Office of Special Education Programs (OSEP) | Office of Early Learning (OEL)
 Hello, Early Learning Leaders!
Early this month we had the chance to participate in the Improving Data, Improving Outcomes Conference (IDIO), sponsored by several of OSEP’s technical assistance (TA) centers. IDIO brought together over 500 early
intervention and early childhood staff, data managers, and families. We encourage you to explore materials from
the conference's plentiful and extremely useful workshops and sessions, now available online.
As part of IDIO, states celebrated 15 years of collecting child and
family outcome data for early childhood programs under the Individuals with Disabilities Education Act (IDEA). States' IDEA
Part C and Part B, Section 619 (preschool) programs have led the way in figuring out how to
appropriately collect, report, and use meaningful outcome data on young children
and families receiving services under IDEA. Be sure to check out the newly released outcome data highlights in Resources for You, below.
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 Clatsop County, Oregon, was one of eight awardees of the U.S. Department of Education's (ED's) Preschool Pay
for Success (PFS) Feasibility Study grants. The county is exploring the implementation of PFS as a viable and appropriate strategy to expand
preschool programs that are high in quality and yield meaningful results. PFS is a financing tool for which a government entity partners with an investor. The investor finances the up-front costs of implementing
interventions designed to improve specific and measurable outcomes for a target
population. If the project achieves its intended outcomes, the government entity repays the investor for the cost of the services and pays an additional amount as a return on their investment.
Clatsop County pulled together a local team to
lead their project in addition to engaging partners throughout the region. They also partnered with Social
Finance for their feasibility assessment, and the Sorenson Impact Center to lead data
aggregation and analysis for the project. The team and its partners conducted an evidence and literature review,
assessed local needs and baselines, selected and valued outcomes, conducted a cost-benefit analysis, designed a model program, and identified strategic next
steps for scaling high-quality preschool services in the region. In the
process, the team engaged over 100 local, state, and national stakeholders;
conducted the first large-scale preschool provider survey for the region; and
gathered data from all eight of Clatsop and neighboring Tillamook counties’ school
districts to assess outcome baselines and customize cost-benefit
modeling.
Check out our latest Voices From the Field interview below to read more about the project and project lead, Dan Gaffney.
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 OSEP recently announced funding opportunities for state TA projects and a national TA center to support these projects in improving services and results for children who are deaf-blind. Read more about this opportunity to establish and support institutions and initiatives that serve this diverse group of children with complex needs in the Federal Register. Applications are due Sept. 20, 2018.
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 Latest Highlights From Early Childhood Outcomes Child and Family Data
 States'
IDEA Part C and Part B, Section 619 systems have been implementing
outcomes measurement systems for nearly 15 years! These data are a critical
part of states’ accountability and program improvement efforts. To get a clear
national picture of early intervention and preschool special education program
results, national data are summarized annually by the OSEP-funded centers ECTA (Early Childhood Technical Assistance
Center) and DaSy (Center for IDEA Early Childhood Data
Systems). The centers have developed new resources to present highlights from
the most recent data and overall trends, including those on IDEA child outcomes for federal fiscal year (FFY) 2016 and IDEA family data for FFY 2016. Both topics are available as interactive webpages and accessible,
downloadable PDFs. You will note that the national child and family outcomes
data show little year-to-year change, which speaks to their high quality.
States continue to implement strategies for ensuring data quality and to use
their data to inform program improvement efforts.
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New Family-focused Tutorial From the National Center on Improving Literacy
The National Center on Improving Literacy (NCIL) has developed an online tutorial for families that want to learn more about supporting their child’s literacy development at home. The tutorial provides evidence-based strategies, tips, and activities to help children develop literacy skills from preschool through adolescence, all in an interactive online experience.
Building Highly Effective Offices of Early Learning in States
All Hands on Deck: Partnering with Infant and Early Childhood
Mental Health Consultants to Implement the Pyramid Model
This webinar from the National Center on Pyramid Model Innovations will explore the role of Infant and Early Childhood Mental Health Consultation
(IECMHC), an evidence-based approach that pairs mental health professionals
with people who work with young children and their families. Professionals who
provide IECMHC can be critical partners in the implementation of the Pyramid
Model to promote young children’s social competence within early childhood
education and care programs. The webinar will take place Sept. 11, 2018, from 3–4p.m. EDT, and will discuss the critical relationship
between these professionals and Pyramid Model leadership teams. Presenters will also discuss the supports that might be provided by a mental health consultant to build
the capacity of programs and personnel as they provide services to young
children and their families. The presentation will be recorded and available to view online no more than 48 hours after the live session has concluded.
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A recent report from the U.S. Department of Health and Human Services’ Office
of Planning Research and Evaluation presents findings from studies on the psychological well-being of early
childhood education (ECE) workers and data from the National Survey of Early
Care and Education that was gathered in 2012. The report finds that
less than 10 percent of center-based ECE workers experience moderate psychological
stress. It also found that teachers with low household incomes experienced greater
psychological distress than those with higher incomes. The report
further explores the implications of psychological stress for ECE teachers and its potential impact on the quality of ECE and child development. Data tables, recommendations, and
references for further research are also included in the report.
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This month, we interviewed Dan Gaffney from Clatsop County, Oregon. Dan is a former elementary school principal and special education
administrator who is currently leading creative and innovative efforts in northwest Oregon to promote
and expand high-quality early learning programs for his community’s most
vulnerable young learners. His project is featured in our Grantee Spotlight above. We invite you to read the
full interview on the Office of Special Education and Rehabilitative Services (OSERS) Blog.
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 Check out ED's Early Learning website for updates on all of ED's early learning activities, and to view the Early Learning newsletter archive.
 OSERS is on Twitter with the latest tweets from special education and early intervention advocates, educators, families, and students. Be sure to follow @Ed_Sped_Rehab and tell your friends. OSERS Assistant Secretary Johnny Collett has joined the conversation, too! Follow him today @JCollettOSERS. We'll see you in the Twittersphere!
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