IDEA, Section 619 IDEA Preschool Grants Program

Transcription

1 IDEA, Sectin 619 IDEA Preschl Grants Prgram Maria Syndi, 619 Crdinatr Early Childhd Special Educatin State Department f Educatin PPT Chair Tpic Items IDEA Statute & Regulatins [Part B, 619] Cnnecticut Data fr Children 3 thrugh 5 Disability Categry: Develpmental Delay Class Size and Adult/Child Ratis Timelines [Evaluatin Timelines] IDEA Nn-Public Prvisins & Prprtinate Share 504 Obligatins t Pre-K Ppulatin Transitin frm Birth-3 and Pre-K Early Childhd Outcmes (ECO) IEP: Educatinal Envirnments 1

2 IDEA Sectin 619 Federal Statute Federal Regulatins 3 IDEA: Preschl Grants Prgram IDEA, Part B Statute: Includes Sectin 619 IDEA 619 Regulatin: Sectins Called the Preschl Grants Prgram r Sectin 619 The Secretary prvides grants under sectin 619 f the Act t assist States t prvide special educatin and related services l (a) T children with disabilities, three thrugh five years f age; and l (b) At a State's discretin, t tw-year-ld children with disabilities wh will turn three during the schl year. State Identified IDEA Sectin 619 Crdinatr Sectin 619 respnsibilities fr the implementatin f IDEA Part B grant fr the ppulatin f children ages 3 thrugh 5 with disabilities 2

3 IDEA = Special Educatin Grants IDEA Part B, Sectin 611 Federal Funds Fr: l Children ages 3 thrugh 21, r graduatin frm high schl, whichever is first attained IDEA Part B, Sectin 619 Federal Funds Fr: l Children ages 3 thrugh 5 Regardless f grade IDEA: Preschl Grants Prgram Sectin 619 Fiscal Respnsibilities State Allcatin f apprximately 4.5 millin - $3.7 t schl districts IDEA 619 grant dllars l l l Apprximately 80% plus is disbursed t schl districts N mre than 15% is fr state-level activities N mre than 5% supprts 619 administratin IDEA 619 funds t schl districts are spent n the excess cst f prviding special educatin t children ages 3-5 Annual IDEA 619 grant applicatin fr schl districts Federal frmula fr determining hw much each schl district receives is specified in sectin 619 Annual IDEA 619 funds flat-funded since 1997 (n federal increase actual decrease in funding t state) But Cngress just increased fr the first time! 3

4 IDEA Services = Special Educatin IDEA, Part B = Special Educatin means that a free apprpriate public educatin (FAPE) is prvided t a child with a disability wh requires special educatin and related services. Special Educatin means specially designed instructin, at n cst t parents, t meet the unique needs if a child with a disability including instructin cnducted in the classrm, in the hme, in hspitals and institutins and in ther settings. Speech and Language Pathlgy is cnsidered special educatin nly if the service is cnsidered special educatin rather than a related service under state standards. Wh Are The Children 3-5? 8 4

5 In Cnnecticut Children 3-5 In , there were 8,431 Children l 2,391 = 3-year-lds (28.4%) l 2,851 = 4-year-lds (33.8%) l 3,189 = 5-year-lds (37.8%) In , there were l 2,414 girls (28.6%) l 6,017 bys (71.4%) In , there were l 4,846 were in preschl (57.5%) l 3,120 were in kindergarten (37.0%) l 464 were in first grade (5.5%) Represents apprximately 6.3% f children ages 3-5 Cnnecticut : Children 3-5 Intellectual Disability = 30 Children (0.4%) Hearing Impaired = 106 Children (1.3%) Speech and Language Impaired = 2,448 Children (29.0%) Visually Impaired = 12 Children (0.1%) Emtinally Disturbed = 10 Children (0.1%) Orthpedic Impairment = 5 Children (0.1%) Other Health Impaired = 204 Children (2.5%) Learning Disabled = 35 Children (0.4%) Deaf-Blind = 1 Child(0.0%) Multiple Disabilities = 88 Children (1.0%) Autism = 882 Children (10.5%) Traumatic Brain Injury = 5 Children (0.1%) Develpmental Delay = 4,605 Children (54.6%) 5

6 Time in Preschl (ECO) Time (in Mnths) Children Received Special Educatin in Pre-K Percent f Children 6 t 12 mnths 21.7% 13 t 18 mnths 24.6% 19 t 24 mnths 32.0% 25 t 30 mnths 17.1% 31 t 36 mnths 3.6% 36+ mnths 1.0% Stuff Yu Need T Knw 12 6

7 Develpmental Delay (DD) DD is ne f 13 IDEA Disability Categries DD nly applies t children 3 thrugh 5 By age 6 the child s PPT wuld have met t discuss eligibility and identify anther disability categry, as apprpriate PPT can use any f the ther IDEA Disability Categries available fr children 3 thrugh 5 If a PPT uses the DD, must adhere t the state definitin Eligibility cannt be based upn a single scre r single test/instrument Evaluatin a critical cmpnent f eligibility and develpment f an IEP (Evaluatin Results + Educatinal Impact + Determinatin f Eligibility = Disability Categry) Develpmental Delay Applies Only t Children Ages 3 thrugh 5 Definitin Develpmental delay means a significant delay in ne r mre f the fllwing areas: (a) physical develpment which includes a child s mtr abilities, visin, and hearing; (b) cmmunicatin develpment which includes a child s talking and understanding; (c ) cgnitive develpment which includes a child s ability t slve prblems; (d) scial- emtinal develpment which includes a child s ability t demnstrate apprpriate behavirs and scial relatinships with thers; and/r (e) adaptive develpment which includes a child s ability t take care f their needs. AND: The child is determined t require special educatin Criteria The criteria t determine a significant develpmental delay is by scres btained n an apprpriate nrm-referenced standardized instrument. The administratin f that type f assessment, as a part f a cmprehensive evaluatin, will substantiate and dcument: (i) a 2.0 standard deviatin belw the mean in ne area f develpment, r (ii) a 1.5 standard deviatin belw the mean in tw r mre areas f develpment. Other prcedures, including but nt limited t the use f the infrmed clinical pinin f a multidisciplinary team, with written dcumentatin, may be used when a standardized diagnstic instrument is nt apprpriate and/r when a child requires significant adaptatin t perfrm n a standardized instrument. And, the child is determined t require special educatin. 7

8 Develpmental Delay Scenari A schl district evaluated a 4-year-ld student. The evaluatin determined that the student had a 2.0 SD alng with ther indicatrs f a disability in the area f scial-emtinal develpment but the evaluatin did nt identify any cgnitive r prblem slving delays. Is this child an eligible child with a disability? What are the PPT cnsideratins/discussin? What are the evaluatin variables? Class Size & Adult/Child Ratis Based upn general Pre-K Educatin l State licensing fr center-based child care is a class size f n mre than 20 children with 2 adults l Schl Readiness requires a class size f n mre than 18 children with 2 adults l Head Start requires a class size f n mre than 18 children with 2 adults l Smart Start requires a class size f n mre than 18 children with 2 adults C.G.S. Sectin 10-76d-5 requires that the number f children assigned t a class are such that the child s IEP can be implemented and met. 8

9 Timelines (State and Federal) C.G.S. Sec.10-76d-13 identify a 45 schl-day timeline frm referral t IEP implementatin IDEA Sec identifies a 60 calendar-day timeline frm parental cnsent t evaluatin t parent cnsent fr placement in special educatin The IDEA federal timeline must be met r must reflect 1 f the allwable exceptins Timeline Scenari Michael was referred t the schl district fr an evaluatin t determine if he wuld be eligible fr special educatin. The district received the referral n May 30 th. Hw des the 45-day evaluatin timeline apply? Hw des the 60-day evaluatin timeline apply? When shuld Michael s evaluatin be cmpleted? 9

10 Nn-Public Schl Prvisins IDEA Nn-Public Schl Prvisins Apply t: l students whse parents have unilaterally placed them at an elementary r secndary schl ( ) l students 3 thrugh 5 in preschl if the facility meets the definitin f an elementary schl Defining the Facility l Must be nn-public l Must be nn-prfit l Must prvide ne r mre elementary schl grades (at minimum a kindergarten) District Respnsibilities (child find, service plan) Nn-Public Schl Scenari Clleen and her family live in Middletwn. Clleen attends Mther Gse Preschl in Rcky Hill 5 days per week. Clleen s mther was cncerned abut her daughter s develpment s she cntacted Middletwn Public Schls. Middletwn Public Schls referred the mther t Rcky Hill Public Schls because the child was attending a preschl prgram in that twn. When mther called Rcky Hill, Rcky Hill refused t d anything and referred the mther back t Middletwn. Which twn is crrect? Why? What are the cnsideratins that supprt the decisins? 10

11 Nn-Public Prprtinate Share Calculated n the IDEA 619 grant AND the IDEA 611 grant fr children 3 thrugh 5 IDEA 611 and 619 funds set aside annually thrugh the IDEA 611 and 619 grant applicatin Meaningful cnsultatin with representatives f private schls Written service plan utlining the special educatin t be prvided with prprtinate share funds N entitlement f any individual child t a services plan Nn-public schl funds must be expended n the eligible ppulatin Pre-K and 504 Obligatins Tw general rules f thumb: l Districts are nt bligated t prvide a 504 plan t a student wh is nt therwise a public schl student. S, Pre-K students nt enrlled r attending schl wuld nt be eligible fr a 504 plan until Kindergarten l Pre-K students enrlled in public schl may be eligible fr a 504 plan. Fr example, a typical peer attending the district s integrated Pre-K prgram 11

12 Pre-K 504 Scenari Maria is a 3-year-ld child wh is visually impaired. Maria s mm enrlled her in the district s Family Resurce Center (FRC) prgram. Maria s parent requested special educatin. The district evaluated Maria and fund that she is nt a child wh is eligible t receive special educatin. Is the district bligated t prvide 504 services? Why r why nt? Des Maria have t wait t enter kindergarten t receive 504 services? LRE: Lcatin f Services Least Restrictive Envirnment (LRE) l T the maximum extent apprpriate, children with disabilities, in public r private institutins r ther care facilities, are educated with children wh are nt disabled; and l Special classes, separate schling, r ther remval f children with disabilities frm the regular educatinal envirnment ccurs nly if the nature r severity f the disability is such that educatin in regular classes with the use f supplementary aids and services cannt be achieved satisfactrily. 12

13 LRE In Cnnecticut: ,858 Children (72.9%) spent greater than 10 hurs in an early childhd prgram & receive their special educatin in the prgram 505 Children (6.3%) spent greater than 10 hurs in an early childhd prgram & receive their special educatin utside the prgram 297 Children (3.7%) spent less than 10 hurs in an early childhd prgram & receive their special educatin in the prgram 297 Children (3.7%) spent less than 10 hurs in an early childhd prgram & receive their special educatin in the prgram 883 Children (11.0%) were served in an ECSE prgram 360 Children (4.5%) were served in a prvider lcatin 65 Children (0.8%) f children were served in a separate schl 0 Children were served in a residential facility 15 Children (0.2%) f children were served at hme/hmebund LRE Scenari Luis was evaluated by a schl district and was determined by the PPT t require special educatin. The PPT identified Luis s disability categry as autism. The PPT determined that given Luis s disability, he wuld be placed in the district s prgram fr students with autism/asd. Is this decisin apprpriate? Why r why nt? What are the cnsideratins? 13

14 Transitin and FAPE Children participating in early interventin prgrams assisted under Part C, and wh will participate in preschl prgrams under (Part B) experience a smth and effective transitin t thse preschl prgrams... By the third birthday f such a child, an individualized educatin prgram... has been develped and is being implemented. IDEA, P.L , Sectin 612 (9) Birth-3 Transitin Cnference Representative frm a schl district must participate the Birth-3 Transitin Cnference ((c) Each affected LEA will participate in transitin planning cnferences arranged by the designated lead agency under sectin 635(a)(10) f the Act. (Authrity: 20 U.S.C. 1412(a)(9)) Transitin Cnference t be cnvened at a mutually agreed upn date and time Birth-3 Transitin Cnferences are cnvened by Birth-3 (e.g., the child s service crdinatr) A Birth-3 Transitin Cnference culd be a PPT if. 14

15 Ntificatin Reprts Child Find Birth-3 Ntificatin Reprts Birth t 3 child infrmatin is psted n the SDE SEDAC website. There are fur (4) reprts n the SDE SEDAC website under statewide reprts The Birth t 3 System prvides the child data t the SDE. Currently, the child data is live data. Schl district must wrk with r thrugh their SEDAC data manager t access this infrmatin. Please d nt cntact Birth t 3 fr this infrmatin r fr SASID numbers. Nte: Districts shuld nt be requiring families t register in rder t btain a SASID number. 29 Referral t Special Educatin 1. Birth t Three Sends a Referral t Special Educatin (Part C t Part B) l The Birth t Three Referral is a Birth t Three System frm called, Frm 3-8 l The purpse f the Birth t Three Referral Frm 3-8 is that ne system is fficially requesting anther system (e.g., special educatin) t cnduct an initial evaluatin t determine if a child is eligible fr special educatin l Birth t Three Frm 3-8 includes specific language alng with the written parental cnsent fr the referral fr an initial evaluatin. 2. The Schl District Receives the Birth t Three Referral Frm 3-8 and l The schl district cmpletes the ED621 (e.g., referral t determine eligibility fr special educatin frm) l The schl district cmpletes and sends the ED622 (e.g., parent ntice f referral t determine special educatin eligibility frm) l The schl district cmpletes and sends the ED623 (e.g., ntice f the planning and placement team meeting) at the apprpriate time 30 15

16 Referral, Evaluatin, Eligibility, IEP Referral Ø Made by Birth t 3 and/r the parent Ø LEA cmpletes apprpriate frms, sends ntice, prcedural safeguards Ø LEA sends PPT Invite Cnvene PPT Ø PPT discusses referral Ø PPT reviews available infrmatin and parent cncerns Ø PPT determines evaluatin is needed identifies existing data Ø PPT designs initial evaluatin Ø PPT prceeds t evaluatin - btain parent written cnsent t cnduct initial evaluatin Evaluatin Cnducted Cnvene PPT Ø Review evaluatin results Ø PPT determines this is a child with a disability under the IDEA Ø PPT identifies the IDEA Disability Categry Ø PPT develps IEP based upn evaluatin = FAPE By Age 3 31 Birth t Three Scenaris Jse was referred t the schl district by Birth t Three at age 2. What is the district respnsible fr? Dnna was referred t the schl district by Birth t Three but Dnna was nt receiving any direct interventin services? Des the district have t accept this referral? Birth t Three cmpleted an updated BDI n a child wh was t transitin ut f Birth t Three. Can a schl district use the evaluatins f Birth t Three t find the child eligible fr special educatin? A district has decided t cnduct nly 1 PPT fr all children referred frm Birth t Three. Is this apprpriate practice? 32 16

17 Child Find Child Find = Identificatin, Lcatin, Evaluatin Child Find bligatins fr schl districts extend frm birth thrugh age 21 r graduatin frm high schl whichever ccurs first Districts shuld have a active child find system/activities in place and practively ensure that any child with a disability that may be eligible is identified It s the FAPE bligatin that begins at age 3, s it s nt kay t say n t any referral f a child yunger than age 3 33 What Is The SPP/APR Accuntability? 34 17

18 SPP/APR ECSE Cmpliance & Perfrmance Indicatrs FAPE in the LRE Includes LRE and EC Outcmes l Children educated with nn-disabled peers l Children demnstrate imprved perfrmance General Supervisin Includes Transitin l Children wh transitin frm B-3 wh have an IEP develped and implemented by their third birthday 35 Indicatr #12 Transitin - FAPE By Age 3 ( Data) Indicatr #12 FAPE By Age 3 This indicatr measures the percent f children wh were referred by the Birth t Three System and wh had an IEP develped and implemented by their third birthday. This is a cmpliance indicatr, meaning that the IDEA requires 100% f all children referred by the Birth t Three System t have an IEP in place by their third birthday, r fr children with a summer birthday, by the start f the schl year. 18

19 Educatinal Envirnments 3-5 Indicatr #6 in the SPP/APR Lking at time with nn-disabled peers as part f the child s IEP and als includes time with nn-disabled peers that are nt a part f the IEP New data cllectin seeks t identify whether IEP services are in the prgram fr nn-disabled peers r ut 37 Indicatr #6 LRE fr Children 3-5 ( Data) Indicatr #6 LRE fr 3-5 This indicatr measures the percent f children wh received special educatin and related services in settings with typically develping peers. This is a prgress indicatr, meaning that the indicatr is measuring prgram quality versus cmpliance with the IDEA. While IDEA requires attentin t LRE, there is n required benchmark fr cmpliance. 19

20 Early Childhd Outcmes -ECO Indicatr #7 in the SPP/APR Lking at child utcmes in 3 areas 1 statewide assessment: Brigance IED-II (2004) Pre-test at start f IEP (within 4 weeks) Pst-test at exit prir t Kindergarten r exit fr ther reasns ECO website 39 Indicatr #7 Prgress n Children 3-5 ( Data) Indicatr #7 Develpmental & Functinal Prgress This indicatr measures the percent f children with an IEP in the preschl grade wh demnstrate prgress in: (1) psitive scial-emtinal skills (including scial relatinships); (2) acquisitin and use f knwledge and skills (including early language/ cmmunicatin and early literacy); and (3) use f apprpriate behavirs t meet their needs. This indicatr is a prgress indicatr, meaning that the indicatr is measuring prgram quality and students utcmes versus cmpliance with the IDEA. 20

21 Cntact Infrmatin Maria Syndi State Department f Educatin Bureau f Special Educatin 165 Capitl Avenue P.O. Bx 2219 Hartfrd, Cnnecticut maria.syndi@ct.gv 41 21