# Indicator 6 - Early Childhood Settings

### Definition

Percent of children with IEPs aged 3 through 5 attending an early childhood program in the following settings:

Indicator 6A: Attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program

Indicator 6B: Attending a separate special education class, separate school, or residential facility

Indicator 6C: Receiving special education and related services in the home

(20 U.S.C. 1416 (a)(3)(A))

### Measurement

Indicator 6A. Percent = [(# of children ages 3, 4, and 5 (in pre-k) with IEPs attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program) divided by the (total # of children ages 3, 4, and 5 with IEPs)] times 100.

Indicator 6B. Percent = [(# of children ages 3, 4, and 5 (in pre-k) with IEPs attending a separate special education class, separate school, or residential facility) divided by the (total # of children ages 3, 4, and 5 with IEPs)] times 100.

Indicator 6C. Percent = [(# of children ages 3, 4, and 5 (in pre-k) with IEPs receiving special education and related services in the home) divided by the (total # of children ages 3, 4, and 5 with IEPs)] times 100.

### How is Colorado doing on this indicator?

Note that Colorado changed the baseline year to the school year 2020-21. This is because the age range for Indicator 6 changed from 3-5 to “3-5 excluding 5-year-old kindergarteners,” which impacted the comparability of the data before and after the school year 2020-21.

### Targets for the Current SPP/APR Cycle

Indicator 6 Targets - 6-year SPP/APR Cycle
Data from School Year 2020-21 2021-22 2022-23 2023-24 2024-25 2025-26
Target A >= 91.92% 91.92% 91.92% 91.92% 91.92% 92.00%
Target B <= 3.37% 3.37% 3.37% 3.37% 3.37% 3.30%
Target C <= 0.23% 0.23% 0.23% 0.23% 0.23% 0.22%

### Improvement strategies for Indicator 6

• CDE currently provides professional learning opportunities to support teachers in being more comfortable and feel more capable of including all students (rather than relying on service providers) ​
• CDE, in partnership with districts, will examine outcomes for children in separate classrooms, inclusive classrooms, and community sites at the local level by using existing data and these critical questions: (SY2021-22)
• What is the quality of the EC program where young children receive special education services? (inclusive practices, and a standards-aligned curriculum, are the outcomes that we expect)
• How do outcomes for children differ between service-delivery models (structures) and child outcomes?
• What do families report help their child develop and learn?
• CDE will offer professional learning that will improve the capacity of special education providers to change service delivery to align with evidence-based co-teaching models. (SY2021-22)
• CDE will collaborate with Positive Early Learning Experiences Center and with the Office of Early Childhood/Preschool Development Grant and develop planned activities to promote inclusion in six selected communities. (SY2021-22)
• CDE plans to partner with AUs to define their role and expectations for developing a culture of inclusion through policy and placement decisions. Provide support to limit segregated placements where they exist. (SY2022-23)
• Targeted TA on reducing separate classrooms
• Revision to LRE guidance for preschoolers
• CDE will partner with PEAK Parent Center to help families understand the value of inclusion and the options available to children in preschool. (SY2022-23)

• Target Setting Process Video for Indicator 6

The feedback period has closed, this video is included for information on the target setting process

Gloria Durosko
Supervisor, Data and Monitoring Liaison
Email Gloria Durosko​
Phone: (720) 822-5102

Orla Bolger
Email Orla Bolger
Phone: (720) 921-0524