1. Baseline/Trend Data:
   (for reporting period July 1, 2003 through June 30, 2004):

• The December 1, 2003 child count reported 33,026 children, ages birth to 2 receiving early intervention services and 37,936 children, ages 3-5, receiving preschool special education programs and services. This is a decrease of 2,971 children, birth to 2, and an increase of 927 children, ages 3-5, receiving special education programs and services compared to the December 2002 count. Trend data for children, ages 3-5, receiving preschool special education programs and services shows an average annual increase of approximately 800 students. See data summaries of Number of NYS Children and Youth with Disabilities Receiving Special Education Programs and Services.

• DOH reported in it’s Annual Performance Report (APR) that Statewide, in Program Year (PY) 2003-04, of the children who turned three during the PY, 10,704 (45%) were reported by municipalities to have transferred to preschool special education programs and services, supported under Section 4410 of the NYS Education Law.

• The Early Childhood Direction Centers (ECDCs) provide information about programs and services for young children, ages birth through five, who have physical, mental, or emotional disabilities and help families obtain services for their children. ECDCs reported referring 3,210 preschool children to the Committee on Preschool Special Education (CPSE) for evaluation and possible identification as a preschool child with a disability.

• Forty-one preschool programs were monitored in 2002-03, twenty-six in 2003-04 and 23 in 2004-05 through the SEQA Preschool Focused Monitoring Review process.

• As depicted in Appendix 5.3, the data for New York City indicates that:
  • the vast majority of preschool children receive timely preschool special education services;
  • towards the beginning of the school year, the numbers of preschool students with disabilities awaiting placement are lowest;
  • in spite of the increasing numbers of preschool students authorized for special education services, there was a significant decline in the numbers of preschool students with disabilities awaiting placement in the latter part of the 2003-04 school year compared with the same time period the previous school year; and
  • the decline in the numbers of preschool students awaiting special education services was in children awaiting special class services rather than those students awaiting related services.

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

• 100 percent of eligible children who are eligible for Part B services and who are transitioning from EI to Preschool Special Education will receive services by their third birthday.

3. Explanation of Progress or Slippage
   (for reporting period July 1, 2003 through June 30, 2004):

Statewide

• Continued to implement the MOU with DOH that recognized the importance of cooperating to ensure a smooth transition from Part C to Part B services for children beginning at age three. As part of this MOU, the DOH designates a representative to the SED’s Commissioner’s Advisory Panel and SED participates as a member of EICC, the EICC Quality Improvement Committee and the Data Committee. All areas of the MOU have been implemented and appointments to CAP and the EICC completed.

• DOH and SED continued to monitor the 80 agencies, which they jointly approve as EI service coordinators, evaluators and service providers. During 2003-04 SED monitored 14 agencies and site visit reports, technical assistance efforts and corrective action plans (CAPS) were developed and shared with DOH. Monitoring employs a jointly agreed upon protocol.

• SED and DOH continued to work on a joint transition guidance document. A draft of the Transition Guidance document was shared with CAP and EICC.

• SED is in year four of a seven-year Preschool Longitudinal study that is designed to track students leaving EI through grade four to determine the effect of specific services and programs on student outcomes.

• A memorandum to the field was issued regarding "Amendments to Public Health Law Relating to the Transition of Children from Early Intervention to Preschool Special Education." This memorandum provides information regarding two amendments to Title II-A of Article 25 of NYS Public Health Law that affect the age-eligibility of children to receive EI services and ensures the timely transition of children to preschool special education programs and services pursuant to Section 4410 of NYS Education Law.

• A memorandum was issued regarding "Child-specific Allowance to Temporarily Exceed an Approved Special Class Size for Preschool Students with Disabilities." The purpose of this memorandum was to describe the process to admit one or two additional preschool students in a special class that is at its maximum student-to-staff ratio. The temporary increase in approved special class sizes will be allowed only in those extenuating circumstances when adding a student to a special class is necessary to ensure that the student receives a FAPE.

• Local Early Intervention Coordinating Council (LEICC) Intergovernmental Committee of stakeholders meets regularly to examine transition issues and recommend solutions.

• Based on documentation of regional need, requests by preschool providers to expand their programs are approved by SED.

• SED issued a policy memorandum entitled "Clarification of the Use of Teachers of the Speech and Hearing Handicapped Working for 4410 Programs." Memo is available on SED’s web site at: http://www.vesid.nysed.gov/specialed/publications/policy/4410-june04.htm.

New York City

The vast majority of children who are eligible for Part B services and who are transitioning from EI to preschool special education are receiving services by their third birthday in New York State. There are a small number of children in New York City from EI and other referral sources who are not receiving all of their required services. The majority of preschool students awaiting services are awaiting related services only. SED and the NYC DOE are working to resolve these issues and ensure that all services are provided.

• New York City serves approximately 24,000 preschool students with disabilities annually. A small number of preschool students are awaiting related services only. SED and NYC DOE continue to work toward resolution of this issue and to ensure that all services are provided.

• SED and NYC DOE meet regularly to review data on students awaiting services. EI trend data is also examined to project required programs and services.

• SED issued approximately 80 preschool provider approval letters (amendments and new applications) for NYC programs during this time period. SED approved approximately 106 NYC allowances by notification allowing 1-2 additional preschoolers per school.

• SED streamlined the NYS application and modification processes to be a preschool provider. Forms are on SED’s web site for easy access.

• SED improved its data based systems to support the preschool program approval process.

• SED conducted a survey of all NYC providers of Special Education Itinerant Services (SEIS) to determine barriers and strategies for the provision of services.

• SED and NYC DOE generated city policies and procedures to implement the new public health law for children transitioning from early intervention to the preschool system.

• SED and NYC DOE reinstated the NYC Interagency Preschool Task Force.

• SED and NYC DOE met with representatives from the local CSE/CPSEs to provide training and technical assistance, specifically in the boroughs of Queens, Brooklyn and the Bronx. The focus was on strategies, resources and information to provide recommendations for the placement of preschool students with disabilities in the LRE.

• NYC DOE surveyed all the Superstart Plus (public schools integrated programs) in NYC to determine capacity, vacancies and any requests for additional classes.

• NYC DOE expanded their preschool classes.

4. Projected Targets
   (for NEXT reporting period July 1, 2004 through June 30, 2005 and on going):

• 100 percent of eligible children who are eligible for Part B services and who are transitioning from EI to Preschool Special Education will receive services by their third birthday.

5. Future Activities
6. Projected Timelines and Resources
   (for NEXT reporting period July 1, 2004 through June 30, 2005 and on going):

• SED will continue to monitor 80 agencies, which SED and DOH jointly approve as EI service coordinators, evaluators and service providers. During 2004-05 SED will conduct site visits on approximately 25-30 agencies.

• The Transition Guidance Document will be disseminated by February 2005 and joint training by SED and DOH is planned for all Part C and Part B providers on transition requirements.

• SED will continue data collection and analysis through the Preschool Longitudinal study to track students leaving EI through grade four to determine the effect of specific services and programs on student outcomes. In 2005, year 3 data will be analyzed and data collection in the sample schools will be completed through a contractor.

• Program expansions by public and private preschools will continue to be approved by SED if there is documentation of regional need.

• SED and NYCDOE will continue to participate in the NYC Interagency Preschool Task Force.

• SED and NYCDOE will work collaboratively to develop recruitment and retention initiatives to increase personnel in the identified personnel shortage areas. Such initiatives will include scholarships, tuition reimbursement, incentives, distance learning and expanding capacity in NYS Institutes of Higher Education (IHE). For additional information: (See Table GS. IV - Explanation of Progress or Slippage).

• SED and NYC DOE will track data and monitor the Universal Pre K seats in NYC for vacancies.

• SED’s Special Education Training and Resource Centers (SETRCs) will conduct NYC regional professional development sessions for Committee on Preschool Special Education (CPSE) chairpersons and administrators. The following are some examples of the focus of SETRC and CPSE collaboration: early intervention, community resources, applied behavioral analysis (ABA), rights for parents, interpretation of evaluations and aligning recommendation to the individualized education program (IEP) present level of performance.

• NYC DOE will provide Child Assistance Program database training to CPSE administrators.

• NYC DOE will provide Orientation Fairs for parents of preschool students with disabilities who will be entering kindergarten in September 2005 with information regarding the special education process.

• NYC DOE will rebuild their municipality list of related service providers. NYC DOE will contact approximately 900 providers to update and expand services.

• NYC DOE will continue to expand their preschool classes.

• SED and NYC DOE will continue to work to resolve the issue of some preschool students in New York City who are not receiving all of their required services to ensure that all services are provided.

• SED and the NYC DOE will continue to monitor EI and preschool referral data of students who are awaiting services.

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