Transcript Slide 1

University of Hawai`i
HAWAI`I 3-5 TRANSITION
TASK FORCE
Jean Johnson, DrPH
August 23, 2007
University of Hawai`i
Purpose of Meeting Today
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
Review purpose of Task Force
Provide background information
Put everyone on the same page
Identify the Committee
Task the Committee to develop the survey
University of Hawai`i
Purpose of ACT 289
To study the feasibility of expanding
eligibility, pursuant to Part C of the
Individuals with Disabilities Education Act,
for services from the Department of Health’s
Early Intervention Section to children
between 3 and 5 years old who have
developmental disabilities.
University of Hawai`i
Tasks
 Identify the potential number of children
annually who may benefit from a longer
transition period
 Identify the number who were served by
Part C, but not eligible to be served under
Part B
 Identify the number with delays, ages 3-5,
who were not served by Part C
University of Hawai`i
Tasks (continued)
 Research evidence-based practices for
service models
 Define the array of services required
 Based on projected numbers, derive
resources and cost projections
 Conduct a needs assessment of families,
focusing on their transition experiences
University of Hawai`i
The Task Force Shall Also:
 Project the timeline to develop resources
 Develop indicators for evaluation to assess
outcomes
 Submit a report to the Legislature 20 days
prior to the convening of the 2008 Session
(report due December 27, 2007)
University of Hawai`i
Funding
 Appropriation of $120,000
 Governor allowed House Bill No. 531 to
become law as Act 289 without her signature
 DOH initial funding $15,000 to begin
University of Hawai`i
To Begin
The Department of Health to enter into a
Memorandum of Agreement with the Center
on Disability Studies for $15,000 to do the
following:
 Facilitate two meetings of the Task Force
 Complete the needs assessment of families.
focusing on their transition experiences from
Part C. [(7) in Act 289]
University of Hawai`i
Background (National)
Prior to 1975 – Parental Lawsuits
1975 – Education of All Handicapped
Children’s Act
1986 – PL 99-457
2004 – IDEA Reauthorization
University of Hawai`i
Background (Hawai`i)
1949 - Exceptional Children’s Law
1972 - Early Intervention Began
1974 - Silva Consent Decree
1975 - Federal Legislation
1980 - Preschool Special Education Began
1987 - Part H
1990 - Preschool Task Force
1997 - STEPS Project
2000 - Preschool Study under Felix
University of Hawai`i
Children Served under
Part C in Hawai`i, 2005
Developmental Delay/
Biological Risk
Environmental
Risk
431
582
18.6%
44.0%
773
462
Percentage
33.3%
34.9%
Total Number
1,162
278
Percentage
50.1%
21.0%
Total Number
2,320
1,322
Percentage
100%
100%
Ages
0-1 years
1-2 years
2-3 years
Total
Total Number
Percentage
Total Number
University of Hawai`i
Hawai`i Part C Exit Data, 2005
Category
Number
Percentage
Exited prior to age 3;
developmentally age appropriate
519
33%
Part B eligible
(unknown how many enrolled)
501
32%
Not Part B eligible
274
18%
Part B eligibility not determined
264
17%
1,558
100%
Total
University of Hawai`i
Hawai`i Part B Indicators, 2005
Child Status
Part C Children
Following
Referred
Referral/Evaluation
Indicator
Measurement
Completed
PRIOR
to 3rd
Birthday
Completed
AFTER
3rd
Birthday
42
IDEA Ineligible
86
14.80%
B
44
51.2%
48.8%
IDEA Eligible
479
82.44%
C
317
66.2% 162 33.8%
No Evaluation
Conducted
16
2.76%
15
93.8%
University of Hawai`i
Timelines for Evaluation, 2005
565 Evaluations were
conducted for children who
were served by Part C.
In 303 cases, consent for
evaluation was received > 60
days prior to the 3rd birthday.
293 children
(97%) had
services in place
or eligibility
determined by
the 3rd birthday.
10 children
(3%) did NOT
have services in
place or
eligibility
determined by
the 3rd birthday.
In 262 cases, consent for
evaluation was received < 60
days prior to the 3rd birthday.
68 children
(26%) had
services in place
or eligibility
determined by
the 3rd birthday.
194 children
(74%) did NOT
have services in
place or
eligibility
determined by
the 3rd birthday.
University of Hawai`i
Comparison Data On Hawai`i
and Massachusetts, 2005
Part C
Part B
Hawai`i Massachusetts
6.71%
5.90%
4.75%
6.46%
National
Average
2.40%
5.84%
University of Hawai`i
Question
Given the apparent similarities in policies
and system implementation in the two states,
the question arises why the State of Hawai`i
experiences a decrease in the percentage of
children served in preschool special
education (Part B), while Massachusetts
maintains a percentage that is above the
national average.
University of Hawai`i
Eligibility Criteria for Part B Section 619
Hawai`i
“Developmental Delay”
1.5 SD in one area, except if the area is cognitive, then
adaptive environment must also be 1.5 SD below the
mean.
OR
Team, including parent, determines that patterns of
learning deviate from age expectations across settings
and provides the basis and method used in determining eligibility.
Massachusetts “Developmental Delay”
Learning capacity significantly limited, impaired, or
delayed and is exhibited by difficulties in one or more
areas.
University of Hawai`i
Thesis Questions
1. How differently does the State of Hawai`i and the State of
Massachusetts implement IDEA Part C?
2. How differently does the State of Hawai`i and the State of
Massachusetts implement IDEA Part B?
3. How differently does the State of Hawai`i and the State of
Massachusetts implement the transition process from Part C
to Part B?
4. What are the factors that influence families’ decisions in each
state to discontinue services from Part C to Part B?
University of Hawai`i
Hawai`i Part C Service Settings, 2005
Early Intervention
Section
2005
1,426
%
Program for Develop. Delay
161
11.3%
Program for Typical
108
7.6%
Home
1,048
73.5%
Total-Natural Environments
1,156
81.1%
Served in Provider Location
102
7.2%
Hospital/Residential
7
0.5%
Other
0
0.0%
University of Hawai`i
Massachusetts Part C Service Settings, 2005
Early Intervention
Section
2005
14,023
%
Segregated Setting
164
1.2%
Program for Typical
1,628
11.6
Home
12,228
87.2%
Total-Natural Environment
13,856
98.9%
Served in Provider Location
0
0%
Hospital/Residential
2
0%
Other
1
0%
University of Hawai`i
Hawai`i Preschool Settings, 2005
Service Settings
Hawai`i State
Total
National Difference
Average
Number
%
%
%
Early Childhood Setting
229
9.85
33.93
-24.08
Special Education Setting
1474
63.4
32.4
31.0
11
0.47
2.93
-2.46
600
25.81
16.37
9.44
Residential facility
2
0.09
0.09
0.0
Separate school
9
0.39
2.74
-2.35
Itinerant Service
0
0
10.40
-10.40
Reverse mainstream setting
0
0
1.14
-1.14
Home
Split Setting
Hawaii Department of Education, Special Education Services Branch, Part B
Six-Year State Performance Plan (2005-2010).
University of Hawai`i
Massachusetts Preschool Settings, 2005
Total number of preschool children with IEPs
13,384
Total number of preschool children with IEPs
in inclusive settings
10,498
Percent of preschool children with IEPs in
inclusive settings
78.4 %
University of Hawai`i
Comparison by Least Restrictive Setting,
2005
Program and Setting
Part C
State
Hawai`i
Massachusetts
Natural Environment
81.1%
98.9%
Segregated Setting
11.3%
1.2%
Hawai`i
Massachusetts
Early Childhood (LRE)
9.85%
78.4
Split
25.81%
?
Special Education
63.4%
?
Part B
University of Hawai`i
Background on Funding
 Concept of “unfunded mandate”
 Part C based on state poverty formula
 Hawai`i is a minimum allocation state
 Part B is based on a child count formula
University of Hawai`i
Funding Comparisons, 2005
State and Program
Massachusetts
Part B
Part C
Hawai`i
Part B
Part C
Federal
Funds
Children
Served
$ Per
Child
$9,978,737
$8,350,114
13,384
14,023
$746
$595
$1,016,681
$2,160,317
2,235
3,642
$437
$593
University of Hawai`i
Unfunded Mandate
The federal dollars for educating
preschool children with disabilities in Hawai`i
($437 per child in 2005) cover only about 2%
of the approximately $21,000 in annual costs
of educating a preschool child with
disabilities.
University of Hawai`i
Part C Funding Issues
 Approximately 90% of the funding comes
from State funds
 Part C has been chronically under-funded
 Emergency appropriations have been
required for many years
 For the current year, funding is inadequate
to serve the number of children referred for
services
University of Hawai`i
Part C Policy Issues
 Part C has been described as a “flawed
national policy”
 No research exists to show that early
intervention should end at age three,
regardless of the needs of the child and
family
 Decisions were driven by the
compromises to get the legislation
enacted rather than best practices
University of Hawai`i
“For many families, transition means
the unwilling severing of a therapeutic
relationship with their service
providers.”
“No wonder many families endure a
sharp sense of loss in spite of
everyone’s best efforts to make the
transition smooth.”
--Talbot Black, 2000
University of Hawai`i
“I am suggesting that the national
policy that emerged from that
compromise needs to be examined,
even though it has been in effect all
these years. And, if the policy does not
prove itself to be in the best interests of
children and families, then it’s time to
think about what needs to be changed.”
--Talbot Black, 2000
University of Hawai`i
“Thinking about what needs
to be changed” succinctly summarizes the charge to this Task
Force.
University of Hawai`i
Caveats
 First, do no harm!
 Design a system responsive to needs,
not to birthdays
 Do not design another UNDERFUNDED
system
 Work within other initiatives (Act 259)
 Include children with 504 eligibility
University of Hawai`i
Remember
Parents have always been the guiding
force in policy, whether in the lawsuits that
preceded the initiation of the Education of All
Handicapped Children’s Act, the Silva
Consent Decree, the Infant and Toddler
Program, and this Task Force.
University of Hawai`i
Family Survey
What do we need families to tell us that
will help the Task Force decide on policy
recommendations to the 2008 State
Legislature?
University of Hawai`i
References
Black, Talbot (2000). What is early intervention anyway? Keynote Speech,
First AAHBEI International Convention, Chicago, Ill.
Black, Talbot (2000). A Flawed National Policy Concerning Early
Intervention? Keynote Address, First AAHBEI International
Conference, Chicago, Ill.
Groves, Ivor (2000). Preschool Study. Honolulu, HI: Center on Disability
Studies.
Hawaii Department of Education, Special Education Services Branch, Part
B Six-Year State performance Plan (2005-2010).
Massachusetts Department of Education, Part B Six-Year State
Performance Plan (2005-2010).
Johnson, Jean L. (1992). A Policy Analysis of the First Component
Required by P.L. 99-457: Who will be served? Doctoral Dissertation,
University of Hawai`i.
University of Hawai`i
References (continued)
www.ed.gov/about/overview/budget/statetables/index.html
www.ideadata.org