eNotes
August 26, 2026Updates from the ECTA Center
Child Outcomes Summary (COS) Rating Fidelity Tool
The COS Rating Fidelity Tool provides a systematic outline to review COS forms and evidence to assess the quality, timeliness, and accuracy of the COS ratings. Reviewers can share feedback from the tool with teams and identify areas of strength and need. This customizable tool from the ECTA Center and DaSy can be adapted to work with your COS forms or documentation. Instructions for State Use are also available.
Revised System Framework and Resources
The purpose of the ECTA System Framework is to guide state EI and ECSE Coordinators and their staff in:
- Evaluating the quality of their current systems.
- Identifying potential areas for improvement.
- Developing more effective, efficient systems that support implementation of evidence-based practices.
The framework was revised in 2026 to incorporate learnings from years of state use as well as to more explicitly address the system levers to ensure that every young child with a disability and their family:
- Have access to high quality supports and services.
- Fully participate in the program.
- Achieve positive outcomes.
To get started with the System Framework, the following resources are available.
- The Quick Start Guide can be used by State Leaders to scan their system and determine which components of the System Framework might be most helpful for in-depth assessment and improvement planning.
- The Self-Assessment is an Excel-based tool that provides a structure for states to discuss and record the current status of their state system, using quantitative and qualitative data to identify strengths, and set priorities for improvement.
Webinar Series: Strengthening Recruitment and Retention in EI and ESE Workforce
This 5-session webinar series on Strengthening Recruitment and Retention in EI and ECSE Workforce provides state and local leaders with practical, evidence-based strategies to effectively recruit, retain, and sustain a strong workforce in early childhood education, early intervention, and early childhood special education. Drawing on resources from the ECTA Center, participants will explore key areas of recruitment and retention strategies, including:
- Compensation and incentives
- "Grow Your Own" pathways
- Leadership and advancement opportunities
- Ongoing professional learning
- Public awareness
A recording of session one and PowerPoint slides are available. Registration for remaining sessions is open!
STEMIEFest 2026
STEMIEFest is a free and virtual gathering of families, early childhood, early intervention, and early childhood special education professionals and faculty, and more to engage in innovative STEM learning experiences and activities.
The theme for STEMIEFest 2026 is Noticing the Thinking: Building Early STEM Programs that Inspire Lifelong Curiosity. The event will open on Day 1 with a panel of STEM professionals with disabilities, including:
- Tamara Morgan, Associate Director at Adaptive Design Association
- Tia Holmes, a software engineer
- Hari Srinivasan, a Ph.D. candidate in neuroscience
The keynote speaker on Day 2 is Ava Simmons, a 13-year-old neurodivergent STEM innovator.
STEMIEFest will be held November 9-10, 2026 from 12-4pm US EST. The event will have ASL interpretation and English and Spanish captioning. If you can't join live but would still like to view the recordings, register for the event to be notified when sessions are uploaded to YouTube.
News from the Field
HHS Unveils Proposed Head Start Reforms
On August 6, 2026, the Department of Health and Human Services announced the Administration for Children and Families (ACF) new proposed rule, "Reducing Federal Burden for Head Start Programs". The Notice of Proposed Rule Making (NPRM) aims to restore flexibility to programs to meet local needs, reduce regulatory burden and administrative costs, and increase available slots and services for families.
The public comment period for this proposed rule ends on October 6, 2026.
Most kids miss recommended screening for autism, speech delays: New community efforts across the country are helping to connect more kids to essential therapies
The American Academy of Pediatrics recommends that developmental screeners are completed for young children at regular pediatrician visits. These screeners are often a crucial first step in diagnosing a child's disability or developmental delay. However, according to the latest National Survey of Children's Health by the U.S. Department of Health and Human Services, only 36% of parents of young children report having filled out a screener in the last 12 months. To boost screening rates, many communities are bringing the tool to other gatherings of parents and young children. This article outlines one example from rural New York, where an organization called Help Me Grow has screened more than 1,000 children since the spring of 2024.
Research
Early Intervention Developmental Programming and Childhood Academic Outcomes
While there are documented benefits to targeted, developmental interventions, there has been less study of the benefits of formal early intervention (EI) services provided through Part C of the Individuals with Disabilities Education Act (IDEA).
The study population included 214,370 children in New York City; 13,022 of those children had moderate to severe developmental delays and received any level of EI services before 3 years old. Third grade standardized test scores in math and English language arts were compared between the two groups: those who received EI services, and those who did not. Findings of this study suggest that engagement with EI services before 3 years of age results in academic benefits later in childhood.