eNotes
July 31, 2026Updates from the ECTA Center
2026-27 Leadership Coaching Program Cohort
The ECTA Center is accepting applications for the 2026-27 Leadership Coaching Program (LCP) Cohort. This intensive technical assistance opportunity is designed for people who have:
- Responsibility for their state or entity Part C (Early Intervention) or Part B, Section 619 (Early Childhood Special Education) programs.
- Current or anticipated leadership responsibilities connected to state-level system improvement, policy, professional development, implementation, data use, interagency collaboration, or other leadership efforts with EI or ECSE systems.
- Interest in using coaching, reflection, and peer learning to strengthen adaptive leadership practices that can be applied across changing responsibilities and initiatives.
The cohort will run from October 2026 through August 2027 and will begin with an in-person orientation in North Carolina on October 13-14, 2026. Travel expenses for the orientation will be reimbursed by the ECTA Center.
Applications must be submitted by 11:59 PM EDT on Friday, August 14, 2026.
New Topic: Telepractice in Early Childhood
ECTA and ICTA are pleased to announce the availability of three new telepractice resources. The newly designed landing page provides information and resources to help states improve systems that support the integration of telepractice into everyday practice and plan for disaster response.
- Telepractice in IDEA Part C describes what telepractice is and is not, including that it is a method of service delivery, when it can be used, how it supports the implementation of evidence-based practices in early intervention, and what states need to support implementation.
- Benefits of Telepractice describes the benefits of telepractice such as increased flexibility, convenience and access to early intervention, enhanced family engagement in visits, improved program capacity and efficiency, expanded collaboration among providers and families.
- IFSP Team Telepractice Determinations describes that the IFSP team is responsible for determining if telepractice is an appropriate method to provide an early intervention service. It includes a discussion guide of considering factors and a downloadable worksheet to support IFSP team discussions and determination process.
Adaptive Leadership Principles for Early Childhood
ECTA Center has added two new adaptive leadership resources designed to support early childhood system leaders as they navigate complex challenges that do not have easy solutions. The Adaptive Leadership Principles for Early Childhood resource provides examples of what adaptive leadership is and isn't in Part C (Early Intervention) and Part B 619 (Early Childhood Special Education) systems. The Adaptive Leadership Practice Profile can help leaders plan, reflect on, and strengthen adaptive leadership practices with partners.
Child Outcomes Summary Resources
Two new resources from DaSy and ECTA to support Child Outcomes Summary (COS) training and technical assistance:
- COS Process Quick Reference Guide, updated June 2026, covers the three federally required child outcomes, an overview of the COS process, applying rating criteria to reach consensus, and effective documentation of COS ratings.
- Seven Practitioner Tips for Having Quality COS Conversations with Families is a professional development PowerPoint resource that outlines seven tips that support quality COS conversations with families. The slides present each tip and detail what application looks like in practice.
News from the Field
How Early Childhood and K-12 Systems Can Work Together to Support Early Literacy
National Assessment of Educational Progress (NAEP) reading scores have been declining over the past decade. Foundations of literacy, such as oral language, phonological awareness, and print knowledge, begin in early childhood. Additionally, research indicates that reading interventions are most effective when introduced before starting kindergarten, emphasizing the importance of early intervention. Partnerships between early childhood education (ECE) and K-12 are even more critical to support children from birth through third grade and beyond.
The authors suggest five actionable steps for policymakers to foster coordinator between ECE and K-12 systems to boost literacy.
- Guarantee universal access
- Align birth-to-five standards
- Mandate cross-system training
- Implement universal screening and provide targeted intervention
- Integrate longitudinal data
Designing for a Durable Workforce: State and City Strategies to Recruit, Support, and Retain Early Educators
Early educators are tasked with creating and maintaining high-quality early learning environments. High level of stress and turnover make it difficult to sustain high-quality practices over time. This article details how three cities and states have invested in recruiting, supporting, and retaining early childhood educators, including key insights for other policymakers or agency leaders.
Research
A Pilot Study of the Effectiveness and Feasibility of an Early Intervention Leadership Program for Families of Children With Disabilities
A pilot study evaluated the effectiveness and feasibility of an 8-hour leadership program for 20 parents of children currently or previously receiving early intervention (EI) services. The leadership program focused on family-centeredness as one of the core tenents of EI and included content about discussing concerns with parents and legislators, advocacy, and a review of EI parental rights, Robert's Rules of Order, and the role of the state Interagency Coordinating Council (ICC). The pilot study found that participants were overwhelmingly satisfied with the program and demonstrated an increase in EI knowledge and empowerment.