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| CFDA Number: | 84.173 - Special Education_Preschool Grants |
| Program Goal: To help preschool children with disabilities enter school ready to succeed by assisting states in providing special education and related services. |
| Objective 1 of 1: Preschool children with disabilities will receive special education and related services that result in increased skills that enable them to succeed in school. |
| Indicator 1.1 of 3: SERVICE SETTING: The percentage of children receiving special education and related services in settings with typically developing peers |
Source: State-reported data under IDEA Section 618. Frequency: Annually. Next Data Available: August 2006 Limitations: OSEP is planning to change the data collection by 2006-07 to reflect where the child spends most of his or her time, as opposed to where the child is receiving special education services. Explanation: The 2005 target was not met; actual data decreased one percent from 2004. We believe that the trend away from the target is an artifact of the definition used in the data collection, which measures where the child is receiving special education services as opposed to where the child spends most of his or her time. |
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| Indicator 1.2 of 3: CERTIFIED PRESCHOOL TEACHERS UNDER IDEA: The number of states with at least 90 percent of preschool special education teachers fully certified in the areas in which they are teaching |
Source: State-reported data under IDEA Section 618. Frequency: Annually. Next Data Available: August 2006 Limitations: States maintain data by grades taught, not by ages of students taught. Therefore, these data are for teachers teaching pre-kindergarten and kindergarten. Improvements: Certification of related services personnel are not included because those requirements vary even more widely than requirements for teachers. (e.g., some states certify sign language interpreters, but other states do not). OSEP will implement follow-up actions regarding increasing emphasis on related services personnel; possibly follow-up on SPeNSE study. Explanation: The number of states with at least 90 percent of special education teachers of children ages 3-5 who are fully certified in the area in which they are teaching increased by 2 from 2003 to 2004, to 34 states, thus making progress towards the target. There is a cluster of states around the 90 percent threshold in this indicator, which may result in unpredictable changes from year to year. |
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| Indicator 1.3 of 3: IMPROVED SKILLS: The percentage of preschool children with disabilities that improve their early language/communication, early literacy and social-emotional skills |
Source: Initial data for 2005 from the IDEA Pre-elementary Education Longitudinal Study (PEELS). Subsequent years' data collection methodology will be determined through the Early Childhood Outcome Center, and will utilize State-reported data under the Annual Performance Reports and IDEA section 618. Frequency: Annually. Next Data Available: October 2007 Explanation: This indicator focuses on early language/ communication, early literacy and social-emotional skills because these skills are the best indictors of success in later years. The FY 2006 target is to establish a baseline. |
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