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Reporting Requirements for Preschool Educational Environments

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  1. Reporting Requirements for Preschool Educational Environments

  2. Child Count Instructions andConsiderations Source: Data Accountability Center (DAC) Child Count Directions https://www.ideadata.org/PartBForms.asp#y201011

  3. Report an unduplicated count of all children with disabilities ages 3-5 served by IDEA by age and educational environment. Educational Environments of Children with Disabilities NECTAC NOTE: Please refer to the federal instructions and state guidance for specific coding definitions.

  4. Child count data is collected on a state-designated date between October 1, 2010 and December 1, 2010 Timeline for Reporting

  5. Preschool Educational Environment Reporting Categories Where is the majority of special education and related services delivered? What is program type? • Regular early childhood programs • Special education programs • Neither regular or special education program AND WHAT WHERE

  6. A– Attending a regular preschool program more than 10 hours a week (regardless of where special education is delivered) B – Attending a regular preschool program less than 10 hours a week (regardless of where special education is delivered) C – Receiving service in special education program D – Receiving service in home or provider location (i.e. speech therapy service) Four Main Categories for Children

  7. Improved the quality of practices at the local level • 90% of respondents, cumulatively across TA (external evaluation) • 94% of recipients of major individualized TA (internal evaluation) • 86% of long-term systems change projects ( Long-term Impacts (cont.)

  8. First consider whether the child is attending a Regular Early Childhood Program (column 1) : • at least 50 percent children without disabilities (children do NOT have IEPs) Decision Rules to Determine Categories

  9. Head Start • Kindergartens • Public preschool classes • Private kindergartens or preschools • Child development center or child care program Examples of Regular Early Childhood Programs

  10. Row A– in regular education program at least 10 hours per week • Row A1 – receives majority of hours of special education services in regular program • Row A2 – receives majority of hours of special education services in another location If Child Attends Regular Program

  11. Row B – in regular education program less than 10 hours per week • Row B1 – receives majority of hours of special education services in regular program • Row B2 – receives majority of hours of special education services in another location If Child Attends Regular Program

  12. Special Education is defined as: • Less than 50 percent children without disabilities (i.e., children not on IEPs) • The order of the categories as listed on the table does not reflect a continuum from least to most restrictive [page 2; table 3 instructions]. If Child Attends Only Special Education Program

  13. Separate Special Education Program • Row C - For children who do not attend ANY regular education program • Row C1 – special education services in separate class • Row C2 – special education services in separate school • Row C3 – special education services in residential facility

  14. Located in: • Regular school buildings • Trailers or portables outside regular school buildings • Child care facilities • Hospital facilities on an outpatient basis • Other community-based settings C 1 = Separate Special EducationClassrooms

  15. C 2 = Separate School C 3 = Residential Facility • Row C2. Separate school = public or private day schools designed specifically for children with disabilities. • Row C3. Residential facility = publicly or privately operated residential schools or residential medical facilities on an inpatient basis.

  16. Row D -If the child does not attend regular early childhood NOR special education programs, the child should be reported in Row D. • Row D1 -- If the child receives services in the home • Row D2 -- If the child receives services exclusively in Service Provider location or some other location, not in any other category For children not reported in A, B, or C

  17. Special Education services are provided in the principal residence of the child's family or caregivers. D1 = Home

  18. For example, speech therapy provided in: • private clinicians’ offices • clinicians’ offices located in school buildings • hospital facilities on an outpatient basis D2 = Service Provider Location

  19. Decisions Rules to Determine Categories Report each child in only one category. For example: Report the child in a special education setting (Row C1, C2, C3) even if the child also receives services in the home (Row D1) or service provider location (Row D2).

  20. Decisions Rules to Determine Categories Report each child in only one category. Another example: Report the child in home (Row D1) even if the child also receives special education/related service in a service provider or other location (Row D2).

  21. Direct Correspondence The revised indicator measurement mirrors the revised child count data requirement.

  22. SPP/APR Instructions andConsiderationshttp://spp-apr-calendar.rrfcnetwork.org/explorer/view/id/417/?3#category3

  23. from revised table posted 5-25-10

  24. Educational Environment Table 3 provides information for SPP/APR Indicator B6 measurement. Environment Table 3, A1 plus B1 = SPP Indicator B6 measurement A A1 At least 10 hours a week receiving the MAJORITY of hours of SPECIAL EDUCATION and related SERVICES in the REGULAR EARLY CHILDHOOD PROGRAM B1 Less than 10 hours a week receiving the MAJORITY of hours of SPECIAL EDUCATION and related SERVICES in the REGULAR EARLY CHILDHOOD PROGRAM Percent of children aged 3 through 5 with IEPs attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program. + =

  25. Educational Environment Table 3 provides information for SPP/APR Indicator B6 measurement. Environment Table 3, C1 + C2 + C3 = SPP Indicator B6 measurement B C3. Residential facility publicly or privately operated residential schools or residential medical facilities on an inpatient basis. C2. Separate school public or private day schools designed specifically for children with disabilities Percent of children aged 3 through 5 with IEPs attending a separate special education class, separate school, or residential facility. C1 Separate special education services in separate classroom. + + =

  26. “If you are able to report [child count data] in February 2011 using the new categories of A1, A2, B1, and B2, please do. See new categories in Table 3 https://www.ideadata.org/docs/EnvironmentPtB7-2010.pdf If your state was not able to make the transition to the new categories of A1, A2, B1, and B2 in time for the February 2011 submission, you may submit data about “children attending a regular early childhood program” in February 2011.  The “children attending a regular early childhood program” group includes all children who would go in A1, A2, B1, or B2 in the new Table 3.  [It is the same group of children who were distributed across A1, A2, and A3 in 2009.]  Please note that this is a one year flexibility.  The new categories must be used in the February 2012 submission.  --Kelly L. Worthington, OSEP, September 30, 2010 Guidance for Reporting from OSEP to 619 Coordinators

  27. NECTAC Directions for Educational Environment Ages 3-5, an excerpt from full instructions Decision Tree for Coding Educational Environments Ages 3-5 Individual Child Worksheet for IEP DAC Educational Environments, Table 3 -- Child Count Data for 2010https://www.ideadata.org/PartBForms.asp#y201011 RRCP SPP/APR Indicator 6 http://spp-apr-calendar.rrfcnetwork.org/explorer/view/id/417/?3#category3 Questions about Part B-Table 3: Contact Carol Bruce at DAC (carolbruce@westat.com) Kelly Worthington at OSEP (Kelly.Worthington@ed.gov) Meredith Miceli at OSEP (Meredith.Miceli@ed.gov). Additional Resources