Press Release From the Department of Education
Helping Students Adversely Affected by School Closures, ED Announces Broad Flexibilities for States to Cancel Testing During National Emergency. Click here to read more.
The Department continues to update www.ed.gov/coronavirus with information and resources for state and local educational agencies, school personnel, and schools regarding COVID-19.
Join Your Colleagues Today for IDC’s April LEA Determinations Webinar!
Registration is open for IDC’s webinar on LEA Determinations: Establishing a Process That Supports Program Improvement from 3:00-4:00 pm EST.
ii20 in Nashville is Postponed!
The Interactive Institutes 2020: Building and Sustaining a Culture of High-Quality Part B Data in Nashville, TN has been postponed.
Check back for more information soon.
IDC Web page Update—SEA Data Processes Toolkit!
The updated SEA Data Processes Toolkit web page contains an overview of the toolkit, Data Collections Protocols, SPP/APR Indicator Protocols, Annual Determinations for SEAs Protocol, a Data Collection Calendar, and additional resources that provide a structure for documenting data processes.
IDC Resource Library Update—CEIS Fiscal and Student Data Tracker Tools!
IDC and the Center for IDEA Fiscal Reporting (CIFR) have updated Using the Coordinated Early Intervening Services (CEIS) Fiscal and Student Data Tracker Tools below:
IDC Resource Library Update—SSIP Tools!
IDC has recently updated these three SSIP Tools below:
IDC Resource Library Update—Business Rules Documentation Protocol!
The Business Rules Documentation Protocol is a customizable Excel workbook states can use for documenting, recording, and communicating existing business rules or data quality validation checks they perform during the collection and validation of IDEA Part B data.
View our featured videos here or access the complete collection in our Videos section.
The Resource Library houses tools and products developed by IDC, developed with its collaborators, or submitted by IDC stakeholders.
The Latest Updates from IDC
MOE Reduction and CEIS is one of the required federal 618 data collections that states must submit annually to OSEP. As the May 6, 2020 due date to submit the MOE Reduction and CEIS data draws near, it is important that states understand the nuances and requirements of the MOE Reduction and CEIS data for timely and accurate submissions.
Compiling the data requires a great deal of coordination among different offices within a state agency. The fiscal office might be responsible for the IDEA 611 and/or 619 grant allocations, LEA MOE reductions, LEA MOE compliance, and CEIS funds (including comprehensive CEIS [CCEIS]). The program office might be responsible for providing the LEA determination categories and identification of significant disproportionality. The data office might be responsible for providing the number of students who received CEIS and the number of students who received CEIS and were subsequently identified as needing special education and related services.
Compiling data from several state offices can pose data quality challenges, with each office having different mechanisms for collecting the data, varying levels of understanding of the data collection elements, or both. States should review the compiled data prior to submission to OSEP so they can address data quality concerns that come from pulling data from several state offices. To assist with the review of data prior to submission, states can use the 618 Data Pre-submission Edit Check Tool that IDC and CIFR developed. States can copy and paste their MOE Reduction and CEIS data into the tool, which is an Excel file that will simulate the automatic calculations, percentages, warnings, and fatal error messages that the EDFacts Metadata and Process System (EMAPS) displays.
States also can access the MOE and CEIS data collection EMAPS user guide, which provides more detailed information about the MOE and CEIS data collection elements. Using this resource, along with the 618 Data Pre-submission Edit Check Toolcan help states collect and submit high-quality MOE and CEIS data.
Want to learn more about the mission and intended outcomes of the IDEA Data Center (IDC)? Click on this video to learn more!
A theory of action is essential for any project. Just as building blueprints detail dimensions, elevations, and materials needed to build a sound structure, a theory of action outlines the strategies that will result in the accomplishment of a final goal. When evaluating your State Systemic Improvement Plan (SSIP), you can use your theory of action to assess progress toward your long-term goal—the State-identified Measurable Result (SiMR)—and to identify opportunities for adjustments.
Why should you think about the theory of action at this stage of the SSIP? Now is the perfect time to take stock of your SSIP by reassessing the alignment of current activities and results with the original blueprint. The theory of action acts as a set of checkpoints to track progress and evaluate whether the plan is achieving your expected outcomes. It is important to review evaluation data, reexamine existing SSIP activities in light of these checkpoints, and even revisit the theory of action itself.
As you evaluate progress with regard to your SSIP, you can use the theory of action as a guide to answer questions like, What has and has not worked in the plan? Are the SSIP activities being implemented as anticipated? Can the data available answer evaluation questions? If the plan is not meeting expectations, the theory of action can be used as a map to identify where to intervene to get improvement efforts back on track. Revisiting your theory of action can be especially important if factors in the state landscape have changed or if the work is not progressing as anticipated.
Remember, your theory of action is not set in stone. As changes or challenges arise, you may need to revisit the blueprint and make adjustments. Ensure that your theory of action is aligned with the work you are doing to improve the likelihood that you will achieve positive outcomes and make progress toward your SiMR.
OSEP announced a new initiative featuring a series of products called OSEP Fast Facts. OSEP Fast Facts shares and promotes Section 618 IDEA data in a new and interactive way. The first Fast Facts looks at data surrounding students with autism.
Click here to learn more.
Across the country and throughout all levels of the education system, special education leaders face many challenges. Whether you are a state agency staff member hitting roadblocks with your SSIP implementation or a local director of special education receiving a notice of significant disproportionality, it is essential to understand the root causes of these issues to identify appropriate solutions.
If you are looking for ways to begin conducting root cause analyses, IDC has various resources that can help. For example, the Success Gaps Toolkit can assist states and locals with:
Defining success gaps.
Are there issues related to equity, inclusion, and opportunity for student groups struggling academically or behaviorally?
Forming a team to address issues.
Who should be at the table to explore or address identified issues? Ideally, teams should include educators, professional support staff, agency leaders, families, and community members.
Identifying and examining data.
What data are important to consider when looking at identified issues? These data should be aggregated and disaggregated in simple formats to help guide conversations around identified issues.
How successful is your agency at implementing key elements of the toolkit’s self-assessment rubric? These elements include data-based decision-making, cultural responsiveness, core instructional programming, assessments (universal screening and progress monitoring), and interventions/supports.
Developing a plan of action.
How should the root causes and identified issues be addressed? The team should create an action plan and update it quarterly to evaluate progress towards intended outcomes.
The toolkit contains templates for meeting agendas, supporting resources and videos, and presentations for each step of the process.
Facilitating robust conversations and problem-solving sessions is essential for systemic improvement, and the Success Gaps Toolkit can serve as a valuable roadmap to guide state and local teams toward their desired outcomes.
IDC has updated:
- The enhanced Pre-submission Edit Check Tool for School Age Child Count and Educational Environments to include data for five year old children with disabilities who are in kindergarten.
- The non-enhanced versions of the Pre-submission Edit Check Tools for Child Count and Educational Environments have also been updated, with five year old children with disabilities who are in kindergarten included in the school age sections.
These updated versions of the Pre-submission Edit Check Tools can be used both by states electing to report five year old children with disabilities who are in kindergarten in school age files (optional in 2019-20) and those who are not.