October REPORTING REQUIREMENTS FOR PRESCHOOL EDUCATIONAL ENVIRONMENTS

October Source: Data Accountability Center (DAC) Child Count Directions Child Count Instructions and Considerations

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

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

October 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 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 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 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 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 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 School C 3 = Residential Facility

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

October 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 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). Decisions Rules to Determine Categories

October 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

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

October SPP/APR Instructions and Considerations

October Preschool: FAPE in the LRE Measurement 6. Percent of children aged 3 through 5 with IEPs attending a: A. Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program; and B. Separate special education class, separate school or residential facility. (20 U.S.C. 1416(a)(3)(A)) Data Source: Data collected on Table 3 of Information Collection (Part B, Individuals with Disabilities Education Act Implementation of FAPE Requirements). Measurement: A 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) divided by the (total # of children aged 3 through 5 with IEPs)] times 100. B Percent = [(# of children aged 3 through 5 with IEPs attending a separate special education class, separate school or residential facility) divided by the (total # of children aged 3 through 5 with IEPs)] times 100. For this indicator, report 618 data that were collected on a date between October 1 and December 1, 2009 and due on February 2, Sampling from State’s 618 data is not allowed. If the data reported in this indicator are not the same as the State’s 618 data reported in Table 3, explain. In the FFY 2009 submission, due February 1, 2011, establish a new baseline, targets and, as needed, improvement activities for this indicator using the data. from revised table posted

October Educational Environment Table 3 provides information for SPP/APR Indicator B6 measurement. Environment Table 3, A1 plus B1 = SPP Indicator B6 measurement A 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. 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 = +

October Educational Environment Table 3 provides information for SPP/APR Indicator B6 measurement. Environment Table 3, C1 + C2 + C3 = SPP Indicator B6 measurement B 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. C2. Separate school public or private day schools designed specifically for children with disabilities + C3. Residential facility publicly or privately operated residential schools or residential medical facilities on an inpatient basis.

October 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 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 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 NECTAC  Directions for Educational Environment Ages 3-5, an excerpt from full instructionsDirections for Educational Environment Ages 3-5, an excerpt from full instructions  Decision Tree for Coding Educational Environments Ages 3-5Decision Tree for Coding Educational Environments Ages 3-5  Individual Child Worksheet for IEPIndividual Child Worksheet for IEP DAC  Educational Environments, Table 3 -- Child Count Data for RRCP  SPP/APR Indicator Questions about Part B-Table 3: Contact  Carol Bruce at DAC  Kelly Worthington at OSEP  Meredith Miceli at OSEP Additional Resources