Massachusetts Department of Early Education and Care
FY 2008
Massachusetts Department of Early Education and
Care in Partnership with the Massachusetts
Department of Education
Early Childhood Special Education Allocation Renewal Application
Massachusetts Department of Early Education and Care
FY 2008
Grants and Other Financial Assistance Programs: FY 2008
Early Childhood Special Education Allocation - Renewal Application
Fund Code: 262
Purpose:
The purpose of these supplemental federal funds (Section 619, Part B of IDEA) is to provide school
systems with funding to support 3, 4, and 5 year-old children with disabilities in high-quality programs
across settings following the federal and state requirements for inclusive settings.
The Department of Early Education and Care (EEC) collaborates with the Department of Education’s
Special Education Policy and Planning (SEPP) unit on the indicators in the Massachusetts State
Performance Plan (http://www.doe.mass.edu/sped/spp/full.doc) and will report on the three indicators
related to early childhood: inclusion and LRE (indicator #6), child outcomes (indicator #7), and transition
from Early Intervention (indicator #12). Districts’ responses to the questions in Part III and Part IV of this
grant will be a main source of data to respond to the State Performance Plan (SPP) for early childhood.
Grantees’ participation is critical to measuring federal, state and local progress.
Goals and
Priorities:
Priorities are to address the early childhood indicators in the State Performance Plan:
Indicator 6: Percent of preschool children with IEPs who received special education and related services
in settings with typically developing peers (i.e., early childhood settings, home, and part-time early
childhood/part-time early childhood special education settings).
Indicator 7: Percent of preschool children with IEPs who demonstrate improved:
A. Positive social-emotional skills (including social relationships);
B. Acquisition and use of knowledge and skills (including early language/ communication and early
literacy); and
C. Use of appropriate behaviors to meet their needs
(www.doe.mass.edu/sped/2006/0522.IDEA.html).
Indicator 12: Percent of children referred by Part C prior to age 3, who are found eligible for Part B, and
who have an IEP developed and implemented by their third birthdays.
Eligibility:
Funds are awarded according to the required funding formula that is based on the 1996 number of three-,
four- and five-year olds with disabilities, current number of three to five- year olds living in poverty, and
the total enrollment of K-12 students in the community.
Funding:
The FY08 federal award is $9,889,606, with 76% or $7,516,100, awarded in grants to school districts and
charter schools. Allocations range from $506 to $500,000. The “FY08 262 Special Education Allocation
Grant Amount” for which each school district is eligible is available at the EEC website:
http://www.eec.state.ma.us/kr_grant_submit.aspx.
Fund Use:
The Early Childhood Special Education Allocation Renewal Application allows school systems to provide
programs for three, four, and five-year olds and/or to contract with other public and private providers, such
as Head Start, private preschools, and/or licensed child care providers. Funds may also support the three
indicators 6, 7, and 12 (stated above related to early childhood) in the Massachusetts State Performance
Plan. The cost for contracted services must be within the range of the provider’s rate schedule for similar
services to other children and their families. Specialists/therapists and aides may be funded only if they are
providing services in an inclusive setting. All expenditures should relate to the three indicators related to
early childhood.
Massachusetts Department of Early Education and Care
FY 2008
Funds may be used to do the following:

Address the three SPP indicators related to early childhood.

Add staff to work in the classroom to assist with inclusion activities or consult with the teacher on
inclusion issues. This may include but is not limited to a behavioral specialist, aide, therapist, etc.
The designated staff must work in a large or small group setting within the inclusive classroom.

Support transition activities from Early Intervention into preschool, from preschool into
kindergarten, and from kindergarten into Grade 1.

Provide training on inclusive practices for parents, teachers, community providers, therapists and
other staff members working with young children with disabilities.

Facilitate parent involvement as a means of improving services and results for children with
disabilities.

Expedite services for children with disabilities experiencing homelessness.
These funds may not be used for the following:

Screening and evaluation materials or activities related to eligibility.

IEP services provided in a pull-out or one-on-one setting.

Purchasing adaptive equipment for individual children as designated in their Individualized
Education Program (IEP).
Project
Duration:
9/1/2007 to 8/31/2008 (provided applicants meet all program requirements) with the possibility for
renewal in FY 2009, as approved by EEC.
Contact:
Donna Marie Bolden, Early Education and Care
Phone
Number:
(617) 988-7810
Date Due:
In order to be reasonably assured that funds will be available by the beginning of the school year,
proposals are to be submitted to EEC by FRIDAY, JUNE 29, 2007.
NOTE: Renewal Applications (submitted or approved after September 1, 2007) may legally claim
expenses to the grant only from the date of final EEC Department approval. Therefore, it is important for
districts to submit well in advance of the start of school so that staff can be reached in July and August in
order to respond to questions, as needed. Funds may not be expended prior to the approval of the Renewal
Application.
Required
Forms:
Part I - Standard Contract Form and Application for Program Grants
Part II – Budget Detail Pages and Budget Narrative Form
Part III – Required Program Information
Part IV – Required Statistical Information
Part V – Program Contact Information
Additional
Information:
In relation to data reporting in Part IV, applicants should consult with their district’s SIMS data
collection staff person in order to report consistent Year-End data.
Massachusetts Department of Early Education and Care
FY 2008
1. Appendix A: Definitions for SIMS Data Collection (2006 and 2007).
2. Appendix B: Draft of New SIMS Codes for Children, 3-5 Years-old, from MA Department of
Education for 2008.
Submission
Instructions:
******PLEASE NOTE: SUBMISSION REQUIRES BOTH E-MAILING AND MAILING
PORTIONS OF THIS RENEWAL APPLICATION****
Applicants must mail one complete original and 3 complete copies to:
Grants Management
Massachusetts Department of Early Education and Care
51 Sleeper Street – 4th Floor
Boston, MA 02210
Applicants must e-mail the following documents to eecgrants@massmail.state.ma.us :

Part II: PROJECT EXPENDITURES AND REQUIRED BUDGET NARRATIVE
Please include “Early Childhood Special Education Allocation Renewal Application” and the name of
your Lead Agency in the subject line of the e-mail message.
The Standard Contract Form / Application for Renewal must be mailed to EEC with original signatures
and will not be accepted electronically.
Massachusetts Department of Early Education and Care
Name of Grant Program: Early Childhood Special Education Allocation
FY 2008
Fund Code: 262
EARLY CHILDHOOD SPECIAL EDUCATION SUBMISSION REQUIREMENTS
PART I – STANDARD CONTRACT FORM
This form is part of the Standard Grant Application. Please complete as required. The Standard
Contract Form page must be submitted in hard copy with an original signature. The remainder of
the renewal application must be submitted electronically.
PART II – BUDGET DETAIL PAGES AND BUDGET NARRATIVE FORM
These forms are part of the Standard Grant Application. Please complete both pages and budget
narrative as required. All forms must be submitted electronically.
PART III – REQUIRED PROGRAM INFORMATION
This part contains five sections. Please complete as required and submit electronically.
1. Program Goals and Activities – FY2008
A. Indicator 6 (Inclusion and LRE)
B. Indicator 7 (Child Outcomes)
C. Indicator 12 (Transitions)
D. Indicator 8 ( Parent Involvement)
E. Outreach to Children and Families Experiencing Homelessness
PART IV – REQUIRED STATISTICAL INFORMATION
This part contains four sections.
A. Early Intervention - Transitions
B. Preschool - LRE
C. Kindergarten - LRE
D. Eligibility in Early Childhood
Please complete as required and submit electronically.
PART V –PROGRAM CONTACT INFORMATION
This form is part of the Standard Grant Application. Please complete.
APPENDIX
Appendix A: Definitions for SIMS Data Collection (2006 and 2007)
Appendix B: Draft of New SIMS Codes for Children, 3-5 Years-old, from MA
Department of Education for 2008
Massachusetts Department of Early Education and Care
FY 2008
Name of Grant Program: Early Childhood Special Education Allocation
Fund Code: 262
PART III - REQUIRED PROGRAM INFORMATION
PROGRAM GOALS AND ACTIVITIES – FY2008
Describe FY 2008 goals and activities for meeting the federal and state requirements for EEC and
DOE’s Special Education Policy and Planning (SEPP) unit on the indicators in the Massachusetts State
Performance Plan (http://www.doe.mass.edu/sped/spp/full.doc). EEC and DOE request responses
regarding preschool and kindergarten programs, regardless of whether the district expends 262 funds in
both the preschool and kindergarten programs. Preschool is any program for 3 and 4 year old children.
If the applicant does not offer a preschool program, please write N/A in the Preschool Program Column
for all questions.
PRESCHOOL AND KINDERGARTEN GOALS FY 2008
Topic and Questions
A.
Preschool Program
Indicator 6 (Inclusion & LRE)
1. Describe how the district
plans to provide specialized
instruction and therapies
within inclusive settings,
including in-community
programs if applicable.
2. Describe how the district
will inform the community
of special education
activities, including Child
Find activities, screening,
referral, evaluation,
eligibility determinations
and the Team process.
3. Describe how the district
will involve communitybased providers in childspecific referrals,
evaluations and team
meetings as well as on-going
communication.
Kindergarten Program
Massachusetts Department of Early Education and Care
4. In instances where providers
are unable to attend
meetings, what will be the
district’s plan to keep them
informed about special
education?
5. If children with disabilities
attend community-based
programs as part of, or in
addition to, their IEP, how
will the district communicate
to those providers regarding
service delivery, transitions,
and supports, etc.?
6. How will the district provide
related services for children
enrolled in community-based
programs?
B.
Indicator 7 (Child Outcomes)
1.
If you are part of the year
one cohort, describe the
district’s process for
documenting preschool
children with IEP’s who
demonstrate improved:
- social-emotional skills;
- acquisition and use of
knowledge and skills
(including early
language/
communication and
early literacy); and/or
- use of appropriate
behaviors to meet their
needs.
FY 2008
Massachusetts Department of Early Education and Care
2.
C.
If you are not part of the year
one cohort, describe the
current formative
assessment used for all
children. How might it
align with Indicator #7?
Indicator 12 (Transition)
1. Describe the district’s
process and timelines for
ensuring that children with
summer birthdays will have
eligibility determined and
IEPs implemented by their
third birthday.
2. How will the district
participate with Early
Intervention in the 90-day
transition planning for
conferences for individual
children?
3. a. Describe planned
activities and transition
practices with Early
Intervention, Early Head
Start and childcare for
children transitioning into
preschool.
b. Describe planned
activities and transition
practices with Head Start,
child care and public
preschools for children
transitioning into
kindergarten.
c. Describe the district’s
kindergarten to grade one
transition plan.
FY 2008
Massachusetts Department of Early Education and Care
Topic and Questions (continued…)
Preschool Program
FY 2008
Kindergarten Program
D. Indicator 8 (Parent Involvement) * While the MA SPP is not required to address parent involvement at
the Pre-K level, it is recognized as a critical component to inclusive Early Childhood programs.
1. How will the district ensure
that parent involvement
activities are inclusive of,
and relevant for, parents of
young children with and
without disabilities?
2. Describe how parents will
be given opportunities for
leadership/decision making
roles.
3. Describe how parents will
be involved in the
evaluation of the district’s
special education services.
4. How will the district
facilitate parent
involvement in the policy
development for the overall
special education program?
E. Outreach to Children and Families Experiencing Homelessness
1. How will the district, in
coordination with its
Homeless Education liaison,
conduct outreach to families
experiencing homelessness
in regards to its Child Find
activities?
Massachusetts Department of Early Education and Care
FY 2008
Name of Grant Program: Early Childhood Special Education Allocation
Fund Code: 262
PART IV – REQUIRED STATISTICAL INFORMATION
Applicant:
(school district or agency)
To meet state and federal requirements as outlined in the State Performance Plan (SPP)
(http://www.doe.mass.edu/sped/spp/full.doc), please provide the following information based on
the Year End child count for FY2007. All data requested in the following four sections should be
based on programmatic information for the 2006-2007 school year.
Sections A and B collect data to report on SPP Indicators #12 (Transitions from Early
Intervention) and #6 (Inclusion Practices in Preschool). Indicator #12 is a compliance indicator
and it is the goal of the state to reach 100% compliance in school year 2007-2008.
Section B (Inclusion Practices in Preschool) will provide the state with consistent data for
Indicator #6 on Least Restrictive Environments in Preschool.
All data collected for the purposes of the SPP will be reported in aggregate, as well as by district,
in order to determine progress as outlined in the performance plan.
A. Transitions from Early Intervention
1.
Number of children referred from Early Intervention
(EI) in FY2007.
a. Of that number, the number of children
referred at least 45 school working days in
advance of their third birthday.
2.
Of the number provided in question 1a, indicate
the number of children found:
a. ineligible for special education services
b. eligible for special education services
c. not able to follow up due to parent refusal
to consent, continue through the
eligibility determination, or return a signed
IEP.
Note: 2a +2 b +2 c = number in 1a.
3.
4.
Of the number provided in question 2a, indicate
the number of children who were determined
ineligible on or before their third birthday.
1. __________
1a.__________
2a.__________
2b.__________
2c.__________
3.__________
Of the number provided in question 2b, indicate
the number of children who had an IEP developed
and implemented:
a. Prior to their 3rd birthday
b. On their third birthday
c. After their third birthday
4a.__________
4b.__________
4c.__________
Massachusetts Department of Early Education and Care
5.
6.
Of the number provided in question 4c, indicate
the number of remaining children who had their
IEP developed and proposed to the parent prior to
their third birthday:
Take the number provided in question 4c, minus the
numbers in 5. This final number should be zero. If
it is not, please provide for each remaining child, a
BRIEF narrative below explaining why an IEP was
not developed for the child and proposed to the
parent prior to the child’s third birthday.
Provide Explanations:
FY 2008
5. __________
6. The final number:_____________
(should be zero)
Massachusetts Department of Early Education and Care
Name of Grant Program: Early Childhood Special Education Allocation
FY 2008
Fund Code: 262
B. Inclusion Practices in Preschool
7.
Other than EI, please estimate how many children were referred to special
education by the following in FY07:
a. Child Care (Head Start, Child Care, and Family Child Care)
b. Public School Program
c. Parents
d. Other:__________________________________________
a.__________
b.__________
c.__________
d.__________
8.
Number of preschool-aged children residing in the district with IEPs
8. __________
9.
Of the number provided in question 8, please indicate how many children had an
IEP that called for Related Services only.
9. __________
10.
11.
Of the number provided in question 8, indicate how many children served were
from families experiencing homelessness
Of the number provided in question 8, please provide the breakdown of the
placements as determined by the IEP process and based on the MA Dept. of Ed.
New Data Element: Special Education Placement, ages 3-5 for the Student
Information for the Management System (SIMS) categories1:
10.__________
00__________
00 - Not a Special Education Student
01 - Not currently a Special Education student age 3-5 but was previously a
Special Education student during the current school year
05 - 3-5 year old, General Education students serving as role models in Pre-K
classes
30 - In the regular early childhood program at least 80% of the time (previously
08 or 10)
32 - In the regular early childhood program at least 40% - 79% of the time
(previously 20)
34 - In the regular early childhood program less than 40% of the time
(previously 40)
36 - Substantially Separate Class (previously 09)
38 - Public Separate Day (previously 41)
42 - Private Separate Day (previously 50)
44 - Residential Facility (previously 60)
45 - Public Residential Institutional Facilities (previously 90)
46 - Home (previously 70)
48 - Service provider location (private clinicians’ offices, clinician’s office in
school building, hospital facilities.
01__________
05__________
30__________
32__________
34__________
36__________
38__________
42__________
44 __________
45 __________
46 __________
48 __________
1 Note: the numbers listed on this grant should be an unduplicated count and match the SIMS Year End
data reports submitted by the districts. If the numbers, in one or more of the categories listed, do not match,
attach a separate piece of paper that explains the reason(s) for the differences in the numbers. Appendix B
includes definitions for each of the categories listed. Children whose IEPs call for Related Services Only
should be counted in these numbers. The categories listed in this question are based on services provided in
the course of a week.
Massachusetts Department of Early Education and Care
12.
For children identified in Question 11, categories 30-46, please indicate the
number of children who received their special education services in the
following settings2:
a. Head Start
b. Child Care Center
c. Family Child Care
d. Public School
e. Home
f. Other:__________________________________________________
FY 2008
a.__________
b__________
c.__________
d.__________
e.__________
f.__________
13.
Number of preschool-aged children in the public school preschool without IEPs.
13. __________
14.
Of the number provided in Question 13, indicate the number of children who
were funded partially or totally with Community Partnerships for Children funds.
Of the number provided in Question 12d and 13, how many were funded
partially or fully with Title 1 funds?
Does the district charge tuition for preschool services for children without IEPs?
If yes, please attach the program’s rate schedule. Circle one.
14. __________
15.
16.
15. __________
16. Yes or
2 Note: when added together, the numbers in Question 12 should equal the same number as the sum of
Question 11, categories 30-46.
No
Massachusetts Department of Early Education and Care
C. Kindergarten
17.
Total number of children enrolled in the district’s kindergarten:
a.) Half-day program
b.) Full-day program
18.
a. __________
b. __________
Of the number in question 17, indicate the number of kindergarten children
with IEPs that call for a:
a.) Half-day program
b.) Full-day program
19.
FY 2008
a.__________
b.__________
Of the numbers provided in questions 18a and 18b, indicate the number of
kindergarten children who received services in the following kindergarten
settings3:
10 (all ages) – Full inclusion, less than 21% outside general education
classroom
20 (all ages) – Partial inclusion, 21%-60% outside general education
classroom
40 (all ages) – Substantially separate, outside general education more than
60%
41 (all ages) – Public Separate Day
50 (all ages) – Private Separate Day
60 (all ages) – Residential School
70 (all ages) – Homebound/Hospital (Not home schooled)
90 (all ages) – Public Residential Facility
D. Eligibility in Early Childhood
20. At the start of the school year, how many children in the preschool
program:
a.) do not have IEPs and are age eligible to be in the kindergarten
program?
b.) have an IEP and are age eligible to be in the kindergarten program?
21.
At the start of the school year, how many children in the kindergarten
program:
a.) do not have IEPs and are age eligible to be in the first grade?
b.) have an IEP and are age eligible to be in the first grade?
10__________
20__________
40__________
41__________
50__________
60__________
70__________
90__________
a.__________
b.__________
a.__________
b.__________
3 Note: these settings are aligned with the Student Information Management System. Data provided
here should match the district’s SIMS Year End report. If the numbers do not match, please attach an
additional sheet that explains the reasons for the difference in numbers. Appendix A provides
definitions for each of the categories listed.
Massachusetts Department of Early Education and Care
Name of Grant Program: Early Childhood Special Education Allocation
FY 2008
Fund Code: 262
PART V – PROGRAM CONTACT INFORMATION
1. Early Childhood Special Education COORDINATOR INFORMATION:
Name:
Mailing Address:
Phone:
Fax:
E-mail:
2. LEAD AGENCY CONTACT INFORMATION (if different than the Early Childhood Special
Education Coordinator):
Name of Agency:
Mailing Address:
Phone:
Fax:
E-mail:
3. SUPERINTENDENT OR EXECUTIVE DIRECTOR OF LEAD AGENCY:
Name:
Mailing Address:
Phone:
Fax:
E-mail:
4. SUMMER CONTACT INFORMATION:
Name:
Mailing Address:
Massachusetts Department of Early Education and Care
Phone:
Fax:
E-mail:
FY 2008
Massachusetts Department of Early Education and Care
FY 2008
APPENDIX A: DEFINITIONS FOR SIMS DATA COLLECTION 2006/2007
D E 034 – Educational Environment
3-5 Year Olds ONLY:
08- 100% services in general education classroom
09- 100% services in separate classroom
ALL AGES:
10- Full Inclusion, less than 21% outside general education
20- Partial Inclusion, 21%-60% outside general education
40- Substantially Separate, outside general education more than 60%
41- Public Separate Day
50- Private Separate Day
60- Residential School
70- Homebound/Hospital (Not home schooled)
90- Public Residential Facility
CROSSWALK for 3-5 Year Olds
First, for the purposes of identifying educational environment, a typical day of 5 hours is
presumed to be the standard. With a 5-hour day, a typical week is 25 hours. The 25-hour week is
the standard used here, against which the educational environment data is reported for 3-5 year
olds. The term “typical 3-5 year old environment” encompasses a home environment, a childcare
environment, head start programs, preschool programs, and kindergarten programs.
The two data elements: 08 and 09 are used only for children 3-5 years of age who are receiving at least
25 hours of special education services each week.
08 – 100% special education services in a typical 3-5 year old environment. If the child is in a group
environment for the full week, the group must include non-disabled children and all services must be
provided in that group. If the child is not attending a group activity, then the services must be
provided in another typical 3-5 year old environment. An example of this category would be a child
with autism who is receiving 25 hours of ABA (Applied Behavior Analysis) according to the child’s IEP
and those services are all provided at the child’s home.
09 – 100% of the special education services for the child are provided in a separate, non-typical 3-5 year
old environment, such as a therapy room or a separate classroom that only serves children with
disabilities and the child is receiving 25 hours or more of special education services each week. This
data category should not be used for 3-5 year olds in day schools.
The majority of 3-5 year olds will be reported in the categories that are used for all ages (including 3-5
year olds). The crosswalk for 3-5 year olds will depend on the amount of services and where those
services are provided. Again, the 25-hour typical week is the standard used here.
10 – Full Inclusion – This data category for 3-5 year olds means that the child is in a typical 3-5 year old
environment for at least 80% of the time. Given the typical week, 80% of 25 hours is 20 hours.
Therefore, if the child is receiving 5 hours or less per week of special education services (regardless
of location of those services) and the rest of the child’s time is in typical 3-5 year old settings (which
can be a combination of typical settings), then the child should be reported in this data category. An
Massachusetts Department of Early Education and Care
FY 2008
example for this data category would be a child who receives 3 hours of speech and language
therapy each week and comes into the school district to a separate office to receive those services.
The rest of the week the child participates in a pre-school program (with non-disabled children) for 3
hours in the morning and is at home in the afternoon.
20 – Partial Inclusion -- This data category should be used for the 3-5 year old who is receiving more than
5 hours of special education services/week, but less than 15 hours, and the special education
services that the child is receiving are always provided in a separate, non-typical 3-5 year old
environment such as a therapy room or a separate classroom that only serves children with
disabilities. The rest of the time the child is in a typical 3-5 year old environment.
30 – Substantially separate – This data category should be used for the 3-5 year old who is receiving
more than 15 hours/week but less than 25 hours/week of special education services in a separate,
non-typical 3-5 year old environment such as a therapy room or a separate classroom that only
serves children with disabilities. The rest of the time the child is in a typical 3-5 year old environment.
41 – Public Day School – This data category is used for the 3-5 year old who participates in a “day school”
program operated by the public school district and designed to serve only children with disabilities.
Day school programs must be approved under the state special education regulations at 603 CMR
28.09. The child participates in this day school at least 25 hours each week. This data category is
distinct from the 09 category (100% separate) in that it is not a classroom in a building or a separate
therapy room, but is a day school approved under 603 CMR 28.09 and is operated by the public
school district.
50 – Private Day School – This data category is similar to category 41, but the operating entity is not the
public school, but rather a private organization or individual.
60 – Residential School – This data category is used for 3-5 year olds who receive special education
services and daily residential services in a residential school setting. It is the expectation that very
few 3-5 year olds will be identified for this data category except those children with extremely
complex and high need disabilities. An example of a child in this category would be a child who is in
a Pediatric Nursing Home.
70 – Homebound/Hospital – This data category is used for 3-5 year olds who, because of medical
reasons, must either be at home or in a hospital and who, therefore, receive all their special
education services in one of those environments. The educational environment in this case is
chosen by reason of medical necessity (documented by the child’s physician). A child who is
hospitalized or required to be at home for an extended period for medical reasons and is receiving
special education services in the hospital or home at the time the SIMS data on educational
environments is collected would be reported in this data category. A child who is expected to be
hospitalized only briefly and then to return to a typical 3-5 year old environment would not be reported
in this category.
90 – Public Residential Facility – the only 3-5 year olds who will be reported in this category are those
attending Tri-County Hospital (Taunton, 03700015), Mass Hospital School (Canton, 03700026), East
District (Belmont, 03700040), and Central/West (Westborough, 03700012).
Massachusetts Department of Early Education and Care
Name of Grant Program: Early Childhood Special Education Allocation
FY 2008
Fund Code: 262
APPENDIX B: MASSACHUSETTS DEPARTMENT OF EDUCATION - NEW DATA ELEMENT FOR
SIMS DATA COLLECTION
2007/2008
*New* Element DOE032 for 07-08
Data Element: DOE032 – Special Education Placement, ages 3-5

00 - Not a Special Education Student, age 3-5

01 - Not currently a Special Education student age 3-5 but was previously a
Special Education student during the current school year

05 - 3-5 year old, General Education students serving as role models in Pre-K
classes

30 - In the regular early childhood program at least 80% of the time (previously
08 or 10)

32 - In the regular early childhood program at least 40% – 79% of the time
(previously 20)

34 - In the regular early childhood program less than 40% of the time
(previously 40)

36 - Substantially Separate Class (previously 09)

38 - Public Separate School (previously 41)

42 - Private Separate Day (previously 50)

44 - Residential Facility (previously 60)

45 - Public Residential Institutional Facilities (previously 90)

46 - Home (previously 70)

48 - Service provider location (private clinicians’ offices, clinician’s office in
school building, hospital facilities)