October 2010 1 REPORTING REQUIREMENTS FOR PRESCHOOL EDUCATIONAL ENVIRONMENTS.
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Transcript of October 2010 1 REPORTING REQUIREMENTS FOR PRESCHOOL EDUCATIONAL ENVIRONMENTS.
October 2010 1
REPORTING REQUIREMENTS
FOR PRESCHOOL
EDUCATIONAL ENVIRONMENTS
October 2010 2
Source: Data Accountability Center (DAC) Child Count Directions
https://www.ideadata.org/PartBForms.asp#y201011
Child CountInstructions andConsiderations
October 20103
Educational Environments of Children with Disabilities
Report an unduplicated count of all children with disabilities ages 3-5
served by IDEA by age and educational environment.
NECTAC NOTE: Please refer to the federal instructions and state guidance for specific coding definitions.
October 20104
Timeline for Reporting
Child count data is collected on a state-designated date
between October 1, 2010 and December 1, 2010
October 2010 5
Preschool Educational Environment Reporting Categories
What is program type?• Regular early childhood
programs• Special education programs• Neither regular or special
education program
Where is the majority of special education and related services delivered?
AND WHEREWHAT
October 20106
Four Main Categories for Children
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)
October 20107
Long-term Impacts (cont.)
• 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 (
Row Set (A)
CHILDREN ATTENDING A REGULAR EARLY CHILDHOOD PROGRAM AT LEAST 10 HRS PER WEEK, …
(A1) And receiving the MAJORITY of SPECIAL EDUCATION and related SERVICES in the REGULAR EARLY CHILDHOOD PROGRAM
(A2) …and receiving the majority of SPECIAL EDUCATION and related SERVICES in some OTHER LOCATION
Row Set (B)
CHILDREN ATTENDING A REGULAR EARLY CHILDHOOD PROGRAM LESS THAN 10 HRS PER WEEK, …
(B1) And receiving the MAJORITY of SPECIAL EDUCATION and related SERVICES in the REGULAR EARLY CHILDHOOD PROGRAM(B2) …and RECEIVING the majority of SPECIAL EDUCATION and related SERVICES in some OTHER LOCATION
Row Set (C)
CHILDREN ATTENDING A SPECIAL EDUCATION PROGRAM (NOT in any regular early childhood program), …
(C1) Separate Special Education Class
(C2) Separate School
(C3) Residential Facility
Row Set (D)
CHILDREN ATTENDING NEITHER A REGULAR EARLY CHILDHOOD PROGRAM NOR A SPECIAL EDUCATION PROGRAM (NOT INCLUDED IN ROW SETS A, B, OR C)
(D1) receiving the MAJORITY of SPECIAL EDUCATION and related SERVICES in the home
(D2) And receiving special education and related service
October 20108
Decision Rules to Determine Categories
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)
October 20109
Examples of Regular Early Childhood Programs
• Head Start
• Kindergartens
• Public preschool classes
• Private kindergartens or preschools
• Child development center or child care program
October 201010
If Child Attends Regular Program
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
October 201011
If Child Attends Regular Program
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
October 201012
If Child Attends Only Special Education Program
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].
October 201013
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
October 201014
C 1 = Separate Special Education Classrooms
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
October 201015
• 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.
C 2 = Separate SchoolC 3 = Residential Facility
October 201016
For children not reported in A, B, or C
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
October 201017
D1 = Home
Special Education services are provided in the principal residence of the child's family or caregivers.
October 201018
D2 = Service Provider Location
For example, speech therapy provided in:
• private clinicians’ offices• clinicians’ offices located in school
buildings• hospital facilities on an outpatient basis
October 201019
Report each child in only one category.
For example: Report the child in aspecial education setting (Row C1, C2, C3)
even if the child also receives services in the home (Row D1) or service provider
location (Row D2).
Decisions Rules to Determine Categories
October 201020
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).
Decisions Rules to Determine Categories
October 201021
October 201022
Guidance for Reporting from OSEP to 619 Coordinators
“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
October 201023
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 2010
https://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 ([email protected])Kelly Worthington at OSEP ([email protected])Meredith Miceli at OSEP ([email protected]).
Additional Resources