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. 

Monitoring Priority:  FAPE in the LRE

Indicator 6:  Percent of preschool children with IEPs who received special education and related services in settings with typically developing peers (e.g., early childhood settings, home, and part-time early childhood/part-time early childhood special education settings).

(20 U.S.C. 1416(a) (3) (A)) 

Measurement: 

Percent = # of preschool children with IEPs who received all special education services in settings with typically developing peers divided by the total # of preschool children with IEPs times 100.


Overview of Issue/Description of System or Process

Section 4410 of the Education Law and section 200.16 of the Commissioner’s Regulations establish the process for preschool students with disabilities to receive special education services.   

The Committee on Preschool Special Education (CPSE) makes recommendations for placement of preschool students with disabilities.  The CPSE is required by law and regulation to first consider the appropriateness of providing related services only; or special education itinerant teacher services (SEIT) only; or related services in combination with SEIT services; or a half-day preschool program or a full-day preschool program.  The CPSE is also required to first consider providing special education services in a setting where age-appropriate peers without disabilities are typically found, prior to recommending the provision of special education services in a setting, which includes only preschool children with disabilities. 

The CPSE is required to include in its written report of its recommendation a statement of the reasons why less restrictive placements were not recommended when the recommendation is for the provision of special education services in a setting with no regular contact where age-appropriate peers without disabilities.

Baseline Data for FFY 2004 (2004-2005)

In 2004-05, 63.5 percent of preschool children with IEPs received special education and related services in settings with typically developing peers (e.g., early childhood settings, home, and part-time early childhood/part-time early childhood special education settings).

Discussion of Baseline Data

Measurable and Rigorous Targets

FFY

Measurable and Rigorous Target

2005
(2005-06)

64 percent of preschool students with disabilities served in either natural settings or settings that include nondisabled children.

2006
(2006-07)

64.5 percent of preschool students with disabilities served in either natural settings or settings that include nondisabled children.

2007
(2007-08)

65.5 percent of preschool students with disabilities served in either natural settings or settings that include nondisabled children.

2008
(2008-09)

67 percent of preschool students with disabilities served in either natural settings or settings that include nondisabled children.

2009
(2009-10)

68 percent of preschool students with disabilities served in either natural settings or settings that include nondisabled children.

2010
(2010-11)

 70 percent of preschool students with disabilities served in either natural settings or settings that include nondisabled children.

 

Improvement Activities/Timelines/Resources

 

Activity

Timeline

Resources

Review the results of the preschool longitudinal study, including the effects of placements of preschool students in integrated versus nonintegrated settings.

2005-06

$260,000 for 2005-06

Increase opportunities for students with disabilities to have earlier access to inclusive educational settings.

·        Regents policy paper on early childhood education – expansion of universal pre-kindergarten statewide

2006-11

EMSC/VESID staff

Conduct focused monitoring reviews using the LRE monitoring protocol, designed to evaluate a school district’s performance regarding placement of students with disabilities in the LRE, including a review of the districts’ LRE data and policies, procedures and practices, determination of root causes for high rates of placements in the most restrictive settings. 

2005-11

SEQA, SETRC, RSSC

Provide Quality Assurance Review grants to large city school districts to offset the costs that these school districts may incur to participate in the focused monitoring reviews. 

2005-11

$60,000 for 2005-06 for all focused reviews (see indicator #1)

Provide Quality Assurance Improvement grants to school districts to implement improvement activities identified through the focused review monitoring process.

2005-11

$3,080,000 for 2005-06 for all focused reviews (see indicator #1)

Share national effective practices and strategies regarding: instructional delivery designs in general education settings; and classroom culture and conditions that positively impact student engagement in general education preschool settings.

2006-11

National Technical Assistance Centers:

Preschool LRE Community of Practice www.taccommunities.org

National Early Childhood Technical Assistance Center www.nectac.org

Share information about the knowledge and skills of early childhood educators to facilitate student participation in general education settings.

2006-11

IRIS Center for Faculty Enhancement http://iris.peabody.vanderbilt.edu