Special Education

State Performance Plan (SPP) for 2005-2012- Revised February 2013 - Indicator 7

Overview of the State Performance Plan Development

See Overview of the State Performance Plan (SPP) Development in the Introduction to the SPP originally submitted February 1, 2006 and revised June 2007.  The SPP was revised in February 2009 to add progress data.  The SPP was revised in January 2010 to add Baseline and set Targets with the input of stakeholder groups.

New York State (NYS) consulted with its Commissioner’s Advisory Panel for Special Education Services (CAP) to establish extended targets and improvement activities for Federal Fiscal Year (FFY) 2011 and FFY 2012.  The State’s technical assistance and support networks were also involved in these discussions.

Monitoring Priority: FAPE in the LRE

Indicator 7:  Percent of preschool children aged 3 through 5 with individualized education programs (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:

Outcomes:

  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.

Progress Categories for Outcomes A, B, and C (revised January 2010):

The following definitions of Progress Categories are based on United States Education Department (USED) guidance issued in March 2009 and represent a consolidation of language that was used in previous SPPs and Annual Performance Reports (APRs).  There is no change in Progress Categories used for this Indicator.

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.

Summary Statements for Each of the Three Outcomes A, B, and C:
The following represents new language provided by USED in March 2009 to help organize the data and set targets in the February 2010 SPP.

Summary Statement 1: Of those preschool children who entered or exited the preschool program below age expectations in each Outcome, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program.

Measurement for Summary Statement 1:  Percent = # of preschool children reported in progress category (c) plus # of preschool children reported in category (d) divided by [# of preschool children reported in progress category (a) plus # of preschool children reported in progress category (b) plus # of preschool children reported in progress category (c) plus # of preschool children reported in progress category (d)] times 100.

Summary Statement 2: The percent of preschool children who were functioning within age expectations in each Outcome by the time they turned 6 years of age or exited the program.

Measurement for Summary Statement 2: Percent = # of preschool children reported in progress category (d) plus # of preschool children reported in progress category (e) divided by [the total # of preschool children reported in progress categories (a) + (b) + (c) + (d) + (e)] times 100.

Data Source
Beginning with the 2006-07 school year, the PD-10 report was used to collect progress data on preschool outcomes during the 2006-07 school year via a web-based data reporting system.  The PD-10 report is posted at http://www.p12.nysed.gov/sedcar/archived/0607pdrpts.htm.  Beginning in the 2007-08 school year, these data are collected at the individual student level through the State’s Student Information Repository System (SIRS). The most current SIRS manual is posted at:  http://www.p12.nysed.gov/irs/sirs/.  The data is based on using the federally developed Child Outcomes Summary Form (COSF).

Overview of Issue/Description of System or Process:

In NYS, preschool children suspected of having a disability are referred to their local school districts through their district's Committee on Preschool Special Education (CPSE).  In accordance with State statute, parents maintain the right to select an evaluator from a list of state-approved evaluators.  If, based on the evaluation, the CPSE determines that a child is eligible for special education services, an IEP is developed that identifies the recommended special education services for the child.  Preschool students with disabilities may receive related services only (RSO), services of a Special Education Itinerant Teacher (SEIT), or be placed in a special class program for either half or full day, including integrated programs with students without disabilities when appropriate.  NYS’ system allows for the provision of related services and SEIT within general education preschool and/or daycare environments as well as in the child’s home.  In NYS, most preschool children with disabilities receive their special education services from approved private preschool providers.

Identification of assessment measures in preschool outcome areas

At the request of the Office of Vocational and Educational Services for Individuals with Disabilities (VESID), a survey was conducted by the Early Childhood Direction Centers (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 for 3- and 4-year-old children used in the State to assess preschool children with disabilities in the three outcome areas are provided below.

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  

Process to collect entry and exit information

Entry assessments:

All preschool children who were initially evaluated on or after March 1, 2006 and found eligible for preschool special education programs and/or services are required to have entry assessment results.  All preschool children suspected of having a disability must have entry assessments.  These assessments are conducted by approved preschool evaluators. Results are reported to the CPSE, which determines if the child is eligible for preschool special education programs and services and the entry levels of functioning in three early childhood outcome areas.  Approved preschool evaluators are required to include specific assessment information on the Preschool Student Evaluation Summary Report and fill out the supporting evidence for questions 1a, 2a and 3a of the Child Outcomes Summary Form.  CPSEs are required to meet to determine a preschool child’s eligibility for preschool special education programs and/or services and review the summary evaluation results and reports from the approved evaluator.  For preschool children found to be eligible, the CPSEs rate the child’s functioning across settings in each of the three outcome areas identified in questions 1a, 2a, and 3a of the Child Outcomes Summary Form.  Annually, a representative sample of school districts are required to collect and submit entry and exit data to the State Education Department (SED) through SIRS for preschool children who leave preschool special education services anytime during the school year.  All school districts are required to maintain entry level assessment data on all preschool children who are determined to be eligible for preschool special education programs or services.

Exit assessments:

While all preschool children who were initially evaluated on or after March 1, 2006 and found eligible for preschool special education programs and/or services are required to have entry assessment results, exit assessments only need to be conducted for preschool children with disabilities who stop receiving preschool special education services due to program completion or declassification during the school year in which the school district is required to report exit data on this indicator.  The only children in sample school districts who require exit assessments are those who received an entry assessment and participated in preschool special education for at least six months prior to exiting.

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 Committee on Special Education (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.  Whenever possible and appropriate, the exit assessment instruments should be the same assessment instruments used by the preschool evaluator for the entry assessment process.  The results of these assessments must be provided to the CSE.  The CSE will review the exit assessment results and determine the child’s progress rating in the three identified areas.  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 reevaluation process must include conducting exit assessments that measure the child’s progress in the three early childhood outcome areas.  Whenever possible, the exit assessment instruments should be the same assessment instruments used by the initial approved preschool evaluator for the entry assessment process.  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.

Sampling Methodology

Annually, NYS requires a representative sample of one/sixth of the school districts in the State to report progress data on this indicator through the individual student data collection system, SIRS.  The process for selecting a representative sample of school districts each year to report data on this indicator through the 2010-11 school year is described in NYS’ SPP, as revised in June 2007.  NYS’ sampling plan is such that over the six-year SPP cycle, every school district will have submitted progress data on preschool outcomes at least once.  New York City (NYC) is the only district with a total enrollment of over 50,000 students and submits data for every special education indicator every year.  Every school district except NYC reported progress data on all eligible preschool children.  NYC reports progress data on a representative sample of students.

Beginning in the 2007-08 school year, NYS collected entry and exit scores on the Child Outcomes Summary Form on an individual student basis through SIRS and categorized children in the progress categories as described in the measure.  Except for NYC, all school districts assigned to report data on this indicator are required to provide data on all exiting preschool children that meet the criteria (no sampling is permitted).  See the 2007-08 SIRS policy manual and 2007-08 SIRS Dictionary of Reporting Data Elements posted at http://www.p12.nysed.gov/sedcar/archived/0708documentation/DataDictionary.doc Word document. Reporting data through this new system is expected to improve the accuracy of these data.  NYS collects raw data on the score each child receives on the Child Outcomes Summary Form at entry and again at exit from preschool special education programs or services.  Based on the raw data, the State reports children in the correct progress category.  Having data at the individual student level and the ability to track children longitudinally until they no longer attend school in NYS provides the State greater capacity for data analysis.

NYC is required to maintain documentation regarding selecting students for sampling, since they are the only school district that are allowed to report these data for a sample of eligible students.  The totally random sampling methodology and required documentation should eliminate selection bias.  SED 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 are handled in accordance with the rules and procedures in the Family Educational Rights and Privacy Act (FERPA).  SED guards 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.

Progress Data 2007-08

At the end of the 2007-08 school year, 112 school districts reported progress data on 1,678 preschool students with disabilities in each early childhood outcome area.  Two school district’s data were missing at the time this report was prepared.  The 1,695 students left preschool special education programs and/or services during the 2007-08 school year after receiving special education for at least six months.  The results for these students in the three early childhood outcome areas are reported below.

Indicator 7 Preschool Outcomes:  Progress Data 2007-08
Early Childhood Outcome Area Progress Category (Refer to Measurement Section for full Description of Progress Categories) Number of Preschool Students Percent of 1,695 students
Positive social-emotional skills (including social relationships) a. Did not improve functioning 24 1.4%
b. Improved-not sufficient to move nearer to same-aged peers 174 10.3%
c. Improved-nearer to same aged peers 562 33.2%
d. Improved-reached functioning to same-aged peers 614 36.2%
e. Maintained functioning as same-aged  peers 321 18.9%
Total 1,695 100.0%
Acquisition and use of knowledge and skills (including early language/communication and early literacy) a. Did not improve functioning 21 1.2%
b. Improved-not sufficient to move nearer to same-aged peers 161 9.5%
c. Improved- nearer to same aged peers 592 34.9%
d. Improved-reached functioning to same-aged peers 587 34.6%
e. Maintained functioning as same-aged peers 334 19.7%
Total 1,695 100.0%
Use of appropriate behaviors to meet their needs a. Did not improve functioning 29 1.7%
b. Improved-not sufficient to move nearer to same-aged peers 134 7.9%
c. Improved- nearer to same aged peers 477 28.1%
d. Improved-reached functioning to same-aged peers 568 33.5%
e. Maintained functioning as same-aged  peers 487 28.7%
Total 1,695 100.0%

Baseline Data 2008-09

Indicator 7 Preschool Outcomes:  Baseline Data By Response 2008-09
Early Childhood Outcome Area Progress Category (Refer to Measurement Section for full Description of Progress Categories) Number of Preschool Students Percent of students
Positive social-emotional skills (including social relationships) a. Did not improve functioning 47 2.0%
b. Improved-not sufficient to move nearer to same-aged peers 253 10.7%
c. Improved-nearer to same aged peers 750 31.8%
d. Improved-reached functioning to same-aged peers 806 34.2%
e. Maintained functioning as same-aged  peers 500 21.2%
Total 2,356 100.0%
Acquisition and use of knowledge and skills (including early language/communication and early literacy) a. Did not improve functioning 30 1.3%
b. Improved-not sufficient to move nearer to same-aged peers 257 10.9%
c. Improved- nearer to same aged peers 767 32.6%
d. Improved-reached functioning to same-aged peers 899 38.2%
e. Maintained functioning as same-aged peers 403 17.1%
Total 2,356 100.0%
Use of appropriate behaviors to meet their needs a. Did not improve functioning 47 2.0%
b. Improved-not sufficient to move nearer to same-aged peers 240 10.2%
c. Improved- nearer to same aged peers 581 24.7%
d. Improved-reached functioning to same-aged peers 799 33.9%
e. Maintained functioning as same-aged  peers 689 29.2%
Total 2,356 100.0%
Indicator 7 Preschool Outcomes:  Baseline Data By Outcomes 2008-09
Summary Statements % of Children
Outcome A: Positive social-emotional skills (including social relationships)
1. Of those children who entered or exited the program below age expectations in Outcome A, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program 83.8%
2. The percent of children who were functioning within age expectations in Outcome A by the time they turned 6 years of age or exited the program 55.4%
Outcome B: Acquisition and use of knowledge and skills (including early language/ communication and early literacy)
1. Of those children who entered or exited the program below age expectations in Outcome B, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program 85.3%
2. The percent of children who were functioning within age expectations in Outcome B by the time they turned 6 years of age or exited the program 55.3%
Outcome C: Use of appropriate behaviors to meet their needs
1. Of those children who entered or exited the program below age expectations in Outcome C, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program 82.8%
2. The percent of children who were functioning within age expectations in Outcome C by the time they turned 6 years of age or exited the program 63.2%

Discussion of 2008-09 Baseline Data:

For the 2008-09 school year, 117 school districts provided preschool outcomes data on preschool children with disabilities who left preschool special education during the 2008-09 school year after receiving special education programs or services for at least 6 months since first being evaluated and determined eligible (since February 1, 2006).  Some students in this group may have received special education services for a longer period of time compared with progress data reported for the 2007-08 school year.  These data are representative of school districts in NYS because of our sampling methodology in selecting our annual sample of districts.  Our methodology is provided in the SPP Attachment 2.

The baseline data indicate that more than half of preschool children with disabilities in each of the three preschool outcome areas are functioning within age expectations upon exiting preschool special education.  The greatest percentage of preschool children functioning within age expectations is in the “Use of Appropriate Behaviors to Meet Their Needs” outcome area (63.2 percent).

The baseline data also indicate that more than 80 percent of preschool children with disabilities in each of the three preschool outcome areas substantially increased their rate of growth, with most children improving in the “Acquisition of Knowledge and Skills” outcome area (85.3 percent).

Measurable and Rigorous Targets:

Summary Statements Targets
FFY 2009
(% of children exiting 2009-10)
Targets
FFY 2010
(% of children exiting 2010-11)
Targets*
FFY 2011
(% of children exiting 2011-12)
Targets*
FFY 2012
(% of children exiting 2012-13)
Outcome A: Positive social-emotional skills (including social relationships
1. Of those children who entered or exited the program below age expectations in Outcome A, the percent who substantially increased their rate of growth by the time they exited the program. 84% 84.5% 85% 85.5%
2. The percent of children who were functioning within age expectations in Outcome A by the time they exited the program. 55.4% 55.5% 55.6% 55.7%
Outcome B: Acquisition and use of knowledge and skills (including early language/ communication and early literacy)
1. Of those children who entered or exited the program below age expectations in Outcome B, the percent who substantially increased their rate of growth by the time they exited the program. 85.5% 86% 86.5% 87%
2. The percent of children who were functioning within age expectations in Outcome B by the time they exited the program. 55.3% 55.4% 55.5% 55.6%
Outcome C: Use of appropriate behaviors to meet their needs
1. Of those children who entered or exited the program below age expectations in Outcome C, the percent who substantially increased their rate of growth by the time they exited the program. 83% 83.5% 84% 84.5%
2. The percent of children who were functioning within age expectations in Outcome C by the time they exited the program 63.2% 63.3% 63.4% 63.5%
In FFY 2009, USED requested states to add two additional years to the SPP, including adding two additional years of targets.

Over the next two years, NYS is targeting 0.5 percentage point improvements for each outcome area in the percentage of children who entered or exited the program below age expectations who substantially increased their rate of growth by the time they exited the program; and .1 percentage point improvement in the percentage of children who function within age expectations in each outcome area by the time they exited the program. Improvement activities, particularly through the ECDCs, will be directed to instruction leading to improved outcomes in these areas.

Improvement Activities/Timelines/Resources:


Activity
Timeline Resources
Disseminate regional preschool outcome data progress results to approved preschool providers. 2008-12** 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. 2007-12** ECDCs covering every county and borough in NYS
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 on social-emotional skills, early language/communication and use of appropriate behaviors of placements of preschool students in integrated versus nonintegrated settings.
http://www.p12.nysed.gov/specialed/preschool/study/intro.pdfPDF document
2007-08
Completed
See report 9/07
IDEA Discretionary Funds Longitudinal Study of Preschool Students
Implement Regents Policy on Early Education to increase the capacity of NYS’ many child care and education services to support families and address social emotional needs of preschool children. 2007-12** University of the State of New York (USNY) Cabinet on Early Childhood Education
Improve knowledge and skills of CPSE and providers (dates revised 1/10)
  • develop training curricula for CPSE chairpersons on eligibility determinations, State and federal requirements and decision making.
  • offer initial training for newly appointed CPSE chairpersons beginning in the summer or fall of 2008 and annually thereafter.
  • update and disseminate the Parent Guide to Special Education.
  • update the OSE publication, Guide for Determining Eligibility and Special Education Programs and/or Services for Preschool Students with Disabilities

2009-11
Completed (See APR 2/10 - Indicator 4)

2009-11

2012**

2012**
Regional Special Education Technical Assistance Support Centers (RSE-TASC) Regional Trainers
(rev. 1/10)

ECDC regional staff

IDEA discretionary funds to support training

Office of Special Education (OSE) staff  rev. 2/11
Encourage development of UPK for three-and four-year-olds to increase the availability of integrated settings and promote earlier connections between preschoolers with disabilities and the district setting that is most able to meet the needs of children in the least restrictive environment. 2008-12** OSE  and P-16 staff
SED guidance

Increase the amount of IDEA discretionary funds to each of the Early Childhood Direction Centers to increase resources available statewide to provide technical assistance and support to parents, districts and preschool providers.
(added APR 2/13)

2012 ECDCs
IDEA discretionary funds

Establish a new Preschool Special Education Unit to provide a more dedicated focus on issues relating to preschool special education.
(added APR 2/13)

2012
Completed (See APR 2/13)
OSE staff
Provide professional development on systems of Response and Recognition, a preschool version of Response to Intervention (RtI) practices, through the State RtI technical assistance center (nysrti.org) and regional RtI professional development team. 2012 NYSRTI
Regional RtI Professional Development Teams
Funding through SPDG
**Note: Extended the end dates to 2012 coinciding with extended dates of the SPP (rev. 2/11).
Last Updated:

 

March 5, 2013 ate -->