<p> Early Childhood Educational Environments Indicator Tamer - Percent of children (ages 3-5) with IEPs attending: (A) a regular early childhood program the majority of the day (Target ≥ 28.20%) (B) separate special education class or school (Target ≤ 43.20%) Indicator Contact(s):  Fill in names of Indicator B-6 experts from your group here Data Source(s): Count/Report: Online Resources:  MSDS  CIMS Help Site  Local SIS  Michigan Decision Tree for Coding Educational Environments  Special Education Management system  Michigan Educational Worksheet for Coding Educational Environments  Guidance on Coding Educational Environments</p><p>Linkage to Determinations (if any):  Valid/Reliable data Gap Statement:  Ex: Our 2014-15 district data for percent of children (ages 3-5) with IEPs attending a regular early childhood program the majority of the day was 14%, which was significantly less than the MDE target of greater than 28.2%. (this will show current &/or CIMS data for the specific indicator in relation to all students and the State target) Root Cause  Ed Environment coded inaccurately in MSDS (Ex: coded as a 27 instead of a 46) Hypotheses:  Confusion between Ed Environment and FTE (Ex: student may have special ed. instructional time that is provided within the general ed setting)  Lack of appropriate supports for students to be successful in the general education setting  Lack of public preschool programming options  Misunderstanding of available placement options</p><p>1 B6: Educational Environments Root Cause Hypotheses Possible Activities for CAPs Links to Training Materials/Guidance Documents  Ed Environment coded inaccurately in MSDS (Ex:  Evaluate the system to check for inconsistencies coded as a 27 instead of a 28)  Train staff for district consistency  Confusion between Ed Environment and FTE (Ex:  Train staff to understand the differences between student may have special ed. instructional time that is ed environment and FTE provided within the general ed setting)  Develop some sample scenarios  Lack of appropriate supports for students to be  Train staff in the use of assistive technology to successful in the general education setting provide greater access for students with IEPs  Train staff in the use of UDL/differentiation/ accommodations & modifications to provide greater access for students with IEPs.  Use of PBIS: Evaluate building & classroom for consistent use of PBIS - Establish practices</p><p> Lack of public preschool programming options  Misunderstanding of available placement options</p><p>2[Type text] [Type text] [Type text]</p>