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  1. Statewide MeetingPreschool Update VESID Special Education Services New York State Education Department October 2007

  2. 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

  3. 2007 Changes to NYS Special Education Laws and Regulation

  4. 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

  5. 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.

  6. 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

  7. 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

  8. 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

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

  10. 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

  11. 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

  12. 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

  13. Municipality Responsibilities • Develop & publicize procedures on documentation to be kept by providers • Establish internal controls

  14. Highlights of theLongitudinal Study of Preschool Special Education in New York State What happens during and after Preschool Special Education Services? Preliminary summary of findings NYSED VESID, DVJ Source: independent research by MGT of America, Inc. Statewide 10/03/07

  15. Numbers of Children in the Longitudinal Preschool Study Over Time, Preschool to 3rd Grade Preliminary summary of findings NYSED VESID, DVJ Source: independent research by MGT of America, Inc. Oct. 3, 2007

  16. Preschool Special Education Services Preliminary summary of findings NYSED VESID, DVJ Source: independent research by MGT of America, Inc. Statewide Oct. 3, 2007

  17. Demographics of Preschool Cohort • 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 findings NYSED VESID, DVJ Source: independent research by MGT of America, Inc. Oct. 3, 2007

  18. Preschool Special Education Setting (PD-1/4) by N/RC 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 findings NYSED VESID, DVJ Source: independent research by MGT of America, Inc. Oct. 3, 2007

  19. Preschool Special Education Programs/Services (PD-7) by 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

  20. 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

  21. 99% of all preschool special education students received 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 Only 1.8 • SEIT and Related Services 2.3 • SEIT Only 0.0 • Special Class Programs in Integrated Settings 3.2 • Special Class 4.2 • 70% of related services in individual sessions Preliminary summary of findings NYSED VESID, DVJ Source: independent research by MGT of America, Inc. Oct. 3, 2007

  22. 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

  23. Overview of Preschool Providers by Region NYSED VESID, DVJ Oct. 3, 2007 Source: MAGI Educational Services, Inc., Preschool Special Education Program Survey, Spring 2002

  24. Areas of Satisfaction 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 findings NYSED VESID, DVJ Source: independent research by MGT of America, Inc. Oct. 3, 2007

  25. Transitions to Kindergarten Preliminary summary of findings NYSED VESID, DVJ Source: independent research by MGT of America, Inc. Oct. 3, 2007

  26. Statistically Significant Findings • 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 findings NYSED VESID, DVJ Source: independent research by MGT of America, Inc. Oct. 3, 2007

  27. 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

  28. 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 findings NYSED VESID, DVJ Source: independent research by MGT of America, Inc. Oct. 3, 2007

  29. Transition to Kindergarten: Mathematical Thinking Development of Kindergarten Students Receiving Preschool Special Education at Age 4 Preliminary summary of findings NYSED VESID, DVJ Source: independent research by MGT of America, Inc. Oct. 3, 2007

  30. Students Scoring in the 51st to 99Th Percentile Psychosocial Adjustment: T-CRS Task Orientation Preliminary summary of findings NYSED VESID, DVJ Source: independent research by MGT of America, Inc. Oct. 3, 2007

  31. Students Scoring in the 51st to 99Th Percentile Psychosocial Adjustment: T-CRS Behavior Control Preliminary summary of findings NYSED VESID, DVJ Source: independent research by MGT of America, Inc. Oct. 3, 2007

  32. Students Scoring in the 51st to 99Th Percentile Psychosocial Adjustment: T-CRS Assertiveness Preliminary summary of findings NYSED VESID, DVJ Source: independent research by MGT of America, Inc. Oct. 3, 2007

  33. Students Scoring in the 51st to 99Th Percentile Psychosocial Adjustment: T-CRS Peer Social Skills Preliminary summary of findings NYSED VESID, DVJ Source: independent research by MGT of America, Inc. Oct. 3, 2007

  34. Grade 3 Performance Preliminary summary of findings NYSED VESID, DVJ Source: independent research by MGT of America, Inc. Oct. 3, 2007

  35. Statistically Significant Findings • 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 findings NYSED VESID, DVJ Source: independent research by MGT of America, Inc. Oct. 3, 2007

  36. Composition of 3rd 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

  37. 3rd 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 findings NYSED VESID, DVJ Source: independent research by MGT of America, Inc. Oct. 3, 2007

  38. 3rd Grade: Mathematical Thinking Development of Third Grade Students Receiving Preschool Special Education at Age 4 Preliminary summary of findings NYSED VESID, DVJ Source: independent research by MGT of America, Inc. Oct. 3, 2007

  39. Students Scoring in the 51st to 99Th Percentile Psychosocial Adjustment: T-CRS Task Orientation Preliminary summary of findings NYSED VESID, DVJ Source: independent research by MGT of America, Inc. Oct. 3, 2007

  40. Students Scoring in the 51st to 99Th Percentile Psychosocial Adjustment: T-CRS Behavior Control Preliminary summary of findings NYSED VESID, DVJ Source: independent research by MGT of America, Inc. Oct. 3, 2007

  41. Students Scoring in the 51st to 99Th Percentile Psychosocial Adjustment: T-CRS Assertiveness Preliminary summary of findings NYSED VESID, DVJ Source: independent research by MGT of America, Inc. Oct. 3, 2007

  42. Students Scoring in the 51st to 99Th Percentile Psychosocial Adjustment: T-CRS Peer Social Skills Preliminary summary of findings NYSED VESID, DVJ Source: independent research by MGT of America, Inc. Oct. 3, 2007

  43. Factors Associated with Higher 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 findings NYSED VESID, DVJ Source: independent research by MGT of America, Inc. Statewide, Oct. 3, 2007

  44. What did we learn about Preschool Special 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 findings NYSED VESID, DVJ Source: independent research by MGT of America, Inc. Oct. 3, 2007

  45. “ At 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

  46. Governor’s Temporary Task Force on Preschool Special Education

  47. 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

  48. Task Force on Preschool Special Education Statement 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:

  49. Principles • 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.

  50. 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)