Message from OSEP Director,
Ms. Valerie C. Williams

Dear Friends!

It was so great to collaborate in person with so many stakeholders during DaSY’s Improving Data Improving Outcomes (IDIO) conference.  We at OSEP are so appreciative of the commitment and passion that exists amongst our early intervention and early childhood leaders, providers and teachers across the country. As a follow up to the rich conversations and learning at the IDIO conference, I decided to take a look at some of our IDEA section 618 data, specifically our IDEA Part C exiting data.

In examining the data, during a 12-month period in 2019-2020, Approximately 408,000 infants and toddlers exited Part C. Here’s a one question quiz: What percent of the exiting infants and toddlers were found eligible to continue to receive early intervention services or receive special education services:

1. 40%
2. 50%
3. 60%
4. 70%

I was surprised that that only 40% of the exiting infants and toddlers were found eligible to continue receiving services through IDEA beyond their 3^rd birthday—and it’s a figure that consistent regardless of race or ethnicity. Unfortunately, nearly an identical percentage (38%) of infants and toddlers exit from early intervention due to parental withdrawal, an inability to contact parents, and IDEA Part B eligibility not being determined by the child’s third birthday. Analyzing exiting reasons based on race and ethnicity do show differences in the data. For example: Nearly 14% of white infants and toddlers were found to have competed their IFSP prior to age 3— a figure that is nearly double of other races or ethnicities. Also, white infants and toddlers were generally half as likely to exit early intervention under the categories of “attempts to contact unsuccessful” or “IDEA Part B eligibility not determined.”    

When Congress reauthorized IDEA in 2004, they were very clear expressing their concerns in their findings with the disparate educational experiences and outcomes based on race, ethnicity and English language learner status. Six members of Congress, voted against final passage. To further meet our obligations under IDEA, we in OSEP are having discussions on equity issues. As we mentioned earlier this summer, we’re seeking input on determinations and how we can prioritize equity in our continuing effort to improve results for infants, toddlers and children with disabilities. We received meaningful feedback at IDIO and we’ve created a page on the IDEA website where you can provide input as well. Please take some time this month to share your thoughts with us.

In solidarity,

Valerie

Office of Special Education Programs Seeking Input on the SPP/APR Determinations Process

As noted in this year’s determination letters, and consistent with the Executive Order 13985 on Advancing Racial Equity and Support for Underserved Communities Through the Federal Government, ED is examining how the 2023 determinations process can promote equity. Specifically, we are considering whether and how to use data from the current SPP/APR that can be seen in the Part B and Part C measurement tables, data from the current IDEA 618 data collections, and other publicly available data.

Differentiated Monitoring and Support (DMS)

The OSEP Technical Assistance (TA) Calls on DMS will resume September 22, 2022, at 4:00pm (EDT).

We hope you watched our recorded session, “DMS Process Considerations and Tips,” during the 2022 OSEP Leadership and Project Directors’ Conference. This session highlighted lessons learned, and tips related to DMS, in addition to a facilitated conversation with State panelists from Cohort 1. The link to the recorded presentation and supporting documents are posted on the DMS section of our IDEA website under “General Resources.”

To review other resources and documents related to our monitoring activities (e.g., DMS 2.0, DMS Reports, and older monitoring reports), please refer to the DMS section on our IDEA website.

In 2019–20, Hispanic/ Latino (22.5%), Black or African American (19.68%), and Asian (18.15%) infants and toddlers with disabilities exiting Part C services were more likely to exit without their Part B eligibility determined than infants and toddlers with disabilities exiting Part C services across all the race/ ethnicity categories (16.89%) in the US and Outlying Areas.

Scaling Evidence-based Professional Development and Technical Assistance

Despite the identification of professional development/technical assistance (PD/TA) and coaching as key implementation drivers for improving reading outcomes for students with and at-risk for disabilities, evidence-based PD/TA models are often not implemented or scaled in a systematic manner to maximize their potential impact on classroom outcomes. The Lead for Literacy Center (L4L) is addressing this challenge through the Center’s work with the Ohio Department of Education to scale Targeted PD/TA efforts. L4L will be partnering with Ohio’s state Literacy Leads to implement a Training of Trainer (ToT) series based on L4L’s Targeted TA content. The ToT will be conducted throughout SY2022–23 and will expand use of L4L’s Targeted TA content in the state. The Framework used to support L4L’s Targeted TA work can be found on the Center’s website and includes tools and resources for implementation. 

What is Fidelity?

SISEP and their partners in Kentucky and Minnesota’s Departments of Education have collaborated to produce a brief and a video that explain how to measure effective teacher practices and fidelity, more generally.

Introducing the New DaSy Data Linking Toolkit!

The just-released Data Linking Toolkit created by the DaSy Center, contains multiple sections that include downloadable tools to support Part C and Part B 619 program staff as they consider, prepare, and successfully link their data.

• Do you have questions you can better answer by linking data with another program or agency?
• Are you looking for opportunities to build partnerships?
• Are you looking for ways to improve your program’s use of data?
• Are there stand-alone data sets within your own program that you would like to have linked?

The new Data Linking Toolkit addresses these topics and much more! 

New National Center on Deaf-Blindness (NCDB) Professional Development Module

The first module of an important new series for educators is now available! Module 1, “The Impact of Deafblindness on Learning and Development,” provides practical, need-to-know information essential for working with children who are deaf-blind. This is the first in NCDB’s series Teaching Children Who Are Deafblind: Professional Development for Educators. Access it free online and incorporate it into your PD platform. Watch the Module 1 Trailer.

OSEP Smart Beginnings — Learning. Now Available for Families, Providers, Educators, and Leaders!

OSEP held its first ever “Smart Beginnings 2022: A Review of Key OSEP Presentations” event August 9–11. This event covered topics that will help families, providers, and leaders support children with disabilities ages birth through secondary transition. Each day focused on a different audience (i.e., families, providers, and leaders) and showcased videos and resources that can help improve results for children with disabilities. OSEP Director, Valerie C. Williams, led the event, focus on the importance of sharing what works for children of every age.

Check out the Smart Beginnings webpage for event recordings, topical videos, and lots of resources!

 Visit the OSERS Blog

Visit our blog for powerful stories and useful information from parents, families, educators, and practitioners in the field. Be sure to bookmark sites.ed.gov/osers for future posts!