FFY 2015 Part B State Performance Plan (SPP)/Annual Performance Report (APR)
Indicator 7: Preschool Outcomes
Historical Data and Targets
Monitoring Priority: FAPE in the LRE
Results indicator: Percent of preschool children aged 3 through 5 with IEPs who demonstrate improved:
A. Positive social-emotional skills (including social relationships);
B. Acquisition and use of knowledge and skills (including early language/ communication and early literacy); and
C. Use of appropriate behaviors to meet their needs.
(20 U.S.C. 1416 (a)(3)(A))
Historical Data
Baseline
Year
A1
A2
B1
B2
C1
C2
2015
2008
2015
2008
2015
2008
2015
2008
2015
2008
2015
2008
FFY
2004
2005
2006
2007
2008
Target ≥
Data
83.10%
Target ≥
Data
47.70%
Target ≥
Data
81.80%
Target ≥
Data
49.20%
Target ≥
Data
79.30%
Target ≥
Data
60.50%
Key:
Gray – Data Prior to Baseline
2009
2010
2011
2012
2013
2014
83.10%
89.90%
90.40%
90.90%
91.00%
91.50%
89.60%
95.00%
94.10%
96.50%
94.43%
95.82%
47.70%
50.90%
51.40%
51.90%
52.00%
52.50%
50.40%
46.50%
54.70%
51.20%
50.52%
55.34%
81.80%
89.20%
89.70%
90.20%
90.50%
91.00%
91.60%
93.70%
95.30%
97.60%
96.27%
96.96%
49.20%
52.20%
52.70%
53.20%
53.50%
54.00%
51.70%
49.70%
52.10%
51.10%
53.35%
56.03%
79.30%
90.90%
91.40%
91.90%
92.00%
92.50%
92.30%
93.20%
94.40%
95.10%
95.93%
97.58%
60.50%
63.60%
64.10%
64.60%
65.00%
65.50%
63.10%
60.60%
66.20%
60.00%
59.02%
62.93%
Yellow – Baseline
Blue – Data Update
Explanation of Changes
The Hawaii Department of Education (DOE) adopted GOLD by Teaching Strategies (a.k.a TS GOLD) as the primary data collection tool in the federal reporting of outcomes for preschools with disabilities in FFY 2015-2016.
As Indicator 7 targets were set based on the prior assessment tool, the BRIGANCE Diagnostic Inventory of Early Development - II (Brigance II), establishing a new baseline and targets with the new assessment tool, TS
GOLD, would be appropriate.
To set new baseline data, the GRADS 360 help desk was contacted on the week of January 23rd regarding why there is no column for 2015 baseline data in the historical data table. In speaking with Christy Foley at
877-457-3336 the 2015 historical column would not be available until the next reporting period. As such only the baseline year, highlighted in blue above was adjusted with the baseline data set in FFY 2015-2016 notated in the
table below.
The table below show the FFY 2015-2016 baseline data established with TS GOLD.
Baseline Set in FFY 2015-2016
Outcome
2015
A1
71.41 %
A2
49.79%
B1
73.53%
B2
53.22%
C1
73.28%
C2
55.83%
FFY 2015 - FFY 2018 Targets
FFY
2015
2016
2017
2018
Target A1 ≥
92.00%
72.00%
92.00%
73.00%
93.00%
74.00%
93.00%
Target A2 ≥
53.00%
50.00%
53.00%
51.00%
54.00%
52.00%
54.00%
Target B1 ≥
91.50%
74.00%
91.50%
75.00%
92.00%
76.00%
92.00%
Target B2 ≥
54.50%
54.00%
54.50%
55.00%
56.00%
55.00%
Key:
2/9/2017
Blue – Data Update
Page 1 of 6
FFY 2015 Part B State Performance Plan (SPP)/Annual Performance Report (APR)
FFY
2015
2016
2017
2018
Target C1 ≥
93.00%
74.00%
93.00%
75.00%
94.00%
76.00%
94.00%
Target C2 ≥
66.00%
57.00%
66.00%
58.00%
67.00%
59.00%
67.00%
Key:
Blue – Data Update
Explanation of Changes
The Hawaii Department of Education (DOE) adopted GOLD by Teaching Strategies (a.k.a TS GOLD) as the primary data collection tool in the federal reporting of outcomes for preschools with disabilities in FFY 2015-2016.
As Indicator 7 targets were set based on the prior assessment tool, the BRIGANCE Diagnostic Inventory of Early Development - II (Brigance II), establishing a new baseline and setting new targets aligned with the new
assessment tool, TS GOLD, would be appropriate. Future targets were set with input from stakeholders.
Targets: Description of Stakeholder Input - Please see the Stakeholder Involvement section of the introduction.
Enter additional information about stakeholder involvement
In December 2014, identified stakeholders from the Department of Education, parents, and community received results and longitudinal
data for Performance Indicators. A template allowed stakeholders to set targets for all indicators and were considered in the submission
of the Annual Performance Report (APR).
In the effort to support students with disabilities in the State of Hawaii, HIDOE disseminated the APR data to stakeholders and attended
the Special Education Advisory Council (SEAC) meeting in December 2016. HIDOE reviewed the data with representatives from various
stakeholder group such as the Special Parent Information Network (SPIN), Learning Disabilities Association of Hawaii, and the
Community Children’s Council Office (CCCO).
A template was provided for stakeholders to set targets for Indicators 2 (Dropout) and 7 (Preschool Skills). Input was received by
January 2017, and considered by the Special Education Section when setting targets in the APR.
2/9/2017
Page 2 of 6
FFY 2015 Part B State Performance Plan (SPP)/Annual Performance Report (APR)
Indicator 7: Preschool Outcomes
FFY 2015 Data
Monitoring Priority: FAPE in the LRE
Results indicator: Percent of preschool children aged 3 through 5 with IEPs who demonstrate improved:
A. Positive social-emotional skills (including social relationships);
B. Acquisition and use of knowledge and skills (including early language/ communication and early literacy); and
C. Use of appropriate behaviors to meet their needs.
(20 U.S.C. 1416 (a)(3)(A))
FFY 2015 SPP/APR Data
Number of preschool children aged 3 through 5 with IEPs assessed
0.00
Outcome A: Positive social-emotional skills (including social relationships)
Number of
Children
a. Preschool children who did not improve functioning
Percentage of
Children
98.00
b. Preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers
97.00
c. Preschool children who improved functioning to a level nearer to same-aged peers but did not reach it
171.00
d. Preschool children who improved functioning to reach a level comparable to same-aged peers
316.00
e. Preschool children who maintained functioning at a level comparable to same-aged peers
47.00
Numerator
Denominator
FFY 2014
Data*
FFY 2015
Target*
FFY 2015
Data
Status
Slippage
A1. Of those preschool children who entered or exited the preschool
program below age expectations in Outcome A, the percent who
substantially increased their rate of growth by the time they turned 6
years of age or exited the program. (c+d)/(a+b+c+d)
487.00
682.00
95.82%
92.00%
71.41%
Did Not Meet
Target
Slippage
A2. The percent of preschool children who were functioning within
age expectations in Outcome A by the time they turned 6 years of age
or exited the program. (d+e)/(a+b+c+d+e)
363.00
729.00
55.34%
53.00%
49.79%
Did Not Meet
Target
Slippage
* FFY 2014 Data and FFY 2015 Target are editable on the Historical Data and Targets page.
Explanation of A1 Slippage
In 2015-2016, in efforts to align with the Executive Office of Early Learning (EOEL) Pre-Kindergarten Program, applicable Kindergarten classes and Head Start Programs, the Hawaii Department of Education (DOE) adopted
GOLD by Teaching Strategies (a.k.a. TS GOLD) and discontinued using the BRIGANCE Diagnostic Inventory of Early Development - II (Brigance II) as the primary data collection tool in the federal reporting of outcomes for
preschool students with disabilities. With this change in the assessment tool it would not be appropriate to compare current data with prior data collected with the Brigance II. The 2015-2016 data is the new baseline for the
DOE with regards to measure Outcome A: Positive social-emotional skills.
Explanation of A2 Slippage
In 2015-2016, in efforts to align with the Executive Office of Early Learning (EOEL) Pre-Kindergarten Program, applicable Kindergarten classes and Head Start Programs, the Hawaii Department of Education (DOE) adopted
GOLD by Teaching Strategies (a.k.a. TS GOLD) and discontinued using the BRIGANCE Diagnostic Inventory of Early Development - II (Brigance II) as the primary data collection tool in the federal reporting of outcomes for
preschool students with disabilities. With this change in the assessment tool it would not be appropriate to compare current data with prior data collected with the Brigance II. The 2015-2016 data is the new baseline for the
DOE with regards to measure Outcome A: Positive social-emotional skills.
Outcome B: Acquisition and use of knowledge and skills (including early language/communication)
Number of
Children
a. Preschool children who did not improve functioning
77.00
b. Preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers
103.00
c. Preschool children who improved functioning to a level nearer to same-aged peers but did not reach it
161.00
d. Preschool children who improved functioning to reach a level comparable to same-aged peers
339.00
e. Preschool children who maintained functioning at a level comparable to same-aged peers
49.00
Percentage of
Children
Numerator
Denominator
FFY 2014
Data*
FFY 2015
Target*
FFY 2015
Data
Status
Slippage
B1. Of those preschool children who entered or exited the preschool
program below age expectations in Outcome B, the percent who
substantially increased their rate of growth by the time they turned 6
years of age or exited the program. (c+d)/(a+b+c+d)
500.00
680.00
96.96%
91.50%
73.53%
Did Not Meet
Target
Slippage
B2. The percent of preschool children who were functioning within
age expectations in Outcome B by the time they turned 6 years of age
or exited the program. (d+e)/(a+b+c+d+e)
388.00
729.00
56.03%
54.50%
53.22%
Did Not Meet
Target
Slippage
* FFY 2014 Data and FFY 2015 Target are editable on the Historical Data and Targets page.
2/9/2017
Page 3 of 6
FFY 2015 Part B State Performance Plan (SPP)/Annual Performance Report (APR)
Explanation of B1 Slippage
In 2015-2016, in efforts to align with the Executive Office of Early Learning (EOEL) Pre-Kindergarten Program, applicable Kindergarten classes and Head Start Programs, the Hawaii Department of Education (DOE) adopted
GOLD by Teaching Strategies (a.k.a. TS GOLD) and discontinued using the BRIGANCE Diagnostic Inventory of Early Development - II (Brigance II) as the primary data collection tool in the federal reporting of outcomes for
preschool students with disabilities. With this change in the assessment tool it would not be appropriate to compare current data with prior data collected with the Brigance II. The 2015-2016 data is the new baseline for the
DOE with regards to measure Outcome B: Acquisition and use of knowledge and skills (including early language/communcation).
Explanation of B2 Slippage
In 2015-2016, in efforts to align with the Executive Office of Early Learning (EOEL) Pre-Kindergarten Program, applicable Kindergarten classes and Head Start Programs, the Hawaii Department of Education (DOE) adopted
GOLD by Teaching Strategies (a.k.a. TS GOLD) and discontinued using the BRIGANCE Diagnostic Inventory of Early Development - II (Brigance II) as the primary data collection tool in the federal reporting of outcomes for
preschool students with disabilities. With this change in the assessment tool it would not be appropriate to compare current data with prior data collected with the Brigance II. The 2015-2016 data is the new baseline for the
DOE with regards to measure Outcome B: Acquisition and use of knowledge and skills (including early language/communcation).
Outcome C: Use of appropriate behaviors to meet their needs
Number of
Children
a. Preschool children who did not improve functioning
75.00
b. Preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers
100.00
c. Preschool children who improved functioning to a level nearer to same-aged peers but did not reach it
147.00
d. Preschool children who improved functioning to reach a level comparable to same-aged peers
333.00
e. Preschool children who maintained functioning at a level comparable to same-aged peers
74.00
Percentage of
Children
Numerator
Denominator
FFY 2014
Data*
FFY 2015
Target*
FFY 2015
Data
Status
Slippage
C1. Of those preschool children who entered or exited the preschool
program below age expectations in Outcome C, the percent who
substantially increased their rate of growth by the time they turned 6
years of age or exited the program. (c+d)/(a+b+c+d)
480.00
655.00
97.58%
93.00%
73.28%
Did Not Meet
Target
Slippage
C2. The percent of preschool children who were functioning within
age expectations in Outcome C by the time they turned 6 years of age
or exited the program. (d+e)/(a+b+c+d+e)
407.00
729.00
62.93%
66.00%
55.83%
Did Not Meet
Target
Slippage
* FFY 2014 Data and FFY 2015 Target are editable on the Historical Data and Targets page.
Explanation of C1 Slippage
In 2015-2016, in efforts to align with the Executive Office of Early Learning (EOEL) Pre-Kindergarten Program, applicable Kindergarten classes and Head Start Programs, the Hawaii Department of Education (DOE) adopted
GOLD by Teaching Strategies (a.k.a. TS GOLD) and discontinued using the BRIGANCE Diagnostic Inventory of Early Development - II (Brigance II) as the primary data collection tool in the federal reporting of outcomes for
preschool students with disabilities. With this change in the assessment tool it would not be appropriate to compare current data with prior data collected with the Brigance II. The 2015-2016 data is the new baseline for the
DOE with regards to measure Outcome C: Use of appropriate behaviors to meet their needs.
Explanation of C2 Slippage
n 2015-2016, in efforts to align with the Executive Office of Early Learning (EOEL) Pre-Kindergarten Program, applicable Kindergarten classes and Head Start Programs, the Hawaii Department of Education (DOE) adopted
GOLD by Teaching Strategies (a.k.a. TS GOLD) and discontinued using the BRIGANCE Diagnostic Inventory of Early Development - II (Brigance II) as the primary data collection tool in the federal reporting of outcomes for
preschool students with disabilities. With this change in the assessment tool it would not be appropriate to compare current data with prior data collected with the Brigance II. The 2015-2016 data is the new baseline data for
the DOE with regards to measure Outcome C: Use of appropriate behaviors to meet their needs.
Was sampling used? No
Did you use the Early Childhood Outcomes Center (ECO) Child Outcomes Summary Form (COSF)? Yes
Provide additional information about this indicator (optional)
Based on feedback and in collaboration with stakeholders, outcome targets were revised to be relevant and align with the TS GOLD data
towards improving outcomes for preschool students with disabilities.
In 2015-2016, in efforts to align with the Executive Office of Early Learning (EOEL) Pre-Kindergarten Program, applicable Kindergarten
classes and Head Start Programs, the Hawaii Department of Education (DOE) adopted GOLD by Teaching Strategies (a.k.a. TS GOLD)
and discontinued using the BRIGANCE Diagnostic Inventory of Early Development - II (Brigance II) as the primary data collection tool in
the federal reporting of outcomes for preschool students with disabilities. TS GOLD is an online assessment tool, aligned with OSEP
preschool outcomes and the Hawaii Early Learning and Development Standards (HELDS), and converts student progress information
into the seven (7) point scale on the Child Outcomes Summary Form (COSF). Children with ratings of six or seven are considered to be
functioning at a level "comparable to same-aged peers."
All Early Childhood Special Education (ECSE) teachers were provided training on the use and collection of student data to generate
student outcome ratings in TS GOLD, with technical assistance available throughout the year from the regional 619 Resource
Teachers. ECSE teachers collect student data on the students developmental level(s) within two months of entry as well as prior to
exiting the ECSE program into TS GOLD. No sampling was conducted.
2/9/2017
Page 4 of 6
FFY 2015 Part B State Performance Plan (SPP)/Annual Performance Report (APR)
Within a week after submittal to OSEP, the SPP/APR will be posted on the Hawaii Department of Education homepage. A current
SPP/APR report can be viewed at: http://www.hawaiipublicschools.org/VisionForSuccess/SchoolDataAndReports/StateReports/Pages
/Special-Education-Performance-Report.aspx
2/9/2017
Page 5 of 6
FFY 2015 Part B State Performance Plan (SPP)/Annual Performance Report (APR)
Indicator 7: Preschool Outcomes
Required Actions from FFY 2014
Monitoring Priority: FAPE in the LRE
Results indicator: Percent of preschool children aged 3 through 5 with IEPs who demonstrate improved:
A. Positive social-emotional skills (including social relationships);
B. Acquisition and use of knowledge and skills (including early language/ communication and early literacy); and
C. Use of appropriate behaviors to meet their needs.
(20 U.S.C. 1416 (a)(3)(A))
Actions required in FFY 2014 response
none
Responses to actions required in FFY 2014 response
2/9/2017
Page 6 of 6