Early Childhood Advisory

April 30, 20151:00 PM – 3:30 PM

Agenda• National

− Early Childhood Learning & Knowledge Center• State

− Engage− Full Day Service Options− PPCD Location Schedule Page Guidance− Schedule of Service Page− SPP 7, 11, 12 − New ARD Documents − Transition to Kindergarten− High Quality Preschool Programs

• Regional − Thoughts for Next Year− Early Childhood Advisory Dates for 2015-2016

EARLY CHILDHOOD LEARNING & KNOWLEDGE CENTER (ECLKC)

T/TA Resources:Quality Teaching and Learning

https://eclkc.ohs.acf.hhs.gov/hslc

ENGAGEKathy Hogan

FULL DAY PREKINDERGARTEN

Sonja Hollan

Full Day PK• What if your LEA moves to providing full

day PK next year? What does that mean for PPCD?−The district must offer a full continuum of

services. −The services for each child are determined

on an individual basis.−A full day of PPCD services would need to be

available and considered.

89.1075(e)

PPCD LOCATION CODESonja Hollan

What would you do?• PreK teacher / PPCD teacher have 20 students

in their collaborative class.• 8 are not PK eligible but the ARD has placed

them in the classroom with Special Education collaborative teaching.

• 12 are enrolled in PK and 1 of those students has an IEP for Speech and Language services.

• So 9 students have IEPs – 11 do not have IEPs.

• At the beginning of the year, the class is at least 50% nondisabled.

What would you do?• Two of the 12 PK enrolled students are found

eligible for special education during the school year.

• Now there are 11 with IEPs and 9 without IEPs.

• The class is no longer at least 50% nondisabled.

What would you do?• PreK teacher has 12 students and PPCD

teacher has 4 students at the beginning of the year.

• During the year students with disabilities continue to be identified and added to the collaborative class.

• By April and the class has become equal in the number of students without IEPs (12) and with IEPs (12).

• One student that is placed into the class by ARD decision.

• The class is no longer 50% nondisabled.

Consider: Is this a change in placement

for the students with IEPs?

• ARD review:−Schedule of services −Instructional arrangement −Service location code −FOR ALL STUDENTS WITH IEPs in

setting

• How are PreK enrolled students parents informed of classroom make-up change?

Consider PK entitled students without IEPs, previous students with IEPs and new students with IEPs.

Are there concerns about:• data integrity • implementation of the IEP• accurate portrayal of services on the schedule of

services page

What could / should / would you do for these students?

So what?

Consider for future planning

• Look at trend data to see how many students are added to the PK program in the spring.

• How many PK enrolled students end up with a SI eligibility?

• What system will allow you to monitoring percentages throughout year?

• What actions need to be taken now to prevent having additional ARDs?

SCHEDULE OF SERVICES PAGE IN PPCD

Sonja Hollan

Schedule of Services Page

• How should we complete a Schedule of Services Page for PPCD? • TEA expects the child’s IEP to contain the

services in a clearly defined manner. It needs to be clearly understandable to all (parents, other districts) AND needs to clearly spell out the frequency, duration, and location for the services. You can clarify in the minutes as well.

SPP 7, 11 AND 12

22

Jun 30, 2014 Aug 29, 2014 Sep 30, 2014

Oct 2014 Feb 2015 Mar 2015 May 2015

SPP Indicators 11, 12, 13 Clarification period (Sept 2, 2014 – Sept 12, 2014)

Previous Timeline for SPP Collections and Reporting of LEA Determinations

PBMAS SPED Staging of Interventions

Based on SY 2013-14 PBMAS data

(Oct 17, 2014

SPP Indicators 7, 11, 12, 13, & 14 reporting period ends. (July 1, 2013 – June 30, 2014)

SPP Indicators 7, 11, 12, 13, & 14 collections, entered and certified in the SPPI TEASE application by Aug 29, 2014

SPP Indicators 11, 12, 13 Compliance Reports (Oct 15, 2014)

Determinations (Transition Year)

Based on Determination Risk Elements

Determinations

Based on Determination Risk Elements

23

Jun 30, 2015 Aug 12, 2015 Sep 2015 Oct 2015 Feb 2016 Mar 2016 May 2016

SPP Indicators 11, 12, 13 Clarification period (Aug 17 – Aug 28, 2015

Proposed Timeline for SPP Collections and Reporting of LEA Determinations

SPP Indicators 7, 11, 12, 13, & 14 reporting period ends. (July 1, 2014 – June 30, 2015)

SPP Indicators 7, 11, 12, 13, & 14 collections, entered and certified in the SPPI TEASE application by Aug 12, 2015

SPP Indicators 11, 12, 13 Compliance Reports (Oct 2015)

Staging & Determinations

Based on PBMAS SPED and

Determination Risk Elements

SPP Submitted TargetsIndicator FFY 2013

TargetFFY 2014

TargetFFY 2015

Target

6A 31% 31.5% 32%6B 17.5% 17% 16.5%7A1 81% 82% 83%7A2 61% 61% 62%7B1 81% 82% 83%7B2 57% 57% 57%7C1 81% 82% 83%7C2 72% 73% 73%

Understanding the New Timelines• Remaining the same:

−All 5 indicators report data collection between July 1 and June 30 of the reporting year

−Indicator 7 opens in January of data collection school year

−Indicators 13 and 14 opens in April of data collection school year

• Changing:– Indicators 11 and 12 open June 1, 2015– All Indicator data reported by August 12, 2015

NEW ARD DOCUMENTS

• Parent’s Guide to the Admission, Review, and Dismissal Process

• Notice of Procedural Safeguards

PLANNING FOR TRANSITION TO KINDERGARTEN

Kristina Parr

High Quality Preschool Programs

Early Childhood Environment Rating Scale –Third Edition

STATE OF TEXAS PUBLIC SCHOOL PREKINDERGARTEN

ECRS Areas• Space and Furnishings• Personal Care Routines• Language and Literacy• Learning Activities• Interaction• Program Structure

Executive Functions• Working Memory: The ability to hold

information in mind and mentally work with it.

• Inhibitory Control: Ability to control ones’ attention, behavior, thoughts and emotions.

• Cognitive Flexibility: Ability to change perspectives and shift tasks.

Activities to Strengthen Working Memory

• Concentration• What is Missing• Freeze• Center Time• Plan-Do-Review Process for Centers• Reading to Student

Reading to Children• If a child is read to for 20 minutes every day, they are exposed to about

1.8 million words of text every year. That is 137 words per minute.• Every year a child is read to daily for 20 minutes, the average lifetime

earning increase by $50,000. • If a parent reads for 20 minutes, 7 days a week, they get more that 121

hours of bonding time every year and increase their lifetime earning by $250,000.

U.S. Department of Education. (March/April 2015). Family, School and Community Engagement. Washington DC: U.S. Department of Education.

Activities to Strengthen Inhibitory Control

• Simon Says• Musical Chair• Freeze Tag• Sharing Materials in Centers• Center Time• Outside Time

Activities to Strengthen Cognitive Flexibility

• Science Experiments• Computer Games• Outside Time• Problem Solving with Block Center• Problem Solving in Pretend and

Learn Center

Reasons for Focused Play in Centers

• Play reduces anxiety• Play helps children cope with stress• Play is critical in the development of problem solving• Play develops social skills• Play without rules affords more creative responses• Play encourages flexibility and creativity• Playing with blocks significantly increased kids score on

language tests• Play increases the use of more complicated language when

playing with peers

Wenner, M. (February/March 2009). The Serious Need for Play. Scientific American Mind, 22-29.

THOUGHTS FOR NEXT YEAR

Possible Projects and Series

• PLRE Collaborative• New Teacher Academy• STEM• Shake N Bake

Bibliography

Burghardt, G. (2011). Defining and Recognizing Play. In A. Pelligrini, The Oxford Handbook of the Development of Play (pp. 9-18). New York: Oxford University Press.

Casey, B. A. (2008). The Development of Spatial Skills Through interventions Involving Block Building Activities. Cognition and Instruction, 269=309.

Diamond, A. (Spring 2014). Understanding Executive Functions: What Helps or Hinders them and How Executive Functions and Language Development Mutually Support One Another. Perspectives on Language and Literacy, 7-9.

Guanella, F. M. (1934). Block Building Activities of Young Children. Archives of Psychology, 3-19.

Kamii, C. M. (2004). The Development of Logico-mathematical Knowledge in a Block-building Activity at Ages 1-4. Journal of Research in Childhood Education, 44-57.

MCREL and North Dakota Department of Public Instruction. (2014). Scaffolding Early Learning: Strategies for Success. Denver, CO: McREL.

Bibliography

Miller, E., & Almon, J. (2009). Crisis in the Kindergarten. College Park, MD: Alliance for Childhood.

Parks, A. N. (2015). Exploring Mathematics Through Play in the Early Childhood Classroom. New York: Teachers College Press.

Phelps, P. C. (2012). Let's Build: Strong Foundations in Language, Math, and Social Skills. Lewisville, NC: Gryphon House, Inc.

U.S. Department of Education. (March/April 2015). Family, School and Community Engagement. Washington DC: U.S. Department of Education.

Wenner, M. (February/March 2009). The Serious Need for Play. Scientific American Mind, 22-29.

Wolfgang, C. S. (2003). Advanced Constructional Play with Legos among Preschoolers as a Predictor of Later School Achievement in Mathematics. Early Childhood Development and Care, 467-475.

Sessions 2015-2016

• October 14, 2015, Session ID 1133068, Time 8:30-11:30

• January 12, 2016, Session ID 1133082, Time 8:30-11:30

• April 20, 2016, Session ID 1133083, Time 1:30- 3:30