Early Childhood OutcomesEarly Childhood Setting Codes

Today’s Agenda

Early Childhood Outcomes Changes necessary to meet new requirements Timelines for gathering 2006 – 2007 ECO data

Early Childhood Setting Codes

Iowa’s Early Childhood OutcomesPurpose:

Develop and Implement a Statewide Accountability System to Measure Outcomes for Infants and Toddlers in Early ACCESS and Preschoolers in Early Childhood Special Education

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Why Collect Early Childhood Outcome Data?

Requirement to report in IDEA 2004

Provide information to the public

Document effectiveness of Early Childhood Special Education services

The Essential Question

Are students with disabilities entering school ready to learn at high levels?

Iowa’s Early Childhood Outcomes:Target Population

Early ACCESS Infants and Toddlers

All infants and toddlers that have an IFSP Include children when transitioning at the age of 3

Early Childhood Special Education Preschoolers

All preschool children that have an IEP Include children when transitioning from ECSE services

to kindergarten Include children receiving ECSE services and

Kindergarten services (Part-Time/Part Time) Do NOT include children that begin receiving special

education services in kindergarten

Iowa’s Early Childhood Outcomes:Three ECO Areas

Children with IFSP/IEP who demonstrate improved:1. Positive social-emotional skills (including social

relationships)2. Acquisition and use of knowledge and skills

(including early language/communication, problem solving, and early literacy for preschoolers)

3. Use of appropriate behaviors to meet their needs ( taking care of basic needs, getting around in the environment, integrating motor skills to complete tasks, self-help, engaging in play)

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Iowa’s Early Childhood Outcomes:Reporting Categories

Original

Percentage of children who:a. Reach or maintain

functioning at a level comparable to same-aged peers

b. Improved functioning c. Did not improve

functioning

ChangePercentage of children who:a. Did not improve functioning b. Improved functioning but not

sufficient to move nearer to functioning comparable to same-aged peers

c. Improved functioning to a level nearer to same-aged peers but did not reach it

d. Improved functioning to reach a level comparable to same-aged peers

e. Maintained functioning at a level comparable to same-aged peers

*In each of the 3 ECO Areas

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Summarizing Children’s Accomplishments

ECO Summary Form is used by IEP teams to summarize information related to the 3 ECO areas. Information is summarized from multiple

methods and sources All IFSP and IEP Teams will reach consensus on

the results reported on the ECO.

Iowa’s Early Childhood Outcomes: ECO Summary Form

October 2006

Comparison to peers or standards: To what extent does this child show age-

appropriate functioning in the area of positive social-emotional skills across a variety of settings and situations

Iowa’s Early Childhood Outcomes:

ECO Summary FormComparison to peers or standards

7-Point Rating ScaleRating is based on: Current level of functioning demonstrated across a

range of situations and settings that make up the child’s day

Typical functioning, not his/her capacity to function under ideal circumstances

Functioning using assistive technology or special accommodations

Skills and behaviors compared to age appropriate expectations based on child development research

Iowa’s Early Childhood Outcomes:

ECO Summary Form

Comparison to peers or standards

Rating is NOT based on:A single behavior or skillDiscrete behaviorsDemonstration of skills under ideal

circumstances that not does not reflect everyday situations or settings

Iowa’s Early Childhood Outcomes: ECO Summary Form

Progress: Has the child shown any new skills or

behaviors related to positive social-emotional skills since the last IEP meeting?

Iowa’s Early Childhood Outcomes: ECO Summary Form

Child’s Progress is based on any of the following: Acquisition of a new skill or behavior since the

last IFSP or IEP meeting More independently demonstrates mastery of

a skill or behavior Progress made toward achieving IFSP

Outcomes or IEP Goals Improve skills and behaviors to a level nearer

to age-appropriate functioning

Iowa’s Early Childhood Outcomes: ECO Summary Form

Supporting Evidence for Outcome Rating and Progress in Positive Social-Emotional Skills Information gathered from various procedures and

multiple sources of data Progress monitoring data IFSP and IEP Results data Age appropriate expectations Other relevant information regarding child’s

functioning across a variety of settings and everyday situations

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The ECO Summary Form

An ECO Summary form for each of 3 ECO areas must be reported for every infant/toddler with an IFSP or preschooler with an IEP.

Data are needed in all ECO areas even if:

No one has concerns about a child’s development

A child has delays in one or two ECO areas, but not in all three ECO areas

Iowa’s Early Childhood Outcomes: ECO Summary Form

Completing the ECO Summary form Complete for each ECO area, despite services

receiving or areas of concern Initial IFSP or IEP meeting for infants, toddlers or

preschool children Annually as a part of the IFSP or IEP meeting, Complete ECO Summary form until the child no

longer receives Early ACCESS or ECSE services MUST complete when child leaves services (i.e. exits

services, transitions at age 3 or into kindergarten)

Iowa’s Early Childhood Outcomes: Timelines

Beginning February 1, 2006Initial IFSP or IEP Meetings

a. Comparison to Peers or Standard

Beginning July 1, 2006Initial, Annual IFSP and IEP Meetings; Exit Meetings, and Re-evaluation IEP Meetings

a. Comparison to Peers or Standardb. Progressc. Supporting Evidence

* SPP – Baseline and Targets will be based on these data!

Iowa’s Early Childhood Outcomes: Timelines

IFSP and IEP Meetings held between July 1 to November 10, 2006 – Teams have until Friday, December 1 to

complete the new ECO Summary form

Beginning November 10, 2006 – Teams complete the new ECO Summary form

at the time of the IFSP and IEP Meetings

What questions or comments do you have about ECO?

REPORTING EDUCATION ENVIRONMENTS FOR CHILDREN

WITH DISABILITIESAGES 3-5

Part B, Individuals with Disabilities Education Act

Implementation of FAPE RequirementsChild Count Data for 2006

Authorization: P.L. 108-446, Section 618 (a)(1)(A)(ii), Section 618 (a)(1)(A)

(iii), and Section 618(a)(3);34CFR§§300.460,340.640,

300.642(b),300.645

WHEN?

All staffings beginning November 6, 2006

Determine new setting codes for all staffings that have occurred since July 1, 2006

WHO?

All 3 – 5 year olds receiving ECSE services, including support services only

DECISION FACTORS?

What are the decision rules in determining which environment to use when reporting each child?

Integrated Settings

Is the child attending an early childhood program that is designed for children without disabilities and includes at least 50% non-disabled children?Head Start, Kindergarten, Reverse Integration Classrooms, Private preschool, LEA preschool, Childcare centerIs his/her IEP implemented in that setting?

Reverse Integration Programs

Feds now recognize

Iowa is not encouraging

May be appropriate in rural districts but only for a VERY LIMITED TIME

Research tells us that there is less social interaction in reverse integration programs which could effect children’s social/emotional skills as reflected in ECO (Guralnick & Groom, 1998)

Calculating Time in EC Programs

% of time the child spends in a regular EC program

Numerator: number of minutes per month the child spends in a regular EC program

Denominator: total number of minutes per month the child spends in a regular EC program plus minutes per month spent receiving ECSE instructional and related services outside the EC program

Calculating Time

Number of minutes per month the child spends in a regular EC program_________________________________Number of minutes per month the child spends in a regular EC program + number of minutes per month child receives ECSE instructional & related services outside the EC program

TIME FACTORS

60 Minutes per Hour

5 Days per Week

20 Days per Month

4 Weeks per Month

A 1 Example

Child is in a regular early childhood program at least 80% of the time

Example: Child attends Little Lambs preschool 6 hours/week (360 minutes/wk or 1440 min/month) where his/her IEP is being implemented. Child also receives speech/language services at the local elementary school for 1 hour/week (60 min/week or 240 min/month)

A1 Calculation

# of minutes/month in regular education: 1440

# of minutes/month receiving ECSE services: 1680

Calculate percentage: 1440 ÷ 1680 = 86%

A 2 Example

Child is in the regular early childhood program 40% to 70% of the time

Example: Child attends ABC Preschool 7 hours/week (420 min/week and 1680 min/month) and receives special education instructional services and speech/language services in that setting. S/he also attends an LEA ECSE classroom 4 hours/week 240 min/ week, 960 min/month).

A2 Calculation

# of minutes per month in regular education: 1680

# of minutes per month receiving ECSE services: 2640

1680 ÷ 2640 =64%

A2 Example #2

Child attends Apple Tree Preschool 5 hours per week (300 min/week, 1200 min/month) where the IEP is being implemented.S/he receives speech/language services 1 hr/week (60 min/week, 240 min/month) at the local elementary schoolS/he receives physical therapy services 1 hr/week (60 min/week, 240 min/month) at the AEA officeS/he receives occupational therapy services 1 hr/month (60 min/month) at the AEA office

A2 #2 Calculation

Amount of time in regular education: 1200 minutes/month

Amount of time receiving ECSE services: 1740 minutes/month

1200 ÷ 1740 = 69%

A 3 Example

Child is in the regular early childhood program less than 40% of the time

Child attends Charlie Brown Child Care Center 7 hours per week (420 min/week, 1680 min/month) where the IEP is being implemented. S/he also attends the LEA ECSE program 30 hours/week (1800 min/week, 7200 min/month). Physical therapy is offered in the home 1 hour per month (60 min/month).

A3 Calculation

# of minutes per month in regular education: 1680

# of minutes per month receiving ECSE services: 8940

1680 ÷ 8940 = 19%

A3 #2 Example

The child attends a Shared Visions program 5 hours per week (300 min/week, 1200 min/month). S/he also attends the district’s ECSE classroom 25 hours per week (1500 min/week, 6000 min/month). The IEP is being implemented in both settings.

A3 #2 Calculation

# of minutes per month in regular ed: 1200

# of minutes per month receiving ECSE

services: 7200

1200 ÷7200 = 2%

Non-integrated Settings

Does the child attend an early childhood special education program?

Is that the only setting where the child’s IEP is being implemented?

Early Childhood Special Education Programs

A program that includes 51% or more children with disabilities

A program that is designed for children with disabilities

Examples: ECSE classroom in regular school buildings; ECSE classroom in a childcare facility, hospital, or other community based setting; separate school; and residential facilities

B 1

Separate class - Child attends a special education program in a class with less than 50% non-disabled children

Example: Child attends the school district’s ECSE classroom 30 hours/week and receives speech/language and OT services in that setting

B 2

Separate school - Child receives education programs in public or private day schools designed specifically for children with disabilities

B 3

Residential facility - Child receives education programs in publicly or privately operated residential schools or residential medical facilities on an inpatient basis

B 4

Home – child receives special education and related services in the principal residence of the child’s family or caregivers

Non-example: Child Development home where the child attends childcare

B 5

Service provider location – child receives all special education & related services from a service provider in the service provider’s location.

Examples: local school building where the speech/language pathologist is officed, private clinicians’ offices, hospital facilities on an outpatient basis, and other public locations

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What questions or comments do you have about Early Childhood Setting Codes