Indicator 6: Percent of children aged 3 through 5 with IEPs attending a: A. Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program; and B. Separate special education class, separate school or residential facility.
The New Hampshire Department of Education IDEA Part B Special Education State Performance Plan (SPP) For 2005-2010
PTAN works collaboratively with the Supporting Successful Early Childhood Transitions Project (SSECT) at the Parent Information Center to support the NH Department of Educations’ efforts to address Indicator 6. The SSECT project is available to provide technical assistance to districts around Preschool LRE issues.
Related NH DOE Memos and Documents:
FY’14 Memo 23 – Preschool Least Restrictive Environment: Entering Data (2/4/14)
FY’14 Memo #23: NHSEIS Tip Sheet(2/4/14)
FY’14 Memo #21: Clarification on providing copies of IEP to Teachers/Service Providers Responsible for Implementing the IEP (2/4/14)
FY’14 Memo #15 LRE Requirements Update (10/3/13)
FY’13 Memo #9: Preschool LRE Requirements and Data Reporting (10/15/12)
FY’13 Memo#22: NHSEIS Data Reporting Requirements: Educational Environments (Settings) and Indicator 5 for Students with IEPs aged 6-21 (6/13/13)
FY’10 Memo #19: Preschool Learning Environment: Special Education Program Approval (12/4/09)
Links to related websites:
The NH Council on Autism Spectrum Disorders
The National Early Childhood Technical Assistance Center (NECTAC)
SSECT Tip Sheet: Entering Regular Early Childhood as the Program Placement in to NHSEIS
SSECT Tip Sheet
New Research Brief Reviews the Evidence Base on Preschool Education [October 24, 2013]
A new research brief, written by an interdisciplinary team of early childhood experts, provides a non-partisan, thorough review of the current evidence on why early skills matter, which children benefit the most from preschool, the short- and long-term effects of preschool on children’s school readiness and life outcomes, the importance of program quality, and the costs versus benefits of preschool education. The brief was funded by the Foundation for Child Development and produced in collaboration with the Society for Research in Child Development. To learn more see, Investing in Our Future: The Evidence Base on Preschool Education (October 2013), by Hirokazu Yoshikawa, Christina Weiland, Jeanne Brooks-Gunn, Margaret R. Burchinal, Linda M. Espinosa, William T. Gormley, Jens Ludwig, Katherine A. Magnuson, Deborah Phillips, Martha J. Zaslow. An executive summary is also available.
A panel discussion about the brief hosted by the New America Foundation, Too Much Evidence to Ignore: New Findings on the Impact of Quality Preschool at Scale (October 16, 2013), was recorded and is available for viewing online.
The Federal Office of Special Education Programs (OSEP) is requiring a new measurement for reporting data on education environments for children aged 3-5 with IEPs. The Supporting Successful Early Childhood Transitions (SSECT) project has created an on-line module to provide Special Education Administrators, Preschool Special Education Coordinators and staff an overview of the new reporting requirements related to Preschool Special Education Settings, how to enter data in NHSEIS and information about Preschool Least Restrictive Environment. For more information or specific questions, please contact Michelle Lewis, SSECT Project Director at email@example.com.
To View the module click here. The module can also be found on the front page of the SSECT website: www.nhssect.org
New Paper on Response to Intervention (RTI) in Early Childhood Released
On February 12, 2013, the Division for Early Childhood (DEC) of the Council for Exceptional Children, the National Association for the Education of Young Children (NAEYC), and the National Head Start Association (NHSA) announced the release of their jointly-developed paper, Frameworks for Response to Intervention in Early Childhood: Description and Implications (2013). The joint paper was developed to: (1) provide clarification and guidance on the relationship of RTI frameworks to the unique context of early childhood programs serving children from birth until school entry; (2) help to dispel misunderstandings and misconceptions related to RTI in early childhood; and (3) promote a broader understanding and discussion of the topic.
Fact Sheet: President Obama’s Plan for Early Education for all Americans
On February 13, 2013, the White House released a fact sheet providing information on President Obama’s plan to significantly expand access to preschool for all 4-year-olds from moderate- and low-income families. The plan proposes that the federal government provide matching dollars to states to provide public preschool for four-year olds whose families earn up to 200 percent of the poverty level, as well as extra funds to expand public pre-kindergarten programs for middle-class families who could pay tuition on a sliding scale. The plan includes an emphasis on high quality programs, to ensure they provide the greatest benefit for children. It also proposes expanding Early Head Start and the Maternal Infant and Early Childhood Home Visiting program for infants and toddlers. See Fact Sheet: President Obama’s Plan for Early Education for all Americans.
On February 14, 2013, the President spoke about his plan in Decatur, GA, explaining why he believes high-quality preschool is the best bang for our education bucks. See also, a related post on the U.S. Department of Education’s official blog: Making High-Quality Early Learning a National Priority (February 14, 2013).
NH Preschool Program Models Survey Summary Report
The NHDOE Bureau of Special Education, in collaboration with PTAN and SSECT (Supporting Successful Early Childhood Transitions) recognized and responded to preschool special education coordinators and administrators need for descriptive data about preschool service delivery and classroom models to support program development within their districts. With assistance from the National Early Childhood Technical Assistance Center (NECTAC), a statewide survey was developed to provide detailed information about program models that allow districts to support preschool children with disabilities, not yet in kindergarten. This report summarizes the survey findings and provides an overview of the early childhood programs supported by school districts across NH for preschool children with disabilities. Information gathered through this survey reflects district program model or models in place when the survey was completed in September, 2012.
NH Preschool Program Models Survey Summary Report
Quality Indicators of Inclusive Programs/Practices: A Compilation of Selected Resources Available resources and indicators of high quality inclusive practices are presented in this compilation. Assembling many different resources in one place allows for easy comparison of potential indicators of quality. Excerpts and adaptations of the resources are intended to provide some familiarity with the content of each resource and encourage further examination via links to more complete information. National and state-developed resources contained within this document have been designed for a variety of audiences, and may be useful for families, practitioners, program administrators, technical assistance personnel, researchers, and state administrators. Available online at www.nectac.org/~pdfs/pubs/qualityindicatorsinclusion.pdf
PTAN Partnerships for Preschool Inclusion: Self-Evaluation Tool – This self-evaluation tool provides a framework for discussion that promotes partnerships that benefit young children with special needs and their families. A team that includes representation from preschool special education, child care and families is assembled to consider and discuss each of the tool’s items. Once completed, the team reviews their responses and decides which item(s) to work on to improve the quality of services they provide. The selected items are developed into an action plan that guides the team’s future work together.
Response to Intervention (RTI) in Early Childhood – Response to Intervention (RTI) refers to a process of intervening with children who are at-risk for learning disabilities to:
- Identify learning difficulties earlier and more reliably
- Decrease the number of inappropriate referrals to special education
- Decrease the disproportionate representation of minority children in special education
While the RTI model has typically been used with school-aged children, RTI resources are being developed to meet the unique needs of very young children. Click here to go to the NECTAC website for resources
Early Childhood Inclusion: A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC)
New Research Synthesis on Early Childhood Inclusion - The National Professional Development Center on Inclusion (NPDCI) has published a summary of key conclusions drawn from a review of the literature on early childhood inclusion. For more information and to download the synthesis go to http://www.fpg.unc.edu/news/highlight_detail.cfm?ID=713