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Imagine 15 percent of your district’s special education budget is withheld suddenly because of a state finding of “significant disproportionality.” Staff and stakeholders do not fully understand why—and now you must explain in detail to your district leadership what happened and what the district must do to fix the issue.Read More
Join A Date with Data and host Amy Bitterman as she chats with state and district leaders who are working with IDEA data every day. Through the stories of Amy's guests, you'll hear about real-life challenges and successes as they share their experiences and lessons they learned to improve their data quality. A Date with Data is available now on your favorite podcast app, so spread the word and subscribe!Read More
In the world of education, our ultimate goal is to have all students succeed. When there are barriers to student success, we don’t always know how or even where to begin fixing problems. This is especially true when addressing complex issues, such as significant disproportionality, for which a simple data review may not tell the whole story or create a complete picture of the problem. This is where root cause analysis comes in.Read More
Low Preschool Inclusion Rates: A Problem of Practice or Bad Data? explored solutions to promote high-quality preschool inclusion practices and methods to improve data quality for indicator 6A. Access the webinar recording and slides here.Read More
Collecting and reporting high-quality preschool environments data for State Performance Plan/Annual Performance Report (SPP/APR) Indicator 6 can be a complex and multilayered responsibility for states and districts. It starts at the preschool child’s individualized education program (IEP) meeting, where IEP team members select the most appropriate preschool environment for the child to receive special education and related services. Team members need to understand the differences among the preschool environments and the reasons for serving a child in a particular environment in order to make decisions about serving preschool children in the least restrictive environment (LRE). State information systems (or statewide IEP systems) then must accurately reflect each of these team decisions in order to produce high-quality preschool environments data.Read More
We often think of evaluation as a one-time activity that we do at the end of a project to generate required information for a report. However, evaluation is a powerful tool that we should use consistently in order to help us, as practitioners, do our job better and provide better outcomes for our students. Evaluating what we’re doing also gives us a way to highlight our good work.Read More
Are you looking for information on the special education data that states collect, but you're unsure where to start? This video series provides high-level introductions to the data states must report as part of Section 618 of the Individuals with Disabilities Education Act (IDEA).Read More
Significant disproportionality calculations rely on risk ratios to dive deeper into subgroup differences in outcome data, such as identification, placement, and discipline. Risk ratios are a useful tool in a state’s data analysis toolbox. What if the same tool could be used to identify subgroup differences in other student outcome data? Even better, what if the same tool could be applied to student outcome data that are already collected by states and districts? Let’s explore one potential option for states to examine these subgroup differences using commonly collected data: graduation and dropout.Read More
This tool is designed to create data visualizations, in the form of charts, based on State Performance Plan/Annual Performance Report (SPP/APR) data the user enters. IDC has updated the tool to make it easier for users to create visualizations based on the charts’ purposes.Read More
Be sure to check the 618 Data Collection Calendar each month to create your task list for the month. This tool outlines monthly tasks for 618 data collection reports to help states submit timely, accurate, and complete data. Activities for each data collection report may address upcoming data submissions or previous data submissions for individual months, helping states effectively plan for their 618 data collection reports. Click here to learn more and to view the calendar.Read More
It’s so rewarding working with educators dedicated to bringing the spirit of IDEA alive through work at the state and local education levels. I’m always honored to be a small part of this important effort on behalf of students with disabilities across the country.
The Office of Special Education Programs (OSEP) will post states’ Significant Disproportionality Forms on its website during the fourth quarter of the 2022 calendar year. The purpose of publicly posting these data is to provide increased transparency to allow states, local education agencies, and stakeholders to monitor significant disproportionality and to emphasize the importance of public input in the review and revision of risk ratio thresholds, cell sizes, and n-sizes.
States can update their Significant Disproportionality Forms until May 27, 2022. To update the form, click here and follow these steps: (a) download and save the document as a PDF onto your desktop; (b) open and populate the file using Adobe; (c) select your state name from the drop-down menu in the top right corner of page 1; (d) enter the name and title of the official completing the document and the date on the last page; and (e) select “submit” at the end of the document to send the form electronically to the OSEP mailbox.
The Office of Special Education Programs (OSEP) released three policy letters and a Q&A document from the first quarter of 2022. The first letter, issued January 10, 2022, to the Council of Administrators of Special Education (CASE), upholds the Office of Special Education and Rehabilitative Services’ (OSERS’) position regarding the appropriate use of compensatory services (click here). The second document, revised in February 2022, is Q&A covering frequently asked questions about serving children with disabilities placed by their parents in private schools (click here). The third letter, sent March 2, 2022, to the Council of Parent Attorneys and Advocates, Inc. (COPAA), addresses topics surrounding significant disproportionality, including OSEP’s decision to publicly report state-level Significant Disproportionality Forms (click here). The fourth letter, dated March 24, 2022, contains guidance for educators and parents regarding the Centers for Disease Control and Prevention’s (CDC’s) new recommendations for the ongoing COVID-19 pandemic and the impact of these recommendations on children with disabilities (click here).
The EDFacts Information Collection Package for SYs 2022-23, 2023-24, and 2024-25 is open for the 30-day public comment period until April 28, 2022. This package includes responses to public comments on the IDEA Section 618 data collections as well as updates to the changes proposed during the 60-day public comment period.
The package can be accessed at the following link: View Information Collection Request (ICR) Package
The Office of Special Education Programs (OSEP) recently released a new OSEP Fast Facts: Students with Disabilities who are English Language Learners (ELs) Served under IDEA Part B, which explores Section 618 data with the specific lens on one of the fastest-growing populations of students with disabilities served under IDEA.
Visit OSEP Fast Facts for existing and future Fast Facts.
The Office of Special Education Programs (OSEP) released nine new Part B and Part C data files for school years 2019 through 2021. The data files, supporting data documentation files and related data notes, and associated static tables include Parts B and C Child Count, Discipline, Dispute Resolution, and Exiting data and more. The data are downloadable as comma separated values (CSV) files. The static tables provide commonly used percentages associated with the IDEA Section 618 data.
Beyond the IDEA Section 618 Data Products website, OSEP displays and publishes these data in other user-friendly sources including the Annual Report to Congress on IDEA Implementation and on the OSEP Fast Facts web page of the IDEA website.
The IDEA 618 data products have a new home on the U.S. Department of Education's Open Data Platform. The older data files, static tables, and collection documentation have been migrated and are available on the Open Data platform. As of February 15, 2022, the IDEA Section 618 data will no longer be available on the current site.
The Office of Special Education and Rehabilitative Services (OSERS) released the 43rd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2021. The report focuses on progress in providing a free appropriate public education to children with disabilities served under IDEA, Part B, and early intervention services to infants and toddlers with disabilities and their families served under IDEA, Part C.
Click here for more information and to download the report.
Today marks the 46th anniversary of the enactment of the Individuals with Disabilities Education Act. Check out this message from OSERS Deputy Assistant Secretary Katherine (Katy) Neas on this historical day.
The U.S. Department of Education's Office for Civil Rights (OCR) today announced that it has submitted to the Federal Register for public comment a proposed Civil Rights Data Collection (CRDC) Information Collection Request package for the 2021–22 school year.
Click here for more information.
The U.S. Department of Education released a new resource: Supporting Child and Student Social, Emotional, Behavioral and Mental Health to provide information and resources to enhance the promotion of mental health and the social and emotional well-being among children and students. This resource highlights seven key challenges to providing school- or program-based mental health support across early childhood, K–12 schools, and higher education settings, and presents seven corresponding recommendations.
Click here to read more.