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Program
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August 2003 |
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Program Self-Assessment & Quality Improvement Guide
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THE UNIVERSITY OF THE STATE OF NEW YORK
Regents of The University
Robert M. Bennett, Chancellor, B.A., M.S. .................................................................................... |
Tonawanda |
Adelaide L. Sanford, Vice Chancellor, B.A., M.A., P.D. .............................................................. | Hollis |
Diane O’Neill McGivern, B.S.N., M.A., Ph.D. . ............................................................................... | Staten Island |
Saul B. Cohen, B.A., M.A., Ph.D. ..................................................................................................... | New Rochelle |
James C. Dawson, A.A., B.A., M.S., Ph.D. ..................................................................................... | Peru |
Robert M. Johnson, B.S., J.D. .......................................................................................................... | Huntington |
Anthony S. Bottar, B.A., J.D. ........................................................................................................... | North Syracuse |
Merryl H. Tisch, B.A., M.A. ............................................................................................................. | New York |
Geraldine D. Chapey, B.A., M.A., Ed.D. ......................................................................................... | Belle Harbor |
Arnold B. Gardner, B.A., LL.B. ......................................................................................................... | Buffalo |
Harry Phillips, 3rd, B.A., M.S.F.S. .................................................................................................... | Hartsdale |
Joseph E. Bowman, Jr., B.A., M.L.S., M.A., M.Ed., Ed.D ............................................................. | Albany |
Lorraine A. CortÉs-VÁzquez, B.A., M.P.A. ..................................................................................... | Bronx |
Judith O. Rubin, A.B. .......................................................................................................................... | New York |
James R. Tallon, jr., B.A., M.A. .......................................................................................................... | Binghamton |
Milton L. Cofield, B.S., M.B.A., Ph.D. ............................................................................................... | Rochester |
President of The University
and Commissioner of Education Richard P. Mills |
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Chief Operating Officer Richard H. Cate |
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Deputy Commissioner for
Vocational and Educational Services for Individuals with Disabilities Lawrence C. Gloeckler |
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Coordinator, Policy,
Partnerships and Planning Douglass Bailey |
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Manager, Research,
Partnerships and Planning Rita D. Levay |
The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national origin, race, gender, genetic predisposition or carrier status, or sexual orientation in its educational programs, services and activities. Portions of this publication can be made available in a variety of formats, including braille, large print or audio tape, upon request. Inquiries concerning this policy of nondiscrimination should be directed to the Department’s Office for Diversity, Ethics, and Access, Room 530, Education Building, Albany, NY 12234. Requests for additional copies of this publication may be made by contacting VESID-Special Education Policy Unit, Publications, Room 1624 OCP, Albany, NY 12234.
DEPUTY COMMISSIONER FOR THE OFFICE OF VOCATIONAL AND EDUCATIONAL SERVICES FOR INDIVIDUALS WITH DISABILITIES
Tel. (518) 474-2714
Fax (518) 474-8802
August 2003
Dear Preschool Special Education Program Providers:
Preschool students with disabilities are receiving their first formal instruction by individuals trained in early childhood special education and/or related services. It is also a time when the foundation for learning is set. It is essential that programs providing these experiences for children and their families are effective and of the highest possible quality.
The purpose of the Preschool Special Education Program Self-Assessment and Quality Improvement Guide is to promote continuous self improvement activities for preschool special education programs funded under section 4410 of the Education Law. This Guide was developed as part of the Quality Indicator Study conducted by MAGI Educational Services. It is composed of quality indicators in seven major areas including program administration, program personnel, family relationships, teaching and learning, program environment, stakeholders/partners and program evaluation. The indicators were derived from a review of the literature and then reviewed by national and state-level experts in the field of early childhood education and early childhood special education.
The Guide is designed to assist providers in achieving a better understanding of current program functions, identifying areas of strength as well as areas in need of improvement related to program quality. If used consistently, the Guide will help providers assess progress regularly and promote communication and teamwork among staff and all stakeholders, including families, Boards of Directors and Committees on Preschool Special Education. I encourage programs to become familiar with the preschool program quality indicators and to use this self-assessment on a regular basis to promote continuous quality improvement.
If you have specific questions regarding the Preschool
Special Education Program Self-Assessment and Quality Improvement Guide, please
direct your inquiries to the Research, Partnerships and Planning Unit at (518)
486-7584. This publication is also available on the web at www.p12.nysed.gov/specialed/publications/home.html
Sincerely,
Lawrence C. Gloeckler
The New York State
Preschool Special Education Program Self-Assessment and
Quality Improvement Guide
Table of Contents
Component A: Governance and Management
Component B: Communication
Component C: Record Keeping/Reporting
Component D: Fiscal Resources
Component A: Staff Qualifications
Component B: Professional Development
Component C: Staff Evaluations
Component D: Staff Structure
Component A: Family Involvement
Component B: Family Education
Component C: Diversity
Component A: Curriculum
Component B: Instruction
Component C: Integration of Related Services
Component D: Assessment
Component A: Physical Setting
Component B: Materials
Component A: Relationship with Service Providers/Community and Government Agencies
Component B: Relationships with CPSE
Component C: Relationships with Transition Partners
Component A: Evaluation Design & Execution
Component B: Reporting & Use of Evaluation Results
The New York State
Preschool Special Education Program Self-Assessment and Quality Improvement Guide
he New York State Preschool Special Education Program Self-Assessment and Quality Improvement Guide is designed to help preschool special education program providers create a snapshot of where they are relative to quality early childhood special education service delivery, and to progressively move toward refining and improving outcomes for preschool students with disabilities.
The self-assessment is structured around the preschool special education program quality indicators, which were developed through a comprehensive, collaborative process involving input from national and state experts in early childhood special and general education, local program providers, and representatives from state advocacy organizations. Altogether, 114 program quality indicators organized into 22 component areas are included in the instrument; they address seven clusters of quality preschool special education programming:
he major purpose of the New York State Preschool Special Education Program Self-Assessment and Quality Improvement Guide is to promote continuous improvement that will result in positive outcomes for preschool children with disabilities. This means that local program providers can use the self-assessment as a working tool to:
It is designed to facilitate communication and sharing among and within programs based on a common understanding of how an effective preschool special education program can operate. This shared frame of reference will help build commitment and focus for setting priorities and improving preschool special education. Outcomes for preschool special education include students being prepared for successful learning in kindergarten. For an understanding of the literacy skills that students will need to have at the next learning levels, readers should reference Essential Elements of Reading and Early Literacy Guidance (Kindergarten - Grade 3).
The New York State Preschool Special Education Program Self-Assessment and Quality Improvement Guide asks program providers to rate their programs in 22 component areas. The ratings take into consideration the specific quality indicators that define each component. The five-point rating is described below.
Rating |
Rubric |
1 |
None or very few of the indicators in this component area have been implemented by our program. |
2 |
Our program is implementing some of the indicators in this component area, but weaknesses and gaps exist. Substantial work is needed to improve our approach. |
3 |
Our program is implementing most of the indicators in this component area, but some gaps in implementation exist and improvements could be made. |
4 |
Our program is implementing most of the indicators in this component area. Our approach is systematic with no major gaps. |
5 |
Our program is implementing all or nearly all indicators within this component area. We have a sound, systematic approach that could serve as a model for other programs. |
Recommended Steps |
The following steps are recommended to conduct the program self-assessment. |
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Preschool Special Education Program Self-Assessment & Quality Improvement Guide
Preschool Special Education Program Self-Assessment and Quality Improvement Guide
Directions: Transfer your ratings of program components onto this page to help direct your focus and analysis of program activities and initiatives. |
Rating for Level of Implementation |
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No |
Minimal |
Moderate |
Complete |
Exemplary |
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I. Program Administration |
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II. Program Personnel |
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III. Family Relationships |
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IV. Teaching and Learning |
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V. Program Environment |
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VI. Stakeholders/Partners |
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VII. Program Evaluation |
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Footnotes:
1- These documents may be obtained from the New York State Education Department's web site at www.p12.nysed.gov/ciai or by contacting the Publications Sales Desk, New York Sate Education Department, 3rd Floor EB, Washington Avenue, Albany, NY, (518) 474-3806.
2- This document may be obtained from the New York State Education Department's web site at https://www.p12.nysed.gov/specialed/publicaitons/home.html .