About the System Framework

Purpose and Audience

Building and sustaining high-quality IDEA Part C early intervention (EI) and Part B, Section 619 early childhood special education (ECSE) program is a complex and ongoing process for state agencies. In 2015, the Early Childhood Technical Assistance Center (ECTA Center), funded by the Office of Special Education Programs (OSEP), co-created a framework to define quality for state IDEA early childhood programs. 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.

The purpose of the ECTA System Framework is to guide state EI and ECSE Coordinators and their staff in:

1. Evaluating their current systems.
2. Identifying potential areas for improvement.
3. Developing more effective, efficient systems that support implementation of evidence-based practices.

States vary significantly in their EI and ECSE service delivery systems and the framework was developed to accommodate this variation. It is intended to enhance the capacity of EI and ECSE state staff to:

• Understand the characteristics of an effective service system.
• Lead or actively participate in system improvement efforts, including cross-agency work.
• Build more effective systems of services and programs that will improve outcomes for young children with disabilities and families.

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Structure of the Framework

Each component has subcomponents that identify key areas. Quality indicators within each component specify what needs to be in place to support a high-quality EI and ECSE system. Each quality indicator has corresponding elements of quality that further define the indicator. For example:

Seven cross-cutting themes that are critical for quality systems are woven throughout the components and their quality indicators:

1. Engage stakeholders.
2. Establish/revise policies.
3. Promote collaboration.
4. Use data for improvement.
5. Communicate effectively.
6. Promote family leadership.
7. Coordinate or integrate across the broader early care and education sector.

An important and aspirational feature of the framework is the emphasis placed on linking EI and ECSE with other efforts in early care and education. While the framework focuses primarily on IDEA Part C and Part B, Section 619 systems and services, it also addresses the general early care and education system in the state to promote participation of young children with disabilities in a state's early care and education programs.

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Use of the Framework

The ECTA Center, in partnership with the DaSy Center, has a corresponding Self-Assessment for the framework to assist state staff and their partners to:

• Determine the current status of their early intervention (EI) and early childhood special education (ECSE) systems.
• Develop plans for system improvements.
• Implement plans and track improvements in the state's system over time.

The Self-Assessment results will help identify the relative strengths and areas needing improvement in its service system. However, the framework is not a road map for how to build a high-quality system. It does not tell a state where to start or what to do next. The state will need to determine where to focus improvement efforts based on priorities and resources. A state might choose to focus entirely on one component or on multiple components. A state may choose to complete the Self-Assessment for only one or two components or subcomponents.

There are no rules for how the framework and Self-Assessment can be used. The ECTA Center created these tools to support states in a planning process to identify the activities, timelines, resources, and intended outcomes needed to improve the system. We encourage states to use them in ways they find most helpful.

The ECTA Center compiles and shares resources via our website to support improvement activities for each of the components including examples of policies, procedures, planning documents, and other state-developed tools. The System Framework and associated resources will guide technical assistance (TA) to states.

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ECTA Center Technical Assistance

We encourage states to contact the ECTA Center with any questions or requests for TA related to its use. We can clarify content, help find additional resources, and help plan improvement activities. We can also provide TA to help states complete the Self-Assessment or develop an improvement planning process to make use of the results.

We look forward to working together with states to improve the quality of systems of services for young children with disabilities and their families.

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Acknowledgements

The original 2015 framework was co-created by the Early Childhood Technical Assistance (ECTA) Center with EI and ECSE Coordinators and staff from six partner states as well as national and regional experts that participated on a technical work group (TWG). The Center for IDEA Early Childhood Data Systems (DaSy) developed the Data System component of the framework. The Early Childhood Personnel Center (ECPC) collaborated in the development of the Personnel/Workforce component.

The 2026 version of the ECTA System Framework was revised by a team of ECTA staff with extensive review and input from national and state colleagues. The ECTA Center gratefully acknowledges the contributions of the many state partners, national experts, and staff who dedicated time and expertise to provide input for the revisions of the framework.

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