Archived Resources

Using national averages for each of the exiting categories, this white paper helps state personnel examine differences in their Part C Exiting data. The paper explores Part C Exiting data category definitions, as well as general and specific trends in Part C Exiting data. It also includes suggestions for possible strategies to improve data quality, including clarifying policies and definitions, documenting procedures for implementation of policies, and developing training materials related to reporting exiting data.

OSEP requires SEAs to report data on the LEAs that use IDEA funds for either CEIS or CCEIS through the IDEA Part B Maintenance of Effort (MOE) Reduction, CEIS, and CCEIS data submission. The purpose of this resource is to provide examples of how SEAs and LEAs can accurately track the funds used for CEIS and CCEIS and track the children who receive those services.

Recordings of a pair of introductory webinar sessions on data visualization are available to watch.

This webinar highlighted the IDEA state reporting requirements for early childhood transitions for both Part C and Part B, found in the SPP/APR Part C Indicator 8 and Part B Indicators 11 and 12. Participants shared resources related to transition, data collection, and reporting, as well as the use of both Part C and Part B data to facilitate high quality transitions. North Dakota's Part C coordinator and data manager and Montana's 619 coordinator and data manager described how their states collect and use transition data to ensure smooth transitions for all young children as they turn three and move from early intervention services to preschool 619 services.

The webinar featured the purpose and history of the Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, its current organization and content, links to the report and its data sources, and suggestions for how participants can use the report. The webinar was designed so that participants would have a greater understanding of why it is important to work to improve the quality of IDEA-related data by seeing how the U.S. Department of Education uses IDEA data to meet an annual statutory requirement to report to Congress;. In addition, it was designed to help participants become familiar with a key resource on state and national IDEA data and related information and prompt them to think about how they might use the resource.