1. Baseline/Trend Data:
   (for reporting period July 1, 2003 through June 30, 2004. 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 4.1.)

• Data on integration of preschool students with disabilities by N/RC and other districts. (See Appendix 4.2.)

• Data on the percent of preschool children declassified prior to entering Kindergarten programs. (See Appendix 7.1.)

• 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 5.1.)

• Data on the types of preschool special education programs provided preschool students with disabilities during the course of the entire school year by N/RC. (See Appendix 5.2.)

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

• Materials on learning outcomes and indicators for successful Kindergarten participation will be disseminated.

• A preschool program self-assessment and quality improvement guide for preschool special education programs will be disseminated.

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

Preschool Special Education Quality Indicators Study
In 2003, VESID published and disseminated Special Education Quality Indicator Study: Program Quality and Its Effect on the Placement of Preschool Education Children in School-age Programs.

Program Self-Assessment

• Learning Outcomes and Indicators for Kindergarten Participation was disseminated in August 2003 as part of the Quality Indicator Study. This publication described student performance indicators according to major areas of development and were based on the NYS 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.

• Two statewide training programs to benefit preschool special education providers were conducted on aligning learning activities for preschool students with disabilities to the NYS learning standards, and using the quality indicators to support continuous improvement activities.

• Twenty-three preschool special education programs received grant awards to integrate the key concepts from the training programs into their preschool special education programs. Reported grant activities included:
  • professional development programs to develop and implement early literacy and early math activities linked to the standards;
  • sharing effective practices on standards based on instruction and self-improvement activities on various program components, such as:
    • record keeping and reporting;
    • family involvement;
    • student assessment; and
    • integration of related services.

• In 2000, SED contracted with MGT of America to conduct a 7-year study, which would distinguish differences in the achievement (language/communication and pre-writing), emotional well-being, and social adjustment of elementary students with disabilities who received preschool special education programs and services, as compared to students with disabilities who did not receive preschool special education. The study is based upon a 10% statewide-stratified random sample representing 27 districts throughout the State. Four cohorts of children are being followed from ages 3 and/or 4 through fourth grade.

During years two (2001-02) and three (2002-03) of the study, teacher observations were conducted on the children who had received preschool programs and services and had transitioned into kindergarten. Three instruments were used as the basis for the observations.

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

• VESID will collaborate with EMSC, Bureau of Early Childhood and Reading Initiatives, to conduct public meetings and policy discussions on early childhood education with the Board of Regents. Discussions will address the issue of assessing and measuring outcomes of preschool children, including those with disabilities.

• VESID staff will continue to implement the Preschool Longitudinal Study through a contract with MGT to obtain data regarding the improvement of students with disabilities who received preschool special education.

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

Preschool Special Education Quality Indicator Study
VESID will continue, through the Longitudinal Study, to follow preschool students into elementary-level special education programs to determine the long-term impact of receiving preschool special education on subsequent academic achievement and social-emotional development.

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