ECTA CENTER: IMPROVING SYSTEMS, PRACTICES AND OUTCOMESIDEA OVERVIEWPART CPART B, SECTION 619SYSTEMS OVERVIEWSYSTEM

FRAMEWORKGOVERNANCE

The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P170001 from the Office of Special Education Programs, U.S. Department of Education.Opinions expressed herein do not necessarily represent the Department of Education's

position or policy.

ECTA CENTER: UPCOMING NATIONAL EARLY CHILDHOOD CONFERENCES OSEP 2021 Leadership Conference ATTEND ONLINE: July 19-22, 2021. DEC's 36th Annual International Conference on Young Children with Special Needs and Their Families ATTEND ONLINE: September 21-24, 2021. NASDSE National Confrence ATTEND ONLINE: October 18-21, 2021. 2021 National Early Childhood Inclusion Institute ATTEND ONLINE: October 25-28,

2021.

ECTA CENTER: TRANSITION FROM IDEA PART C TO PART B Transition from IDEA Part C to Part B, Section 619 During COVID-19. Children served in Part C who may be eligible for services in Part B, 619 should experience smooth transitions. Throughout the COVID-19 pandemic, the seamlessness of this process for children and families

remains the same.

ECTA CENTER: EARLY INTERVENTION SERVICES: KEY PRINCIPLES Seven Key Principles and Practices for Providing Early Intervention Services in Natural Environments. Infants and toddlers learn best through everyday experiences and interactions with familiar people in familiar contexts. All families, with the necessary supports and resources, can enhance their children's learning and development. ECTA CENTER: TOOLS ON INCLUSIONSEE MORE ON ECTACENTER.ORG ECTA CENTER: PRACTICE IMPROVEMENT TOOLS: TEAMING AND The quality of the relationships and interactions among these adults affects the success of these programs. Teaming and collaboration practices are those that promote and sustain collaborative adult partnerships, relationships, and ongoing interactions to ensure that programs and services achieve desired child and family outcomes and

goals.

ECTA CENTER: FEDERAL REQUIREMENTS FOR TRANSITION FROM PART Part C §1437 (a) (9), the transition requirements for state applications for Part C. Part C §1436 (d) (3), an individualized family service plan which includes steps to support transition of a toddler with a disability to preschool or other appropriate services. Part B §1414 (d) (2) (B) requires the IEP team to consider the IFSP

for children

GUIDING PRINCIPLES FOR EFFECTIVE TECHNICAL ASSISTANCE Guiding Principles for Effective Technical Assistance (June 2014) 3 people with very different backgrounds and experiences are able to work together effectively and build consensus around complex issues (17). Communicate Openly and Often FEDERAL IDEA PART C & PART B TRANSITION REQUIREMENTS FOR pg. 1 Federal IDEA Part C & Part B Transition Requirements for Late Referrals to IDEA Part C (≤135 days before child’s 3rd birthday) Introduction and Purpose This Individuals with Disabilities Education Act (IDEA) transition timeline resource was developed as a POWERPOINT PRESENTATIONWEB VIEW Today’s Presenters/Facilitators. Christina Kasprzak Early Childhood Technical Assistance Center/Center for IDEA Early Childhood Data Systems . Carmen Sanchez . U.S. Office of Special Education Programs. Josh Sparrow . National Center on Parent, Family, and Community

Engagement

ECTA CENTER: IMPROVING SYSTEMS, PRACTICES AND OUTCOMESIDEA OVERVIEWPART CPART B, SECTION 619SYSTEMS OVERVIEWSYSTEM

FRAMEWORKGOVERNANCE

The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P170001 from the Office of Special Education Programs, U.S. Department of Education.Opinions expressed herein do not necessarily represent the Department of Education's

position or policy.

ECTA CENTER: UPCOMING NATIONAL EARLY CHILDHOOD CONFERENCES OSEP 2021 Leadership Conference ATTEND ONLINE: July 19-22, 2021. DEC's 36th Annual International Conference on Young Children with Special Needs and Their Families ATTEND ONLINE: September 21-24, 2021. NASDSE National Confrence ATTEND ONLINE: October 18-21, 2021. 2021 National Early Childhood Inclusion Institute ATTEND ONLINE: October 25-28,

2021.

ECTA CENTER: TRANSITION FROM IDEA PART C TO PART B Transition from IDEA Part C to Part B, Section 619 During COVID-19. Children served in Part C who may be eligible for services in Part B, 619 should experience smooth transitions. Throughout the COVID-19 pandemic, the seamlessness of this process for children and families

remains the same.

ECTA CENTER: EARLY INTERVENTION SERVICES: KEY PRINCIPLES Seven Key Principles and Practices for Providing Early Intervention Services in Natural Environments. Infants and toddlers learn best through everyday experiences and interactions with familiar people in familiar contexts. All families, with the necessary supports and resources, can enhance their children's learning and development. ECTA CENTER: TOOLS ON INCLUSIONSEE MORE ON ECTACENTER.ORG ECTA CENTER: PRACTICE IMPROVEMENT TOOLS: TEAMING AND The quality of the relationships and interactions among these adults affects the success of these programs. Teaming and collaboration practices are those that promote and sustain collaborative adult partnerships, relationships, and ongoing interactions to ensure that programs and services achieve desired child and family outcomes and

goals.

ECTA CENTER: FEDERAL REQUIREMENTS FOR TRANSITION FROM PART Part C §1437 (a) (9), the transition requirements for state applications for Part C. Part C §1436 (d) (3), an individualized family service plan which includes steps to support transition of a toddler with a disability to preschool or other appropriate services. Part B §1414 (d) (2) (B) requires the IEP team to consider the IFSP

for children

GUIDING PRINCIPLES FOR EFFECTIVE TECHNICAL ASSISTANCE Guiding Principles for Effective Technical Assistance (June 2014) 3 people with very different backgrounds and experiences are able to work together effectively and build consensus around complex issues (17). Communicate Openly and Often FEDERAL IDEA PART C & PART B TRANSITION REQUIREMENTS FOR pg. 1 Federal IDEA Part C & Part B Transition Requirements for Late Referrals to IDEA Part C (≤135 days before child’s 3rd birthday) Introduction and Purpose This Individuals with Disabilities Education Act (IDEA) transition timeline resource was developed as a POWERPOINT PRESENTATIONWEB VIEW Today’s Presenters/Facilitators. Christina Kasprzak Early Childhood Technical Assistance Center/Center for IDEA Early Childhood Data Systems . Carmen Sanchez . U.S. Office of Special Education Programs. Josh Sparrow . National Center on Parent, Family, and Community

Engagement

ECTA CENTER: TOOLS ON INCLUSION Key Preschool Principles and Practices. A-convened workgroup of diverse stakeholders (researchers, higher education faculty, state policy makers, regional and local program administrators, family representatives, service providers, and technical assistance providers) engaged in a consensus process to articulate principles for the IEP Process that support family participation, inclusive ECTA CENTER: INCLUSION The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P170001 from the Office of Special Education Programs, U.S. Department of Education.Opinions expressed herein do not necessarily represent the Department of Education's

position or policy.

ECTA CENTER: PRESCHOOL DURING THE PANDEMIC: EARLY The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P170001 from the Office of Special Education Programs, U.S. Department of Education.Opinions expressed herein do not necessarily represent the Department of Education's

position or policy.

ECTA CENTER: POLICY AND POSITION STATEMENTS Federal Policy Statements. The U.S. Departments of Education and Health and Human Services released joint guidance detailing the legal foundation, evidence-based practices, state and local level infrastructure recommendations, and resources to support inclusion of children with disabilities in ECTA CENTER: INDICATORS OF HIGH-QUALITY INCLUSION Indicators of High-Quality Inclusion. These four sets of indicators were designed by a group of national partners to support state leaders, local administrators and front-line personnel in the early care and education system providing programs and services to children, ages birth through five and their families. State Indicators. ECTA CENTER: CHILD OUTCOMES SUMMARY (COS) PROCESS The Child Outcomes Summary (COS) summarizes information on a child's functioning in each of the three child outcome areas using a 7-point scale. With the COS process, a team of individuals who are familiar with a child (including parents) can consider multiple sources of information about his/her functioning, including parent/provider ECTA CENTER: TRANSITION FROM PART C TO PRESCHOOL Transition. from Part C to Preschool. Topic Editor: Sharon Lunn. sharon.lunn@unc.edu. There is a need to ensure seamless transitions for children and their families as they leave Part C and other early childhood programs, so they have timely access to appropriate services. Families need to move smoothly from one program or system to

another, or

ECTA CENTER: PART C ELIGIBILITY Part C Eligibility. Part C eligibility is determined by each state's definition of an infant or toddler with a disability ( 34 CFR §303.21) which must include: an infant or toddler with a developmental delay and an infant or toddler with diagnosed physical or mental conditions with a high probability of resulting in developmental delay. ECTA CENTER: ARPY AMBASSADOR PROGRAM aRPy Ambassadors are DEC Members who: Serve for a minimum of 2 years as an aRPy Ambassador (with renewal options). Participate in virtual and face to face orientation meetings. Commit approximately 4 to 6 hours monthly to the Ambassador role, including participating in a one-hour web-based meeting, reporting activities (about 10 minutes)

and

FLORIDA CORE COMPETENCIES FOR EARLY CARE AND EDUCATION 5 Florida Core Competencies for Early Care and Education Practitioners The Florida Core Competencies for Early Care and Education Practitioners is a set of Improving Systems, Practices, and Outcomes

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* Una visita en el hogar con la familia de Liam (A Home Visit with

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Child Find and Early Identification : * Screening, Evaluation and Assessment: Remote Administration * Tools for Improving Child Find * Child Maltreatment: Referral Requirements under CAPTA and IDEA

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Collecting and Tracking Maintenance of Effort Data

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Considerations for Increasing In-Person Activities and Making Infrastructure Adjustments for Part C During COVID-19

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Applying Assessment Principles to Evaluation for Eligibility Remotely

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Applying Assessment Principles to Evaluation for Eligibility Remotely

(Section 619)

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Family Resources: Overview of Product and Process from the Positive Early Learning Experiences Center (PELE)

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Shifting Blackboards: Supports for Emergency Online Teaching, Adjusting Assignments, and Rethinking Field Experiences

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Use of Tele-Intervention in Early Intervention (IDEA Part C): Strategies for Providing Services Under the COVID-19 Public Health

Emergency

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eNotes: May 28, 2020

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SPP/APR information collections in the Federal Register:

* Part C

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2018 Federal Appropriations and National Child Counts:

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2018 SPP/APR Indicator Analyses:

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The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill , funded through cooperative agreement number H326P170001 from the Office of Special Education Programs

, U.S.

Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy. Project Officer: Julia Martin Eile © 2012-2020 ECTA Center The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill , funded through cooperative agreement number H326P170001 from the Office of Special Education Programs

, U.S.

Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy. Project Officer: Julia Martin Eile © 2012-2020 ECTA Center