Indicator 6: Preschool in the LRE Massachusetts

1
Indicator 6 Preschool in the LRE
Massachusetts

• Patricia Cameron, 619 Coordinator,
• Department of Early Education and Care
• Donna Traynham, Elementary School Services,
  Department of Elementary Secondary Education

2
Preschool in the LRE

• Massachusetts collects information on where 3, 4
  and 5 year old children with disabilities are
  spending their day, in addition to the services
  they are receiving through special education,
  through its Student Information Management System
  (SIMS).
• New codes were assigned for the 3-5 year olds
  former codes now used for 6-22 year olds.
• Districts were trained in Spring 2007.

3
Preschool in the LRE

• Tools were developed to assist districts in
  collecting this information at IEP team meetings,
  and become part of a childs file.
• http//www.doe.mass.edu/sped/iep/forms/word/PL2_3-
  5.doc
• http//www.doe.mass.edu/sped/iep/forms/word/PL2_3-
  5.xls

4
Formula Change

• Revised Formula
• of hrs in an inclusive early childhood setting
  divided by (the of hours in special education
  settings outside of an inclusive early childhood
  setting plus the of hours in an inclusive early
  childhood setting)

• Baseline Formula
• of hrs of special education services in an
  inclusive setting plus of hrs in a natural
  environment divided by 25 hrs

5
Early Childhood Environments Decision Tree
80 30
Attends EC program?
What time spent there?
40 to 79 32
Yes (use formula)
lt40 34
no
separate class 36
yes
Attends spec ed program?
separate school 38 or 42
What is the location?
residential facility 44 or 45
no
Receives spec ed at Home?
Home 46
yes
no
Service Provider 48
6
Preschool in the LRE 3 year olds (n4442)
7
Preschool in the LRE 4 year olds (n5498)
8
Preschool in the LRE 5 year olds (n7284)
9
School Age LRE 6 year olds (n9123)
10
Preschool in the LRE

• Conclusions.
• Importance of communication between district
  early childhood special education staff and data
  staff
• Need for closer analyses at the state level to
  understand trends around early childhood special
  education services and inclusion
• Ability to use trend data to inform professional
  development for
• Early childhood special education
• K-3 special education practices