Early Childhood Outcomes Early Childhood Setting Codes

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Early Childhood OutcomesEarly Childhood Setting
Codes
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Todays Agenda

• Early Childhood Outcomes
• Changes necessary to meet new requirements
• Timelines for gathering 2006 2007 ECO data
• Early Childhood Setting Codes

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Iowas 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

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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

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The Essential Question

• Are students with disabilities entering school
  ready to learn at high levels?

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Iowas Early Childhood OutcomesTarget 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

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Iowas Early Childhood OutcomesThree 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)

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Iowas Early Childhood OutcomesReporting
Categories

• 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

• Original
• Percentage of children who
• Reach or maintain functioning at a level
  comparable to same-aged peers
• Improved functioning
• Did not improve functioning

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Summarizing Childrens 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.

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Iowas 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

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Iowas 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 childs 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

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Iowas 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

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Iowas 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?

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Iowas Early Childhood Outcomes ECO Summary Form

• Childs 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

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Iowas 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 childs
  functioning across a variety of settings and
  everyday situations

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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 childs development
• A child has delays in one or two ECO areas, but
  not in all three ECO areas

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Iowas 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)

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Iowas 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!

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Iowas 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

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• What questions or comments do you have about ECO?

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REPORTING EDUCATION ENVIRONMENTS FOR CHILDREN
WITH DISABILITIESAGES 3-5
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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)34CFR300.460,340.640,
  300.642(b),300.645

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WHEN?

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

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WHO?

• All 3 5 year olds receiving ECSE services,
  including support services only

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DECISION FACTORS?

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

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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?

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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 childrens social/emotional skills
  as reflected in ECO (Guralnick Groom, 1998)

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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

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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

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TIME FACTORS

• 60 Minutes per Hour
• 5 Days per Week
• 20 Days per Month
• 4 Weeks per Month

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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)

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A1 Calculation

• of minutes/month in regular education 1440
• of minutes/month receiving ECSE services 1680
• Calculate percentage 1440 1680 86

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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).

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A2 Calculation

• of minutes per month in regular education 1680
• of minutes per month receiving ECSE services
  2640
• 1680 2640 64

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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

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A2 2 Calculation

• Amount of time in regular education 1200
  minutes/month
• Amount of time receiving ECSE services 1740
  minutes/month
• 1200 1740 69

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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).

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A3 Calculation

• of minutes per month in regular education
  1680
• of minutes per month receiving ECSE services
  8940
• 1680 8940 19

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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 districts ECSE classroom
  25 hours per week (1500 min/week, 6000
  min/month). The IEP is being implemented in both
  settings.

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A3 2 Calculation

• of minutes per month in regular ed 1200
• of minutes per month receiving ECSE
• services 7200
• 1200 7200 2

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Non-integrated Settings

• Does the child attend an early childhood special
  education program?
• Is that the only setting where the childs IEP is
  being implemented?

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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

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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 districts
  ECSE classroom 30 hours/week and receives
  speech/language and OT services in that setting

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B 2

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

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B 3

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

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B 4

• Home child receives special education and
  related services in the principal residence of
  the childs family or caregivers
• Non-example Child Development home where the
  child attends childcare

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B 5

• Service provider location child receives all
  special education related services from a
  service provider in the service providers
  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

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• What questions or comments do you have about
  Early Childhood Setting Codes