This 2013 session explores how recent state education reforms (e.g., Common Core, teacher evaluation, assessments) can challenge research-based early learning practices and policies and provide opportunities for early childhood and K-12 stakeholders to collaborate to improve policies and programs for young children from birth-3rd grade. Presented at the Improving Data, Improving Outcomes Conference in 2013. […]
Tag Archives: Policy
How Can Partnerships with Higher Education Help Your State Agency Use Early Childhood Data for Decision-Making?
This 2013 session highlights successful collaborations in Ohio to illustrate the value of partnering with universities in bringing together state and local early childhood data to answer key policy questions and inform programming. Presented at the Improving Data, Improving Outcomes Conference in September 2013. How Can Partnerships with Higher Education Help Your State Agency Use […]
OSEP Policy Letter to Maureen Greer/ITCA on parental consent and insurance billing for Part C services
This 2013 letter from OSEP to the IDEA Infant and Toddler Coordinators Association (ITCA) responds to thirteen questions asked on behalf of ITCA’s state members about parental consent requirements, parental consent for the use of private insurance to pay for Part C services, and the SOP and fees provisions under the 2011 Part C regulations. […]
OSEP Policy Letter to Flinn on FERPA
This 2013 letter from OSEP provides guidance on the need for an Early Intervention Service (EIS) provider to obtain parental consent upon disclosing personally identifiable information to a potential funding source for IDEA Part C services. Published by: Office of Special Education and Rehabilitative Services (OSERS), U.S. Department of Education OSEP Policy Letter to Flinn […]
Pivotal Role of Policymakers as Leaders of P–20/Workforce Data Governance
This 2012 resource includes tips and ideas on how states can engage policy makers with data governance processes. Published by: Data Quality Campaign (DQC) Pivotal Role of Policymakers as Leaders of P–20/Workforce Data Governance
OSEP Policy Letter to Edmunds on procedural safeguards
This 2012 letter from OSEP determines that the term “early intervention records” is the same as “education records” for the purposes of the confidentiality protections under Part C of the IDEA and FERPA and exempt as “Protective Health Information” under the HIPAA Privacy Rule. Published by the Office of Special Education Programs (OSEP) OSEP Policy […]
What Four States Are Doing to Support Local Data-Driven Decision-Making: Policies, Practices, and Programs
This 2011 report documents how four state education agencies are supporting local data-driven decision-making through their policies, practices, and programs for creating data systems, improving data access and use, and building district and school capacity to use data. Published by: Mid-Atlantic Regional Education Lab (REL) What Four States are Doing to Support Local Data-Driven Decision-Making: […]
Systems for Reviewing Educational Data, Including Special Education Information: Four State Approaches
This 2011 report describes how four states have ensured a quality review process within their educational data system. Published by: National Association of State Directors of Special Education (NASDSE) Systems for Reviewing Educational Data, including Special Education Information: Four State Approaches
ITCA analysis of 2011 Part C regulations that relate to data collection
This table presents former, draft, and 2011 Part C regulations on data collection side by side and includes comments and discussion on the regulations. Published by IDEA Infant & Toddler Coordinators Association (ITCA) ITCA analysis of 2011 Part C regulations that relate to data collection
Innovative & Effective Utilization of Early Childhood Data: SLDS Webinar Summary
This 2011 webinar summary addresses innovative use of local early childhood data. Boston Public Schools (BPS) presents their efforts to track school readiness assessment data, classroom quality data, workforce data, and child outcomes from pre-K to the K12 system, as well as how the district has used these data to influence policy and program development. […]