Part B State Performance Plan (SPP) for 2005-2010 | February 2007

Monitoring Priority: Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE)

Indicator 7: Percent of preschool children with IEPs who demonstrate improved:

1. Positive social-emotional skills (including social relationships);
2. Acquisition and use of knowledge and skills (including early language/ communication and early literacy); and
3. Use of appropriate behaviors to meet their needs.

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

Measurement:

1. Positive social-emotional skills (including social relationships):

1. Percent of preschool children who reach or maintain functioning at a level comparable to same-aged peers = # of preschool children who reach or maintain functioning at a level comparable to same-aged peers divided by # of preschool children with IEPs assessed times 100.
2. Percent of preschool children who improve functioning = # of preschool children who improved functioning divided by # of preschool children with IEPs assessed times 100.
3. Percent of preschool children who did not improve functioning = # of preschool children who did not improve functioning divided by # of preschool children with IEPs assessed times 100.
   
   If children meet the criteria for a, report them in a. Do not include children reported in a in b or c.
   If a + b + c does not sum to 100%, explain the difference.

2. Acquisition and use of knowledge and skills (including early language/communication and early literacy)

1. Percent of preschool children who reach or maintain functioning at a level comparable to same-aged peers = # of preschool children who reach or maintain functioning at a level comparable to same-aged peers divided by # of preschool children with IEPs assessed times 100.
2. Percent of preschool children who improved functioning = # of preschool children who improved functioning divided by # of preschool children with IEPs assessed times 100.
3. Percent of preschool children who did not improve functioning = # of preschool children who did not improve functioning divided by # of preschool children with IEPs assessed times 100.
   
   If children meet the criteria for a, report them in a. Do not include children reported in a in b or c.
   If a + b + c does not sum to 100%, explain the difference.

3. Use of appropriate behaviors to meet their needs:

1. Percent of preschool children who reach or maintain functioning at a level comparable to same-aged peers = # of preschool children who reach or maintain functioning at a level comparable to same-aged peers divided by # of preschool children with IEPs assessed times 100.
2. Percent of preschool children who improved functioning = # of preschool children who improved functioning divided by # of preschool children with IEPs assessed times 100.
3. Percent of preschool children who did not improve functioning = # of preschool children who did not improve functioning divided by # of preschool children with IEPs assessed times 100.
   
   If children meet the criteria for a, report them in a. Do not include children reported in a in b or c.
   If a + b + c does not sum to 100%, explain the difference.

Overview of Issue/Description of System or Process:

Data Collection Activities for Baseline and Measurable Targets for FFY 2007 APR:

In order to address the requirements of this newly revised indicator; the state must develop and administrate a new data collection system to measure the outcomes for preschool-aged children receiving services through the Preschool Program for Children with Disabilities.

Based upon the specifics designated within this indicator and the requirements to report data for all local education agencies (LEAs), the State will apply the ECO Center’s ECO Summary Form model as a method for developing an Early Childhood Outcomes Measurement System. This form is a template which allows LEA staff to record multiple sources of assessment information regarding a student’s level of functioning in each of the prescribed outcome areas. The form also serves as a template for converting individualized assessment data into a consistent system for statewide reporting. An example of the ECO Summary Form is located on the ECO Center’s website at www.fpg.unc.edu/.

Comprehensive details regarding the parameters of the ECO Summary form model are presented within the Overview of the Child Outcomes Summary Form (12.1.05) available on the ECO Center’s website at www.fpg.unc.edu/f.

The State will follow the sampling procedures defined by the U.S. Department of Education Office of Special Education Programs (OSEP). A representative sample will initiate the development of a statewide data collection system and provide baseline data. Based on feedback regarding an analysis of the sampled population, improvement efforts will be applied to the data collection process on an ongoing basis. The sampling system described in the original SPP and approved by OSEP is as follows:

• In addition to the 14 largest LEAs with Average Daily Membership (ADM) over 50,000 students, LEAs will be sampled each year so that all LEAs will report within the time span of the State Performance Plan.
  
• All LEAs will be required to report data through an online data reporting system. LEAs with an N size less than 30 students will report on all students.
  
• To ensure accurate representation of LEAs within the state in order to report state level data, the following demographic stratums will be used: gender, race/ethnicity, age, disability category. In addition, Selection of LEAs will continue to be representative of the State based on district size and geographical region.
  
• To ensure accurate representation within an LEA in order to report LEA level data, the following demographic stratums will be used: gender, race/ethnicity, age, disability category.
  
• Both pre- and post-assessment data will be collected through a representative stratified sampling of the selected LEAs. All LEAs will report data through an online data reporting system.
  
• Data will be reported at the state and LEA level on an annual basis within the time span of the State Performance Plan However, LEAs with an ADM determined to be small enough to result in the disclosure of personally identifiable information about individual children or where the data is insufficient to yield statistically reliable information will not be reported.
  
• The TEA will collaborate with the statewide Regional Education Service Centers to ensure accurate and timely submission of required data from LEAs though an online data reporting system.

The State is currently developing the data collection mechanism to incorporate the specifics of this new indicator. The State will develop and employ a statewide data collection system to meet the specific requirements of the State Performance Plan. This system will be designed to facilitate improvement at the statewide, regional, and district level. Training for use of the data system will be an integral part of the statewide training process for data collection on this indicator. Based on the time needed to develop the data collection system and the nature of the indicator, data must be collected at two points in the school year, data can not be collected until the 2007-2008 school year.

Baseline Data for FFY 2004 (2004-05):

Baseline data will be provided in the FFY 2007 APR due February 2009.

Discussion of Baseline Data:

Not Applicable

Measurable and Rigorous Targets:

Improvement Activities/Timelines/Resources:

Based on the challenges associated with developing a new data collection system for this indicator, the state will implement the following activities:

• Completion of development of data collection system.
  
• Training on the use of the ECO Summary Form will be delivered to the Education Service Center (ESC) Preschool Specialists Spring 2007.
  
• Training for district staff by ESCs will occur late spring/summer 2007.
  
• Data collection fall 2007 and spring 2008.
  
• Reported in the 2009 APR.

Early Childhood Special Education Network
The TEA and Early Childhood Special Education contacts from each ESC will continue to serve as sources of guidance, leadership, and resources for the continued improvement of services for preschool students with disabilities. The ESCs provide a variety of training, technical assistance, and support for preschool educators. This includes, but is not limited to, curriculum development, teaching strategies, and specialized instruction. Each ESC conducts a needs assessment process to determine specific offerings within their region. When available, early childhood outcome data will also be included the State’s needs assessment process.

Improvement activities associated with this indicator will be ongoing through the 2010-2011 school year.

Special Education Main Page

Texas Education Agency | Division of IDEA Coordination
1701 North Congress Avenue | Austin, Texas 78701-1494
Telephone: 512.463.9414 | Fax: 512.463.9560

Created: June 14, 2007

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