document resume institution - ericdocument resume ed 418 519 ec 306 326 title early childhood...

DOCUMENT RESUME

ED 418 519 EC 306 326

TITLE Early Childhood Special Education for Children withDisabilities, Ages Three through Five: Program Planning.

INSTITUTION North Dakota State Dept. of Public Instruction, Bismarck.Div. of Special Education.

PUB DATE 1996-00-00NOTE 51p.; One of three main sections contained in EC 306 324.PUB TYPE Guides Non-Classroom (055)EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Decision Making; *Delivery Systems; *Disabilities; *Early

Childhood Education; Family Programs; Guidelines;Individualized Education Programs; Integrated Services;Mainstreaming; Paraprofessional Personnel; Personnel;*Program Development; *Special Education; State Standards;Teamwork

IDENTIFIERS Case Management; *North Dakota

ABSTRACTThis chapter from a North Dakota guide for early childhood

special education personnel focuses on program planning for young childrenwith special needs. Following an introduction, the first section presents theNorth Dakota program guidelines, including eligibility of students, anexplanation of the approval of services process, a description of the servicedelivery system, and recommendations regarding transition and size ofenrollment/ caseload, and use of support personnel. Following theseguidelines, there is a discussion of family services, both required andsupplementary. The following section addresses program services in terms ofprovisions for meeting least restrictive environment requirements, and theservice delivery system. Guidelines are then offered for the individualizededucation program (IEP) planning process with emphasis on those componentswhich differ from the IEP that is developed for children who are of schoolage. Team decision-making relative to service in the least restrictiveenvironment (LRE) is addressed, with alternative procedures and examplessuggested. A sample LRE planning worksheet is offered. Appendices include:crosswalk for reporting service settings and amount of time by servicesetting on the SPECIS Record Entry Form and IEP; definitions of eligibility;and an alternative procedure to identify the most apropriate learningenvironment. (DB)

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EARLY CHILDHOOD SPECIAL EDUCATION,co FOR CHILDREN WITH DISABILITIES,,-,:r AGES THREE THROUGH FIVE:A

PROGRAM PLANNING

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

C. De, ReAcyleAr

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

1

Prepared By

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUC IONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it.

Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

North Dakota Interagency Coordinating CouncilProgram Standards Subcommittee

...C) Published ByNAr) ADAPTIVE SERVICES DIVISION

NORTH DAKOTA DEPARTMENT OF PUBLIC INSTRUCTION

_IbC) i Wayne G. Sanstead, Superintendent1996

in f

2 BEST COPY AVAILABLE

TABLE OF CONTENTS

INTRODUCTION 1

NORTH DAKOTA PROGRAM GUIDELINES 2Eligibility of Students 2Approval of Services 3Service Delivery System 3Transition 6Size of Enrollment/Caseload 6

SERVICES TO FAMILIES 8Family Involvement 8Supplementary Options in Family Services 10Guidelines for Family Services 10

PROGRAM SERVICES 12Provisions for Least Restrictive Environment 12Service Delivery System 12

IEP PLANNING PROCESS 14

LRE PLANNING WORKSHEET: EXAMPLE 19

FIGURES

Figure PP-1 Services to Families 9

APPENDICES

Appendix PP-A Crosswalk for Reporting Service Settings and Amount of Time byService Setting on the SPECIS Record Entry Form and IEP

Appendix PP-B Definitions for Eligibility

Appendix PP-C An Alternative Procedure to Identify the Most Appropritae LearningEnvironment

i

INTRODUCTION

This section includes distinct but interre-lated components. First, the North Da-kota program guidelines are presented,including eligibility of students, a descrip-tion of the service delivery system, andrecommendations regarding caseloadand use of support personnel. Followingthe program guidelines is a discussion ofservices to families - both required andsupplementary options. Finally, guidancein the individualized education program

(IEP) planning process is described, withemphasis given to those componentsthat differ from the IEP that is developedfor children who are of school age. Di-rections for completing a SPECIS RecordEntry Data Form is included. An exten-sive discussion of team decision-makingrelative to service in the least restrictiveenvironment is presented, with alterna-tive procedures and examples offered tothe reader.

NORTH DAKOTA PROGRAM GUIDELINES

1.0 ELIGIBILITY OF STUDENTS: A comprehensive, multidisciplinary assessmentmust be completed for each child suspected of having a disability underIndividuals with Disabilities Education Act (IDEA). This assessment will provideinformation from all areas of a child's functioning (e.g., medical, cognitive,developmental, social/emotional). Relevant family and environmental informationwill also be gathered. This information will be used to identify a disability underIDEA and establish the need for specially designed instruction.

1.1 Disability categories are identified in IDEA (34 C.F.R. 300.5(a)) and NDCC15-59-01(2). Disability categories are: autism, deafness, deaf-blindness,hearing impairment, mental retardation, multiple disabilities, orthopedicimpairment, other health impairment, serious emotional disturbance,specific learning disability, speech or language impairment, traumatic braininjury and visual impairment. The definitions of the disability categories arecontained in Appendix A.

1.2 Identified children with disabilities are eligible for services under IDEAbeginning on their third birthday. (NDCC 15-59-01(2), definition of a childwith disabilities.)

1.3 Children receiving Early Childhood Special Education (ECSE) services mustbe three years of age through five years of age. (NDCC 15-59-01(2), defini-tion of a child with disabilities.)

1.3.1 Children who turn age six after the current school term has begunmay receive ECSE services throughout the school year, as deter-mined by the individualized education program (IEP) team's decisionthat such services are appropriate.

1.3.2 Children who are six years of age enrolled in kindergarten programsand in need of special education and related services will receivethose services from personnel serving the school-aged students.

1.3.2.1 Special education and related services that are coordinat-ed by a school case manager may be implemented in anECSE setting if determined appropriate by the IEP team.

1.4 Children receiving ECSE services must have verification of updatedimmunizations in their special education student file (NDCC 23-07-17). It isrecommended that this information be placed in the child's cumulative filehoused at the school of residence.

2.0 APPROVAL OF SERVICES: A request to the Department of Public Instruction(DPI) for annual approval must be made for any ECSE services in the same wayas for any other special education services.

2.1 An approved program of services must employ a teacher holding a NorthDakota credential in the area of ECSE.

3.0 SERVICE DELIVERY SYSTEM: Individualized education services for youngchildren with disabilities must be implemented in a variety of community, homeand school settings. Least Restrictive Environment (LRE) decisions will be basedon specific needs identified in the child's IEP as determined by the IEP team. Theidentification of the child's typical environment (place the child would be if he/shedid not have a disability) serves as the point of reference as LRE options areaddressed and decisions made. The following list of options, along with a varietyof possible combinations, are all acceptable means to deliver a ECSE servicewithin the context of LRE.

3.1 Services will be implemented according to strategies identified as mostappropriate in meeting a child's individual needs. Service options fall underone of three categories:

3.1.1 Direct Instructional Services include children who receive specialeducation and related services in individual, small group and largegroup instructional services implemented within targeted instruction-al settings by credentialed teachers, paraprofessionals, child careproviders, and parents. The "characteristics of service" section of theIEP is used to determine which activities in the child's day within thehome or preschool environments qualify for the total number ofhours per week. The following criteria must be addressed.

3.1.1.1 In center programs where a child is being taught throughlarge or small group instructional activities in preschool,kindergarten, or child care facilities, there must be specificeducational outcomes for the child concurrent with his/herinvolvement in that specific activity. These outcomes mustbe delineated in the child's IEP and.

3.1.1.2 When the parent, child care provider or paraprofessionalworks directly on activities as identified in the IEP, inser-vice training must have occurred.

3.1.1.3 Home programs, in cases where the parent is implement-ing activities within the home environment which are toqualify as direct service interventions, must be describedin the IEP to involve adapted routines or specially de-signed instructional procedures and contain specificeducational outcomes for the child in the targeted instruc-tional areas.

3.1.2 Indirect Services include the amount of time spent by educationaland related service personnel in observing the child in any of thetargeted instructional environments, assessing the child, providinginservice training to parents and other team members, and providingconsultation with parents and other team members.

3.1.3 Related Services include the amount of time spent in individualizedand small group therapy sessions within any of the targeted learningenvironments. This includes physical therapy, occupational therapy,communication therapy, and itinerant instructional services bycredentialed personnel in targeted area(s) of the child's disability.Such services may be appropriate when supportive therapies areneeded to enable a child to gain from special education services.

3.2 Service delivery settings are determined according to the child's needs.The following settings are options to be considered.

3.2.1 Homebased Services include children who receive specialeducation and related services in the principal residence of thechild's family. These services provide direct intervention to the childin the home environment through the use of daily functionalactivities and routines. Therefore, serving children in a homebasedsetting involves both parent training and direct interventions with thechild. Homebased services may be appropriate because of thespecific nature of the disability, the young age of the child, or familyneeds.

3.2.2 Early Childhood Settings include children who receive at least 80percent of their special education and related services in commu-nity-based settings designed primarily for nondisabled children. Thismay include, but is not limited to, public or private preschools, childcare centers, family day care, preschool classes offered to the entire3-4 year old population by the public school system, or combina-tions of early childhood settings. These services provide directintervention to the child in his/her typical day-to-day environmentthrough the use of daily activities adapted to meet the child's devel-opmental needs. Community-based services may be appropriatewhen a child lacks the ability to interact in an age-appropriate

PP-4

setting because of weaknesses in socialization, interaction andlanguage development.

3.2.3 Combined Early Childhood/ECSE Services includechildren who receive 40 to 79 percent of their special educationand related services in educational programs designed primarily fornon-disabled children. This may include, but is not limited to,home/clinic combinations, pull-out programs, or any other dualplacements in which the child receives 40 to 79 percent of specialeducation services in the home or in an early childhood setting withnon-disabled peers, and the remainder of special educationservices in a setting apart from non-disabled peers. Combinationsof services may be appropriate when the child has complexdevelopmental needs requiring direct instruction including relatedtherapies.

3.2.4 Early Childhood Special Education Classroom includeschildren who receive 61 to 100 percent of their special educationand related services in a separate class that is housed in a publicor private school building, and in which the children are in a non-integrated program.

3.2.5 Separate Day School includes children who are served inpublicly or privately operated programs set up primarily to servechildren with disabilities who are not housed in a facility withprograms for children without disabilities. Children must receivespecial education and related services in the separate day schoolfor 50 percent or more of the time served.

3.2.6 Residential Services include children who are served inpublicly or privately operated programs in which children receivecare for 24 hours a day. This could include placement in publicnursing home care facilities or public residential schools.

3.2.7 Homebound/Hospital Services include children whoreceive special education and related services in their home or in aresidential medical facility. This placement is required because ofthe medical and health concerns that limit the child's ability toattend a school or community based program.

3.2.8 Itinerant Services Outside the Home includes children whoreceive all of the special education and related services at aschool, clinic, or other location for a short period of time inindividual or small group formats.

PP-5 3

3.2.9 Reverse Mainstream Setting include children in programs utilizingreverse mainstreaming, the general education portion of the day canconsist of that time of the day during which non-disabled peers arebrought into the special education preschool classroom as long asthe ratio consists of 50 percent or greater of nondisabled peers.

4.0 TRANSITION: There are two critical transition phases for children in ECSEservices. Individual child needs are reviewed through a transition process todetermine the most appropriate services when they are referred for ECSE servicesfrom Infant Development Programs or other community early interventionprograms. The other transition process occurs as children move out of ECSE pro-grams and are enrolled in school programs. There transition processes aredescribed in detail in the Transition Section of this guide.

5.0 SIZE OF ENROLLMENT/CASELOAD: The multiplicity of needs of the individualchild and the additional support services necessary for each child will determinethe number of children served in any particular setting by any one case manager.Actual time allotted for services will be identified on a per child basis on theindividualized education program.

5.1 The Department of Public Instruction recommends the following:

5.1.1 Special education personnel providing services to children shallconsider setting options including homebased, community, individu-al/small group and/or a combination of these. Individual teachercaseloads will vary depending upon the nature of the setting(s).Caseloads may range from 6 to 20 children. It is important toremember that caseloads are based on number of contact hoursand not the number of children.

For example, a child in direct instructional services receivesapproximately 2 to 2 1/2 hours of service per day. Using thisas a basis for homebased services, a case manager wouldbe able to serve a minimum of two children per day, five daysa week, equaling 10 children.

A teacher serving children in combined settings will need toconsider the range of indirect contact time needed. Timemust also be allotted for collaborative planning, team teach-ing, observation, and data collection. In a combined settingwhere both direct and indirect services are implemented,teacher case load size will increase in relation to the amountof indirect service (the more direct service, the fewer childrenon each caseload). If all children on a teacher's caseload

received indirect services, a typical caseload may range from15 to 20 children.

5.2 If a child enters services needing more than the minimum of contact hours,a case manager's caseload would need to bedecreased or personnel add-ed.

5.3 Support services personnel qualified in one or more area of disability willbe required to assist in the provision of appropriate services as identifiedin the child's 1EP.

5.4 Aides may be employed dependent upon the service needs of individualchildren.

PP-710

SERVICES TO FAMILIES

Parent involvement in the young child'seducational program is essential. Parentsand siblings have provided and willcontinue to provide for the child's needsbefore, during, and after placement inthe preschool program. Bronfenbrennernoted that "the family is both the mosteffective and economical system forfostering the development of the child."This is true in that (1) family membersare the primary teachers during thechild's first years of life, (2) interventionsby family members occur in the naturalenvironment and across settings in thatenvironment, thus improving chancesthat learning will generalize, and (3)family members are the only personswho will remain members of the child'sintervention team during subsequenttransitions. It is imperative that parentsbe offered opportunities to develop inter-vention skills that will empower them toadequately address their child's educa-tional needs over the years in the areasof growth and development, advocacy,exercise of rights, assuring appropriate-ness of educational programs, decision-making, and home and community inte-gration.

FAMILY INVOLVEMENT

The Individuals with Disabilities Educa-tion Act, Part D (IDEA-D) guaranteesparent participation in decision-makingregarding the child with disabilities. Thisbasic level of involvement assures par-ents the right to participate as activeteam members in the multidisciplinaryteam decision-making regarding thechild's eligibility for special educationservices and in developing the child'sindividualized education program (IEP).

(See Figure PP-1.) This involvementbegins with the first contacts made withthe family either by the referring source(e.g. a physician or agency personnel) orby the program staff when a referral isreceived. Sensitivity and support on thepart of professionals can set the tone foran effective and successful program forthe child as well as a positive workingrelationship with the family's participationin the multidisciplinary team's decision-making process. Empowering parents ofdiverse backgrounds is critical. Theparents are in the best position to clarifyfor staff members whether assessmentresults are typical patterns of behavior,to give information about medical orother relevant factors in the child's devel-opment, and to provide other observa-tions of the child not available to the staffin assessment situations.

In the development of the child's individ-ualized education program (IEP), parentsand other family members will provideinput on priority targets for programming,assist in determining methods that mightwork, suggest interventions to be carriedout in the home, or provide informationon motivational, health, and social-emo-tional variables.

In addition to planning for the child'sindividual needs, plans for individualfamilies may be developed in the IEPplanning process based on the family'sgoals and needs. An individualized planfor a family's involvement should incor-porate the unique needs of the familyand recognize that the family's role iscentral to the child's development. Anindividualized plan for the family mayinvolve goals that relate to the child with

PP-8

1.1

FAMILY INVOLVEMENT

Multidisciplinary Team Membership- providing assessment information- planning the child's IEP- making eligibility decision

Individualized Family Program

Ongoing Communication

Participation in intervention activitiesobserving child's behaviormonitoring child's progressimplementing interventionstrategiesevaluating child's progress

Supplementary Options

FAMILY EDUCATION SERVICES

Information Exchange- about the child's disability- about the program- about parent rights, laws,

regulations

Education Program for Familiesknowledge needs (informationon disabilities, availablecommunity services, parentingissues, etc.)skill needs (e.g. how to carryout specific interventions in thehome, how to access agencyservices and resources, etc.)

FAMILY SUPPORT SERVICES

Ongoing communication

Support Groups- for parents- for siblings- for extended families

community

Counseling

Agency Servicesmedicalsocialeconomiceducationalrespite care

Figure PP-1. Services to Families

PP-9

12

disabilities and goals that relate to thefamily's meeting other needs. For exam-ple, a family's goals might be (1) tointegrate an intervention into the family'sdaily routine, such as reinforcing lan-guage and fine motor skills while bathingthe child; (2) to access resources toobtain an alternative communicationsystem for the child; (3) to find a morerewarding part-time job for the mother;or (4) to enroll siblings in a workshop onplay with a brother or sister with a dis-ability.

An important aspect of family involve-ment is ongoing communication amongteam members. Ongoing communicationis critical for a young child whose physi-cal health may be unstable or who isundergoing rapid developmental chang-es that necessitate program changes.Family involvement in the child's pro-gram may also be encouraged throughparent participation throughout all as-pects of a child's intervention plan.

SUPPLEMENTARY OPTIONSIN FAMILY SERVICES

Basic levels of family involvement in theyoung child's educational program in-clude family education and family sup-port services.

Family education provides informationthat addresses the family's knowledgeand skill needs. Information directed atthe family's knowledge needs mightcover topics such as characteristics ofthe disability, available community re-sources, parenting issues, organizationsfor parents of children with disabilities,and so on. Topics in the area of skillneeds might address how to accessagency services and resources, carry outspecific interventions, set up a trust fundfor the young child, or manage specific

behaviors. Knowledgeable parents mayact as resources to other parents as theyshare their own experiences and whatthey have learned about having a youngchild with disabilities.

The second type of supplementary ser-vice, family support services, may beprovided as part of the program's familyservices component or may be accessedthrough other agencies or programs.Ongoing communication, as previouslydescribed, provides a basic level ofsupport to families. In addition, familysupport services may be providedthrough group activities for family mem-bers (e.g. siblings, parents, or grandpar-ents), the natural support system ofextended family members and friends,counseling services, or agency services(i.e. medical, social, economic, or educa-tional services or respite care).

GUIDELINES FOR FAMILY SERVICES

The addition of a child with disabilities toa family has a significant impact on theentire interactional system of the family.Consideration of some basic guidelinesin serving families can enhance thequality of services provided to the youngchild and the family, and facilitate com-munication between the program staffand the family.

In communicating with a family, profes-sionals need to listen and support thefamily members, keeping in mind thatfamilies may react in different ways atdifferent times. They must be sensitive tothe parents' fluctuating emotions andresponses regarding their child.

There are many societal expectationsand pressures on the family to raise theirchild to conform to cultural patterns. Theculturally different family may require

special support as they face systemsthat do not acknowledge these differenc-es.

Parents may appear disinterested, over-protective, rejecting, or guilt ridden, butit is extremely important that profession-als reserve judgment until they have aclear understanding of situations, espe-cially when economic or cultural factorsdistinguish parents from professionals.Making assumptions may hinder commu-nication and development of a trustrelationship between the family andprofessionals. Parents can often sensethat they are being negatively evaluatedeven though this is not communicatedverbally.

Professionals need to communicateclearly using everyday language. Parentsshould be encouraged to clarify theirunderstanding of what is being conveyedand to ask questions when something isambiguous. Parents need time and as-sistance to understand the significanceof information presented to them byprofessionals.

The family's specific knowledge aboutthe child should be solicited and utilized.They should be involved in assessing thechild's strengths, in setting goals anddetermining intervention methods, and inevaluating success.

The extended family and immediatecommunity can be educated about dis-ability conditions through printed materi-als, media, support groups, or agencyprograms. Encouraging extended familymembers and friends to offer practicaland emotional support can help familiesof children with disabilities reduce socialisolation and enhance community under-standing of the needs of children withdisabilities and their families.

PROGRAM SERVICES

In programs for young children withdisabilities, critical consideration must begiven to providing the following services:assessment, educational programming,related services, parent education, familysupport services, transitional services,and consultation. Program staff musthave competencies in each of theseareas as well as the ability to work effec-tively on a team in assessment, planning,daily service delivery, and ongoing pro-gram evaluation and planning. An effec-tive team effort leads to a better integrat-ed program for the child, with all person-nel aware of and working toward thesame objectives.

PROVISIONS FOR THE LEASTRESTRICTIVE ENVIRONMENT

To ensure that a child's placement willalways be made in the least restrictiveenvironment (LRE), procedures must bedeveloped to address the following re-quirements.

1. Alternative settings and deliverymodes must to be made available sothat each child's education will beappropriate to his or her individualneeds. The alternatives must includewhatever is needed to carry out theagreed upon individualized educationprogram for each child enrolled inearly childhood special education ser-vices.

2. Safeguards to take into account indetermining the appropriate settingand service delivery mode for eachchild include:

a. alternative settings and deliverymodes are determined at least an-nually.

b. alternative settings and deliverymodes are based on the child'sIEP.

c. the setting for the program/serviceis as close as possible to the homeof the child.

d. before concluding that the child re-quires a special setting, all pos-sibilities should be considered forengaging supportive services thatwould enable the child to receiveservices in a setting with childrenwho do not have disabilities. If thenature and severity of the disabilityis such that the child must beserved in a setting apart from chil-dren who do not have disabilities,provisions that enable the child tointeract as much as possible withage-appropriate peers must beidentified.

SERVICE DELIVERY SYSTEM

Individualized education services foryoung children with disabilities may beimplemented in a variety of community,home and school settings. The identifica-tion of the child's typical environment(place the child would be if he/she didnot have a disability) serves as the pointof reference as LRE options are consid-ered and decisions made.

Within the LRE context, services may bedirect or indirect. A full continuum ofdirect preservice options includes:

homebased

community based

combined Early Childhood/EarlyChildhood Special Education

individualized, small group,direct intervention

residential

in-patient hospital

Indirect services includes:

observation

assessment

inservice training

consultation

technology based services

In situations where child care services,preschool programs or other early child-hood services are not available or con-sidered inappropriate within the localcommunity, special education units maychoose to develop reverse integration

programs to assure that children withdisabilities interact with age appropriatepeers without disabilities.

PP-13

In establishing reverse integration pro-grams, specific administrative and pro-gramming considerations will be ad-dressed by the local special educationunit. These will result in written localpolicies and procedures. Programmingconsiderations should include identifica-tion of a curricular approach appropriatefor all children, ratio of children withdisabilities to children without disabilities,registration procedures for children with-out disabilities and length of programday. Administrative considerations in-clude but are not limited to additionalfiscal factors, child care licensing issues,liability concerns, transportation respon-sibilities, staffing patterns, and programsetting concerns.

When setting up a reverse integrationprogram, school districts need to besensitive to existing community childcare programs, keeping in mind competi-tion and variability in child care costs tofamilies. It is important that school dis-tricts work with all community services toenhance collaborative programming.

I 6

INDIVIDUALIZED EDUCATION PROGRAM PLANNINGPROCESS FOR EARLY CHILDHOOD

SPECIAL EDUCATION

The North Dakota Department of PublicInstruction has published a comprehen-sive guide that addresses the processthat should be utilized for documentingthe deliberations of the multidisciplinaryteam. In addition, it provides the recom-mended format for the IndividualizedEducation Program (IEP). This manual,Guidelines: Individualized EducationProgram Planning Process, published inFebruary 1995, contains the recommend-ed process to use with preschool chil-dren with disabilities as well as schoolage students. Modifications pertinent topreschool children are addressed in thissection. A one page alternative form fordocumenting the IEP form is attached asAppendix B.

This section highlights factors that mustbe addressed when preparing an IEP fora child in an Early Education SpecialEducation Program. Only those compo-nents that differ from the standard IEP arepresented and discussed. They includesections:

C. IEP Information - Federal Child CountSetting

D. IEP Planning Meeting

E. Present Levels of Educational Per-formance

F. Annual Goals, Short-term Instruc-tional Objectives, and Characteristicsof Services

J. Least Restrictive Environment

SECTION C. IEP INFORMATION -FEDERAL CHILD COUNT SETTINGS

Federal Child Count settings are listed inthe IEP Guidelines document. They arealso included on the alternative page fiveform for preschool IEPs. When complet-ing the SPECIS Record Entry Form (Ap-pendix B) for Child Count purposes, notethat the service settings do not match.Although the IEP Guidelines documentcontains the service settings appropriatefor use with preschool children, theSPECIS Record Entry Form containsonly the service settings consideredappropriate for students who attendschool. A crosswalk must be used tofacilitate the correct selection of theSPECIS service setting. A crosswalk de-scribes new definitions for existing cate-gories. The new definitions for reportingthe preschool service setting selected onthe alternative page five of the IEP formare then superimposed on the old cate-gories contained on the SPECIS form.The crosswalk is contained in AppendixB and is also included on the back ofthe alternative page five of the IEP.

SECTION D. IEPPLANNING MEETING

Team members who must be involvedinclude the administrator of the schoolthe child will attend when he/she be-comes school age, the child's currentspecial education teacher(s), the parents,and a general education representative.It is imperative that consideration begiven to selecting a general education

representative who is providing servicesto the child and to other children who donot have a disability. In the event that thechild is not receiving any services out-side the home, an early childhood pro-fessional providing services for othersame age children who do not havedisabilities should be identified and in-cluded as the general education teacher.This procedure will ensure that the cur-ricular input from the general educationteacher is maximized.

It is also vital to involve in the IEP pro-cess an administrator from the schoolthe child will be attending when he/sheis old enough to start kindergarten. Theresponsibility for the child's education isimmediately placed on the neighborhoodschool. This ensures that the schoolpersonnel become knowledgeable aboutthe educational and developmentalneeds of the preschool child. It affordsthe parents an opportunity to becomefamiliar with the administrators of theneighborhood school and allows them tofeel much more comfortable with theeventual transition process.

SECTION E. PRESENT LEVELS OFEDUCATIONAL PERFORMANCE

The present levels of educational perfor-mance (PLP) component addresses thechild's unique patterns of functioning. Itlays a foundation for the succeedingcomponents of the IEP. Statements inthe PLP should (a) address significantstrengths and deficits, (b) be under-standable to the parents and generaleducators, and (c) give the reader aclear picture of how the student is func-tioning in all relevant areas at the timethe IEP is being written.

A critical concept relating to PLP thatmust be considered for the preschool.

PP-15

age child is the counterpart to a generaleducation curricular framework. Thechild's unique patterns of functioningshould be compared against the prereq-uisite skills required, and the anticipatedoutcomes expected from the curricularsource being utilized. Although there aremany curricular sources available com-mercially, it is important to select a rec-ognized system based on developmen-tally appropriate practices. Examples ofwidely used sources include the NationalChild Development Associate (CDA)credentialing curricular standards forchild care settings, Head Start curricu-lum, preschool curriculum such as thatsponsored by the Association for theEducation of Young Children (AEYC), or,for older preschool children, an acceptedkindergarten curriculum. This curricularframework is the basis for comparing thepreschooler's performance with that of achronologically same-aged peer withouta disability.

Two components must be addressedrelative to the curriculum reference thathas been selected. The first consider-ation is how the impairment or develop-mental delay affects the child's ability toparticipate and make progress in thegeneral education curriculum. The sec-ond consideration is how the impairmentor developmental delay impacts thechild's access to other developmentallyappropriate activities. The curricularframework selected should serve as anoutline in deriving the present level ofperformance. Assessment consider-ations, observational data, and parentinput should then be included to providethe explanation and validation of theimpact of impairments or developmentaldelays.

The reference to a developmentallybased curriculum framework is always

1

required. When a home-based interven-tion program is most appropriate for ayoung preschool child, a standardizedcurriculum for home-based care shouldbe selected. Although the critical compo-nents of these curricular sources varysomewhat, all contain essential curricularofferings such as the following examplesfrom the National CDA in the followingdomains.

CDA Goals:Safe EnvironmentHealthy EnvironmentCreative EnvironmentCognitive DevelopmentPhysical DevelopmentCommunication DevelopmentSocial DevelopmentGuidanceSelf DevelopmentLearning EnvironmentFamily Involvement

SECTION F. ANNUAL GOALS,SHORT-TERM INSTRUCTIONAL

OBJECTIVES, ANDCHARACTERISTICS OF SERVICES

The format for writing the annual goalsand short-term objectives of the IEP isidentical to that addressed in the Guide-lines document. The characteristics ofservice sections will vary, however, sincethe service settings and educationalneeds are different. It is important toremember that the early childhood cur-ricular focus must be retained. The char-acteristics of service section must ad-dress the parameters of the behavior orskill to be taught and the supports, modi-fications, and adaptations that are neces-sary for the child to develop the skill. Thecharacteristics of service section pro-vides the rationale for the service settingselected.

SECTION J. LEAST RESTRICTIVEENVIRONMENT

A two page worksheet included in thisguide can be utilized in identifying thelearning environment that is most appro-priate for instruction of a particular skill.The worksheet is designed as an outlineto guide discussion during the IEP pro-cess. It facilitates an analysis of the in-structional content and appropriate meth-odology. Completing the worksheet onevery goal and supporting objectives isa time consuming process; therefore, itis intended as a training tool only. Thethinking process will generalize afterbeing utilized on a variety of contentoutcomes for children of various ages.Before discussion on the least restrictivelearning environment can occur, teach-ers must have a thorough understandingof what they intend to teach and whythey want to teach that skill. The IEPprocess does not require documentationof the logic and rationale. However, themethodology that is selected for design-ing the instructional program includingthe goal, objectives, and characteristicsof service has direct implications for theservice settings that will be necessaryand appropriate to accomplish the goal.(An alternative procedure is contained inAppendix B.)

When the goal is established, a se-quence of questions should be askedbefore writing the behavioral objectives.The four questions that should be con-sidered initially are:

1. What behavior or skill do I intend toteach?

2. Why is instruction in this skill neces-sary?

This "why" question Should be addressedby comparing the child's performance ofthe skill to that of other children of thesame chronological age. The referenceto the curricular framework is used tosubstantiate the child's need for instruc-tion in that area. The discrepancy shouldbe reported in the present level of edu-cational performance so that it relatesdirectly to the skill or behavior that isbeing taught.

3. What are the parameters of the be-havior or skill that is being taught?

This third question addresses rationaleor intent for teaching the skill. The prop-erty of the skill that is critical for instruc-tion will determine the type of servicenecessary and consequently impact onthe location of that service. There arethree different properties of skills thatmust be considered:

a. Topography refers to the actual mus-cle movements necessary to performthe skill. When the child requiresdirect instruction on the basic move-ment patterns necessary to perform askill, the instruction required is inten-sive, must be carefully graded, andmust be implemented consistently.Usually one-to-one instruction is re-quired.

b. Force refers to increasing the intensi-ty or consistency of a skill. After achild has learned the topography of askill, the next step is to increase thefrequency, shape the quality, or buildthe strength of a skill. This is accom-plished through reinforcing the skillwhen it is demonstrated utilizing avariety of different reinforcement strat-egies. A critical concept to considerwhen force is being addressed is theimportance of utilizing naturally oc-

curring learning environments thatare motivating for the child. This willincrease the likelihood that the skillwill be performed independently.

c. Locus refers to the appropriate utili-zation of a skill. Pragmatics is a clas-sic example of locus. For example,after a child has learned to ask ques-tions, the next step is learning to askquestions for a variety of purposes:to seek clarification, initiate conversa-tion, gather information, obtain dailyliving essentials, etc. Locus address-es the utility of a skill and the abilityto transfer and generalize.

4. In what service setting can the behav-ior be most appropriately taught?

After thoroughly analyzing what theteacher intends to teach, why they needto teach it, and the parameters of thebehavior, the next step is to addressalternative service settings in which theinstruction can be appropriately provid-ed. To assist in identifying the learningenvironment that is most appropriate foreach goal, another sequence of ques-tions should be addressed for each ofseveral alternative service settings:

a. What are the elements within thissetting that make it an appropriateenvironment in which to teach thisskill?

b. What are the variables that impactthe appropriateness of that environ-ment?

c. Would this environment be appro-priate with the necessary supports?

PP-17

20

d. Of all of the learning environmentsconsidered, does this appear to bethe least restrictive environment thatis appropriate for teaching the skill?

The sequence should be completed foreach of the subsequent alternative ser-vice settings until the team has arrived atthe learning environment that appears tobe the least restrictive and is the mostappropriate for that skill.

The characteristics of service sectionprovides the basis for the justification ofthe least restrictive environment selectedfor each outcome. The subsequent LREsection (page five) is a composite sum-mary of the constituent environmentsselected.

To illustrate how this planning processoccurs, a case study is provided in thefollowing pages.

LRE PLANNING WORKSHEET: AN EXAMPLE

Behaviors of Concern:

Jonny, age 4, does not initiate interactionwith other children, either verbally ornonverbally, and does not reciprocateinteraction when other children approachhim.

Curriculum Reference:

These skills are contained in the devel-opment checklist of social behaviorsused for 3 and 4 year old children in thecommunity child care facility. They arenormally occurring skills in all children of3 and 4 years of age with the topogra-phy and the locus of the response fullydeveloped in its final form. The emphasisat this age is on force or expanding thequality of the response (longer length ofverbalizations, more complexity, etc.)and to embed within the responses thetargeted social and emotional behaviorssuch as politeness, sharing, empathy,etc.

Basis in Present Level of EducationalPerformance:

Jonny currently does not engage ininteractive behaviors with other studentswhile playing. He stands and watchesothers or engages in parallel play withobjects but does not approach them orinitiate interaction. Although he utilizesintelligible verbalizations while playingalone, he discontinues all verbalizationswhen other children approach him or arenear him. When they approach him, heoften just stands still and ignores them.If they offer him a toy, he reaches out,grabs it and then walks away. If the otherchildren persist in their attempts to inter-

act, he either tries to hit them or runsaway.

Parameter of the Behavior Being Ad-dressed:

Jonny demonstrates the required constit-uent components of the response (to-pography) including smiling, nodding,verbalizations, etc. He now needs todevelop the locus of the response orutilization of the behaviors within theinteraction paradigm. After he beginsutilizing these behaviors appropriately toinitiate and reciprocate interactive turns,the force or intensity, duration, and con-sistency can be shaped through rein-forcement schedules.

Goal:

"Jonny will demonstrate age-appropriateinteractive and communicative behaviors,utilizing appropriate verbal and non-verbal initiation and reciprocation skillswhile playing with other children of thesame chronological age. This will en-hance his life long communication andsocialization skills across all environ-ments."

Objectives:

"During a 15 minute free play opportuni-ty, Jonny will initiate 5 contacts withpeers utilizing an approach behaviorsuch as walking up to another child,calling their name as an attention-gettingmechanism, or establishing eye contactwhile simultaneously verbalizing...."

"During a 15 minute free play opportuni-ty, Jonny will reciprocate interactions

PP-1922

initiated by others 90% of the time byestablishing eye contact and either smil-ing at them or verbalizing a response

Types of Activities That Will Be Need-ed:

Jonny will require opportunities to firstlearn the skills and then to practice theskills in normalized settings with other 3and 4 year olds. Activities involving freeplay, sharing, and structured game timeappear most appropriate.

Optional Service Settings: (address atleast three)

There are a variety of service settings inwhich these activities normally occur.They include (a) the home environment;(b) child care setting; (c) Early ChildhoodSpecial Education classroom; and (d) acombination of Early Childhood SpecialEducation classroom and child carefacility. A discussion of each is provid-ed.

a. Home Environment

What are the elements within this settingthat make it an appropriate setting inwhich to teach this skill?

Jonny's parents spend a great dealof time with him on play activities andsharing activities.

What are the variables that impact theappropriateness of that environment?

The difficulty encountered in thissetting is that Jonny's only sibling is16 years older and an adult. Thereare no other children who are regu-larly available to interact with him.The discrepancy in interaction is very

PP-20

significant and appears to be attribut-able to the disability in contrast tolimited prior opportunities. This ap-pears to be a skill that will requiredirect instruction rather than justreinforcing occurrences of the behav-ior. Although his parents are wonder-ful in providing him with opportuni-ties, they have not been able to teachhim these skills.

Would this environment be appropriatewith the necessary supports?

To provide the needed instruction inthis setting, several modifications tothe environment would be requiredand then extensive support would benecessary. The first requirementwould be a specialized teacher withexperience in teaching interaction.This could be arranged by enrollingJonny in the home-based componentof the preschool program and havingthe qualified teacher teach the skillsin the home. Another consideration isthat other children of the same chro-nological age would have to visit ona regular basis to provide Jonny withthe normalized interactive opportuni-ties in which he will subsequently beexpected to perform these skills. Thiswould not be realistic consideringthat his parents both work outsidethe home and would be unavailableto assist with the implementation ofthis outcome. Another factor is thatJonny demonstrates the most limitedinteraction skills within his regularchild care environment in contrast towithin the home. This pattern is alsoreported in other similar environmentswith other children such as at birth-day parties, Sunday School, andfamily reunions. Although Jonnywould be most responsive to instruc-tion within the home with his parents

23

present, providing the instructionwithin this setting would constitutecircumvention of the discrepancyrather than providing an optimal set-ting for directly teaching and reinforc-ing the skill.

Of all the learning environments consid-ered, does this appear to be the leastrestrictive environment that is appropriatefor teaching this skill?

The team finds this alternative unreal-istic and inappropriate because of thepotential for circumvention and theextent of supports required (creatinga classroom setting within the home)

b. Child Care Setting


Jonny spends 8 hours a day, 4 daysa week, in a child care setting. Thereare ample opportunities for interact-ing with other children in this settingbecause of the nature of the socialcurriculum for 3 and 4 year olds.


Although this setting provides anabundance of opportunities for thisskill to be demonstrated, the childcare facility staff do not feel comfort-able in teaching this skill. Jonny obvi-ously has not learned this skill withthe instructional opportunities presentin that environment. He has beenattending the center for over a yearand has made very little progress indeveloping interactive behaviors.Although abundant reinforcement isprovided when children demonstrate

PP-21

appropriate social skills, Jonny is atan instructional level in this area andnot at a practice level. With the ex-ception of the need for specializedinstruction, this environment wouldbe very appropriate since it containsmany opportunities to teach theseskills including initial AM free play,sharing time, structured play time,motor activities, snack, afternoon freeplay, social skills instruction, andafternoon motor skills time.


To provide the needed instruction inthis setting, preschool staff would berequired to go into the center. Thechild care provider is very interestedin assisting but feels uncomfortableabout providing the initial instruction.After an effective instructional routinehas been developed, she would bevery willing to provide practice andreinforcement throughout the day.Although a specialized instructorwould be necessary on a daily basisfor a 1/2 to 1 hour block of time todevelop effective instructional strate-gies, no other supports would benecessary. The duration and frequen-cy of the direct instruction visits canbe faded out over time for theseobjectives as Jonny's skills in thisarea develop.


This setting would be very appropri-ate with instructional support. Selec-tion as the LRE is contingent on noother option discussed being moreappropriate.

24

c. Early Childhood Special EducationClassroom


Jonny could attend the early child-hood special education classroom atHarlow Elementary School. The clas-sroom is very structured and containsseveral opportunities to interact withother children. It utilizes reverse-main-streaming for a part of each morningor afternoon session. This wouldallow Jonny an opportunity to workon these skills in a normalized playsetting with other preschoolers whoare not disabled. The teacher in thisclassroom is trained in the area ofearly childhood special educationand has had extensive experiencewith other students with similar dis-crepancies.


One of the disadvantages to thissetting is that Jonny already has allof the cognitive and fine motor skillsthat are stressed in the curriculum. Infact, the limited cognitive stimulation,in contrast to what is provided in thechild care facility, would be viewed asa potential risk. Jonny's needs in theareas of language development andsocial skills development could notbe as appropriately met in the earlychildhood setting as in the child carefacility.


To make all aspects of the programappropriate for Jonny's needs, modi-

PP-22

fications would be required. The nu-mber of peer models and the dura-tion of their time in the programwould need to be increased. Thecurriculum would have to be en-hanced to include more challengingactivities for Jonny's level of cognitivedevelopment and his language stimu-lation needs. Transportation wouldalso be necessary to teach the target-ed skills in this environment.


The decision is contingent upon whe-ther or not there are other needs bestmatched to the curricular focus ofthis setting. Although the settingcould be made appropriate for thisgoal, it would require extensive modi-fications if this were to be the onlysetting used for intervention.

d. Combination of Early ChildhoodSpecial Education Classroom andChild Care Facility:


Jonny could attend the early child-hood special education classroom atHarlow Elementary School in eitherthe morning or afternoon and contin-ue in the child care center for theremainder of the day. This wouldprovide him with the instruction in theinteraction skills and access to nor-malized preschool activities in an ageappropriate setting.


Although a combination of servicesetting options would appear appro-priate, there are difficulties with thismodel. When considering the modifi-cations required (transporting Jonnyto Harlow Elementary for an hour aday of instruction or having him at-tend a half-day and then altering thecurriculum and including more stu-dents who do not have disabilities),neither would appear to be the mostexpedient method. If he were to go toHarlow Elementary, he should bescheduled only for the duration ofthose activities stressing interaction.This schedule would not allow thechild care provider an opportunity toobserve the instruction and thenprovide opportunities to practicethese skills across the curriculum andthroughout the day.


Supports which would be necessaryto ensure appropriateness of thismodel would be to transport Jonny toHarlow Elementary School for 1 hourof instruction a day, and then provideconsultation services to the child careprovider. Video taping of instructionalsessions could be used. This wouldhave to be done in conjunction withsome altering of routines within theearly childhood classroom sincenone of the current interaction activi-ties last more than 15 or 20 minutes.They would have to be clustered togive Jonny experiences in at leasttwo of these activities. The impact ofthe appropriateness of the curriculumto the other students would thenhave to be addressed.


The combination approach would notappear to address any of the difficul-ties effectively and creates additionalproblems. To make this approachappropriate, there would have to betwo or three trips to Harlow Elemen-tary per day with Jonny or the curric-ulum and schedule for the classroomwould have to be changed.

LRE Setting most appropriate to theimplementation of this goal/objectiveswhen considering the total needs ofthe child:

Jonny's educational needs consist ofsupport and specialized instruction intwo critical domains of development:socialization and communication. Hisneeds in all other areas (fine motor,gross motor, cognitive and preaca-demic) can best be met throughcontinued involvement in his currentcommunity based child care facility.After a review of options for bothtargeted areas, the team agreed thatthe least restrictive setting appropri-ate to meeting the needs was thechild care facility with specializedinstruction provided by two specialeducation teachers. The Early Child-hood Special Education Teacher willspend 1/2 to 1 hour daily in the cen-ter initially. She will provide directinstruction on socialization skills us-ing the normalized routines withinthat setting. After an effective instruc-tional paradigm has been identified,the child care provider will be in-volved in the instruction and imple-ment similar activities across the day.Subsequent program revisions will

determine the schedule and timelinesfor fading out the specialized instruc-tion when and if that becomes appro-priate. The Speech Language Thera-pist will spend 1 /2 hour with Jonny, 3times per week, for direct instructionin language concepts, pragmatics,and articulation. Consultation will alsooccur with the child care providerand parents on generalizing theseskills across settings. Since Jonnydoes so well in other preacademicactivities, no other supports appearnecessary at this time.

The characteristics of service section,then, must address the critical parame-ters of the intervention including how theinstruction will be delivered or how thebehavior will be taught, reinforced, andshaped. Questions referenced in the IEPGuidelines as being necessary to ad-dress will have been answered as theresult of completing this process.

PP-24

Can the performance specified in thisobjective be met in the child's currentpreschool classroom without modifica-tions or adaptations?

No

Can the performance specified in thisobjective be met in regular classroomactivities if appropriate modifications aremade?

Yes

Can the performance specified in thisobjective be met if the content difficulty isaltered or if specially designed instruction(totally different) is provided?

Yes

Can the performance specified in thisobjective be met if supportive trainingrelated to the disability is provided (e.g.functional communication training, orien-tation and mobility, fine/gross motordevelopment, etc.)?

Yes

27

LRE Planning Worksheet

Behaviors of Concern: Goal:

Curriculum Reference: Objectives:

Basis in Present Level ofPerformance:

Parameters of the Behavior BeingAddressed:

Types of Activities That Will be Need-ed:

Alternative Service Settings: (address at least three)

Home Based Model Early Childhood Setting

What are the elements within this setting thatmake it an appropriate setting in which toteach this skill?




Would this environment be appropriate withthe necessary supports?


Of all the learning environments considered,does this appear to be the least restrictiveenvironment that is appropriate for teachingthis skill?


PP-26

29101 EST COPY AVAIILA

11, LE


Early ChildhoodSpecial Education Setting

Part-time Early Childhood/Part-timeEarly Childhood Special Education









PP-273

BEST COPY AVAILABLE


Itinerant Services Outside the Home









LRE setting most appropriate to the implementation of this goal/objectiveswhen considering the total needs of the child:

APPENDICES

33

APPENDIX A

APPENDIX PP-A. Crosswalk for Reporting ServiceSettings and Amount of Time by Service Setting on theSPECIS Record Entry Form and IEP

APPENDIX PP-B. Definitions for Eligibility

APPENDIX PP-C. An Alternative Procedure to Identify theMost Appropriate Learning Environment

34

APPENDIX PP-A

CROSSWALK FOR REPORTING SERVICE SETTINGSAND AMOUNT OF TIME BY SERVICE SETTING

ON THE SPECIS RECORD ENTRY FORM AND IEP

To acquire funding, as well as for plan-ning and program improvement purpos-es, information about children with dis-abilities is reported annually to the De-partment of Public Instruction. The origi-nal source of the information is typicallythe first page of the child's individualizededucation program (IEP), which includesan item for "Federal Child Count Setting."This item is completed after the IEP teamhas decided the most appropriate ser-vice setting(s) for the child. Each specialeducation unit verifies these data andreports them to the Department of PublicInstruction using the Special EducationChild Information System (SPECIS).Children who are receiving services asdocumented on an individualized educa-tion program (IEP) on December 1 ofeach year are included.

Because service settings for young chil-dren may be somewhat different fromthose typical for school-age children,there is need to carefully define thecriterion for each service setting so thatpersons providing the data do so in aconsistent and accurate manner. Thissection describes how early childhoodservice settings must be coded using theexisting SPECIS record entry form. Inaddition, it provides guidance in record-ing on the IEP form the amount of timea child is served in each setting.

Reporting Service Settings for YoungChildren with Disabilities on the IEPand the SPECIS Record Entry Form

The individualized education program(IEP) for a school district or special edu-cation unit typically includes an item onthe first page that looks like this:

Federal Child Count SettingABCDEFGHI

The information recorded for this item isused to complete item 14 on the SPECISRecord Entry form (SFN 14054 (4-95),which appears as follows:

Use the following table to determine howan early childhood service setting will becoded on the IEP and on the SPECISform.

1

.::If the Child's services are delivered in this ..,Earii Childhood SerVice .Seiiing and meet this

criterion on the IEP, Section J

Then use this federalChild Count Code to

complete IEP, SectionC (page 1), and

SPECIS

A. Early Childhood Setting: includes sites such as gen-eral education kindergarten classes, public or privatepreschools, Head Start centers, child care facilities, etc.Children with disabilities are educated in these siteswith nondisabled peers for 80%-100% of the day.

e

Code asA. Regular Class

B. Early Childhood Special Education Setting: includessegregated settings where children with disabilities areeducated separately for 61% - 100% of the day, and areeducated with nondisabled children for 0%-20% of theday.

Code asC. Separate Class

if the child spends 61%-100% of the day in aself-contained setting

C. Homebased Early Intervention: includes home orhospital settings. It does not have a percent of timecomponent. This category also includes young childrenreceiving special education or related services in homesettings because the team has identified that environ-ment as the most normalized setting for the neededintervention. Note on the IEP (Section J) whether this isa homebound placement or an early intervention home-based setting

Code asI. Homebound/Hospital

D. Part-lime Early Childhood/Part-Time Early Child-hood Special Education Setting: Includes a combina-tion of service sites, involving some amount of integra-tion with nondisabled peers, with part-time placement inA. and part-time placement in C.

Code asB. Resource Room

if the child spends 21%to 60% of the day in anintegrated setting; OR

Code asC. SeparateClassroom

if the child spends lessthan 21% of the day inan integrated setting.

E. Public Residential: This column includes children whoare served in publicly operated programs in whichchildren receive care for 24 hours a day. This couldinclude placement in public nursing home care facilitiesor public residential schools.

Code asF. Public Residential

Facility

E. Private Residential: This column includes childrenwho are served in privately operated programs in whichchildren receive care for 24 hours a day. This couldinclude placement in private nursing home care facilitiesor private residential schools.

Code asG. Private Residential

Facility

EST COPY AVARLABLE

36

It the cad's services are delivered in thisEartY.Childhood ServiCe'Setting and meet this

criterion on the .IEP .Section J

Then use this FederalChild Count Code tocomplete IEP, Section

C (page 1), andSPECIS

F. Public Separate Day School: This column includeschildren who are served in publicly operated programsset up primarily to serve children with disabilities thatare not housed in a facility with programs for childrenwithout disabilities. Children must receive special edu-cation and related services in the public separate dayschool for 50% or more of the time served.

Code asD. Public Separate Day

School

F. Private Separate Day School: This column includeschildren who are served in privately operated programsset up primarily to serve children with disabilities thatare not housed in a facility with programs for childrenwithout disabilities. Children must receive special edu-cation and related services in the private separate dayschool for 50% or more of the time served.

Code asE. Private Separate Day

School

G. Itinerant Services Outside the Home: This columnincludes children who receive all of their special educa-tion and related services at a school, clinic, or otherlocation for a short period of time in individual or smallgroup formats. On the IEP (Section J), use a footnoteto indicate the type of therapy being received.

Code asI. Homebound/Hospital

H. Reverse Mainstream Setting: In programs utilizingreverse mainstreaming, the general education portion ofthe day can consist of that time of the day during whichnondisabled peers are brought into the special educa-tion preschool classroom as long as the ratio consistsof 50% or greater of nondisabled peers. See A. EarlyChildhood Setting and B. Early Childhood SpecialEducation Settings (above) for the percentage of timeduring which the peers are present in the program.

Code asA. Regular Class

if criteria describe EarlyChildhood Setting; OR

Code asC. Separate Class

if criteria describe EarlyChildhood Special Edu-cation Setting

EST COPY AVAHA37

NY<

Recording Service Time for a YoungChild with Disabilities on the IEP

Section J (Least Restrictive EnvironmentJustification: Setting) of the IEP is usedto record service time for each servicesetting. The "Setting" item for youngchildren with disabilities will differ fromthat used for school age children, and isshown at the bottom of this page.

Identify the amount of time the child isserved in each of the following servicesettings. If the child's schedule is thesame every day, calculations can bemade on the basis of a day. If each dayof the week is somewhat different, buteach week is the same, calculationsshould be done on the basis on a week.If there is variation in the child's sched-ule over a two week period (e.g., thechild receives occupational therapy everysecond Tuesday), calculations should bemade on a two week basis. Review thechild's schedule to determine the blockof time that is appropriate.

Next, identify the amount of instructionand related services time that is providedto the child and that are paid for by the

SETTING

!

school system. This will include timespent in general education, special edu-cation, or child care. Use the total timeas the denominator in calculating thepercentage of time the child is served ineach of the service settings.

The following is offered as an example:The child receives, across all settings, atotal of 15 hours of instruction and relat-ed services each week for which theschool system pays. Of the 15 hours, thechild receives twelve hours of serviceeach week in a self contained setting inwhich he is educated with other childrenwith disabilities. Therefore, 80% (12/15 =80%) should be entered for Early Child-hood Special Education Setting undersection J of the IEP.

In the above example, the Federal ChildCount Code would be entered on thefront page of the IEP and on the SPECISRecord Entry form as C. Separate Class.This was determined by using the cross-walk table provided earlier in this sectionto identify the appropriate Federal ChildCount Code for a child who is served80% of his service time in a self con-tained setting.

Percent ofTime/Week

Regular education

Special education (select of not %100 regular education)

limited special services (less than 21% of time/week)

resource room services (21-60% of time/week)

separate class services (more than 60% of time/week)

Integrated community

Other

TOTAL 100%

Note:Please use this setting and siteinformation to determine the federalchild count placement category andenter in Part C, on front page of IEP.

APPENDIX PP-B

DEFINITIONS FOR ELIGIBILITY

According to North Dakota Guide I -Laws, Policies, and Regulations for Spe-cial Education for Children with Disabili-ties a child is eligible for early childhoodspecial education services if he/she hasbeen diagnosed as having a disability inone of the 13 recognized categories andrequires specially designed instruction.Any preschool child enrolled in an ap-proved program must have a diagnoseddisability to a degree constituting a de-velopmental barrier that requires specialeducation to benefit from early childhoodexperiences. Services are available tochildren ages three through five. A childbecomes eligible for special educationservices on his/her third birthday.

The categories used in special educationas outlined under Part B, §300.7, of theIndividuals with Disabilities Act are:

Autism means a developmental disabilitysignificantly affecting verbal and non-verbal communication and social interac-tion, generally evident before age three,that adversely affects educational perfor-mance. Other characteristics often asso-ciated with autism are engagement inrepetitive activities and stereotyped mov-ements, resistance to environmentalchange or change in daily routines, andunusual responses to sensory experienc-es. The term does not apply if a child'seducational performance is adverselyaffected primarily because the child hasa serious emotional disturbance, asdefined in this section.

Deafness means a hearing impairmentwhich is so severe that the child is im-

39

paired in processing linguistic informa-tion through hearing, with or withoutamplification, that adversely affects edu-cational performance.

Deaf-blindness means concomitant hear-ing and visual impairments, the combina-tion of which causes such severe com-munication and other developmental andeducational problems that cannot beaccommodated in special educationprograms solely for children with deaf-ness or children with blindness.

Hearing impairment means an impair-ment in hearing, whether permanent orfluctuating, which adversely affects achild's educational performance butwhich is not included under the definitionof "deafness" in this section.

Mental retardation means significantlysubaverage general intellectual function-ing existing concurrently with deficits inadaptive behavior and manifested duringthe developmental period, that adverselyaffects a child's educational perform-ance.

Multiple disabilities means concomitantimpairments (such as, mental retarda-tion-blindness, mental retardation-ortho-pedic impairment, etc), the combinationof which causes such severe educationalproblems that they cannot be accommo-dated in special education programssolely for one of the impairments. Theterm does not include deaf-blindness.

Orthopedic impairment means a severeorthopedic impairment which adversely

affects a child's educational perform-ance. The term includes impairmentscaused by congenital anomaly (e.g.,clubfoot, absence of some member,etc.), impairments caused by disease(e.g., poliomyelitis, bone tuberculosis,etc), and impairments from other caused(e.g., cerebral palsy, amputations, andfractures or burns which cause contrac-ture).

Other health impairment means havinglimited strength, vitality or alertness, dueto chronic or acute health problems suchas a heart condition, tuberculosis, rheu-matic fever, nephritis, asthma, sickle cellanemia, hemophilia, epilepsy, lead poi-soning, leukemia, or diabetes, whichadversely affects a child's educationalperformance.

Serious emotional disturbance is a termthat means:

(i) a condition exhibiting one or more ofthe following characteristics over along period of time and to a markeddegree, that adversely affects educa-tional performance:

(A) an inability to learn which cannotbe explained by intellectual, sen-sory, or health factors;

(B) an inability to build or maintainsatisfactory interpersonal relation-ships with peers and teachers;

(C) inappropriate types of behavior orfeelings under normal circum-stances;

(D) a general pervasive mood of un-happiness or depression;

40

(E) a tendency to develop physicalsymptoms or fears associatedwith personal or school prob-lems.

(ii) The term includes schizophrenia.The term does not apply to childrenwho are socially maladjusted, un-less it is determined that they havea serious emotional disturbance.

Specific learning disability means a disor-der in one or more of the basic psycho-logical processes involved in under-standing or in using language, spoken orwritten, that may manifest itself in animperfect ability to listen, think, speak,read, write, spell, or to do mathematicalcalculations. The term includes suchconditions as perceptual disabilities,brain injury, minimal brain dysfunction,dyslexia, and developmental aphasia.The term does not apply to children whohave learning problems that are primarilythe result of visual, hearing, or motordisabilities, of mental retardation, ofemotional disturbance, or of environmen-tal, cultural, or economic disadvantage.

Speech or language impairment means adisorder such as stuttering, impairedarticulation, a language impairment, or avoice impairment, that adversely affectsa child's educational performance.

Traumatic brain injury means an acquiredinjury to the brain caused by an externalphysical force, resulting in total or partialfunctional disability or psychosocialimpairment, or both, that adversely af-fects a child's education performance.The term applies to open or closed headinjuries resulting in impairments in one ormore areas, such as: cognition, lan-guage, memory, attention, reasoning,abstract thinking, judgment, problem-

solving, sensory perceptual and motorabilities, psychosocial behavior, physicalfunction, information processing, andspeech. The term does not apply tobrain injuries that are congenital or de-generative, or brain injuries induced bybirth trauma.

Visual impairment including blindnessmeans an impairment in vision that, evenwith correction, adversely affects theeducational performance of the child.The term includes both partial sight andblindness.

41

Young children with disabilities may havean identified primary and/or secondarydisability as determined through theassessment process. Refer to the As-sessment section of this document.

APPENDIX C

AN ALTERNATIVE PROCEDURE TO IDENTIFY THE MOSTAPPROPRIATE LEARNING ENVIRONMENT

Modification/Addition to Individual Education PlanProcess and Form

The IEP team will follow the steps described below.

1. In developing the goals and objectives, review and consider the skills necessaryto succeed at age three, four, or five whichever is the appropriate age for thischild.

2. After developing the goals and objectives, review and consider the environmentsin which the skills can be acquired. Examples of a range of options is includedin the first column of Table 1 (attached).

3. List the child's current environment(s). List this information in column 2 ofAttachment PP-C1.

4. Answer the following question:

Is it likely that this child will achieve his /her goals and objectives withspecial education and related services provided in his/her current environ-ment(s)?

Document this information on the child's IEP. See Item 1 in Attachment PP-C2for a sample item that could be added to existing IEP forms. In answering thisquestion, consider, at a minimum, the elements of the child's current environ-ment(s) listed in Attachment PP-C3.

5. If it is not probable that in the current environment(s), for the child to master thegoals and objectives identified in the IEP, discuss whether the current environ-ment(s) could be modified. See Attachment PP-C4 for a sample list of factors thatshould be considered in making this decision.

6. Document the results of this decision in the IEP. See Item 2 in Attachment PP-C2for a sample item which could be added to existing IEP forms.

7. After these decisions have been made, determine if it will be necessary to removethe child from his/her current environment(s) for the provision of special educationand related services. Document this decision in the IEP. See Item 3 inAttachment PP-C2 for a sample item that could be added to existing IEP forms.

(

8. Discuss and identify the elements that must be present in any proposedenvironment. See Attachment PP-05 for a sample list of factors that should beconsidered in making this decision.

9. Record elements of the environment of particular need and/or significance to thischild on the IEP. This record is one of the most important steps in identifying andverifying the least restrictive environment in which this child can receive anappropriate special education and related services. See Item 4 in Attachment PP-C2 for a sample item which could be added to existing IEP forms. Alternatively,the IEP team could use the checklist from Attachment PP-05 and append this tothe IEP form.

10. After the team has identified the needs of the child; his/her goals and objectives;strategies to reach these goals and objectives; and the elements of the environ-ment which are necessary for the implementation of the IEP, then the IEP teamis ready to suggest specific environments in which special education and relatedservices can be provided to the child. The team should consult the list in Column1 of Attachment PP-C1 for a sample of the options which might be appropriate.More than one option should be discussed by the team. See Attachment PP-C6for a sample that could be incorporated into existing IEP forms the IEP teamshould list specific environments that should be considered options for this child.This can be done by listing them in Column 3 of Attachment PP-C1 or by writingthem into the IEP.

11. The IEP team should summarize the discussion regarding options considered,options rejected and options recommended. This summary should be written onthe IEP. Appropriate selection of environments, and monitoring and verifying theappropriateness of environments selected, is dependent on the quality of theinformation contained in this documentation. Any minority or dissenting viewsshould also be recorded with this information. A sample summary is provided inAttachment PP-C7.

12. The IEP team should identify the fiscal responsibilities of each party, e.g., by fillingin Column 4 of Attachment PP-C1.

13. The LEA shall use its established policies and procedures for selecting placementoptions based upon the information and recommendations contained in the IEP.

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ATTACHMENT PP-C1

SELECTION OF APPROPRIATE ENVIRONMENTS

Cokimn 1Potential Environments

fOr Children Birththrough Age 5

Column 2Child's CurrentEnvironment(s)

Column 3Recommended

Options toImplement IEP

Column 4Funcfing Sources

1. Community child devel-opment programs (nurseryschool and/or day carecenter)

2. Self- contained preschoolclass located in commu-nity preschool facility al-lowing significant inter-action between theseclasses.

3. Combination placementwhere child receives someservices in a communityfacility and some at acampus location.

4. LEA/IEU operated pro-gram in the communitywith spaces available forcommunity children on atuition basis.

5. LEA/IEU operated pro-gram in the communitywith spaces available forschool faculty as an em-ployee benefit or on atuition basis.

6. Head Start program.

7. Recreation program in thecommunity (e.g., 'Gym-boree, YMCA/YWCA,libraries, community'camps', etc.)

8. Home

44 BEST COPY AVAILABLE

.oteritial'.EhAeonthentsChildren ;:birth::

through Age 5

urnn:l2.

Column:yChild's CurrentEnvi ronment(s)

':Column ;3.Retommended

Options toImplement IEP

ColUnin 4Funding Sources

9. Babysitter's or familymember's home

....._.............___

10. Self-contained class in aregular elementaryschool, including sig-nificant interactions withpreschool children whodo not have disabilities

11. Self-contained class withregular, frequent, &systematic (i.e., 'sig-nificant') interactionswith peers from otherpreschool programs

12. Seff-contained class oncampus where otherpreschool programsalso operate classesand there is significantinteraction between thetwo programs

13. Campus-based programfor children with specialneeds with a reservedpercentage of slots forfaculty or communitychildren

14. Slots in programs op-erated under other fed-eral, state, and/or localinitiatives (e.g. protec-tion services, workfare,daycare, drop-out pre-vention programs, etc.)

ATTACHMENT PP-C2

MODIFICATION/ADDITION TO IEP FORM:

1. Is it likely that this child will achieve his/her goals and objectives with specialeducation and related services provided in his/her current environment(s)?(Consider such factors listed in Attachment PP-C3.)

Decision: Yes No

Rationale for this decision-

2. Can the current environment be modified/adapted to meet the child's needs?

Decision: Yes No


3. Does appropriate implementation of this child's IEP require any/some removal ofthis child from the child's typical environment?

Yes No


4. If the typical environment cannot be reasonably adapted so that the IEP can beimplemented, what elements are necessary to implement the IEP? (Consider suchfactors listed in Attachment PP-05.)

Elementq-

ATTACHMENT PP-C3

ANALYSIS OF CHILD'S CURRENT ENVIRONMENT

Factors to consider:

interaction with peers who do not have special needs

language/social/physical/cognitive/adaptive stimulation

capabilities of this environment (as appropriate to each child's needs)

equipment available

availability of personnel (therapists and teachers)

adult interaction and supervision

47

ATTACHMENT PP-C4

OPTIONS TO CONSIDER TO ADAPT CURRENT ENVIRONMENT

Can staff be added?

Can experiences with peers who do not have special needs be added?

Can equipment be bought/provided?

Can physical environment be modified?

ATTACHMENT PP-05

ELEMENTS OF ENVIRONMENTS THAT SHOULD BE CONSIDERED

A. Meets minimum standards (check those items of relevance):

Health codeSafety and fire codesChild care requirementsOther program requirements:NAEYC or other certification/endorsement

B. Qualifications of available/potential personnel:

C. Travel time/location of program relative to child's home:

D. Accessibility of program/environment:

E. Ratio of children/staff:

F. Number of children with special needs/children with no identified special needs:

G. Schedule:

H. Age range of children in proposed environment:

I. Equipment available/possible:

J. Parent Involvement activities:

K. Identified preschool curriculum (if applicable):

L. Signed agreement that environment will comply with Part B requirements:

M. Other:

4

ATTACHMENT PP-C6

CONSIDERATION OF SPECIFIC ENVIRONMENTS

la. Option Considered:

1 b. Advantages:

Disadvantages:

2a. Option Considered:

Disadvantages:

3a. Option Considered:

3b. Advantages:

Disadvantages:

4. OPTION(S) RECOMMENDED:

Rationale for recommended options:

50

ATTACHMENT PP-C7

SAMPLE SUMMARY OF RATIONALE FOR RECOMMENDATIONS

Three settings were considered as possible options for the delivery of the specialeducation and related services needed by Marcus: his home, his family day care home,and a play group. Since Marcus lives in a remote area where there are no day carecenters or center based nursery schools, these options were not considered. Becauseimplementation of his IEP requires interaction with peers in his community who do nothave disabilities, self-contained options were also ruled out.

The social worker and parents felt that modifying his home environment toprovide opportunities for interactions with typical peers and other adaptationsnecessary would cause unnecessary disruption for other members of thefamily.

Based on a visit to the day care home, the therapists thought that this wouldnot be the most appropriate setting in which to implement the IEP. There aretoo many children to ask the child care provider to address the goals andthere are different children coming each day. However, the speech pathologistrecommended that she meet periodically with the child care provider toreinforce certain communication strategies.

The play group has four children led by a mother with child developmenttraining and is held in the 4-H building twice a week, in the morning. Theschool early childhood specialist and Marcus' father visited the play groupand reported that the social, language, and motor goals can be addressed inthis setting. They also reported that the play group leader is willing to workwith the team in implementing the IEP.

EST COPY AVAELABLE

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