What is ECO?
The Early Childhood Outcomes (ECO) are used to evaluate the effectiveness of early intervention and early childhood special education. There are three child outcome statements that are the focus of the Office of Special Education's (OSEP) accountability reporting requirements for the Part B/Section 619 Early Childhood Special Education programs serving young children with disabilities; Positive Social Emotional Skills, Acquiring and Using Knowledge and Skills, and Taking Appropriate Action to Meet Needs. OSEP requires states to report on the extent to which children's progress on each outcome moving them nearer to functioning comparable to same-aged peers in these areas. Additionally, these outcomes are used by school teams to help plan programs that focus on increasing functional outcomes that promote later school success.
The Early Childhood Outcome is being embedded into the Early Childhood IEP process. New EC IEP documents will be presented to the State Board of Education for review and presentation during the 2013 Legislative session. Under ECO Documents you will find:
Draft ECO/IEP Forms for Outcomes Form 1 (PDF); Form 2 (PDF); Form 3 (PDF)
Draft ECO/IEP Benchmark Forms for Outcomes Form 1 (PDF); Form 2 (PDF); Form 3 (PDF)
Quality Results of the COSF Forms for years 2011 and 2012 (Excel)
Summary of Statewide Survey Results (PDF)
Response to questions about the new forms from Statewide Survey (PDF)
Timeline of activities towards implementation (PDF)
Planning for transition is an ongoing interagency process that explores options and provides information, support and linkages to new situations and services. Joint planning between agencies is necessary to ensure a smooth and effective transition for children and their families. Transition issues may include the shift form one service system to another, differences in eligibility requirements, new demands for child participation, differing expectations for child behavior and "readiness," new types and levels of staff involvement and training, and philosophical shifts in intervention models. Careful and thoughtful joint planning by the local early intervention program and the local school district (LEA) will promote smooth and coordinated movement between programs and services.
Across the various pages of this community (e.g., FAQ, Documents, Trainings, Links) is transition specific information to assist preschool teachers, special education directors and other school personnel involved in transition activities.
Under the Documents page you will find the necessary protocol forms to complete interagency agreements between the Infant Toddler and Head Start Programs.
A new Interagency Agreement between the Department of Education and Department of Health and Welfare has been signed and will be effective July 1, 2012. The new agreement reflects the new notification process. The Infant Toddler Program will begin notifying the SDE, on a monthly bases, of all potential referrals to Part B services. Under Transition Documents you will find:
Idaho Part C and Part B Joint Policy Document
Infant Toddler and Early Childhood Interagency Protocols