1 / 30

REPORTING EDUCATION ENVIRONMENTS FOR CHILDREN WITH DISABILITIES AGES 3-5 November 1, 2006

REPORTING EDUCATION ENVIRONMENTS FOR CHILDREN WITH DISABILITIES AGES 3-5 November 1, 2006 Mary Schertz, Consultant Iowa Department of Education. Part B, Individuals with Disabilities Education Act. Implementation of FAPE Requirements Child Count Data for 2006

marshallallen
Télécharger la présentation

REPORTING EDUCATION ENVIRONMENTS FOR CHILDREN WITH DISABILITIES AGES 3-5 November 1, 2006

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. REPORTING EDUCATION ENVIRONMENTS FOR CHILDREN WITH DISABILITIES AGES 3-5 November 1, 2006 Mary Schertz, Consultant Iowa Department of Education

  2. Part B, Individuals with Disabilities Education Act • Implementation of FAPE Requirements • Child Count Data for 2006 • Authorization: P.L. 108-446, Section 618 (a)(1)(A)(ii), Section 618 (a)(1)(A)(iii), and Section 618(a)(3);34CFR§§300.460,340.640, 300.642(b),300.645

  3. WHEN? • All staffings beginning November 6, 2006 • Determine new setting codes for all staffings that have occurred since July 1, 2006

  4. WHO? • All 3 – 5 year olds receiving ECSE services, including support services only

  5. DECISION FACTORS? • What are the decision rules in determining which environment to use when reporting each child?

  6. Integrated Settings • Is the child attending an early childhood program that is designed for children without disabilities and includes at least 50% non-disabled children? • Head Start, Kindergarten, Reverse Mainstream Classrooms, Private preschool, LEA preschool, Childcare center • Is his/her IEP implemented in that setting?

  7. Reverse Mainstream Classrooms • Feds now recognize • Iowa is not encouraging • May be appropriate but only for a VERY LIMITED TIME • Research tells us that there is less social interaction in reverse integration programs which could effect children’s social/emotional skills as reflected in ECO (Guralnick & Groom, 1998)

  8. Calculating Time in EC Programs • % of time the child spends in a regular EC program • Numerator: number of minutes per month the child spends in a regular EC program • Denominator: total number of minutes per month the child spends in a regular EC program plus minutes per month spent receiving ECSE instructional and related services outside the EC program

  9. Calculating Time • Number of minutes per month the child spends in a regular EC program • _________________________________ • Number of minutes per month the child spends in a regular EC program + number of minutes per month child receives ECSE instructional & related services outside the EC program

  10. TIME FACTORS • 60 Minutes per Hour • 5 Days per Week • 20 Days per Month • 4 Weeks per Month

  11. A 1 Example • Child is in a regular early childhood program at least 80% of the time • Example: Child attends Little Lambs preschool 6 hours/week (360 minutes/wk or 1440 min/month) where his/her IEP is being implemented. Child also receives speech/language services at the local elementary school for 1 hour/week (60 min/week or 240 min/month)

  12. A1 Calculation • # of minutes/month in regular education: 1440 • # of minutes/month receiving ECSE services: 1680 • Calculate percentage: 1440÷1680=86%

  13. A1 Example #2 • Child attends Caring Hands Child Care Center 50 hours per week. The IEP is being implemented during the mornings – 20 hours per week (1200 min/week, 4800 min/month). The child receives speech/language services 3 hours/month (180 min/month) during the afternoon at the center.

  14. A1 # 2 Calculation • # of minutes per month in regular ed setting: 4980 • # of minutes per month receiving ECSE services: 4980 • 4980÷4980=1 x 100 = 100%

  15. A 2 Example • Child is in the regular early childhood program 40% to 70% of the time • Example: Child attends ABC Preschool 7 hours/week (420 min/week and 1680 min/month) and receives special education instructional services and speech/language services in that setting. S/he also attends an LEA ECSE classroom 4 hours/week 240 min/ week, 960 min/month).

  16. A2 Calculation • # of minutes per month in regular education: 960 • # of minutes per month receiving ECSE services: 1680 • 960 ÷1680=57%

  17. A2 Example #2 • Child attends Apple Tree Preschool 5 hours per week (300 min/week, 1200 min/month) where the IEP is being implemented. • S/he receives speech/language services 1 hr/week (60 min/week, 240 min/month) at the local elementary school • S/he receives physical therapy services 1 hr/week (60 min/week, 240 min/month) at the AEA office • S/he receives occupational therapy services 1 hr/month (60 min/month) at the AEA office

  18. A2 #2 Calculation • # of minutes per month in regular education: 1200 • # of minutes per month receiving ECSE services: 1740 • 1200 ÷ 1740 = 69%

  19. A 3 Example • Child is in the regular early childhood program less than 40% of the time • Child attends Charlie Brown Child Care Center 7 hours per week (420 min/week, 1680 min/month) where the IEP is being implemented. S/he also attends the LEA ECSE program 30 hours/week (1800 min/week, 7200 min/month). Physical therapy is offered in the home 1 hour per month (60 min/month).

  20. A3 Calculation • # of minutes per month in regular education: 1680 • # of minutes per month receiving ECSE services: 8940 • 1680÷8940=19%

  21. A3 #2 Example • The child attends a Shared Visions program 5 hours per week (300 min/week, 1200 min/month). S/he also attends the district’s ECSE classroom 25 hours per week (1500 min/week, 6000 min/month). The IEP is being implemented in both settings.

  22. A3 #2 Calculation • # of minutes per month in regular ed: 1200 • # of minutes per month receiving ECSE services: 6000 • 1200 ÷6000 = 2%

  23. Non-integrated Settings • Does the child attend an early childhood special education program? • Is that the only setting where the child’s IEP is being implemented?

  24. Early Childhood Special Education Programs • A program that includes 51% or more children with disabilities • A program that is designed for children with disabilities • Examples: ECSE classroom in regular school buildings; ECSE classroom in a childcare facility, hospital, or other community based setting; separate school; and residential facilities

  25. B 1 • Separate class - Child attends a special education program in a class with less than 50% non-disabled children • Example: Child attends the school district’s ECSE classroom 30 hours/week and receives speech/language and OT services in that setting

  26. B 2 • Separate school - Child receives education programs in public or private day schools designed specifically for children with disabilities

  27. B 3 • Residential facility - Child receives education programs in publicly or privately operated residential schools or residential medical facilities on an inpatient basis

  28. B 4 • Home – child receives special education and related services in the principal residence of the child’s family or caregivers • Non-example: Child Development home where the child attends childcare

  29. B 5 • Service provider location – child receives all special education & related services from a service provider in the service provider’s location. • Examples: local school building where the speech/language pathologist is officed, private clinicians’ offices, hospital facilities on an outpatient basis, and other public locations

  30. Practice Examples for Consistency Within AEAs and Among AEAs

More Related