Transcript Using - Alabama Department of Education

Using Data to
Improve Indicator
Outcomes.
Indicators 6, 7, and 12
MEGA 2014
7/18/2014
2014 EI Preschool Conference
7/18/2014
Objectives and Expected Outcomes
7/18/2014

Participants 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.
Measuring Progress for Preschool Special
Education Children

OSEP requires measurement of three areas for
preschool:
LRE
 Outcomes
 Transition

7/18/2014
Indicator 6
Least Restrictive
Environment
7/18/2014
OSEP Letter

February 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.”
7/18/2014
OSEP Letter

7/18/2014
The 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.”
Indicator 6 measures the percent of preschool
children aged 3 through 5 with IEPs attending:
Measurement A
7/18/2014
Measurement B

Regular early childhood program
and receiving the majority of
special education and related
services in the regular early
childhood program. (LRE 20, 22)

Separate special education class,
separate school or residential
facility. (LRE 18, 17, 16)

Alabama’s target: 52.5% or above.

Alabama’s target: 6.58% or below.

Alabama’s results for 2013-2014
are 46.94%.

Alabama’s results for 2013-2014
are 5.18%.
Indicator 6
LRE Codes for Preschool Children
7/18/2014

For ages 3
5 years only

Nine from which to select

Found in the Child Count Help Document on ALSDE website
Measurement A Target: 52.5% and Above
Current Data
7/18/2014
Measurement A Target: 52.5% and Above
Current Data
Percentage of LEAs near Target
LRE 6
100%
90%
80%
70%
60%
100
100
100
50%
100
40%
30%
20%
10%
46
46
25
0%
52.5-100%
30-52.4%
29-10%
Number of LEAs in Each Category
Series 1
7/18/2014
100
Goal
13
1-9%
5
0%
Measurement B Target: 6.58% and Below
Current Data
Percentage of LEAs near Target
100%
90%
80%
70%
60%
50%
111
40%
30%
20%
10%
25
0%
Above 6.58%
6.58% and Below
Number of LEAs in Each Category
Series 1
7/18/2014
Series 2
Indicator 6 Measurement A
Alabama’s Goal: 52.5% or above
7/18/2014

LRE 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.
Indicator 6 Measurement A
Alabama’s Goal: 52.5% or above
7/18/2014

LRE 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.
Indicator 6 Measurement B
Alabama’s Goal: 6.58% or below
LRE 16: Residential Facility
7/18/2014

Attends a special education
program and is not in any regular
early childhood programs or
kindergarten.

Residential school or medical
facility.
Indicator 6 Measurement B
Alabama’s Goal: 6.58% or below
LRE 17: Separate School
7/18/2014

Attends a special education
program and is not in any regular
early childhood programs or
kindergarten.

School designed for children with
disabilities.
Indicator 6 Measurement B
Alabama’s Goal: 6.58% or below
LRE 18: Separate Class
7/18/2014

Attends a special education
program and is not attending a
regular early childhood program,
kindergarten, or special education
playgroup.

Self-contained special education
class
Ways to improve Indicator 6
7/18/2014

Know your system’s 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 child’s 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.
LRE 19 or 14, Services Provided without Typical Peers
LRE 19: Service Provider Location


7/18/2014
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 SLP’s
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 child’s
disability is so severe that education
in regular classes with the use of
supplementary aids and services
could not be achieved.
LRE 21 or 23, Services Provided without Typical Peers.
LRE 21:
7/18/2014
LRE 23:

Attends a regular early childhood
program at least 10 hours per week
and receives the majority of special
education services in other
locations.

Attends a regular early childhood
program less than 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.

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.
Indicator 7
Preschool Outcomes
7/18/2014
Indicator 7
Percent 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
7/18/2014
OSEP’s New Focus:
Positive Preschool Outcomes
 Of
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.
7/18/2014

The percent of children
who were functioning
within age expectations
by the time they exited
the program.
OSEP’s New Focus:
Positive Preschool Outcomes
 Are



7/18/2014
children benefiting from the LEA
preschool program (LRE)
special education services
related services
Use SPP Indicator 7 Data to Improve Outcomes
Review LEA Data for Indicator 7
 www.alsde.edu, Offices/Departments, Special
Education Services, LEA Performance Profiles
 Determine if your LEA is meeting the state standard
7/18/2014
Indicator 7 – LEA Performance Profile
Alabama/National/LEA
7/18/2014
Indicator 7
7/18/2014
AL target 12-13
% 12-13
MET Target
LEA %
LEA Met Target
Use SPP Indicator 7 Data to Improve Outcomes
Review paper copy of the ELPP
7/18/2014

Was 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 child’s 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?
Use SPP Indicator 7 Data to Improve Outcomes
Review the preschool program
7/18/2014

Does 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?
Use SPP Indicator 7 Data to Improve Outcomes
Review /Revise the IEP
Are the targeted IEP goals based on current data?
7/18/2014

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.
Use SPP Indicator 7 Data to Improve Outcomes
Review /Revise the IEP continued….

Frequency and duration of special education
services

Does the child participate frequently enough to
make adequate progress?

Are more days or time needed?
7/18/2014
Indicator 7: Data Collected with ELPP
7/18/2014

Early Learning Progress Profile (ELPP) is Alabama’s data
gathering tool designed with guidance from OSEP TA center to
measure progress in preschool children with disabilities

Developed in 2006, in response to Indicator 7 requirements for
the SPP/APR

ELPP Data gathered for Indicator 7 is reported:
 To OSEP each February
 In the SPP/APR Local Education Agency (LEA) Special
Education Performance Profile
ELPP


7/18/2014
ELPP is based Alabama Developmental Standards for
Preschool Children.
Access standards:
 https://fp.auburn.edu/institute/elpp/
ELPP website
 www.alsde.edu, department/offices,
special education services, preschool,
Developmental Standards Handbook
7/18/2014
Alabama Developmental Standards for
Preschool Children
 All standards in the Alabama Developmental Standards
for Preschool Children are not ELPP standards.
 ELPP standards are indicated by a diamond.
LL.P.5.1 Experiment with a variety of
writing tools and materials.
7/18/2014

Remember to align the standards with goals in the IEP.

Do not cut and paste a standard for the annual goal!!
Child Outcome
Summary Form
COSF 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.
eds
7/18/2014


ELPP Website:
https://fp.auburn.edu/institute/ELPP/
7/18/2014
Collaboratively sponsored by the
Auburn Transition Leadership Institute and
the Alabama Department of Education
ELPP Entry Data
7/18/2014

Entry 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.
ELPP Exit Data
7/18/2014

Exit 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.
ELPP Exit Data cont…
7/18/2014

For 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 student’s 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).
Do not submit Exit ELPP:
7/18/2014

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.
Do not submit Exit ELPP: cont…
7/18/2014

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.
ELPP Documentation
• Teachers and SLPs are
expected to maintain a
paper copy of the
entry and exit ELPP in
the child’s special
education file.
• Paper copies will be
viewed during monitoring.
• Paper copies should
remain in the child’s
special education files.
7/18/2014
ELPP DOCUMENTATION
7/18/2014

Required 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.

Parent

Early childhood teacher

Early childhood special education teacher

EI service coordinator

Related service providers- SLP, O & M, PT., OT, Nurse, AT specialist, LEA
representative

Reports- Eligibility, physicians/medical, checklists, observations, private
evaluations, Family Focus Interview , Natural Environment Observation,
assessments, curriculum evaluations

Other agency documentation
7/18/2014
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 data
 Can serve as the paper copy of ELPP required to be
kept in the child’s file
 Has codes to document sources that provided the
data
 Provides documentation of progress toward IEP goals
and ELPP standards
 Good visual for sharing progress towards standards
with parents
7/18/2014
ELPP : Transfer Students
7/18/2014
•
If a child transfers to another LEA, a copy of the paper copy should
be sent or scanned and emailed.
•
The child’s name will automatically populate to the new LEA’s ELPP
Website list after:
•
Child is withdrawn from the previous LEA.
•
Enrolled in new LEA.
•
Assigned a case manager in the new LEA.
ELPP : Transfer Students


7/18/2014
If 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.
7/18/2014
7/18/2014
ELPP Website:
Missing Student Name from List
7/18/2014

A missing student name is usually due to missing or incorrect data
in the child’s SETS record.

Before sending an e-mail requesting help to find a student not listed
on the ELPP Website pages, check that the student’s SETS record
shows the following:

“Active” status in SETS

Enrolled (not registered) between the 3rd an 6th birthdays

Assigned to a case manager

A preschool destination of “97”, “98”, “99”, rather than “PK”

An exceptionality selected

An initial IEP meeting date (different from the ‘initial IEP date’)
entered

Correct academic year ( “2013” for the 2013-2014 school year)
ELPP Website: Helpful Features
7/18/2014

E-mail feedback link

“Date of Initial IEP Meeting” column

“Past Due” column

Search feature for student name lists
Indicator 12:
“t”ransition
EI to Preschool Tracking Log
7/18/2014
Indicator 12


Percent 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%.

Alabama’s result was 99.56%.
Indicator 12 Target
100.1
100
99.9
99.8
99.7
99.6
99.5
99.4
99.3
OSEP
7/18/2014
Alabama
7/18/2014
Step 1: Letter of Notification
7/18/2014
Enter the child in
INOW.
*Assign a State ID number if
there is not a social security
number and enter the child’s
birthdate.
*Under the Preschool Tab in the
student’s 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
EI to Preschool Tracking Log
LEA: Mr. Rodger’s Neighborhood 7/01/2013 To 06/30/2014
Date Letter
of
Notification
Rec’d From
EI
6/28/13
N
Referred
to EI less
than 90
Days
LEA
Code
Name
SSID
Student
Date of
Birth
222
Adams,
Eve
111222333
3/18/11
222
Ceasar,
Julius
444555611 02/25/11
05/28/13
N
222
Temple,
Shirley
123456719 11/29/10
03/19/13
N
222
Wonka,
Willie
012345618 10/26/10
08/08/13
Y
7/18/2014
For Every Child that the LEA Receives the
Early Intervention Notification to Local
Education Agency

The 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”
7/18/2014
Checks and Balances
7/18/2014

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 don’t 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.
Step 2: “t”ransition Meeting
Step 3: Referral Meeting
Children who are found. eligible, must have
an IEP developed and implemented by their
third birthdays
7/18/2014
EI to Preschool Tracking Log
LEA: Mr. Rodger’s Neighborhood 7/01/2013 To 06/30/2014
Student
Date of
birth
Date Letter Referred to Date of
of
EI less than Transition
Notification 90 Days
Meeting
3/18/11
6/28/13
N
12/17/14
444555611
02/25/11
05/28/13
N
11/22/13
222
Temple,
Shirley
123456719
11/29/10
03/19/13
N
08/27/13
222
Wonka,
Willie
012345618
10/26/10
08/08/13
Y
Name
SSID
222
Adams,
Eve
111222333
222
Ceasar,
Julius
LEA Code
7/18/2014
EI to Preschool Tracking Log
LEA: Mr. Rodger’s Neighborhood 7/01/2013 To 06/30/2014
LEA
Code
7/18/2014
Name
SSID
Student
Date of
Birth
Referred
to EI less
Date Letter
than 90
of
Notification Days
Date of
Date of
Transition Referral
Meeting
Signatures
222
Adams, Eve
111222333
3/18/11
6/28/13
N
12/17/14
2/20/14
222
Ceasar, Julius
444555666
2/25/11
5/28/13
N
11/22/13
11/22/13
222
Temple,
Shirley
123456789
11/29/10
3/19/13
N
8/27/13
8/27/13
222
Wonka,
Willie
012345678
10/26/10
9/08/13
Y
Step 4: Evaluations
Evaluate the child according to the Alabama Administrative Code .
7/18/2014
EI to Preschool Tracking Log
LEA: Mr. Rodger’s Neighborhood 7/01/2013 To 06/30/2014
Name
Adams,
Eve
7/18/2014
Student
Date of
Birth
Referred
to EI less
Date of
Date of
than 90 Transition
Referral
Days
Meeting
Signatures
Date of Initial
Eligibility
Determination
Determined
Eligible for
Services
Eligibility
determined
prior to 3rd
birthday
3/18/11
N
12/17/14
2/20/14
3/17/14
Y
Y
Ceasar,
Julius
2/25/11
N
11/22/13
11/22/13
2/21/14
N
Y
Temple,
Shirley 11/29/10
N
8/27/13
8/27/13
11/30/13
Y
N
Wonka,
Willie
Y
10/26/10
Under 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.
7/18/2014
EI to Preschool Tracking Log
LEA: Mr. Rodger’s Neighborhood 7/01/2013 To 06/30/2014
Date of
Referral
Signatures
Date of
Initial
Eligibility
Determined
Name
Student
Date of
Birth
Determination
Eligible for
Services
Eligibility
determined
prior to 3rd
birthday
Adams,
Eve
3/18/11
2/20/14
3/17/14
Y
Y
Ceasar,
Julius
2/25/11
11/22/13
2/21/14
N
Y
Temple,
Shirley
11/29/10
8/27/13
11/30/13
Y
N
Wonka,
Willie
10/26/10
If “NO” range
of days
eligibility
determined
after 3rd
birthday
Reason for late (or no)
eligibility determined
1-15
UC
PSP
Step 4: Individualized Education Programs
The child is eligible for services.
7/18/2014
EI to Preschool Tracking Log
LEA: Mr. Rodger’s Neighborhood 7/01/2013 To 06/30/2014
7/18/2014
Name
Student
Date of
Birth
Determined
Eligible for
Services
Date of Initial IEP
Meeting
IEP developed
and
Implemented by
3rd birthday
Adams, Eve
3/18/11
Y
3/17/14
Y
Ceasar,
Julius
2/25/11
N
Temple,
Shirley
11/29/10
Y
11/30/13
N
Wonka,
Willie
10/26/10
If “NO” range of
days IEP
developed after
3rd birthday
1-15
Reason for late (or no) IEP
development
UC
Ways to Improve Indicator 12

Review 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, 2014

7/18/2014
All 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.
Ways to Improve Indicator 12

For 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 Program
 Date Letter of Notification from EI Received
 Referred to EI less than 90 Days Y or N


7/18/2014
The date of Referral Signature is the signature date of the
special education referral.
Contact Information
7/18/2014

Kay Spivey – [email protected] (Until December 1st)

Denise Gilham – [email protected]

Jan Enstrom – [email protected] (Until August, 2015)

New person ????