1. Early Childhood Special Education Program Administrator Summer Institute August 9 & 10, 2016

2. Dawn Hendricks, Ph.D. Early Childhood Special Education Coordinator

3. Jeff Phenicie
Tara McDaniel
Angela Phenicie
Haidee Bernstein
Bruce Bull

4. Early Childhood Special Education Network Planning Committee: Lynn Wiley Sandy Wilberger Selina Flores Cheryl Henderson

5. Which Title Below Best Describes Your Early Childhood Position?

7. How Long Have You Been in Your Current Position?

8. What is in Your Packet Federal Policy Statements
Federal Policy Letters
Federal Memos
Indicator 6, 7, and 12 Information
Early Childhood Special Education Network Contact Information
Early Childhood Special Education Network Scope of Work

9. Parking Lot

10. Focus Groups

11. Why are you here?

12. Virginia State Systemic Improvement Plan Increase Graduation Rates
Refer them back to the Montgomery county, early indicators
Virginia State Systemic Improvement Plan Increase Graduation Rates

16. Leadership in Effective and Developmentally-appropriate Services in Early Childhood Special Education (LEADS)…  
is the statewide leadership network of those responsible for administrative oversight of local early childhood special education (ECSE) programs.
The purpose of LEADS is to:
improve the collection, reporting, and use of ECSE Indicator data,
identify and celebrate strong program components and identify those program components most in need of improvement through state and local data, and
connect, support and empower local leaders to build capacity and provide high-quality programs and services throughout the state for young children with IEPs.
DRAFT

18. Select Your AGENCY'S Top Three Priorities

19. Rank Order Your Priorities

20. Personal and Agency Web Content Preferences: Side by Side
#2 (both)
Low (both)
#1 (both) #3 #3 #4
Low (both)

21. Early Childhood Special Education Network
Debi Stepien
George Mason University TTAC
Mary Tobin
Virginia Commonwealth University TTAC

22. Kim Sopko
George Mason
University TTAC

23. Early Childhood Special Education Network Scope of Work (Three Year Plan)
Kristen Ingram
Old Dominion University TTAC
Kerry Lambert

24. Scope of Work Three Year Plan
The Virginia Early Childhood Network assists VDOE in developing and implementing activities related to young children with disabilities, birth through five, and their families, that:
Promote the use of evidence-based practices
Foster collaboration with VA Cross Sector Professional Development, early childhood interventionists, services providers, agencies, and school and community programs
Provide professional development and resources
Promote and support state priorities and federal guidance
Build the capacity of early childhood systems and programs to provide supports and services and expand and enhance inclusive programs

25. Website 2 live events annually Resources / professional development
Goal: Create a system of partnerships with leaders in early childhood special education in order to build and sustain capacity of quality early childhood programs
Website
2 live events annually
Resources / professional development

26. Goal: Promote collection and use of valid, reliable, and accurate data for Indicators 6 and 7

27. Goal: Promote the use of quality curriculum-based assessment practices

28. Goal: Explore how preschool Virginia Tiered System of Supports (VTSS) will be implemented and connect to K-12 VTSS to provide a full continuum of supports

29. I asked you to do 3

31. Are You Involved with Any One or More Aspect of: Collecting, Entering, Analyzing, Cleaning, Reporting, AND/OR General Oversight/Management of Any Level of Early Childhood Data

32. Indicator 6 Generally in Your Agency How are Education Environments Data Determined/Calculated?

33. Are You Involved with the Child Outcome Summary Process (COS)?

34. What is Your Role(s) on the Child Outcomes Summary Process (COS) Data?

35. What is Your Role(s) Relative to Transition Notification Data?

36. Jeff Phenicie Tara McDaniel Angela Phenicie
The Move towards Results Driven Accountability (RDA) in Special Education
Jeff Phenicie
Tara McDaniel
Angela Phenicie

37. The Purpose of LEADS: What is in it for YOU YOUR Students?
Cathy Cook
James Madison University TTAC
Sheryl Fahey
George Mason University TTAC
Mary Szymanski
Virginia Commonwealth University TTAC

39. Inclusive Placement Opportunities for Preschoolers (IPOP) Update
Cheryl Henderson
James Madison University TTAC
Sandy Wilberger
Virginia Commonwealth University TTAC

40. Indicator 6: Promoting Accurate Reporting
Dawn Hendricks

41. Part B – Indicator 6: Preschool Least Restrictive Environment (LRE)
Percent of children aged 3 through 5 with IEPs attending a:
A. Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program; and
B. Separate special education class, separate school, or residential facility

42. December 1 Child Count and
Indicator 6
Important: For students ages 0-5, LEA must consider ALL ECSE placement categories
Code 17: Regular Early Childhood Program 
Code 18: Special Education Classroom
Code 19: Separate Special Education School
Code 20: Special Education Residential
Facility
Code 21: Home  
Code 22: Service Provider Location or other locations not in any other category
Tara:
December child count & indicator 6
Important: For students ages 0-5, LEA must consider ALL ECSE placement categories
December Child Count Placement Categories (Ages 0 – 5)
Code 17: Regular Early Childhood Setting  
Code 18: Special Education Classroom
Code 19: Separate Special Education School
Code 20: Special Education Residential Facilities
Code 21: Home  
Code 22: Service Provider Location

43. Type of Program
Setting
Permitted Values
Code
Children Attending A Regular Early Childhood Program At Least 10 Hrs Per Week
And Receiving The Majority Of Hours Of Special Education And Related Services In The Regular Early Childhood Program
Services Regular Early Childhood Program (at least10 Hours)
REC10YSVCS
And Receiving The Majority Of Hours Of Special Education And Related Services In Some Other Location
Other Location Regular Early Childhood Program (at least 10 Hours)
REC10YOTHLOC
Children Attending A Regular Early Childhood Program Less Than 10 Hrs Per Week
Services Regular Early Childhood Program (Less Than 10 Hours)
REC09YSVCS
Other Location Regular Early Childhood Program (Less Than 10 Hours)
REC09YOTHLOC
Children attending a special education program (NOT in any regular early childhood program)…
Specifically, a separate special education class
Separate Class SC
Specifically, a separate school
Separate School SS
Specifically, a residential facility
Residential Facility RF
Children attending neither a regular early childhood program nor a special education program (Not included in rows above)
And receiving the majority of hours of special education and related services at home
Home H
And receiving the majority of hours of special education and related services at the service providers location or some other location not in any other category.
Service Provider Location
SPL

44. NEW GUIDANCE

45. Regular Early Childhood Program
A regular early childhood program includes 50 percent or more children who do not have disabilities (i.e., children who do not have IEPs)
This category may include, but is not limited to: Head Start, kindergarten, public preschool, reverse mainstreaming classrooms, private kindergarten or preschool, group child development center or child care, community based play groups

46. Attending
The child is considered to be attending if he or she is a member of the program. If there is intentional teaching (either direct or embedded instruction) and promotion of the child’s interaction with children without disabilities, the time may be counted as time attending a regular early childhood program.

47. True or False
When determining “Does the child attend a regular early childhood program?”
Count the time the child spends in selected settings outside of his/her school day, including time provided by the family.

48. When considering whether the child attends a regular early childhood program, you must also count time the child spends in selected settings outside of his/her school day. This includes public or private preschool classes, public or private kindergarten, licensed child care centers, licensed family and group child care homes, Head Start, and before and after programs.

49. 17

50. True or False True or False
Child spends the first hour each day in the kindergarten class and participates in morning circle and small group
True
Child spends time with grandma after school with her brother who is a year older
False
Child and her preschool class are on the playground with a kindergarten class
Child attends a Mother’s Day Out program every Tuesday
Child goes to child care after school on occasion when mom has to work late

51. Typical Week
A typical week is what the child does consistently across weeks during the school year. For example a child may attend a community-based licensed child care every Monday in the afternoon. This is considered typical. However, if the child only occasionally goes to child care this would not count as typical. A week is considered for preschool children because the child may not have the same schedule each day. For example, a child may attend child care three days a week and not daily.

52. For the Child Attending a Regular Early Childhood Program…
…determine whether the child attends a regular early childhood program “at least 10 hours per week” or “less than 10 hours per week.”
…answer the question “Where does the child receive the majority of his/her special education and related services?” *Do NOT consider services provided by family

54. Simone attends her local school’s preschool program (five days a week for six hours per day). She participates in pull-out speech therapy at the school two hours per week in a play group with other children who are receiving speech services.
Attends a regular early childhood program
At least 10 hours per week
Majority of services are in “other location”
Jackson attends a special education classroom at Brown Elementary. At lunch his class goes to the cafeteria with the VPI program.
Does not attend a regular early childhood program (Because there is no planning for interaction, the time in the cafeteria does not count as time in a regular early childhood program)
Attends a special education classroom

55. Alene attends a special education classroom in the local school system where she receives special education and occupational therapy. After school, she attends A New Day Child Care Center for two hours each day five days a week (parent-provided).
Attends a regular early childhood program
At least 10 hours per week
Majority of services are in “other location”
The LEA provides Jamie a spot in ABC Early Childhood Center (a community-based preschool). He attends three days a week for three hours each day. Two other children in Jamie’s class of 12 have an IEP. The LEA special education teacher consults with Jamie’s teacher for 3 hours each week. Jamie spends the rest of the week at home where he receives speech therapy one time a week provided by his parents.
Less than 10 hours per week
Majority of services in the regular early childhood program (Disregard the speech therapy provided by parents)

56. For the Child who does not Attend a Regular Early Childhood Program
Code 18: Special Education Classroom
Code 19: Separate Special Education School
Code 20: Special Education Residential
Facility
Code 21: Home  
Code 22: Service Provider Location or other locations not in any other category

57. Service Provider Location or Other Locations not in Any Other Category
A service provider location or other locations not in any other category include a private clinician’s office, clinician offices located in a school building, hospital facilities on out-patient basis, libraries, and other public locations These children do not attend any regular early childhood program, special education classroom, separate school, or residential facility.

58. Coming Soon… New Resources
Updated Indicator 6 Decision Tree
Instructions for Determining Educational Environments for Children Three through Five
Questions and Answers for Determining Educational Environments for Children Three through Five
Webinar for Determining Educational Environments for Children Three through Five

59. Continuous Improvement Selina Flores Virginia Tech TTAC

60. Early Childhood Special Education Program Administrator Summer Institute August 10, 2016

61. LEADS Website Review Lynn Wiley George Mason University TTAC

63. CASE LOAD Developmental Delay: age 2-5
8 Center-based (paraprofessional)
10 Combined (paraprofessional
12 Home-based and/or Itinerant

64. ELIGIBILITY – MEDICAL EVALUATION
Local Determination
Considerations
Division pays for it
65 day timeline

65. The Eligibility Group Composition
a. The group may be an IEP team, as defined in 8VAC , as long as the above requirements and notice requirements of 8VAC are met. b. The group shall include, but not be limited to: (1) Local educational agency personnel representing the disciplines providing assessments; (2) The special education administrator or designee; (3) The parent(s); (4) A special education teacher; (5) The child’s general education teacher or if the child does not have a general education teacher, a general education teacher qualified to teach a child of the child’s age; or for a child of less than school age, an individual qualified to teach a child of the child’s age; and (6) At least one person qualified to conduct individual diagnostic examinations of children, such as school psychologist, speech-language pathologist, or remedial reading teacher

67. Know your data story Guidance/ Standards/ Consistency
How to use data for program improvement
Access to Resources
Networking
Professional Development
Support Group/ Problem Solving

68. Change the Game

69. Your Data Story Action Plan
Placement
Where are we now?
Where do we want to be?
How do we get there?
Who is involved?
Child Outcomes
Discipline
Attendance
SOL Scores

70. SAVE THE DATES… LEADS Fall Institute November 1 OR November 14