This 2014 letter provides guidance on the amendments to FERPA by the Uninterrupted Scholars Act that permit educational agencies and institutions to disclose education records of students in foster care […]
This 2014 letter from OSEP asserts that states may permit the use of electronic mail to distribute IEPs and related documents, such as progress reports, to parents, provided that the […]
This 2014 template is intended to assist states with the creation of a one-page overview of their early childhood integrated data system to share with external audiences. The template includes […]
This 2014 publication provides guidance on handling situations in which engaging stakeholders may be challenging, such as working with stakeholders who have goals that compete with those of the project […]
This 2014 document summarizes a webinar on common questions and considerations related to sharing data about children (for example, when inputting of developmental screening results and other sensitive child-level data […]
This 2014 policy brief discusses the transition to International Classification of Diseases – 10th revision (ICD-10), a revised coding system to track diagnoses and procedures. As of October 1, 2014, […]
This 2014 report summarizes the responses to an annual survey of all Part C coordinators on implementation issues and challenges. Published by: IDEA Infant & Toddler Coordinators Association (ITCA) 2014 […]
This 2014 report outlines the first comprehensive framework that policymakers can follow to build a system of evidence-based governing. By leveraging the power of this approach, governments can reduce wasteful […]
This 2014 session focuses on supporting registry staff to move beyond reporting basic counts and think about key next steps to increase registry data use. Presented at the 2014 National […]
This 2014 report describes our nation’s progress in providing free appropriate public education for all children with disabilities and early intervention services to infants and toddlers with disabilities and their […]
