Preschool Reporting
OAEP Conference
Office of Early Learning & School Readiness
May 2012
Data Accuracy for
Preschool Special Education
• Review EMIS Data Points and
Common Errors
• Unit Reporting
• Key Indicator Measures
• EMIS Issues
• Kindergarten Transition
• Early Learning Challenge Grant
Communication
• Work with preschool special education
supervisor to review data accuracy
• ESCs or DDs
– District of residence responsible for the
special education record
– If ESC is the district of instructionresponsible for assessment reporting
– If DD providing program, district of
residence responsible for all reporting
PRESCHOOL
Data Collection Form
• For documentation of events
• For communication between
program and EMIS
personnel
• Cross-check program data
with EMIS data to ensure
accuracy of what is reported
to ODE
Preschool Special Education
EMIS DATA POINTS
COMMON ERRORS
CHILD COUNT
December Child Count
History
December/Year
Child Count
December/Year
Child Count
1992
7,691
2002
22,077
1993
9,837
2003
19,588
1994
11,671
2004
19,659
1995
12,251
2005
20,955
1996
13,741
2006
23,455
1997
14,127
2007
23,137
1998
14,566
2008
23,197
1999
15,860
2009
23,246
2000
17,941
2010
22,454
2001
19,075
2011
24,460
Things to Know
A child’s IEP must
be in effect as of
December 1
How Received
Scenario
ECE Entitlement funded child is in a
regular preschool classroom.
ECE Entitlement funded child in a
preschool special education unit.
ECE Entitlement funded child with a
disability in a regular preschool
classroom.
Child with a disability in a preschool
special education unit.
Child with a disability in a regular
preschool classroom.
Head Start funded child in a regular
preschool classroom.
Head Start funded child with a disability in
a regular preschool classroom.
Head Start funded child as a non-disabled
peer in a preschool special education unit.
August 2010
How Received
Code
E
Subject Code
180108
E
196095
None
E
180108
Child has disability
code
N
196095
N
180108
G
180108
Child has disability
code
Child has disability
code
None
G
180108
Child has disability
code
G
196095
None
Disability Code
None
Common Errors
• Districts not reporting children on
itinerant services as “no classroom”
• District of residence not reporting
preschool children on the special
education record
• Ensuring that the IEP date is current
as of December 1
October Report
UNIT FUNDING
UNIT FUNDING PROCESS
THUMBNAIL SKETCH
• Entities complete the PSE Unit application on the
web Aug - Sept
• Units are allocated by Nov 15 [usually same number as
the previous year]
• Information on staff and students entered into EMIS
October K reporting period
• Preschool students and staff AS OF DEC 1st
• Funding of allocated units depends upon data in
EMIS for districts and ESCs
• Close of October K correction period determines the
funding
Common Errors
• A child’s IEP must be in effect as of
December 1
– To count towards unit funding
• Otherwise child will be counted in the
columns for nondisabled peers and funding
may be reduced
Common Errors
• Staff with percent of time in
preschool (assignment 99412)
• Connecting children to teachers
• Combination teachers who do both
centerbased and itinerant need to be
reported more than once
STF_ECE_Staff Units Report
• Really should be called PSE Staff
• Three sections to check regularly to
correct errors
– Teachers
– Related Services
– Summary
Summary
SUMMARY
PSSE
UNIT
FTE
FUNDED
UNITS
ALLOCATED PER
UNITS
EMIS
9.00
9.00
9.00
Adapted PE
Audiologist
Occupational Therapist
Orientation and Mobility
Physical Therapist
Psychology Services
Speech & Language
PS Special Ed Supervisor
0.00
0.00
2.00
0.00
1.00
2.16
5.70
3.60
0.00
0.00
2.00
0.00
1.00
2.16
5.70
3.20
0.00
0.00
2.00
0.00
1.00
2.16
5.70
3.20
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
TOTALS
23.46
23.06
23.06
0.00
Preschool Teacher
ALLOC
RELATED
UNITS
SERVICE
NOT
STUDENT
FUNDED COUNT
0.00
APE & RELATED SERVICES:
0.00
0.00
88.00
0.00
67.00
383.00
290.00
Unit Report
• Teacher section
– Teachers
– Centerbased and/or itinerant
– Children by age and percent of time
(50% or 100%)
– Nondisabled peers
– Age 6 as of 12/1
– Error messages
Teacher Information
Type PSSE
of
State ID#
MK100
OH13
Name
SUSIE
MARY
<-- Student Head Counts --> Stud Stud
Unit FUND <-50% Time-> <-100% Time-> FTE
Unit
FTE Srce
3 4 5
3 4 5
3-5
D8
1.00
Z
0 0 0
0 1 5
6.00
Z
1 2 3
0 0 0
D8
ITR
1.00
Z
0 3 1
0 0 0
FTE
Units
Non
Per
Age 6 Disab
3.00
2.00
0.00
0.00
0.00
2
EMIS
1.00
1
0
.90
D8
1.00
Z
6 2 5
WV100 KAREN
ITR
1.00
Z
3 5 4
0 0 0
6.00
WV100 JUDY
ITR
1.00
Z
4 6 1
0 0 0
5.50
OS100
SAMUEL .
0 0 0
6.50
0.00
Comments
13
1.00
0.00
0
1.00
0.00
0
1.00
Too few FTE
Related Services
Student
RELATED SERVICES
Type of Unit
Pos Code
Area
PSSE Fund Count
Unit Srce Used
FTE
Funded
Units Comments
(EMIS)
State ID#
Name
OH142
LEA
Occupational Therapist 327/999412 1.00 Z
40.00
1.00
OH145
RACHEL.
Occupational Therapist 327/999412 1.00 Z
40.00
1.00
OH123
CARTER.
Psychology Services
318/999412 1.00 Z
75.00
1.00
OH125
BRUCE
Psychology Services
318/999412 .16 Z
12.00
.16
OH150
DAVID
Psychology Services
318/999412 1.00 Z
75.00
1.00
AR100
VALERIE
Speech & Language
326/999412 .20 Z
10.00
.20
Summary
SUMMARY
PSSE
UNIT
FTE
FUNDED
UNITS
ALLOCATED PER
UNITS
EMIS
9.00
9.00
9.00
Adapted PE
Audiologist
Occupational Therapist
Orientation and Mobility
Physical Therapist
Psychology Services
Speech & Language
PS Special Ed Supervisor
0.00
0.00
2.00
0.00
1.00
2.16
5.70
3.60
0.00
0.00
2.00
0.00
1.00
2.16
5.70
3.20
0.00
0.00
2.00
0.00
1.00
2.16
5.70
3.20
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
TOTALS
23.46
23.06
23.06
0.00
Preschool Teacher
ALLOC
RELATED
UNITS
SERVICE
NOT
STUDENT
FUNDED COUNT
0.00
APE & RELATED SERVICES:
0.00
0.00
88.00
0.00
67.00
383.00
290.00
Preschool Special Education
KEY INDICATOR MEASURES
Are young children
with disabilities
entering kindergarten
ready to learn?
• Indicator 6
• Indicator 7
• Indicator 12
Preschool Educational Environments
Preschool Child Outcomes
Early Childhood Transition from Part C to Part B
Are children with
disabilities
achieving at high
levels?
• Indicator 3
• Indicator 4
• Indicator 5
Statewide Assessment
Suspension/Expulsion
School-age Educational Environments
Are youth with
disabilities prepared
for life, work and
postsecondary
education?
• Indicator 1
• Indicator 2
• Indicator 13
• Indicator 14
Graduation
Dropout
Secondary Transition
Postsecondary Outcomes
Does the district
implement IDEA to
improve services and
results for children
with disabilities?
•
•
•
•
•
•
Indicator 8
Indicator 9
Indicator 9
Indicator 11
Indicator 15
Indicator 20
Facilitated Parent Involvement
Disproportionate Representation- Child with a Disability
Disproportionate Representation- Eligibility Categories
Child Find
Timely Correction of Noncompliance Finding
Timely and Accurate Data
Indicator 6 in the State Performance Plan
PRESCHOOL LRE
LRE Settings
2 Major Categories
48%
52%
EC Setting Total
Not an EC
Setting Total
Preschool LRE Settings
 IE 51
 IE 55
 IE72
Regular Education Early Childhood
Program At Least 10 hours per week
and receiving the majority (more than
50%) of their special education and
related services in the general early
childhood setting
Regular Education Early Childhood
Program At Least 10 hours per week and
receiving the majority (more than 50%) of
their special education and related
services in some other location other than
the general early childhood setting
Service Provider Location
A program in which a child with a
disability receives all of his/her special
education and related services from a
service provider and did not attend an
early childhood program or special
education program provided in a
separate class, separate school or
residential facility. For example, speech
instruction is provided in private
clinicians’ offices, clinicians’ offices
located in school buildings, hospital
facilities on an outpatient basis, libraries
and other public locations.
 IE 53
 IE 56
 IE70
Regular Education Early Childhood
Program Less than 10 hours per week
and receiving the majority (more than
50%) of their special education and
related services in the general early
childhood setting
 IE60
Special Education Program –
Separate Class -A special education
program in which a child with a disability
is in a class with less than 50% nondisabled students. Do not report if
student is also enrolled in a Regular
Early Childhood Program
 IE62
Special Education Program –
Separate School-A special education
program in which a child with a disability
receives all of his/her special education
and related services in an educational
program in public or private day schools
designed specifically for children with
disabilities. Do not report if student is
also enrolled in a Regular Early
Childhood Program
 IE64
Special Education Program –
Residential Facility -A special
education program in which a child with
a disability receives all of his/her special
education and related services in a
publicly or privately operated residential
school or in a residential medical facility
on an impatient basis. Do not report if
student is also enrolled in a Regular
Early Childhood Program
Regular Education Early Childhood
Program Less than 10 hours per week
and receiving the majority (more than
50%) of their special education and
related services in some other location
other than the general early childhood
setting
Pre-School-Home A program in which the child with a
disability receives all of their special
education and related services in the
principle residence of the child’s family
or caregivers and who did not attend an
early childhood program or a special
education program provided in special
class, separate school, or residential
facility. Included are children who
receive special education BOTH at
home AND in a service provider location.
LRE Definitions for an EC Setting
 IE 51 Regular Education Early
Childhood Program At Least 10
hours per week and receiving the
majority (more than 50%) of their
special education and related
services in the general early
childhood setting
 IE 53
Regular Education Early
Childhood Program Less than 10
hours per week and receiving the
majority (more than 50%) of their
special education and related
services in the general early
childhood setting
 IE 55 Regular Education Early
Childhood Program At Least 10
hours per week and receiving the
majority (more than 50%) of their
special education and related
services in some other location other
than the general early childhood
setting
 IE 56
Regular Education Early
Childhood Program Less than 10
hours per week and receiving the
majority (more than 50%) of their
special education and related
services in some other location
other than the general early
childhood setting
EC Setting
• At least 50% of the enrollment in the
classroom are nondisabled
– ECE Entitlement
– Head Start
– Child Care
• Team Teaching
– Children with IEPs may be on one
teacher’s roster but a class within a
class = EC Setting
Preschool LRE
• Class Composition
– Number of children on IEPs and
number of children not on IEPs
• Facility
– Residential
– Home
– Service provider location
• Point in time= 12/1
Indicator 7
CHILD OUTCOMES
ECO SF REPORTING FORM
Child
School Year
Copies: EMIS Coordinator, Student File
DATA COLLECTION FORM FOR PRESCHOOL SPECIAL EDUCATION
Beginning in 2007-2008, all preschool children with disabilities ECOSF scores reported regardless of the type of services provided.
Child’s Name
Student ID#
IEP Begin Date
IEP End Date
ASSESSMENT RECORD
EARLY CHILDHOOD OUTCOMES SUMMARY FORM (ECOSF)
 October K Reporting Period
Top section
 Yearend Reporting Period
2011-12
ECOSF Progress Element
ASSESSMENT ELEMENT (GM 200)
E- POSITIVE SOCIAL-EMOTIONAL
SKILLS
K- ACQUIRING & USING KNOWLEDGE &
SKILLS
T-TAKING APPROPRIATE ACTION TO
MEET NEED
TEST DATE (GM 210)
TEST DATE (GM 210)
TEST DATE (GM 210)
Year ______ Month_____ Day______
Year ______ Month_____ Day______
Year ______ Month_____ Day______
PROGRESS ELEMENT (GM 245)
Progress Element (GM 245)
Progress Element (GM 245)
 * - NA-Not
applicable –
child not
assessed
 F- First
assessment
(can be used
only once) so
progress not
noted
 * - NA-Not
applicable –
child not
assessed
 F- First
assessment
(can be used
only once) so
progress not
noted
 * - NA-Not
applicable –
child not
assessed
 F- First
assessment
(can be used
only once) so
progress not
noted
 N- Child has not
shown any new
skills or
behaviors
 Y- Child has
shown new
skills or
behaviors
 N- Child has not
shown any new
skills or
behaviors
 Y- Child has
shown new
skills or
behaviors
 N- Child has not
shown any new
skills or
behaviors
 Y- Child has
shown new
skills or
behaviors
Scores not Reported
Reasons
SCORE NOT REPORTED (GM235)
SCORE NOT REPORTED (GM235)
SCORE NOT REPORTED (GM235)


















* Not Applicable
A Medical Reasons
B Parent Refusal
D Suspension/Expulsion
F Other (reason not listed)
J Student moved in or out of district
before summary completed
* Not Applicable
A Medical Reasons
B Parent Refusal
D Suspension/Expulsion
F Other (reason not listed)
J Student moved in or out of district
before summary completed
* Not Applicable
A Medical Reasons
B Parent Refusal
D Suspension/Expulsion
F Other (reason not listed)
J Student moved in or out of district
before summary completed
“J” Issue
• J is a code in the “scores not
reported” section of the assessment
records (GM235).
• This code should only be used if a
child withdraws during the current
reporting period before an ECOSF
was completed.
Rating
TEST TYPE (GM215) STR Standard TEST TYPE (GM215) STR Standard TEST TYPE (GM215) STR Standard
SCORE (GM240)
Circle One
1 2 3 4 5 6 7
 *
 P
SCORE (GM240)
Circle One
1 2 3 4 5 6 7
SCORE (GM240)
Circle One
1 2 3 4 5 6 7
NA-Not applicable – child not  *
assessed
Parents requested results  P
NA-Not applicable – child not  *
assessed
Parents requested results  P
not reported to state
not reported to state
NA-Not applicable – child not
assessed
Parents requested results
not reported to state
Common Errors-Accuracy Checks
• There are 3 ratings (E, K T)
• Each outcome has a rating.
– October
– Yearend
• Each outcome has “yes” or “no” recorded
for progress.
– F would apply only to initial entry ratings.
– In almost ALL cases there should be a Y for
progress.
Biggest Data Problems
1. Timely assessment and reporting of
the entry ECOSF
2. Progress question errors at exit
Biggest Data Problems
1. Timely Assessment and Reporting of
Entry ECOSF
• Children entering PSE services in one
assessment window had entry ratings
reported in a later assessment window
Assessment Windows
Beginning of school year to December 1 for
children entering PSE services in the Fall
Or
December 2 to May 15 for children entering
PSE services during this window
Biggest Data Problems
2. Progress Question Errors at Exit
• Impossible answers provided to the
progress question.
• Progress question at exit marked F.
• Not answering the progress question
on the exit ECOSF.
HELP
• Your Help is Needed – if you see
things that are out of line – send
back to the program supervisor.
• THANK YOU!
Indicator 12
TRANSITION FROM C TO B
SSID- for tracking C to B
Transition
• Children exiting Help Me Grow will
have an SSID assigned
• Local quarterly reports from Help Me
Grow will have the SSID
• Check data to avoid duplicates
Special Ed Record
• Preschool Transition Conference
(PSTC)= Trigger
• If a PR01 indicates there is no
suspected disability, the child should
be reported in the aggregate and not
have a special education record in
EMIS
Anticipated change after FY 2012
• Preschool Transition Conference
(PSTC)= Trigger
• If the conference is 6-9 months before the
child’s 3rd birthday, a PR01 may be used
to begin the evaluation/timeline later
• Child will have an IEP implemented by 3rd
birthday
• EMIS will indicate a noncompliance
• OEL&SR will investigate to verify
circumstances
Common Errors
• Data Entry
– Based upon monitoring, results in noncompliance
in
• Indicator 12- Transition from Part C
• Indicator 20- Accurate Data
• PSTC only
– Aggregate reporting instead
• Missing dates on special education record
• Only entering records in compliance- cross
check for 3 year olds
When to report
• If
– PSTC is in the spring
– The child will be 3 in the summer
– Events cross school years
• Report in the year the IEP was
implemented and child received
services
EMIS Issues
EMIS Issue - 1
LRE coding for two groups of children
A. In KG and 5 years old on Dec 1
B. In PS and 6 years old on Dec 1
– An appropriate LRE code for above children
will cause unable to “translate LRE error- must
report FN270”
– Error will show in December Child Count for
children above
LRE Coding Correction
• To correct district must add an FN270 element
with LRE the is most accurate for environment
the child is receiving services
EMIS Issue – 2
Percent of Time Greater than 100%
• Children in a class with ECE funding and
PSE itinerant services could have 150%
FTE
• FTE over 100% causes a “critical error for
both ECE and PSE educational entity
• Records with a “critical error” are still
accepted by EMIS and funding will not be
effected
Reevaluation
TRANSITION TO
KINDERGARTEN
Re-evaluation for Kindergarten
• Re-evaluation is required for
kindergarten transition
• Re-evaluation is required every three
years
Re-evaluation for Kindergarten
• Date of re-evaluation is entered into EMIS
in the school year in which it occurs
• Date of new IEP is entered into EMIS in
the school year in which it is completed.
• If these events occur after June 1st they
are entered in the October K reporting
period.
• New LRE code must be considered once
child enters kindergarten.
IEP Extension
• There is no such thing
• An IEP is for a maximum of one year
• An annual review is required at one
year and a new IEP is developed or
the child exits special education
Ohio’s Race to the Top
Early Learning Challenge Grant
What is the Early Learning
Challenge?
Voluntary, competitive federal initiative
Partnership between U.S. Departments of
Education and Health and Human Services
Addresses needs of most vulnerable children
• Low income
• Children with Disabilities
• English Language Learners
Five Areas to be Addressed
Measuring Outcomes and Progress
High Quality, Accountable Programs
Promoting Early Learning and Development
Outcomes for Children
Successful State Systems
Great Early Childhood Education Workforce
Ohio’s Goals for Results
1,300 newly rated, high quality settings
37,000 additional high needs children in
highly rated programs
 Closing the kindergarten readiness gap by
5% for high needs children.
By 2020, Ohio will only purchase services in
high quality settings.
Tiered Quality Rating
and Improvement System (TQRIS):
Single Framework for Quality
 All publicly funded early learning and
development programs participate (districts, child
care & family child care)
 Expanded program standards and move from 3
to 5 tiers with cost study and validation of new
tiers
 Test incentives for rated programs and co-pay
elimination for families
 Expand Teacher Education and Compensation
Helps (T.E.A.C.H) Scholarships
Timeline for Implementation
2011-12
Standards will be developed in all Essential
Domains of School Readiness
2012-13
Early childhood programs will align adopted
curriculum to the new standards
2013-14
New standards should be fully integrated into
early childhood programs
60