Pre-K Contacts Meeting DOE Update

Lake Mary, FloridaMay 5 and 6, 2010

Today • Update from BEESS• New Speech and Language Rules• Early Steps updates• Break out sessions• Size alike groups

During Our Time Together

Tomorrow• RtI• Head Start• Parent Survey • BDI-2 assessments• Break-out sessions• Moving forward discussions• Reporting from discussions• Adjourn

During Our Time Together

Indicator 12

Congratulations!99.2%

State Performance Plan (SPP)

Indicator 12• 50 Districts had 100% compliance• 30 Districts improved from the prior year• Some districts had data entry errors that

impacted their compliance• All districts completed verification activity on

time• No districts will be targeted during the 2010-11

school year

State Performance Plan (SPP)

Indicator 12 Please continue your• Hard work• Collaborating with your LES• Communicating with your LES• Correction of non-compliance is key

State Performance Plan (SPP)

Indicator 12• Survey 5 and Survey 2 are used for the activity• Verification activity will continue annually• Use of the Web to conduct verification activity

will continue• Improve capability to print list of children• May tweak codes

State Performance Plan (SPP)

DOE and Early Steps conducted a problem solving activity with one district

• Why were there children on the district’s tracking sheet that were not included on the verification activity?– Children on tracking sheet that are not coded with

“A” or “P” disposition code– Mobile children—reported by Early Steps in one

district and in Survey 5 or 2 in another district(s)—BEESS is working on this issue

Problem Solving ActivityIndicator 12

Indicator 8• Percent of parents that reported that the school

facilitated parent involvement as a means of improving services and results for children with disabilities

• Parent Survey continues to be available until July 1• Encourage parents to complete the survey• Moved to on-line survey this year; limited copies

available• Each district has a contact for the parent survey

State Performance Plan (SPP)

Indicator 7• All children should be assessed as they enter the Pre-K program

and when they leave the program to attend kindergarten• Entry and exit data entered into the Data Manager• Districts are responsible for keeping track of those children

needing an exit assessment• Conducted 19 data entry webinars; more in the fall of 2010• 64 districts will be entering item level data• 3 districts will be entering raw scores and will conduct a

verification activity on 20% of the assessments conducted• TATS website has all written guidance

State Performance Plan (SPP)

State Performance Plan (SPP)

Indicator 7• New use of the BDI-2 Screener effective April 19, 2010• May begin entry/exit using the Screener IF the BDI-2 is

NOT used for eligibility • Definition: “level comparable to same-aged peers” is > -

1.5 standard deviations below the mean on either the BDI-2 full assessment or the Screening Test

• If the results indicate the child is not functioning comparable to same-aged peers in any domain of the Screener, then the full BDI-2 must be administered in those domains

Indicator 7 • Leadership Team is working on

– Video modules used as a “Refresher”– Import/Export data training– Updating the Q and A– Future trainings– Quality Assurance issues

Districts should be working on – Problem-solving the process from start to finish—including

conducting assessments, data collection, data entry – Analyzing district data

State Performance Plan (SPP)

Indicator 6• Changes in data collection beginning with the

October FTE count (Survey 2)

State Performance Plan (SPP)

Exceptional Student, IDEA Educational Environment

• Element changes reflect anticipated USDOE requirements

• Children ages 3-5– For children spending any amount of time in an early

childhood setting (a setting where 50% or more of the children are nondisabled) districts need to identify:

• Those receiving the majority of their special education and related services IN the early childhood setting

• Those receiving the majority of their special education and related services outside of the early childhood setting

IDEA Educational Environment, Ages 3-5

• Code K: A child with a disability spending any amount of time in an early childhood setting and receiving the majority of their special education services in that setting.

• Code M: A child with a disability spending any amount of time in an early childhood setting but receiving the majority of their special education services outside of that setting.

IDEA Educational Environment, Ages 3-5

• Other codes remain unchanged– Code L: Special Education Program at a Regular

School Campus or Community Based Setting– Code S: Special Education Program in a Separate

School– Code B: Special Education Program in a Residential

Facility– Code A: Home– Code J: Service Provider

Examples

Examples

Examples

Examples

Examples

Examples

Examples

Questions on Environmental Codes

Karen DenbroederKaren.denbroeder@fldoe.org

Marie LaCapMarie.lacap@fldoe.org

850-245-0475

Elements impacting determinations

• Indicators 9, 10, 11, 12, 15, 20• Critical audit findings• Determinations mailed to districts last week

LEA Determinations

PK Students with Disabilities

2005-06 2006-07 2007-08 2008-09 2009-10 18,000

19,000

20,000

21,000

22,000

23,000

24,000

22,794

20,039 19,845

20,755

21,662

Source: October 2005 through 2009, survey 2, File 62.975

Enrollment Concerns

In Size-alike groups, please discuss

• Children identified just prior to kindergarten• Children in VPK not being referred to Child Find• Reaching out to pediatricians as well as family

physicians • How to ensure that families of children ineligible

for Early Steps are aware of school district services if concerns arise later

• Required for teachers of course codes 7650130 and 7650030 by July 1, 2011

• Prekindergarten endorsement may be added to any ESE certification, early childhood, primary education, Pre-K/primary, preschool education, and elementary K-6

Pre-K Endorsement

Exceptions to the July 1, 2011 requirement include– Certification in preschool education (birth through age four

years)OR

– Certification in prekindergarten/primary education (age three through grade three)

OR– The teacher can document at least two full years of

teaching experience (including satisfactory teacher evaluations ) with prekindergarten children with disabilities between July 1, 2006, and June 30, 2011

Pre-K Endorsement

• Resources for teachers– For course offerings by universities; link to

http://www.florida-ese.org/personneldevelopment/uco/endorsements.aspx

– Florida’s Virtual ESE Distance Learning Program • Infant Toddler Developmental Specialist includes courses

applicable to the prekindergarten disabilities endorsement

• Link to http://virtualese.florida-ese.org/public/overview/overview.aspx

– Universities may have additional funding through various federal grants

Pre-K Endorsement

• Resources for districts– Modules have been developed through Personnel

Development Partnership at the University of Central Florida and are now available to districts to use for a district add-on program

– Modules are designed to be offered through a facilitated model

– Before offering, a school district must submit a plan to DOE

– Contact Marilyn Hibbard to obtain a password to view the modules

Pre-K Endorsement

• Through June 30, 2012– When another Pre-K program serves as the inclusive setting or

classes are blended, teacher may have certification for either the other Pre-K program (e.g. VPK) or as listed in Section 4 for the prekindergarten disabilities course number

• Beginning July 1, 2012– Teacher of the inclusive/blended setting will have to have the

certification in accordance with the prekindergarten disabilities course number

– Exceptions for obtaining the endorsement will continue to apply

• See Section 1, page 8 of the Course Code Directory

Pre-K Inclusive/Blended Settings

HB 1073 - An act relating to persons with disabilities

HB 1505 - John M. McKay Scholarship Program

Legislative Update

34

14%

86%

12%

88%

12%

88%

11%

89%

0%

20%

40%

60%

80%

100%

2006 2007 2008 2009

Not Ready Ready

ECHOS ResultsState Percentages – Public Schools

2009 Florida Kindergarten Readiness Screener (FLKRS)Results of ECHOS

23%

77%

15%

85%

23%

77%

11%

89%

0%

20%

40%

60%

80%

100%

ELL FRL SWD State

Not Ready Ready

36

58%

42%

45%

55%

48%

52%

35%

65%

0%

20%

40%

60%

80%

100%

ELL FRL SWD State

Not Ready Ready

2009 Florida Kindergarten Readiness Screener (FLKRS)Results of FAIR

• What Works Clearinghouse (WWC) is now conducting reviews of research on interventions that focus on improving the school readiness of 3 to 5 year old children with disabilities.

• New topic area aims to help educators make important decisions about curriculums, supplemental products, and classroom methods

• www.whatworks.ed.gov

New Resource

New Resources

• Georgetown University’s Center for Child and Human Development recently launched a new website for its Center for Early Childhood Mental Health Consultation

• Gathers materials on practical guidance on effective ways to promote young children's social and emotional development, and reduce challenging behaviors

• http://www.ecmhc.org/index.html

New Resources• The Center on the Social and Emotional Foundations for Early

Learning (CSEFEL) continues to add to their resources

• Scripted Stories for Social Situations• Tools for Working on “Building Relationships”• Book List• Book Nook • Teaching Social Emotional Skills• Tools for Developing Behavior Support Plans

• http://www.vanderbilt.edu/csefel/resources/strategies.html#booknook

Department of Education Bureau of Exceptional Education and Student Services

Marilyn HibbardMarilyn.hibbard@fldoe.org

(850) 245-0478

Contact Information