In this session, participants explored mutual partnerships and data sharing between state Part C and Early Hearing Detection and Intervention (EHDI) programs. Presenters summarizes key data reporting requirements, information from federal technical assistance centers, and resources developed by the EHDI Outcomes Data Committee.
This session focused on recent revisions to the revised Early Childhood Technical Assistance Center / Center for IDEA Early Childhood Data Systems System Framework to infuse equity more intentionally into the indicators of quality. Participants learned how the framework has been used and then, with colleagues, brainstorm opportunities for applying the framework at both the state and local levels of their systems.
This session explored available Child Outcomes Summary (COS) resources that help teams focus on functionality, cover the breadth of the outcomes, develop age-anchoring skills, determine ratings with the decision tree, and engage families in COS conversations. Participants discovered how these resources can improve, refresh, or refine team implementation of the COS process. Professional development providers and technical assistance staff using these resources shared strategies for practical implementation of quality learning activities for busy practitioners.
Have you wondered what to do to prepare for your state’s engagement in DMS 2.0? Representatives from three Part C Cohort 1 states that have completed the Office of Special Education Programs (OSEP) interviews and visits and have shared how they prepared for engaging in DMS 2.0, including successes, challenges, and lessons learned.
The disproportionate use of exclusionary discipline among some groups of preschool children is a national concern. Data from the Behavior Incident Report System (BIRS), designed for programs implementing the Pyramid Model, can help program leadership teams analyze behavioral incidents and identify exclusionary discipline practices.
This presentation discussed the protection of personally identifiable information and data sharing, relative to requirements in the Individuals with Disabilities Education Act (IDEA) and the Family Education Rights and Privacy Act (FERPA).
In this workshop, participants engaged in practical exercises to look for expected and unexpected patterns in their own data with the goal of increasing competence with data quality and prioritizing areas for data quality improvement.
In this session, participants engaged in practical exercises to look for expected and unexpected patterns in their own data with the goal of increasing competence with data quality and prioritizing areas for data quality improvement.
During this session, DaSy staff discussed how Part C and Part B program staff can leverage data linking to answer complex questions of interest. The presenters showed and described the new Data Linking Toolkit which is comprised of multiple sections that include downloadable tools to support Part C and Part B 619 program staff as they consider, prepare, and successfully link their data. In addition, North Carolina shared their recent experience linking Part C and Part B 619 data in their state across two state agencies.
Tips to address challenges in COS conversations were gathered from family members and practitioners. This presentation summarized those tips and highlighted related resources to incorporate those tips into Child Outcomes Summary (COS) team discussions.
