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- IEP Team Member: General Education Teacher for Children aged 3 through 5
- LRE Considerations for Preschool Children
- General Education Environment
- Appropriate Activities
- General Education Curriculum
- Preschool Program Standards
- Examples of Early Childhood Programs
- Supporting Implementation of IEP
- Additional Resources
- Explanation of Early Childhood Outcomes (ECO)
- When must an ECO Summary be completed?
- ECO Summary: Comparison to Peers or Standard
- ECO Summary: Progress
- ECO Summary: Supporting Evidence for Outcome Rating and Progress
This section describes specific requirements that are applicable only to children ages 3 through 5 in preschool or kindergarten.
|IEP Team Member:
General Education Teacher for Children aged 3 through 5
The IEP team for each child with a disability must include at least one general education teacher of the child if the child is, or may be, participating in the general education environment.
|LRE Considerations for Preschool Children||
LRE considerations an IEP team must address for preschool children include:
Iowa Administrative Rules for Special Education: 281--Iowa Administrative Code 41.51(8)
|General education environment||For preschool children who require special education, an early childhood program (general education environment) is the environment where appropriate activities occur for children of similar age without disabilities. The early childhood program must include at least 50% of children of similar age without disabilities.|
|Appropriate activities||Appropriate activities mean those activities that are consistent with age-relevant abilities or milestones that typically developing children of the same age would be performing or would have achieved. The activities and teaching practices are based upon knowledge of how children develop and learn and are responsive to individual children’s learning strengths, interests, and needs.|
|General education curriculum||The general education curriculum for preschool children is a research–based or evidence–based written framework that is:
Iowa Early Learning Standards 2012 serve as a guide for learning and development of young children across various environments.
|Preschool Program Standards||
High quality research-based early learning experiences are essential to building a foundation for achieving positive outcomes for children. The Iowa Department of Education (DE) is committed to assuring quality learning opportunities for young children are being implemented in programs.
|Examples of Early Childhood Programs||
IEP Teams are encouraged to collaborate with community partners to provide early learning opportunities for children on an IEP to participate in quality early childhood programs.
|Supporting Implementation of IEP||
Research and evidence based practices support serving young children with and without disabilities in the same class; however, this alone does not guarantee that children will achieve positive early childhood outcomes. It is essential to support the development, implementation and ongoing monitoring of a child’s IEP.
The following resources provide additional information for IEP Teams to assist in the development, implementation and monitoring of a child’s IEP
|Explanation of Early Childhood Outcomes (ECO)||Early Childhood Outcomes (ECO) is a federal reporting requirement established by the Office of Special Education Programs (January, 2006). The information from the ECO is used to document the effectiveness of Early Childhood Special Education (ECSE) services in enhancing preschool children’s development.
The DE utilizes many of the resources developed by the Early Childhood Outcomes (ECO) Center at: www.fpg.unc.edu/~eco/index.cfm.
The IEP Teams, including families, must complete the ECO Summary annually to report on a child’s current level of functioning and progress made while receiving Early Childhood Special Education services. The ECO areas represent functional skills and behaviors that young children need to be successful in everyday activities and routines, which include the following three areas:
|When must an ECO Summary be completed?||The ECO Summary must be completed at Initial IEP meetings, IEP Reviews and Reevaluation meetings.
The ECO Summary must be completed when children:
Example: If a child in ECSE is transitioning to kindergarten for the following school year, the ECO Summary is completed no earlier than ninety (90) calendar days prior to the last day of the current school year. For example, if the school year ends on May 30th, the ECO Summary must be completed no earlier than and after March 2.
|ECO Summary: Comparison to Peers or Standards||
The IEP Teams use a 7-point rating scale to decide the extent a child functions in ways considered age-appropriate with regard to the ECO areas.
The following tools may assist IEP Teams in determining a child’s rating:
|ECO Summary: Progress||
At IEP Reviews and Reevaluations, IEP Teams determine if the child has gained any new skills or behaviors while receiving ECSE services. At any Initial IEP Meeting, IEP Teams will check “Not Applicable because this is the child’s Initial IEP Meeting” on the ECO Summary.
|ECO Summary: Supporting Evidence for Outcome Rating and Progress||
The IEP Teams are required to use a process referred to as RIOT, to document supporting evidence to determine a child’s level of functioning and progress.