1. Background/Trend Data:
   (for reporting period July 1, 2002 through June 30, 2003. Use Attachments 2 and 3 when completing this cell.):

• Data on the percent of preschool children provided special education services in integrated settings: (See Appendix 13a).
• Data on the percent of preschool children declassified prior to entering Kindergarten programs: (See Appendix 20b).
• Data on the type of preschool special education programs provided to preschool students with disabilities during the course of an entire school-year: (See Appendix 13d).

2. Targets
   (for reporting period July 1, 2002 through June 30, 2003):

• Develop materials on learning outcomes and indicators for successful Kindergarten participation.

• Develop a preschool program self-assessment and quality improvement guide for preschool special education programs.

3. Explanation of Progress or Slippage
   (for reporting period July 1, 2002 through June 30, 2003):

Preschool Special Education Quality Indicators Study
In 2003, VESID published Special Education Quality Indicator Study: Program Quality and Its Effect on the Placement of Preschool Education Children in School-age Programs. This study was initiated in the fall of 2000 to guide future policy development in preschool special education. The study resulted in three products for the field: a research study that identified the educational practices that affect general education placement rates when preschool students enter kindergarten or school-age programs; learning outcomes and indicators for kindergarten participation; and research-based quality program indicators, including a guide for providers to self-assess program components. The study was widely disseminated in 2003.

Program Self-Assessment

• Learning Outcomes and Indicators for Kindergarten Participation was developed as part of the Quality Indicator Study. This publication described student performance indicators according to major areas of development and were based on the New York State learning standards as well as peer-validated research on child development.

• The Program Self-Assessment and Quality Improvement Guide was disseminated in August 2003 to promote continuous self-improvement activities for preschool special education programs. The Guide focuses on seven major areas, including program administration, program personnel, family relationships, teaching and learning, program environment, stakeholders/partners and program evaluation. An RFP was disseminated to all preschool providers to provide funds for continuous improvement activities using this Guide.

4. Projected Targets
   (for next reporting period July 1, 2003 through June 30, 2004):

• An RFP was disseminated to all preschool providers to provide funds for continuous improvement activities using the Program Self-Assessment and Quality Improvement Guide.

5. Future Activities
6. Projected Timelines and Resources
   (for next reporting period July 1, 2003 through June 30, 2004 and on going):

Preschool Special Education Quality Indicator Study
VESID is in year four of a seven-year Preschool Longitudinal study that is designed to track students leaving Early Intervention through grade four to determine the effect of specific services and programs on student outcomes. For additional information, see Special Education Quality Indicator Study: Program Quality and Its Effect on the Placement of Preschool Education Children in School-age Programs.

Program Self-Assessment
Grants will be awarded to approximately 50 preschool special education providers to support program self-assessment using The Program Self-Assessment and Quality Improvement Guide published in 2003. An additional RFP will be disseminated to all preschool providers to provide funds for an additional 50 providers to completed continuous improvement activities using this Guide.

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