�Early Childhood Special Education Essentials: ��-A guide to all things ECSE-��
Welcome to our curated list of resources for Early Childhood Special Education (ECSE). This compilation is designed to support educators, parents, and professionals working with young children who have special needs or disabilities. Early childhood is a critical time for intervention and support, and these resources aim to provide a range of tools and materials to enhance the learning and development of children with diverse abilities.
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What is Early Childhood Special Education (ECSE)?
Early Childhood Special Education (ECSE) is a state and federally mandated program for young children with disabilities ages 3-5. Eligible children with disabilities, ages 3-5, are entitled to receive a free appropriate public education (FAPE) under the Individuals with Disabilities Education Act (IDEA) Part B, Section 619 in the least restrictive environment (LRE) in accordance with their individual needs. Children who meet eligibility criteria may receive Early Childhood Special Education services in a variety of settings such as a pre-kindergarten classroom, in the home, or in community settings such as Head Start and pre-school.
In Texas, services for eligible children with disabilities ages 3-5 are provided free of charge through the public-school system. Over 40,000 children in Texas receive individual special education services each year as a part of IDEA 619 Preschool.
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State Resources
The Early Transition Memorandum of Understanding defines roles and responsibilities between the Texas Health and Human Services Commission (HHSC), Early Childhood Intervention (ECI), and the TEA within state and federal mandates. It coordinates an effective system of procedures between ECI and the TEA which guide and support transition services for families of children with disabilities who are approaching age three.
Consult SPEDTex, the Texas Special Education Information Center. This is a resource backed by TEA to inform and support parents, teachers, and anyone committed to the success of children with disabilities.
Phone: 1-855-SPEDTEX (1-855-773-3839)
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National Resources
The Early Childhood Technical Assistance Center supports the implementation of the early childhood provisions of the Individuals with Disabilities Education Act. The center's mission is to strengthen service systems to ensure that children with disabilities (birth through five) and their families receive and benefit from high quality, culturally appropriate, and family-centered supports and services.
The Division for Early Childhood (DEC) promotes policies and advances evidence-based practices that support families and enhance the optimal development of young children (0-8) who have or are at risk for developmental delays and disabilities.
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Federal Policy
Dear Colleague Letter on Preschool Least Restrictive Environment
Dear Colleague Letter on Response to -Intervention (RTI) and Preschool Services
Statement on Inclusion of Children with Disabilities in Early Childhood Programs
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PEIMS & Location Codes
ECSE Location Code Decision Tree
Student Attendance Accounting Handbook
Region 10 Roadmap to Expanding Your Continuum of Service
PEIMS Interactive Coding Decision Tree
** refer to SAAH for clarification
ECSE SERVICE LOCATION CODE indicates whether or not the Early Childhood Special Education (ECSE) student received their special education services in a regular early childhood program, which is defined as a program that is designed for typically developing children ages 3-5 and is not specifically or primarily designed for children with disabilities and includes (at the time of the placement decision) a majority of at least 50 percent of nondisabled children (i.e., children without an individualized education program (IEP).
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SPP 7
Professional Development:
Dasy Center & ECTA Child Outcome Summary Online Professional Development
SPP 7 Links & Resources:
COSF Rating Scale Decisions (At a Glance)
Child Outcomes Summary Form (COSF)
Data Entry Troubleshooting Guides:
Unique ID Troubleshooting for State Performance Plan 7 (SPP7) 2018
SPP 7 Troubleshooting 2018 Document Revised
State Performance Plan (SPP) Indicator 7 reports the percent of preschool children with Individualized Education Programs (IEPs) who demonstrate improved:
-Positive social-emotional skills (including social relationships)
-Acquisition and use of knowledge and skills (including early language/communication and early literacy); and
-Use of appropriate behaviors to meet their needs.
The data collection period is July 1 to June 30 of each year. All children, ages three through five, who meet the Entry and Exit criteria should be reported.
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Other SPP 7 Resources
State Resources
Childhood Outcomes Summary Process
Early Childhood Special Education (ECSP)
National Resources
Child Outcomes Summary Form (COSF)
Child Outcomes Summary (COS) Process
Early Childhood Technical Assistance Center (ECTA)
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Standards for ECSE
Infant and Toddler, 3 Year Old Guidelines
Texas Prekindergarten Guidelines
ECO-PK Guidelines Alignment Region 13
ECO Alignment to the PK Guidelines
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Downloadable Teacher Resources
Lockdown Drills Social Narrative
Mealtime Manners Social Narrative
One Little, Two Little Song Board
Teeth are Not for Biting Social Narrative
Using the Restroom Social Narrative
Walking Keeps Me Safe Social Narrative
10 Active Waiting Transition Tips
Clean Up Time Social Narrative
Dressing for Winter Song Board
Early Childhood Visual Prompt Book
Farmer in the Dell Song Board Complete
Halloween Costumes Social Narrative
Hands Are Not for Hitting Social Narrative
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Teacher Articles
Teacher Tools
Teacher Tips Including Children with Special Needs in Classroom Activities
Infant and Toddler, 3 Year Old Guidelines
Texas Prekindergarten Guidelines
ECO-PK Guidelines Alignment Region 13
Administrator Resources for ECSE
The US Department of Education and Health and Human Services released the following statements to support early learning.
Expulsion and Suspension Practices in Early Childhood Setting
Family Engagement from the Early Years to the Early Grades
Inclusion of Children with Disabilities in Early Childhood Programs
Supporting the Development of Children Who Are Dual Language Learners in Early Childhood Programs
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Special Education Program, Policy, Engagement, and Reporting�Phone: (512) 463-9414�Fax: (512) 463-9560�Email: SPP@tea.texas.gov�Monday-Friday (8:00 AM to 5:00 PM)
Office of Special Populations�Phone: (512) 463-9414�Fax: (512) 463-9560�Email: specialeducation@tea.texas.gov�Monday-Friday (8:00 AM to 5:00 PM)
Special Education or IEP-Related Questions?
Consult SPEDTex, the Texas Special Education Information Center. This is a resource backed by TEA to inform and support parents, teachers, and anyone committed to the success of children with disabilities.
Phone: 1-855-SPEDTEX (1-855-773-3839)
Website: www.spedtex.org
Texas SPED Support
Technical assistance and support needs for the state.
Website: https://spedsupport.tea.texas.gov/
Additional Helpful Contact Information:
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Jill Zavala M. Ed.
ECSE Specialist II
Specialty Areas:
-Early Childhood Special Education (ECSE)�-Developmentally Appropriate Practices (DAP) �-Early Childhood Positive Behavior Interventions and Supports (PBIS)
-Social Emotional Learning (SEL)�-Special Education support for EcoLand�-Early Childhood Intervention (ECI)�-ECI Transition�-State Performance Plan Indicators 6 and 7�-Classroom Climate, Structure, and Arrangement�-Preschool Least Restrictive Environment (PLRE)
-Inclusionary Practices
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