Welcome to the Early Childhood online community webpage. The purpose of this webpage is to provide information, resources, and training for those working with young children with disabilities, ages three to five. You will find the link to the Early Childhood Outcomes (ECO) Data Collection System, Idaho Early Learning eGuidelines, and many other resources to support you in your work. 

This webpage is organized into six sections:

  • Introduction – The first section provides a brief overview and describes the organization of this webpage.
  • What’s New – This section includes new information as it becomes available. Check this section frequently to learn about any exciting news or upcoming events. Information in this section will move into other relevant sections as it ages.
  • FAQ – This section includes some frequently asked questions that should be the first place you go for answers. The FAQ section is open to expansion as other frequently asked questions become apparent.
  • Trainings – This section includes recordings from webinars, web-based training modules, and associated handouts. As new webinars happen their recordings will be added to this section.
  • Resource Links – This section includes links to a variety of early childhood resources; including topics related to early childhood outcomes (ECO), higher education, instructional resources, organizations, and screenings.   When you discover terrific web-based resources, please share them with us. 
  • Documents –This section includes documents and resources relevant to screening, supporting, teaching, and transitioning young children receiving Part B services.   Handouts and resources from webinars and trainings are also located under the Documents tab.

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.

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 from 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 Documents you will find the necessary protocol forms to complete interagency agreements between the Infant Toddler and Head Start Programs.

What's New?

(10/3/17) Idaho Early Learning eGuidelines Now Available - The Idaho Early Learning eGuidelines have been reposted and are available in a downloaded format on the Idaho Department of Health and Welfare Early Childhood Information Clearinghouse webpage. The online version with links to supports is not available at this time.


'Exit' data is entered when a child is leaving the preschool special education program or is no longer eligible for a related service, such as speech therapy.

Students early childhood special education and age eligible will be required to use the new Early Childhood IEP forms.  Age eligibility reflects students that are 3 years of age through kindergarten age eligible 5, or 5 on September 1, will be using the Early Childhood IEP forms.  So if the student is being placed on an IEP for the first time, is 5 years of age and attending an early childhood special education program, not kindergarten eligible, then the form will be used

Districts are able to have children younger than 3 years of age spend time in their early childhood special education program as part of the transition from Part C to Part B process, eligibility and evaluation process.



Date: May 8th, 2014
Presenter: Shannon Dunstan and Carolyn Kiefer
Title: Idaho eGuidelines Updated, Research and Alignment….Oh My!
Description: This webinar will explore the revisions, updated research and new resource documents to support your work with children and families.
Recording: View Recording

Date: September 19, 2012
Presenters: Shannon Dunstan, Idaho State Department of Education, and Robin Carter, Southwest Regional Special Education
Handouts: Documents
Description: This webinar will explore the revisions, updated research and new resource documents to support your work with children and families.
Recording: Click to view recorded webinar



Contact Us

shannon dunstan

Results Driven Accountability and Early Childhood Coordinator
Idaho State Department of Education
P.O. Box 83720 Boise, Idaho 83720
208-332-6908 (Office)
208-703-1660 (Cell)

sde Idaho State Department of Education
650 W. State Street
PO Box 83720
Boise, ID 83720-0027