eNotesDecember 9, 2020
Updates from the ECTA Center
FFY 2018 SPP/APR Indicator Analysis
The Office of Special Education Programs (OSEP), in collaboration with the technical assistance centers it funds, annually publishes an analysis that explains different aspects of the reporting process such as the reported federal fiscal year indicator measures, data sources for reporting, variations in state approaches to the reported federal fiscal year's data collection or measurement, and other relevant indicator data comparisons. The Indicator Analysis chapters are available via the following links:
- Federal Fiscal Year 2018 Indicator Analysis - Part C
- Federal Fiscal Year 2018 Indicator Analysis - Part B
Supporting Social-Emotional and Mental Health Needs of Young Children Through Part C Early Intervention: Results of a 50-State Survey
A recording of this November 19 webinar presents key findings from a 50-state survey on supports for social-emotional and mental health needs in Part C early intervention. The National Survey Report, from the National Center for Children and Poverty (NCCP) and Georgetown University Center for Children and Families (CCF), is the webinar's focus. Topics discussed include screening, referral, and evaluation; eligibility; services for eligible and ineligible children; and collaboration, including referrals under CAPTA and Medicaid funding.
Creating Effective Partnerships to Improve Early Intervention: IDEA Early Intervention and Early Childhood Programs and LTSAE Ambassadors
This interactive recorded webinar provides an overview of the purposes of Part C early intervention services for infants and toddlers, and their families and Part B, 619 services for preschool special education. A collaboration between the Early Childhood Technical Assistance (ECTA) Center and the Center for IDEA Early Childhood Data Systems (DaSy), the webinar emphasizes that identifying young children as early as possible requires developing nurturing partnerships with families, communities and programs. Viewers will learn about Rhode Island's partnership with their Act Early Ambassador. The Ambassador trains professionals in home visiting programs such as the Maternal, Infant and Early Childhood Home Visiting (MIECHV) program and, for early care and education professionals, programs such as Parents as Teachers, on how to use "Learn The Signs. Act Early" (LTSAE) developmental milestone resources to support earlier identification.
News from the Field
The IDEA Celebrates 45 Years
Sharing stories, resources, fast facts and trivia are part of the Office of Special Education and Rehabilitative Services (OSERS) and the Office of Special Education Programs (OSEP) 45th anniversary celebration. On November 29, 1990, President Gerald Ford signed into law the Education for All Handicapped Children Act, now known as the Individuals with Disabilities Education Act (IDEA). Other accomplishments directly attributable to the IDEA include educating more children in their neighborhood schools, rather than in separate schools and institutions, and contributing to improvements in the rate of high school graduation, post-secondary school enrollment, and post-school employment for youth with disabilities who have benefited from the IDEA.
New Service Coordination in Early Intervention Position Statement
This joint position statement acknowledges the importance of EI service coordination and recognizes the expertise and needs of professionals who provide this service. The Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) and the IDEA Infant & Toddler Coordinators Association (ITCA) collaborated and issued this joint statement. Because of the complex nature of service coordination and the essential role of service coordinators in the EI process, the DEC and ITCA posit that service coordinators must have the knowledge, skills, administrative support, professional development, and resources they need to provide the highest quality services to children and families.
Distance Learning: Challenges Providing Services to K-12 English Learners and Students with Disabilities during COVID-19
As part of its COVID-19 monitoring and oversight responsibilities under the CARES Act, the Government Accountability Office (GAO) found logistical and instructional challenges of distance learning, particularly for English learners and students with disabilities. Both groups have faced persistent gaps in their opportunities to achieve. The GAO reviewed distance learning plans from a nongeneralizable group of 15 school districts, and interviewed district officials in four of these 15 districts; interviewed advocates, researchers, and representatives of associations of school administrators and related service providers; reviewed relevant federal laws including IDEA, regulations, and guidance; and interviewed federal officials.
Accessible Educational Materials Early Childhood Quality Indicators
These quality indicators from the Accessible Educational Materials (AEM) Center describe the essential elements of a high-quality procurement system, which is foundational for learners with disabilities. These elements include compliance, guidelines, professional development, data procedures, and resources. The indicators can be used by decision makers in K-12, higher education and workforce development agencies to develop new procurement systems or to self-evaluate an existing system that may not have best practices for accessibility.
The National Center on Deaf-Blindness
A new website launched by the National Center on Deaf-Blindness (NCDB) contains information and educational practices about and for children and youth who are deaf-blind, state deaf-blind projects, and family resources. The website also offers access to state and national data on children and youth who are deaf-blind, including demographics, causes of deaf-blindness, and more.