Accurate Reporting of  Educational Environment

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Accurate Reporting of Educational Environment

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1. Wisconsin Department of Public Instruction August 2010 Accurate Reporting of Educational Environment Good afternoon and thank you for joining today’s webinar on accurate reporting of education environments. Our goal for this webinar is to provide you up-to-date information to enable to you provide accurate and timely data on educational environment. We will focus on the revised preschool environment codes, and review environment codes for students with disabilities ages 6-21. ClickGood afternoon and thank you for joining today’s webinar on accurate reporting of education environments. Our goal for this webinar is to provide you up-to-date information to enable to you provide accurate and timely data on educational environment. We will focus on the revised preschool environment codes, and review environment codes for students with disabilities ages 6-21. Click

2. Nancy Fuhrman Special Education Data Coordinator Erin Arango-Escalante Early Childhood Special Education Consultant Presenters Both, Nancy Fuhrman, the special education data coordinator, and myself, Erin Arango-Escalante, the early childhood special education consultant, will be presenting today. At the end of the webinar, our contact information will be displayed. Please note, as we switch between presenters there will be a slight pause in the presentation. ClickBoth, Nancy Fuhrman, the special education data coordinator, and myself, Erin Arango-Escalante, the early childhood special education consultant, will be presenting today. At the end of the webinar, our contact information will be displayed. Please note, as we switch between presenters there will be a slight pause in the presentation. Click

3. GoToWebinar Attendee Interface Before we get started, let’s review how to use GoToWebinar. You’re looking at an example of the GoToWebinar Attendee Interface which is made up of two parts. The Viewer Window is where you see the presenter’s screen. The Viewer Window can be resized by clicking and dragging the lower right corner. The Control Panel can be used to interact with the presenters. During the presentation, you have the ability to send questions to the presenters through the Questions pane located on the control panel (CLICK). Simply type in your question and click send. If you prefer to keep your control panel open during the presentation, click View in the top menu and un-check “Auto-Hide” the Control Panel (CLICK). ClickBefore we get started, let’s review how to use GoToWebinar. You’re looking at an example of the GoToWebinar Attendee Interface which is made up of two parts. The Viewer Window is where you see the presenter’s screen. The Viewer Window can be resized by clicking and dragging the lower right corner. The Control Panel can be used to interact with the presenters. During the presentation, you have the ability to send questions to the presenters through the Questions pane located on the control panel (CLICK). Simply type in your question and click send. If you prefer to keep your control panel open during the presentation, click View in the top menu and un-check “Auto-Hide” the Control Panel (CLICK). Click

4. Reminders Questions At any time you can ask a question in the question pane. A questions and answers document will be posted at a later date on the Indicator 5 and 6 webpage at http://www.dpi.wi.gov/sped/spp-environmt.html. As a reminder, you are able to submit questions at any time during the webinar by typing in the question pane. Following the webinar, the Wisconsin Department of Public Instruction (DPI) will address these questions by posting a questions and answers document on the Indicator 5 and 6 webpage. ClickAs a reminder, you are able to submit questions at any time during the webinar by typing in the question pane. Following the webinar, the Wisconsin Department of Public Instruction (DPI) will address these questions by posting a questions and answers document on the Indicator 5 and 6 webpage. Click

5. Reminders PowerPoint & recorded webinar This webinar will be recorded. The PowerPoint and recorded webinar will be posted on the Indicator 5 and 6 webpage at http://www.dpi.wi.gov/sped/spp-environmt.html. This webinar will be recorded and available after the presentation for future use. The PowerPoint and recorded webinar will be posted on the Indicator 5 and 6 webpage. ClickThis webinar will be recorded and available after the presentation for future use. The PowerPoint and recorded webinar will be posted on the Indicator 5 and 6 webpage. Click

6. 6 Educational Environment Why is it collected? The Individuals with Disabilities Education Act (IDEA) 2004 Section 618 requires data to be reported by states each year to the Secretary of Education. This includes educational environment data. In addition, IDEA 2004 places greater emphasis on educational performance for children with disabilities. States are required to report on results for students with disabilities through its State Performance Plan or SPP. The SPP contains 20 indicators which include rigorous targets set by a group of stakeholders consisting of parents of children with disabilities, parent advocates, special education administrators, regular education administrators, special education teachers, and school board representatives. The Individuals with Disabilities Education Act (IDEA) 2004 Section 618 requires data to be reported by states each year to the Secretary of Education. This includes educational environment data. In addition, IDEA 2004 places greater emphasis on educational performance for children with disabilities. States are required to report on results for students with disabilities through its State Performance Plan or SPP. The SPP contains 20 indicators which include rigorous targets set by a group of stakeholders consisting of parents of children with disabilities, parent advocates, special education administrators, regular education administrators, special education teachers, and school board representatives.

7. Educational Environment State Performance Plan Indicator 5 – Education environment for ages 6-21 Indicator 6 – Education environment for ages 3-5 Indicator 20 – Timely and accurate data 7 IDEA requires that “Each State must collect valid and reliable information as needed to report annually to the Secretary on the indicators established by the Secretary for the state performance plans.” The specific indicators related to educational environment are Indicators 5, 6 and 20. Under Indicator 5, the state must report the percent of children with IEPs aged 6 through 21 served inside the regular class 80% or more of the day; inside the regular class less than 40% of the day; and in separate schools, residential facilities, or homebound/hospital placements. Under Indicator 6, the state is required to report the percent of children aged 3 to 5 attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program, and the percent of children aged 3 to 5 attending a separate special education class, separate school or residential facility. Each year, the state must report publicly not only how our state did as a whole in meeting the targets for indicators 5 and 6, but also whether each LEA met the set target for the indicators. Indicator 20 specifically requires the state to report data in a timely and accurate manner. Accurate data is important for measuring educational performance and informing efforts to improve outcomes for students with disabilities. IDEA requires that “Each State must collect valid and reliable information as needed to report annually to the Secretary on the indicators established by the Secretary for the state performance plans.” The specific indicators related to educational environment are Indicators 5, 6 and 20. Under Indicator 5, the state must report the percent of children with IEPs aged 6 through 21 served inside the regular class 80% or more of the day; inside the regular class less than 40% of the day; and in separate schools, residential facilities, or homebound/hospital placements. Under Indicator 6, the state is required to report the percent of children aged 3 to 5 attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program, and the percent of children aged 3 to 5 attending a separate special education class, separate school or residential facility. Each year, the state must report publicly not only how our state did as a whole in meeting the targets for indicators 5 and 6, but also whether each LEA met the set target for the indicators. Indicator 20 specifically requires the state to report data in a timely and accurate manner. Accurate data is important for measuring educational performance and informing efforts to improve outcomes for students with disabilities.

8. Educational Environment How is it collected? Individual Student Enrollment System Educational environment is reported to the Department of Public Instruction (DPI) via the Individual Student Enrollment System (ISES). Both the third Friday in September and the October 1 Child Count require reporting of educational environment for all students with disabilities.Educational environment is reported to the Department of Public Instruction (DPI) via the Individual Student Enrollment System (ISES). Both the third Friday in September and the October 1 Child Count require reporting of educational environment for all students with disabilities.

9. Educational Environment 9 Reflection of participation with nondisabled peers IEP team decision based on student’s IEP Continuum of placements A student’s educational environment refers to the extent to which students with disabilities are educated with their nondisabled peers in a regular education setting. It does not refer to what is taught or the curriculum used. The amount of time a student with a disability is educated in the regular education setting continues to be a decision made by the IEP team from a continuum of placement options. A student’s educational environment refers to the extent to which students with disabilities are educated with their nondisabled peers in a regular education setting. It does not refer to what is taught or the curriculum used. The amount of time a student with a disability is educated in the regular education setting continues to be a decision made by the IEP team from a continuum of placement options.

10. Educational Environment Reflection of amount of special education services “One-size-fits-all’ approach One educational environment code is NOT preferred over another 10 Because educational environment is an IEP team decision, it is not a one-size-fits-all approach nor is one environment better than another. Educational environment does not refer to the amount of special education services a student receives. Educational environment is a determination that must be made on an individual basis by the IEP team. Because educational environment is an IEP team decision, it is not a one-size-fits-all approach nor is one environment better than another. Educational environment does not refer to the amount of special education services a student receives. Educational environment is a determination that must be made on an individual basis by the IEP team.

11. Educational Environment Codes Ages 3-5 The Office of Special Education Programs (OSEP) recently released guidance which will affect the preschool environment codes. The specific preschool environment codes that will be affected are A1, A2, and A3, which represent environments for preschool children with disabilities who participate in regular early childhood programs.The Office of Special Education Programs (OSEP) recently released guidance which will affect the preschool environment codes. The specific preschool environment codes that will be affected are A1, A2, and A3, which represent environments for preschool children with disabilities who participate in regular early childhood programs.

12. Preschool Environment Codes: Previous vs. Revised Previous Preschool Environment Codes Revised Preschool Environment Codes A1, A2, A3 Regular early childhood program B1, B2, B3 Special education program B4, B5 Neither regular or special education early childhood program R1, R2, R3, R4 Regular early childhood program B1, B2, B3, Special education program B4, B5 Neither regular or special education early childhood program As this slide depicts, the preschool environment codes of A1, A2, and A3 for children attending a regular early childhood program are replaced (CLICK) with R1, R2, R3, and R4. In the upcoming slides, we will discuss the specific changes to these regular early childhood program environment codes. There are no changes to preschool environment codes (CLICK) B1, B2, B3, (CLICK) B4, or B5. Please note, for the October 1, 2010 Child Count, you will use the revised preschool environment codes. As this slide depicts, the preschool environment codes of A1, A2, and A3 for children attending a regular early childhood program are replaced (CLICK) with R1, R2, R3, and R4. In the upcoming slides, we will discuss the specific changes to these regular early childhood program environment codes. There are no changes to preschool environment codes (CLICK) B1, B2, B3, (CLICK) B4, or B5. Please note, for the October 1, 2010 Child Count, you will use the revised preschool environment codes.

13. Revised Preschool Environment Code Decision Tree Displayed is Wisconsin’s Revised Preschool Environment Code Decision Tree. We realize that the decision tree contains a lot of information; however, it is an attempt to depict the large picture. We will review each category in detail during this webinar. Determining the child’s educational environment is a multi-step process. First, (CLICK) the child’s program must be determined. A child’s program falls within one of three categories: Regular early childhood, early childhood special education, or the child does not attend a program. When determining the child’s program, the first question you need to ask is: “Does the child EVER attend ANY regular early childhood program, which is a program with at least 50% non-disabled children?” CLICK. If you answered “yes”, CLICK you have already determined that child’s program: regular early childhood. If you answered “no”, CLICK CLICK you will need to determine the child’s program. The second step (CLICK) is only for children who attend a regular early childhood program . For these children, you must determine the amount of time a child spends in a regular early childhood program, either at least 10 hours per week or less than 10 hours per week. The third and final step (CLICK) is to determine the location where the special education services are delivered. Let’s now focus on each of the program categories. CLICK Displayed is Wisconsin’s Revised Preschool Environment Code Decision Tree. We realize that the decision tree contains a lot of information; however, it is an attempt to depict the large picture. We will review each category in detail during this webinar. Determining the child’s educational environment is a multi-step process. First, (CLICK) the child’s program must be determined. A child’s program falls within one of three categories: Regular early childhood, early childhood special education, or the child does not attend a program. When determining the child’s program, the first question you need to ask is: “Does the child EVER attend ANY regular early childhood program, which is a program with at least 50% non-disabled children?” CLICK. If you answered “yes”, CLICK you have already determined that child’s program: regular early childhood. If you answered “no”, CLICK CLICK you will need to determine the child’s program. The second step (CLICK) is only for children who attend a regular early childhood program . For these children, you must determine the amount of time a child spends in a regular early childhood program, either at least 10 hours per week or less than 10 hours per week. The third and final step (CLICK) is to determine the location where the special education services are delivered. Let’s now focus on each of the program categories. CLICK

14. Regular Early Childhood Program Ages 3-5 Definition: A program that includes a majority (at least 50%) of nondisabled children (i.e., children not on IEPs). The category may include, but is not limited to: Head Start; kindergartens; private kindergartens or preschools; and group child development center or child care. Includes environment codes: R1, R2, R3, R4 If you answered “yes” to the question, “does a child ever attend any regular early childhood program,” you have already determined the child’s program: regular early childhood. We will now review the definition of a regular early childhood program, specific environments, and environment codes within this category. A regular early childhood program includes at least 50% children without disabilities. A regular early childhood program may include: Head Start, kindergartens, private kindergartens or preschools, and group child development centers or child care. The time of day a child attends a regular early childhood program, amount of time attending a program, or size of the regular early childhood program should not change your answer to the first question, “does the child ever attend any regular early childhood program.” Please note, anytime a child attends a regular early childhood program, regardless of where services are delivered, the child’s educational environment will be reported as a regular early childhood program. If a child attends a regular early childhood program, the child’s environment code is R1, R2, R3, or R4. ClickIf you answered “yes” to the question, “does a child ever attend any regular early childhood program,” you have already determined the child’s program: regular early childhood. We will now review the definition of a regular early childhood program, specific environments, and environment codes within this category. A regular early childhood program includes at least 50% children without disabilities. A regular early childhood program may include: Head Start, kindergartens, private kindergartens or preschools, and group child development centers or child care. The time of day a child attends a regular early childhood program, amount of time attending a program, or size of the regular early childhood program should not change your answer to the first question, “does the child ever attend any regular early childhood program.” Please note, anytime a child attends a regular early childhood program, regardless of where services are delivered, the child’s educational environment will be reported as a regular early childhood program. If a child attends a regular early childhood program, the child’s environment code is R1, R2, R3, or R4. Click

15. Revised Preschool Environment Code Decision Tree: “R” Category For children who participate in a regular early childhood program, you will need to determine the amount of time a child spends in the this program. There are two options: At least 10 hours per week (click) or less than 10 hours per week (click). Please note, when determining the amount of time a child spends in the regular early childhood program, do not include the amount of time a child is taken out of the regular early childhood program to receive special education and related services. In upcoming scenarios, we will demonstrate how to determine amount of time in regular early childhood program. ClickFor children who participate in a regular early childhood program, you will need to determine the amount of time a child spends in the this program. There are two options: At least 10 hours per week (click) or less than 10 hours per week (click). Please note, when determining the amount of time a child spends in the regular early childhood program, do not include the amount of time a child is taken out of the regular early childhood program to receive special education and related services. In upcoming scenarios, we will demonstrate how to determine amount of time in regular early childhood program. Click

16. Revised Preschool Environment Code Decision Tree: “R” Category Next you will need to determine where the majority of hours of special education services are being delivered. The majority of hours means 50% or more of the total time special education and related services received. Options can include: (Click) R1: Child attends a regular early childhood program for at least 10 hours per week and the majority of hours of special education and related services are delivered in the regular early childhood program (Click) R2: Child attends a regular early childhood program for at least 10 hours per week and the majority of hours of special education and related services are delivered in another location (Click) R3: Child attends a regular early childhood program for less than 10 hours per week and the majority of hours of special education and related services are delivered in the regular early childhood program. (Click) Finally, R4: Child attends a regular early childhood program for less than 10 hours per week and the majority of hours of special education and related services are delivered in another location (Click) (Click) Next you will need to determine where the majority of hours of special education services are being delivered. The majority of hours means 50% or more of the total time special education and related services received. Options can include: (Click) R1: Child attends a regular early childhood program for at least 10 hours per week and the majority of hours of special education and related services are delivered in the regular early childhood program (Click) R2: Child attends a regular early childhood program for at least 10 hours per week and the majority of hours of special education and related services are delivered in another location (Click) R3: Child attends a regular early childhood program for less than 10 hours per week and the majority of hours of special education and related services are delivered in the regular early childhood program. (Click) Finally, R4: Child attends a regular early childhood program for less than 10 hours per week and the majority of hours of special education and related services are delivered in another location (Click) (Click)

17. Majority of Hours Calculation 1. Total hours of special education services delivered in regular early childhood program per week divided by Total hours of special education services per week 2. # X 100 = percent of special education services that are delivered in the regular early childhood program There are some situations that make it difficult to determine if the majority hours of special education and related services are delivered in the regular early childhood program. To be able to accurately report the majority of hours, you may need to use the majority of hours calculation. To determine the majority of hours, you will divide the total hours of special education services delivered in a regular early childhood program per week by the total hours of special education services received per week. Next, multiply this number by 100, which will equal the percent of special education services that are delivered in a regular early childhood program. If the percent of time is 50% or greater, then the majority of hours of special education are delivered in a regular early childhood program. If the percent is less than 50%, the majority of hours of special education are in another location. Later in the webinar, we will give specific regular early childhood program examples using the majority of hours calculation. Now it is your turn to determine the appropriate regular early childhood environment codes using the decision tree. You will be shown a scenario and will then answer the poll. You will have one minute to answer. The results of the poll will be displayed and the correct answer will be reviewed. ClickThere are some situations that make it difficult to determine if the majority hours of special education and related services are delivered in the regular early childhood program. To be able to accurately report the majority of hours, you may need to use the majority of hours calculation. To determine the majority of hours, you will divide the total hours of special education services delivered in a regular early childhood program per week by the total hours of special education services received per week. Next, multiply this number by 100, which will equal the percent of special education services that are delivered in a regular early childhood program. If the percent of time is 50% or greater, then the majority of hours of special education are delivered in a regular early childhood program. If the percent is less than 50%, the majority of hours of special education are in another location. Later in the webinar, we will give specific regular early childhood program examples using the majority of hours calculation. Now it is your turn to determine the appropriate regular early childhood environment codes using the decision tree. You will be shown a scenario and will then answer the poll. You will have one minute to answer. The results of the poll will be displayed and the correct answer will be reviewed. Click

18. Scenario #1 Michael attends full-day kindergarten at Franklin Elementary School. He is a 5 year-old who loves to paint and draw. Michael receives 30 minutes, 2 days per week of speech and language services in the Resource Room. He also receives occupational therapy 30 minutes, 2 times per week in his classroom. What environment code would you report? Michael attends full-day Kindergarten at Franklin Elementary School. He is a 5 year-old who loves to paint and draw. Michael receives 30 minutes, 2 days per week of speech and language services in the Resource Room. He also receives occupational therapy 30 minutes, 2 times per week in his classroom. What environment code would you report? I will launch the poll. Please click on the correct response. After the poll is closed, results will be shown and the correct answer reviewed. LAUNCH Answer R1. Michael attends a regular early childhood program for at least 10 hours per week. Kindergarten is considered a regular early childhood program until the age of 6. Michael receives 60 minutes per week of speech and language services in the Resource Room and 60 minutes per week in his classroom. The majority of hours calculation states that if the percent of time is 50% or greater, then the majority of hours of special education are delivered in a regular early childhood program. Michael receives 50% of his related services in his classroom, so the majority of hours are in the regular early childhood environment. Let’s look at another scenario. CLICKMichael attends full-day Kindergarten at Franklin Elementary School. He is a 5 year-old who loves to paint and draw. Michael receives 30 minutes, 2 days per week of speech and language services in the Resource Room. He also receives occupational therapy 30 minutes, 2 times per week in his classroom. What environment code would you report? I will launch the poll. Please click on the correct response. After the poll is closed, results will be shown and the correct answer reviewed. LAUNCH Answer R1. Michael attends a regular early childhood program for at least 10 hours per week. Kindergarten is considered a regular early childhood program until the age of 6. Michael receives 60 minutes per week of speech and language services in the Resource Room and 60 minutes per week in his classroom. The majority of hours calculation states that if the percent of time is 50% or greater, then the majority of hours of special education are delivered in a regular early childhood program. Michael receives 50% of his related services in his classroom, so the majority of hours are in the regular early childhood environment. Let’s look at another scenario. CLICK

19. Scenario #2 Carmen attends Teddy Bear family child care 2 hours per day, 4 days per week. Carmen also goes to her grandmother’s house on Monday, Wednesday, and Friday for 5 hours per day. Carmen’s grandmother likes to spend time alone with Carmen. In addition, Carmen receives physical therapy 30 minutes per week at her grandmother’s house. Starting in September, Carmen will receive occupational therapy for 30 minutes per day, 2 days per week at Teddy Bear family child care, in the regular early childhood environment. What preschool environment code would you report for Carmen for the October 1 Child Count? Carmen attends Teddy Bear family child care 2 hours per day, 4 days per week. Carmen also goes to her grandmother’s house on Monday, Wednesday, and Friday for 5 hours per day. Carmen’s grandmother likes to spend time alone with Carmen. In addition, Carmen receives physical therapy 30 minutes per week at her grandmother’s house. Starting in September, Carmen will begin receives occupational therapy for 30 minutes per day, two days per week at Teddy Bear family child care in the regular early childhood environment. What preschool environment code would you report for Carmen for the October 1 Child Count? Launch Poll Answer: R3, Carmen attends a regular early childhood program less than 10 hours per week. Carmen receives 30 minutes per week of physical therapy at her grandmother’s home. In September, Carmen will receive 60 minutes of per week of occupational therapy in the regular early childhood program. Prior to September, Carmen’s preschool environment code would be reported as R4. However, at the time of the October 1 Child Count, Carmen will receive 60 minutes of occupational therapy at Teddy Bear family child care, in the regular early childhood program. A majority of related services hours will be in the regular early childhood program at the time of the October 1 Child Count. The reported preschool environment code should be R3.Carmen attends Teddy Bear family child care 2 hours per day, 4 days per week. Carmen also goes to her grandmother’s house on Monday, Wednesday, and Friday for 5 hours per day. Carmen’s grandmother likes to spend time alone with Carmen. In addition, Carmen receives physical therapy 30 minutes per week at her grandmother’s house. Starting in September, Carmen will begin receives occupational therapy for 30 minutes per day, two days per week at Teddy Bear family child care in the regular early childhood environment. What preschool environment code would you report for Carmen for the October 1 Child Count? Launch Poll Answer: R3, Carmen attends a regular early childhood program less than 10 hours per week. Carmen receives 30 minutes per week of physical therapy at her grandmother’s home. In September, Carmen will receive 60 minutes of per week of occupational therapy in the regular early childhood program. Prior to September, Carmen’s preschool environment code would be reported as R4. However, at the time of the October 1 Child Count, Carmen will receive 60 minutes of occupational therapy at Teddy Bear family child care, in the regular early childhood program. A majority of related services hours will be in the regular early childhood program at the time of the October 1 Child Count. The reported preschool environment code should be R3.

20. Early Childhood Special Education Program Definition: A program that includes less than 50% nondisabled children. Special education early childhood programs include, but are not limited to: special education classrooms in regular school buildings; trailers or portables outside regular school buildings; child care facilities; hospital facilities on an outpatient basis; other community-based settings; separate schools; and residential facilities. Includes environment codes: B1, B2, B3 Next we will discuss the definition of an early childhood special education program and when to use the preschool codes B1, B2, or B3 for this category. An early childhood special education program includes less than 50% children without disabilities. An early childhood special education program may include: special education classrooms in regular school buildings; trailers or portables outside regular school buildings; child care facilities; hospital facilities on an outpatient basis; other community-based settings; separate schools; and residential facilities. If a child attends an early childhood special education program , the environment code will be B1, B2, or B3. Please note, the only time environment codes B1, B2, or B3 will be reported is when a child never attends a regular early childhood program. All regular early childhood program environment codes, R1, R2, R3, and R4, should first be considered prior to using environment codes B1, B2, or B3. CLICKNext we will discuss the definition of an early childhood special education program and when to use the preschool codes B1, B2, or B3 for this category. An early childhood special education program includes less than 50% children without disabilities. An early childhood special education program may include: special education classrooms in regular school buildings; trailers or portables outside regular school buildings; child care facilities; hospital facilities on an outpatient basis; other community-based settings; separate schools; and residential facilities. If a child attends an early childhood special education program , the environment code will be B1, B2, or B3. Please note, the only time environment codes B1, B2, or B3 will be reported is when a child never attends a regular early childhood program. All regular early childhood program environment codes, R1, R2, R3, and R4, should first be considered prior to using environment codes B1, B2, or B3. CLICK

21. Revised Preschool Environment Code Decision Tree As stated before, there are no changes in the early childhood special education program category. (Click) In addition, unlike the regular early childhood program, you do not have to determine the amount of time a child spends in this program. You must, however, (click) determine the location of the early childhood special education program. CLICKAs stated before, there are no changes in the early childhood special education program category. (Click) In addition, unlike the regular early childhood program, you do not have to determine the amount of time a child spends in this program. You must, however, (click) determine the location of the early childhood special education program. CLICK

22. Revised Preschool Environment Code Decision Tree: “B” Category Early childhood special education program locations include the following: B1: Separate class (click). A class with less than 50% children without disabilities. B2: Separate School (click). A private or public day school that is designed specifically for children with disabilities. Finally, B3: Residential facility (click). A private or public operated residential school or residential medical facility on an inpatient basis Please remember to consider preschool environment codes for the regular early childhood program before making a final determination on early childhood special education environment codes, especially B1: Separate Class. Click Early childhood special education program locations include the following: B1: Separate class (click). A class with less than 50% children without disabilities. B2: Separate School (click). A private or public day school that is designed specifically for children with disabilities. Finally, B3: Residential facility (click). A private or public operated residential school or residential medical facility on an inpatient basis Please remember to consider preschool environment codes for the regular early childhood program before making a final determination on early childhood special education environment codes, especially B1: Separate Class. Click

23. How do you know the difference between regular early childhood and special education early childhood? Look at composition: 50% or more children without disabilities = regular early childhood program Fewer than 50% children without disabilities = special education early childhood program What if you don’t know the composition for sure? Rely on parental information Look at program design – what was the program’s intention? 23 Often times it may be difficult to determine if a child attends a program and what the composition of the program may be. As stated before, a regular early childhood program has 50% or more children without disabilities and an early childhood special education program has fewer than 50% children without disabilities. When determining the preschool environment code, it is important to know about the child’s whole day, morning, day, and evening, and not just where they are receiving special education and/or related services. If the preschool environment is difficult to determine, it might be helpful to discuss the composition of the program with the child’s parents. Parents often know the make-up of their child’s environment. Also, consider intent of the program? Is this program intended to serve all children in a community or is this a program designed to serve children with disabilities? CLICK Often times it may be difficult to determine if a child attends a program and what the composition of the program may be. As stated before, a regular early childhood program has 50% or more children without disabilities and an early childhood special education program has fewer than 50% children without disabilities. When determining the preschool environment code, it is important to know about the child’s whole day, morning, day, and evening, and not just where they are receiving special education and/or related services. If the preschool environment is difficult to determine, it might be helpful to discuss the composition of the program with the child’s parents. Parents often know the make-up of their child’s environment. Also, consider intent of the program? Is this program intended to serve all children in a community or is this a program designed to serve children with disabilities? CLICK

24. Child does not attend a program Definition: A child does not attend a regular early childhood program or a early childhood special education program. Special education early childhood programs include: Home Environment Code: B4 Service provider location private clinicians’ offices clinicians’ offices located in school buildings Environment Code: B5 The final category is for those children who do not attend a regular early childhood or early childhood special education program. The two environments within this category include the home and a service provider location. A service provider location includes private clinicians’ offices and clinicians’ offices located in school buildings. If a child does not attend a program, the child’s environment code will be B4 or B5. The preschool educational environment codes B4 or B5 are only used when no other educational environment code can be used. The final category is for those children who do not attend a regular early childhood or early childhood special education program. The two environments within this category include the home and a service provider location. A service provider location includes private clinicians’ offices and clinicians’ offices located in school buildings. If a child does not attend a program, the child’s environment code will be B4 or B5. The preschool educational environment codes B4 or B5 are only used when no other educational environment code can be used.

25. Revised Preschool Environment Decision Tree Like the early childhood special education program category, there are no changes to this final category, “child does not attend a program” (Click). (click) You will only need to determine the location of special education services. ClickLike the early childhood special education program category, there are no changes to this final category, “child does not attend a program” (Click). (click) You will only need to determine the location of special education services. Click

26. Revised Preschool Environment Code Decision Tree: “B” Category In order to determine the preschool environment code, you will need to determine the location of special education services. Options include the following: B4: Home (click). To use environment code B4, a child must receive all special education services at home. If a child also attends a regular early childhood or early childhood special education program, you must report using an environment code available to those categories. B5: Service provider location or other location not included (click). To use environment code B5, a child must receive all special education services at a service provider location. If a child also receives special education services in any other setting, including the home, you must report using that environment code. CLICK In order to determine the preschool environment code, you will need to determine the location of special education services. Options include the following: B4: Home (click). To use environment code B4, a child must receive all special education services at home. If a child also attends a regular early childhood or early childhood special education program, you must report using an environment code available to those categories. B5: Service provider location or other location not included (click). To use environment code B5, a child must receive all special education services at a service provider location. If a child also receives special education services in any other setting, including the home, you must report using that environment code. CLICK

27. How do I determine the preschool environment code? Let’s look at the decision tree to determine the preschool environment code for Donte, who is a 4 year-old child with cognitive disabilities. First, you should ask the question, (CLICK) does the child EVER attend ANY early childhood program? This is always the first question that should be asked in determining which program the child participates in. (CLICK)Let’s look at the decision tree to determine the preschool environment code for Donte, who is a 4 year-old child with cognitive disabilities. First, you should ask the question, (CLICK) does the child EVER attend ANY early childhood program? This is always the first question that should be asked in determining which program the child participates in. (CLICK)

28. How do I determine the preschool environment code? In this scenario, Donte attends Play and Care Learning Center Monday-Friday, 8:30 am to 4pm. Donte participates in his school district’s inclusive early childhood special education program, which is housed at Play and Care Learning Center, for the hours of 8:30am -12:00pm, Monday-Friday. The early childhood special education classroom has 15 children, 6 children without IEPs. After his morning program, Donte participates in the regular early childhood program, in the Tiger classroom, with 12 children total, 3 children with IEPs. Overall, Donte attends both a regular early childhood and early childhood special education programs. However, since Donte attends a regular early childhood program at some point during the week (CLICK), the regular early childhood program will be reported. ClickIn this scenario, Donte attends Play and Care Learning Center Monday-Friday, 8:30 am to 4pm. Donte participates in his school district’s inclusive early childhood special education program, which is housed at Play and Care Learning Center, for the hours of 8:30am -12:00pm, Monday-Friday. The early childhood special education classroom has 15 children, 6 children without IEPs. After his morning program, Donte participates in the regular early childhood program, in the Tiger classroom, with 12 children total, 3 children with IEPs. Overall, Donte attends both a regular early childhood and early childhood special education programs. However, since Donte attends a regular early childhood program at some point during the week (CLICK), the regular early childhood program will be reported. Click

29. How do I determine the preschool environment code? Early Childhood Special Education Program Regular Early Childhood Program Attends 8:30am-12pm Attends 12pm-4pm Receives 1 hour of related services in the regular early childhood program Receives 6.5 hours of special education and related services in another location 7.5 total hours of special education and related services Since Donte attends a regular early childhood program at Play and Care Learning Center, you will need to consider how many hours Donte spends in the regular early childhood program. At first glance, it appears as though Donte attends the regular early childhood classroom 20 hours per week. Again, Donte participates in the early childhood special education program housed at Play and Care Learning Center, for 3 and a half hours per day, 8:30am-12:00pm. He spends 4 hours, 12:00pm-4:00pm in the Tiger classroom, which is a regular early childhood program. However, Donte receives 6.5 hours of special education and related services in another location than the regular early childhood program in the afternoon. Donte also receives 1 hour of related services in the Tiger classroom. The time spent participating in special education and related services outside the Tiger classroom and away from typically developing peers may not be included in determining the amount of time Donte spends in the regular early childhood program (CLICK) CLICK Since Donte attends a regular early childhood program at Play and Care Learning Center, you will need to consider how many hours Donte spends in the regular early childhood program. At first glance, it appears as though Donte attends the regular early childhood classroom 20 hours per week. Again, Donte participates in the early childhood special education program housed at Play and Care Learning Center, for 3 and a half hours per day, 8:30am-12:00pm. He spends 4 hours, 12:00pm-4:00pm in the Tiger classroom, which is a regular early childhood program. However, Donte receives 6.5 hours of special education and related services in another location than the regular early childhood program in the afternoon. Donte also receives 1 hour of related services in the Tiger classroom. The time spent participating in special education and related services outside the Tiger classroom and away from typically developing peers may not be included in determining the amount of time Donte spends in the regular early childhood program (CLICK) CLICK

30. How do I determine the preschool environment code? Only focus on the early childhood program 20 total hours in the regular early childhood program - 7.5 hours of special education and related services. Donte spends 12.5 hours in a regular early childhood program. Let’s do the math to determine how many hours Donte spends in the regular early childhood program. First, you subtract the time Donte receives special education services in another location than the Tiger classroom from the total time spent in the regular early childhood environment 20 total hours minus 7.5 hours for special education and related services. This equals 12.5 hours in a regular early childhood program. Let’s do the math to determine how many hours Donte spends in the regular early childhood program. First, you subtract the time Donte receives special education services in another location than the Tiger classroom from the total time spent in the regular early childhood environment 20 total hours minus 7.5 hours for special education and related services. This equals 12.5 hours in a regular early childhood program.

31. How do I determine the preschool environment code? The total time Donte spends in a regular early childhood program is 12.5 hours 12.5 hours is at least 10 hours per week (CLICK). At this point we know the reported preschool environment code will either be R1 (Click) or R2 (Click).The total time Donte spends in a regular early childhood program is 12.5 hours 12.5 hours is at least 10 hours per week (CLICK). At this point we know the reported preschool environment code will either be R1 (Click) or R2 (Click).

32. How do I determine the preschool environment code? Using the majority of hours calculation 1 divided by 7.5= .13 .13 x 100 = 13% 13% < 50% Majority of hours are in another location than the regular early childhood program. Again, Donte receives 7.5 total hours of special education and related services. 6.5 hours of special education and related services are delivered in another location than the Tiger classroom and 1 hour is delivered within the Tiger classroom, which is the regular early childhood program. To determine the majority of hours, you will divide the total hours of special education services delivered in a regular early childhood program per week by the total hours of special education services received per week. So, 1 hour/7.5 hours= .13 Next, multiply .13 by 100, which will equal the percent of special education services that are delivered in a regular early childhood program, which is 13%. If the percent of time is 50% or greater, then the majority of hours of special education are delivered in a regular early childhood program. If the percent is less than 50%, the majority of hours of special education are in another location. Again, Donte receives 7.5 total hours of special education and related services. 6.5 hours of special education and related services are delivered in another location than the Tiger classroom and 1 hour is delivered within the Tiger classroom, which is the regular early childhood program. To determine the majority of hours, you will divide the total hours of special education services delivered in a regular early childhood program per week by the total hours of special education services received per week. So, 1 hour/7.5 hours= .13 Next, multiply .13 by 100, which will equal the percent of special education services that are delivered in a regular early childhood program, which is 13%. If the percent of time is 50% or greater, then the majority of hours of special education are delivered in a regular early childhood program. If the percent is less than 50%, the majority of hours of special education are in another location.

33. How do I determine the preschool environment code? Donte does not receive a majority of his/her special education services in the regular early childhood program? CLICK The reported preschool environment code for Donte is R2 (CLICK) Now it is your turn to practice determining the preschool environment codes for the following scenarios. The following scenarios can include any of the preschool environment codes we’ve reviewed. Again, the poll will be launched and you will click on the correct answer. After the poll is closed the correct answer will be reviewed. CLICK Donte does not receive a majority of his/her special education services in the regular early childhood program? CLICK The reported preschool environment code for Donte is R2 (CLICK) Now it is your turn to practice determining the preschool environment codes for the following scenarios. The following scenarios can include any of the preschool environment codes we’ve reviewed. Again, the poll will be launched and you will click on the correct answer. After the poll is closed the correct answer will be reviewed. CLICK

34. Scenario #3 Abby arrives at Betty’s house at 6:30am. Betty takes care of 4 children who are Abby’s age. Abby is the only child who has an IEP. Abby’s father picks her up at 10am so she can go to speech and language therapy at a private clinician’s office 3 times a week for 30 minutes. After speech and language therapy, Abby goes to the afternoon early childhood special education class, where all children have a disability. At school, Abby receives occupational therapy for 30 minutes, 3 times per week and physical therapy for 30 minutes, 2 times per week. All related services are in the early childhood special education classroom. What preschool environment code should be reported for Abby? Scenario #3: Abby arrives at Betty’s house at 6:30am. Betty takes care of 4 children who are Abby’s age. Abby is the only child who has an IEP. Abby’s father picks her up at 10am so she can go to speech and language therapy at a private clinician’s office 3 times a week for 30 minutes. After speech and language therapy, Abby goes to the afternoon early childhood special education class, where all children have a disability. At school, Abby receives occupational therapy for 30 minutes, 3 times per week and physical therapy for 30 minutes, 2 times per week. What preschool environment code should be reported for Abby? Answer R2: Abby goes to Betty’s house for more than 10 hours per week. Betty’s house is considered a regular early childhood program, because Abby is with her typically developing peers. You know the reported preschool environment code will either be R1 or R2. Abby receives 1.5 hours of speech therapy at a private clinician’s office and 2.5 total hours of related services in the early childhood special education classroom. Since the majority of hours of special education and related services are not in the regular early childhood program, the reported preschool environment code will be R2. Let’s move on to the final scenario.Scenario #3: Abby arrives at Betty’s house at 6:30am. Betty takes care of 4 children who are Abby’s age. Abby is the only child who has an IEP. Abby’s father picks her up at 10am so she can go to speech and language therapy at a private clinician’s office 3 times a week for 30 minutes. After speech and language therapy, Abby goes to the afternoon early childhood special education class, where all children have a disability. At school, Abby receives occupational therapy for 30 minutes, 3 times per week and physical therapy for 30 minutes, 2 times per week. What preschool environment code should be reported for Abby? Answer R2: Abby goes to Betty’s house for more than 10 hours per week. Betty’s house is considered a regular early childhood program, because Abby is with her typically developing peers. You know the reported preschool environment code will either be R1 or R2. Abby receives 1.5 hours of speech therapy at a private clinician’s office and 2.5 total hours of related services in the early childhood special education classroom. Since the majority of hours of special education and related services are not in the regular early childhood program, the reported preschool environment code will be R2. Let’s move on to the final scenario.

35. Scenario #4 PJ is in 4 year-old kindergarten for 20 hours per week, which is housed at Helping Hands child care center. The 4K classroom has 15 children total, 9 children without IEPs. PJ was recently evaluated and his IEP will be implemented on September 30, 2010. PJ receives occupational therapy 1 hour a week in a classroom down the hall. He also receives 1:1 special education services 1 hour per day, 5 days per week in the 4K classroom. What preschool environment code would be reported for PJ for the October 1 Child Count? PJ is in 4 year-old kindergarten for 20 hours per week, which is housed at Helping Hands child care center. The 4K classroom has 15 children total, 9 children without IEPs. PJ was recently evaluated and his IEP will be implemented on September 30, 2010. PJ receives occupational therapy 1 hour a week in a classroom down the hall. He also receives 1:1 special education services 1 hour per day, 5 days per week in the 4K classroom. What preschool environment code would be reported for PJ for the October 1 Child Count? R1: PJ is in a regular early childhood environment, with at least 50% of children without IEPs. PJ spends 19 hours per week in the regular early childhood program, which is more than 10 hours per week. We now know that his preschool environment code will either be R1 or R2. Since PJ will receive 5 hours of special education services in his classroom and 1 hour of OT services in another location, we know that the majority of services are in the regular early childhood program. The reported preschool environment code for the October 1 Child Count will be R1.PJ is in 4 year-old kindergarten for 20 hours per week, which is housed at Helping Hands child care center. The 4K classroom has 15 children total, 9 children without IEPs. PJ was recently evaluated and his IEP will be implemented on September 30, 2010. PJ receives occupational therapy 1 hour a week in a classroom down the hall. He also receives 1:1 special education services 1 hour per day, 5 days per week in the 4K classroom. What preschool environment code would be reported for PJ for the October 1 Child Count? R1: PJ is in a regular early childhood environment, with at least 50% of children without IEPs. PJ spends 19 hours per week in the regular early childhood program, which is more than 10 hours per week. We now know that his preschool environment code will either be R1 or R2. Since PJ will receive 5 hours of special education services in his classroom and 1 hour of OT services in another location, we know that the majority of services are in the regular early childhood program. The reported preschool environment code for the October 1 Child Count will be R1.

36. What do the revised preschool environment codes mean for me? Identify those children who are currently assigned to A1, A2, or A3 who will be age 3, 4, or 5 on October 1, 2010. Reclassify these children to appropriate R1, R2, R3, or R4 preschool environment code. As a reminder, you will use the revised preschool environment codes for the October 1, 2010 Child Count. This means you will need to identify and reclassify any children currently assigned to A1, A2, or A3 who will be age 3, 4, or 5 on the October 1, 2010 Child Count. Please work with the ISES staff in your district to ensure the data being submitted for the October 1 Child Count reflects the revised preschool environment codes. Next, Nancy will review the environment codes for students ages 6-21. CLICK/Erin stop As a reminder, you will use the revised preschool environment codes for the October 1, 2010 Child Count. This means you will need to identify and reclassify any children currently assigned to A1, A2, or A3 who will be age 3, 4, or 5 on the October 1, 2010 Child Count. Please work with the ISES staff in your district to ensure the data being submitted for the October 1 Child Count reflects the revised preschool environment codes. Next, Nancy will review the environment codes for students ages 6-21. CLICK/Erin stop

37. Educational Environment Codes Ages 6-21 Now we are turning our focus to educational environment codes for students with disabilities ages 6-21. This data collection seeks information on the extent to which students with disabilities have opportunities to interact with their peers without disabilities. Now we are turning our focus to educational environment codes for students with disabilities ages 6-21. This data collection seeks information on the extent to which students with disabilities have opportunities to interact with their peers without disabilities.

38. Understanding the Educational Environment Codes for Ages 6-21 Educational environment codes A through J, S and T are used to represent the educational environments for students ages 6 to 21 Nearly 97% of all students with disabilities in Wisconsin are reported in codes A, B, or C Educational environment codes D through J represent approximately 1.22% of students with disabilities Educational environment codes A through J, S and T are used to represent the educational environments for students with disabilities ages 6 to 21. Nearly 97% of all students with disabilities in Wisconsin are reported in codes A, B, or C. Although educational environment codes D through J represent a small number of students, it is important to remember these students are still counted. Often times students who fall in these categories generate the most questions and tend to be the most difficult to report. Also, it is important to remember that one of the measurements reported in the State Performance Plan is the percentage of students in educational environment codes D through J. The other measurements reported for Indicator 5 are the percentage of students who are reported in educational environment code A and the percentage of students who are reported in educational environment code C.Educational environment codes A through J, S and T are used to represent the educational environments for students with disabilities ages 6 to 21. Nearly 97% of all students with disabilities in Wisconsin are reported in codes A, B, or C. Although educational environment codes D through J represent a small number of students, it is important to remember these students are still counted. Often times students who fall in these categories generate the most questions and tend to be the most difficult to report. Also, it is important to remember that one of the measurements reported in the State Performance Plan is the percentage of students in educational environment codes D through J. The other measurements reported for Indicator 5 are the percentage of students who are reported in educational environment code A and the percentage of students who are reported in educational environment code C.

39. Educational Environment Ages 6-21 39 Educational environment codes A, B, and C require you to calculate the percentage of time a student is inside the regular class. Educational environment codes D through J are used for students who do not attend educational programs with their peers without disabilities. Educational environment codes D through J reflect the setting in which the student receives special education and related services.Educational environment codes A, B, and C require you to calculate the percentage of time a student is inside the regular class. Educational environment codes D through J are used for students who do not attend educational programs with their peers without disabilities. Educational environment codes D through J reflect the setting in which the student receives special education and related services.

40. Educational Environment Ages 6-21 40 Educational environment codes S and T are used for two specific groups of students. Educational environment code S is used for students placed in correctional facilities. Educational environment code T is used for students who are parentally placed in private schoolsEducational environment codes S and T are used for two specific groups of students. Educational environment code S is used for students placed in correctional facilities. Educational environment code T is used for students who are parentally placed in private schools

41. Educational Environment Ages 6-21 Use only special education and related services Do not use supplementary aids and services or program modifications Include lunch and recess 41 As mentioned, educational environment codes A, B, and C require you to calculate the percentage of time a student is inside the regular class. It is easier, however, to first calculate the amount of time the student is removed from the regular class as documented on the student’s IEP. The IEP describes both the special education/related services a student receives and the location in which these services are delivered. This information is included on the DPI model IEP form I-9. When calculating the educational environment for a student with disabilities ages 6-21, remember to only use the amount of time the student is receiving special education and related services outside the regular class away from nondisabled peers. Also do not include the amount of time the student is receiving supplemental aids or services or program modifications. The amount of time that a student spends at lunch or recess is included when determining the total number of minutes in the school week. It is critical that IEP teams specifically describe the degree of removal from nondisabled peers and avoid the use of terms such as “and/or” in describing the locations where services are provided on the DPI model form I-9. The amount and frequency of the services provided in each specific location must be desribed. Let’s look at some specific examples beginning with educational environment code A. As mentioned, educational environment codes A, B, and C require you to calculate the percentage of time a student is inside the regular class. It is easier, however, to first calculate the amount of time the student is removed from the regular class as documented on the student’s IEP. The IEP describes both the special education/related services a student receives and the location in which these services are delivered. This information is included on the DPI model IEP form I-9. When calculating the educational environment for a student with disabilities ages 6-21, remember to only use the amount of time the student is receiving special education and related services outside the regular class away from nondisabled peers. Also do not include the amount of time the student is receiving supplemental aids or services or program modifications. The amount of time that a student spends at lunch or recess is included when determining the total number of minutes in the school week. It is critical that IEP teams specifically describe the degree of removal from nondisabled peers and avoid the use of terms such as “and/or” in describing the locations where services are provided on the DPI model form I-9. The amount and frequency of the services provided in each specific location must be desribed. Let’s look at some specific examples beginning with educational environment code A.

42. Educational Environment Ages 6-21 Student is inside the regular class 80% or more of the time 42 Educational environment code A includes students with disabilities who are inside the regular class 80% or more of the time. Educational environment code A includes students with disabilities who are inside the regular class 80% or more of the time.

43. Example Educational Environment Code A Step 1: Determine total number of minutes in the school week School is in session Monday through Thursday from 8 a.m. to 3 p.m. 420 minutes per day x 4 days = 1,680 minutes Friday 8 a.m. to 2 p.m. 360 minutes x 1 day = 360 minutes Total number of minutes in the school week 1,680 + 360 = 2,040 minutes in the school week 2,040 minutes becomes the denominator in the calculation 43 Step 1 is to determine the total number of minutes in the school week, including lunch and recess. For this example, school is in session Monday through Thursday from 8:00 a.m. until 3:00 p.m. and Friday from 8:00 a.m. until 2:00 p.m. Therefore, the total number of hours in the school week is 34 which is 2,040 minutes. 2,040 becomes the denominator in the calculation. Note: If a student does not attend school for a full day, the total number of minutes in the school week should only include the time that the student attends school. Step 1 is to determine the total number of minutes in the school week, including lunch and recess. For this example, school is in session Monday through Thursday from 8:00 a.m. until 3:00 p.m. and Friday from 8:00 a.m. until 2:00 p.m. Therefore, the total number of hours in the school week is 34 which is 2,040 minutes. 2,040 becomes the denominator in the calculation. Note: If a student does not attend school for a full day, the total number of minutes in the school week should only include the time that the student attends school.

44. Example Educational Environment Code A Step 2: Determine the number of minutes the student is removed from nondisabled peers based upon the IEP 120 minutes becomes the numerator in the calculation 44 Step 2 is to determine the number of minutes the student is removed from nondisabled peers based upon the IEP. In this example, the student is receiving speech therapy for 30 minutes two times per week in the speech therapy room and physical therapy for 30 minutes two times per week in the physical therapy room. The total removal from nondisabled peers for this student is 120 minutes per week. This becomes the numerator in the calculation. Step 2 is to determine the number of minutes the student is removed from nondisabled peers based upon the IEP. In this example, the student is receiving speech therapy for 30 minutes two times per week in the speech therapy room and physical therapy for 30 minutes two times per week in the physical therapy room. The total removal from nondisabled peers for this student is 120 minutes per week. This becomes the numerator in the calculation.

45. Example Educational Environment Code A Step 3: Calculate the percent of time the student is removed from nondisabled peers Divide the total minutes of removal (120 minutes) by total number of minutes in the school week (2,040 minutes) 120 minutes / 2,040 minutes = 0.059 0.059 x 100 = 5.9% Step 3 is to calculate the percent of time the student is removed from nondisabled peers. To do so, divide the total number of minutes the student is removed from nondisabled peers each week by the total number of minutes in the school week and then multiply the result by 100 . In this example, the student is removed from the regular class 5.9% of the time.Step 3 is to calculate the percent of time the student is removed from nondisabled peers. To do so, divide the total number of minutes the student is removed from nondisabled peers each week by the total number of minutes in the school week and then multiply the result by 100 . In this example, the student is removed from the regular class 5.9% of the time.

46. Example Educational Environment Code A Step 4: Determine the percent of time the student is inside the regular class Subtract the percent of time the student is removed from nondisabled peers (5.9%) from 100 100 - 5.9% = 94.1% 94.1% = Code A - Inside the regular class 80% or more Step 4 is to determine the percent of time the student is inside the regular class. To do so, subtract the percent of time the student is removed from nondisabled peers from 100. In this example, the student is in the regular class 94.1% of the time. This student is in educational environment code A, inside the regular class 80 percent of more of the time.Step 4 is to determine the percent of time the student is inside the regular class. To do so, subtract the percent of time the student is removed from nondisabled peers from 100. In this example, the student is in the regular class 94.1% of the time. This student is in educational environment code A, inside the regular class 80 percent of more of the time.

47. Educational Environment Ages 6-21 Student is inside the regular class between 40 and 79% of the time 47 Let’s move on to educational environment code B. Educational environment code B is used for a student who is inside the regular class between 40-79% of the time. The important difference between educational environment code A and code B is the amount of time the student is in the regular class. It is not related to the amount of special education/related services the student receives. A student’s special education/related services may be provided in the regular classroom with nondisabled peers. Educational environment code B does not include students receiving special education/related services in public or private separate schools or in residential facilities. These students will be reported using other educational environment codes. Let’s move on to educational environment code B. Educational environment code B is used for a student who is inside the regular class between 40-79% of the time. The important difference between educational environment code A and code B is the amount of time the student is in the regular class. It is not related to the amount of special education/related services the student receives. A student’s special education/related services may be provided in the regular classroom with nondisabled peers. Educational environment code B does not include students receiving special education/related services in public or private separate schools or in residential facilities. These students will be reported using other educational environment codes.

48. Example Educational Environment Code B Step 1: Determine total number of minutes in the school week School is in session Monday through Thursday from 8 a.m. to 3 p.m. 420 minutes per day x 4 days = 1,680 minutes Friday 8 a.m. to 2 p.m. 360 minutes x 1 day = 360 minutes Total number of minutes in the school week 1,680 + 360 = 2,040 minutes in the school week 2,040 minutes becomes the denominator in the calculation 48 Step 1 is to determine the total number of minutes in the school week including lunch and recess. As in the example for educational environment code A, school is in session Monday through Thursday from 8:00 a.m. until 3:00 p.m. and Friday from 8:00 a.m. until 2:00 p.m. Therefore, the total number of hours in the school week is 34 which is 2,040 minutes. 2,040 becomes the denominator in the calculation. Step 1 is to determine the total number of minutes in the school week including lunch and recess. As in the example for educational environment code A, school is in session Monday through Thursday from 8:00 a.m. until 3:00 p.m. and Friday from 8:00 a.m. until 2:00 p.m. Therefore, the total number of hours in the school week is 34 which is 2,040 minutes. 2,040 becomes the denominator in the calculation.

49. Example Educational Environment Code B Step 2: Determine the number of minutes the student is removed from nondisabled peers based upon the IEP 120 minutes becomes the numerator in the calculation 49 Step 2 is to determine the number of minutes the student is removed from nondisabled peers based upon the IEP. In this example, the student receives reading support for 90 minutes three times per week in a special education classroom for a total of 270 minutes per week. This student also receives written language instruction for 30 minutes five times a week for a total of 150 minutes in the special education classroom. Lastly, the student receives speech therapy for 30 minutes two times per week for a total of 60 minutes in the speech therapy room. The total removal from nondisabled peers equals 480 minutes per week. This becomes the numerator in the calculation. Note: The 45 minutes of daily reading instruction the student receives was not included as removal time as this service is provided in the regular education class. It is not time in which the student is removed from nondisabled peers.Step 2 is to determine the number of minutes the student is removed from nondisabled peers based upon the IEP. In this example, the student receives reading support for 90 minutes three times per week in a special education classroom for a total of 270 minutes per week. This student also receives written language instruction for 30 minutes five times a week for a total of 150 minutes in the special education classroom. Lastly, the student receives speech therapy for 30 minutes two times per week for a total of 60 minutes in the speech therapy room. The total removal from nondisabled peers equals 480 minutes per week. This becomes the numerator in the calculation. Note: The 45 minutes of daily reading instruction the student receives was not included as removal time as this service is provided in the regular education class. It is not time in which the student is removed from nondisabled peers.

50. Example Educational Environment Code B Step 3: Calculate the percent of time the student is removed from nondisabled peers Divide the total minutes of removal (480 minutes) by total number of minutes in the school week (2,040 minutes) 480 minutes / 2,040 minutes = 0.235 0.235 x 100 = 23.5% Step 3 is to calculate the percent of time the student is removed from nondisabled peers. To do so, divide the total number of minutes the student is removed from nondisabled peers each week by the total number of minutes in the school week and then multiply the result by 100 . In this example, the student is removed from the regular class 23.5% of the time.Step 3 is to calculate the percent of time the student is removed from nondisabled peers. To do so, divide the total number of minutes the student is removed from nondisabled peers each week by the total number of minutes in the school week and then multiply the result by 100 . In this example, the student is removed from the regular class 23.5% of the time.

51. Example Educational Environment Code B Step 4: Determine the percent of time the student is inside the regular class Subtract the percent of time the student is removed from nondisabled peers (23.5%) from 100 100 - 23.5% = 76.5% 76.5% = Code B - Inside the regular class between 40 and 79% Step 4 is to determine the percent of time the student is inside the regular class. To do so, subtract the percent of time the student is removed from nondisabled peers from 100. In this example, the student is in the regular class 76.5% of the time. This student is in educational environment code B, inside the regular class between 40 and 79% of the time.Step 4 is to determine the percent of time the student is inside the regular class. To do so, subtract the percent of time the student is removed from nondisabled peers from 100. In this example, the student is in the regular class 76.5% of the time. This student is in educational environment code B, inside the regular class between 40 and 79% of the time.

52. Educational Environment Ages 6-21 Student is inside the regular class less than 40% of the time 52 Let’s continue with educational environment code C. Educational environment code C is used if the student is in the regular class less than 40% of the time. Again, remember the difference between educational environment codes A, B and C is the amount of time the student is in the regular class; not the amount of special education/related services the student receives. Educational environment code C does not include students receiving special education/related services in public or private separate schools or residential facilities. Let’s continue with educational environment code C. Educational environment code C is used if the student is in the regular class less than 40% of the time. Again, remember the difference between educational environment codes A, B and C is the amount of time the student is in the regular class; not the amount of special education/related services the student receives. Educational environment code C does not include students receiving special education/related services in public or private separate schools or residential facilities.

53. Example Educational Environment Code C Step 1: Determine total number of minutes in the school week School is in session Monday through Thursday from 8:15 a.m. to 3:15 p.m. 420 minutes per day x 4 days = 1,680 minutes Friday 8:15 a.m. to 2 p.m. 345 minutes x 1 day = 345 minutes Total number of minutes in the school week 1,680 + 345 = 2,025 minutes in the school week 2,025 minutes becomes the denominator in the calculation 53 Step 1 is to determine the total number of minutes in the school week including lunch and recess. In this example, school is in session Monday through Thursday from 8:15 a.m. until 3:15 p.m. and Friday from 8:15 a.m. until 2:00 p.m. Therefore, the total number of hours in the school week is 33.75 which is 2,025 minutes. 2,025 becomes the denominator in the calculation. Step 1 is to determine the total number of minutes in the school week including lunch and recess. In this example, school is in session Monday through Thursday from 8:15 a.m. until 3:15 p.m. and Friday from 8:15 a.m. until 2:00 p.m. Therefore, the total number of hours in the school week is 33.75 which is 2,025 minutes. 2,025 becomes the denominator in the calculation.

54. Example Educational Environment Code C Step 2: Determine the number of minutes the student is removed from nondisabled peers based upon the IEP 1,890 minutes becomes the numerator in the calculation 54 Step 2 is to determine the number of minutes the student is removed from nondisabled peers based upon the IEP. In this example, the student receives the following special education and related services in a special education classroom: Life Skills (180 minutes x 5 days per week = 900 minutes) Language Arts (60 minutes x 5 days per week = 300 minutes) Functional Math Skills (60 minute x 5 days per week = 300 minutes) Speech & Language Therapy (30 minutes x 3 days per week = 90 minutes) Occupational Therapy (60 minutes x 2 days per week = 120 minutes) Physical Therapy (60 minutes x 3 days per week = 180 minutes) The total removal time from nondisabled peers equals 1,890 minutes per week. 1,890 minutes becomes the numerator in the calculation. Step 2 is to determine the number of minutes the student is removed from nondisabled peers based upon the IEP. In this example, the student receives the following special education and related services in a special education classroom: Life Skills (180 minutes x 5 days per week = 900 minutes) Language Arts (60 minutes x 5 days per week = 300 minutes) Functional Math Skills (60 minute x 5 days per week = 300 minutes) Speech & Language Therapy (30 minutes x 3 days per week = 90 minutes) Occupational Therapy (60 minutes x 2 days per week = 120 minutes) Physical Therapy (60 minutes x 3 days per week = 180 minutes) The total removal time from nondisabled peers equals 1,890 minutes per week. 1,890 minutes becomes the numerator in the calculation.

55. Example Educational Environment Code C Step 3: Calculate the percent of time the student is removed from nondisabled peers Divide the total minutes of removal (1,890 minutes) by total number of minutes in the school week (2,025 minutes) 1,890 minutes / 2,025 minutes = 0.933 0.933 x 100 = 93.3% Step 3 is to calculate the percent of time the student is removed from nondisabled peers. To do so, divide the total number of minutes the student is removed from nondisabled peers each week by the total number of minutes in the school week and then multiply the result by 100 . In this example, the student is removed from the regular class 93.3% of the time.Step 3 is to calculate the percent of time the student is removed from nondisabled peers. To do so, divide the total number of minutes the student is removed from nondisabled peers each week by the total number of minutes in the school week and then multiply the result by 100 . In this example, the student is removed from the regular class 93.3% of the time.

56. Example Educational Environment Code C Step 4: Determine the percent of time the student is inside the regular class Subtract the percent of time the student is removed from nondisabled peers (24%) from 100 100 - 93.3% = 6.7% 6.7% = Code C - Inside the regular class less than 40% Step 4 is to determine the percent of time the student is inside the regular class. To do so, subtract the percent of time the student is removed from nondisabled peers from 100. In this example, the student is in the regular class 6.7% of the time. This student is in educational environment code C, inside the regular class less than 40% of the time.Step 4 is to determine the percent of time the student is inside the regular class. To do so, subtract the percent of time the student is removed from nondisabled peers from 100. In this example, the student is in the regular class 6.7% of the time. This student is in educational environment code C, inside the regular class less than 40% of the time.

57. Educational Environment Ages 6-21 Things to Remember….. Time spent outside the regular classroom receiving services unrelated to the student’s disability, such as time receiving LEP services, should be considered as time inside the regular classroom. Educational time spent in age-appropriate community-based settings that include individuals with and without disabilities, such as college campuses, alternative schools, vocational sites should be considered as time inside the regular classroom. 57 A few things to remember when calculating educational environment codes A, B, and C: Time spent outside the regular classroom receiving services unrelated to the student’s disability, such as time spent receiving LEP services, should be considered as time inside the regular classroom. Educational time spent in age-appropriate community-based settings that include individuals with and without disabilities, such as college campuses; alternative schools; or vocational sites, should be considered as time inside the regular classroom.A few things to remember when calculating educational environment codes A, B, and C: Time spent outside the regular classroom receiving services unrelated to the student’s disability, such as time spent receiving LEP services, should be considered as time inside the regular classroom. Educational time spent in age-appropriate community-based settings that include individuals with and without disabilities, such as college campuses; alternative schools; or vocational sites, should be considered as time inside the regular classroom.

58. Educational Environment Ages 6-21 58 Placed by LEA or some other public agency Not placed by parent Now we will turn our attention to educational environment codes D-J. It is important to remember that when using these codes, it is because the student was placed there by the LEA or some other public agency at public expense, and not by the parent. Now we will turn our attention to educational environment codes D-J. It is important to remember that when using these codes, it is because the student was placed there by the LEA or some other public agency at public expense, and not by the parent.

59. Educational Environment Ages 6-21 Public Separate Day School Serves ONLY students with disabilities Located off the regular school campus Student attends greater than 50% of student’s school day Student does not reside at school 59 Educational environment code D is used for a student with disabilities placed by the IEP team in a public separate day school that serves only students with disabilities in a location away from the regular school campus. This would not include a trailer that is used as a portable classroom located on a school campus. A student with disabilities who is placed in a public separate day school for a portion of the day, and in a regular school building for the remainder of the school day is reported in educational environment code D provided the portion of time at the public separate day school is greater than 50% of the student’s school day. Some examples of public separate day schools include Lakeland School, Syble Hopp, day students at the Wisconsin School for the Deaf (WSD) or the Wisconsin School for the Blind and Visually Impaired (WSBVI), any type of CESA program located in a separate building, or a district sponsored special education program located in a separate building. Educational environment code D is used for a student with disabilities placed by the IEP team in a public separate day school that serves only students with disabilities in a location away from the regular school campus. This would not include a trailer that is used as a portable classroom located on a school campus. A student with disabilities who is placed in a public separate day school for a portion of the day, and in a regular school building for the remainder of the school day is reported in educational environment code D provided the portion of time at the public separate day school is greater than 50% of the student’s school day. Some examples of public separate day schools include Lakeland School, Syble Hopp, day students at the Wisconsin School for the Deaf (WSD) or the Wisconsin School for the Blind and Visually Impaired (WSBVI), any type of CESA program located in a separate building, or a district sponsored special education program located in a separate building.

60. Educational Environment Ages 6-21 60 Private Separate Day School Serves ONLY students with disabilities Student attends greater than 50% of school day Student does not reside at school Educational environment code E is used for a student with disabilities placed by the IEP team in a private separate day school that serves only students with disabilities. A student with disabilities who are placed in a private separate day school for a portion of the day, and in a regular school building for the remainder of the school day are reported in educational environment code E provided the portion of time at the private separate day school is greater than 50% of the student’s school day. One example of a private separate school is Kradwell School in Milwaukee. If the child attends the day program as determined by the IEP team, but does not reside at Kradwell, use educational environment code E. Educational environment code E is used for a student with disabilities placed by the IEP team in a private separate day school that serves only students with disabilities. A student with disabilities who are placed in a private separate day school for a portion of the day, and in a regular school building for the remainder of the school day are reported in educational environment code E provided the portion of time at the private separate day school is greater than 50% of the student’s school day. One example of a private separate school is Kradwell School in Milwaukee. If the child attends the day program as determined by the IEP team, but does not reside at Kradwell, use educational environment code E.

61. Educational Environment Ages 6-21 61 Public Residential Facility Serves ONLY students with disabilities Student attends greater than 50% of school day Student resides at facility Educational environment code F is used for a student with disabilities placed by the IEP team at a public residential facility that serves only students with disabilities. The student receives special education/related services for greater than 50% of the school day at the facility. In addition, the student resides at the facility. Residential students at WSD and WCBVI, for example, are reported in educational environment code F if they receive special education and related services for greater than 50% of the school day at the residential school. Educational environment code F is used for a student with disabilities placed by the IEP team at a public residential facility that serves only students with disabilities. The student receives special education/related services for greater than 50% of the school day at the facility. In addition, the student resides at the facility. Residential students at WSD and WCBVI, for example, are reported in educational environment code F if they receive special education and related services for greater than 50% of the school day at the residential school.

62. Educational Environment Ages 6-21 62 Private Residential Facility Serves ONLY students with disabilities Student attends greater than 50% of school day Student resides at facility Educational environment code G is used for a student with disabilities placed by the IEP team at a private residential facility that serves only students with disabilities. The student receives special education/related services for greater than 50% of the school day in the facility. In addition, the student resides at the facility. Educational environment code G is used for a student with disabilities placed by the IEP team at a private residential facility that serves only students with disabilities. The student receives special education/related services for greater than 50% of the school day in the facility. In addition, the student resides at the facility.

63. Educational Environment Ages 6-21 63 Hospital Educational environment code I is used for a student placed in and receiving special education and related services in a hospital program. Educational environment code I includes students court-ordered to a residential mental health facility when that facility is for both students with and without disabilities. An example, would be a student court-ordered to a residential care center (RCC). This differs from guidance given in the past regarding students placed in RCCs. Educational environment code I is used for a student placed in and receiving special education and related services in a hospital program. Educational environment code I includes students court-ordered to a residential mental health facility when that facility is for both students with and without disabilities. An example, would be a student court-ordered to a residential care center (RCC). This differs from guidance given in the past regarding students placed in RCCs.

64. Educational Environment Ages 6-21 64 Homebound Educational environment code J is used for a student placed in and receiving all of his/her special education and related services in a homebound program. Educational environment code J is used for a student placed in and receiving all of his/her special education and related services in a homebound program.

65. Educational Environment Ages 6-21 65 Correctional Facilities Receive special education/related services in short-term detention facilities (community-based or residential) Receive special education/related services in correctional facilities We will now turn our attention to the two remaining educational environment codes. Educational environment code S is used for students who are receiving all of their special education/related services in a short-term detention or correctional facility. We will now turn our attention to the two remaining educational environment codes. Educational environment code S is used for students who are receiving all of their special education/related services in a short-term detention or correctional facility.

66. Educational Environment Ages 6-21 66 Parentally Placed in Private School Enrolled by parents or guardians in regular parochial or other private schools Students have an individual service plan For more information, go to www.dpi.state.wi.us/sped/bul06-03.html Educational environment code T is used for those students placed in a private school by their parents and whose basic education is paid for through private resources, however, their special education and related services are provided at public expense from a local educational agency under an individual service plan. It also includes children whose parents choose to home-school them, but who receive special education and related services at public expense Do not include students who are placed in private schools at public expense by the LEA. These students would be reported in educational environment code E. For more information, regarding parentally placed private school students, please refer to Information Update Bulletin 06.03 at the link listed. Educational environment code T is used for those students placed in a private school by their parents and whose basic education is paid for through private resources, however, their special education and related services are provided at public expense from a local educational agency under an individual service plan. It also includes children whose parents choose to home-school them, but who receive special education and related services at public expense Do not include students who are placed in private schools at public expense by the LEA. These students would be reported in educational environment code E. For more information, regarding parentally placed private school students, please refer to Information Update Bulletin 06.03 at the link listed.

67. Educational Environment Data Accuracy 67 In summary, remember that first and foremost when determining the educational environment, it starts with the IEP. The special education and related services spelled out in a student’s IEP determine the appropriate educational environment code. It may increase efficiency and accuracy if the IEP team begins calculating and recording the educational environment code during the IEP meeting as the team makes decisions related to services and location. To assist IEP teams in recording the educational environment code in ISES, it may be helpful to use the EE-1 educational environment worksheet found on the Indicator 20 homepage. This worksheet should then be given to the appropriate data entry personnel. To help ensure accuracy, it is important for districts to establish a process which designates who will be entering this information. In summary, remember that first and foremost when determining the educational environment, it starts with the IEP. The special education and related services spelled out in a student’s IEP determine the appropriate educational environment code. It may increase efficiency and accuracy if the IEP team begins calculating and recording the educational environment code during the IEP meeting as the team makes decisions related to services and location. To assist IEP teams in recording the educational environment code in ISES, it may be helpful to use the EE-1 educational environment worksheet found on the Indicator 20 homepage. This worksheet should then be given to the appropriate data entry personnel. To help ensure accuracy, it is important for districts to establish a process which designates who will be entering this information.

68. Educational Environment Data Accuracy 68 The importance of accurate data cannot be stressed enough. Your LEA’s data becomes Wisconsin’s data. Data entered by your LEA will ultimately affect how Wisconsin compares to other states. After this training, we hope that you will consider the following questions: What is your system for ensuring accuracy of your local data? Who is involved in this system? Who decides a student’s educational environment code? How is this decision transmitted to the person who inputs the data for ISES? The importance of accurate data cannot be stressed enough. Your LEA’s data becomes Wisconsin’s data. Data entered by your LEA will ultimately affect how Wisconsin compares to other states. After this training, we hope that you will consider the following questions: What is your system for ensuring accuracy of your local data? Who is involved in this system? Who decides a student’s educational environment code? How is this decision transmitted to the person who inputs the data for ISES?

69. Questions? Nancy Fuhrman Special Education Data Coordinator (608) 267-9243 [email protected] Erin Arango-Escalante Early Childhood Special Education Consultant (608) 267-9172 [email protected] For questions regarding educational environment, please contact either Nancy Fuhrman or Erin Arango-Escalante using the contact information shown. This concludes today’s webinar. Thank you for participating.For questions regarding educational environment, please contact either Nancy Fuhrman or Erin Arango-Escalante using the contact information shown. This concludes today’s webinar. Thank you for participating.

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