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Covers how to access Illinois Report Card data, including custom report card steps and selecting students with disabilities, then explains Indicators 6A and 6B for ages 3–5 in regular early childhood programs versus separate special education settings. 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Department  \nIllinois State Board of Education  \n1  \nObjectives  \n• Participants will understand the three early childhood indicators.  \n• Participants will identify resources to assist in success with indicators.  \n• Participants will identify professional development to improve data.  \n2   \nState Report Card Data  \n• Go to the Illinois Report Card.  \n• Enter school district name.  \n• Select “Custom Report Card Builder.”  \n• Select “Deselect All.”  \n• Select “Students with Disabilities”from the Students dropdown.  \n• Select “Generate Report.”  \n• The last page of the report lists all State Performance Plan Indicators.  \n3  \nIndicator 6  \nPreschool Least Restrictive Environment  \n4  \nPreschool Least Restrictive Environment  \n• Percentage of children 3-5 enrolled in a preschool program attending:  \n– A--Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program.  \n– B--Separate special education class, separate school, or residential facility.  \n• IDEA states children should be educated with their peers to the maximum extent possible.  \n5  \nBenefits of a High-Quality Inclusive Setting  \n• Research indicates that meaningful inclusion is beneficial to children with and without disabilities across a variety for developmental domains.  \n• Children with disabilities, including those with the most significant disabilities and the highest needs, can make significant developmental and learning progress in inclusive settings  \n• Children with disabilities in inclusive early childhood programs also demonstrate stronger social-emotional skills than their peers in separate settings.  \n• Meaningful inclusion in high-quality early childhood programs can support children with disabilities in reaching their full potential and result in broad societal benefits.  \nEquity ● Quality ● Collaboration ● Community  \n6  \nWhat is the Least Restrictive Environment  \nin Early Childhood?  \n• IDEA presumes that the least restrictive environment (LRE) is where the child would be if he or she did not have a disability.  \n• LRE applies regardless of if a school district runs a regular early childhood program or not.  \n• Joint Policy Statement on Promoting Inclusion  \n•  Dear Colleague Letter  \n7  \nRegular Early Childhood Program  \n• Program that includes a majority (at least 50 percent) of nondisabled children (children with no Individualized Education Program [IEP]) .  \n– Head Start.  \n– Preschool classes, public or private.  \n– Group child development center or child care.  \n• Where the child is enrolled when they are not at the school is important.  \n8  \n9  \nSPP 6A: ISBE Early Childhood Students Ages 3-5* in Regular Early Childhood Programs and Receiving the Majority of Special Education Related Services in that Location  \n\n| 60 |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| 55 | \u003Cbr>51.38 50.38 |  |  |  |  |\n| 50 | 43.5 ~~ ~~ 43.6 |  |  | 46.3 | 48.07\u003Cbr>44.82 45.42 \u003Cbr>\u003Cbr>\u003Cbr>|\n| 45 | |  | 44.8 | 40 | \u003Cbr> 45 45 44 46 46.5 47\u003Cbr>40.76  |\n| 40 | 33.93 | 37.98\u003Cbr>|  |  | 40 |\n| 35\u003Cbr>32.2 | 32.24 32.81\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>32.2 32.3 32.4 32.5 32.6 |  |  |  | 32.8 32.9 32.9 |\n|  |  |  |  | 32.7 |  |\n| 30\u003Cbr>30.73\u003Cbr>25 |  |  |  |  |  |\n\n2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 2022-23  \nState Actual State Target National Actual  \n10  \nSPP 6B: Percent of ISBE Early Childhood Students Ages 3-5* in a Separate Special Education Setting  \n\n|  |  |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| 48.07 |  |  |  |  |  | 50.38 51.38\u003Cbr>|  |\n| \u003Cbr>44.82 45.42  43.5 43.6 46.3 \u003Cbr>|  |  |  |  |  |  |  |\n| |  |  | 44.8 | 40 40.76\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>45 45 44 46 |  | 46.5 | 47 |\n| 33.93 | 37.98  35.41\u003Cbr>|  |  |  | 40 |  |  |\n| 32.24 32.81\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>32.4 32.5 |  | 32.6 32.7 32.8 32.9","cbCaii8kzKdToQ1C","https://ap.wps.com/l/cbCaii8kzKdToQ1C","pdf",1832136,51,"English","# Objectives\n# State Report Card Data\n# Indicator 6\n## Preschool Least Restrictive Environment\n# Benefits of a High-Quality Inclusive Setting\n## What is the Least Restrictive Environment in Early Childhood?\n# Regular Early Childhood Program\n# SPP 6A and SPP 6B Results (Ages 3-5)","[{\"question\":\"What are the main objectives of the Early Childhood Special Education Bootcamp?\",\"answer\":\"Participants learn the three early childhood indicators, find resources to support success with those indicators, and identify professional development ways to improve data.\"},{\"question\":\"How can participants access Illinois State Report Card data for State Performance Plan indicators?\",\"answer\":\"They navigate to the Illinois Report Card, enter the school district name, choose “Custom Report Card Builder,” deselect all, select “Students with Disabilities,” and generate the report; the last page lists all State Performance Plan indicators.\"},{\"question\":\"What does IDEA mean by the least restrictive environment (LRE) for preschool children?\",\"answer\":\"IDEA presumes LRE is where the child would be if not disabled, and it applies whether or not the district offers a regular early childhood program.\"}]","Early Childhood Special Education Bootcamp: An Overview of What you Need to Know - Training Overview | PDF",1791599395,129]