ECTA and DaSy Center staff discuss the national performance data for indicators C3 and B7, including national data, state variations in performance, and TA resources
FFY 2020 Child Outcomes Data Highlights
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ECTA and DaSy Center staff discuss the national performance data for indicators C3 and B7, including national data, state variations in performance, and TA resources
Learn about the refresh of our ever-popular Data Vis Toolkit. Now with guidance on how to consider equity and inclusion when creating data visualizations and new resources and tools!
The FFY 2021 Part B and Part C SPP/APR packages are now available. The final versions of the FFY 2021 SPP/APR packages are located on Resources for Grantees page of the IDEA section of the U.S. Department of Education website.
Many folks have been engaged in equity work at a personal and professional level. But what does it mean to have an equitable system? This session focused on how to intentionally include equity in your system through the indicators of quality in the revised ECTA/ DaSy System Framework. We shared how to use data at the leadership level to inform policy development, and provide opportunity to dig deep to identify needs, priorities, and opportunities for action at both the state and local level within your own system.
Methods for state Part C allocations are typically driven by factors such as the number of children served in the previous year and historic expenditure patterns. But how well are these allocations meeting the needs of children and families in the state Part C program? Might other factors better support different levels of need? Using multiple sources of programmatic and fiscal data, states may better understand how to equitably allocate resources statewide to serve all families. Because states vary considerably in how they are structured, in this session we discussed different considerations and methods for determining allocations to facilitate equitable use of early intervention resources statewide.
Today’s early childhood system has many positive and meaningful supports for children and their families. However, outcomes for children are disparate. Equitable access, appropriate supports, and full inclusion are not available to all children. This disparity is especially true for racially, culturally, and linguistically diverse children and families. In this session, participants examined history and data to explore how bias and ableism have impacted the early childhood system, specifically in relation to intersectionality, the perception of “quality” in programs, and inclusive services for all children.
Having a robust stakeholder engagement plan is crucial. As states work to engage a broad range of stakeholders on an ongoing basis, virtual strategies and methods continue to be important—even as face-to-face gatherings increase.
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.
In this session, participants learned about three Office of Special Education Programs-funded Child Find Model Demonstration projects and approaches to working with states and communities to improve child find systems and promote equity in access to Part C. Presenters highlighted three models for child find and discuss how stakeholder engagement and data can enhance system improvement efforts.