National, State and Local Inclusion Data: Accessing and Using Data to Increase Inclusive Opportunities Debbie Cate, IDC, ECTA

Session Objectives  Provide an overview of inclusion, Educational Environments 618 and Indicator 6 data  Discuss state and local reporting  Use scenarios to determine reporting categories

Inclusion and LRE Each public agency must ensure that-- (i) To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and (i) (ii) Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. (ii)

Data on the extent to which preschoolers are educated with their non-disabled peers needs to be collected since this is what least restrictive environment (LRE) is all about. The method of collecting data is also a powerful intervention – information we value and collect influences practice in the field, so these changes are very important. Lou Danielson, former Director, Research to Practice Division, OSEP Policy Forum : High Quality Inclusion Opportunities for Preschool-Aged Children with Disabilities December 13-15, 2004

Children who start preschool in segregated settings are more likely to remain in segregated settings

Included Quality Standards Specialized Instruction & Supports Embedded into standards used in the classroom High Quality Early Childhood Programs

Many states need to raise their quality standards to ensure continuous improvement. A number of states have inadequate requirements for preschool teacher preparation.

A.Percent of children aged with IEPs attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program. B.Percent of children aged with IEPs attending a separate special education class, separate school or residential facility. SPP APR Indicator 6 Measurement:

B6 Data Reporting Tools IDEA Data Center - Resources Source: EDFacts, File CO89

 Child Count – Oct 1 to Dec 1  Unduplicated count all children w/IEPs 3-5  Consider time in regular early childhood program  Consider where services are delivered  Guide contains Q and A Key Instructions

Definitions Regular early childhood program RECP –50% or more typically developing children –Head Start, public and private preschool, kindergarten, child care Separate special education classroom, separate school, residential facility –Less than 50% typically developing Home Service provider location

DRAFT Indicator Results DRAFT RESULTS, 618 IDEA data 2013

DRAFT Indicator Results Compared to DRAFT RESULTS, 618 IDEA data December 1, %

Special Education Regular EC Program 44% 26% National Percent of Children Attending: And receiving the majority of special education in the program Special education class, separate school or residential facility

Reactions to what you the National data?

Data Tidbits Dependent on how and what is gathered Data system How data are analyzed Size of data set

Key Points to Consider Averages: Represent the middle - between highs & lows Influenced by population size and performance National to state to LEA/program to school to class to child and family

Indicator 6A: Percent of children with IEPs attending a (RECP) and receiving the majority of services in the program Each bar represents a state or territory, 618 data, Dec % 44%

Each bar represents a state or territory, 618 data Dec 1, 2013 Indicator 6B: Percent of children with IEPs attending a special education program 5 states 0%

Data Analyze Story Visualize Using Data to Tell a Story Rising value to public

Two-thirds of young children with disabilities attend a regular early childhood program 44% attend regular early childhood programs and receive majority of services in the program About one quarter of children with disabilities ages 3-5 attend ONLY a special education classroom or program What the National Data Show

One-third of young children with disabilities attend a regular early childhood program One-quarter attend regular early childhood programs and receive majority of services in the program Close to two-thirds of children with disabilities ages 3-5 attend ONLY a special education classroom or program What Nevada Data Show

1/3 attend a regular early childhood program 1/4 attend regular early childhood programs and receive majority of services in the program 2/3 attend ONLY a special education classroom or program Out of every 10 children 3-5 with disabilities in Nevada

Examine the data Data Analysis – Hypothesis Hypothesis Testing – Identify Root Cause Plan for Improvement Evaluate Data Driven Informed Decision Making - Using State and Local Data to Improve Results

To make data-informed decisions, we need data sources that are individually meaningful, useful for mandated reporting, and coordinated with other data sources.

Indicator 6 Resources  Ed.Gov, EdFacts, file specifications, C089 Children with Disabilities IDEA Early Childhood (618 data collection directions): specifications.html specifications.html IDEA Data Center (IDC), 618 State data (select tools and resources): The Right IDEA:

Grant Information The contents of this presentation were developed under a grant from the U.S. Department of Education, #H373Y However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Project Officers: Richelle Davis and Meredith Miceli