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Teaching English as a Foreign Language Department, Ajman University of Science and Technology. The effect of the learning engagement manual on the scale. Scales as well as for Total Language (TL). However, the manual warns against the use of age equivalent scores as this type of score does not provide the sufficient information to determine the presence of a language disorder, can be easily misinterpreted and have a. Preschool Language Scales. Preschool Language Scale - Fifth Edition the pages get really dirty and we would really like to see a Picture Manual with pages that we can wipe clean. PDF Toyota 4e Fe Manual E11.pdf Preschool language scales manual appendix Preschool Language Scales Manual Appendix Preschool Speech Language Assessment Example, test. Validity study american speechlanguage, test preschool language scale fourth edition spanish, appendix d tests of general development and specific, clas pls 3 preschool language scale 3, catalogof screening and assessment instruments for young, dra developmental reading. Preschool Language Scales, 5th Edition: Crosswalk to Early Childhood Outcomes Domain Outcome 1: Positive social relationships Outcome 2: Acquires and uses knowledge and skills Outcome 3: Takes appropriate action to meet needs Auditory Comprehension 1, 2, 6, 14, 3-5, 7-13, 15-65 Expressive Communication 4, 6, 8, 9, 12, 13, 19, 22.

Interactive assessment of developmental language skills

Administration Format:

Pointing or verbal response

Scoring Options:

Hand-scoring

Scores / Interpretation:

• Total language

• auditory comprehension

• expressive communication

• standard scores

• growth scores

• percentile ranks

• and language age equivalents

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Appendix:
State Performance Plan Indicators and Required Attachments
For Part B Annual Performance Report for 2007-08:

IDEA Part B State Performance Plan 2005-10
Revised February 2009

Overview of the State Performance Plan Development:
See Overview of the State Performance Plan (SPP) Development in the Introduction to the SPP originally submitted February 1, 2006 and revised June 2007. See also the Introduction to this Annual Performance Report (APR), page 1.

Indicator 7: Percent of preschool children with individualized education programs (IEPs) who demonstrate improved:

Preschool Language Scales Manual Appendix C

1. Positive social-emotional skills (including social relationships);
2. Acquisition and use of knowledge and skills (including early language/ communication and early literacy); and

(20 U.S.C. 1416 (a)(3)(A))

Overview of Issue/Description of System or Process:

In NYS, preschool children suspected of having a disability are referred to their local school districts through their district's Committee on Preschool Special Education (CPSE). In accordance with State statute, parents maintain the right to select an evaluator from a list of state-approved evaluators. If, based on the evaluation, the CPSE determines that a child is eligible for special education services, an IEP is developed that identifies the recommended special education services for the child. Preschool students with disabilities may receive related services only (RSO), services of a Special Education Itinerant Teacher (SEIT), or be placed in a special class program for either half or full day, including integrated programs with students without disabilities when appropriate. NYS’ system allows for the provision of related services and SEIT within general education preschool and/or daycare environments as well as in the child’s home. In NYS, most preschool children with disabilities receive their special education services from approved private preschool providers.

Identification of assessment measures in preschool outcome areas

At the request of the Office of Vocational and Educational Services for Individuals with Disabilities (VESID), a survey was conducted by the Early Childhood Direction Centers (ECDCs) of the assessment tools currently being used by special education preschool programs in NYS that measure the required indicator areas. The most frequently administered assessments used in the State for 3- and 4-year-old preschool children to assess preschool children with disabilities in the three outcome areas are provided below.

Process to collect entry and exit information

Entry assessments:

All preschool children who were initially evaluated on or after March 1, 2006 and found eligible for preschool special education programs and/or services are required to have entry assessment results. All preschool children suspected of having a disability must have entry assessments. These assessments are conducted by approved preschool evaluators. Results are reported to the CPSE, which determines if the child is eligible for preschool special education programs and services and the entry levels of functioning in three early childhood outcome areas. Approved preschool evaluators are required to include specific assessment information on the Preschool Student Evaluation Summary Report and fill out the supporting evidence for questions 1a, 2a and 3a of the Child Outcomes Summary Form. CPSEs are required to meet to determine a preschool child’s eligibility for preschool special education programs and/or services and review the summary evaluation results and reports from the approved evaluator. For preschool children found to be eligible, the CPSEs rate the child’s functioning across settings in each of the three outcome areas identified in questions 1a, 2a, and 3a of the Child Outcomes Summary Form. Annually, a representative sample of school districts are required to collect and submit entry and exit data to the State Education Department (SED) through SIRS for preschool children who leave preschool special education services anytime during the school year. All school districts are required to maintain entry level assessment data on all preschool children who are determined to be eligible for preschool special education programs or services.

Exit assessments:

While all preschool children who were initially evaluated on or after March 1, 2006 and found eligible for preschool special education programs and/or services are required to have entry assessment results, exit assessments only need to be conducted for preschool children with disabilities who stop receiving preschool special education services due to program completion or declassification during the school year in which the school district is required to report exit data on this indicator. The only children in sample school districts who require exit assessments are those who received an entry assessment and participated in preschool special education for at least six months prior to exiting.

In order to collect exit assessment data on the progress preschool children with disabilities have made as a result of receiving preschool special education programs and/or services, the Committee on Special Education (CSE) must arrange for exit assessment(s) in the three early childhood outcome areas to be conducted as part of the reevaluation process to determine the child’s eligibility for school age special education. Whenever possible and appropriate, the exit assessment instruments should be the same assessment instruments used by the preschool evaluator for the entry assessment process. The results of these assessments must be provided to the CSE. The CSE will review the exit assessment results and determine the child’s progress rating in the three identified areas. Some preschool children with disabilities may be referred to the CPSE for possible declassification prior to aging out of preschool special education programs and/or services. When considering declassification of a preschool child with a disability, the CPSE must arrange for a reevaluation by an approved evaluator selected by the parent. The reevaluation process must include conducting exit assessments that measure the child’s progress in the three early childhood outcome areas. Whenever possible, the exit assessment instruments should be the same assessment instruments used by the initial approved preschool evaluator for the entry assessment process. The results of the reevaluation and exit assessments must be provided to the CPSE, including the child’s parents and the person designated by the municipality in which the child resides. The CPSE must review the reevaluation and assessment results and determine the child’s progress rating in each of the three identified areas.

Sampling Methodology

Annually, NYS requires a representative sample of one/sixth of the school districts in the State to report progress data on this indicator through the individual student data collection system, SIRS. The process for selecting a representative sample of school districts each year to report data on this indicator through the 2010-11 school year is described in NYS’ SPP, as revised in June 2007. NYS’ sampling plan is such that over the six-year SPP cycle, every school district will have submitted progress data on preschool outcomes at least once. New York City (NYC) is the only district with a total enrollment of over 50,000 students and submits data for every special education indicator every year. Every school district except NYC reported progress data on all eligible preschool children. NYC reports progress data on a representative sample of students.

Beginning in the 2007-08 school year, NYS collected entry and exit scores on the Child Outcomes Summary Form on an individual student basis through SIRS and categorized children in the progress categories as described in the measure. Except for NYC, all school districts assigned to report data on this indicator are required to provide data on all exiting preschool children that meet the criteria (no sampling is permitted). See the 2007-08 SIRS policy manual and 2007-08 SIRS Dictionary of Reporting Data Elements posted at http://www.p12.nysed.gov/sedcar/archived/0708pdrpts.htm#references. Reporting data through this new system is expected to improve the accuracy of these data. NYS collects raw data on the score each child receives on the Child Outcomes Summary Form at entry and again at exit from preschool special education programs or services. Based on the raw data, the State reports children in the correct progress category. Having data at the individual student level and the ability to track children longitudinally until they no longer attend school in NYS provides the State greater capacity for data analysis.

NYC is required to maintain documentation regarding selecting students for sampling, since they are the only school district that are allowed to report these data for a sample of eligible students. The totally random sampling methodology and required documentation should eliminate selection bias. SED will attempt to prevent missing data by first describing precisely what the State needs to collect, providing technical assistance and then following up with school districts to request missing data. The completeness of data collection will improve after the first year and will continue to improve as long as requirements remain unchanged. All issues of confidentiality are handled in accordance with the rules and procedures in the Family Educational Rights and Privacy Act (FERPA). SED guards against divulging personally identifiable information by not reporting results when there are less than five students for whom data are available or when those results can be easily calculated based on other data provided.
Progress Data
At the end of the 2007-08 school year, 112 school districts reported progress data on 1,678 preschool students with disabilities in each early childhood outcome area. Two school district’s data were missing at the time this report was prepared. The 1,695 students left preschool special education programs and/or services during the 2007-08 school year after receiving special education for at least six months. The results for these students in the three early childhood outcome areas are reported below.

Discussion of Baseline Data:
Baseline data and targets will be identified in FFY 2009 and reported in the APR February 2010.

Improvement Activities/Timelines/Resources:

Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that occurred for FFY 2007:

Preschool Language Scales Manual Appendix

Improvement Activities Completed in 2007-08

• In June 2007, the Governor’s Cabinet on Early Education was created with a priority on early learning and the impact on positive child outcomes.
• In September 2007, the Final Report of the Preschool Longitudinal Study was completed. See http://www.p12.nysed.gov/specialed/preschool/study/home.html.
• In November 2007, the Temporary Task Force on Preschool Special Education finalized its recommendations. The report is published at http://www.vesid.nysed. gov/specialed/preschool/taskforce/finalreport1107.pdf. SED continues to follow up with implementation of five key strategies http://www.regents.nysed.gov/ meetings/2008Meetings/January2008/0108vesidd2.doc.
• In 2007-08, updated versions of the Parent Handbook and the Guide for Determining Eligibility and Special Education Programs and/or Services for Preschool Students with Disabilities were drafted and are currently being reviewed.
• During 2007-08, the ECDCs provided technical assistance to CPSE chairpersons regarding criteria for Indicator 7. They worked in collaboration with VESID’s Special Education Quality Assurance (SEQA) Unit and SETRC to provide technical assistance to identified school districts.
• CPSE training was developed and piloted “in-house” on November 19-21, 2008. It is currently being evaluated for possible revisions.
• Regional Associates worked directly with ECDCs to enhance preschool outcomes. The mid state region helped to create integrated classes and also worked with staff and parents to insure better outcomes for students. This initiative was particularly successful in Oswego county.
• USNY Cabinet on Early Childhood Education concluded in 2007-08 with the preparation of a proposal for Public Library and Public Television Early Literacy Partnerships, “Bridging the Achievement Gap”, to support parents and caregivers to prepare children for school.
• During 2007-08, the Memorandum of Understanding between the federal Head Start program and SED was updated.
• Technical assistance resources for Indicator 7 are posted on line at http://www.p12.nysed.gov/specialed/spp/indicators/7.htm and were provided in the annual determination letters sent to school districts specifically scheduled to report on this indicator in the 2008-09 school year. Resources listed include the national Early Childhood Outcomes Center (ECO) - http://www.fpg.unc.edu/~eco/index.cfm.

Attachment 1: Report of Dispute Resolutions, 2007-08

TABLE 7

Preschool Language Scales Manual Appendix 1

Report of Participation and Performance on State Assessments 2007-08 (OSEP Table 6)