Early Childhood Special Educators

Early childhood special education (ECSE) is a federal and state-mandated program for young children with disabilities. ECSE refers to the range of special education services that apply specifically to children between the ages of 3 and 5, prior to kindergarten. Eligible children with disabilities, ages 3-21, are entitled to receive a free appropriate public education (FAPE) under the Individuals with Disabilities Education Improvement Act (IDEA) in the least restrictive environment (LRE) in accordance with their individual needs. In Texas, services for eligible children with disabilities ages 3-5 are provided free of charge through the public school system. Eligible children may receive ECSE services in a variety of settings that may include their home, childcare setting, or a public school, as determined by the child’s Individualized Education Program (IEP).  

As early childhood special educators, you are knowledgeable about the transition from the IDEA Part C to Part B services, but what do you know about the other IDEA-required transition--the transition from high school exit to adult settings? Early to exit means thinking about post-school outcomes for children from the time they are in early childhood special education to when they exit high school, as opposed to only thinking about postsecondary outcomes when it is required “not later than when the child reaches age 14” (TEC §29.0111). Educators who have an early to exit perspective can help the child have a better transition to adulthood because educational decisions are made from the start, incrementally building the child’s skills needed for success as an adult. As an early childhood special educator, what you do truly has a lasting impact on children and their families. 

Early to exit does not mean that the federal or state requirements have changed to include transition planning during early childhood. The current Texas requirement is to implement transition planning “not later than when the child reaches age 14” (TEC §29.0111). Early to exit means discussions about the future begin at the ECSE and elementary school levels. When early to exit discussions occur, families and educators can make decisions and problem-solve potential barriers a child may encounter as they progress through school and then to adult life. The ECSE and elementary school expectations, goals, services, and curriculum we choose can and does impact the child’s life after they leave school. Providing information and resources that promote the discussion and decision-making process for families and educators is an essential element of planning across the lifespan from early to exit.

Early to exit resources can be found on the sidebar and tabs on this site.

Title "Early Childhood Interventions-Part C (ECI) to Local Education Agency-Part B (LEA) Accessible Flowchart based on Federal and State Regulatory Requirements"

Question one:
Is the child receiving services under ECI-Part C?

• If no, follow LEA-Part B referral and eligibility determination processes found in section five.
• If yes, continue to question two.

Question two:
How long has the child received services under ECI-Part C?

• If fewer than 45 days prior to the child’s third birthday, continue to question three.
• If more than 90 days prior to the child’s third birthday, follow directions found in section one.
• If more than 45 days but less than 90 days prior to the child’s third birthday, follow directions found in section two.

Question three:
Did ECI obtain parental consent to refer to the local education agency where the child resides?

• If yes, follow directions found in section three.
• If no, the child is not referred from ECI and no required action is necessary from the LEA where the child resides. If the parent changes their mind and consents to referral, follow directions found in section three.

Section One:
The child has received services under ECI- Part C more than 90 days prior to the child’s third birthday.

• ECI notifies the parent of their right to object (opt out) to disclosures of personally identifiable information.
• If parent opts out, proceed to section four.
• If parent does not opt out, ECI must notify the LEA where the child resides for potential eligibility under Part B at least 14 days in advance of, and convene a transition conference not fewer than 90 days and not more than 9 months prior to the child’s third birthday.
• The LEA, after obtaining consent for evaluation, will conduct the evaluation and if eligible, develop and implement an IEP by the child’s third birthday. The LEA will make eligibility determination at an admission review and dismissal (ARD) committee meeting.

Section Two:
The child has received services under ECI-Part C more than 45 days but less than 90 days prior to the child’s third birthday.

• ECI notifies the parent of their right to object (opt out) to disclosures of personally identifiable information.
• If parent opts out, proceed to section four
• If parent does not opt out, ECI must notify the LEA where the child resides for potential eligibility under Part B as soon as possible after determining eligibility under Part C.
• The LEA, after obtaining consent for evaluation, will conduct the evaluation within 45 school days, in accordance with current State established initial evaluation timelines, from the date of parental consent. The LEA will make eligibility determination at an admission review and dismissal (ARD) committee meeting within 30 calendar days from the evaluation date. Texas Education Agency November 2016

Section Three:
The child has received services under ECI-Part C fewer than 45 days prior to the child’s third birthday and ECI obtains parental consent to refer to the LEA where the child resides.

• The LEA, after obtaining consent for evaluation, will conduct the evaluation within 45 school days, in accordance with current State established initial evaluation timelines, from the data of parental consent. The LEA will make eligibility determination at an admission review and dismissal (ARD) committee meeting within 30 calendar days from the evaluation date.

Section Four:
Parent objects (opts out) to disclosure of personally identifiable information to the LEA.

• The child is not referred from ECI and no required action is necessary from the LEA where the child resides.
• If the parent changes their mind more than 90 days prior to the child’s third birthday, the LEA, after obtaining consent for evaluation, will conduct the evaluation and if eligible, develop and implement an IEP by the child’s third birthday. The LEA will make eligibility determination at an admission review and dismissal (ARD) committee meeting.
• If the parent changes their mind less than 90 days prior to the child’s third birthday, the LEA, after obtaining consent for evaluation, will conduct the evaluation within 45 school days, in accordance with current State established initial evaluation timelines, from the date of parental consent. The LEA will make eligibility determination at an admission review and dismissal (ARD) committee meeting within 30 calendar days from the evaluation date.

Section Five:
Part B referral and eligibility determination process.

• The LEA, after obtaining consent for evaluation, will conduct the evaluation within 45 school days, in accordance with current State established initial evaluation timelines, from the date of parental consent. The LEA will make eligibility determination at an admission review and dismissal (ARD) committee meeting within 30 calendar days from the evaluation date.