Misconceptions in Using Child Data

While the collection and use of child data is critical to ensuring all children are successful in early childhood classrooms, it should never be used as a barrier that prevents children from accessing educational services. For example, if we have a serious concern about a child’s development, we will likely refer that child to the local school system for an evaluation to see if the child qualifies for special education services. A school district should not require that the child be monitored within a response-to-intervention framework before an eligibility evaluation is conducted. If this is done, children may be delayed access to educational services during a critical period of their development. To learn more, check out this position statement from the Division for Early Childhood on multitiered systems of support: