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Using Data to Improve Indicator Outcomes.

Using Data to Improve Indicator Outcomes. Indicators 6, 7, and 12 MEGA 2014. 2014 EI Preschool Conference. Objectives and Expected Outcomes. Participants will gain an understanding of Indicators 6, 7, and 12. Participants will review/interpret data for Indicators 6, 7, and 12.

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Using Data to Improve Indicator Outcomes.

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  1. Using Data to Improve Indicator Outcomes. Indicators 6, 7, and 12 MEGA 2014

  2. 2014 EI Preschool Conference

  3. Objectives and Expected Outcomes • 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.

  4. Measuring Progress for Preschool Special Education Children • OSEP requires measurement of three areas for preschool: • LRE • Outcomes • Transition

  5. Indicator 6Least Restrictive Environment

  6. 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. OSEP Letter • 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.”

  8. Indicator 6 measures the percent of preschool children aged 3 through 5 with IEPs attending: Measurement A Measurement B Separate special education class, separate school or residential facility. (LRE 18, 17, 16) Alabama’s target: 6.58% or below. Alabama’s results for 2013-2014 are 5.18%. • Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program. (LRE 20, 22) • Alabama’s target: 52.5% or above. • Alabama’s results for 2013-2014 are 46.94%.

  9. Indicator 6 LRE Codes for Preschool Children • For ages 3 through 5 years only • Nine from which to select • Found in the Child Count Help Document on ALSDE website

  10. Measurement A Target: 52.5% and AboveCurrent Data

  11. Measurement A Target: 52.5% and AboveCurrent Data

  12. Measurement B Target: 6.58% and BelowCurrent Data

  13. Indicator 6 Measurement AAlabama’s Goal: 52.5% or above • 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.

  14. Indicator 6 Measurement A Alabama’s Goal: 52.5% or above • 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.

  15. Indicator 6 Measurement BAlabama’s Goal: 6.58% or below LRE 16: Residential Facility • Attends a special education program and is not in any regular early childhood programs or kindergarten. • Residential school or medical facility.

  16. Indicator 6 Measurement B Alabama’s Goal: 6.58% or below LRE 17: Separate School • Attends a special education program and is not in any regular early childhood programs or kindergarten. • School designed for children with disabilities.

  17. Indicator 6 Measurement BAlabama’s Goal: 6.58% or below LRE 18: Separate Class • Attends a special education program and is not attending a regular early childhood program, kindergarten, or special education playgroup. • Self-contained special education class

  18. Ways to improve Indicator 6 • 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.

  19. LRE 19 or 14, Services Provided withoutTypical Peers LRE 19: Service Provider Location 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. • 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.

  20. LRE 21 or 23, Services Provided withoutTypical Peers. LRE 21: LRE 23: Attends a regular early childhood program less than 10 hours per week and receives the majority of special education services in otherlocations. 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 awayfrom typical peers. • Attends a regular early childhood program at least 10hours 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 awayfrom typical peers.

  21. Indicator 7 PreschoolOutcomes

  22. 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

  23. 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. • The percent of children who were functioning within age expectations by the time they exited the program.

  24. OSEP’s New Focus: Positive Preschool Outcomes • Are children benefiting from the LEA • preschool program (LRE) • special education services • related services

  25. 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

  26. Indicator 7 – LEA Performance Profile Alabama/National/LEA

  27. Indicator 7 AL target 12-13 % 12-13 MET Target LEA % LEA Met Target

  28. Use SPP Indicator 7 Data to Improve Outcomes Review paper copy of the ELPP • 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?

  29. Use SPP Indicator 7 Data to Improve Outcomes Review the preschool program • 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?

  30. Use SPP Indicator 7 Data to Improve Outcomes Review /Revise the IEP Are the targeted IEP goals based on current data? • 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.

  31. 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?

  32. Indicator 7: Data Collected with ELPP • 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

  33. ELPP • 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

  34. 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. • Remember to align the standards with goals in the IEP. • Do not cut and paste a standard for the annual goal!!

  35. 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

  36. ELPP Website: https://fp.auburn.edu/institute/ELPP/ Collaboratively sponsored by the Auburn Transition Leadership Institute and the Alabama Department of Education

  37. ELPP Entry Data • 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.

  38. ELPP Exit Data 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.

  39. ELPP Exit Data cont… 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).

  40. Do not submit Exit ELPP: • 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.

  41. Do not submit Exit ELPP: cont… • 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.

  42. 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.

  43. ELPP DOCUMENTATION • 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

  44. 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

  45. ELPP : Transfer Students • 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.

  46. ELPP : Transfer Students • 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.

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