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FAPE in the LRE

FAPE in the LRE. How Does the Data Tell the Story? Beth Caron, OSEP Kim Mitchell, OSEP Lynne Kahn, NECTAC Debbie Cate, NECTAC . FAPE In the LRE: How Does the Data Tell the Story? Session Goals:

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FAPE in the LRE

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  1. FAPE in the LRE How Does the Data Tell the Story? Beth Caron, OSEP Kim Mitchell, OSEP Lynne Kahn, NECTAC Debbie Cate, NECTAC

  2. FAPE In the LRE: How Does the Data Tell the Story? Session Goals: • Provide overview of the Federal requirement under IDEA to report on Free Appropriate Public Education in the Least Restrictive Environment.  • Describe the current IDEA Section 618 data collection and updates on state reporting. • Engage in discussion of using data for messagingand to inform practice.

  3. We know what Inclusion can look like, but how do we measure it?

  4. Policy Forum : High Quality Inclusion Opportunities for Preschool-Aged Children with Disabilities December 13-15, 2004 It is clear that not all of the data definitions used for school-age children are appropriate for preschool-age children. Data on the extent to which preschoolers are educated with their non-disabled peers needs to be collected since this is what least restrictive environment (LRE) is all about. The method of collecting data is also a powerful intervention – information we value and collect influences practice in the field, so these changes are very important. Lou Danielson, former Director, Research to Practice Division, OSEP

  5. Settings Data New educational environments categories allow for consideration of where special education services take place.

  6. Current 618 Educational Environments Data Collection What and Where? Where are the majority of special education and related services delivered? • What Program Type • Regular early childhood program • Special education program • Neither regular or special education program

  7. Current 618 Educational Environments Data Collection • New definitions: • Early childhood program. A program that includes at least 50 percent nondisabled children. • Special education program. A program that includes less than 50 percent nondisabled children. • Where services are delivered

  8. Four Main Categories for Children A – In a regular preschool program more than 10 hours a week B – In a regular preschool program less than 10 hours a week C – In a special education program D – Receiving service in home or provider location (i.e. speech therapy service, but not attending an early childhood program)

  9. Educational Environments Data • A - Regular early childhood program • A1. 10+ hours & receiving special education in the program • A2. 10+ hours, services in another location • B - Regular early childhood program • B1. <10 hours & receiving special education in the program • B2. <10 hours, services in another location • C - Special Education Program • C1. Special Education classroom • C2. Separate School • C3. Residential Facility • D - Home or other location • D1. Home • D2. Other location & not attending an early childhood program

  10. Educational Environments Data We’ve got data! But what do the data mean??

  11. Mattie Mattie’s IEP: • Speech therapy at her local school in a group with other children who are receiving speech services. • Speech two hours per week.

  12. Crystal • Attends the Mother Goose Preschool at her neighborhood church 6 hours per week. • Attends a speech/language group with other children receiving speech services at her local elementary school for 1 hour per week.

  13. Robert • Attends the Head Start program 12 hours per week (3 half days) in his neighborhood school. • A special education aide is assigned to the room to assist Robert. • Leaves his Head Start classroom for an hour a week to go to the resource room. • The special education teacher comes to the classroom two hours a week.

  14. Collecting Educational Environment Data Collecting the data, one potato, two potato, three potato, four

  15. Educational Environments Data • Educational Environments Data Includes: • Age 3, 4 or 5 • Disability eligibility category • Race/ethnicity • Gender • Limited English Proficiency

  16. Hypothetical Data

  17. Evidence – What do the numbers show? Inference – What might the pattern mean? Action – Based on the evidence and inference, what action might be taken?

  18. Do the data make sense? Am I surprised? Do I believe the data? Believe some of the data? All of the data? What might the data mean? As a result of the data, what action might be taken? Is more information needed? Questions to Ask

  19. Communicating Your Data

  20. Understanding and Using Data - Considerations • What do these data tell you? • How might they be interpreted? What might they say about this state or community? • What additional data might be helpful? • What steps/recommendations might be taken/made? • How might these data be shared to make an impact?

  21. What Did You Hear? • What are the implications for messaging? • What would help support you (resource materials)? • What are the implications for your work?

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