University of Hawai`i HAWAI`I 3-5 TRANSITION TASK FORCE Jean Johnson, DrPH August 23, 2007.
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Transcript of University of Hawai`i HAWAI`I 3-5 TRANSITION TASK FORCE Jean Johnson, DrPH August 23, 2007.
University of Hawai`i
Review purpose of Task Force Provide background information Put everyone on the same page Identify the Committee Task the Committee to develop the survey
Purpose of Meeting Today
University of Hawai`i
Purpose of ACT 289
To study the feasibility of expanding eligibility, pursuant to Part C of the Individuals with Disabilities Education Act, for services from the Department of Health’s Early Intervention Section to children between 3 and 5 years old who have developmental disabilities.
University of Hawai`i
Tasks Identify the potential number of children
annually who may benefit from a longer transition period
Identify the number who were served by Part C, but not eligible to be served under Part B
Identify the number with delays, ages 3-5, who were not served by Part C
University of Hawai`i
Tasks (continued) Research evidence-based practices for
service models Define the array of services required Based on projected numbers, derive
resources and cost projections Conduct a needs assessment of families,
focusing on their transition experiences
University of Hawai`i
The Task Force Shall Also: Project the timeline to develop resources Develop indicators for evaluation to assess
outcomes Submit a report to the Legislature 20 days
prior to the convening of the 2008 Session (report due December 27, 2007)
University of Hawai`i
Funding
Appropriation of $120,000
Governor allowed House Bill No. 531 to become law as Act 289 without her signature
DOH initial funding $15,000 to begin
University of Hawai`i
To Begin
The Department of Health to enter into a Memorandum of Agreement with the Center on Disability Studies for $15,000 to do the following:
Facilitate two meetings of the Task Force Complete the needs assessment of families.
focusing on their transition experiences from Part C. [(7) in Act 289]
University of Hawai`i
Background (National)
Prior to 1975 – Parental Lawsuits
1975 – Education of All Handicapped Children’s Act
1986 – PL 99-457
2004 – IDEA Reauthorization
University of Hawai`i
Background (Hawai`i)
1949 - Exceptional Children’s Law1972 - Early Intervention Began1974 - Silva Consent Decree 1975 - Federal Legislation1980 - Preschool Special Education Began1987 - Part H 1990 - Preschool Task Force1997 - STEPS Project 2000 - Preschool Study under Felix
University of Hawai`i
Children Served under Part C in Hawai`i, 2005
AgesDevelopmental Delay/
Biological RiskEnvironmental
Risk
0-1 yearsTotal Number 431 582
Percentage 18.6% 44.0%
1-2 yearsTotal Number 773 462
Percentage 33.3% 34.9%
2-3 yearsTotal Number 1,162 278
Percentage 50.1% 21.0%
TotalTotal Number 2,320 1,322
Percentage 100% 100%
University of Hawai`i
Category Number Percentage
Exited prior to age 3; developmentally age appropriate
519 33%
Part B eligible(unknown how many enrolled)
501 32%
Not Part B eligible 274 18%
Part B eligibility not determined 264 17%
Total 1,558 100%
Hawai`i Part C Exit Data, 2005
University of Hawai`i
Hawai`i Part B Indicators, 2005
Child Status Following
Referral/Evaluation
Part C Children Referred
Indicator Measure-
ment
CompletedPRIORto 3rd
Birthday
CompletedAFTER
3rd Birthday
IDEA Ineligible 86 14.80% B 44 51.2% 42 48.8%
IDEA Eligible 479 82.44% C 317 66.2% 162 33.8%
No Evaluation Conducted
16 2.76% 15 93.8%
University of Hawai`i
Timelines for Evaluation, 2005565 Evaluations were conducted for children who were served by Part C.
In 303 cases, consent for evaluation was received > 60 days prior to the 3rd birthday.
In 262 cases, consent for evaluation was received < 60 days prior to the 3rd birthday.
293 children (97%) had services in place or eligibility determined by the 3rd birthday.
10 children (3%) did NOT have services in place or eligibility determined by the 3rd birthday.
194 children (74%) did NOT have services in place or eligibility determined by the 3rd birthday.
68 children (26%) had services in place or eligibility determined by the 3rd birthday.
University of Hawai`i
Comparison Data On Hawai`i and Massachusetts, 2005
Hawai`i MassachusettsNationalAverage
Part C 6.71% 5.90% 2.40%
Part B 4.75% 6.46% 5.84%
University of Hawai`i
QuestionGiven the apparent similarities in
policies and system implementation in the two states, the question arises why the State of Hawai`i experiences a decrease in the percentage of children served in preschool special education (Part B), while Massachusetts maintains a percentage that is above the national average.
University of Hawai`i
Hawai`i “Developmental Delay” 1.5 SD in one area, except if the area is cognitive, then
adaptive environment must also be 1.5 SD below the mean.
OR Team, including parent, determines that patterns of
learning deviate from age expectations across settings and provides the basis and method used in deter-mining eligibility.
Massachusetts “Developmental Delay” Learning capacity significantly limited, impaired, or
delayed and is exhibited by difficulties in one or more areas.
Eligibility Criteria for Part B Section 619
University of Hawai`i
Thesis Questions
1. How differently does the State of Hawai`i and the State of Massachusetts implement IDEA Part C?
2. How differently does the State of Hawai`i and the State of Massachusetts implement IDEA Part B?
3. How differently does the State of Hawai`i and the State of Massachusetts implement the transition process from Part C to Part B?
4. What are the factors that influence families’ decisions in each state to discontinue services from Part C to Part B?
University of Hawai`i
Hawai`i Part C Service Settings, 2005
Early Intervention Section
2005
1,426%
Program for Develop. Delay 161 11.3%
Program for Typical 108 7.6%
Home 1,048 73.5%
Total-Natural Environments 1,156 81.1%
Served in Provider Location 102 7.2%
Hospital/Residential 7 0.5%
Other 0 0.0%
University of Hawai`i
Massachusetts Part C Service Settings, 2005
Early Intervention Section
2005
14,023%
Segregated Setting 164 1.2%
Program for Typical 1,628 11.6
Home 12,228 87.2%
Total-Natural Environment 13,856 98.9%
Served in Provider Location 0 0%
Hospital/Residential 2 0%
Other 1 0%
University of Hawai`i
Hawai`i Preschool Settings, 2005
Service Settings Hawai`i StateTotal
NationalAverage
Difference
Number % % %
Early Childhood Setting 229 9.85 33.93 -24.08
Special Education Setting 1474 63.4 32.4 31.0
Home 11 0.47 2.93 -2.46
Split Setting 600 25.81 16.37 9.44
Residential facility 2 0.09 0.09 0.0
Separate school 9 0.39 2.74 -2.35
Itinerant Service 0 0 10.40 -10.40
Reverse mainstream setting 0 0 1.14 -1.14
Hawaii Department of Education, Special Education Services Branch, Part B Six-Year State Performance Plan (2005-2010).
University of Hawai`i
Total number of preschool children with IEPs 13,384
Total number of preschool children with IEPs in inclusive settings
10,498
Percent of preschool children with IEPs in inclusive settings
78.4 %
Massachusetts Preschool Settings, 2005
University of Hawai`i
Comparison by Least Restrictive Setting,2005
Program and Setting State
Part C Hawai`i Massachusetts
Natural Environment 81.1% 98.9%
Segregated Setting 11.3% 1.2%
Part B Hawai`i Massachusetts
Early Childhood (LRE) 9.85% 78.4
Split 25.81% ?
Special Education 63.4% ?
University of Hawai`i
Background on Funding
Concept of “unfunded mandate”
Part C based on state poverty formula
Hawai`i is a minimum allocation state
Part B is based on a child count formula
University of Hawai`i
Funding Comparisons, 2005
State and Program
Federal Funds
Children Served
$ Per Child
Massachusetts
Part B $9,978,737 13,384 $746
Part C $8,350,114 14,023 $595
Hawai`i
Part B $1,016,681 2,235 $437
Part C $2,160,317 3,642 $593
University of Hawai`i
Unfunded Mandate
The federal dollars for educating preschool children with disabilities in Hawai`i ($437 per child in 2005) cover only about 2% of the approximately $21,000 in annual costs of educating a preschool child with disabilities.
University of Hawai`i
Part C Funding Issues Approximately 90% of the funding comes
from State funds Part C has been chronically under-funded Emergency appropriations have been
required for many years For the current year, funding is inadequate
to serve the number of children referred for services
University of Hawai`i
Part C Policy Issues Part C has been described as a “flawed
national policy” No research exists to show that early
intervention should end at age three, regardless of the needs of the child and family
Decisions were driven by the compromises to get the legislation enacted rather than best practices
University of Hawai`i
“For many families, transition means the unwilling severing of a therapeutic relationship with their service providers.”
“No wonder many families endure a sharp sense of loss in spite of everyone’s best efforts to make the transition smooth.”
--Talbot Black, 2000
University of Hawai`i
“I am suggesting that the national policy that emerged from that compromise needs to be examined, even though it has been in effect all these years. And, if the policy does not prove itself to be in the best interests of children and families, then it’s time to think about what needs to be changed.”
--Talbot Black, 2000
University of Hawai`i
“Thinking about what needs to be changed” succinctly sum-marizes the charge to this Task Force.
University of Hawai`i
Caveats First, do no harm! Design a system responsive to needs,
not to birthdays Do not design another UNDERFUNDED
system Work within other initiatives (Act 259) Include children with 504 eligibility
University of Hawai`i
Remember
Parents have always been the guiding force in policy, whether in the lawsuits that preceded the initiation of the Education of All Handicapped Children’s Act, the Silva Consent Decree, the Infant and Toddler Program, and this Task Force.
University of Hawai`i
Family Survey
What do we need families to tell us that will help the Task Force decide on policy recommendations to the 2008 State Legislature?
University of Hawai`i
ReferencesBlack, Talbot (2000). What is early intervention anyway? Keynote Speech,
First AAHBEI International Convention, Chicago, Ill.
Black, Talbot (2000). A Flawed National Policy Concerning Early Intervention? Keynote Address, First AAHBEI International Conference, Chicago, Ill.
Groves, Ivor (2000). Preschool Study. Honolulu, HI: Center on Disability Studies.
Hawaii Department of Education, Special Education Services Branch, Part B Six-Year State performance Plan (2005-2010).
Massachusetts Department of Education, Part B Six-Year State Performance Plan (2005-2010).
Johnson, Jean L. (1992). A Policy Analysis of the First Component Required by P.L. 99-457: Who will be served? Doctoral Dissertation, University of Hawai`i.