OSEP Indicators and Outcomes for Module 1: Embedded Interventions [ View as PDF ]

 The content, activities and resources of Module 1: Embedded Interventions can be used by professional development providers to help states make progress towards the following OSEP Indicators:

Part C – Indicator 2: Settings

Percent of infants and toddlers with IFPSs who primarily receive early intervention services in the home or community-based settings. (20 U.S.C. 1416(a)(3)(A) and 1442)

Part C – Indicator 3: Child Outcomes

Percent of infants and toddlers with IFSPs who demonstrate improved:

A. Positive social-emotional skills (including social relationships); B. Acquisition and use of knowledge and skills (including early language/communication); and C. Use of appropriate behaviors to meet their needs. (20 U.S.C. 1416(a)(3)(A) and 1442)

Part C – Indicator 4: Family Outcomes

Percent of families participating in Part C who report that early intervention services have helped the family:

A. Know their rights; B. Effectively communicate their children's needs; and C. Help their children develop and learn. (20 U.S.C. 1416(a)(3)(A) and 1442) Instructor Guide: OSEP Indicators for Module 1 Page 2 CONNECT – 2009 http://community.fpg.unc.edu/

Part B – Indicator 6: Preschool Least Restrictive Environment (LRE)*

Percent of children aged 3 through 5 with IEPs 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.

(20 U.S.C. 1416(a)(3)(A))

Part B – Indicator 7: Preschool Outcomes

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.

(20 U.S.C. 1416 (a)(3)(A))