Conference: OSEP Leadership Conference Date: July 2023 Presenter: Sue Barlow, Michelle Lewis, Nicholas Ortiz, Kellen Reid In this poster from the 2023 OSEP Leadership Conference, DaSy highlights its mission, services, […]
Deficit narratives imply that the children, not the schools or programs, need to change in order to improve educational outcomes and experiences. How can we turn those statements around to place the responsibility on schools and programs to ensure equitable outcomes for all children, regardless of their identity characteristics, geographic location, socioeconomic status, or any other label?
This 4-part call series focuses on collaboration between Part B, Section 619 Coordinators and Part B Data Manager or data staff responsible for preschool special education data.
In this webinar for Part C Coordinators, Part C Data Managers, and Part B 619 Coordinators, DaSy shared information about current and upcoming technical assistance opportunities, data-related activities, and supports available for your state’s Part C and Part B 619 programs.
Session 4 of the IDIO Encore Virtual Series, will repeat the recording of We All Count’s Heather Krause’s Opening Plenary Data Equity: How to Align Your Data with Your Mission. This recording from the IDIO in-person Conference in August 2022, will include live, interactive activities and the opportunity to interact with other states.
In this moderated session, U.S. government agency leaders shared their ongoing early care, education and well-being initiatives and implications for data.
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!
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.