Improving Systems, Practices and Outcomes


Upcoming Webinars

ECTA Center hosts regular webinars and conference calls with a variety of our partners.

Past Webinars

Date Title
January 2020
Technical Assistance Follow-up Call on Identifying, Correcting and Reporting Noncompliance

The ECTA Center and WWW: DaSy Center invite state Part C and 619 Coordinators and staff to participate in a follow-up TA call to discuss information shared by OSEP on December 16, 2019 on the identification and correction of noncompliance and the reporting of these data in the APR.

The TA call provided an opportunity for states to discuss the clarifications provided by OSEP and share strategies used in applying these requirements to their states' general supervision and APR reporting activities.

December 2019
Bridges to Preschool: EHDI Foundations Leading to Success

This webinar explores foundations for seamless transition for young children with deafness or hearing loss and their families from Part C to Preschool, the role of EHDI and the issues and strategies to support successful transition. State examples from Colorado and Ohio will be shared.

November 2019
FFY 2017 Child and Family Outcomes Data Highlights

The ECTA and DaSy Center staff have completed their national child and family outcomes data analysis. They discuss the national performance data for indicators C3, C4, and B7, including national data, state variations in performance, family survey approaches used, and TA resources. The first half focuses on Indicators C3 and B7 (child outcomes) and the second half on Indicator C4 (family outcomes).

September 2019
Creating a Statewide Family Centered Early Intervention System

WWW: Maine Child Development Services, the lead agency for early intervention in the state of Maine, and WWW: The Maine Educational Center for the Deaf and Hard of Hearing (MECDHH) have entered into a partnership to ensure that children who are deaf or hard of hearing, birth to age three, receive family-centered, evidence-based services for deaf and hard of hearing infants and toddlers through the existing early intervention system. Prior to the development of a Memorandum of Understanding, both agencies provided services to this population. However, services and collaboration were often inconsistent across the state, occasionally ran parallel to one another and, in some cases, provided a duplication of services. The MOU served to integrate those services, to clarify the roles and responsibilities of each agency and to ensure that children who are D/HH and their families have access to the expertise of a multidisciplinary early intervention team. As a result, MECDHH teachers of the deaf and speech language pathologists on the Early Childhood and Family Services team, are able to provide support to and share their expertise with their local early intervention teams, families and children who are deaf or hard of hearing. Together, these two agencies are working to provide current, evidence-based services, within children’s natural environments, using a primary service provider approach, the embedding of intervention strategies in children’s daily activities. They have also added parent to parent support and Deaf/Hard of Hearing engagement into the first six visits of a families' experience with early intervention. On their fifth year of this collaboration, the two directors will share what they have learned and what strategies they have employed to lead to successful child and family outcomes.

September 2019
How are States using the System Framework to improve infrastructure components critical for supporting the use of evidence-based practices at the local level?

During this Special Technical Assistance Call, the Office of Special Education Programs (OSEP) with technical assistance providers and a few States will present on the ECTA/DaSy System Framework and accompanying self-assessment tool designed to support State early intervention and preschool special education programs with assessing their State systems and planning for improvement. State examples will be presented to demonstrate how this resource can be used in a variety of ways including a state systems redesign, SSIP implementation, efforts to enhance State finance systems as well as collecting and using high quality data to improve outcomes for children and families. A new resource, the PDF: System Framework Quick Start Guide, will also be shared as a way for State staff to conduct a brief scan of their State system and identify areas to explore further within the Framework to best meet their state needs.

September 2019
Intensive TA for Implementing, Sustaining and Scaling-up High Quality Preschool Policies and Practices

The purpose of this webinar is to provide information and answer questions about an upcoming intensive TA opportunity that will be available to states. The purpose of this intensive TA is to help states build their capacity to implement, sustain and scale-up indicators of high quality inclusion that address inclusive policies and practices at the three levels of a state system: state, local program, and early care and education environments. The intensive TA will require states to establish the following (see the Statewide Implementation Guide for details on the approach to be used):

  1. A focused State Leadership Team.
  2. A state professional development network of Program Coaches.
  3. Approximately 3-5 LEA-based preschool inclusion leadership teams to serve as demonstrations sites.
  4. Data decision-making tools to evaluate fidelity of implementation, outcomes and data-based decision-making strategies.
  5. A written plan and budget to scale up and sustain these efforts over time.

A call for applications from State 619 Coordinators will be posted on in late August 2019 and applications will be due in mid-October 2019. TA will be provided from November 2019 - June 2022.

August 2019
Using IDEA Part C and 619 Data in the PDG 0-5 State Systems Needs Assessment Webinar

States awarded Preschool Development Grants B-5 (PDG B-5) are actively engaged in assessing the current needs for children and their families identified as vulnerable. States are taking a comprehensive approach to exploring needs and are tasked with bringing together key partners to strengthen the diversity of input and contributions to the process. The identification and inclusion of diverse data sources adds strong value to the assessment process. The IDEA 619 and Part C systems bring rich sources of data useful for states and communities in their continuous assessment and improvement processes.

This presentation highlights the types of data collected by states IDEA 619 and Part C and where the data is located. Discussion focuses on collaboration with state partners to integrate these sources into the broader state picture of how children and families are being supported. Included are suggestions for how the data can be used and analyzed for effective decision making.

August 2019
Data Sharing Arrangements Between Part C and EHDI: Discussion Part I

This interactive webinar highlights stories from Part C Coordinators who have or are developing collaborative data sharing agreements that allow them to share Part C data with their Early Hearing Detection and Intervention Program (EHDI). This webinar also allows participants to express their challenges and/or issues and as a group and brainstorm ways to overcome those issues.

June - September 2019
Recommended Practices for Engaging Families

The ECTA Center hosted a series of four short webinars that explore the Division for Early Childhood’s Recommended Practices (RPs)and some of the tools and resources developed to support the use of the practices. The fourth and final webinar unveiled an exciting and new family-level aRPy Ambassador Initiative designed specifically for Parent Centers.

Introduction to DEC and the Recommended Practices
Resources and Materials That Support Family Use of the Recommended Practices
Resources and Supports for Parent Centers
aRPy Family Ambassador Initiative
February - March 2019
What's in your toolbox for leading systems improvement? Resources and strategies for state coordinators and staff guiding EI and preschool special education improvement initiatives

The ECTA Center invites state Part C and 619 Coordinators and their state staff to participate in a two-part virtual event that will focus on the important skills and habits of systems thinking and how these skills are an important part of the Part C and 619 coordinators’ role in leading systems change. Through discussion and activities, the participants will examine their own skills and explore resources for supporting systems change work in their own state.

January 2019
State Strategies for Seamless Birth to Five Services: Strategies for Summer Birthdays and Local Infrastructure Supports

The movement of children and their families from Part C Early Intervention to Section 619 Early Childhood Special Education Services should occur as smoothly as possible. Missouri will share policies and processes for addressing summer birthdays. New Mexico will describe their state and local infrastructure for coordination and strategies such as local agreements, transition teams and transition coaches.

December 2018
State Strategies for Seamless Service Delivery and Transition: Implementing the Extended Part C Option

The Extended Part C Option is contained in the IDEA Part C regulations. The policy was designed to provide states the flexibility to allow toddlers who would be eligible to receive services under Part B, Section 619 to remain in early intervention after the age of three. The District of Columbia and Maryland share their rationale for deciding to use the option and their implementation approaches.

November 2018
Guidance for Implementing Effective Training & TA on the Child Outcomes Summary (COS) Process

Presenters provide an overview of the national resources available to support COS training and TA, and how they might be incorporated into ongoing professional development (PD). State Part C and 619 leaders share information about their COS PD systems, including how they are addressing critical staff knowledge and skill development needs and impacts of training efforts on COS data quality.

October 2018
National Family Outcomes Results

The ECTA and DaSy Center staff have completed their national family outcomes data analysis. They discuss the national performance data, family survey approaches used, and provide a refresher on interpreting state data quality profiles. New TA resources related to family outcomes data collection, reporting, and use are also shared.

October 2018
National Child Outcomes Results

The ECTA and DaSy Center staff have wrapped up their national child outcomes analysis. TA staff discuss national estimates, state variations in performance, and provide a quick refresher on how to interpret the state data quality reports. New TA resources related to child outcomes data collection, reporting, and use are also shared.

September 2018
Early Identification of Hearing Loss in Young Children: Issues to Consider for Children Entering Early Intervention Programs

Permanent hearing loss is an invisible condition and is the most common birth defect. In addition, the incidence of hearing loss doubles during the critical language-learning years before children enter school. Because an infant’s or toddler’s inability to hear clearly is rarely obvious to family members, health care providers or other professionals it may remain unrecognized for years. Over time, a child with an unidentified hearing loss will begin to manifest language delays and/or behavioral irregularities. In the absence of reliable hearing evaluation, these observable conditions may lead to misdiagnosis, incomplete diagnosis and inappropriate intervention.

Although Part C and Part B/619 Regulations require that evaluation and assessments include hearing, current guidelines do not specify how that should be carried out. Despite this requirement and the availability of technology that allows for infants and toddlers to be reliably screened, it remains unclear how consistently this occurs as a part of Part C and Part B/619 services. Providers may unknowingly label and focus on observable speech-language delays or behavioral problems and initiate intervention without accurately assessing the underlying condition.

For the past 20 years, with funding from the Office of Head Start and the Maternal and Child Health Bureau, the Early Childhood Hearing Outreach (ECHO) Initiative has been providing training and technical assistance to Early Head Start, Head Start and other early care and education providers to improve the quality of hearing screenings provided to young children. This webinar will include insights about current hearing screening and evaluation practices in Part C and Part B/619 settings, important questions that need to be explored and will introduce you to educational and program development resources that are available to support the provision of quality services at state and local levels.

March 2018
Promising Referral Practices: Improved Collaboration between IDEA Part C and Child Welfare: Lessons Learned from State and Local Levels

Greater collaboration between Early Intervention Systems and Child Welfare Systems can lead to reducing the underrepresentation of children in IDEA Part C who have been maltreated. CAPTA requires referral provisions and procedures to IDEA Part C be in place for children under age three who are involved in substantiated cases of child abuse or neglect. Two webinars that can be viewed independently or in tandem will provide viewers with a background of the CAPTA requirements and highlight successful collaborative state and local efforts.

October 2017
Child Outcomes Summary Team Collaboration (COS-TC) Quality Practices
September 2017
Partnerships for Inclusion: Professional Development to Support Effective Inclusion Practices

This is the fourth of four webinars hosted by the Early Childhood Technical Assistance Center in partnership with the National Center on Early Development, Teaching and Learning. These webinars focus on questions that frequently arise when local early childhood programs collaborate to build high quality inclusion.

September 2017
Pay for Success

Pay for Success (PFS) is an innovative and promising financing model that has the potential to expand high-quality services for young children at risk or with disabilities and their families. In this webinar for state staff, WWW: DaSy provided a brief overview of PFS and described three ways states can build their capacity to pursue PFS:

  • Participate in a learning community that will work intensively to pursue PFS as a possible strategy in your state.
  • Participate in an interest group that wants to learn more; participate in discussions with TA providers and other states to help you decide if and how you might apply PFS in your state; or
  • Receive periodic informational updates about new developments in PFS.
May - August 2017
Learning Lab: Exploring Coaching for Practice Change

The Learning Lab on Coaching for Practice Change provides a remote learning opportunity to explore how coaching can be supported by states and used within programs to improve implementation of evidence-based practices. The Learning Lab provides information, resources, implementation approaches, and thoughtful discussions with experts and colleagues.

August 2017
Supporting Improvements of Local Child Outcomes Measurement Systems

Concerned about child outcomes data quality? Learn about a new resource, the Local Child Outcomes Measurement System (L-COMS). Come hear how one state has been using the L-COMS to help local programs improve data collection.

March - June 2017
Engaging Families and Creating Trusting Partnerships to Improve Child and Family Outcomes

The ECTA Center partnered with the DaSy Center, Ann and Rud Turnbull, and invited guests to facilitate an interactive four-part web broadcast series aimed at supporting early intervention (EI) and early childhood special education (ECSE) systems leaders with building capacity in personnel and families to develop trusting partnerships. These partnerships in a child’s early years lay the foundation for achieving the long-term intended outcomes for children/students with developmental delays and disabilities articulated in the Individuals with Disabilities Education Act (IDEA). The series features discussions of the role that data play in strengthening family-professional partnerships. Suggestions and resources for designing personnel and family development activities to support partnerships are also be shared.

May 2017
Partnerships for Inclusion: Supports that Ensure High Quality Inclusion

This is the third of a series of four webinars hosted by the Early Childhood Technical Assistance Center in partnership with the National Center on Early Development, Teaching and Learning. These webinars focus on questions that frequently arise when local early childhood programs collaborate to build high quality inclusion.

January 2017
Supporting Participation for all Children: Essential Features of High Quality Inclusion

This webinar focuses on supporting participation of children with disabilities in high quality inclusive environments through understanding:

  • Federal policies and laws, including IDEA and Head Start Performance Standards, related to providing services and support for young children with disabilities,
  • Evidence-based practices that promote active engagement, participation, and a sense of belonging, and;
  • Each sector's (ED/HHS) role in ensuring young children with disabilities are fully participating and engaged with typically developing peers.

This session was presented as a part of the WWW: ECDTL Series of High Quality Inclusion.

June 2016
DaSy and ECTA Frameworks Self-Assessment Comparison Tool

The Self-Assessment Comparison Tool provides a mechanism to examine changes over time in the implementation of improvement processes for components of the ECTA System Framework and WWW: DaSy Framework.

June 2016
Pay for Success (PFS): An Innovative Funding Structure in Early Childhood

This 2016 national webinar introduces Pay for Success (PFS), an innovative funding model used to address complex social problems. In a typical PFS Financing model, private investors finance the cost of operating a promising or proven social program that has the potential to save the government money in the long term. Over 40 PFS projects are currently being implemented or planned nationwide to address critical needs in the areas of health, justice, labor, and early education.

June 2016
Assessing Impact of SSIP Infrastructure Improvements

This national webinar hosted by NCSI, ECTA, and DaSy, for state Part B and Part C staff focused on strategies for assessing the impact of SSIP infrastructure improvements.

Representatives from two state departments of education and two state Part C programs will participate in a "virtual state panel" and share their experiences with implementing infrastructure changes as well as their approaches to assessing the impact of those changes on their SSIP improvement strategies and ultimately, their SIMR.

March - April 2016
Early Childhood Training Modules from the IRIS Center
  • Streaming Presentation: Session 1: Dual Language Learners with Disabilities: Supporting Young Children in the Classroom: This session offers an overview of young Dual Language Learners. Presenters highlight the importance of maintaining children and families' home language at the same time they are learning a new or second language. Further information on screening and assessing these children will be discussed, as will strategies for supporting them in inclusive preschool programs.
  • Streaming Presentation: Session 2: Early Childhood Environments: Designing Effective Classrooms Module & Website Tour: This session will overview the IRIS Center Module Early Childhood Environments: Designing Effective Classrooms. Presenters Amy Harris (IRIS Center), Rob Corso (Vanderbilt University), and Ilene Schwartz (University of Washington) provide details about the interrelated physical, social, and temporal components of effective early childhood environments, as well as information on the ways in which well-designed early childhood environments benefit all young children. Additional emphasis will be placed on how to navigate the IRIS Center Website, IRIS Resource Locator tool, and STAR Legacy Modules.
March 2016
Validity of the Child Outcomes Summary (COS) Process Data: An Overview of Findings from the ENHANCE Project

Are you interested in learning more about the validity of the data from the Child Outcomes Summary (COS) Process? Join this webinar to hear an overview of final results from the ENHANCE project. Four studies conducted in eight states provided information about the implementation and validity of COS information for accountability and program improvement. Results are drawn from a provider survey, coding of videos of the COS process, a study examining relationships between the COS and assessment tool scores, and examination of statewide and national population data. Participants will learn about the findings and implications for states using the COS process.

February 2016
National Inclusion Webinar Series:
  • IDEAs that Work: Office of Special Education Programs, U.S. Department of Education

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

  • UNC Frank Porter Graham Child Development Institute