Early Childhood Special Education Coordinators Roundtable Meetings ISBE March, 2007 Agenda • Introduction • ISBE Updates – Preschool for All – State Performance Plan (SPP) – Preschool LRE/Blending – Child Outcomes System – Transition/Summer.
Download ReportTranscript Early Childhood Special Education Coordinators Roundtable Meetings ISBE March, 2007 Agenda • Introduction • ISBE Updates – Preschool for All – State Performance Plan (SPP) – Preschool LRE/Blending – Child Outcomes System – Transition/Summer.
Early Childhood Special Education Coordinators Roundtable Meetings ISBE March, 2007 Agenda • Introduction • ISBE Updates – Preschool for All – State Performance Plan (SPP) – Preschool LRE/Blending – Child Outcomes System – Transition/Summer Birthdays • Division of Early Childhood Agenda-continued • Networking lunch • Small Group discussion on SPP – Status – What works – Challenges • Small Group reports on SPP • Wrap up Preschool for All (PFA) – Prevention Initiative RFP due March 15 – PFA RFP Issued, Due May 3 – Bidders Conferences • 3/13 Springfield • 3/15 Chicago Heights – Birth-3 Mental Health – Social Emotional – Teacher Preparation/TEACH Illinois Early Childhood Asset Map • Early childhood data and demographic data for the State of Illinois • http://iecam.crc.uiuc.edu/index.html SPP-Indicator 6 Preschool LRE • Percent of preschool children with IEPs who received special education and related services in settings with typically developing peers (e.g., early childhood settings, home and parttime early childhood/part-time early childhood special education settings). SPP - Indicator 7 Child Outcomes • Percent of preschool children 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 SPP - Indicator 12 EC Transition • 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 birthday. Preschool LRE • Placement decisions are individually determined • Consider special education and related services in the early childhood regular education classroom first in IEP meetings • Supplementary aids and services are provided in regular education classes as much as possible Preschool LRE/Blending Blending guidelines: – Moving to blended program will not result in staff reductions – Serve the same number of children – Special education pays for all special education services – Regular education classroom ratio must be 70/30 non-IEP/IEP Blending Models • Team Teaching – 1 prek, 1 ECSE teacher in class – Class size-meet needs • Blended/Itinerant – Prek class/Type 04 certified teacher – Children with IEPs individually placed in prek – Special education provided by itinerant teacher with ECSE certification – Class size: 20 children • Overarching rule: IEP Meeting-General education placement first option considered Child Outcomes System • New Q & A • New materials/resources • Training and technical assistance • Better outcomes will be achieved by serving children 5 days a week. Transition School District Responsibilities • Participate in – Child find, birth – 21 years – Local Interagency Council – Transition Planning conference • Explain the evaluation process to parents – Domain Review and parent input – Consent for evaluation Transition School District Responsibilities • Complete the Transition Tracking Form • Return Tracking Form to CFC within 20 days after 3rd birthday • Fax or mail copy of Tracking Form to ISBE Transition Transition timeline • For children not in EI services – IEP in place 60 days from parents’ written consent for evaluation • For children exiting EI services – IEP in place on or before 3rd birthday Transition/Summer Birthdays • Summer/late spring/early fall birthdays: – Have IEPs in place before the end of the school year – If IEP team determines that services will be provided over the summer, contract with other service providers – If IEP team determines that no services are needed over the summer, services begin when school year starts Transition/Summer Birthdays • It is important to NOT think of ESY services as a “summer program” • ESY services are based on the individual needs of children as identified in their IEPs • It may be helpful to think of it in terms of a “case management” approach Networking Lunch/Future Topics Break in to small groups Have a scribe and reporter volunteer • Small group discussions on SPP – Status – What works – Challenges Wrap Up Next meeting October 17, 2007 – SAV Pre-conference 1:00-4:00 Contact Information • Early Childhood Education Division • Pamela Reising Rechner – [email protected] • 217.524.4835 • Special Education Services Division • Julie Evans - [email protected] • Sally Tudor – [email protected] • 217.782.5589