Family playing with plastic blocksUntil now, the U.S. Department of Education’s primary focus has been to determine whether states are “in compliance”—i.e. meeting procedural regulations such as timelines for referrals, evaluations, etc.  While these compliance indicators are important, under the new framework known as Results-Driven Accountability (RDA), the Nebraska Co-Lead Agencies will be focusing on the implementation of evidence-based strategies to improve results and outcomes for students with disabilities—including infants, toddlers and their families.  In Nebraska, RDA efforts for Part C will be organized at the Planning Region Team level.  The success of the evidence-based strategies will be measured by their impact on child and family outcomes (Results Matter).

A review of early intervention data in Nebraska indicates there is a need to focus statewide efforts on implementation of evidence-based child and family assessments, aligning our child and family outcomes with family-identified needs and priorities, and providing supports and services within the context of family routines.  Based on these needs, Nebraska is promoting a routines based approach to early intervention (RBEI), and has selected three improvement strategies:

(1) Using the Routines-Based Interview (RBI) as a child and family assessment tool,

(2) Writing functional child and family outcomes resulting from priorities identified through the interview process, and

(3) Providing quality routines-based home visits.

To learn how the RBI fits into the early intervention process, go to EI Process in Referrals.

Over the past 5 years, several providers and services coordinators across Nebraska have been trained in the RBI and have found it to be extraordinarily helpful in the development of functional and meaningful IFSP’s, as well as positively impacting family satisfaction with services.


Functional IFSP Outcomes

Quality Routines Based Home Visits

Part C Professional Development Opportunities

Nebraska’s RDA plan requires each PRT in the state to ensure that early intervention providers and services coordinators in their region receive professional development (PD) and technical assistance (TA) focusing on evidence-based practices in early intervention.  The Nebraska Part C Co-Leads are currently offering the PD and TA opportunities, as outlined in a timeline, to Planning Region Teams upon request.  The timeline was created as a resource to help PRTs plan their training for key points in time and building on each other so as to allow for integration of implementation of RDA evidence based strategies into the EI process.

If you are interested in technical assistance or information about training on any of these 3 strategies, contact the TA provider in your region.

For Families:

To learn more about how RBEI can improve early intervention services, check out these testimonials:

The goal of the Results Driven Accountability (RDA) system is to improve educational results and functional outcomes, and demonstrate growth over time for all  infants and toddlers with disabilities.  The alignment of all components of the accountability system allows PRTs to more effectively leverage resources and to support providers in delivering effective, evidence-based interventions that lead to improved outcomes and protect the rights of infants and toddlers and their families.

November 2015 GOLD Child Outcome Data Webinar

PRT Guidance for improving results for infants/toddlers with disabilities and their families (PDF)

RDA Update - March 2016

In 2014 OSEP added a new indicator to the SPP/APR. Indicator C11 requires states to develop an (SSIP) State Systematic Improvement Plan to improve one or more state identified measureable result(s) (SIMRs). Nebraska Part C has identified the following SIMR...

The focus of these Federal IDEA Part C grant funds are specific to children with disabilities, birth to age three, and their families. Funding must go through a Planning Region Team Lead Agency to be used in achieving the goals identified in the project’s activities and grant priority areas. In addition, funding may be considered for the following:

In 2014, the Office of Special Education Programs (OSEP) added a new indicator to the SPP/APR. Indicator C11 required states to develop a State Systematic Improvement Plan (SSIP) by April 1, 2015. The plan, which is to span 5 years, must identify one or more state identified measureable result(s) (SIMRs) and one or more coherent improvement strategies that will positively impact the SIMR.

Presented by: Sue Bainter, Cindy Hankey and Amy Bunnell

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