Improving Systems, Practices and Outcomes for Young Children with Disabilities and their Families

The ECTA Center shared the current status of developing a system framework for Part C and Section 619 systems on December 6, 2013. The framework is being designed to support states in: analyzing the capacity of their current systems; build quality systems that support implementation of effective practices; and, ultimately, improve child and family outcomes.

Presentation File: Developing a Framework to Build High Quality Part C and Section 619 Systems
Handout: Introduction to the ECTA System Framework
Draft Components: Governance and Finance

Source: The Early Childhood Technical Assistance Center

Available at: http://www.ectacenter.org/sysframe/

Outcomes for Children Served Through IDEA’s Early Childhood Programs: 2011–12

9/2013

In 2011-12, children with delays or disabilities who received services under the Individuals with Disabilities Education Act (IDEA) showed greater than expected developmental progress. Many children exited the program functioning within age expectations, and most made progress.

States’ Part C and Part B preschool programs report data annually on three outcomes:
1. Social relationships, which includes getting along with other children and relating well with adults
2. Use of knowledge and skills, which refers to thinking, reasoning, problem solving, and early literacy and math skills
3. Taking action to meet needs, which includes feeding, dressing, self-care, and following rules related to health and safety.

Source: The Early Childhood Outcomes Center

Available at: http://www.ectacenter.org/~pdfs/eco/OutcomesforChildren-FFY2011.pdf

ECTACenter.org : System Framework for Part C & Section 619

9/2013

The ECTA Center is developing a system framework for high quality, effective, and efficient Part C and Section 619 programs as one of its initial knowledge development activities over the first two years of its cooperative agreement with OSEP. The work will involve collaboration with national, regional, and state partners.

Six Partner States (DE, ID, MN, NJ, PA, WV) representing Part C and Section 619 will ensure that the framework is reflective of (and applicable to) the diversity of state systems (e.g. Lead Agency, eligibility criteria) and useful to Part C and Section 619 programs.

The Center has also formed a Technical Work Group (TWG) made up of national TA providers, researchers, and consultants with expertise in the field to help guide the development process.

The framework will be designed to guide state-level Part C and Section 619 coordinators and staff in evaluating their current Part C and Section 619 systems, identifying areas for improvement, and providing direction on building a more effective system that requires, supports, and encourages implementation of effective practices.

The framework and corresponding self-assessment will be:

  • Evidence based;
  • Useful to Part C and Section 619 programs, including resources and exemplars to illustrate ways state can meet quality;
  • Responsive to the variation that exists across states; designed in a way that recognizes that states can reach quality in different ways;
  • Related to critical areas of Part C and Section 619;
  • Consistent with IDEA requirements;
  • Consistent with recommended early childhood practices (e.g. DEC, DAP);
  • Consistent with best practices from implementation science;
  • Developed through an iterative validation process where consensus is built across national and state experts in the field; and
  • Comprised of key components of an effective Part C and Section 619 system such as governance structure, funding and finance, personnel, and data systems that are defined and include sub-components and quality indicators scaled to measure the extent to which a component is in place and of high quality.

The framework and corresponding self-assessment will be tools for states to self-assess (and plan for improvement) on the extent to which they are implementing IDEA and supporting local implementation of effective practices.

The ECTA Center will provide general, targeted and intensive TA related to using the framework, self-assessment and resources to help all states improve the effectiveness and efficiency of their systems.

Source: The ECTA Center

Available at: http://ectacenter.org/topics/sysframe/sysframe.asp

Section 619 Profile, 18th Edition

The 2011 edition of this publication updates information provided by state coordinators on state policies, programs, and practices under the Preschool Grants Program (Section 619 of Part B) of the Individuals with Disabilities Education Act (IDEA). Information includes: program administration, funding, interagency coordination, personnel, transition, monitoring, use of IEPs/ IFSPs, family-centered services, standards and outcomes, pre-kindergarten programs, initiatives for special populations, and services in least restrictive environments (LRE). The volume also includes a compilation of information on the Section 619 program from other sources: federal and state policies, a bibliography of selected online publications and journal articles related to the implementation of Section 619 published in 2010-2011, contact information for state and jurisdictional program coordinators, and program data from www.ideadata.org.

Source: National Early Childhood Technical Assistance Center

Available at: http://www.nectac.org/~pdfs/pubs/sec619_2011.pdf