You are here

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?

 

Indicator 6 Graph

 

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

Ind 6 image

  • 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


For more information, contact:

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

Alyssa Ohleyer
Email Alyssa Ohleyer
Phone: (303) 866-6308

Orla Bolger
Email Orla Bolger
Phone: (303) 866-6896

 


Having trouble with this webpage?

Email

If you have problems with broken links or accessing the content on this page, please contact the Exceptional Student Services Unit at ESSU@cde.state.co.us. Please copy the URL link for this page into the email when referencing the problem you are experiencing.