act 289 3-5 transition task force center on disability studies jean johnson, drph beppie shapiro,...

ACT 2893-5 Transition Task Force

Center on Disability StudiesJean Johnson, DrPHBeppie Shapiro, PhD

Thursday, 9-11, January 3, 2008Kinau Hale Conference Room

AgendaAgenda

IntroductionIntroduction Task Force Legislative ReportTask Force Legislative Report Review Work of Survey CommitteeReview Work of Survey Committee Description of Survey Process/ReturnsDescription of Survey Process/Returns Survey ResultsSurvey Results Recommendations to the LegislatureRecommendations to the Legislature Approval of Report to the LegislatureApproval of Report to the Legislature

““Not everything that can be Not everything that can be countedcounted counts, and not counts, and not

everything that everything that countscounts can be can be counted.”counted.”

Albert EinsteinAlbert Einstein

Work of Survey CommitteeWork of Survey Committee

Reviewed all previous preschool Reviewed all previous preschool surveys and results in Hawai`isurveys and results in Hawai`i

Identified items to be includedIdentified items to be included Delegated to a sub-committee Delegated to a sub-committee

responsibility for developing surveyresponsibility for developing survey Reviewed drafts by emailReviewed drafts by email Approved final survey and processApproved final survey and process Obtained IRB approval for surveyObtained IRB approval for survey

Teacher Response RatesTeacher Response Rates

CountyCounty

ResponseResponse

PercentPercent

KauaìKauaì 37.537.5

OàhuOàhu 50.750.7

HawaiìHawaiì 32.432.4

MauiMaui 41.941.9

StateState 47.147.1

Return Rate for SurveysReturn Rate for Surveys

CountyCounty

Surveys Surveys

DistributedDistributed

SurveysSurveys

ReturnedReturned

ReturnReturn

RateRate

KauaìKauaì 2020 4747 ????

OàhuOàhu 555555 363363 65%65%

HawaiìHawaiì 8181 3232 39%39%

MauiMaui 6060 1717 28%28%

StateState 716716 459459 64%64%

Surveys Returned by whether Surveys Returned by whether Served by Early InterventionServed by Early Intervention

CountyCounty

NumberNumber of of Surveys Surveys ReturnedReturned

Number Number Surveys Surveys for Child for Child Served Served by EIby EI

Percent Percent Surveys Surveys for child for child Served Served by EIby EI

Number Number Surveys Surveys for Child for Child not served not served by EIby EI

Percent Percent Surveys Surveys for child for child not served not served by EIby EI

KauaìKauaì 4747 3737 79%79% 1010 21%21%

OàhuOàhu 363363 265265 73%73% 9595 26%26%

HawaiìHawaiì 3232 2525 78%78% 66 19%19%

MauiMaui 1717 1010 59%59% 77 41%41%

StateState 459459 337337 73%73% 118118 26%26%

Response Rate Response Rate IslandIsland SentSent ReturnedReturned RateRate

OàhuOàhu 20042004 20052005 20062006 20072007

696696287287294294555555

177177115115163163363363

25%25%40%40%55%55%65%65%

MauiMaui• 20052005• 20062006• 20072007

323218186060

121217171717

37%37%94%94%28%28%

KauaìKauaì• 20052005• 20062006• 20072007

6612122020

2288

4747

33%33%67%67%????

Big IslandBig Island• 20052005• 20062006• 20072007

232333338181

7726263232

30%30%79%79%28%28%

State Total 2005State Total 2005State Total 2006State Total 2006State Total 2007State Total 2007

348348357357716716

136136214214459459

39%39%60%60%64%64%

Ages of the ChildrenAges of the Children

(Birth years)(Birth years)

2003 – 235 (51%)2003 – 235 (51%)

2004 – 204 (44%)2004 – 204 (44%)

Description of Child NeedsDescription of Child Needs

Speech-Language 142 (31%)Speech-Language 142 (31%)

Health-Medical 8 (2%)Health-Medical 8 (2%)

Developmental Delay 144 (31%)Developmental Delay 144 (31%)

AutismAutism 35 (8%) 35 (8%)

Missing DataMissing Data 130 (28%) 130 (28%)

Age WhenAge When

Early Intervention ServicesEarly Intervention Services

BeganBegan

Average age:Average age: 19 months 19 months

Median age:Median age: 24 months 24 months

Range: Range: 0-35 months0-35 months

Question 6Question 6

How did you feel when you How did you feel when you learned your child could not learned your child could not

have early intervention services have early intervention services after your child’s third after your child’s third

birthday?birthday?

Comments – Question 6Comments – Question 6

Positive:Positive: 28 (10%) 28 (10%)

Negative:Negative: 140 (52%) 140 (52%)

Uncertain/Mixed:Uncertain/Mixed: 99 (37%) 99 (37%)

Sample Positive CommentsSample Positive Comments

It was fine and worked out well because It was fine and worked out well because she got to start the Head Start-DOE.she got to start the Head Start-DOE.

I was feeling ok and I was happy she was I was feeling ok and I was happy she was moving forward to new stage.moving forward to new stage.

Disappointed at first, but I like the special Disappointed at first, but I like the special education program very much.education program very much.

Happy because he would start school.Happy because he would start school. Transition services provided non-Transition services provided non-

interrupted therapy for my child.interrupted therapy for my child.

Sample Negative CommentsSample Negative Comments

I was disappointed because she only had I was disappointed because she only had 6 months of early intervention.6 months of early intervention.

I was shocked and worried that he might I was shocked and worried that he might not receive the help he needed.not receive the help he needed.

I was sad because services were about to I was sad because services were about to end just as he was making progress.end just as he was making progress.

Wondered why services were limited to 0-Wondered why services were limited to 0-3 in age, felt frustrated.3 in age, felt frustrated.


When your child turned When your child turned three years old, did you want three years old, did you want

your child to stay in early your child to stay in early intervention longer instead of intervention longer instead of

starting DOE preschool?starting DOE preschool?

At age 3 – wanted continued At age 3 – wanted continued early intervention servicesearly intervention services

Yes:Yes: 22%22%

No:No: 46%46%

N/R:N/R: 31%31%

If “yes,” why?If “yes,” why?

I was not ready to be without her for 6 I was not ready to be without her for 6 hours every day.hours every day.

My daughter’s development was only 9 My daughter’s development was only 9 months, she had excellent services and months, she had excellent services and was not ready to transfer, I thought.was not ready to transfer, I thought.

Because I felt early intervention takes Because I felt early intervention takes more care about my child.more care about my child.

I felt he was not ready to be in a school I felt he was not ready to be in a school setting.setting.

If “no,” why?If “no,” why?

Because he would be around other kids.Because he would be around other kids. He would receive more hours of learning He would receive more hours of learning

and therapy and interaction with his peers.and therapy and interaction with his peers. I felt preschool would help her with speech I felt preschool would help her with speech

and socialization.and socialization. I thought he was ready so I’m glad.I thought he was ready so I’m glad. It helps me get a break when he is in It helps me get a break when he is in

school.school.


Now, after your Now, after your experiences, would you have experiences, would you have wanted your child to stay in wanted your child to stay in

early intervention longer early intervention longer instead of starting preschool?instead of starting preschool?

Now think staying in early Now think staying in early intervention services intervention services

would have been better:would have been better:

Yes:Yes: 11% 11%

No:No: 57% 57%

N/R:N/R: 31% 31%

If “yes,” why?If “yes,” why?

She wasn’t ready, and the school wasn’t She wasn’t ready, and the school wasn’t ready for her.ready for her.

He’s a special case, he needs more He’s a special case, he needs more services.services.

I still feel he is too young to attend an all I still feel he is too young to attend an all day, every day program.day, every day program.

I would still prefer him to start preschool at I would still prefer him to start preschool at 4 years and enjoy him at home where 4 years and enjoy him at home where young children belong.young children belong.

If “no,” why?If “no,” why?

Preschool helped her much more because Preschool helped her much more because of the everyday reinforcement.of the everyday reinforcement.

The DOE teachers are way more proactive The DOE teachers are way more proactive and engaged, interested in her.and engaged, interested in her.

He loves school and wants to learn.He loves school and wants to learn. He is learning so much more and in a He is learning so much more and in a

great atmosphere with other children – he great atmosphere with other children – he is very happy.is very happy.

Site of DOE Preschool ServicesSite of DOE Preschool Services

DOE Classroom for children withDOE Classroom for children withdisabilities:disabilities: 78%78%

Head Start or Community Preschool:Head Start or Community Preschool:17%17%

Missing data:Missing data: 4%4%

Transition ExperiencesTransition Experiences

Had transition conference: 85%Had transition conference: 85% Visited PS classroom: 73%Visited PS classroom: 73% Evaluations explained: 96%Evaluations explained: 96% Positive IEP meeting: 90%Positive IEP meeting: 90% Welcomed by DOE staff: Welcomed by DOE staff: 98%98%

Liked amount of services: 91%Liked amount of services: 91%


Please tell us about the IEP Please tell us about the IEP meeting for your child.meeting for your child.

I went to the meeting and people listened I went to the meeting and people listened to my ideas.to my ideas. 86%86%

I went to the meeting but people did not I went to the meeting but people did not listen to my ideas.listen to my ideas. 4%4%

I did not go to the meeting.I did not go to the meeting. 5%5%


Everyone took me step-by-step, that’s Everyone took me step-by-step, that’s great because it makes a nervous parent great because it makes a nervous parent comfortable, was positive, encouraging.comfortable, was positive, encouraging.

Everyone seemed very concerned for my Everyone seemed very concerned for my son’s needs.son’s needs.

Everyone was very helpful and made Everyone was very helpful and made transition go smoothly.transition go smoothly.

They showed concern and support.They showed concern and support.


My ideas were seen as coming from a My ideas were seen as coming from a Mom who didn’t know what she was Mom who didn’t know what she was talking about.talking about.

I felt insulted.I felt insulted. The whole transition process was bad, The whole transition process was bad,

mishandled, the meeting was very tense.mishandled, the meeting was very tense. I felt everyone against me.I felt everyone against me. We wanted an inclusion class and there We wanted an inclusion class and there

was none available in the complex.was none available in the complex.


Did you feel welcomed Did you feel welcomed

by DOE Staff?by DOE Staff?

YesYes:: 94%94%

No:No: 2% 2%

N/R:N/R: 4% 4%


They were so pleasant and helpful.They were so pleasant and helpful. They truly care about the child and family.They truly care about the child and family. They helped our family and put us at ease.They helped our family and put us at ease. Extremely welcomed and satisfied.Extremely welcomed and satisfied. They are great!They are great! The entire staff were friendly, informative.The entire staff were friendly, informative. Not only welcoming, but also encouraging.Not only welcoming, but also encouraging. DOE staff has been wonderful.DOE staff has been wonderful.


The principal and SSC were very rude.The principal and SSC were very rude. I had to fight with them for certain services. I had to fight with them for certain services.

They wanted to base everything solely on my They wanted to base everything solely on my son’s evaluations with strangers that had son’s evaluations with strangers that had seen him once.seen him once.

Administration does not make parents feel Administration does not make parents feel welcome on campus.welcome on campus.

11stst IEP meeting was overwhelming. DOE staff IEP meeting was overwhelming. DOE staff used lingo, acronyms I was unfamiliar with.used lingo, acronyms I was unfamiliar with.


Below is a list of some ways Below is a list of some ways DOE preschool may help DOE preschool may help

children and families. children and families.

Comments:Comments:


My child has progressed so much in the My child has progressed so much in the past 11 months.past 11 months.

I like the individualized attention each child I like the individualized attention each child receives.receives.

The change I’ve seen is unbelievable – all The change I’ve seen is unbelievable – all the teachers and staff do an amazing job.the teachers and staff do an amazing job.

She loves her class and enjoys going to She loves her class and enjoys going to school every day.school every day.


Families don’t talk much to one another.Families don’t talk much to one another. My child needs more services.My child needs more services. Quality and quantity of services are 50% Quality and quantity of services are 50%

of EI (0-3). No family involvement.of EI (0-3). No family involvement. Believe my son needs more services, but Believe my son needs more services, but

they are fighting me.they are fighting me. We would like him to be exposed to other We would like him to be exposed to other

children his age without disabilities.children his age without disabilities.


Compared with your Compared with your feelings when your child feelings when your child

started DOE preschool, how do started DOE preschool, how do you feel now?you feel now?

Current FeelingsCurrent Feelings

Less satisfied:Less satisfied: 3% 3%

Feelings unchanged:Feelings unchanged: 9% 9%

More satisfied:More satisfied: 84%84%

No response:No response: 4% 4%


I was nervous about him going to school, I was nervous about him going to school, but now, I’m so glad he is in school.but now, I’m so glad he is in school.

My child is improving and I see that my My child is improving and I see that my child enjoys school and other kids.child enjoys school and other kids.

I was a little nervous in the beginning, but I was a little nervous in the beginning, but he loves his school.he loves his school.

He gets more services through DOE.He gets more services through DOE. I feel my child will be ready for I feel my child will be ready for

kindergarten.kindergarten.


Concerned with speech more now than Concerned with speech more now than before.before.

Need better support for my son with Need better support for my son with autism. After school care is also needed.autism. After school care is also needed.

The teacher is SPED certified, but does The teacher is SPED certified, but does not have any ECE credentials. Not the not have any ECE credentials. Not the best learning environment for my child.best learning environment for my child.

I was optimistic at first, but there’s no I was optimistic at first, but there’s no communication with parents.communication with parents.


Is there anything Is there anything else you else you

want to share?want to share?


The DOE teachers and therapists are out of The DOE teachers and therapists are out of this world – they are just great!this world – they are just great!

I really appreciate the amount of commun-I really appreciate the amount of commun-

ication there is between myself and my ication there is between myself and my son’s teacher – she writes us daily.son’s teacher – she writes us daily.

Being in a school for my child is much Being in a school for my child is much better because she gets to interact with better because she gets to interact with other children.other children.


I do recommend that our children in 0-3 I do recommend that our children in 0-3 should continue the program until age 5.should continue the program until age 5.

……even our EI care coordinator did not even our EI care coordinator did not advocate for him.advocate for him.

Early intervention needs to be provided in Early intervention needs to be provided in private preschools to encourage inclusion.private preschools to encourage inclusion.

I would like to see more screening of I would like to see more screening of preschool teachers.preschool teachers.

Why doesn’t DOE have after school care for Why doesn’t DOE have after school care for preschoolers with special needs?preschoolers with special needs?

SummarySummary

The response rate was excellent in terms The response rate was excellent in terms of the number of surveys distributed.of the number of surveys distributed.

However, for reasons that are not clear, However, for reasons that are not clear, the responses probably represent less the responses probably represent less than one-fourth of the number of children than one-fourth of the number of children enrolled in preschool special education.enrolled in preschool special education.

Families feel strongly about the issues as Families feel strongly about the issues as evidenced by the great many comments.evidenced by the great many comments.

What was counted…What was counted…

Families are initially apprehensive about Families are initially apprehensive about the transition to DOE pre school.the transition to DOE pre school.

But at age three, less than one-fourth of But at age three, less than one-fourth of the families wanted more early the families wanted more early intervention services.intervention services.

Then, after experiencing DOE preschool, a Then, after experiencing DOE preschool, a majority of families do not think further majority of families do not think further early intervention services would have early intervention services would have been better for their child.been better for their child.

What wasn’t counted … What wasn’t counted …

How the other three-fourths of families How the other three-fourths of families might feel.might feel.

Whether all families understand the Whether all families understand the importance of inclusion for young children importance of inclusion for young children with disabilities.with disabilities.

Data on the small percentage of families Data on the small percentage of families who felt their child would benefit from a who felt their child would benefit from a longer transition period with continued Part longer transition period with continued Part C services – and how they would “benefit.” C services – and how they would “benefit.”

No data are available…No data are available…

On the number of Part C/Part B-eligible On the number of Part C/Part B-eligible children who may benefit from a longer children who may benefit from a longer transition period with continued early transition period with continued early intervention services.intervention services.

On the number of Part C/Part B non-eligible On the number of Part C/Part B non-eligible children who still may benefit from early children who still may benefit from early intervention services.intervention services.

On the number of non-Part C children ages 3-5 On the number of non-Part C children ages 3-5 who might benefit from early intervention who might benefit from early intervention services.services.

Summary StatementsSummary Statements

Resources were inadequate to complete Resources were inadequate to complete the work outlined for the Task Force.the work outlined for the Task Force.

However, the work completed provides However, the work completed provides valuable information for policy formation.valuable information for policy formation.

Available data Available data do not supportdo not support a change in a change in policy regarding provision of services to policy regarding provision of services to preschool children with disabilities.preschool children with disabilities.

Available data Available data do suggestdo suggest significant areas significant areas for improvement in early intervention and for improvement in early intervention and preschool special education.preschool special education.

RecommendationsRecommendations

1.1. Make no changes in current Make no changes in current policy policy unless there is significant unless there is significant further further study study and adequate fundingand adequate funding to to support any changes in policy.support any changes in policy.


2.2. Ask the Early Intervention Ask the Early Intervention Coordinating Council to review the Coordinating Council to review the data and family comments to data and family comments to determine how early intervention determine how early intervention services could be more responsive services could be more responsive to to family needs.family needs.


3.3. Ask the Special Education Ask the Special Education Advisory Council to review the Advisory Council to review the data data and family comments to and family comments to determine determine how preschool services how preschool services could be could be more inclusive and more inclusive and responsive to responsive to family needs.family needs.


4.4. Ask the STEPS Team to review Ask the STEPS Team to review the data and continue to work to the data and continue to work to make the transition process as make the transition process as

seamless and supportive of seamless and supportive of families as possible.families as possible.

Final MessageFinal Message

Blend the skepticism of a scientist,Blend the skepticism of a scientist,With the passions of an advocate,With the passions of an advocate,The pragmatism of a policy makerThe pragmatism of a policy makerThe creativity of a practitioner,The creativity of a practitioner,And the devotion of a parent,And the devotion of a parent,

To create a decent quality of lifeTo create a decent quality of lifefor all children with disabilities.for all children with disabilities.

www.cds.hawaii.edu/3to5www.cds.hawaii.edu/3to5

Task Force MembersTask Force Members

Information on all meetingsInformation on all meetings

Copies of all presentationsCopies of all presentations

Resource materialsResource materials

act 289 3-5 transition task force center on disability studies jean johnson, drph beppie shapiro,...

Documents

survey slide

legislature slide

ei number surveys

albert einstein slide

previous preschool surveys

ei kaua

early intervention services

final survey