English Learners with Disabilities Toolkit
The National Center on Educational Outcomes (NCEO) focuses on the inclusion of students with disabilities, ELs, and ELs with disabilities in instruction and assessments.
Use of Data
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Supporting Child and Student Social, Emotional, Behavioral and Mental Health
This release from the U.S. Department of Education joins the many recent products from ED to support how schools and communities support and see to the well-being of children. “Supporting Child and Student Social, Emotional, Behavioral and Mental Health” provides information and resources to enhance the promotion of mental health and the social and emotional well-being among children and students. This resource highlights 7 key challenges to providing school- or program-based mental health support across early childhood, K–12 schools, and higher education settings, and presents 7 corresponding recommendations. This resource includes many real-world examples of how the recommendations are being put into action by schools, communities, and states across the country.
Read more about the challenges discussed and the recommendations explored, and access the publication here.
Webinar | Stakeholder Engagement in SPP/APRs
This webinar focused on OSEP’s new requirements for Stakeholder Engagement in State Performance Plan/Annual Performance Report (SPP/APR) package for 2020-2025. The webinar’s subtitle is: What Parent Centers Need to Know. The new SPP/APR package requires states to engage stakeholders throughout the entire SPP/APR process and describe its mechanisms for ensuring such engagement, including a description of the activities conducted to increase the participation of diverse groups of parents and build their capacity to take part in the state’s activities to improve outcomes for children with disabilities. Parent Centers have a key role to play in bringing the parent voice to the state’s SPP/APR activities.
Webinar | Finding and Using Section 618 Data
In this webinar, the data team staff from OSEP’s Research to Practice division provide an overview of the types of data that OSEP collects from states and publicly reports under Section 618 of IDEA such as child count and exiting data. Participants are shown how to access the 618 data to answer some commonly asked questions about infants, toddlers, and children with disabilities receiving services under IDEA.
2018 Parent Centers in Action | Data Snapshot
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Using Data to Make Parents Partners in School Improvement Efforts
ESSA requires states and districts to rate schools based on multiple data points (measures) that collectively comprise a state’s “accountability system.” What does it mean when a school is rated as “low performing”?
This short blog emphasizes the importance of parents being informed about and understanding the data measures used to rate schools, so that they can be partners in school improvement activities. The blog also connects you with a 2019 report, which takes a look at how many schools were identified as “struggling” based on ESSA’s requirements. Read the blog and access multiple related resources on school data, report cards, and the value of parent involvement.
Finding the Data
Education data are critical to understanding whether or not America’s children are getting the education they deserve and the education that will prepare them to be successful. Transparency in education data can help stakeholders celebrate well-deserved school successes and inform conversations about efforts to improve our schools.
Finding the Data : A State-by-State Assessment of Education Data Transparency provides a systematic and deeper understanding of how state education agencies compare across a set of 3 broad dimensions of education transparency: accessibility and access, quality, and disaggregation for key student groups. Parents, advocacy organizations, researchers, and other stakeholders need this information to understand the performance and quality of schools in their state.
Fostering Youth Transitions
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Video | Using Data to Help Children in Critical Populations
This 5-minute video highlights the benefits of Minnesota’s Early Childhood Longitudinal Data System and how it came to be developed and used to improve outreach to underserved, critical populations and to connect those populations to needed services.
According to the staff at local and state organizations, combining data from different programs and agencies that serve young children allows policymakers and program decision makers to better answer critical questions about the needs of families in their communities, as well as questions about services and programs. Building the data system or developing a process to link existing data was the important first step in this video. After the data were integrated, they were analyzed and interpreted to improve programs, services, and policies.
Read more information about, and connect with, the video and its accompanying materials.
Digest of Education Statistics 2016
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