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Slide 1 - National Consortium on Deaf-Blindness

VIEWS: 3 PAGES: 79

									Improving Early Identification, Services
 and Outcomes for Young Children who
            are Deaf/Blind
             Evelyn F. Shaw
              TA Specialist
                NECTAC
                                      Agenda

National themes and key dimensions as they
  relate to:
• IDEA 2004 -finding and serving all eligible
  children (Part C and Section 619)
• Specific indicators of the Annual
  Performance Report (APR) and State
  Performance Plan (SPP)
• Resources and ideas on ways to
  collaborate with early intervention and
  preschool programs
            National Early Childhood TA
                      Center



 Cooperative Agreement with the U.S.
Department of Education, Office of Special
         Education Programs.

            www.nectac.org
               OSEP’s 3 Major Themes

• Alignment

• Accountability (Compliance and
  Performance)

• Evidence-Based Practices
Alignment
                                  Alignment

Part B regulations and statute have been
  aligned.
Proposed Part C regulations are aligned with
  the statute and Part B regulations
Alignment within the regulations to other
  programs and laws (No Child Left Behind,
  McKinney-Vento Act, CAPTA, Head Start,
  Early Head Start)
Alignment of OSEP technical assistance
                          Accountability


   IDEA 2004 (Part D) strengthened
requirements for focused monitoring and
performance for states. It requires each
State SEA (Part B) and lead agency (Part
C) to submit a State Performance Plan or
           SPP (6 year plan).
                              Accountability

• The US Dept. of Education provides the
  monitoring priorities, indicators, the
  measurement procedures, and in some
  cases data sources.
• Monitoring Priorities and Indicators: There
  are 14 Monitoring Priorities for Part C; 20
  for Part B
                            Accountability

• Annual Performance Report submitted
  each year on progress (or slippage)
  related to each indicator.

• Reporting to the public on every LEA/EIS
  program, every year, for many indicators
  (based on the annual performance report)
               Accountability - Determinations
                             and Enforcement
OSEP does a yearly review of the APR.
                        Plus
Information obtained through monitoring visits,
                        And
Any other public information, the Department
  determines if the State:
• Meets Requirements;
• Needs Assistance;
• Needs Intervention; or
• Needs Substantial Intervention.
             Accountability - Determinations
                           and Enforcement
Besides reporting to the public on every LEA
 or EI program performance (based on
 APR), the State also must make
 determinations on LEAs or EI programs
 (using OSEP categories).
                    Evidence-Based Practices

IDEA 2004, Part C, Section 635
(Requirements for a Statewide System)
(2) A state policy that is in effect and that ensures
  that appropriate early intervention services
  based on scientifically based research, to
  the extent possible are available to all infants
  and toddlers with disabilities……
Specific early intervention services in the IFSP to
  be based on peer-reviewed research, to the
  extent practicable.
                    Evidence-Based Practices

IDEA 2004 – Part B, Section 601 (Purposes)
(E) supporting high-quality, intensive preservice
  preparation and professional development for all
  personnel who work with children with
  disabilities in order to ensure that such
  personnel have the skills and knowledge
  necessary to improve the academic achievement
  and functional performance of children with
  disabilities, including the use of scientifically
  based instructional practices, to the
  maximum extent possible.
                 Evidence-Based Practices

303.320 Content of IEP
A statement of the special education and
  related services and supplementary aids
  and services, based on peer-reviewed
  research to the extent practicable, to be
  provided to the child.
                  Evidence-Based Practices
Center for Evidence-Based Practices
  http://www.evidencebasedpractices.org/

The Tracking, Referral and Assessment Center for
  Excellence (TRACE)
  http://www.tracecenter.info

Promoting Communication Outcomes for Children
  with Deaf-Blindness through Adaptive
  Prelinguistic Strategies
http://www.beachcenter.org/
                   Evidence-Based Practices

Early Intervention Training Center
  for Infants and Toddlers With Visual
  Impairments
(http://www.fpg.unc.edu/~edin/)

Validation of Evidence-Based Assessment
  Strategies to Promote Achievement in Children
  Who Are Deaf-Blind
Charity Rowland, Director
              Key Dimensions of IDEA 2004

Child Find and Early Identification
Timely, Functional and Appropriate Evaluation and
  Assessment
Functional Outcomes on IFSP/Pre-academic and
  Functional Goals on IEP
Natural Environments and LRE
Smooth and Timely Transition (C to B)
Involvement of Parents
Improved Outcomes for Children and Families
Child Find and Early
       Identification
                              Child Find and Early
                                     Identification
IDEA 2004 – Part C
A comprehensive child find system
• a system for making referrals to early
  intervention, including participation of primary
  referral sources,
• Timelines, and
• ensure rigorous standards for appropriately
  identifying infants and toddlers with
  disabilities for services under this part that will
  reduce the need for future services.”
                          Child Find and Early
                                 Identification
Definition of Infant or toddler with a
  disability:
Experiencing developmental delay, as
  measured by appropriate diagnostic
 instruments and procedures
Has a diagnosed physical or mental
 condition that has a high probability of
 resulting in delay
                      Child Find and Identification

Public awareness program including
• Preparation/dissemination to all primary referral
  sources, especially hospitals and physicians, of
  information to be given to parents
• especially to inform parents with premature infants,
  or infants with other physical risk factors associated
  with learning or developmental complications
• on the availability of EI services and of services
  under section 619
                             Child Find and Early
                                    Identification
Part C NPRM:
Screening procedures
• “Activities carried out by public agency, EI
  provider or designated primary referral source
  (except for parents) to identify infants and
  toddlers suspected of having a disability”
• Appropriate instruments and qualified personnel
• “If the lead agency determines that the child is
  not suspected of having a disability, but the
  parent of the child requests an evaluation, the
  child must be evaluated.”
                              Child Find and Early
                                     Identification
Child Abuse Prevention and Treatment Act
State policies and procedures that require the
  referral for early intervention services under this
  part of a child under the age of 3 who -
• is involved in a substantiated case of child abuse
  or neglect; or
• is identified as affected by illegal substance
  abuse, or withdrawal symptoms resulting from
  prenatal drug exposure
                           Child Find and Early
                                  Identification
SPP/APR Indicator 5: Percent of infants and
  toddlers birth to 1 with IFSPs compared to:
• A. Other States with similar eligibility
  definitions; and
• B. National data.
SPP/APR Indicator 6: Percent of infants and
  toddlers birth to 3 with IFSPs compared to:
• A. Other States with similar eligibility
  definitions; and
• B. National data.
                         Child Find and Early
                                Identification
IDEA 2004 – Part B
• Added language related to child find and
  serving “All children with disabilities
  residing in the State, including children
  with disabilities who are homeless or
  are wards of the state and children
  with disabilities attending private
  schools . . .”
• Defined homeless children, parents and
  wards of the state
                           Child Find and Early
                     Identification - Resources
NECTAC eligibility papers (handout) and informed
  clinical opinion paper (publication handout)
NECTAC CAPTA Webpage: Handout
“Identifying Infants and Young Children with
  Developmental Disorders in the Medical Home:
  An Algorithm for Developmental Surveillance and
  Screening”, AAP Policy Statement, July 2006.
http://www.medicalhomeinfo.org/screening/index.
  html
Timely, Functional, Appropriate Evaluation
             and Assessment
             Timely, Functional, Appropriate
                  Evaluation and Assessment
NPRM Part C Proposed Section 303.320
A timely, comprehensive, multidisciplinary
  evaluation of the child;
An assessment of the child;
Identification of the family’s resources,
  priorities and concerns;
An assessment of the service needs (if
  infant/toddler determined eligible)
             Timely, Functional, Appropriate
                  Evaluation and Assessment
NPRM
“A child’s medical and other records may be
  used to establish eligibility (without
  conducting an assessment of the child and
  the family) if those records contain the
  required information (child’s level of
  functioning in all developmental areas)”
             Timely, Functional, Appropriate
                  Evaluation and Assessment
• Review of pertinent records (health status
  and medical history
• Conducted in native language
• Conducting personal observation and
  assessment of the child (to identify unique
  strengths and needs)
• Must use informed clinical opinion to
  assess a child’s present level of
  functioning in each of the developmental
  areas.
             Timely, Functional, Appropriate
                  Evaluation and Assessment
Indicator 7: Child Find
Percent of eligible infants and toddlers with
  IFSPs for whom an evaluation and
  assessment and an initial IFSP meeting
  were conducted within Part C’s 45-day
  timeline. Account for untimely evaluations.
Compliance indicator.
               Timely, Functional, Appropriate
                    Evaluation and Assessment
IDEA 2004 – Part B
Evaluation procedures – Assessments and other
   evaluation materials used to assess a child:
(i) Are selected and administered so as not to be
   discriminatory on a racial or cultural basis;
(ii) Are provided and administered in the child’s
   native language or other mode of
  communication and in the form most likely to
  yield accurate information on what the child
  knows and can do academically,
  developmentally, and functionally . . .
             Timely, Functional, Appropriate
                  Evaluation and Assessment
Part B 300.301 - Initial Evaluation
Procedures for the initial evaluation
• Must be conducted within 60 days of
  receiving parental consent; or
• Within an established state timeframe
             Timely, Functional, Appropriate
                  Evaluation and Assessment
Indicator 11: Percent of children with
  parental consent to evaluate, who were
  evaluated and eligibility determined within
  60 days (or State established timeline)
Compliance Target
            Timely, Functional, Appropriate
                 Evaluation and Assessment
                  Resources
NECTAC Notes on Informed Clinical Opinion
Holt, Lenore, et al (2006). Issues in the
 Evaluation of Infants and Young Children
 Who Are Suspected of or Who are Deaf-
 Blind, Infants & Young Children, Vol. 19,
 No. 3, pp. 213-227.
Functional Outcomes (IFSP) and Functional
               Goals (IEP)
                Functional Outcomes (IFSP) and
                         Functional Goals (IEP)
Part C Proposed 303.344 Content of the IFSP
• Information on the child’s status (Present levels
  of functioning, including vision, hearing and
  health)
• Family information (resources, priorities and
  concerns)
• A statement of the “measurable results or
  outcomes expected to be achieved for the
  infant/toddler and the family, including pre-
  literacy and language skills, as developmentally
  appropriate for the child”.’
                Functional Outcomes (IFSP) and
                         Functional Goals (IEP)
• Specific early intervention services
   – The statement of the specific services to meet the
     identified outcomes
   – Length, duration, frequency and method for
     delivery (consultation)
   – Natural environment setting in which the services
     will be provided (specific to each service)
   – Justification statement of the extent to which an
     early intervention service will not be in the
     natural environment (based on child outcome and
     team decision)
             Functional Outcomes (IFSP) and
                      Functional Goals (IEP)
Content of IFSP (continued)
• Other services (medical or other services
  needs or receiving)
• Dates and duration
• Service Coordinator
• Transition from Part C
              Functional Outcomes (IFSP) and
                       Functional Goals (IEP)
300.320 Content of IEP
A statement of the child’s present levels of
  academic achievement and functional
  performance, including
For preschool children, as appropriate, how
  the disability affects the child’s
  participation in appropriate activities.
A statement of measurable annual goals,
 including academic and functional goals
              Functional Outcomes (IFSP) and
                       Functional Goals (IEP)
300.320 Content of the IEP
A statement of the special education and
  related services and supplementary aids
  and services, based on peer-reviewed
  research to the extent practicable, to be
  provided to the child . . .
Timely Services in Natural Environments and
       Least Restrictive Environments
             Services in Natural Environments
                                      and LRE
IDEA 2004 - Section 635 of Part C
(Requirements for a Statewide System)
• to the maximum extent appropriate, early
  intervention services are provided in natural
  environments
• occurs in a setting other than a natural
  environment that is most appropriate as
  determined by the parent and the IFSP
  team, only when EI cannot be achieved
  satisfactorily… in a natural environment.
                   Timely Services in Natural
                               Environments
Indicator 2: Percent of infants and
  toddlers with IFSPs who primarily receive
  early intervention services in the home or
 programs for typically developing children
  (proposed change in SPP/APR indicator
  would be community-based settings)
Performance target (state sets target)
                      Timely Services in Natural
                                  Environments
Indicator 1: Percent of infants and toddlers with
  IFSPs who receive the early intervention services
  on their IFSPs in a timely manner (i.e. time
  period from parent consent to IFSP services
  initiation date).
(Proposed: Indicate the range of delays and
  reasons due to causes other than documented
  exceptional family circumstances).
Compliance target.
                Services in the Least Restrictive
                                    Environment
IDEA 2004, Part B - Section 612
To the maximum extent appropriate, children with
  disabilities, including children in public or private
  institutions or other care facilities, are educated
  with children who are not disabled, and special
  classes, separate schooling, or other removal of
  children with disabilities from the regular
  educational environment occurs only when the
  nature or severity of the disability of a child is
  such that education in regular classes with the
  use of supplementary aids and services cannot
  be achieved satisfactorily.
             Services in the Least Restrictive
                                 Environment
Part B 300.115 Continuum of Alternative
  Placements
Each public agency must ensure that a
  continuum of alternative placements is
  available.
             Services in the Least Restrictive
                                 Environment
300.116 Placement (Decision)
• Made by a group of persons, including the
  parents, and other persons knowledgeable
  about the child, the meaning of the
  evaluation data, and the placement
  options; and
• Conforms with the LRE provisions
               Services in the Least Restrictive
                                   Environment
The child's placement -
• Determined at least annually;
• Based on the child's IEP; and
• Is as close as possible to the child's home;
• Unless the IEP of a child requires some other
  arrangement, the child is educated in the school
  that he or she would attend if nondisabled;
• Consideration is given to any potential harmful
  effect on the child or on the quality of services
  that he or she needs
                Services in the Least Restrictive
                                    Environment
300.320 Content of IEP
. . . a statement of the program modifications or
   supports for school personnel that will be
   provided to enable the child:
. . .to be involved in and make progress in the
   general education curriculum and to participate
   in extracurricular and other nonacademic
   activities; and to be educated and participate
   with other children with disabilities and
   nondisabled children in the activities described.
             Services in the Least Restrictive
                                 Environment
An explanation of the extent, if any, to
  which the child will not participate with
  nondisabled children in the regular class
  and the activities described.
(Regular class for preschool includes a
  preschool setting with typically developing
  peers.)
             Services in the Least Restrictive
                                 Environment
Indicator 6: Percent of preschool children
  with IEPs who received special education
  and related services in settings with
  typically developing peers (e.g., early
  childhood settings, home, and part-time
  early childhood/part-time early childhood
  special education settings).
Performance target
                     Timely Services in Natural
                        Environments and LRE
                   Resources
NECTAC:
  Keys to Natural Environments and Inclusion
   Website:
   http://www.nectac.org/inclusion/default.asp

OSEPs Community of Practice:
http://www.nectac.org/communities.asp
   – Part C Natural Environments and Settings
   – Section 619 Preschool LRE
                   Timely Services in Natural
                      Environments and LRE
                  Resources
Holte, Lenore, et al (2006). Issues in the
 Management of Infants and Young
 Children Who Are Deaf-Blind. Infants &
 Young Children, Vol. 19, No. 4, pp. 323-
 337.
Smooth Transition from Early Intervention to
                 Preschool
                        Smooth Transition

IDEA 2004 – Part C

Ensure a smooth transition for toddlers with
    disabilities and their families from EI
   services to preschool, school, and other
       appropriate family involvement:
                          Smooth Transition

Families are to be included in the transition
  plan
LEA receives notification at least 9 months
  before the 3rd birthday
If child referred and eligible within the 9
  months prior to 3rd birthday, notify the
  LEA as soon as possible
Allows a State to adopt a policy to permit a
  parent to object to disclosure of personally
  identifiable information.
                       Smooth Transition – Part C

Indicator 8: Effective Transition
Percent of all children exiting Part C who received
  timely transition planning to support the child’s
  transition to preschool and other appropriate
  community services by their third birthday
  including:
   – Transition steps and services;
   – Notification to LEA and
   – Transition conference

Compliance Indicator
                          Smooth Transition

Transition – Part B: Initial IEP Team Mtg.
For a child under Part C, an invitation to the
  initial IEP Team meeting must, at the
  request of the parent, be sent to the Part
  C service coordinator or other
  representatives of the Part C system to
  assist with the smooth transition of
  services.
               Smooth Transition – Part B

The IEP Team must consider an IFSP that
  contains the IFSP content:
• including the natural environments
  statement and its implementing
  regulations
• including an educational component that
  promotes school readiness and
  incorporates pre-literacy, language, and
  numeracy skills for children with IFSPs.
                          Smooth Transition

Part B Indicator 12: Percent of children
 referred by Part C prior to age 3, who are
 found eligible for Part B, and who have an
 IEP developed and implemented by their
 third birthdays

Compliance Indicator
                         Smooth Transition

                  Resources
• National Early Childhood Transition Center
  (NECTC): http://www.ihdi.uky.edu/nectc/

• NECTAC Transition webpage:
http://www.nectac.org/topics/transition/tran
  sition.asp
Early Childhood Outcomes for Infants,
      Toddlers and Preschoolers
          Family Outcomes
                     Early Childhood Outcomes
                               Infants/Toddlers
Indicator 3: Percent of infants and
  toddlers with IFSPs who demonstrate
  improved:
  – Positive social-emotional skills (including
    social relationships);
  – Acquisition and use of knowledge and skills
    (including early language/ communication);
    and
  – Use of appropriate behaviors to meet their
    needs.
                       Early Childhood Outcomes
                                       Preschool
Indicator 7:      Percent of preschool children
  with IEPs who demonstrate improved:
• A. Positive social-emotional skills (including
  social relationships);


• B. Acquisition and use of knowledge and skills
  (including early language/ communication and
  early literacy); and


• C. Use of appropriate behaviors to meet their
  needs
                  Early Childhood Outcomes

               Resources
NECTAC Child Outcomes webpage:
http://www.nectac.org/topics/quality/childfam.asp

Early Childhood Outcomes Center (ECO):
http://www.fpg.unc.edu/~eco/index.cfm
                     Outcomes for Families

What is meant by family outcomes?
• Families understand their child's strengths,
  abilities, and special needs.
• Families know their rights and advocate
  effectively for their children.
• Families help their child develop and learn.
• Families have support systems
• Families access desired services,
  programs, and activities in their
  community. (ECO Center)
                    Outcomes for Families

How do you assess family outcomes?

OSEP has specified for Part C 3 outcomes.

OSEP has specified for Part B that states
 measure parent participation.
                    Family Outcomes – Part C

Indicator 4: Percent of families
  participating in Part C who report that
  early intervention services have helped the
  family:
• A. Know their rights;
• B. Effectively communicate their children's
  needs; and
• C. Help their children develop and learn.
             Parent Participation: Part B

Indicator 8: Percent of parents with a child
  receiving special education services who
  report that schools facilitated parent
  involvement as a means of improving
  services and results for children with
  disabilities.

Performance Indicator
                 Family Outcomes and Parent
                               Participation
                 Resources
Two most commonly used instruments:
• ECO Family Outcomes Survey (Part C and
  Preschool)
http://www.fpg.unc.edu/~eco/tools.cfm
• National Center for Special Education
  Accountability Monitoring (NCSEAM)
  (surveys for Part B, Preschool and Part C)
http://www.monitoringcenter.lsuhsc.edu/
Collaboration to Improve Outcomes for
   Young Children who are Deaf/Blind
“For every complicated problem, there
 is an answer that is short, simple and
                wrong.”

            M.L. Mencken
               Opportunities for DB Projects to
              Collaborate with Early Childhood
Stakeholder Process for APR
Deaf/Blind Census Data
Public awareness materials for primary referral
  sources, especially parents
Coordination with EHDI, Medical Home Projects
Linkages to State Web sites
Training and TA for early intervention providers
Involvement on IFSP and IEP teams
Supporting families

								
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