Target Setting Guide: Indicator B6

Indicator-specific guidance is provided separately for results indicators where target setting is required, including B6-Preschool LRE. There are eight sections that support target setting for this indicator. This indicator specific guidance is intended to be used as a companion to the general guidance.

Indicator B6: Preschool LRE

Topic Guidance
I. Indicator Description Percent of children with IEPs aged 3, 4, and aged 5 who are enrolled in a preschool program attending a:
A. Regular early childhood program and receiving the majority of special education and related services in the regular early childhood
Program; and
B. Separate special education class, separate school or residential facility.
C. Receiving special education and related services in the home.
(20 U.S.C. 1416(a)(3)(A))
The performance data for this indicator are pre-populated into the SPP/APR platform in the fall before submission in February. These data are reported by each state under IDEA section 618 of the IDEA (IDEA Part B Child Count and Educational Environments) in April of each year.
States may choose to set one target that is inclusive of children ages 3, 4, and 5, or set individual targets for each age.
The final target for Indicator B6B (separate special education class, separate school or residential facility) must decrease from the baseline established in FFY 2020.
OSEP has indicated that the final target for Indicator B6C (receiving special education services in the home) should decrease from the baseline established in FFY 2020. (OSEP SPP/APR Universal Technical Assistance for FFY 2020-2025)
OSEP expects that most children would attend a regular early childhood program and receive the majority of special education and related services in the regular early childhood program; therefore, the targets for the “home” category in most States should decrease over time.
II. Federal Indicator Changes B6 Environments for ages 3–5
The new SPP APR package changed the reporting requirement for Indicator B6 beginning with the FFY 2020 submission to be consistent with the revised section 618 data collection on preschool LRE.
Beginning with the FFY 2020 submission, states report all children aged 3–4 with disabilities and only those 5 year-old children with disabilities who are enrolled in preschool programs in this indicator. Five-year-old children with disabilities who are enrolled in kindergarten are included in Indicator 5.
Additionally, a new sub-indicator was added to reflect children receiving special education and related services in the home.
III. State Indicator Specific Changes Has the state made any changes to the data collections methods and/or data source?
  • To the extent possible, determine the impact of state-made changes to data collection methods and/or data source on the results.
IV. State Initiatives Related to this Indicator
  • What state initiatives are in place to increase the percentage of children attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program?
  • What is the expected impact and how long will it take to see the expected impact?
  • Are the initiatives state-wide? If not, how long will it take to implement initiatives state-wide?
  • Are the initiatives taking place with fidelity?
V. Data to Consider If you have data for the new requirement, it must be used to reset targets. If data from the former requirement is used, then you will not be able to set new baseline to establish appropriate targets.
The state will want the following data:
  • Performance data relative to targets for the last three to five years
  • Baseline data
VI. Indicator Specific Data Quality Issues The data reported in this indicator should be consistent with the state’s 618 settings data; if it is not, the state would have to explain the reasons for the discrepancy in a data note submitted to OSEP.
VII. Indicator Specific Analyses
  • History
    • What were the targets and how were they set?
    • If changes were made to targets, what was the basis for the change?
    • What were the trends in performance relative to targets?
    • What is the rationale for any changes made to the baseline in the last five years?
  • How do current data compare to data over the past 3 to 5 years?
    • What does the data show for 6A, 6B, and 6C?
    • What does the data show that is inclusive of children ages 3, 4, and 5?
    • What does the data show for each age (i.e., 3-year-old only, 4- year-old only, 5-year-old only)?
    • Are there increases or slippage (changes in the data)?
      • Were the increases or slippage short or long-term?
      • What might have contributed to the changes?
      • Are the contributing factors sustained?
  • Consider current and historical data relative to the baseline and targets by (e.g., considerations included in the APR and other factors)
    • Race
    • Ethnicity
    • Parents or guardians whose primary language is other than English and who have limited English proficiency
    • Program
    • Gender
    • Age of child
    • Disability or Eligibility Category
    • Other
VIII. Indicator Specific Resources EMAPS User Guide: IDEA Part B ESS Child Count SEA Data Report
IDEA Section 618 Data Products: Collection Documents

Published June 2021.