. Acquisition and use of knowledge and skills (including early language/communication and early literacy) C. Use of appropriate behaviors to meet their needs

  22. Indicator 7 – LEA Performance Profile Alabama/National/LEA

  23. ELPP Entry Data: Where to Enter? ELPP Website

  24. Grade Levels for Preschool Change grade levels as child ages. • 97 – 2 year olds • 98 – 3 year olds • 99 – 4 & 5 year olds

  25. ELPP Entry Data • Entry data should be entered for all preschool students, except those whose initial IEP signature date is less that 45 days prior to the end of the school year and will enter kindergarten in the Fall. • ELPP entry should be completed within 45 days of the initiation of special education services. (Changed from 30 to 45 days). Automatically calculated. • Meaning of “initiation of special education services”: • “Services” means when the LEA actually begins special education services. • “Services” does not mean initial IEP date, eligibility date, third birthday, etc. • .

  26. ELPP Entry Data continued…. • In most instances, the IEP begins immediately following the initial IEP meeting (signature) date. • Six months of services will automatically be calculated based on the “Initial IEP Meeting date” field in the student folder. This date is the same as the initial IEP signature date.

  27. Exit Data: Where to Enter? • ELPP Website • EETS Spreadsheet

  28. ELPP Exit Data • Exit data should be entered for all preschool children who have received six months of services by the end of the school year and are going to kindergarten. • Six months of services will automatically be calculated based on the “Initial IEP Meeting date” field in the student folder. This date is the same date as the initial IEP signature date. • If a child exits prior to end of year (moves to another state, parent withdraws child) and has received six months or more of services, exit ELPP should be completed within 30 days of exit.

  29. ELPP Exit Reminders • Complete Exit data between April 15-30. • Do not complete the exit data prior to these dates unless child moves out of state or exits special education and has received 6 months of services. • NoExit data should be submitted before May 1. • Submit May 1-15. • If the student’s name appears on the exit overdue list after the April 30th date, the ELPP should be entered at that time. (May 1st through the end of the school year).

  30. Excluded from Exit ELPP • Child received less than six months of services and is exiting preschool. • Parent revoked consent for services (after receiving more than six months of services). • Parent chooses for child to attend preschool for another year rather than transitioning to kindergarten. The exit ELPP will be completed at the end of that year before the child goes to kindergarten.

  31. ELPP Documentation • Teachers and SLPs are • expected to maintain a • paper copy of the • entry and exit ELPP in • the child’s special • education file. • Paper copies will be • viewed during • monitoring. • Paper copies should • remain in the child’s • special education files.

  32. ELPP DOCUMENTATION • Required to keep data for documentation to support each standard for the ELPP at Entry and Exit. • Progress monitoring: • Helps to determine IEP goals • Provides documentation of progress toward IEP goals and ELPP standards • Should be completed on a routine basis

  33. ELPP DOCUMENTATION • Collection of ELPP data should be a collaborative process from multiple sources. • Parent • Early childhood teacher • Early childhood special education teacher • EI service coordinator • Related service providers- SLP, O & M, PT., OT, Nurse, AT specialist, LEA representative • Reports- Eligibility, physicians/medical, checklists, observations, private evaluations, Family Focus Interview , Natural Environment Observation, assessments, curriculum evaluations • Other agency documentation

  34. ELPP Progress Monitoring Documentation Form • Newly Released • OK to use in draft format

  35. ELPP : Transfer Students • If a child transfers to another LEA, a copy of the paper copy should be sent. • The child’s name will automatically populate to the new LEA’s ELPP Website list after: • Child is withdrawn from the previous LEA. • Enrolled in new LEA. • Assigned a case manager in the new LEA.

  36. ELPP : Transfer Students • If entry ELPP data was NOT entered in previous LEA: • Name will populate to Entry list (Blue). • An ELPP paper copy should be available from previous LEA. • Entry data should be entered by the new LEA case manager within 45 days of beginning services in the new LEA. • If entry ELPP data was entered in previous LEA: • Name will populate to the Exit list (Orange) page. • Entry data will not be visible. • A paper copy of the ELPP should be available from the previous LEA.

  37. ELPP Website: https://fp.auburn.edu/institute/ELPP/ Collaboratively sponsored by the Auburn Transition Leadership Institute and the Alabama Department of Education

  38. ELPP Website: Helpful Features • E-mail feedback link • “Date of Initial IEP Meeting” column • “Past Due” column • Search feature for student name lists

  39. ELPP Website: E-mail Feedback Once completed, click on the “Submit” button to send an e-mail.

  40. ELPP Website: IEP Date Column The “Date of Initial IEP Meeting” column displays the dates from SETS, which are used as the start dates for: • the 45-day maximum period for submitting Entry data; and • the six-month minimum period for submitting Exit data.

  41. ELPP Website: Past Due column The “Past Due” column shows a red exclamation mark if: • Entry data are not submitted within 45 days (Entry web page); and • Exit data are not submitted by May 1st (Exit web page).

  42. ELPP Website: Past Due column • Monitor your LEA’s Entry page for students with Past Due marks. • Entry overdue (“Past Due” column) list is a reminder that entry data should be entered. Names will automatically populate to this list after 45 days from the initial IEP meeting (signature) date. • Some students appearing on this list may not actually be overdue for entry data. Example: IEP written in May, but services do not actually begin until August 20th. IT IS A REMINDER!!

  43. ELPP Website: Past Due Reminders • For students, whose Entry data were previously submitted on the EETS spreadsheet, e-mail the student names to Dr. Frank Buck. • Once the receipt of these students’ Entry data is confirmed, their names will be moved from the Entry web page to the Exit web page.

  44. ELPP Website: Search Feature The search feature is included on all four ELPP Website pages that list student names. To use this feature, • Type in the first few letters of the student’s last name into the text box, and • Click the “Search” button. 1 2

  45. ELPP Website: Search Feature From the search results list of students, any student may be selected to submit his or her Entry data (from the Entry web page) or Exit data (from the Exit web page). To enter data for a student, 3. Click on the radio button beside the student’s name, and 4. Click on the “Next” button to continue to the data input pages. 3 4

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