statewide meeting preschool update vesid special education services new york state education...

Statewide MeetingPreschool Update

VESID Special Education Services

New York State Education Department

October 2007

Topics 1) 2007 Changes to New York State

Special Education Laws and Regulation

2) Special Education Itinerant Teacher Services and Related Services for Preschool Students with Disabilities

3) Highlights of the Longitudinal Study4) Temporary Task Force on

Preschool Special Education

2007 Changes to NYS Special Education Laws and Regulation

Committee on Preschool Special Education (CPSE)

• Early intervention (EI) representative is a member at the request of the parent of the student transitioning from EI to preschool special education

Individualized Education Program (IEP) Implementation

• Section 4410 – IEP must be implemented as soon as possible

following development of the IEP, but not later than 30 days from the recommendation of the CPSE.

Preschool Special Classes

• Maximum class size of 12

– Preschool programs at maximum enrollment may temporarily enroll an additional preschool child, with the assignment of additional staff, when there is no other appropriate program available to serve the student

Pendency

• Child transitioning from early intervention (EI) to preschool– District not required to provide EI services – If found eligible, district must provide those

services not in dispute between parent and district

Administrative Responsibility

• Board of Education must adopt written policy and administrative practices and procedures– to ensure each preschool student with a

disability, residing in a district has opportunity to participate in preschool programs

– including timely evaluation and placement

Special Education Itinerant Teacher Services (SEIT)

and Related Services (RS) for Preschool Students with

Disabilities

SEIT and Related ServicesSEIT• Provided by certified special education teachers of

approved preschool programs on itinerant basis– Direct individual or group instruction– Consultation to teacher

Related Services• Provided by appropriately certified or licensed

professionals– Developmental, corrective or support services– Do not include medical device surgically implanted

• SEIT & RS Combined– depending upon needs of child– IEP must specify those are provided at the same time

Responsibilities• Provide frequency, duration and intensity

specified on IEP• Establish a schedule for legal holidays and

vacations• Maintain attendance registers• Document and communicate with CPSE about

excessive absence of child• Arrange for substitute and/or make-up sessions

in event of staff absence• Maintain records requested by municipality • Maintain records on time for other required

functions of SEIT

Billing

SEIT• Reimbursed on

enrollment basis• Direct/indirect• ½ hour blocks• Group instruction-

formula• Billable time• Missed sessions

Related Services• Fee for service

established by municipality

• Group services-group rate

• Billing not exceed maximum # of sessions

Municipality Responsibilities

• Develop & publicize procedures on documentation to be kept by providers

• Establish internal controls

Highlights of theHighlights of theLongitudinal Study of Preschool Longitudinal Study of Preschool

Special Education in New York StateSpecial Education in New York State

What happens during and after Preschool Special

Education Services?

Preliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Statewide 10/03/07

Numbers of Children in the Longitudinal Preschool Study Over Time, Preschool to 3rd Grade

5,239

3,6733,456

132

1,852

4,792

2,9473,247

3,354

0

1,000

2,000

3,000

4,000

5,000

6,000

Preschool Kindergarten 1st Grade 2nd Grade 3rd Grade

Preschool Cohort (PD-7 count) Comparison Cohort, No Preschool Services

Preliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Oct. 3, 2007

Preschool Special Education Services

Preliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Statewide Oct. 3, 2007

Demographics of Preschool Cohort

• Predominantly male– 67% to 73% across Need/Resource Categories (N/RC)

• Predominantly non-white– overall average 51%; 86% in NYC; 68% in Large Four;

average 14% in other districts

• Instruction needed in languages other than English– 25% in NYC; 4% in Large Four; 1% in other districts

• Transitioned from Early Intervention Services– 73% in NYC; 41% in Large Four; 34% in other districts


Preschool Special Education Setting (PD-1/4) by N/RC

Service Setting*New York City

Large Four

Urban-Suburban

High

Rural High Average Low

All Districts

ExcludingBig 5

Total All Districts

State Range

200-01, 2001-02

Number of Students 2,290 353 393 235 1,063 485 2,176 4,819 34,425-

36,144Early Childhood Setting 28% 82% 40% 4% 31% 34% 31% 33% 38%

Early Childhood Special Education Setting

57% 12% 36% 51% 28% 35% 33% 43% 30%

Home 2% 4% 12% 37% 28% 17% 24% 12% 14%Itinerant Service Outside of Home (in Hospital)

<1% 0% 0% <1% 0% 9% 2% 1% 1%

Part-time Early Childhood/ Part-time Early Childhood Special Education Setting

5% 0% 9% 8% 7% 3% 6% 5% 6%

Separate School 8% 2% 3% 0% 6% 3% 4% 6% 11%

Lo

w

Int

egra

tion

Hig

h

Source: MGT of America, Inc. database, December 2001 IEP data. The (N=) value may vary due to not all information being reported for each student.*Residential Facility data is not reported as a Service Setting because no preschool cohort students were in that category.

Integration of preschool settings of the preschool cohort varied by Need/Resource category. In comparison to students from other types of schools, New York City preschoolers more often were served in Early Childhood Special Education Settings and less often in the Home.


Preschool Special Education Programs/Services (PD-7) by Need/Resource Category (N/RC)

Service Intensity*New York City

Large Four

Urban Suburban

High

Rural High Average Low

All Districts Excluding

Big 5

Total All Districts

State Range 200-01, 2001-02

Number of Students 2,371 374 436 234 1,305 574 2,549 5,294 59,949-59,437

Related Services Only (RSO) 16% 50% 50% 45% 53% 60% 53% 36% 38%

Special Education Itinerant Teacher (SEIT) Services Only 1% 1% 2% 2% 2% 2% 2% 1% 2%

RSO & SEIT 9% 10% 6% 4% 5% 4% 5% 7% 9%

Half-day (2.5 hrs. or less) Special Class Program In Integrated Setting (SCIS)

4% 12% 16% 11% 11% 4% 10% 7% 8%

Half-day (2.5 hrs. or less) Special Class Program 10% 12% 8% 10% 11% 9% 10% 10% 12%

Full-day (2.5-3 hrs.) SCIS <1% 6% 0% 7% 3% <1% 2% 1% 1%

Full-Day (2.5-3 hrs.) Special Class Program <1% <1% 2% 0% 4% 4% 3% 2% 1%

Full-day (3-4 hrs.) SCIS 0% 0% 1% 0% 1% 1% 1% <1% 1%

Full-Day (3-4 hrs.) Special Class Program 1% <1% 2% 3% 2% 2% 2% 1% 1%

Full-Day (>4 hrs.) SCIS 15% 4% 1% 2% 2% 2% 2% 8% 6%

Full-Day (>4 hrs.) Special Class Program 44% 5% 12% 16% 6% 12% 10% 25% 21%

Source: MGT of America, Inc. database, December 2001 IEP data. The (N=) value varies from PD-1/4 due to not all information being reported for each student.*Residential Program data is not reported as because no preschool cohort students nor statewide data were in that category.

Preschool service intensity varied by Need/Resource category. NYC preschoolers less often received related services, SEIT or some combination of these, while most received more than 4 hours daily of special class. This proportion is different than that provided in other locations.

Mos

t

Ser

vice

Inte

nsity

Leas

t

59% 12%

NYSED VESID, DVJOct. 3, 2007

55%

64% 62%

44%

65%

48%

58%

45%

36% 38%

56%

35%

52%

42%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

New York City(n=2,418)

Large Four(n=340)

Urban-Suburban HighNeed (n=412)

Rural HighNeed (n=239)

Average Need(n=1,342)

Low Need(n=543)

All Districts(n=5,294)

Need/Resource Capacity of Districts

Per

cent

of

Stu

dent

s

10-month services only 12 calendar months of services

Except in Rural High Need and Low Need districts, the majority of preschool special education students received 10-month services only

Source: MGT of America, Inc., NY Preschool Special Education Database, 2000-2002; Report Exhibit 3-18


99% of all preschool special education students received related services

• Number of related services received per student

– 37% received only one– 25% received two – 39% received more than two

• Average number of related services by program

– Related Services Only 1.8– SEIT and Related Services 2.3– SEIT Only 0.0– Special Class Programs in Integrated Settings 3.2– Special Class

4.2

• 70% of related services in individual sessionsPreliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Oct. 3, 2007

Speech and Occupational Therapy were the most frequently provided related services across preschool

special education program categories

88% 88% 89%94%

9%

16%21%

1% 1% 3% 3%

23%

60%

44%41%

22%

34%

13%

19%

5%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Related ServicesOnly (n=1,604)

Related Services &SEIT (n=278)

SCIS (n=724) Preschool SpecialClass (n=1,541)

perc

enta

ge o

f ch

ildre

n

Speech Therapy Occupational Therapy Physical Therapy

Counseling Parent Counseling Assistive Technology Services

Source: MGT of America, Inc., NY Preschool Special Education Database, 2000-2002; Report Exhibits 3-16 to 3-35


Overview of Preschool Providers by Region

Type of Agency

New York City

(n=92)

Long Island (n=25)

Hudson Valley (n=18)

Eastern (n=16)

Central (n=12)

Western (n=22)

Private Agency 86% 80% 87% 82% 66% 68%

School District 8% 8% 13% 6% 17% 5%

BOCES 0% 4% 0% 6% 17% 13%

Institution of Higher Education (incl. a university medical facility)

2% 0% 0% 0% 0% 5%

Health/medical institution (e.g., hospital, non-university medical facility

4% 8% 0% 6% 0% 9%

Source: MAGI Educational Services, Inc., Preschool Special Education Program Survey, Spring 2002


Areas of Satisfaction

• Child’s placement and opportunities to interact with nondisabled children

• Quality of teachers, therapists and staff

• Quality of services (type, location and frequency)

• Progress made by child

• Preparation for transition to school-age programs

Areas of Dissatisfaction

• Delays in starting services

• Lack of providers

• Poor communication

• CPSE not helpful or responsive

• Insufficient parent and child preparation for transition to school-age programs


Parent satisfaction with preschool special education services and process was generally

positive but there are issues of concern

Transitions to Kindergarten


Statistically Significant Findings

• Preschool Special Education Affects Kindergarten Developmental Levels and School-Age Services

– The more integrated the preschool special education services, the more integrated the Kindergarten placement.

– Kindergarten students from Preschool Special Class programs less frequently met developmental expectations for language, literacy and mathematical thinking than those from the more integrated preschool special education programs, services and settings.


Composition of Kindergarten Placements: Students from the Least Integrated Preschool Special Education Programs and Services Are More

Often Placed in the Least Integrated Kindergarten Placements

41%

1%10%7%

8%

12%

21%

22%

2%

8%

5%

25%

11%

27%

3%

16%

11%

53%

10%6%1%

10%

6%

59%

2%9%

7%

7%

0-20% Outside General Ed



Separate Setting

Related Services Only

SEIT Services Only

Related Services & SEIT

Half-day Special Class in Integrated Setting

Half Day Special Class

Full-Day Special Class in Integrated Setting

Full-Day Special Class

NYSED VESID DVJOct. 3, 2007

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cen

tag

e o

f K

ind

erg

arte

n S

tud

ents

No Extra Assistance Required 45% 10% 20% 22% 16%

Requires Periodic Assistance 31% 62% 35% 40% 32%

Requires Frequent Assistance 18% 28% 26% 22% 32%

Requires Continuous Assistance 6% 0% 19% 16% 19%


SEIT Services Only

Related Services and

SEIT

Special Class in Integrated

Setting

Special Class Program

Transition to Kindergarten: Need for Teacher Assistance Beyond That Typically Provided in General Education Kindergarten Classrooms for

Language and Literacy Development by Preschool Programs and Services

The less intense the preschool special education service, the less extra assistance was required from general education teachers on kindergarten language and literacy tasks.


Preschool Programs & Services As Expected

Needs Development

Related Services Only 92% 8%

Special Education Itinerant Teacher Services Only (SEIT) 81% 19%

SEIT and Related Services 82% 8%

Special Class in an Integrated Setting 86% 14%

Special Class 72% 28%

Total for Preschool Cohort 83% 17%

Scores reflect Kindergarten students with disabilities performing As Expected or Needing Development in comparison to typical kindergarteners, as measured by the Work Sampling System ®

Transition to Kindergarten: Mathematical Thinking Development of Kindergarten Students Receiving Preschool Special Education at Age 4


Students Scoring in the 51st to 99Th Percentile Psychosocial Adjustment: T-CRS Task Orientation

48

%

19

%

35

%

23

%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Kindergarten

pe

rce

nta

ge

of s

tud

en

ts s

cori

ng

in 5

1st

to 9

9th

pe

rce

ntil

e

Preschool Cohort, Related Services Only

Preschool Cohort, Related Services and SEIT

Preschool Cohort, Special Class Integrated Setting

Preschool Cohort, Special Class ProgramPreliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Oct. 3, 2007

Students Scoring in the 51st to 99Th Percentile Psychosocial Adjustment: T-CRS Behavior Control

52%

28%

38%

32%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Kindergarten

perc

enta

ge o

f st

uden

ts s

cori

ng in

51s

t to

99t

h pe

rcen

tile





Students Scoring in the 51st to 99Th Percentile Psychosocial Adjustment: T-CRS Assertiveness

44

%

32

% 40

%

27

%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Kindergarten

perc

enta

ge o

f st

uden

ts s

cori

ng in

51s

t to

99t

h pe

rcen

tile





Students Scoring in the 51st to 99Th Percentile Psychosocial Adjustment: T-CRS Peer Social Skills

53%

35% 43

%

35%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Kindergarten

perc

enta

ge o

f st

uden

ts s

cori

ng in

51s

t to

99t

h pe

rcen

tile





Grade 3 Performance


Statistically Significant Findings

• By grade 3, developmental progress of the preschool cohort generally exceeded that of the comparison cohort:

– More highly integrated preschool special education programs and services (e.g., Related Services Only, Special Class Programs in Integrated Settings) are associated with higher levels of development than that shown by the non-preschool comparison cohort.

– Preschool Special Class Programs are associated with lower levels of development than that shown by the comparison cohort.


Composition of 3rd Grade Placements: Students from the Least Integrated Preschool Special Education Programs and Services Are More

Often Placed in the Least Integrated Third Grade Placements

26%

2%

10%

8%10%

13%

31%

19%

1%

6%

5%

23%14%

32%

5%

14%12%

42%

18%

8%1%

14%

12%

58%

2%8%2%4%




Separate Setting


SEIT Services Only

Related Services & SEIT

Half-day Special Class in Integrated Setting

Half Day Special Class

Full-Day Special Class in Integrated Setting

Full-Day Special Class


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cen

tag

e o

f 3r

d G

rad

e S

tud

ents

No Extra Assistance Required 49% 38% 17% 31% 25% 25%

Requires Periodic Assistance 29% 38% 49% 31% 24% 26%

Requires Frequent Assistance 11% 23% 29% 27% 34% 29%

Requires Continuous Assistance 12% 0% 6% 11% 17% 20%

Related Services

Only

SEIT Services

Only

Related Services and

SEIT

Special Class in

Integrated

Special Class

Program

No Preschool Services

3rd Grade: Need for Teacher Assistance Beyond That Typically Provided in General Education 3rd Grade Classrooms for Language and Literacy

Development by Former Preschool Special Education Services

• The more integrated the preschool special education service, the less extra assistance was required from general education teachers on 3rd grade language and literacy tasks.

• Students not classified until school age have needs for assistance very much like those of students formerly served in preschool special class programs.


Preschool Programs & Services As Expected Needs Development

Related Services Only 91% 9%

Special Education Itinerant Teacher Services Only (SEIT) 88% 12%

SEIT and Related Services 74% 26%

Special Class in an Integrated Setting 83% 17%

Special Class 69% 31%

Total for Preschool Cohort 80% 20%

Total for Preschool Cohort, excluding Big 5 89% 11%

Total for Comparison Cohort who did not receive Preschool Special Education 84% 16%

Scores reflect 3rd grade students with disabilities performing As Expected or Needing Development in comparison to typical 3rd graders, as measured by the Work Sampling System ®

3rd Grade: Mathematical Thinking Development of Third Grade Students Receiving Preschool Special Education at Age 4


Students Scoring in the 51st to 99Th Percentile Psychosocial Adjustment: T-CRS Task Orientation

32

% 37

%

44

%

29

%

43

%

44

%

36

%

32

%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Third Grade

perc

enta

ge o

f st

uden

ts s

corin

g in

51s

t to

99t

h pe

rcen

tile

New York City Preschool CoortLarge 4 Preschool Cohort

Urban-Suburban High Need Preschool CohortRural High Need Preschool CohortAverage Need Preschool CohortLow Need Preschool Cohort

Total Preschool CohortComparison Cohort, No Preschool Services


Students Scoring in the 51st to 99Th Percentile Psychosocial Adjustment: T-CRS Behavior Control

35

%

47

% 53

% 57

%

49

%

56

%

42

%

41%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Third Grade

perc

enta

ge o

f st

uden

ts s

corin

g in

51s

t to

99t

h pe

rcen

tile

New York City Preschool CohortLarge 4 Preschool CohortUrban-Suburban High Need Preschool CohortRural High Need Preschool CohortAverage Need Preschool CohortLow Need Preschool CohortTotal Preschool CohortComparison Cohort, No Preschool Services


Students Scoring in the 51st to 99Th Percentile Psychosocial Adjustment: T-CRS Assertiveness

35

%

48% 5

3% 57

%

49

%

56

%

36

%

30

%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Third Grade

perc

enta

ge o

f st

uden

ts s

corin

g in

51s

t to

99t

h pe

rcen

tile

New York City Preschool CohortLarge 4 Preschool CohortUrban-Suburban High Need Preschool CohortRural High Need Preschool CohortAverage Need Preschool CohortLow Need Preschool CohortTotal Preschool CohortComparison Cohort, No Preschool Services


Students Scoring in the 51st to 99Th Percentile Psychosocial Adjustment: T-CRS Peer Social Skills

38

%

48

%

59

%

38

%

45

%

47

%

42

%

36

%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Third Grade

perc

enta

ge o

f st

uden

ts s

corin

g in

51s

t to

99t

h pe

rcen

tile

New York City Preschool CohortLarge 4 CohortUrban-Suburban High Need Preschool CohortRural High Need Preschool CohortAverage Need Preschool CohortLow Need Preschool Cohort Total Preschool CohortComparison Cohort, No Preschool Services


Factors Associated with Higher Developmental Ratings by Grade 3

• Integration of preschool special education programs and services

• Provision during preschool special education of Related Services Only (primarily speech therapy, occupational therapy and physical therapy)

• Greater intensity of (how much, how often) special education services provided in grades K-3

• Need Resource Capacity of school district

– on some but not all outcome measures, low need district students scored better than high need district students

Preliminary summary of findings NYSED VESID, DVJSource: independent research by MGT of America, Inc. Statewide, Oct. 3, 2007

What did we learn about Preschool Special Education?

• Preschool special education services make a difference in children’s development

• Resources available to schools influence what services are offered and what settings are used

• Choices of services and settings have a bearing on developmental progress

• Availability of sufficient numbers of related service professionals and bilingual direct service personnel is an important factor in delivery of preschool special education services


“ At the heart of the educational process lies the child.”

Central Advisory Council for Education. Children and Their Primary Schools

(Plowden Report), H.M.S.O. (1967)


Governor’s Temporary Task Force on Preschool

Special Education

The Governor's Temporary Task Force on Preschool Special Education

• Established in law by the Legislature • Final report due November 15, 2007 • 15 members appointed by Governor

– school districts– providers– counties– State agencies

• Co-chaired by the Education Department and the Division of Budget

Task Force on Preschool Special Education Statement of Purpose and Principles

It is the purpose of the Task Force on Preschool Special

Education to recognize New York’s strengths and challenges

and offer recommendations to policy makers for an improved

service system that advance the following principles:

Principles• Children and their families should experience

transitions that are as seamless as possible. • Families must be partners in decision making. • Children should be served in the most

appropriate setting and, while some will require care in a specialized environment, all child care settings should be equipped to help children with disabilities succeed.

• Regulation must be reasonable and as consistent as possible across settings and oversight agencies, and rates must reward quality and encourage efficiency.

• Payors and decision makers must share a goal of ensuring that students receive the appropriate services that meet the child’s needs and are delivered in a cost effective manner.

• All available resources and funding must be employed to benefit the child.

• There should be as much consistency as possible in decision making across the State.

• The State must be able to measure outcomes for the children who participate in preschool special education services, including their success in school.

Principles (con’t)

The Work of the Task Force

• Task Force meets monthly

• Three work groups formed

• Meetings at least once a month

• Facilitators and note takers arranged for all task force and workgroup meetings

Task Force Work Groups

• Work Group 1, Transition and Least Restrictive Environment: – including examining transitions from Early Intervention (EI)

to preschool– preschool to school age, and – integration with publicly funded Pre Kindergarten.

• Work Group 2, Rate-Setting: – review aspects of rate setting methodology.

• Work Group 3, Delivery Systems: – compare New York with other states’ preschool special

education systems.

Obtaining Stakeholder Input Regional Round Table Sessions

• Six regional round table sessions for stakeholders – New York City, Syracuse, Buffalo, Rochester, Long Island,

and Albany

• Stakeholders included:– parents– private providers– school district representatives– county representatives, parents – other stakeholders (institutions of higher learning) – State agencies (OMRDD, OMH, parent advocacy groups,

Head Start administrators)

Survey of Other States

• NYSED recently collected data from a number of State Education Departments regarding their preschool special education. Among key findings :

• Key findings– NYS has the highest percentage of preschool

population receiving services– is among the highest in per pupil expenditures, and – one of only a few States with a large percent of

county funding and no LEA funding

Current Status

• Work group recommendations being reviewed and discussed by entire Task Force

For More Information:http://www.vesid.nysed.gov/specialed/preschool/taskforce

http://www.vesid.nysed.gov/specialed/preschool/taskforce

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