2. Early Childhood Education for ALL Young Children: A Look at the IDEA Six-Year State Performance Plan Susan Crowther IDEA, Part B, Section 619 Coordinator Anita Ashford Title I Prekindergarten Programs

3. State Performance Plan  Six-Year Plan  Annual Performance Report with data- driven results  Written across Divisions at the Department  Submitted December 2005  Approved without revision, Jan 2006

4. 20 Indicators  Indicator 1 – High School Diploma Rate  Indicator 2 – Dropout Rate  Indicator 3 – Statewide Assessment  Indicator 4 – Suspension/Expulsion  Indicator 5 – Placement of Students 6-21  Indicator 6 – Placement of Students 3-5  Indicator 7 – Outcomes Students 3-5  Indicator 8 – Family Involvement  Indicator 9 – Disproportionality - Overall Identification

5. Indicators (continued)  Indicator 10 – Disproportionality - Identification by Classification  Indicator 11 – Timely Evaluations  Indicator 12 – Transition from Part C to Part B  Indicator 13 – Transition, Ages 16+  Indicator 14 – Transition, Postsecondary Survey  Indicator 15 – General Supervision  Indicator 16-19 – Dispute Resolution  Indicator 20 – Accurate Data

6. Early Childhood Indicators  Indicator 6 - FAPE in the LRE  Children served in setting with typically developing peers  Indicator 7 - FAPE in the LRE  Outcomes  Indicator 12 – Transition from Part C to Part B  IEP by the third birthday

7. Indicator 6 – FAPE in the LRE  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 and part-time early childhood special education settings). (20 U.S.C. 1416(a)(3)(A))

8. Educational Environments  Early Childhood Setting (ECE)  Early Childhood Special Education Setting (ECSE)  Home  Part-Time ECE/Part-Time ECSE  Residential Facility  Separate School  Itinerant Service (Outside the Home)  Reverse Mainstream Setting

9. Educational Environments  Early Childhood Program at least 80% of day  Early Childhood Program from 40% to 79% of day  Early Childhood Program Less than 40% of day  Early Childhood Special Education Program, Separate Class  Early Childhood Special Education Program, Separate School  Early Childhood Special Education Program, Residential Facility  Service Provider Location  Home

10. State Improvement Goal ECE, Part-time/part-time, home (Itinerant, RM) FFYMeasurable and Rigorous Targets 2005-0641.67% 2006-0744.00% 2007-0848.43% 2008-0952.86% 2009-1057.29% 2010-1161.71%

11. Indicator 7 – FAPE in the LRE  Percent of preschool children with IEPs who demonstrate improved:  Positive social-emotional skills (including social relationships);  Acquisition of and use of knowledge and skills (including early language/communication and early literacy); and  Use of appropriate behaviors to meet their needs. (20 U.S.C. 1416(a)(3)(A))

12. Choosing an instrument  State Task Force  2004-05 – reviewed instruments  May 2005 – Recommended Assessment, Evaluation and Programming System (AEPS)  December 2005 – Train the Trainers  Spring 2006 – Students assessed using AEPS

13. Indicator 12 – Transition C to B  Percent of children referred by Part C prior to age three, who are found eligible for Part B, and who have an IEP developed and implemented by their third birthdays.  Data of current IEP by third birthday not accurate due to lack of reporting between Part C and Part B

14. Publications  Early Childhood Transition Process  Brochure – April 2006  Family Booklet – Summer 2006  Collaboration between Part C System and Part B, Section 619 on these and other planned publications

15. Reports  Monthly report to school districts of children served in Part C who are 2 years 2months  Provided by Part C to the state, then dispersed to school districts

16. Transition Meeting  Scheduled between child’s age of 2 years 3 months and 2 years 9 months  Scheduled by the child’s Family Service Coordinator (FSC)  Held by child’s age of 2 years 9 months  Attended by parents and school district and Part C stakeholders

17. Evaluation and IEP  Evaluation must be completed in timely manner in order to complete IEP by third birthday.  IEP completed, signed and implemented by third birthday.  No interim IEP allowed  No timeline extensions allowed that would prevent the IEP by third birthday.

18. For more information  State Performance Plan  Publications  Type in “State Performance Plan”  State Department  susan.crowther@la.gov  anita.ashford@la.gov  cynthia.ramagos@la.gov  Regional Service Center  www.louisianaschools.net  School Directory, Education staff, DOE by office/division  Regions, Early Childhood Coordinator