IDC is excited to announce two new additions to our video library. We designed these short animations to support states as they hold conversations with stakeholders about the importance of collecting, reporting, analyzing, and using high-quality IDEA data. The videos show how special education and early intervention data contribute to positive outcomes for children and youth with disabilities and their families.
The Story of Data: An Early Childhood Tale and The Story of Data: A Special Education Tale are engaging stories that show how data inform early intervention and special education services. The videos also illustrate how high-quality IDEA data help leaders and others at the local, state, and national levels make informed decisions that support the needs of children and youth and their families.
How will you use the videos to promote collecting, reporting, analyzing, and using high-quality IDEA data? Share your stories with us.
The Story of Data: An Early Childhood Tale
The Story of Data: A Special Education Tale
IDC's First Virtual Interactive Meeting
IDC has launched its first Virtual Interactive Meeting (VIM).The VIM focused on the Part B IDEA 618 Data Processes Toolkit. We designed the VIM to actively engage state participants in learning about the benefits of documenting data collection, validation, and submission processes. Participants learned about the toolkit’s customizable data templates and data collection calendar by listening to and talking with other state participants about how they have organized and undertaken this work. Presenters invited all state participants to share thoughts, reactions, and questions to better understand the value of assembling a team to document IDEA data processes that can be consistently communicated, understood, and repeated to improve data quality.
At the end of the VIM, participants identified which of the seven data collections they'd like to explore further. IDC staff with expertise in these areas will be tapped to host follow-up virtual Peer-to-Peer exchanges. State participants will be able to present ideas, share challenges, and celebrate successes around the topic. We are limiting the exchanges to 10 to 12 participants. If there is more interest in a particular topic, we will establish additional exchanges. Exchanges may occur once or multiple times depending on interest in a given topic and participation.
For more information about the VIM and Peer-to-Peer Exchanges, contact your IDC State Liaison.
IDC and the Center for the Integration of IDEA Data (CIID)
IDC and CIID have begun an exciting collaboration to provide technical assistance (TA) to two states currently receiving TA from both centers. IDC guides a state team in each state to document the state’s current data collection, validation, and submission processes using the Part B IDEA 618 Data Processes Toolkit. CIID participates as an active listener in the process to gain contextual information that will inform its data integration support to the state. IDC will provide follow-up TA to revise data processes to reflect changes in practice resulting from the states’ data integration work with CIID.
Since data processes support data integration work, this strategic collaboration between IDC and CIID allows the centers to provide complementary data quality and data integration TA based on the states’ unique needs.
Look for updates on this collaboration to be the subject of a future TA Spotlight!
New Hampshire SSIP Learning Collaborative
IDC staff supported the New Hampshire 619 program in its formation of a State Systemic Improvement Plan (SSIP) Learning Collaborative. The collaborative is an ongoing partnership among state and district staff designed to ensure state communication with and support for participating districts throughout SSIP implementation. The Collaborative meets throughout the year and supports access to an online portal where stakeholders can find SSIP-related materials and data collection tools. IDC staff have provided both virtual and in-person TA to the Collaborative, including a recent in-person meeting focused on helping district staff understand the purpose and process of SSIP evaluation and their roles in collecting, reporting, analyzing, and using evaluation data throughout the SSIP process.
Visualizing Stakeholder Engagement With New Hampshire
One of the hallmarks of high-quality data is having a clear understanding of how stakeholders provide and receive data. When IDC partnered with New Hampshire on data system design, IDC worked closely with the state to clarify the different stakeholders who needed access to data systems by creating a visual representation of the stakeholders. The graphic also helped stakeholders understand how the data they contribute serve an important role within a range of data that stakeholders submit.
Haidee Bernstein, Part C State Liaison for Nebraska, Kentucky, Pennsylvania, Tennessee, and Virginia, has selected the featured resource for this issue.
The Part C Exiting Counts online application is a useful tool when the clock is ticking down for the December 1 submission of Exiting data for children leaving Part C, but it is also a great tool to use all year long! As local staff collect and periodically submit data to the state on children leaving their Part C programs, they can use the app to help them accurately determine the correct Exiting category for each child.
The tool maps the hierarchy of the 10 Exiting categories, contains a glossary of terms, and provides two ways to test your knowledge using OSEP-approved scenarios. Check out all of the features included in Part C Exiting Counts, including confetti, and download it to your computer, tablet, and smartphone today!
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We invite you to visit the IDC websiteoften for updates about IDC activities, resources, and services.
This newsletter was developed under a grant from the U.S. Department of Education for The National Technical Assistance Center to Improve State Capacity to Accurately Collect and Report IDEA Data, #H373Y130002. The contents and resources on this website do not necessarily represent the policy or reflect the views of the U.S. Department of Education.