Analyzing the APRs and 618 Data: What We’ve Learned About Preschool LRE

1. Analyzing the APRs and 618 Data: What We’ve Learned About Preschool LRE OSEP National EC Conference February 2005

2. Elements related to Probe BF.V on LRE that states addressed in APRs • Preschool children that are receiving special education and related services • The settings in which they receive services • The extent to which those settings include non-disabled children.

3. Preschool LRE (Part B) • 6 states indicated Satisfactory Performance • 29 states indicated Need to Improve • 2 states – Unclear

4. Data sources used to show current performance and multi-year trends • All states used the 618 settings table, reporting the percent of children with disabilities served in EC settings with non-disabled children and the percent of disabled children served in ECSE settings which do not have non-disabled children • Some states also included the percent of children with disabilities receiving services in part-time in EC and ECSE settings, services in a reversed mainstreaming setting, or itinerant services

5. States’ Improvement Strategies • Not all states included improvement strategies specific • to preschool. • Those that did listed strategies such as: • Improving data collection, including clarification of definitions for the settings listed on the preschool settings table • Training and technical assistance in LRE and Inclusion • Improving collaboration between EC and ECSE

6. A Look at 2003 618 Data

7. Early Childhood Settings • Unduplicated total of preschoolers who received all of their special education and related services in educational programs designed primarily for children without disabilities. No special education or related services are provided in separate special education settings. This may include, but is not limited to special education provided in: regular kindergarten classes, public or private preschools, Head Start Centers, child care facilities, preschool classes offered to an eligible pre-kindergarten population by the public school system, home/early childhood combinations, home/Head Start combinations, and other combinations of early childhood settings.

8. Percent of Children in Early Childhood Settings • The mean for the U.S. and outlying Areas was 33.98% • Twenty Eight states reported percentages below the mean

9. Early Childhood Special Education Setting Unduplicated total of preschoolers who received all of their special education and related services in educational programs designed primarily for children with disabilities housed in regular school buildings or other community-based settings. No education or related services are provided in early childhood or other settings. This may include, but is not limited to special education and related services provided in: special education classrooms in regular school buildings; special education classrooms in child care facilities, hospital facilities, on an outpatient basis, or other community-based settings; and special education classrooms in trailers or portables outside regular school buildings.

10. Percent of Preschoolers in Early Childhood Special Education Settings • The mean for the U.S and Outlying Areas was 33.57% • Twenty Four states reported reported percentages above the mean

11. Part Part Time • Part-Time Early Childhood/Part-Time Early Childhood Special Education Setting. Unduplicated total who received special education and related services in multiple settings, including special education and related services are provided in: (1) the home, (2) educational programs designed primarily for children without disabilities, (3) programs designed primarily for children with disabilities, (4) residential facilities, and (5) separate schools. This may include, but is not limited to special education and related services provided in: • ·         home/early childhood special education combinations; • ·         Head Start, child care, nursery school facilities, or other community-based settings and outside of the regular class combinations; • ·         regular kindergarten classes and outside of the regular class combinations; • ·         separate school/early childhood combinations; and • residential facility/early childhood combinations.

12. Itinerant Services • Itinerant Service Outside the Home (OPTIONAL). Unduplicated total who received all (100%) of their special education and related services at a school, hospital facility on an outpatient basis, or other location for a short period of time (i.e., no more than 3 hours per week). (This row does not include children receiving services at home; those children are reported in row C.) These services may be provided individually or to a small group of children. This may include, but is not limited to: speech instruction up to 3 hours per week in a school, hospital, or other community-based setting. Children receiving all of their special education and related services at a school, hospital facility on an outpatient basis, or other location for longer than 3 hours must be reported under early childhood special education setting or early childhood setting, depending on whether the program was designed primarily for students with or without disabilities.

13. Reverse Mainstreaming • Reverse Mainstream Setting (OPTIONAL). Unduplicated total who received all (100%) of their special education and related services in educational programs designed primarily for children with disabilities but that include 50 percent or more children without disabilities.