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Transcript of National, State and Local Inclusion Data: Accessing and Using Data to Increase Inclusive...
National, State and Local Inclusion Data: Accessing and Using Data to Increase
Inclusive Opportunities Mary Peters, ECTA
Debbie Cate, IDC, ECTA
Inclusion Institute May 2015
Session Objectives
Provide an overview of inclusion, Educational Environments 618 and Indicator 6 data
Share state and local reporting
Discuss use of data to improve inclusion
IDEA - Inclusion and LREEach public agency must ensure that-- • (i) To the maximum extent appropriate, children with
disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and
• (ii) Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
Most
Many
Few
Inclusion in your community or state?
http://www.draccess.org/
• Larry Edleman
Note the strategies that supported Lydia Rose’s inclusion.
Children who start preschool in segregated settings
are more likely to remain in segregated settings
Included
Segregated
Specialized Instruction & Supports
Just There
Inclusion Model
Don Bailey
Quality Standards
Low Quality Standards
UsedOn the shelf
High Quality Early Childhood Programs
IncludedQuality Standards
Specialized Instruction &
Supports Embedded into standards used
in the classroom
High Quality Early Childhood Programs
At the 2013-2014 pre-k growth rate it would take:
75 years to reach 50 percent enrollment at age 4
150 years to reach 70 percent enrollment at age 4
Many states need to raise their quality standards to ensure continuous improvement.
A number of states have inadequate requirements for preschool teacher preparation.
Reactions to what you have
heard?
A. Percent of children aged 3 - 5 with IEPs attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program.
B. Percent of children aged 3 - 5 with IEPs attending a separate special education class, separate school or residential facility.
SPP APR Indicator 6 Measurement:
IDEA Data Center ResourcesB6 Data Reporting Tools
Source: EDFacts, File CO89
Child Count – Oct 1 to Dec 1
Unduplicated count children 3-5
Consider time in regular early childhood program
Consider where services are delivered
Guide contains Q and A
Key Instructions
Definitions• Regular early childhood program RECP– 50% or more typically developing children– Head Start, public and private preschool,
kindergarten, child care
• Separate special education classroom, separate school, residential facility– Less than 50% typically developing
• Home
• Service provider location
http://www2.ed.gov/about/reports/annual/osep/2014/parts-b-c/36th-idea-arc.pdf
Let’s Talk
• State Administrators • Local Administrators• Teachers/providers• TA providers• Families (please join any group)
Discussion Questions
1. What inclusion data do you have available to you?a) Do you know details about your state/local data?
b) What year does this data represent – current, year old, older?
c) Who prepares and shares the data with you?
2. What other data sources about early childhood are available to you?
3. What would you like to know or what questions would you to be able to answer with your data?
DOE Office of Early LearningPlaybook for Becoming an Early Learning Community
Using Data to Facilitate Change
• What holds promise for change?
• What is one thing you could do when you return home?
What unanswered questions do you have?
What additional supports might be helpful?
Thank you for your participation
Mary PetersECTA,
Debbie CateECTA, IDC
National, State and Local Inclusion Data: Accessing and Using Data to Increase
Inclusive Opportunities Mary Peters, ECTA
Debbie Cate, IDC, ECTA
Inclusion Institute May 2015
The contents of this presentation were developed under grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.