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Download full textOhio Department of Education, 2023
State law requires that Ohio's superintendent of public instruction annually report on the status of implementation of special education and related services for children with disabilities. This includes the number of children identified with disabilities and the number of identified children receiving services. The Ohio Department of Education…
Descriptors: Children, Disabilities, Special Education, Program Implementation
Direct linkCenter for IDEA Early Childhood Data Systems (DaSy), 2025
In 2014, OSEP instituted the Statewide Systemic Improvement Plan (SSIP) reporting requirement. The SSIP was designed as a comprehensive multi-year plan for improving results for infants and toddlers with disabilities and their families through system strengthening efforts. States/entities work to improve their infrastructure, implement…
Descriptors: Infants, Toddlers, Technical Assistance, Disabilities
Ruedel, Kristin; Nelson, Gena; Bailey, Tessie – National Center for Systemic Improvement at WestEd, 2018
To evaluate interim progress toward the State-identified Measurable Result (SIMR), states require access to high-quality data from local education agencies (LEAs) and early intervention service providers. In a review of 2017 Phase III State Systemic Improvement Plans (SSIP), 43 Part C states noted limitations or concerns related to data and…
Descriptors: Fidelity, Data Collection, State Standards, Barriers
Greer, Maureen; Kilpatrick, Jamie; McCullough, Katy; Reid, Kellen – Center for IDEA Early Childhood Data Systems (DaSy), 2016
This 2016 document is designed to provide state Part C staff with guidance on using fiscal data to analyze and revise their allocation methodology. Allocation methodology is the process -- including practices, strategies, procedures, and policies -- used by Part C state staff to equitably distribute funds to meet the needs of the system, including…
Descriptors: Educational Legislation, Equal Education, Disabilities, Federal Legislation
Peer reviewedEdelstein, Jeffrey; Abbott, Jordan; Kimball, Ezekiel – Journal of Postsecondary Education and Disability, 2020
Disability-as-diagnosis, disability-as-identity, and disability-as-experience as pressing measurement issues in learning outcomes assessment are described in this paper. Disability represents a critically important latent variable in many learning outcomes assessment plans unless it is a formalized part of analytic plans. Noting the potential for…
Descriptors: Disabilities, Clinical Diagnosis, Identification (Psychology), Experience
Center for IDEA Early Childhood Data Systems (DaSy), 2017
The State Family Outcomes Measurement System Framework (S-FOMS) is a framework originally developed by the Early Childhood Outcomes (ECO) Center that identifies seven key components of a high-quality family outcomes measurement system at the state level. This document contains background information about the framework's seven components, 15…
Descriptors: Measurement Techniques, Family Programs, Satisfaction, Family Involvement
Lin, Van-Kim; Shaw, Sara; Maxwell, Kelly – Administration for Children & Families, 2019
Administrative data refers to information about individual children, families, and/or service providers that is collected and maintained as a part of program operations. Research using early care and education (ECE)-related administrative data has often focused on child care subsidy policies, use of ECE programs, access to ECE programs, and other…
Descriptors: Data, Child Care, Early Childhood Education, Educational Policy
Gould, Tate; Nicholas, Amy; Blandford, William; Ruggiero, Tony; Peters, Mary; Thayer, Sara – Center for IDEA Early Childhood Data Systems (DaSy), 2014
This overview of the basic components of a data dictionary is designed to educate and inform IDEA Part C and Part B 619 state staff about the purpose and benefits of having up-to-date data dictionaries for their data systems. This report discusses the following topics: (1) What Is a Data Dictionary?; (2) Why Is a Data Dictionary Needed and How Can…
Descriptors: Data, Dictionaries, Federal Legislation, Educational Legislation
Center for IDEA Early Childhood Data Systems (DaSy), 2017
The State Family Outcomes Measurement System Framework (S-FOMS) is a framework originally developed by the Early Childhood Outcomes Center that identifies seven key components of a high-quality family outcomes measurement system at the state level. The seven components are: (1) Purpose; (2) Data collection and transmission; (3) Analysis; (4)…
Descriptors: Data Collection, Data Analysis, Measurement Techniques, Early Childhood Education
Education Council, 2016
The Nationally Consistent Collection of Data on School Students with Disability (the collection) identified 685,911 students received an educational adjustment due to disability. Through this collection, teachers use their professional judgement based on evidence to capture information. This report looks at the emergent data on students in…
Descriptors: Foreign Countries, Disabilities, Academic Accommodations (Disabilities), Tables (Data)
Ruedel, Kristin; Nelson, Gena; Weingarten, Zach; Bailey, Tessie – National Center for Systemic Improvement at WestEd, 2018
Data-based problem solving within a multi-tiered system of support (MTSS) can help state education agencies and local education agencies (LEAs) improve graduation rates for students with disabilities. To facilitate problem solving within an MTSS, states and LEAs need efficient systems and processes for analyzing and integrating data across…
Descriptors: Disabilities, Graduation Rate, Problem Solving, Early Intervention
Cotto, Robert, Jr. – Teachers College Record, 2016
Connecticut experienced two major changes in testing policy for children with disabilities that played a major role in conclusions about educational progress in the state. First, the No Child Left Behind Act (NCLB) of 2001 required that all students with disabilities participate in grade-level, standardized tests. This movement of students…
Descriptors: Disabilities, Data Collection, Student Evaluation, Standardized Tests
Talbott, Elizabeth; Maggin, Daniel M.; Van Acker, Eryn Y.; Kumm, Skip – Exceptionality, 2018
Reviews of research in special education have a unique place in the scientific literature, with the potential to inform a broad audience about the effectiveness and acceptability of assessment and intervention strategies for a heterogeneous group of children and youth. Results from reviews are useful to school leaders, practitioners, parents,…
Descriptors: Special Education, Educational Research, Educational Quality, Educational Indicators
Osher, D.; Fisher, D.; Amos, L.; Katz, J.; Dwyer, K.; Duffey, T.; Colombi, G. D. – National Center on Safe Supportive Learning Environments, 2015
Discriminatory discipline practices in the nation's schools disproportionately impact students of color; students with emotional, behavioral, and cognitive disabilities; and youth who identify as lesbian, gay, bisexual, transgender, and questioning (LGBTQ). Large numbers of these students are removed from class, lose opportunities to learn, and…
Descriptors: Discipline, Minority Group Students, Disabilities, Homosexuality
Greer, Maureen; Kilpatrick, Jamie; McCullough, Katy; Reid, Kellen – Center for IDEA Early Childhood Data Systems (DaSy), 2015
"Use of Data for Fiscal Management of State Part C Systems" is designed to increase the knowledge and skills of lead agency staff regarding the use of data for appropriate fiscal management of Part C. This document addresses budget development and management. This document has three sections: (1) Budget Development and Management; (2)…
Descriptors: Disabilities, Educational Legislation, Equal Education, Federal Legislation
