Noel Cole, Coordinator

Michigan Department of Education, Office of Early Childhood Education and Family Services.

ColeN@michigan.gov 517-241-6354

Kelli Jolly, Trainer and TA

Clinton County RESA, Office of Innovative Projects

Jolly_k@ccresa.org 517-668-0185

Early Childhood Special Education(ECSE) Updates

Agenda1. Welcome

2. Preschool Outcomes (Indicator B-7)a. Trends in performance datab. Understanding the decrease in performancec. Strategies for improving data collection and reportingd. Regional training

3. Child Outcomes Manual Update Preschool Education Environments (Indicator B-6)a. New codes in the MSDSb. Improving Quality Inclusion Programs Training

4. Transition (Indicator B-12)a. B-12 verificationb. Updated Transition Guide

 5. ARRA Funds

Early Childhood Special Education Federal Indicators

•Preschool Special Education Environments•Preschool Outcomes•Early Childhood Transition

Preschool Outcomes

Percent of preschool children with improved :

Positive social-emotional skills

Acquisition and use of knowledge and skills

Use of appropriate behaviors

Trends in performance dataPositive Social-Emotional SkillsSummary Statement 1: Of those children who entered the program below expectation in Outcome A, the percent who substantially increased their rate of growth by the time they turned six years of age or exited the program.

FFY Baseline Target Actual2008 86.8%    2009   86.0% 85.5%2010   87.0% 81.1%

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

FFY Baseline Target Actual2008 60.7%    2009   60.0% 59.8%2010   61.0% 56.5%

Trends in performance dataAcquiring and Using Knowledge and SkillsSummary Statement 1: Of those children who entered the program below expectation in Outcome B, the percent who substantially increased their rate of growth by the time they turned six years of age or exited the program.

FFY Baseline Target Actual2008 86.5%    2009   86.0% 86.8%2010   87.0% 82.1%

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

FFY Baseline Target Actual2008 58.0%    2009   58.0% 58.2%2010   59.0% 56.6%

Trends in performance dataUse of Appropriate Behaviors to Meet NeedsSummary Statement 1: Of those children who entered the program below expectation in Outcome C, the percent who substantially increased their rate of growth by the time they turned six years of age or exited the program.

FFY Baseline Target Actual2008 88.2%    2009   88.0% 87.7%2010   89.0% 80.6%

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

FFY Baseline Target Actual2008 72.3%    2009   72.0% 71.6%2010   73.0% 62.5%

Understanding the decrease in performanceECSE Population

Change in data systems

Missing data issues

Strategies for improving data collection and reportingFrequent data checks

Increased TA

Development of online TA materials

Regional Training through EOT&TA

Child Outcomes Training, January 25

Regional Training, Spring 2012

Online Training

Registration will be available at eotta.ccresa.orgJolly_k@ccresa.org

Child Outcomes Manual

Updated version of Outcomes Manual

Online version

Preschool Educational Environments

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

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

New codes in the MSDSAvailable on CEPI website at

http://www.mi.gov/cepi/0,1607,7-113-986_50502_53643---,00.html

Preschool Educational Environments Decision Tree and Worksheet that have been used in hard copy have crosswalks to MSDS codes on ECSE website (see resources)

Preschool Educational Environments Data is due in MSDS with the Special Education Child Count on October 5

Data for the 2010-2011 is NOT going to be reported in the APR or to districts. Expected to be reported to OSEP for 2011-2012 school year.

Improving Quality Inclusion Programs Training

Quality Inclusion Strategies

Individual Child Focused Strategies

Collaborative Inclusion Strategies for Early Childhood Special Education and Regular Education Teachers

Early Childhood Transition

Percent of children referred by Part C Prior to age 3, found eligible for Part B and had an IEP developed and implemented by the third birthday.

B-12 Verification UpdatesB-12 Data Verification Activity is in the

CIMS systemB-12 Data Verification Activity is to be done

by ISD CIMS CoordinatorsCollaboration is necessary between Early

On and LEAs to complete this activityVerified spreadsheets are due into the CIMS

system by October 4

Transition GuideHas been updated since the 2010-2011

school year to reflect:

Changes in compliance definitions from OSEP

Description of compliance and improvement activities

ARRA Funds

MUST be allocated by September 30 AND spent by November 29

Implications for not spending funds

Communication from MDE

Questions?

Resources

ECSE Webpage www.michigan.gov/ecse EOT&TA Webpage http://eotta.ccresa.org National Early Childhood Technical Assistance Center (NECTAC) www.nectac.org Early Childhood Outcomes Center http://www.fpg.unc.edu/~eco/index.cfm Continuous Improvement and Monitoring System (CIMS) http://cims.cenmi.org/ National Transition Center http://www.hdi.uky.edu/SF/NECTC/Home.aspx