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)

Additional Resources

Target Setting Process Video for Indicator 6

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

For more information, contact:

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

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

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