Transcript Early Childhood Special Education (ECSE) Updates

Early Childhood Special Education
(ECSE) Updates
Noel Cole, Coordinator
Michigan Department of Education, Office of Early Childhood
Education and Family Services.
[email protected]
517-241-6354
Kelli Jolly, Trainer and TA
Clinton County RESA, Office of Innovative Projects
[email protected]
517-668-0185
Agenda
1. Welcome
2. Preschool Outcomes (Indicator B-7)
a. Trends in performance data
b. Understanding the decrease in performance
c. Strategies for improving data collection and reporting
d. Regional training
3. Child Outcomes Manual Update Preschool Education Environments (Indicator B-6)
a. New codes in the MSDS
b. Improving Quality Inclusion Programs Training
4. Transition (Indicator B-12)
a. B-12 verification
b. Updated Transition Guide
5. ARRA Funds
Early Childhood Special Education
Federal Indicators
• Preschool Special Education Environments
• Preschool Outcomes
• Early Childhood Transition
Preschool Outcomes
Percent of preschool children with improved :

Positive social-emotional skills

Acquisition and use of knowledge and skills

Use of appropriate behaviors
Trends in performance data
Positive Social-Emotional Skills
Summary Statement 1: Of those children who entered the
program below expectation in Outcome A, the percent who
substantially increased their rate of growth by the time they
turned six years of age or exited the program.
FFY
Baseline
Target Actual
2008
86.8%
2009
86.0%
85.5%
2010
87.0% 81.1%
Summary Statement 2: The percent of children who were
functioning within age expectations in Outcome A by the
time they turned six years of age or exited the program.
FFY
Baseline
Target Actual
2008
60.7%
2009
60.0%
59.8%
2010
61.0% 56.5%
Trends in performance data
Acquiring and Using Knowledge and Skills
Summary Statement 1: Of those children who entered the
program below expectation in Outcome B, the percent who
substantially increased their rate of growth by the time they
turned six years of age or exited the program.
FFY
Baseline
Target
Actual
2008
86.5%
2009
86.0%
86.8%
2010
87.0%
82.1%
Summary Statement 2: The percent of children who were
functioning within age expectations in Outcome B by the time
they turned six years of age or exited the program.
FFY
Baseline
Target
Actual
2008
58.0%
2009
58.0%
58.2%
2010
59.0%
56.6%
Trends in performance data
Use of Appropriate Behaviors to Meet Needs
Summary Statement 1: Of those children who entered the
program below expectation in Outcome C, the percent who
substantially increased their rate of growth by the time they
turned six years of age or exited the program.
FFY
Baseline
Target Actual
2008
88.2%
2009
88.0%
87.7%
2010
89.0% 80.6%
Summary Statement 2: The percent of children who were
functioning within age expectations in Outcome C by the time
they turned six years of age or exited the program.
FFY
Baseline
Target Actual
2008
72.3%
2009
72.0%
71.6%
2010
73.0% 62.5%
Understanding the decrease in performance
 ECSE Population
 Change in data systems
 Missing data issues
Strategies for improving data collection and
reporting
 Frequent data checks
 Increased TA
 Development of online TA materials
Regional Training through EOT&TA
 Child Outcomes Training, January 25
 Regional Training, Spring 2012
 Online Training
Registration will be available at eotta.ccresa.org
[email protected]
Child Outcomes Manual
 Updated version of Outcomes Manual
 Online version
Preschool Educational Environments
Percent of preschool children with IEPs who receive
special education and related services in setting with
typically developing peers (e.g., early childhood
settings, home, and part-time early childhood/part-time
early childhood special education setting).
(20 U.S.C. 1416(a) (3) (A))
New codes in the MSDS
 Available on CEPI website at
http://www.mi.gov/cepi/0,1607,7-113986_50502_53643---,00.html
 Preschool Educational Environments Decision Tree and
Worksheet that have been used in hard copy have crosswalks
to MSDS codes on ECSE website (see resources)
 Preschool Educational Environments Data is due in MSDS
with the Special Education Child Count on October 5
 Data for the 2010-2011 is NOT going to be reported in the
APR or to districts. Expected to be reported to OSEP for
2011-2012 school year.
Improving Quality Inclusion Programs
Training
 Quality Inclusion Strategies
 Individual Child Focused Strategies
 Collaborative Inclusion Strategies for Early Childhood
Special Education and Regular Education Teachers
Early Childhood Transition
Percent of children referred by Part C Prior to age 3,
found eligible for Part B and had an IEP developed and
implemented by the third birthday.
B-12 Verification Updates
 B-12 Data Verification Activity is in the CIMS system
 B-12 Data Verification Activity is to be done by ISD CIMS
Coordinators
 Collaboration is necessary between Early On and LEAs to
complete this activity
 Verified spreadsheets are due into the CIMS system by
October 4
Transition Guide
 Has been updated since the 2010-2011 school year to reflect:
 Changes in compliance definitions from OSEP
 Description of compliance and improvement activities
ARRA Funds
 MUST be allocated by September 30 AND spent by
November 29
 Implications for not spending funds
 Communication from MDE
Questions?
Resources
 ECSE Webpage
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www.michigan.gov/ecse
EOT&TA Webpage
http://eotta.ccresa.org
National Early Childhood Technical Assistance Center (NECTAC)
www.nectac.org
Early Childhood Outcomes Center
http://www.fpg.unc.edu/~eco/index.cfm
Continuous Improvement and Monitoring System (CIMS)
http://cims.cenmi.org/
National Transition Center
http://www.hdi.uky.edu/SF/NECTC/Home.aspx