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?
Conference: STATS-DC Data Conference Date: August 17, 2021 Presenters: Grace Kelley and Cindy Weigel Equity issues exist in multiple places throughout early childhood special education service delivery from pre-referral though […]
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 […]
This DaSy 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 […]
This toolkit is a suite of tools that groups can use to guide conversation around data and support databased decisionmaking. The toolkit provides resources to support success before, during, and after […]
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.
What should you do when a large-scale disruption makes your evaluation impossible to implement as planned? Evaluators across the nation are facing this problem as a result of the extraordinary […]
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.
