eNotesFebruary 10, 2021
Updates from the ECTA Center
ECTA Racial Equity Statement
The Early Childhood Technical Assistance Center's (ECTA) recently released racial equity statement aligns with its commitment to create an organizational culture that embeds racial equity throughout its work and is characterized by respect for all people. The statement highlights ways ECTA will create this workplace culture. Among them are to:
- Hire and retain a racially diverse workforce.
- Create workplace opportunities where staff can continually increase their knowledge and awareness of the structural and systemic effects of racism.
- Provide ongoing training and TA opportunities.
- Continually review and rework our policies, practices, and procedures to advance anti-racist practices, policies, and systems.
The statement also includes a promise to hold ourselves accountable to this commitment and repair harm when mistakes are made. We welcome feedback from all (staff, partners, those we serve and those we have not yet served) to help us in this pursuit.
Infographic Outlines How to Determine A Child's Eligibility for Early Intervention Services Remotely
This infographic summarizes guidance and considerations to support state staff and local practitioners in determining a child's eligibility for early intervention services remotely, which requires effective state policies, procedures, and practices. It is a companion piece to the full guidance which includes resources and associated tool tables.
IDEA Part C Early Intervention Family Survey Data for FFY2018
Results from FFY2018 concerning Part C family outcomes data is available. States collect family data on the percentage of families who report that early intervention has helped their family know their rights, effectively communicate their child's needs, and help them help their child develop and learn. This resource shares how states collect data from families, what the Part C data show, national family survey data trends, and the ways that programs use the family data to improve their practices.
Also, in this recent presentation, DaSy and ECTA staff discuss FFY2018 results from the Indicator C4 Family Outcomes data, including state approaches to surveys, data quality, performance trends, and resources.
News from the Field
Executive Order on Supporting the Reopening and Continuing Operation of Schools and Early Childhood Education Providers
President Joe Biden outlined his support for the reopening and continuing operation of schools and early childhood education providers. This January 21, 2021 executive order outlines President Biden's commitment to:
- Create conditions for safe, in-person learning as quickly as possible.
- Ensure high-quality instruction and the delivery of essential services often received by students and young children at school, institutions of higher education, child care providers, and Head Start program.
- Mitigate learning loss caused by the pandemic; and address educational disparities and inequities that the pandemic has created and exacerbated.
- Outline agency roles and responsibilities.
Education Department Announces National Survey to Gather Critical Data on School Reopening
The largest representative and highest-quality effort to gather vital data on the impact of COVID-19 on students and the status of in-person learning is underway. The purpose of the National Assessment of Educational Progress (NAEP) 2021 School Survey is to help safely reopen America's schools and promote educational equity.
Announced by the U.S. Department of Education and the Institute of Education Sciences (IES), the NAEP survey will collect high-quality data from a nationally and state-representative sample. There is currently not enough data to understand the status of school re-opening and how students are learning nationwide. This announcement follows President Biden's January Executive Order to ensure "the collection of data necessary to fully understand the impact of the COVID-19 pandemic on students and educators, including data on the status of in-person learning.
Administration for Children and Families (ACF) Releases Nearly $10 Billion in COVID-19 Relief Funds to State, Territory, and Tribal CCDF Programs
Part of the $10 billion federal relief funds to states, territories and tribes to address the needs of child care providers and families as a result of the COVID-19 pandemic can be used to provide technical assistance (TA) to child care providers. The implementation of this TA must be aligned with guidance from state, territory, and local health departments, and from the Centers for Disease Control and Prevention regarding the safe provision of child care services. Other potential uses of the ACF funds include continuing payments and assistance to child care providers with decreased enrollment or closures and to ensure they are able to remain open or reopen; provide child care assistance to essential workers without regard to income eligibility requirements and provide relief from co-payments and tuition payments for families.