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?

6A

A line graph displays the percentage of children in regular early childhood programs receiving the majority of special education services, with the foreground showing two data lines representing "6A" and "Target 6A >=" across school years 2020-21 to 2025-26, and the background featuring the title and axis labels.

Targets and Results for the Current SPP/APR Cycle

Indicator 6A Targets - 6-year SPP/APR Cycle

School year and Federal Fiscal Year	SY 2020-21 FFY2020	SY 2021-22 FFY2021	SY 2022-23 FFY2022	SY 2023-24 FFY2023	SY 2024-25 FFY2024	SY 2025-26 FFY2025
Target A >=	91.92%	91.92%	91.92%	91.92%	91.92%	92.00%
6A: % of Children in Regular Early Childhood Program and Receiving Majority of Special Education Services in Regular Program	91.92%	92.00%	92.33%	92.08%	92.89%	93.07%

6B

Line graph showing the percentage of children in separate special education classes from SY 2020-21 to SY 2025-26, with values ranging from 3.37% to 1.98%. Includes a target line indicating goals for 6B.

Targets and Results for the Current SPP/APR Cycle

Indicator 6B Targets - 6-year SPP/APR Cycle

School year and Federal Fiscal Year	SY 2020-21 FFY2020	SY 2021-22 FFY2021	SY 2022-23 FFY2022	SY 2023-24 FFY2023	SY 2024-25 FFY2024	SY 2025-26 FFY2025
Target B <=	3.37%	3.37%	3.37%	3.37%	3.37%	3.30%
6B: % of Children in Separate Special Education Class, Separate School, or Residential Facility	3.37%	2.77%	2.09%	2.38%	2.27%	1.98%

6C

Line graph showing the percentage of children in special education services at home from SY 2020-21 to SY 2025-26, with values peaking at 0.23% and a target line indicating 6C levels.

Targets and Results for the Current SPP/APR Cycle

Indicator 6C Targets - 6-year SPP/APR Cycle

School year and Federal Fiscal Year	SY 2020-21 FFY2020	SY 2021-22 FFY2021	SY 2022-23 FFY2022	SY 2023-24 FFY2023	SY 2024-25 FFY2024	SY 2025-26 FFY2025
Target C <=	0.23%	0.23%	0.23%	0.23%	0.23%	0.22%
6C: % of Children in Special Education and Related Services in the Home	0.23%	0.18%	0.09%	0.07%	0.06%	0.12%

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:

Orla Bolger
Supervisor, Data and Monitoring Liaison
Email Orla Bolger
Phone: (720) 921-0524

Josh Fails
Online Project Coordinator (DMS) & Data Consultant
Email Josh Fails
Phone: (720) 618-0538