eNotesOctober 14, 2022
Updates from the ECTA Center
IDEA Child Outcomes Highlights for FFY 2020
IDEA Child Outcomes Highlights for FFY 2020 summarizes data that states report annually to the Office of Special Education Programs (OSEP) on three child outcomes for IDEA Part C Early Intervention and Part B Preschool programs: social relationships, use of knowledge and skills, and taking action to meet needs. The ECTA and DaSy Centers produce this annual illustrates national child outcomes data for children exiting Part C and Part B preschool and national trends over time and provides a comparison of national averages from FFY 2019 to FFY 2020.
State Approaches to Child Outcomes Measurement FFY 2020
States use several different approaches to measure child outcomes. The most often used, the Child Outcomes Summary (COS), summarizes information on a child's functioning in each of the three child outcome areas using a 7-point scale. With the COS process, a team of individuals familiar with a child (including parents) can consider multiple sources of information about his/her functioning, including parent/provider observation and results from direct assessment. The ECTA and DaSy Centers' maps on State Approaches to Child Outcomes Measurement display states and the measurements they use.
Analysis Steps Used to Generate National Estimates for Progress Categories, Summary Statements, and Results FFY 2020
Analysis Steps Used to Generate National Estimates for Progress Categories, Summary Statements, and Results FFY 2020 outlines the three methods used to compute national estimates for IDEA childhood outcomes progress categories, summary statements, and results for FFY 2020. These include computing the average of all states included, weighted by child count; the average of all states included, unweighted; and computing the average of only states that met all data quality criteria, weighted by child count.
New AFIRM Module: Parent-Implemented Intervention for Toddlers in the Home Setting
The first module of the Autism Focused Intervention Resources and Modules (AFIRM) for Toddlers on Parent-Implemented Intervention for Toddlers in the Home Setting is available. This Parent-Implemented Intervention (PII) in the home setting is an evidence-based practice (EBP) where early interventionists coach parents or family members in delivering interventions to their toddler within daily routines that promote the toddler’s target skills/behaviors. The module, developed in partnership with ECTA, takes approximately two to three hours to complete.
News from the Field
Feedback on Determinations
Consistent with Executive Order 13985, Advancing Racial Equity and Support for Underserved Communities Through the Federal Government, the Department of Education (ED) is examining how it can advance equity in the programs it administers. Stakeholder feedback should be sent to OSEP by October 31, 2022 at SPPAPR@ed.gov.
As part of OSEP’s monitoring states' compliance with IDEA, it reviews the State Performance Plan/Annual Performance Report (SPP/APR), information obtained through monitoring visits, and any other publicly available information to determine how well each state meets IDEA requirements. OSEP is examining how the 2023 determinations process can promote equity, specifically, considering whether and how to use data from the current SPP/APR, data from the current IDEA Section 618 Data Products, and other publicly available data.
This SPP/APR Basics What You Need to Know Training Series produced by the ECTA and DaSy Centers provides a basic understanding of the Part C SPP/APR and Part B, Section 619 SPP/APR indicators and their requirements.
Applications for Two Mental Health Grants Announced
The U.S. Department of Education announces two mental health grant applications with $143 million available funding respectively. The School-Based Mental Health (SBMH) Services Grant Program (SBMH) addresses student mental health needs by increasing the number of qualified school-based mental health services providers in local educational agencies (LEAs) with demonstrated need. The Mental Health Service Professional Demonstration Grant Program (MHSP) is designed to increase mental health support for children and youth in schools by supporting innovative partnerships to train postsecondary graduate students in school-based mental health fields and to place these students in high-need LEAs to complete required field work, credit hours, internships, or related training. Applications are due November 3, 2022.
For more information, see Final Priorities, Requirements, and Definitions-Mental Health Service Professional Demonstration Grant Program.
Dear Colleague Letter on IDEA Services in Head Start
On October 5, 2022, OSEP and the Office of Head Start (OHS) issued this Dear Colleague Letter on IDEA Services in Head Start emphasizing their commitment to provide young children with disabilities and their families the services and supports they need to thrive. It highlights the following: the requirements under Part B of IDEA to provide special education and related services to eligible preschool-aged children with disabilities; the importance of ongoing collaboration between the state educational agency (SEA), local educational agencies (LEAs), and their Head Start program partners to effectively meet IDEA requirements; and the assurance of a free appropriate public education (FAPE) to children with disabilities. The letter also provides resources helpful under both IDEA Parts B and C and Head Start to implement high-quality early childhood programs.
Guidance on Creating an Effective Memorandum of Understanding to Support High-Quality Inclusive Early Childhood Systems
On October 5, 2022, the U.S. Department of Education issued this Guidance on Creating an Effective Memorandum of Understanding to Support High-Quality Inclusive Early Childhood Systems, providing an overview of considerations when developing, implementing, and sustaining state level memoranda of understanding (MOUs) to create coordinated service delivery to improve outcomes for young children at risk for or have a developmental delay or disability. Although specific to IDEA and Head Start, this document encourages states to consider whether MOUs with other relevant partners may provide seamless services to young children with disabilities and their families.
Inclusion of Young Children with Disabilities: A Critical Quality Indicator for Early Childhood Education
Inclusion of Young Children with Disabilities: A Critical Quality Indicator for Early Childhood Education is a brief from the The National Center on Early Childhood Quality Assurance (NCECQA) that explores the importance of inclusion for young children with disabilities and the relationship between inclusion and quality in early childhood education. It includes a table with state examples of inclusion-related indicators in Quality Rating and Improvement Systems, and a list of related resources.
OSEP Memorandum 22-01 on Personnel Qualifications under Part B of the Individuals with Disabilities Education Act (IDEA)
On October 4, 2022, the U.S. Department of Education issued this OSEP Memorandum 22-01 on Personnel Qualifications under Part B of the Individuals with Disabilities Education Act (IDEA), which clarifies states' obligations to IDEA Part B requirements related to personnel qualifications and alternate certifications. It also provides resources that support states’ in meeting these requirements since some states currently have policies and procedures in place that may not be consistent with IDEA requirements.