eNotes
September 8, 2022Updates from the ECTA Center
ECTA Request for Applications: IECMH and EI (Part C) Cross-State Cohort TA
Applications for states and territories to participate in a cross-state cohort technical assistance (TA) opportunity are due on Wednesday, September 14, 2022, 11:59 PM EDT. The TA is focused on Infant and Early Childhood Mental Health (IECMH) and Early Intervention (EI) in IDEA Part C. The recently published, Briefing Paper: Infant and Early Childhood Mental Health and Early Intervention (Part C): Policies and practices for supporting the social and emotional development and mental health of infants and toddlers in the context of parent-child relationships and the accompanying state planning tool will be the framework and content used to help states address IECMH policies and practices with their state partners. Questions about the application should be directed to Sonia Sabater: sonia.sabater@unc.edu
Welcome Resources for IDEA Part C and B Coordinators
IDEA Part B, Section 619 and Part C coordinators now have access to materials to help orient them to their role and to the TA center network. The materials include a welcome letter, orientation conference calls, and a video introduction to their TA partners. The Office of Special Education Programs (OSEP), the Early Childhood IDEA Centers, the Infant Toddler Coordinators Association (ITCA), and the National Association of Directors of Special Education (NASDSE) are responsible for the development of these materials.
Part B, Section 619 coordinators have a cross-center collaborative orientation process with the Center for IDEA Early Childhood Data Systems (DaSy), the Early Childhood Personnel Center (ECPC), ECTA, and the National Center for Pyramid Model Innovations (NCPMI).
Part C coordinators have cross-center collaboration with the Center for IDEA Fiscal Reporting (CIFR), DaSy, ECPC, ECTA, and NCPMI.
Aligning a Child's Functional Skills with the Breadth of the Three Child Outcomes
This document supports high-quality Child Outcomes Summary (COS) ratings by helping teams connect their observations of children's functional skills and behaviors with the three child outcomes. Aligning a Child's Functional Skills with the Breadth of the Three Child Outcomes will help Part C early intervention and Part B, Section 619 preschool special education program teams improve their outcome measurement.
Understanding Functional Skills: Background for the COS Process
Understanding Functional Skills: Background for the COS Process helps teams think about measuring a child's use and integration of functional skills to participate in their everyday routines. This resource will help teams further their understanding of the following questions:- What makes a skill functional?
- How does context help align functional skills with each of the three outcomes?
- How do teams assess functional skills?
News from the Field
OSEP Seeking Input on Advancing Racial Equity and Support for Underserved Communities
The Department of Education (ED) is examining how it can advance equity in the programs it administers and seeks partner input through September 30. The Office of Special Education Programs (OSEP) monitors states' compliance with IDEA to ensure that states provide EI services for infants and toddlers with disabilities and the free appropriate public education (FAPE) of children with disabilities.
Using the Results Driven Accountability (RDA) system framework, OSEP makes annual determinations by examining both the educational results and outcomes for children with disabilities in each state as well as how a state meets the compliance requirements of IDEA. Consistent with the Executive Order 13985 on Advancing Racial Equity and Support for Underserved Communities Through the Federal Government, ED is examining how the 2023 determinations process can promote equity.
To provide input, email SPPAPR@ed.gov and include "Determinations Feedback" in the subject line.
National Survey of Early Childhood Special Education Teacher and Early Interventionists
The National Institute for Early Education Research (NIEER), partnering with the Early Childhood Personnel Center (ECPC), is developing a National Survey of Early Childhood Special Education Teacher and Early Interventionists workforce. This includes Early Childhood/Preschool Special Education Teachers and EI providers. The survey's goal is to describe the characteristics of early interventionists and ECSE personnel who work with infants and young children receiving EI or ECSE under IDEA. The survey will address areas such as:
- demographics;
- current employment and environments where services are delivered;
- current licensure or certification;
- pre-service preparation;
- professional development; and
- knowledge of relevant content areas.
The survey is expected to take 10 minutes to complete.