| 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 8.1 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 8.1.1 of 3: SERVICE SETTING: The percentage of children receiving special education and related services in settings with typically developing peers | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Targets and Performance Data | Assessment of Progress | Sources and Data Quality | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Additional Source Information: State-reported data under IDEA Section 618. Frequency: Annually. Collection Period: 2003 - 2004 Data Available: August 2005 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. |
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| Indicator 8.1.2 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 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Targets and Performance Data | Assessment of Progress | Sources and Data Quality | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Explanation: There is a clustering of states around the 90 percent threshold in this indicator, which may result in unpredictable changes from year to year. |
Additional Source Information: State-reported data under IDEA Section 618. Frequency: Annually. Collection Period: 2004 - 2005 Data Available: August 2005 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. |
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| Indicator 8.1.3 of 3: IMPROVED SKILLS: The percentage of preschool children with disabilities that improve their early language/communication, early literacy and social-emotional skills | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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. |
Additional Source Information: 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. Collection Period: 2005 - 2006 Data Available: October 2007 |
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