OSEP provides differentiated monitoring and support (DMS) to states as part of its Results Driven Accountability (RDA) system. Under RDA, OSEP shifted from monitoring solely on compliance to monitoring and support focused on both compliance and improving results for children with disabilities. OSEP differentiates its monitoring and support for each state based on the state’s […]
Learn about the three methods used to compute national estimates for progress categories, summary statements, and results FFY2019.
The U.S. Department of Education has released a new resource, Supporting Child and Student Social, Emotional, Behavioral and Mental Health to provide information and resources to enhance the promotion of mental health and the social and emotional well-being among children and students. This resource highlights seven key challenges to providing school- or program-based mental health […]
If you work in Part C and 619 you know that, this year, every state must set targets for Part C and 619 performance through 2025. These targets must be submitted in the FFY 2020 SPP/APR due February 1, 2022. States should aim for achievable and rigorous targets. What are achievable and rigorous targets?
This glossary contains terms relevant to finance for IDEA Part C and Part B, Section 619 programs. The terms include reference to IDEA and other related federal fiscal requirements as well as those specific to billing public and private insurance for IDEA services. Finance Glossary
The Part C Data System Functions resource contains a list of Part C data system functions designed to assist in developing and enhancing high-quality state data systems. The primary audiences for this document are Part C coordinators and data managers, data system project managers, technical staff supporting state data systems, and possibly state data system […]
Between FFY2018 and 2019 there were declines in the percentage of children making gains (Summary Statement 1) and those reaching age expectations (Summary statement 2) in Part C and the percentage of children reaching age expectations (Summary statement 2) in Preschool Part B. The percentage of children making gains (Summary Statement 1) in Part B Preschool held relatively steady from FFY2018 to FFY 2019. Reasons states have provided for declines in state performance include: changes to state data collection methods, data quality issues, and potential impacts of COVID-19. Further analyses are needed to understand this trend.
This infographic summarizes national variations in eligibility policies for infants and toddlers from birth to age 3 enrolling in early intervention programs under Part C of IDEA.
Our early childhood community, including state and local personnel, families, and the larger community, has an interest in supporting our young children with disabilities.
This six-step inquiry process helps states improve educational results and functional outcomes for children with disabilities while ensuring compliance with Individuals with Disabilities Education Act (IDEA) through state monitoring activities.