Part B State Performance Plan (SPP) for 2005-2010

Overview of the State Performance Plan Development

See Overview of the State Performance Plan Development preceding Indicator #1.  NYS also reviewed technical assistance information and resources from the Early Childhood Outcomes Center (ECO) to assist us in making decisions regarding this indicator and during October and November 2005, conducted a survey through the Early Childhood Direction Centers (ECDC) of the assessment tools currently being used by special education preschool programs in the State.

Monitoring Priority:  FAPE in the LRE

Indicator #7:  Percent of preschool children with IEPs who demonstrate improved:

  1. Positive social-emotional skills (including social relationships);

  2. Acquisition and use of knowledge and skills (including early language/communication and early literacy); and
  3. Use of appropriate behaviors to meet their needs. 

(20 U.S.C. 1416 (a) (3) (A))

Measurement:

Measurement:

A.   Positive social-emotional skills (including social relationships):

a.     Percent of preschool children who did not improve functioning = [(# of preschool children who did not improve functioning) divided by the (# of preschool children with IEPs assessed)] times 100.

b.     Percent of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers = [(# of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed)] times 100.

c.     Percent of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it = [(# of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it) divided by the (# of preschool children with IEPs assessed)] times 100.

d.     Percent of preschool children who improved functioning to reach a level comparable to same-aged peers = [(# of preschool children who improved functioning to reach a level comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed)] times 100.

e.     Percent of preschool children who maintained functioning at a level comparable to same-aged peers = [(# of preschool children who maintained functioning at a level comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed)] times 100.

If a + b + c + d +e does not sum to 100%, explain the difference.

B.  Acquisition and use of knowledge and skills
(including early language/communication and early literacy)

a.     Percent of preschool children who did not improve functioning = [(# of preschool children who did not improve functioning) divided by the (# of preschool children with IEPs assessed)] times 100.

b.     Percent of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers = [(# of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed)] times 100.

c.     Percent of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it = [(# of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it) divided by the (# of preschool children with IEPs assessed)] times 100.

d.     Percent of preschool children who improved functioning to reach a level comparable to same-aged peers = [(# of preschool children who improved functioning to reach a level comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed)] times 100.

e.     Percent of preschool children who maintained functioning at a level comparable to same-aged peers = [(# of preschool children who maintained functioning at a level comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed)] times 100.

If a + b + c + d + e does not sum to 100%, explain the difference.

C.  Use of appropriate behaviors to meet their needs:

a.     Percent of preschool children who did not improve functioning = [(# of preschool children who did not improve functioning) divided by the (# of preschool children with IEPs assessed)] times 100.

b.     Percent of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers = [(# of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed)] times 100.

c.     Percent of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it = [(# of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it) divided by the (# of preschool children with IEPs assessed)] times 100.

d.     Percent of preschool children who improved functioning to reach a level comparable to same-aged peers = [(# of preschool children who improved functioning to reach a level comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed)] times 100.

e.     Percent of preschool children who maintained functioning at a level comparable to same-aged peers = [(# of preschool children who maintained functioning at a level comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed)] times 100.

If a + b + c + d + e does not sum to 100%, explain the difference.

 

 

Overview of Issue/Description of System or Process

 

SED has core curricula based on the learning standards for pre-K to grade 12. http://www.p12.nysed.gov/ciai/cores.htm#ela.  

SED Preschool Special Education Learning Outcomes and Indicators for Kindergarten Participation was published in August 2003. http://www.p12.nysed.gov/specialed/publications/preschool/learnoutcomes.htm.

 

VESID is working collaboratively with EMSC to develop standards, performance indicators, curricula and an assessment process for all preschool children. The Board of Regents is discussing a policy paper on early childhood education, which focuses on the learning standards for all children and the need for performance indicators for each content area for pre-Kindergarten-grade 12, the need to better align this work with early childhood curriculum and assessment and calls for the State standards to be reexamined in the early childhood grade levels to ensure consistency with current scientifically based research. The early childhood community has articulated the need for a separate guidance document on pre-Kindergarten standards, performance indicators and assessments.  The policy paper calls for the development of an assessment protocol to inform instruction at the classroom level and to report to parents on their child’s progress.  This revised assessment protocol would also include a more comprehensive screening for new entrants to school age programs.  It has been agreed that the assessment protocol to be developed must be aligned with standards and curriculum so that improved and more integrated instruction can be provided to students with limited English proficiency and students with disabilities.  It will take approximately four years to accomplish this collaborative work and by the school year 2010-11, it is expected that NYS will have a statewide assessment system for all preschoolers. 

 

Plan to Collect Baseline Assessment Entry Data for FFY 2005 (2005-2006)

 

Baseline assessment at entry data for preschool students receiving special education programs and services for the first time between the months of February and August 2006 will be reported in the APR due to USED on February 1, 2007. Targets and improvement activities will be identified once the baseline entry and exit data are available in the APR due in February 2008.

 

Beginning in February 2006, all school districts in the State are required to collect assessment at entry data on all preschool children who receive an initial evaluation and receive special education services between February and August 2006. “Entry" is defined as the child’s initial evaluation for preschool special education programs and services. 

 

In January 2006, the State provided assessment procedures to be used by preschool evaluators as part of the initial evaluation of all preschool students.  The assessment to be used to measure the three outcome areas will be selected by the approved preschool evaluator. Approved evaluators must continually administer entry assessments as a component of all initial evaluations conducted beginning March 1, 2006 and continuing throughout the SPP six year period.

 

The approved evaluators must report the child's assessment results in the three outcome areas to the CPSE on the preschool child’s Summary Evaluation Report.  The CPSE is required to review the assessment results as part of the initial determination of eligibility and use the ECO Center’s tool for collecting child outcome data to summarize the child’s current functioning in positive social relationships, acquiring and using knowledge and skills and use of appropriate behaviors to meet their needs.  This information must be retained in the child's education record at the school district and be provided as part of the student's record if the student transfers school districts.

 

NYS will collect aggregate “entry” assessment on preschool children from a representative sample of one-sixth of the school districts in the State during the 2005-06 school year.  In the first year, by October 15, 2006, school districts will report entry assessment data for those preschool children who were evaluated and determined eligible for preschool special education programs and services between March 1, 2006 and August 31, 2006.  The data will be collected on a new PD-10 form developed by the State, which requests the numbers of preschool children by their functional level at entry into preschool special education on the ECO scale from 1 to 7 that describes performance of typically developing children in each of the three preschool outcome areas.

 

Plan to collect baseline entry data

 

In 2006-07, a representative sample of school districts will report data on the amount of progress preschool children made between entry into preschool special education and “exit” from the program after receiving preschool special education services for at least six months. These data will only be reported on children for whom entry assessment data are available. Progress data will be collected by the five federal categories described under the measurement section of this indicator for each of the three preschool outcome areas.  "Exit" is defined as either declassification or at point in time within the last six months of the child's eligibility for preschool programs and services and the preschool child’s annual review or, as appropriate, or upon the preschool student’s transition from preschool special education to referral for determination of eligibility for special education for school age students.  

 

The baseline data reported in 2006-07 will include fewer preschool children than will be reported in subsequent years.  In subsequent years, since entry-level assessment data will have been collected on all preschool children who are evaluated and receive preschool special education programs/or services annually by all school districts, progress data from sampled districts will provide results from a larger pool of students and over a longer period of time.  

 

As noted below, all school districts will have a choice of reporting data on all eligible students or they may submit data on a randomly selected sample of a minimum number of students using the sampling guidelines provided below.  The vast majority of school districts will need to submit data on behalf of all eligible students. 


Conducting Exit Assessments: Exit assessments will be conducted as follows:

Preschool Children with Disabilities Referred for School-Age Eligibility Determination: In order to collect exit assessment data on the progress preschool children with disabilities have made as a result of receiving preschool special education programs and/or services, the CSE must arrange for exit assessment(s) in the three early childhood outcome areas to be conducted as part of the reevaluation process to determine the child’s eligibility for school age special education.  The results of these assessments are provided to the CSE.  The CSE will review the exit assessment results and determine the child’s progress rating in the three identified areas.

Preschool Children with Disabilities Recommended for Declassification: Some preschool children with disabilities may be referred to the CPSE for possible declassification prior to aging out of preschool special education programs and/or services.  When considering declassification of a preschool child with a disability, the CPSE must arrange for a reevaluation by an approved evaluator selected by the parent. The CPSE reviews existing evaluation data and identifies what additional data, if any, are needed to determine the student’s individual needs, educational progress and achievement, the child’s ability to participate in appropriate activities and the child’s continuing eligibility.  The reevaluation process must include conducting exit assessments that measure the child’s progress in the three early childhood outcome areas.  The results of the reevaluation and exit assessments must be provided to the CPSE, including the child’s parents and the person designated by the municipality in which the child resides.  The CPSE must review the reevaluation and assessment results and determine the child’s progress rating in each of the three identified areas.

The determination will be summarized using the ECO Center’s tool for collecting child outcome data.

 

Identification of assessment measures

 

At the request of VESID, a survey was conducted by the ECDCs of the assessment tools currently being used by special education preschool programs in NYS that measure the required indicator areas.  The most frequently administered assessments used in the State for 3- and 4-year old preschool children to assess preschool children with disabilities in the three outcome areas are provided below.  Approved evaluators, or as appropriate, school districts, use this list to select evaluations at a child’s entry and exit. Whenever possible, the exit assessment instruments should be the same assessment instruments used by the initial approved preschool evaluator for the entry assessment process.

 

 

 Assessment Measure

 Name, Edition and
Publication Date of
Assessment Measure

Outcome 1

Positive
Social Relationships

 Outcome 2

 Acquire and Use Skills and Knowledge

 Outcome 3

Takes Actions
to
Meet Needs

Adaptive Behavior Assessment System (Ages 0-5)

 .

 .

X

Arizona Articulation Proficiency Scale – 3rd Revision, Western Psychological Service, 2000

 .

X

.

Battelle Developmental Inventory (BDI 2) – 2nd Edition, 2005

X

X

X

 Bayley Scales of Infant Development (BSID 2), 1993

 .

X

.

Behavior Assessment System for Children (BASC) - 2nd Edition, 2004

X

.

X

Brigance Diagnostic Inventory of Development, 1st Edition, Copyright (1978, revised 1991)

X

.

X

Carolina Curriculum for Preschoolers with Special Needs, 2nd Edition, Copyright 2004

X

X

X

Child Behavior Checklist (CBCL) – 2nd Edition, 2000

X

.

.

Clinical Evaluation of Language Fundamentals-Preschool II (CELF), 1992 & 2004

.

X

.

Connors’ Parent & Teacher Rating Scale (CRS-R), 1997

X

.

.

Developmental Assessment of Young Children (DAYC), 1998

X

X

X

Differential Ability Scales – Psychological Corporation, 1990

.

X

.

Goldman-Fristoe Test of Articulation 2, American Guidance Service, Inc., 2000 Edition

.

X

.

Hawaii Early Learning Profile (HELP), 2004

 

X

X

Learning Accomplishment Profile–D (LAP-D)

X

X

.

Mullen Scales of Early Learning, 1995

.

X

 

Peabody Developmental Motor Scales-2, 2002 (1983)

.

 

X

Peabody Picture Vocab. Test (PPVT) – IIIA

.

X

.

Preschool – Kindergarten Behavior Scales – 2nd Edition, 2002

X

.

.

Preschool Evaluation Scale

X

X

X

Preschool Language Scale – (PLS-4), 2002

 

X

.

Rossetti Infant-Toddler Language Scales, 1990

X

X

.

Sensory Profile Checklist (Dunn) Psychological Corporation, 1999

.

.

X

Stanford-Binet Intelligence Scale, 2003

.

X

.

Stuttering Severity Instrument for Children & Adults, Third Edition, 1994

.

X

.

Vineland Social Emotional Early Childhood Scales (SEEC)

X

X

X

Wechsler Preschool and Primary Scale of Intelligence-III (WPPSI), 2002

.

X

.

Westby Play Scale, 2000

.

X

.

 

Sampling methodology

 

Sampling will be used to establish the 2005-06 baseline for this indicator.  One-sixth of the school districts in NYS will be randomly selected.  This represents approximately 120 school districts each year.  The NYC School District will be included in the sample each year.  It is the only school district in the State with a total enrollment of 50,000 or more students.

 

NYS has distributed all school districts among six statewide representative samples. These six groups of school districts were tested with Analysis of Variance (ANOVA) and there was no statistical difference among the six groups of school districts on the population variables described in Attachment 2.  These population variables were from the 2000 decennial census.

 

All school districts will have a choice of reporting data on all eligible preschool students or they may submit data on a randomly selected sample of a minimum number of preschool students using the sampling guidelines provided below.  The vast majority of school districts will need to submit data on behalf of all eligible preschool students.  For some large school districts, if it will be less burdensome to report on a sample of preschool students, the methodology described below (totally random sampling) is likely to produce a sample that is representative of the population in terms of all variables, since every eligible student has the same chance as another student to be selected for the sample. 

 

Federal Indicator Number Eligible Population of Students From Which a Random Sample Must be Selected Minimum Number of Students in the Sample Method for Selecting Students Required Documentation

7

Entry level - all children who are referred for preschool special education programs and/or services.

Exit level - all children who received preschool special education programs/or services for at least six months and who are declassified or are within their last six months of eligibility for preschool special education services and the preschool child’s annual review meeting for whom entry evaluation data are available. 

Use a sampling calculator. Require 95% confidence interval and plus or minus 5% margin of error. Random selection using a random number table. Documentation period is seven years.

Maintain list of all eligible students, copy of Random Number Table used, beginning random number for selecting students and list of all students who were selected and their number.

 

The State will require that school districts maintain documentation as described above if they choose to report data on a sample of students. The totally random sampling methodology and required documentation should eliminate selection bias.  The Department will attempt to prevent missing data by first describing precisely what the State needs to collect, providing technical assistance and then following up with school districts to request missing data.  The completeness of data collection will improve after the first year and will continue to improve as long as requirements remain unchanged.  All issues of confidentiality will be handled in accordance with the rules and procedures in the Family Educational Rights and Privacy Act (FERPA).  The Department will also guard against divulging personally identifiable information by not reporting results when there are less than five students for whom data are available or when those results can be easily calculated based on other data provided. 

 

Assessment at Entry Baseline Data for 2005-06 School Year:

Preschool Outcome Area

Level of Functioning (Relative to Typically Developing Children) as Defined on the Early  Childhood Outcomes Summary Form (on a scale from 1 to 7)

Completely

 

Somewhat

 

Emerging

 

Not Yet

7

6

5

4

3

2

1

Positive Social Emotional Skills

191

321

384

287

498

222

102

Acquisition and Use of Knowledge and Skills

192

291

362

308

541

230

81

Use of Appropriate Behaviors to Meet Their Needs

329

331

368

282

418

203

74

 

Discussion of Baseline Data

 

Data were collected for the entry level of functioning of preschool children who were initially evaluated for preschool special education services between March 1, 2005 and August 31, 2006 and determined to be eligible for special education. These data were collected from 113 school districts. All together in these school districts, 6,339 students met the eligibility criteria to be included in these data collection. 112 school districts reported data on all eligible children and 1 (New York City) school district reported data on a sample of eligible children.  As displayed in the data table above, school districts reported data on 2,005 eligible children in each of the three early childhood outcome areas. The school districts reporting these data are a representative sample of school districts in the State.

The data in the above table indicates:

 

Activity

Timeline

Resources

Facilitate regional forums to identify improvement activities.

2007-11

ECDCs

Disseminate regional preschool outcome data results to approved preschool providers. 

2008-11

ECDCs

Provide technical assistance to preschool providers on instructional programs to improve results in positive social-emotional skills; early language/communication and literacy; and use of appropriate behaviors.

2007-11

ECDCs

Guide for Determining Eligibility and Special Education Programs and/or Services

for Preschool Students with Disabilities

Preschool Special Education Learning Outcomes and Indicators for Kindergarten Participation

Preschool Special Education Program Self-Assessment and Quality Improvement Guide

 

Disseminate the results of the preschool longitudinal study, including the positive effects[dj6]  on social-emotional skills, early language/communication and use of appropriate behaviors of placements of preschool students in integrated versus nonintegrated settings.

2007-08

IDEA Discretionary Funds

Longitudinal Study of Preschool Students

Implement Regents Policy on Early Education to increase the capacity of the State’s many child care and education services to support families and address social emotional needs of preschool children.

2007-11

University of the State of New York (USNY) Cabinet on Early Childhood Education

Develop standards, performance indicators, curricula and an assessment process for all preschool children.

2008-09

EMSC, VESID

Develop an assessment protocol to inform instruction at the classroom level and to report to parents on their child’s progress.  This revised assessment protocol would also include a more comprehensive screening for new entrants to school age programs and would be aligned with standards and curriculum so that improved and more integrated instruction can be provided to students with limited English proficiency and students with disabilities.

2010-11

 

EMSC, VESID