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We help states build capacity to collect, report, analyze, and use accurate IDEA Part B data.

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Building Your SPP/APR Stakeholder Engagement Plan: 10 Essential Questions

This interactive resource guides states through 10 key questions they should ask themselves as they build their stakeholder engagement plans. Each question offers detailed options to consider that will assist states in preparing to describe their engagement activities in their SPPs/APRs.

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Episode 4 of A Data with Data Just Dropped!

Building a Culture of High-Quality IDEA Data in Wisconsin
What steps is Wisconsin enacting to achieve a strong, shared data culture? What lessons has the state learned along the way? On the next A Date with Data, host Amy Bitterman sits down with special guest Seth Bishop, Data Analysis/Grant Evaluation Consultant, Wisconsin Department of Public Instruction, to learn the answers to these questions and a whole lot more.

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New Resource To Identify And Address SSIP Data Quality Issues

States developing Indicator 17 SSIPs are required to identify data quality issues in their SPPs/APRs, and this checklist can help. Your state can use it to identify and address data quality issues and avoid the potential consequences of failing to do so.

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June Task List for Data Managers—Use the IDC 618 Data Collection Calendar

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.

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Listen to Episode 3 of a Date with Data

Implications of Changes to the SPP/APR and Stakeholder Engagement Requirements in Oklahoma.  Amy chats with Ginger about building the capacity of districts and other stakeholders in Oklahoma to understand the changes to the SPP/APR and stakeholder engagement requirements.

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How Can You Help Stakeholders Better Understand and Use Significant Disproportionality Data? Part 2

In Part 1 of this blog post, we mentioned how one of the key goals for sharing education data is to build understanding, and we shared some raw numbers of a sample district’s significant disproportionality data.  In Part 2, we will explore how data visualization can be a powerful tool that you can use to better engage your stakeholders with this type of data.   Common forms of data visualization are graphs, charts, tables, and similar types of drawings.  However, because of the nature of significant disproportionality data, stakeholders can find it difficult to interpret the data even in a data visualization, so here are some effective strategies to enhance understanding.

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Episode 2 Just Released!

How the Pandemic and Changes to the SPP/APR Affected Arkansas's IDEA Data. In this episode, we throw a spotlight on the implications of both the pandemic and the changes to the SPP/APR for FFY 2020—2025 on Arkansas’s data quality, results, and trends. Jody and Amy discuss how Arkansas mitigated the data challenges it encountered due to the pandemic and SPP/APR changes.

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How Can You Help Stakeholders Better Understand and Use Significant Disproportionality Data? Part 1

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.

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Evaluating CCEIS Initiatives

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.

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Beyond Significant Disproportionality: Using “Likelihood Ratios” to Address Subgroup Differences in Graduation and Dropout

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.

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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.

— Tamara Nimkoff
IDC TA Specialist
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News From the Field

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OSEP to Post States’ Significant Disproportionality Forms on Its Website

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.

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OSEP Releases New Policy Letters and Q&A Document

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).


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EDFacts Information Collection Package for SYs 2022-23, 2023-24, and 2024-25 Open for 30-day Public Comment Period to April 28, 2022

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  

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New OSEP Fast Facts: Students with Disabilities who are English Language Learners (ELs) Served under IDEA Part B

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.

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OSEP Updates IDEA Section 618 Data Products Website With New Data and More

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.

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A New Home for IDEA Section 618 Data

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. 

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OSERS Published the 43rd Annual Report to Congress on IDEA

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. 

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OSERS Celebrates the 46th Anniversary of the Enactment of the Individuals with Disabilities Education Act.

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.

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The Department's Office for Civil Rights Solicits Public Input on Civil Rights Data Collection for 2021-22 School Year

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. 

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The Department Releases New Resource on Supporting Child and Student Social, Emotional, Behavioral and Mental Health during COVID-19 Era

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.


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Access Public IDEA Data

Access Public IDEA Data

U.S. Department of Education website offers current and historical data and products.

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Interactive Public Reporting Engine

This tool provides an interactive way for states to meet federally mandated IDEA data public reporting requirements.

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