eNotes
June 17, 2026Updates from the ECTA Center
State IDEA Performance Ratings
Under 34 CFR §300.603 and 34 CFR §303.703, the U.S. Department of Education is required to make an annual Determination on how well each state follows the Individuals with Disabilities Education Act (IDEA). These annual Determinations are made for both Part B (services for school-aged children) and Part C (services for infants and toddlers).
To determine a state's rating, the Department looks at its State Performance Plan (SPP) and Annual Performance Report (APR) data. Specifically, the data used in the state's annual Determination shows how well the state is:
- Improving results for children (both performance and data quality).
- Complying with federal rules and regulations.
2025 Determination Letters for each state are available on the Department of Education website.
The 2026 Ratings
The state Determination ratings for 2026 will be released in June. Both Part B and Part C programs will receive one of the following four ratings.
- Meets requirements: The state is successfully meeting the goals and rules of IDEA.
- Needs assistance: The state needs some help following IDEA rules.
- Needs intervention: The state needs direct structural help to fix ongoing issues.
- Needs substantial intervention: The state has severe, long-standing issues and needs immediate, significant intervention.
Improving Compliance
- State General Supervision Responsibilities Under Parts B and C of the IDEA (OSEP QA 23-01)
- Identifying, Correcting and Reporting Noncompliance: A State Guide
Improving Child Outcomes
- Child Outcomes Year-to-Year and Local-to-State Meaningful Differences Calculator (2025)
- Child Outcomes Data Quality
Read more: https://sites.ed.gov/idea/idea-files/2025-determination-letters-on-state-implementation-of-idea/
Three Levers State Agency Leaders Can Use to Realize Positive Outcomes for Children with Disabilities
- Child Outcomes Year-to-Year and Local-to-State Meaningful Differences Calculator (2025)
- Child Outcomes Data Quality
Three Levers State Agency Leaders Can Use to Realize Positive Outcomes for Children with Disabilities
This featured resource highlights the Three Levers State Agency Leaders Can Use to Realize Positive Outcomes for Children with Disabilities and their families. The levers of authority, influence, and resources can each contribute to improved services for children receiving services through the Individuals with Disabilities Education Act (IDEA).
This resource was co-created by ECTA and the National Center for Systemic Improvement (NCSI).
News from the Field
A National Review of Early Childhood Cost Models: Findings on Children with Disabilities and Developmental Delays
Early childhood cost modeling is a tool used to estimate the true cost of providing early care and education. When the cost model includes special education variables, such as staffing, classroom size, materials, and level of support needed for each child:
- State and local leaders are better able to plan for long-term system stability.
- Educational access and quality for children with and without disabilities are revealed.
- There is an opportunity to demonstrate the cost-effectiveness of Inclusive preschool, where children with and without disabilities learn together in the same classroom.
States vary widely in their approach to cost modeling. In A National Review of Early Childhood Cost Models: Findings on Children with Disabilities and Developmental Delays , 25 models are reviewed, with 9 including variables for children with disabilities.
Beyond Compliance: Supporting Schools in Meeting ADA Digital Accessibility Standards
In April 2024, the ADA Title II regulations were updated to adopt the Web Content Accessibility Guidelines (WCAG) 2.1 Level AA. WCAG guidelines are the baseline standard for digital accessibility and must be implemented by public organizations by April 2027. Increasing digital accessibility is key for students receiving special education services and can also increase usability for students, families, faculty, and others without disabilities.
In Beyond Compliance: Supporting Schools in Meeting ADA Digital Accessibility Standards, general education teachers report needing more support regarding accessible instructional practices and curriculum development from their school leadership as this is a more significant shift in their practice than it might be for special education teachers.
"More integrated professional development and cross-functional planning would help better equip all educators to act on this shared institutional responsibility."
Research
Workforce Support for Early Intervention Providers: Centering Family Relationships and Caregiver Regulation
Caregivers of children with developmental delays tend to have higher rates of stress and depression compared to caregivers of typically developing children. These higher levels are associated with disruptions to caregiver-child interactions. Caregiver-child relationships and caregiver regulation are keys to support family well-being, however, tools targeting these areas have not been integrated into Early Intervention (EI) provider training. EI practice guidelines increasingly encourage providers to directly intervene with caregivers via coaching, despite barriers including caregiver attitudes, engagement, and time.
Workforce Support for Early Intervention Providers: Centering Family Relationships and Caregiver Regulation presents a study of 50 EI providers who attended one or more of 14 virtual trainings provided in English and Spanish. The trainings focused on caregiver-child relationships and caregiver regulation. Findings from participant surveys support the use of virtual learning communities and virtual professional development with active learning components, as well as the ongoing need for and value of telehealth service delivery in the field of EI.