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Category Archives: News Item
Getting Ready for DMS Monitoring: How to Use the DMS Part B/C Data Protocol and Part C Data Processes Toolkit Crosswalk
DaSy’s DMS Crosswalk between the Part C Data Processes Toolkit and OSEP’s DMS Data Protocol helps states identify possible gaps in documentation required for OSEP’s differentiated monitoring and support process.
DaSy IDEA Part C Data Reporting Reference Guide
This quick reference guide has important dates, links, and resources in one place to help with IDEA Part C data requirements.
Join DaSy & ECTA at the 2023 DEC Conference
Here’s a quick reference list of DaSy and ECTA’s sessions at DEC 2023, Nov. 28-Dec. 1, 2023 in Minneapolis, MN.
Quick Reference Guide on the Timely Expenditure of IDEA Funds
This new guide helps state staff and others understand obligation and liquidation requirements and timelines, the grant funding cycle, and oversight responsibilities,
Application for Technical Assistance (TA) on Integrating Child Outcomes Measurement and IEP Processes
Part C Data Tips – Start of A New Reporting Year
The Part C Data Managers Learning Community recommends these top Part C Annual Data tasks to tackle now as “SPP/APR Season” is quickly approaching.
Data Sharing Agreement Checklist: Early Hearing Detection, and Intervention Program (EHDI) and Part C
This checklist has been developed by the EHDI Outcomes Committee as a resource for state Part C and EHDI staff to use as they develop Data Sharing Agreements, consistent with the federal requirements under the Individuals with Disabilities Education Act (IDEA) and Family Education Rights and Privacy Act (FERPA).
Comment Period Announced on Part C Information Collection Packages
Interested persons can submit comments on two recently published Part C information collection packages. Comments for Child Count, Settings, and Exiting (OMB 1820-0557) should be submitted on or before and […]
Deficit Narratives: How We Can Change Our Perspective
Deficit narratives imply that the children, not the schools or programs, need to change in order to improve educational outcomes and experiences. How can we turn those statements around to place the responsibility on schools and programs to ensure equitable outcomes for all children, regardless of their identity characteristics, geographic location, socioeconomic status, or any other label?