The Early Childhood Technical Assistance Center (ECTA) and the Center for IDEA Early Childhood Data Systems (DaSy) developed a System Framework that details six components of a high-quality IDEA early childhood program. Each component includes indicators of quality and the elements that need to be in place to achieve each indicator. This web page reviews the Finance Component, its sub-components, and quality indicators which address strategic planning and forecasting; access and use of fiscal data; securing funds and resources; and the allocation, use, disbursement, and monitoring of funds.
Federally funded TA center
The Center for IDEA Early Childhood Data Systems (DaSy) developed this document to increase the knowledge and skills of lead agency staff regarding the use of federal funds and planning the annual budget for the Part C program. It provides an in-depth look at the integral role of fiscal data in the development, management, and use of Part C funds including basic budget management information, examples of analysis, and samples of reports, forms, and other tools.
The Center for IDEA Early Childhood Data Systems (DaSy) and the Early Childhood Technical Assistance Center (ECTA) developed this Excel tool that can be used to budget how Part C funds will be used for personnel, allowable activities, and direct services (Sections III.A.- C. in the grant template). The Fiscal Data Profile details and converts state IDEA Part C demographic, service delivery, infrastructure, administrative, and fiscal data into engaging and informative graphical displays (i.e., profiles) to support fiscal management, conduct general supervision activities, and engage with stakeholders, such as Interagency Coordinating Councils.
The Center for IDEA Early Childhood Data Systems (DaSy) developed this document to provide an overview of the critical role of fiscal data in state IDEA Part C systems. The guide is intended to help state Part C lead agency staff better understand how to collect and analyze fiscal data elements. It provides examples of ways to communicate with stakeholders about fiscal data and addresses questions related to the use of Part C funds.
The Excel spreadsheet application and user’s guide are tools to help states in their assessments of racial/ethnic disproportionality in LEAs. The spreadsheet application calculates several disproportionality measures. The user’s guide includes an overview of the spreadsheet application, discussions on data requirements, instructions for using the spreadsheet application, and information on getting help with questions and/or problems. This resource complements IDC’s previously published technical assistance document, Methods for Assessing Racial/Ethnic Disproportionality in Special Education: A Technical Assistance Guide (Revised), which provides additional information about the measures calculated by the spreadsheet. This spreadsheet is intended to help SEA staff determine which of their LEAs have significant disproportionality based on data that are required as part of the EMAPS IDEA Part B MOE Reduction and CEIS data collection.
This FAQ document developed by the OSEP-funded IDEA Data Center (IDC) focuses on helping SEAs and LEAs understand CEIS and its reporting requirements. These questions were developed to be used in conjunction with the OSEP Guidance Memo 08-09.
This technical assistance guide can be used by SEA staff members who analyze, interpret, and/or make decisions based on disproportionality data and analyses. This guide describes some of the more common methods for calculating disproportionality, summarizes the question each method answers, provides step-by-step examples of how disproportionality is calculated, and offers brief discussions on how to interpret the method and some considerations. It is intended to help SEA staff members determine which of their LEAs have significant disproportionality, data that are required as part of the EMAPS IDEA Part B MOE Reduction and CEIS data collection.
This chart, issued by the IDEA Data Center, outlines the differences in key elements between voluntary coordinated early intervening services and required comprehensive coordinated early intervening services (CCEIS) key elements. The key elements compared are grade level, ages, and groups served; funds; permitted activities; and reporting requirements. The chart also provides citations for IDEA regulations.
This protocol covers information about the LEA MOE data collection. States can use the protocol to work with their LEAs to document the local-level processes and procedures LEAs use to collect, validate, and report LEA MOE data to the state. The protocol is part of a larger SEA Data Processes Toolkit.
This protocol covers information about the Section 618 MOE and CEIS data collections. State staff can use the protocol to document the state-level processes and procedures used to collect, validate, and report LEA MOE and CEIS data to OSEP. The protocol is part of a larger SEA Data Processes Toolkit.