SOM - Early Childhood Special Education

Early Childhood Special Education

POSTINGS AND NOTICES

For the most up-to-date systems updates please visit Clinton County RESA's website . Previous webinars and materials are available on the site for your convenience.

MSDS Preschool Educational Environment Codes

MSDS has posted the Preschool Educational Environment Codes. They are posted as part of their 2011-2012 business rule spreadsheets at the Center for Educational Performance Information (CEPI) website . Look in the Special Education component (lower left corner). The Primary Educational Setting codes are all listed on the "List of Values" worksheet.

Below are links to the crosswalks between the existing Preschool Educational Environment Decision Tree and Worksheet and the MSDS codes to aide in data entry.

Michigan Decision Tree for Coding Educational Environments

Individual Worksheet for Settings

Early Childhood Indicators Grant-Grant Recipients

The Michigan Department of Education is pleased to announce the recipients of the Preschool Indicators Grant for IDEA Part B/Section 619:

Professional Development and Technical Assistance Sub grant - Clinton County RESA

Data Analysis and Reporting - HighScope Educational Research Foundation

GENERAL INFORMATION

What Are Preschool Services and Where Are They Located?
Michigan Early Childhood Special Education (ECSE) services include special instruction and related services provided to young children, ages three through five, who qualify under the Individuals with Disabilities Act (IDEA, Part B, Section 619). Through its 57 Intermediate School Districts (ISDs) Michigan's ECSE program ensures the provision of a Free and Appropriate Public Education (FAPE) to all eligible children at no cost to their families, and in the Least Restrictive Environment (LRE). LRE means that young children with disabilities should receive services in typical community-based early childhood settings and programs whenever possible, and only go to more restrictive or specialized settings when their individual needs require it.

Who Is Eligible?
Young children ages three through five who have a disability as defined by one of the categories listed below are eligible for preschool services provided through the local school system. In Michigan, the categories of disability include: Speech/Language Impairment, Specific Learning Disability, Cognitive Impairment, Autism Spectrum Disorder, Emotional Impairment, Traumatic Brain Injury, Hearing Impairment, Visual Impairment, Physical Impairment, Early Childhood Developmental Delay (ECDD), Severe Multiple Impairment, or Other Impairment.

How Does a Child Become Eligible?
Starting with the ISD Child Find office, children can receive services to identify areas of concern for further assessment by a multidisciplinary team. Following completion of assessments, the Indivdualized Education Plan (IEP) Team, of which parents are essential members, meets to review and discuss findings in order to make a determination of eligibility under one of the established disability categories.

What Happens Next?
The IEP Team works together to develop the IEP, a written document identifying the special education and related services necessary to support the child's development and educational program. The IEP allows everyone with a role in teaching and nurturing the child to understand what the child will need to grow and prosper, and the particular role they can play as a supportive member of the child's team. Services identified on an IEP might include special instruction, speech and language therapy, physical and occupational therapy, assistive technology devices and services, psychological services and other services identified by the IEP Team as necessary for the child to benefit from participating in an educational program.

What Services Are Provided?
When the IEP is developed and agreed upon by the IEP Team, it is essential to identify the setting, or Least Restrictive Environment (LRE), in which the child's special education and related services needs can be met. Appropriate settings for preschool children can include a preschool special education class, local preschool program or local Head Start program. For more information about Michigan Early Childhood Special Education Programs, contact the ISD Child Find office, or the Office of Early Childhood Education and Family Services at (517) 373-8483.

OUTCOMES MEASUREMENT

Reporting Preschool Special Education Outcomes
for SPP Indicator 7

COSF Professional Development for New Staff

FAQs    -    Reporting Preschool Special Education Outcomes (SPP Indicator 7)

Reporting Preschool Special Education Outcomes for SPP Indicator 7 (manual)

MI COSF for Early Childhood: Preschool

MI COSF for Early Childhood: Preschool

Early Childhood Outcomes State Targets

7-Point Rating Scale Definitions

2013 Map of Assessments (Used by Districts in Michigan)

ONLINE TRAINING FOR OUTCOMES MEASUREMENT

NOTE: This is a two part presentation developed by the Michigan Department of Education. If you have not had this training, please view both presentations in their entirety.

Target Setting ( videos may take a few moments to load)

^{Part 1}

Part 2

Preschool Outcomes - Assessment, Collection and Reporting

INCLUSION/ LEAST RESTRICTIVE ENVIRONMENT

OSEP Preschool LRE Letter

Early Childhood Environments Data Collection Webinar

Preschool Special Education Educational Environment Quick Guide

Michigan Educational Environment Coding Instructions

EXPANDING OPPORTUNITIES

Expanding Opportunities Inclusion Initiative is an interagency technical assistance endeavor supported by the Office of Special Education Programs, the Child Care Bureau, the Office of Head Start and the Administration on Developmental Disabilities to support state efforts to increase inclusive opportunities for young children with disabilities and their families. The Expanding Opportunities Inclusion Initiative has developed goals outlined below.

Expanding Opportunities Goals

Expanding Opportunities Work Group List

TRANSITION (PART C TO PART B)

Memo Regarding Transition Guide

Early Childhood Transition FAQs

Transition Guide

Transition Timeline

Transition Regulations

Self-Assessment for an Early Childhood Transition Infrastructure

The self-assessment is intended to be used by an interagency/local leadership team with regard to their own system. Based on discussions of their ratings, team members can identify practices to undertake in order to enhance areas that need work and reinforce areas of strength in regards to Early Childhood Transition from Part C to Part B policies and procedures.

RESOURCES IN EDUCATION

Early Childhood Outcomes Center (ECO) Resources: Summary Statements Calculator
The ECO Center has devised a summary statements calculator, which is a tool that allows states to take their OSEP progress category data for the three child outcomes and convert it to the summary statements which will be used for target setting. This calculator can be used by all states to generate percentages related to the summary statements, regardless of the child outcomes measurement approach. The summary statements for each of the three outcomes for Part C and 619 are the following:

Summary Statement 1: Of those children who entered the program below age expectations in each outcome, the percent who substantially increased their rate of growth by the time they exited the program.

Summary Statement 2: The percent of children who were functioning within age expectations in each outcome by the time they exited the program.

CONTACT INFORMATION

Lisa Wasacz, Consultant
WasaczL@michigan.gov
(517) 241-4520

Laura Meisel, Support
MeiselL@michigan.gov
(517) 241-4252