action plan: fully implementing goal 4 early childhood, special education and title services |...
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Action Plan: Fully Implementing Goal 4
Early Childhood, Special Education and Title Services | Kansas State Department of Education | www.ksde.org
Implementation of the Action Plan
School Readiness is the VISION Kansas MTSS is the FRAMEWORK
Early Childhood, Special Education and Title Services | Kansas State Department of Education | www.ksde.org
Early Childhood provides the foundation for K-12 success
• Family Engagement & Partnership Standards
• Kansas Early Learning Standards
• Kansas Multi-Tiered System of Supports
• Accreditation process• Longitudinal Data
System
Early Childhood, Special Education and Title Services | Kansas State Department of Education | www.ksde.org
Early Childhood, Special Education and Title Services | Kansas State Department of Education | www.ksde.org
KSDE Early Childhood Services
Parents as Teachers (PAT)(Birth to age 3)
11,728 children
IDEA Part B, Section 619
(ages 3-5)
11,218 children
Kansas Preschool Program
(age 4)
1,159 children
Kansas State Pre-Kindergarten Program ( age 4)
7,109 children
The Early Childhood Services staff within the Early Childhood, Special Education and Title Services team advances the provision of high quality early childhood and family services that result in the ability of all young children to succeed.
Early Childhood, Special Education and Title Services | Kansas State Department of Education | www.ksde.org
Someone reads to my child in our
home.
My child and I talk about things that
happened dur-ing the day.
Someone is active and involved in my childs
play.
0% 50% 100%
96.9%
96.6%
99.2%
n = 9,265
KSDE promotes family engagement in their child’s learning.
SOURCES: 2013-2014, Foundations for School Success & Success in Schools
These Family activities are predictors of later school success.
% Weekly or More
Early Childhood, Special Education and Title Services | Kansas State Department of Education | www.ksde.org
SOURCE: 2013-2014 Protective Factors Survey Parents as Teachers
Participation in KSDE Parents as Teachers (PAT) Strengthens Families
Parents as Teachers (PAT) is for families with children ages prenatal – 3 years.
n = 1,566
Early Childhood, Special Education and Title Services | Kansas State Department of Education | www.ksde.org
What are parents saying about PAT? They love it!
97.7%• Families agree
that PAT increased their understanding of their child’s development.
95.4%• Families agree
that activities in the visits strengthen their relationship with their child.
95.3%• Families agreed
that PAT motivates them to try new parenting strategies.
KSDE supports PAT. Surveys are collected annually.
n = 3,712
SOURCE: 2013-2014 PAT Parent Satisfaction Survey
Early Childhood, Special Education and Title Services | Kansas State Department of Education | www.ksde.org
PAT helps connect families and children with developmental services.
SOURCE: 2013-2014 Developmental and Health Screening, PAT
n = 4,932
Connecting early matters!
Early Childhood, Special Education and Title Services | Kansas State Department of Education | www.ksde.org
When students with delays or disabilities are part of the regular classroom they are more successful in learning
SOURCE: 2013-2014 SPED Pro
Early Childhood, Special Education and Title Services | Kansas State Department of Education | www.ksde.org
Early Childhood, Special Education and Title Services | Kansas State Department of Education | www.ksde.org
(Scores are based on individual child assessment results. )
Early childhood special education services promote individual learning for all children with disabilities
Positive Socio-
Emotional Skills
20.8% Improveme
nt
Taking Appropriate
Action to Meet Needs
14.7% Improveme
nt
Acquiring and Using Knowledge and Skills
21.1% Improveme
nt
SOURCE: Outcomes Web System
Early Childhood, Special Education and Title Services | Kansas State Department of Education | www.ksde.org
Early Childhood, Special Education and Title Services | Kansas State Department of Education | www.ksde.org
Children who have a higher level of social skills are more likely to be successful in school.
n = 3,079 Never Sometimes Usually Always
Fall 4.4%
Fall 29.6%
Fall 43.3%
Fall 22.7%Spring
0.9%
Spring 10.1%
Spring 34.7%
Spring 54.3%
SOURCE: 2013-2014 KELI–4 Success in School
Early Childhood, Special Education and Title Services | Kansas State Department of Education | www.ksde.org
Follows basic directions
Shows concern to others
Participates in most classroom activities
Adapts behavior for different settings
Collaborates with others to carry out play
Early Childhood, Special Education and Title Services | Kansas State Department of Education | www.ksde.org
Uses illustrations to retell story
Identifies known letters in familiar/ unfamiliar words
Produces rhyming words
Finds familiar words within a
story
Can write own name
Children who have strong communication and literacy skills are more likely to be successful in school.
Never Sometimes Usually Always
Fall 26.6%
Fall 35.8%
Fall25.3%
Fall12.3%
Spring6.3%
Spring20.4%
Spring32.4%
Spring40.9%
n = 3,079
SOURCE: 2013-2014 KELI–4 Success in School
Early Childhood, Special Education and Title Services | Kansas State Department of Education | www.ksde.org
Early Childhood, Special Education and Title Services | Kansas State Department of Education | www.ksde.org
Never Sometimes Usually Always
Fall15.7%
Fall32.0%
Fall31.4%
Fall20.9%
Spring2.7%
Spring12.1%
Spring29.4%
Spring55.8%
Children who are strong in mathematical skills and problem-solving are more likely to be successful in school.
n = 3,079
SOURCE: 2013-2014 KELI–4 Success in School
Early Childhood, Special Education and Title Services | Kansas State Department of Education | www.ksde.org
Adds two groups of concrete objects
Identifies positions as first and last
Shows Flexibility in problem-solving
Recognizes numbers from 1-10 when out of
order
Shows curios ity seek ing new play
experiences
Early Childhood, Special Education and Title Services | Kansas State Department of Education | www.ksde.org
Vision: All Children Succeed
Early Childhood, Special Education and Title Services | Kansas State Department of Education | www.ksde.org
Goal 4 : Promote and Encourage Best Practices for Early Childhood Programs
• Continue to emphasize early childhood as the foundation for school success and an integral part of the KSBE’s mission and vision.
• Continue to support all KSDE programs to ensure meaningful family engagement and partnership in children’s learning and education.
• Continue to promote and advocate for a continuum of universal early childhood programs (Birth to Grade 3), implementing evidence-based practices within the Kansas MTSS Framework.
Early Childhood, Special Education and Title Services | Kansas State Department of Education | www.ksde.org
Vera Stroup-RentierEarly Childhood Special Education Coordinator
Ryan Weir
Data Coordinator
Colleen Riley
Early Childhood, Special Education and Title Services Director
Janet NewtonParents as Teachers Coordinator
Contact Information:
Gayle Stuber Early Childhood Coordinator
http://www.ksde.org/Default.aspx?tabid=514