State Part B data systems that contain high-quality early childhood special education (ECSE, IDEA Section B 619) content and functionality allow state staff to answer critical questions about their programs and the children and families they serve. The 2021 State of the States Survey data show that most ECSE programs had state data systems that […]
Tag Archives: States
2025 State Learning Opportunities
The OSEP-funded Early Childhood Technical Assistance (TA) Centers are pleased to announce a variety of new and ongoing opportunities to build individual and state capacity around implementation of IDEA 0-5 in 2023. We hope this information will assist you as you consider which TA opportunities best fit your needs and priorities.
2021 State of the States Brief: The COVID-19 Pandemic as Captured by Part C and Part B 619 Data Systems
The COVID-19 pandemic presented unique challenges for states’ Part C and Part B 619 data collection and reporting. The spring 2021 State of the States survey provides a snapshot of the types of data states and territories were able to collect during the early stage of the pandemic (between late 2020 and early 2021) and how they collected the data. Lessons learned from the pandemic can help states improve data collection around telehealth services and prepare for future data disruptions, such as natural disasters.
2021 DaSy Data Systems (State of the States) Survey Findings
DaSy collects comprehensive information on the status of Part C and Part B 619 data systems through the State of the States survey, which comprises a survey of Part C program staff developed in coordination with the IDEA Infant and Toddler Coordinators Association and a parallel survey of Part B 619 program staff. Findings from […]
Early Intervention and Early Childhood Special Education State Data Systems: Current Status and Changes between 2013 and 2021
Conference: National Research Conference on Early Childhood (NRCEC) Date: June 2022 Presenters: Nancy Perez, Kathleen Hebbeler, Grace Kelley, Cornelia Taylor This poster reports responses for 50 states, DC, and Puerto Rico on changes in Part C/619 data systems from 2013 to 2021, and changes in data systems in response to COVID-19. Most states added at […]
Developing Data Sharing Arrangements between EHDI and Part C to Improve Early Identification and Services
Conference: Early Hearing Detection and Intervention Conference Date: March 2022 Presenters: Haidee Bernstein, Karl White, Evelyn Shaw, Sharon Walsh The goal of this session was to help participants (1) Increase their understanding of the privacy requirements (e.g., under IDEA, FERPA and HIPAA) and important technical aspects needed to address data sharing, (2) Gain knowledge of data […]
IDEA Part C and Part B 619 State Data Systems: Current Status and Changes from 2013 to 2019
This DaSy report presents a comprehensive look at the status of Part C and Part B 619 state data systems in 2019. It includes what data states are collecting, what data have been linked, how states are managing and using data, and what priorities states have for enhancing and developing their data system in the […]
IDEA State Early Childhood Data Systems: Overview of Changes from 2013 to 2019
This DaSy brief presents how Part C and Part B 619 state data systems changed on 10 key indicators of a high-quality data system (see more information on the indicators) between 2013 and 2019. IDEA State Early Childhood Data Systems: Overview of Changes from 2013 to 2019
Impact of privacy regulations on the exchange of information among EHDI, Part C, health providers, and families
To address the impact of privacy regulations on the exchange of information among EHDI, Part C, health providers, and families, NCHAM has gathered information from various states regarding how they facilitate the exchange of information with other EHDI stakeholders.
A State Guide on Identifying, Correcting, and Reporting Noncompliance with IDEA Requirements
The Individuals with Disabilities Education Act (IDEA) requires states to monitor and enforce IDEA Part C and Part B requirements, with a primary focus on those requirements that are most closely related to improving results and functional outcomes for infants, toddlers, and children with disabilities.
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