Today’s Agenda • Early Childhood Outcomes • Changes necessary to meet new requirements • Timelines for gathering 2006 – 2007 ECO data • Early Childhood Setting Codes
Iowa’s Early Childhood OutcomesPurpose: • Develop and Implement a Statewide Accountability System to Measure Outcomes for Infants and Toddlers in Early ACCESS and Preschoolers in Early Childhood Special Education
Why Collect Early Childhood Outcome Data? • Requirement to report in IDEA 2004 • Provide information to the public • Document effectiveness of Early Childhood Special Education services
The Essential Question • Are students with disabilities entering school ready to learn at high levels?
Iowa’s Early Childhood Outcomes:Target Population • Early ACCESS • Infants and Toddlers • All infants and toddlers that have an IFSP • Include children when transitioning at the age of 3 • Early Childhood Special Education • Preschoolers • All preschool children that have an IEP • Include children when transitioning from ECSE services to kindergarten • Include children receiving ECSE services and Kindergarten services (Part-Time/Part Time) • Do NOT include children that begin receiving special education services in kindergarten
Iowa’s Early Childhood Outcomes:Three ECO Areas Children with IFSP/IEP who demonstrate improved: • Positive social-emotional skills (including social relationships) • Acquisition and use of knowledge and skills (including early language/communication, problem solving, and early literacy for preschoolers) • Use of appropriate behaviors to meet their needs ( taking care of basic needs, getting around in the environment, integrating motor skills to complete tasks, self-help, engaging in play)
Original Percentage of children who: Reach or maintain functioning at a level comparable to same-aged peers Improved functioning Did not improve functioning Change Percentage of children who: Did not improve functioning Improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers Improved functioning to a level nearer to same-aged peers but did not reach it Improved functioning to reach a level comparable to same-aged peers Maintained functioning at a level comparable to same-aged peers *In each of the 3 ECO Areas Iowa’s Early Childhood Outcomes:Reporting Categories
Summarizing Children’s Accomplishments • ECO Summary Form is used by IEP teams to summarize information related to the 3 ECO areas. • Information is summarized from multiple methods and sources • All IFSP and IEP Teams will reach consensus on the results reported on the ECO.
Iowa’s Early Childhood Outcomes: ECO Summary FormOctober 2006 • Comparison to peers or standards: • To what extent does this child show age-appropriate functioning in the area of positive social-emotional skills across a variety of settings and situations
Iowa’s Early Childhood Outcomes: ECO Summary Form Comparison to peers or standards • 7-Point Rating Scale • Rating is based on: • Current level of functioning demonstrated across a range of situations and settings that make up the child’s day • Typical functioning, not his/her capacity to function under ideal circumstances • Functioning using assistive technology or special accommodations • Skills and behaviors compared to age appropriate expectations based on child development research
Iowa’s Early Childhood Outcomes: ECO Summary Form Comparison to peers or standards • Rating is NOT based on: • A single behavior or skill • Discrete behaviors • Demonstration of skills under ideal circumstances that not does not reflect everyday situations or settings
Iowa’s Early Childhood Outcomes: ECO Summary Form • Progress: • Has the child shown any new skills or behaviors related to positive social-emotional skills since the last IEP meeting?
Iowa’s Early Childhood Outcomes: ECO Summary Form • Child’s Progress is based on any of the following: • Acquisition of a new skill or behavior since the last IFSP or IEP meeting • More independently demonstrates mastery of a skill or behavior • Progress made toward achieving IFSP Outcomes or IEP Goals • Improve skills and behaviors to a level nearer to age-appropriate functioning
Iowa’s Early Childhood Outcomes: ECO Summary Form • Supporting Evidence for Outcome Rating and Progress in Positive Social-Emotional Skills • Information gathered from various procedures and multiple sources of data • Progress monitoring data • IFSP and IEP Results data • Age appropriate expectations • Other relevant information regarding child’s functioning across a variety of settings and everyday situations
The ECO Summary Form • An ECO Summary form for each of 3 ECO areas must be reported for every infant/toddler with an IFSP or preschooler with an IEP. • Data are needed in all ECO areas even if: • No one has concerns about a child’s development • A child has delays in one or two ECO areas, but not in all three ECO areas
Iowa’s Early Childhood Outcomes: ECO Summary Form • Completing the ECO Summary form • Complete for each ECO area, despite services receiving or areas of concern • Initial IFSP or IEP meeting for infants, toddlers or preschool children • Annually as a part of the IFSP or IEP meeting, • Complete ECO Summary form until the child no longer receives Early ACCESS or ECSE services • MUST complete when child leaves services (i.e. exits services, transitions at age 3 or into kindergarten)
Iowa’s Early Childhood Outcomes: Timelines Beginning February 1, 2006 • Initial IFSP or IEP Meetings • Comparison to Peers or Standard Beginning July 1, 2006 • Initial, Annual IFSP and IEP Meetings; Exit Meetings, and Re-evaluation IEP Meetings • Comparison to Peers or Standard • Progress • Supporting Evidence * SPP – Baseline and Targets will be based on these data!
Iowa’s Early Childhood Outcomes: Timelines • IFSP and IEP Meetings held between July 1 to November 10, 2006 – • Teams have until Friday, December 1 to complete the new ECO Summary form • Beginning November 10, 2006 – • Teams complete the new ECO Summary form at the time of the IFSP and IEP Meetings
REPORTING EDUCATION ENVIRONMENTS FOR CHILDREN WITH DISABILITIESAGES 3-5
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
WHEN? • All staffings beginning November 6, 2006 • Determine new setting codes for all staffings that have occurred since July 1, 2006
WHO? • All 3 – 5 year olds receiving ECSE services, including support services only
DECISION FACTORS? • What are the decision rules in determining which environment to use when reporting each child?
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 Integration Classrooms, Private preschool, LEA preschool, Childcare center • Is his/her IEP implemented in that setting?
Reverse Integration Programs • Feds now recognize • Iowa is not encouraging • May be appropriate in rural districts 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)
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
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
TIME FACTORS • 60 Minutes per Hour • 5 Days per Week • 20 Days per Month • 4 Weeks per Month
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)
A1 Calculation • # of minutes/month in regular education: 1440 • # of minutes/month receiving ECSE services: 1680 • Calculate percentage: 1440 ÷ 1680 = 86%
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).
A2 Calculation • # of minutes per month in regular education: 1680 • # of minutes per month receiving ECSE services: 2640 • 1680 ÷ 2640 =64%
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
A2 #2 Calculation • Amount of time in regular education: 1200 minutes/month • Amount of time receiving ECSE services: 1740 minutes/month • 1200 ÷ 1740 = 69%
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).
A3 Calculation • # of minutes per month in regular education: 1680 • # of minutes per month receiving ECSE services: 8940 • 1680 ÷ 8940 = 19%
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.
A3 #2 Calculation • # of minutes per month in regular ed: 1200 • # of minutes per month receiving ECSE services: 7200 • 1200 ÷7200 = 2%
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?
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
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
B 2 • Separate school - Child receives education programs in public or private day schools designed specifically for children with disabilities
B 3 • Residential facility - Child receives education programs in publicly or privately operated residential schools or residential medical facilities on an inpatient basis
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
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