The DaSy Center supports all 56 U.S. states and territories and provides individualized and cross-state technical assistance (TA) on data linking and integration. Early intervention (Part C) and early childhood special education (Part B 619) state programs are interested in linking their data to address critical questions about program quality in…

Partnerships between the Early Hearing Detection and Intervention (EHDI) program and Part C of the Individuals with Disabilities Education Act (IDEA) program can support and improve outcomes for children who are deaf or hard of hearing (DHH) and their families. Collaboration between these programs is specified in the IDEA Part C Regulations 34 CFR…

A key responsibility of state education agencies (SEAs) under the Individuals with Disabilities Education Act (IDEA) is to monitor local education agency (LEA) implementation of the law (34 C.F.R. § 300.600-604). This Fast Five details five principles (plus one!) that we recommend SEAs incorporate as part of their LEA monitoring.

The National Technical Assistance Center on Transition: the Collaborative (NTACT:C) Collaborative Assessment Guide for Transition Planning (CAG) is intended to help students, family members, educators, vocational rehabilitation counselors, human services and health agency staff, and other partners develop a coordinated assessment approach for…

The purpose of the DaSy Data System Framework (referred to as DaSy framework) is to assist Part C (Early Intervention) and Part B (School-Aged) 619 programs in developing and enhancing high-quality state data systems for the collection, analysis, reporting, and use of their Individuals with Disabilities Education Act (IDEA) data. The DaSy…

Educational data offer a powerful tool for supporting equity. In this article, the authors call for a shift toward greater use of data in educator preparation programs. The authors motivate their proposal by highlighting findings from the Department of Education report released January 2018, which found that the Texas Education Agency…

This article concludes this special issue by highlighting some of the most important points from the U.S. Supreme Courts decision in "Board of Education v. Rowley" (1982) and "Endrew F. v. Douglas County School District" (2017) but also discussing another crucial point to which school district personnel must adhere to ensure…

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: How can schools intervene to reduce learning gaps between students with disabilities and…

Although education is in many ways a responsibility of states and localities, the U.S. federal government also has an important role to play. National laws, court rulings, and policy guidance help ensure that English Learner (EL) and immigrant-background students have equitable access to a meaningful education. It is then up to states and school…

In the spring of 2020, public schools across the United States were forced to close their campuses due to an emerging public health crisis caused by the detection of the first cases of the COVID-19 virus. Although schools closed their buildings, the delivery of educational services did not stop. This included the ongoing provision of services…

The Center for IDEA Early Childhood Data Systems (DaSy Center) was charged with developing a data system framework. This document contains that framework. It was developed over 14 months with extensive input from Individuals with Disabilities Education Act (IDEA) Part C (Early Intervention) and Part B (Early Childhood Special Education) Section…