Massachusetts Department of Early Education and Care
REQUIRED PROGRAM INFORMATION
FY2010
Fund Code 262
PROGRAM GOALS AND ACTIVITIES – FY2010
Describe FY 2010 goals and activities for meeting the federal and state requirements for EEC and ESE’s
Special Education Policy and Planning (SEPP) unit on the indicators in the Massachusetts State
Performance Plan (http://www.doe.mass.edu/sped/spp/full.doc). EEC and ESE request responses
regarding preschool and kindergarten programs, regardless of whether the district expends 262 funds in
both the preschool and kindergarten programs. Preschool is any program for 3 and 4 year old children. If
the applicant does not offer a preschool or Kindergarten program, please write N/A in the appropriate
column for all questions.
PRESCHOOL AND KINDERGARTEN GOALS FY 2010
Topic and Questions
A.
Preschool Program
Kindergarten Program
Indicator 6 (Inclusion & LRE) Activities and Timeline
1. Describe how the district
plans to provide specialized
instruction and therapies
within inclusive settings,
including in community
programs if applicable.
2. Describe how the district
will inform the community
of special education
activities, including Child
Find activities, screening,
referral, evaluation,
eligibility determinations
and the Team process.
3. Describe how the district
will involve communitybased providers in childspecific referrals,
evaluations and team
meetings as well as on-going
communication.
4. In instances where providers
are unable to attend
meetings, what will the
district’s plans be to keep
them informed about special
education?
FY2010 Early Childhood Special Education and Inclusive Preschool Learning Environments Renewal Grant / ARRA funds
Massachusetts Department of Early Education and Care
FY2010
5. If children with disabilities
attend community-based
programs as part of, or in
addition to, their IEP, how
will the district communicate
to those providers regarding
service delivery, transitions,
and supports, etc.?
6. How will the district provide
related services for children
enrolled in communitybased programs?
B.
Indicator 7 (Measuring Preschool Outcomes) Activities and Timeline
1. Describe the district’s
Not applicable
process for documenting
preschool children with IEPs
who demonstrate improved:
- social-emotional skills;
- acquisition and use of
knowledge and skills
(including early
language/
communication and
early literacy); and/or
- use of appropriate
behaviors to meet their
needs.
2.
C.
Describe the current
formative assessment(s) used
for all children.
Indicator 12 (Transition) Activities and Timeline
1. Describe the district’s
process and timelines for
ensuring that children with
summer birthdays will have
eligibility determined and
IEPs implemented by their
third birthday.
Not applicable
FY2010 Early Childhood Special Education and Inclusive Preschool Learning Environments Renewal Grant / ARRA funds
Massachusetts Department of Early Education and Care
2. How will the district
participate with Early
Intervention in the 90-day
transition planning for
conferences for individual
children?
3. a. Describe planned
activities and transition
practices with Early
Intervention, Early Head
Start and early education and
care programs for children
transitioning into preschool.
b. Describe planned
activities and transition
practices with Head Start,
early education and care
programs and public
preschools for children
transitioning into
kindergarten.
c. Describe the district’s
kindergarten to 1st grade
transition plan.
FY2010 Early Childhood Special Education and Inclusive Preschool Learning Environments Renewal Grant / ARRA funds
FY2010
Massachusetts Department of Early Education and Care
FY2010
D. Indicator 8 (Parent Involvement) Activities and Timeline
In FY 2010, EEC will pilot the NCSEAM survey for Preschool Parents. Information will be available
at the Communities of Practice session in the fall. For more information, please see
http://www.accountabilitydata.org/New%20DATA%20FEB%202006/2005_NCSEAM_619_Waterma
rked_(59690%20-%20Activat.pdf
Topic and Questions
Preschool Program
Kindergarten Program
1. How does the district
ensure teachers have
adequate time and
opportunities to discuss
children’s needs and
progress with the parents?
2. Describe how the district
encourages parental
involvement in
evaluating the preschool
special education
program and its
effectiveness.
3. Describe how the district
assesses preschool and
kindergarten parents’
satisfaction.
4. How does the district
identify best practices
and implement
improvements to
increase parent
involvement?
5. How does the district
work with preschool and
kindergarten parents to
ensure they know their
special education rights?
E. Outreach to Children and Families Experiencing Homelessness Activities and Timeline
1. How will the district, in
coordination with its
Homeless Education
liaison, conduct outreach
to families experiencing
homelessness in regards
to its Child Find
activities?
FY2010 Early Childhood Special Education and Inclusive Preschool Learning Environments Renewal Grant / ARRA funds
Massachusetts Department of Early Education and Care
REQUIRED STATISTICAL INFORMATION
for Early Childhood Special Education
FY2010
Fund Code 262
In order to complete this section, you will have to fill out the On-Line Required Statistical
Information posted as part of the Early Childhood Special Education Allocation Renewal Grant.
You can access the link to the excel document by going here:
http://www.eec.state.ma.us/kr_grant_submit.aspx.
To meet state and federal requirements as outlined in the State Performance Plan (SPP)
(http://www.doe.mass.edu/sped/spp/full.doc), please provide the following information based on the Year
End child count for 2008-2009 school year.
SPP Indicators #12 (Transitions from Early Intervention). Indicator #12 is a compliance indicator and it is
the goal of the state to reach 100% compliance. The federal equation for compliance is
a.
# of children who have been served by Part C and referred to Part B for eligibility
determination.
b.
# of those referred determined to be NOT eligible and whose eligibility was determined
prior to their third birthdays.
c.
# of those found eligible who have an IEP developed and implemented by their third
birthdays.
Account for children included in a), but not included in b or c. Indicate the range of days beyond
the third birthday when eligibility was determined and reasons for each of the delays.
Percent = c divided by a – b times 100
An implemented IEP is an IEP that is accepted, signed and returned to the district on or before the
child’s third birthday, and the child receives services on the first available program day upon turning
three.
Inclusion Practices in Preschool will provide the state with consistent data for Indicator #6 on Least
Restrictive Environments in Preschool.
All data collected for the purposes of the SPP will be reported in aggregate, as well as by district, in order
to determine progress as outlined in the performance plan.
FY2010 Early Childhood Special Education and Inclusive Preschool Learning Environments Renewal Grant / ARRA funds