Early Childhood Education for ALL Young Children:

A Look at the IDEA Six-Year State Performance Plan

Susan CrowtherIDEA, Part B, Section 619 Coordinator

Anita AshfordTitle I Prekindergarten Programs

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

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

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

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

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))

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

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

State Improvement GoalECE, Part-time/part-time, home (Itinerant, RM)

FFY Measurable and Rigorous Targets

2005-06 41.67%

2006-07 44.00%

2007-08 48.43%

2008-09 52.86%

2009-10 57.29%

2010-11 61.71%

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))

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

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

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

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

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

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.

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