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Early Childhood Special Education Settings: Understanding Federal Requirements

Learn about the indicators and federal requirements for early childhood special education settings, including reporting procedures and resources for additional support.

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Early Childhood Special Education Settings: Understanding Federal Requirements

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  1. Understanding Indicator 6: Early Childhood Special Education Settingsfor Children Ages Birth-Five

  2. Resources Indicator 6 Decision Tree Educational Environments for Children Birth - Five: Instructions Educational Environments for Children Birth - Five: Questions and Answers

  3. Webinar Objectives • Increase knowledge of Indicator 6 and Federal requirements • Better understand Preschool Special Education Settings • Better understand reporting requirements and procedures for Preschool Special Education Settings • Identify resources for additional support

  4. Virginia:Children with Individualized Education Programs Ages Birth-Five

  5. Who: • The Office of Special Education Programs (OSEP) requires states to report the percentage of children three - five years of age • In accordance with the Code of Virginia, children with a disability whose second birthday falls on or before September 30 are age eligible for special education and related services.

  6. Data Reporting • Federal Requirements -three-five years of age • State Requirements -birth-five years of age

  7. Why:Office of Special Education Programs Expectations States will increase the number of children who attend a regular early childhood program and receive the majority of special education and related services in the regular early childhood program. States will reduce the number of students attending a separate special education class, separate school, or residential facility.

  8. State Performance Plan (SPP) and Annual Performance Report (APR) • IDEA requires states to submit a performance plan which includes baseline data, targets, and improvement activities for the data indicators • Virginia State Performance Plan (SPP) • State-level targets have been determined for all data indicators, including Indicator 6

  9. State Performance Plan (SPP) and Annual Performance Report (APR) (Continued, Part 2) • States are to provide annual reports on the state-level data and progress toward meeting state targets described in the state’s special education SPP • Virginia Annual Performance Report (APR) • To see Virginia’s SPP/APR • DOE Website > Special Education > Reports, Plans, and Statistics

  10. State Performance Plan (SPP) and Annual Performance Report (APR)(Continued, Part 3) • States are also to provide individual school division-level data and to report on whether the divisions met state targets described in the state’s special education SPP • Annual Special Education Performance Report to the Public

  11. Least Restrictive Environment “reiterates that the least restrictive environment (LRE) requirements in section 612(a) (5) of the Individuals with Disabilities Education Act (IDEA) apply to the placement of preschool children with disabilities.” “…separate classes, separate schooling, or other removal of children with disabilities from the regular educational environment may occur only when the nature or severity of the disability of a child is such that education in the regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.”

  12. Program Placement Least Restrictive Environment (LRE) is not a slot or based on program availability IEP must include justification for removal from Early Childhood Program

  13. Indicator 6 Percent of children aged three -five 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))

  14. OSEP Preschool Data Reporting Requirement A. Required to measure total amount of time children with disabilities are in a regular early childhood program (RECP) Calculation includes the hours per week the child is in a regular early childhood program placement (as determined by the IEP Team) AND the hours per week that the parent has enrolled their child in a regular early childhood program Calculation is based on the time during a week

  15. OSEP Preschool Data Reporting Requirement (Continued, Part 2) A. Required to report the percent of children receiving the majority of special education and related services in the regular early childhood program

  16. OSEP Preschool Data Reporting Requirement (Continued, Part 3) B. Required to report the percent of children attending a separate special education class, separate school or residential facility

  17. Indicator 6 – Federal Report Measurement: A. Percent = [(number of children aged three-five 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 number of children aged three-five with IEPs)] times 100. B. Percent = [(number of children aged three-five with IEPs attending a separate special education class, separate school or residential facility) divided by the (total # of children aged three-five with IEPs)] times 100.

  18. How is Indicator 6 Collected? December 1 Special Education Child Count Collection The December Child Count collects information required to meet federal reporting requirements under the Individuals with Disabilities Education Act (IDEA) and information required for certain elements of the Standards of Quality (SOQ) state funding calculation

  19. December 1 Child Count Individual student records must be submitted for the following: Full-time and part-time students served in the division for each student with an active IEP on December 1 of the current school year Students placed in other divisions Students placed in private schools (day or residential) Students placed in regional centers Students receiving special education services in local or regional jails Preschool age students served in community based programs

  20. Updating • The preschool educational environment data is to be updated prior to the December 1 Special Education Child Count • It is up to the LEA to determine when and how to collect and/or update the educational environment • Suggestions for updating the educational environment data include the following instances: • When an IEP is written • When an IEP is amended • Any time a team member becomes aware that a change has occurred that does not involve a change in the child’s IEP placement (e.g., a child no longer attends an after school program)

  21. ConclusionIndicator 6: Early Childhood Special Education Settings

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