MEGA 2014 Using Data To Improve Indicator Outcomes

Using Data to Improve Indicator Outcomes. Indicators 6, 7, and 12MEGA 2014

7/18/201417/18/20142014 EI Preschool Conference

7/18/2014Objectives and Expected OutcomesParticipants will gain an understanding of Indicators 6, 7, and 12.Participants will review/interpret data for Indicators 6, 7, and 12.Participants will have knowledge of ways to improve Indicators 6, 7, and 12.LEAs will be within expected targets for each of the Indicators.7/18/201437/18/2014Measuring Progress for Preschool Special Education Children OSEP requires measurement of three areas for preschool:

LREOutcomesTransition

7/18/2014Indicator 6Least Restrictive Environment7/18/2014OSEP LetterFebruary 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.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.

7/18/2014letter67/18/2014 OSEP LetterThe 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. 7/18/2014Indicator 6 measures the percent of preschool children aged 3 through 5 with IEPs attending:Measurement ARegular early childhood program and receiving the majority of special education and related services in the regular early childhood program. (LRE 20, 22)Alabamas target: 52.5% or above.Alabamas results for 2013-2014 are 46.94%.

Measurement BSeparate special education class, separate school or residential facility. (LRE 18, 17, 16)

Alabamas target: 6.58% or below.Alabamas results for 2013-2014 are 5.18%.7/18/2014Indicator 6LRE Codes for Preschool Children For ages 3 through 5 years onlyNine from which to selectFound in the Child Count Help Document on ALSDE website

7/18/2014Measurement A Target: 52.5% and AboveCurrent Data 7/18/2014Measurement A Target: 52.5% and AboveCurrent Data 7/18/2014Measurement B Target: 6.58% and BelowCurrent Data 7/18/2014Indicator 6 Measurement AAlabamas Goal: 52.5% or aboveLRE 20: Attends a regular early childhood program at least 10 hours per week receiving the majority of special education services in the regular early childhood environment.LEA inclusion classes, daycare, community preschool classes, Head Start classes, First Class Pre K and LEA funded placement in private preschool programs with at least 50% non-disabled children.

7/18/2014Indicator 6 Measurement A Alabamas Goal: 52.5% or aboveLRE 22: Attends a regular early childhood program less than 10 hours per week receiving the majority of special education services in the regular early childhood environment.LEA inclusion classes, daycare, community preschool classes, Head Start classes, First Class Pre K and LEA funded placement in private preschool programs with at least 50% non-disabled children.

7/18/2014Indicator 6 Measurement BAlabamas Goal: 6.58% or belowLRE 16: Residential FacilityAttends a special education program and is not in any regular early childhood programs or kindergarten.Residential school or medical facility.

7/18/2014Indicator 6 Measurement B Alabamas Goal: 6.58% or belowLRE 17: Separate SchoolAttends a special education program and is not in any regular early childhood programs or kindergarten.School designed for children with disabilities.

7/18/2014Indicator 6 Measurement BAlabamas Goal: 6.58% or belowLRE 18: Separate Class

Attends a special education program and is not attending a regular early childhood program, kindergarten, or special education playgroup.Self-contained special education class

7/18/2014Ways to improve Indicator 6Know your systems Indicator 6 percentages for Measurements A and B.If your LEA is not meeting the targets, consider if there were LRE coding errors or if the LREs selected were appropriate for the childs needs.Review and understand the LRE codes for preschool.Know the options of providing preschool special education services in regular class environments.LRE codes 14, 19, 21, or 23 will influence the results of Measurements A and B.7/18/2014LRE 19 or 14, Services Provided without Typical Peers LRE 19: Service Provider Location

Child does not attend a regular early childhood program, special education program or kindergarten and receives services in a service provider location.Receives OT in a hospital facility on an outpatient basis, receives speech instruction in a private SLPs office/SLP room located in a school building.

LRE 14: Home

Child does not attend a regular early childhood program, special education program or kindergarten and receives services in a service provider location.Home lacks typical peer interaction that research has shown to enhance and stimulate growth and learning. Be sure that the nature of the childs disability is so severe that education in regular classes with the use of supplementary aids and services could not be achieved.

7/18/2014LRE 21 or 23, Services Provided without Typical Peers.

LRE 21: Attends a regular early childhood program at least 10 hours per week and receives the majority of special education services in other locations.LEA inclusion preschool classes, daycare, community preschool classes, Head Start classes, First Class Pre K, or an LEA funded placement in a private preschool program and receives special education services in a room away from typical peers.LRE 23:Attends a regular early childhood program less than 10 hours per week and receives the majority of special education services in other locations.LEA included preschool classes, daycare, community preschool classes, Head Start classes, First Class Pre K, or an LEA funded placement in a private preschool program and receives special education services in a room away from typical peers.

7/18/2014Indicator 7Preschool Outcomes7/18/2014Indicator 7Percent 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

7/18/2014OSEPs New Focus: Positive Preschool OutcomesOf those children who entered the program below age expectations, the percent who substantially increased their rate of growth by the time they exited the program.The percent of children who were functioning within age expectations by the time they exited the program.7/18/2014 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

237/18/2014OSEPs New Focus: Positive Preschool OutcomesAre children benefiting from the LEA preschool program (LRE) special education services related services

7/18/2014Use SPP Indicator 7 Data to Improve OutcomesReview LEA Data for Indicator 7www.alsde.edu, Offices/Departments, Special Education Services, LEA Performance ProfilesDetermine if your LEA is meeting the state standard

7/18/2014257/18/2014Indicator 7 LEA Performance Profile Alabama/National/LEA

7/18/2014Indicator 7 AL target 12-13 % 12-13 MET Target LEA % LEA Met Target

7/18/2014Use SPP Indicator 7 Data to Improve OutcomesReview paper copy of the ELPPWas the data collected accurately?Was the data collected based solely on parent report or solely on case manager guess?Did the case manager utilize provision of special education services up to 45 days to allow time for teachers and related service providers to observe the childs strengths and needs based on the ELPP standards? Was the appropriate ELPP objective (M-6) selected for each of the ELPP standards?Was the data collected using multiple sources and are these sources documented?

7/18/2014Use SPP Indicator 7 Data to Improve OutcomesReview the preschool programDoes the program strategically and systematically guide instruction towards mastery of the Alabama Developmental Standards for Preschool Children? Supplement the curriculum to cover the Alabama Standards as appropriate.Is instruction individualized and scaffolded to build on previous learning experiences in order to enhance future growth and learning?Does the program have typical peer models? Is the LRE appropriate for maximum typical peer interaction?Does the child attend regularly?Are there transportation needs? Is transportation needed to provide FAPE?

7/18/2014Use SPP Indicator 7 Data to Improve OutcomesReview /Revise the IEPAre the targeted IEP goals based on current data?Are the goals based solely on one assessment? Progress monitor the skills of the child utilizing the ELPP Documentation Form or the paper copy of the ELPP. Utilize the ELPP along with other sources such as parent interview, assessments, Family Focus Interview, Natural Environment Observation, medical reports, curriculum evaluations and IEP goal data to develop or revise IEP goals.

7/18/2014307/18/2014Use SPP Indicator 7 Data to Improve OutcomesReview /Revise the IEP continued.Frequency and duration of special education servicesDoes the child participate frequently enough to make adequate progress? Are more days or time needed?

7/18/2014317/18/2014Indicator 7: Data Collected with ELPPEarly Learning Progress Profile (ELPP) is Alabamas data gathering tool designed with guidance from OSEP TA center to measure progress in preschool children with disabilitiesDeveloped in 2006, in response to Indicator 7 requirements for the SPP/APRELPP Data gathered for Indicator 7 is reported:To OSEP each FebruaryIn the SPP/APR Local Education Agency (LEA) Special Education Performance Profile

7/18/2014ELPPELPP is based Alabama Developmental Standards for Preschool Children.Access standards: https://fp.auburn.edu/institute/elpp/ ELPP websitewww.alsde.edu, department/offices,special education services, preschool, Developmental Standards Handbook

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7/18/2014Alabama Developmental Standards for Preschool ChildrenAll 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!!

LL.P.5.1 Experiment with a variety of writing tools and materials.

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Child Outcome Summary FormCOSF is an abstract tool with a seven point rating system for determining progress in preschool children developed by OSEP.

ELPP and the Alabama Developmental Standards for Preschool children are aligned with the COSF ratings. eds7/18/2014Collaboratively sponsored by the Auburn Transition Leadership Institute and the Alabama Department of Education

ELPP Website:

https://fp.auburn.edu/institute/ELPP/

7/18/2014ELPP Entry DataEntry data should be entered for all preschool students, except those whose initial IEP meeting date is less that 45 days prior to the end of the school year and will enter kindergarten in the Fall.Data should be gathered in a collaborative process from multiple sources, entered on the paper copy, then submitted.ELPP entry should be collected and submitted within 45 days of the initiation of special education services. (Changed from 30 to 45 days). Initiation of special education services means when the LEA actually begins special education services.Services does not mean eligibility date, third birthday, etc.The 45 days is automatically calculated from the date of initial IEP meeting field in the student folder. That date is the same as the initial IEP signature date.

7/18/2014ELPP Exit DataExit data should be collected and submitted 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 Date of Initial IEP Meeting field in the student folder.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 collected and submitted within 30 days of exit.

7/18/2014ELPP Exit Data contFor children exiting preschool in Spring before going to kindergarten in the Fall: Collect Exit data between April 15-30. Do not collect data prior to April 15.Submit ELPP Exit data May 1-15. No ELPP documents should be uploaded before May 1, unless the child moves out of state or exits special education. If the students 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).

7/18/2014Do not submit Exit ELPP:

For children receiving less than six months of services and exiting preschool.

For children that the parent revoked consent for services after receiving more than six months of service.

For children attending preschool for another year rather than transitioning to kindergarten. The exit ELPP will be completed at the end of that year in preschool before the child goes to kindergarten.

7/18/2014417/18/2014Do not submit Exit ELPP: cont

For children that move out of Alabama without withdrawing from the LEA (after receiving more than six months of services).For children that are no longer eligible to receive services.For children that are deceased.

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ELPP Documentation

Teachers and SLPs are expected to maintain a paper copy of the entry and exit ELPP in the childs special education file.

Paper copies will be viewed during monitoring.

Paper copies should remain in the childs special education files.

7/18/2014ELPP DOCUMENTATIONRequired to keep data for documentation to support each standard for the ELPP at Entry and Exit.Collection of ELPP data should be a collaborative process from multiple sources.ParentEarly childhood teacherEarly childhood special education teacherEI service coordinatorRelated service providers- SLP, O & M, PT., OT, Nurse, AT specialist, LEA representativeReports- Eligibility, physicians/medical, checklists, observations, private evaluations, Family Focus Interview , Natural Environment Observation, assessments, curriculum evaluationsOther agency documentation

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ELPP Progress Monitoring Documentation Form

Uses:Data can be collected on one form covering a period of 3 years- Columns for Entry data, progress monitoring for 2 years, and Exit dataCan serve as the paper copy of ELPP required to be kept in the childs fileHas codes to document sources that provided the dataProvides documentation of progress toward IEP goals and ELPP standardsGood visual for sharing progress towards standards with parents

7/18/2014ELPP : Transfer StudentsIf a child transfers to another LEA, a copy of the paper copy should be sent or scanned and emailed.The childs name will automatically populate to the new LEAs ELPP Website list after: Child is withdrawn from the previous LEA. Enrolled in new LEA. Assigned a case manager in the new LEA.

7/18/2014ELPP : Transfer StudentsIf 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.

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7/18/2014ELPP Website: Missing Student Name from ListA missing student name is usually due to missing or incorrect data in the childs SETS record.Before sending an e-mail requesting help to find a student not listed on the ELPP Website pages, check that the students SETS record shows the following:Active status in SETSEnrolled (not registered) between the 3rd an 6th birthdaysAssigned to a case managerA preschool destination of 97, 98, 99, rather than PKAn exceptionality selectedAn initial IEP meeting date (different from the initial IEP date) enteredCorrect academic year ( 2013 for the 2013-2014 school year)

7/18/2014ELPP Website: Helpful FeaturesE-mail feedback link

Date of Initial IEP Meeting column

Past Due column

Search feature for student name lists

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Indicator 12: transition

EI to Preschool Tracking Log

7/18/2014Indicator 12Percent 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 birthdays.Data is reported on the EI to Preschool Tracking log.OSEP Target for Alabama is 100%.Alabamas result was 99.56%.

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7/18/2014Step 1: Letter of Notification

7/18/2014 EI to Preschool Tracking Log

LEA: Mr. Rodgers Neighborhood 7/01/2013 To 06/30/2014LEA CodeNameSSID Student Date of BirthDate Letter of Notification Recd From EIReferred to EI less than 90 Days 222Adams, Eve1112223333/18/116/28/13N222Ceasar, Julius44455561102/25/1105/28/13N222Temple, Shirley12345671911/29/1003/19/13N222Wonka,Willie01234561810/26/1008/08/13YEnter the child in INOW.

*Assign a State ID number if there is not a social security number and enter the childs birthdate.

*Under the Preschool Tab in the students folder enter the date the Letter of Notification was received and if the child was referred to EI less than 90 days.7/18/2014

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For Every Child that the LEA Receives the Early Intervention Notification to Local Education AgencyThe following must always be entered in the EI to Preschool Tab, even if a transition meeting is not held:

1. Check the box Transitioned from EI Program 2. Enter Date Letter of Notification from EI was Received 3. Enter Y or N for Referred to EI less than 90 Days

7/18/2014Checks and Balances

Have a plan for receiving and distributing the Early Intervention Notification to Local Education Agency letters from EI to preschool coordinators/case managers.Each month, SDE e-mails the LEA the list of children that have been referred by EI to the LEA.Compare the list to the Early Intervention Notification to Local Education Agency letters received.Check with LEA personnel to find notifications that you dont have.Notify Kay Spivey or Denise Gilham if a letter of notification was not received for any of the children that EI reported sent to the LEA. Do not send this list to EI service coordinator/s as this is a breach of confidentiality of notification for the children and their families.SDE will request EI to send another letter of notification to the LEA for children that notifications were not received.

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Step 2: transition Meeting Step 3: Referral Meeting

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Children who are found eligible, must have an IEP developed and implemented by their third birthdays7/18/2014 EI to Preschool Tracking Log

LEA: Mr. Rodgers Neighborhood 7/01/2013 To 06/30/2014LEA CodeNameSSID Student Date of birthDate Letter of Notification Referred to EI less than 90 DaysDate of Transition Meeting222Adams, Eve1112223333/18/116/28/13N12/17/14222Ceasar, Julius44455561102/25/1105/28/13N11/22/13222Temple, Shirley12345671911/29/1003/19/13N08/27/13222Wonka,Willie01234561810/26/1008/08/13Y7/18/2014 EI to Preschool Tracking Log

LEA: Mr. Rodgers Neighborhood 7/01/2013 To 06/30/2014LEA CodeNameSSID Student Date of BirthDate Letter of Notification Referred to EI less than 90 DaysDate of Transition MeetingDate of Referral Signatures222Adams, Eve1112223333/18/116/28/13N12/17/142/20/14222Ceasar, Julius4445556662/25/115/28/13N11/22/1311/22/13222Temple, Shirley12345678911/29/103/19/13N8/27/138/27/13222Wonka,Willie01234567810/26/109/08/13Y7/18/2014Step 4: EvaluationsEvaluate the child according to the Alabama Administrative Code.

7/18/2014 EI to Preschool Tracking Log

LEA: Mr. Rodgers Neighborhood 7/01/2013 To 06/30/2014NameStudent Date of BirthReferred to EI less than 90 DaysDate of Transition MeetingDate of Referral SignaturesDate of Initial Eligibility DeterminationDetermined Eligible for ServicesEligibility determined prior to 3rd birthdayAdams, Eve3/18/11N12/17/142/20/143/17/14YYCeasar, Julius2/25/11N11/22/1311/22/132/21/14NYTemple, Shirley11/29/10N8/27/138/27/1311/30/13YNWonka,Willie10/26/10Y7/18/2014 EI to Preschool Tracking Log

LEA: Mr. Rodgers Neighborhood 7/01/2013 To 06/30/2014NameStudent Date of BirthDate of Referral SignaturesDate of Initial Eligibility DeterminationDetermined Eligible for ServicesEligibility determined prior to 3rd birthdayIf NO range of days eligibility determined after 3rd birthdayReason for late (or no) eligibility determined Adams, Eve3/18/112/20/143/17/14YYCeasar, Julius2/25/1111/22/132/21/14NYTemple, Shirley11/29/108/27/1311/30/13YN1-15UCWonka,Willie10/26/10PSPUnder the Preschool tab, document the date of the IEP meeting.Y or N if developed and implemented by 3rd birthday. If not, how many days late and code why.7/18/2014Step 4: Individualized Education ProgramsThe child is eligible for services.

7/18/2014NameStudent Date of BirthDetermined Eligible for ServicesDate of Initial IEP MeetingIEP developed and Implemented by 3rd birthdayIf NO range of days IEP developed after 3rd birthdayReason for late (or no) IEP developmentAdams, Eve3/18/11Y3/17/14YCeasar, Julius2/25/11NTemple, Shirley11/29/10Y11/30/13N1-15UCWonka,Willie10/26/10EI to Preschool Tracking Log

LEA: Mr. Rodgers Neighborhood 7/01/2013 To 06/30/20147/18/2014Ways to Improve Indicator 12Review the EI to Preschool tracking log under state reports to ensure all data is entered correctly with all fields completed. Review information entered in the EI to Preschool tab on the student folder page of SETS to be sure data is accurate. Only data for children transitioning from EI are entered in the EI to Preschool tab. Data on the tracking log is pulled from this tab. No parental referrals will be entered on this tab.Window of report submission: September 2-9, 2014All children, for whom the LEA received the Early Intervention Notification to Local Education Agency, must be accounted for on the EI to Preschool Tracking Log during the reporting period in which the child turns three. Best practice is to enroll the child upon receipt of this notification.

7/18/2014Ways to Improve Indicator 12For every child that the Early Intervention Notification to Local Education Agency was received, the following must always be entered in the EI to Preschool Tab (even if a transition meeting is not held).Check the box Transitioned from EI ProgramDate Letter of Notification from EI ReceivedReferred to EI less than 90 Days Y or NThe date of Referral Signature is the signature date of the special education referral.

7/18/2014Contact InformationKay Spivey kspivey@alsde.edu (Until December 1st)Denise Gilham dgilham@alsde.eduJan Enstrom jane@alsde.edu (Until August, 2015)New person ????7/18/2014