National, State and Local Inclusion Data: Accessing and Using Data to Increase Inclusive Opportunities Mary Peters, ECTA Debbie Cate, IDC, ECTA Inclusion Institute May 2015

Session Objectives  Provide an overview of inclusion, Educational Environments 618 and Indicator 6 data  Share state and local reporting  Discuss use of data to improve inclusion

IDEA - 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)

Most Many Few Inclusion in your community or state?

Larry Edleman Note the strategies that supported Lydia Rose’s inclusion.

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

Included Segregated Specialized Instruction & Supports Just There Inclusion Model Don Bailey

Quality Standards Low Quality Standards Used On the shelf High Quality Early Childhood Programs

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

At the pre-k growth rate it would take: 75 years to reach 50 percent enrollment at age years to reach 70 percent enrollment at age 4

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

Reactions to what you have heard?

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:

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

 Child Count – Oct 1 to Dec 1  Unduplicated count children 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

Let’s Talk State Administrators Local Administrators Teachers/providers TA providers Families (please join any group)

Discussion Questions 1.What inclusion data do you have available to you? a)Do you know details about your state/local data? b)What year does this data represent – current, year old, older? c)Who prepares and shares the data with you? 2.What other data sources about early childhood are available to you? 3.What would you like to know or what questions would you to be able to answer with your data?

DOE Office of Early Learning Playbook for Becoming an Early Learning Community

Using Data to Facilitate Change What holds promise for change? What is one thing you could do when you return home?

What unanswered questions do you have? What additional supports might be helpful?

Thank you for your participation  Mary Peters ECTA,  Debbie Cate ECTA, IDC

National, State and Local Inclusion Data: Accessing and Using Data to Increase Inclusive Opportunities Mary Peters, ECTA Debbie Cate, IDC, ECTA Inclusion Institute May 2015

The contents of this presentation were developed under grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.