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OAEP Conference

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  1. OAEP Conference Kim Carlson Assistant Director/619 Coordinator Office of Early Learning & School Readiness May 2011

  2. Data Accuracy for Preschool Special Education • Review of key performance measures • Review EMIS data points • Address common errors • Provide resources/tools to ensure accuracy • Anticipated changes

  3. Communication • Work with preschool special education supervisor to review data accuracy • ESCs or DDs • District of residence responsible for the special education record • If ESC is the district of instruction- responsible for assessment reporting • If DD providing program, district of residence responsible for all reporting

  4. PRESCHOOLData Collection Form • For documentation of events • For communication between program and EMIS personnel • Cross-check program data with EMIS data to ensure accuracy of what is reported to ODE

  5. Preschool Special Education Key performance measures

  6. Cradle to Career: State Performance Plan Part B Indicators

  7. Welcome to Kindergarten Children who did not have a preschool experience Children who had a preschool experience District operated preschool programs Community early childhood programs • County Boards of Developmental Disabilities • Help Me Grow • Part C- Infant/Toddlers with Disabilities • At-risk • Subsidized Child Care • Community Child Care and Preschools • Family/Home Child Care Providers • Publically funded preschool: ECE Entitlement Grant • Preschool Special Education • Title I Preschools

  8. SSID- for tracking C to B Transition NEW! • Children exiting Help Me Grow will have an SSID assigned • Local quarterly reports from Help Me Grow will have the SSID • Check data to avoid duplicates

  9. Preschool Special Education Emis data pointsCommon errors

  10. Child count

  11. Common Errors A child’s IEP must be in effect as of December 1

  12. How Received August 2010

  13. December Child Count History

  14. Common Errors • Districts not reporting children on itinerant services as “no classroom” • District of residence not reporting preschool children on the special education record • Ensuring that the IEP date is current as of December 1

  15. 5 year olds include those in kindergarten Federal reporting for PSE = any child age 3, 4, or 5 as of December 1 State rules = a 5-year old in kindergarten is considered school-age

  16. October Report Unit funding

  17. Common Errors • A child’s IEP must be in effect as of December 1 • To count towards unit funding • Otherwise child will be counted in the columns for nondisabled peers and funding may be reduced

  18. Common Errors • Staff with percent of time in preschool (assignment 99412) • Connecting children to teachers • Combination teachers who do both centerbased and itinerant are reported more than once

  19. Unit Report • Three sections to check regularly to correct errors • Teachers • Related Services • Summary Name change from ECE Units to PSE Units report expected

  20. Unit Report • Teacher section • Teachers • Centerbased and/or itinerant • Children by age and percent of time (50% or 100%) • Nondisabled peers • Age 6 as of 12/1 • Error messages

  21. Summary Section Maximum funding is the allocation May provide service but no unit funds to support Psych units based on number of children with an 11 code Number of units allocated but not funded- loss of potential revenue Supervisor Units based on number of allocated/funded classrooms

  22. Indicator 6 in the State Performance Plan Preschool LRE

  23. LRE Settings 2 Major Categories

  24. EC Setting • At least 50% of the enrollment in the classroom are nondisabled • ECE Entitlement • Head Start • Child Care • Team Teaching • Children with IEPs may be on one teacher’s roster but a class within a class = EC Setting

  25. Preschool LRE • Class Composition • Number of children on IEPs and number of children not on IEPs • Facility • Residential • Home • Service provider location • Point in time= 12/1

  26. Preschool LRE Settings

  27. 2010-2011ChangeLRE Definitions for an EC Setting

  28. LRE Changes for 2010-2011 Eliminates percent of time in ECE setting Child receives special education and related services in this setting Child is in EC setting 10 hours or more per week Child does not receive special education and related services in this setting Child receives special education and related services in this setting Child is in EC setting less than 10 hours per week Child does not receive special education and related services in this setting

  29. Indicator 7 Child outcomes

  30. ECOSF Policy • Choice of two forms • Beginning spring 2011 • Source Summary • Age Expectation • Emphasize descriptive statements • Include EMIS rating report

  31. Functioning 32

  32. First Step: EMIS Data

  33. Outcome 1: Positive social-emotional skills

  34. Outcome 2: Acquisition and use of knowledge and skills (including early language/communication and early literacy):

  35. Outcome 3: Use of appropriate behaviors to meet their needs

  36. Second Step: Summary Statement Calculation

  37. Outcome 1: Positive social-emotional skills

  38. Outcome 2: Acquisition and use of knowledge and skills (including early language/communication and early literacy)

  39. Outcome 3: Use of appropriate behaviors to meet their needs

  40. Outcomes

  41. How confident are you that our ECOSF data reported to ODE is accurate, reliable and valid? ONLY 35%

  42. Three year cycle for ECO • Because the baseline summary statements are based upon a child’s progress from entry to exit • For the school year 2008-2009, 3,221 children had six months to two years of service. • For 2009-2010, and every year hereafter, results will include children who have had six months to three years of service. • As entry-to-exit service can span 3 years, it takes 3 years to cycle out inaccurate data

  43. Common Errors-Accuracy Checks • There are 3 ratings (E, K T) • Each outcome has a rating. • October • Yearend •  Each outcome has “yes” or “no” recorded for progress. • NA would apply only to initial entry ratings. • Exit date is after entry date. • Impossible combinations.

  44. Business Rules- Accuracy Check

  45. Indicator 12 Transition from c to b

  46. SSID- for tracking C to B Transition NEW! • Children exiting Help Me Grow will have an SSID assigned • Local quarterly reports from Help Me Grow will have the SSID • Check data to avoid duplicates

  47. Transition Data 2009-2010

  48. Special Ed Record • Preschool Transition Conference (PSTC)= Trigger • PSTC = Referral • Evaluation = Eligible • IEP implemented by 3rd birthday • Reasons noted if not by 3rd birthday • Parent choice • Parent refusal

  49. Special Ed Record • Preschool Transition Conference (PSTC)= Trigger • If a PR01 indicates there is no suspected disability, the child should be reported in the aggregate and not have a special education record in EMIS