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Statewide Meeting Preschool Update VESID Special Education Services New York State Education Department October 2007 Topics 2007 Changes to New York State Special Education Laws and Regulation

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Statewide MeetingPreschool Update

VESID Special Education Services

New York State Education Department

October 2007


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Topics

  • 2007 Changes to New York State Special Education Laws and Regulation

  • Special Education Itinerant Teacher Services and Related Services for Preschool Students with Disabilities

  • Highlights of the Longitudinal Study

  • Temporary Task Force on Preschool Special Education



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Committee on Preschool Special Education (CPSE)

  • Early intervention (EI) representative is a member at the request of the parent of the student transitioning from EI to preschool special education


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Individualized Education Program (IEP) Implementation

  • Section 4410

    • IEP must be implemented as soon as possible following development of the IEP, but not later than 30 days from the recommendation of the CPSE.


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Preschool Special Classes

  • Maximum class size of 12

    • Preschool programs at maximum enrollment may temporarily enroll an additional preschool child, with the assignment of additional staff, when there is no other appropriate program available to serve the student


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Pendency

  • Child transitioning from early intervention (EI) to preschool

    • District not required to provide EI services

    • If found eligible, district must provide those services not in dispute between parent and district


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Administrative Responsibility

  • Board of Education must adopt written policy and administrative practices and procedures

    • to ensure each preschool student with a disability, residing in a district has opportunity to participate in preschool programs

    • including timely evaluation and placement


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Special Education Itinerant Teacher Services (SEIT)and Related Services (RS) for Preschool Students with Disabilities


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SEIT and Related Services

SEIT

  • Provided by certified special education teachers of approved preschool programs on itinerant basis

    • Direct individual or group instruction

    • Consultation to teacher

      Related Services

  • Provided by appropriately certified or licensed professionals

    • Developmental, corrective or support services

    • Do not include medical device surgically implanted

  • SEIT & RS Combined

    • depending upon needs of child

    • IEP must specify those are provided at the same time


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Responsibilities

  • Provide frequency, duration and intensity specified on IEP

  • Establish a schedule for legal holidays and vacations

  • Maintain attendance registers

  • Document and communicate with CPSE about excessive absence of child

  • Arrange for substitute and/or make-up sessions in event of staff absence

  • Maintain records requested by municipality

  • Maintain records on time for other required functions of SEIT


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SEIT

Reimbursed on enrollment basis

Direct/indirect

½ hour blocks

Group instruction-formula

Billable time

Missed sessions

Related Services

Fee for service established by municipality

Group services-group rate

Billing not exceed maximum # of sessions

Billing


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Municipality Responsibilities

  • Develop & publicize procedures on documentation to be kept by providers

  • Establish internal controls


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Highlights of theLongitudinal Study of Preschool Special Education in New York State

What happens during and after Preschool Special Education Services?

Preliminary summary of findingsNYSED VESID, DVJ

Source: independent research by MGT of America, Inc.Statewide 10/03/07


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Numbers of Children in the Longitudinal Preschool Study Over Time, Preschool to 3rd Grade

Preliminary summary of findingsNYSED VESID, DVJ

Source: independent research by MGT of America, Inc.Oct. 3, 2007


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Preschool Time, Preschool to 3Special Education Services

Preliminary summary of findingsNYSED VESID, DVJ

Source: independent research by MGT of America, Inc.Statewide Oct. 3, 2007


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Demographics of Preschool Cohort Time, Preschool to 3

  • Predominantly male

    • 67% to 73% across Need/Resource Categories (N/RC)

  • Predominantly non-white

    • overall average 51%; 86% in NYC; 68% in Large Four; average 14% in other districts

  • Instruction needed in languages other than English

    • 25% in NYC; 4% in Large Four; 1% in other districts

  • Transitioned from Early Intervention Services

    • 73% in NYC; 41% in Large Four; 34% in other districts

Preliminary summary of findingsNYSED VESID, DVJ

Source: independent research by MGT of America, Inc.Oct. 3, 2007


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Preschool Special Education Setting (PD-1/4) by N/RC Time, Preschool to 3

Integration of preschool settings of the preschool cohort varied by Need/Resource category. In comparison to students from other types of schools, New York City preschoolers more often were served in Early Childhood Special Education Settings and less often in the Home.

Low Integration High

  • Source: MGT of America, Inc. database, December 2001 IEP data. The (N=) value may vary due to not all information being reported for each student.

  • *Residential Facility data is not reported as a Service Setting because no preschool cohort students were in that category.

Preliminary summary of findingsNYSED VESID, DVJ

Source: independent research by MGT of America, Inc.Oct. 3, 2007


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Preschool Special Education Programs/Services (PD-7) Time, Preschool to 3by Need/Resource Category (N/RC)

Preschool service intensity varied by Need/Resource category. NYC preschoolers less often received related services, SEIT or some combination of these, while most received more than 4 hours daily of special class. This proportion is different than that provided in other locations.

Most Service Intensity Least

59%

12%

  • Source: MGT of America, Inc. database, December 2001 IEP data. The (N=) value varies from PD-1/4 due to not all information being reported for each student.

  • *Residential Program data is not reported as because no preschool cohort students nor statewide data were in that category.

NYSED VESID, DVJ

Oct. 3, 2007


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Except in Rural High Need and Low Need districts, the majority of preschool special education students received 10-month services only

Source: MGT of America, Inc., NY Preschool Special Education Database, 2000-2002; Report Exhibit 3-18

NYSED VESID, DVJ

Oct. 3, 2007


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99% of all preschool special education students majority of preschool special education students received 10-month services onlyreceived related services

  • Number of related services received per student

    • 37% received only one

    • 25% received two

    • 39% received more than two

  • Average number of related services by program

    • Related Services Only1.8

    • SEIT and Related Services2.3

    • SEIT Only0.0

    • Special Class Programs in Integrated Settings3.2

    • Special Class4.2

  • 70% of related services in individual sessions

Preliminary summary of findingsNYSED VESID, DVJ

Source: independent research by MGT of America, Inc.Oct. 3, 2007


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Speech and Occupational Therapy were the most frequently provided related services across preschool special education program categories

Source: MGT of America, Inc., NY Preschool Special Education Database, 2000-2002; Report Exhibits 3-16 to 3-35

NYSED VESID, DVJ

Oct. 3, 2007


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Overview of Preschool Providers by Region provided related services across preschool special education program categories

NYSED VESID, DVJ

Oct. 3, 2007

Source: MAGI Educational Services, Inc., Preschool Special Education Program Survey, Spring 2002


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Areas of Satisfaction provided related services across preschool special education program categories

Child’s placement and opportunities to interact with nondisabled children

Quality of teachers, therapists and staff

Quality of services (type, location and frequency)

Progress made by child

Preparation for transition to school-age programs

Areas of Dissatisfaction

Delays in starting services

Lack of providers

Poor communication

CPSE not helpful or responsive

Insufficient parent and child preparation for transition to school-age programs

Parent satisfaction with preschool special education services and process was generally positive but there are issues of concern

Preliminary summary of findingsNYSED VESID, DVJ

Source: independent research by MGT of America, Inc.Oct. 3, 2007


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Transitions to Kindergarten provided related services across preschool special education program categories

Preliminary summary of findingsNYSED VESID, DVJ

Source: independent research by MGT of America, Inc.Oct. 3, 2007


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Statistically Significant Findings provided related services across preschool special education program categories

  • Preschool Special Education Affects Kindergarten Developmental Levels and School-Age Services

    • The more integrated the preschool special education services, the more integrated the Kindergarten placement.

    • Kindergarten students from Preschool Special Class programs less frequently met developmental expectations for language, literacy and mathematical thinking than those from the more integrated preschool special education programs, services and settings.

Preliminary summary of findingsNYSED VESID, DVJ

Source: independent research by MGT of America, Inc.Oct. 3, 2007


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Composition of Kindergarten Placements: Students from the Least Integrated Preschool Special Education Programs and Services Are More Often Placed in the Least Integrated Kindergarten Placements

0-20% Outside General Ed

61-99% Outside General Ed

  • Related Services Only

  • SEIT Services Only

  • Related Services & SEIT

  • Half-day Special Class in Integrated Setting

  • Half Day Special Class

  • Full-Day Special Class in Integrated Setting

  • Full-Day Special Class

21-60% Outside General Ed

Separate Setting

NYSED VESID DVJ

Oct. 3, 2007


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Transition to Kindergarten: Need for Teacher Assistance Beyond That Typically Provided in General Education Kindergarten Classrooms for Language and Literacy Development by Preschool Programs and Services

The less intense the preschool special education service, the less extra assistance was required from general education teachers on kindergarten language and literacy tasks.

Preliminary summary of findingsNYSED VESID, DVJ

Source: independent research by MGT of America, Inc.Oct. 3, 2007


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Transition to Kindergarten: Mathematical Thinking Development of Kindergarten Students Receiving Preschool Special Education at Age 4

Preliminary summary of findingsNYSED VESID, DVJ

Source: independent research by MGT of America, Inc.Oct. 3, 2007


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Students Scoring in the 51 Development of Kindergarten Students Receiving Preschool Special Education at Age 4st to 99Th Percentile Psychosocial Adjustment: T-CRS Task Orientation

Preliminary summary of findingsNYSED VESID, DVJ

Source: independent research by MGT of America, Inc.Oct. 3, 2007


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Students Scoring in the 51 Development of Kindergarten Students Receiving Preschool Special Education at Age 4st to 99Th Percentile Psychosocial Adjustment: T-CRS Behavior Control

Preliminary summary of findingsNYSED VESID, DVJ

Source: independent research by MGT of America, Inc.Oct. 3, 2007


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Students Scoring in the 51 Development of Kindergarten Students Receiving Preschool Special Education at Age 4st to 99Th Percentile Psychosocial Adjustment: T-CRS Assertiveness

Preliminary summary of findingsNYSED VESID, DVJ

Source: independent research by MGT of America, Inc.Oct. 3, 2007


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Students Scoring in the 51 Development of Kindergarten Students Receiving Preschool Special Education at Age 4st to 99Th Percentile Psychosocial Adjustment: T-CRS Peer Social Skills

Preliminary summary of findingsNYSED VESID, DVJ

Source: independent research by MGT of America, Inc.Oct. 3, 2007


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Grade 3 Performance Development of Kindergarten Students Receiving Preschool Special Education at Age 4

Preliminary summary of findingsNYSED VESID, DVJ

Source: independent research by MGT of America, Inc.Oct. 3, 2007


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Statistically Significant Findings Development of Kindergarten Students Receiving Preschool Special Education at Age 4

  • By grade 3, developmental progress of the preschool cohort generally exceeded that of the comparison cohort:

    • More highly integrated preschool special education programs and services (e.g., Related Services Only, Special Class Programs in Integrated Settings) are associated with higher levels of development than that shown by the non-preschool comparison cohort.

    • Preschool Special Class Programs are associated with lower levels of development than that shown by the comparison cohort.

Preliminary summary of findingsNYSED VESID, DVJ

Source: independent research by MGT of America, Inc.Oct. 3, 2007


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Composition of 3 Development of Kindergarten Students Receiving Preschool Special Education at Age 4rd Grade Placements: Students from the Least Integrated Preschool Special Education Programs and Services Are More Often Placed in the Least Integrated Third Grade Placements

0-20% Outside General Ed

61-99% Outside General Ed

  • Related Services Only

  • SEIT Services Only

  • Related Services & SEIT

  • Half-day Special Class in Integrated Setting

  • Half Day Special Class

  • Full-Day Special Class in Integrated Setting

  • Full-Day Special Class

21-60% Outside General Ed

Separate Setting

NYSED VESID, DVJ

Oct. 3, 2007


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3 Development of Kindergarten Students Receiving Preschool Special Education at Age 4rd Grade: Need for Teacher Assistance Beyond That Typically Provided in General Education 3rd Grade Classrooms for Language and Literacy Development by Former Preschool Special Education Services

  • The more integrated the preschool special education service, the less extra assistance was required from general education teachers on 3rd grade language and literacy tasks.

  • Students not classified until school age have needs for assistance very much like those of students formerly served in preschool special class programs.

Preliminary summary of findingsNYSED VESID, DVJ

Source: independent research by MGT of America, Inc.Oct. 3, 2007


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3 Development of Kindergarten Students Receiving Preschool Special Education at Age 4rd Grade: Mathematical Thinking Development of Third Grade Students Receiving Preschool Special Education at Age 4

Preliminary summary of findingsNYSED VESID, DVJ

Source: independent research by MGT of America, Inc.Oct. 3, 2007


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Students Scoring in the 51 Development of Kindergarten Students Receiving Preschool Special Education at Age 4st to 99Th Percentile Psychosocial Adjustment: T-CRS Task Orientation

Preliminary summary of findingsNYSED VESID, DVJ

Source: independent research by MGT of America, Inc.Oct. 3, 2007


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Students Scoring in the 51 Development of Kindergarten Students Receiving Preschool Special Education at Age 4st to 99Th Percentile Psychosocial Adjustment: T-CRS Behavior Control

Preliminary summary of findingsNYSED VESID, DVJ

Source: independent research by MGT of America, Inc.Oct. 3, 2007


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Students Scoring in the 51 Development of Kindergarten Students Receiving Preschool Special Education at Age 4st to 99Th Percentile Psychosocial Adjustment: T-CRS Assertiveness

Preliminary summary of findingsNYSED VESID, DVJ

Source: independent research by MGT of America, Inc.Oct. 3, 2007


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Students Scoring in the 51 Development of Kindergarten Students Receiving Preschool Special Education at Age 4st to 99Th Percentile Psychosocial Adjustment: T-CRS Peer Social Skills

Preliminary summary of findingsNYSED VESID, DVJ

Source: independent research by MGT of America, Inc.Oct. 3, 2007


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Factors Associated with Development of Kindergarten Students Receiving Preschool Special Education at Age 4Higher Developmental Ratings by Grade 3

  • Integration of preschool special education programs and services

  • Provision during preschool special education of Related Services Only (primarily speech therapy, occupational therapy and physical therapy)

  • Greater intensity of (how much, how often) special education services provided in grades K-3

  • Need Resource Capacity of school district

    • on some but not all outcome measures, low need district students scored better than high need district students

Preliminary summary of findingsNYSED VESID, DVJ

Source: independent research by MGT of America, Inc.Statewide, Oct. 3, 2007


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What did we learn about Preschool Development of Kindergarten Students Receiving Preschool Special Education at Age 4Special Education?

  • Preschool special education services make a difference in children’s development

  • Resources available to schools influence what services are offered and what settings are used

  • Choices of services and settings have a bearing on developmental progress

  • Availability of sufficient numbers of related service professionals and bilingual direct service personnel is an important factor in delivery of preschool special education services

Preliminary summary of findingsNYSED VESID, DVJ

Source: independent research by MGT of America, Inc.Oct. 3, 2007


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Development of Kindergarten Students Receiving Preschool Special Education at Age 4At the heart of the educational process lies the child.”

Central Advisory Council for Education. Children and Their Primary Schools (Plowden Report), H.M.S.O. (1967)

NYSED VESID, DVJ

Oct. 3, 2007



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The Governor's Temporary Task Force on Preschool Special Education

  • Established in law by the Legislature

  • Final report due November 15, 2007

  • 15 members appointed by Governor

    • school districts

    • providers

    • counties

    • State agencies

  • Co-chaired by the Education Department and the Division of Budget


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Task Force on Preschool Special Education EducationStatement of Purpose and Principles

It is the purpose of the Task Force on Preschool Special Education to recognize New York’s strengths and challenges and offer recommendations to policy makers for an improved service system that advance the following principles:


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Principles Education

  • Children and their families should experience transitions that are as seamless as possible.

  • Families must be partners in decision making.

  • Children should be served in the most appropriate setting and, while some will require care in a specialized environment, all child care settings should be equipped to help children with disabilities succeed.

  • Regulation must be reasonable and as consistent as possible across settings and oversight agencies, and rates must reward quality and encourage efficiency.


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Payors and decision makers must share a goal of ensuring that students receive the appropriate services that meet the child’s needs and are delivered in a cost effective manner.

All available resources and funding must be employed to benefit the child.

There should be as much consistency as possible in decision making across the State.

The State must be able to measure outcomes for the children who participate in preschool special education services, including their success in school.

Principles(con’t)


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The Work of the Task Force that students receive the appropriate services that meet the child’s needs and are delivered in a cost effective manner.

  • Task Force meets monthly

  • Three work groups formed

  • Meetings at least once a month

  • Facilitators and note takers arranged for all task force and workgroup meetings


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Task Force Work Groups that students receive the appropriate services that meet the child’s needs and are delivered in a cost effective manner.

  • Work Group 1, Transition and Least Restrictive Environment:

    • including examining transitions from Early Intervention (EI) to preschool

    • preschool to school age, and

    • integration with publicly funded Pre Kindergarten.

  • Work Group 2, Rate-Setting:

    • review aspects of rate setting methodology.

  • Work Group 3, Delivery Systems:

    • compare New York with other states’ preschool special education systems.


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Obtaining Stakeholder Input that students receive the appropriate services that meet the child’s needs and are delivered in a cost effective manner. Regional Round Table Sessions

  • Six regional round table sessions for stakeholders

    • New York City, Syracuse, Buffalo, Rochester, Long Island, and Albany

  • Stakeholders included:

    • parents

    • private providers

    • school district representatives

    • county representatives, parents

    • other stakeholders (institutions of higher learning)

    • State agencies (OMRDD, OMH, parent advocacy groups, Head Start administrators)


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Survey of Other States that students receive the appropriate services that meet the child’s needs and are delivered in a cost effective manner.

  • NYSED recently collected data from a number of State Education Departments regarding their preschool special education. Among key findings :

  • Key findings

    • NYS has the highest percentage of preschool population receiving services

    • is among the highest in per pupil expenditures, and

    • one of only a few States with a large percent of county funding and no LEA funding


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Current Status that students receive the appropriate services that meet the child’s needs and are delivered in a cost effective manner.

  • Work group recommendations being reviewed and discussed by entire Task Force

    For More Information:

    http://www.vesid.nysed.gov/specialed/preschool/taskforce


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