Resources by Leads
Don't miss these upcoming, no-cost events for Interagency Collaboration. Learn about Establishing and Maintaining Highly Collaborative and Compliant Part C to B Transition practices that support positive outcomes for students and families!
Join CalECSE Network team members for a virtual upcoming Community of Practice Group that will focus on how LEAs can develop and/or improve inclusion practices for preschool-age students!
Learn about Preschool LRE and Indicator 6 reporting.
Support Materials
Learn how to develop and maintain an interagency collaborative using this helpful roadmap!
This one page resource provides a quick, at-a-glance look at the difference between a medical diagnosis of autism spectrum disorder and an eductional eligibility of autism under the Ed code.
Transitions occur for children and families across their lifespan. One major transition required within IDEA is when children turn 3 years old and transition out of Part C Early Intervention Programs into Part B Services for School-Aged Children. Families have procedural safeguards and protections that ensure they are fully informed about the process and options as their child is assessed for eligibility under Part B of the IDEA. Local LEAs have a requirement under the IDEA to ensure that 100% of the children receiving Part C services and found eligible for Part B, have Part B services in place by the child’s third birthday.
Learn best practices for conducting thorough preschool assessments including:
How Are Early Childhood Assessments Are Different, Making Sure It’s Comprehensive, How to Know Typical Preschooler Development, Team Approach, Diagnostic Preschool Approach, The Importance of Naturalistic Observations, Incorporating Caregivers, Conducting Play-Based Assessments, Standardized Measures for Use with Young Children, Bilingual Assessments, & Determining Ed Code Criteria
Learn in-depth information on:
Why Comprehensive and Accurate Autism and Intellectual Disability assessments Are So Important, Autism Assessments Under Ed Code, Ed Code vs. Medical Diagnosis, Intellectual Disability Assessments Under Ed Code, Special Cases, African American Children, What to Do if a Child Cannot Participate in Cognitive Testing, & Delivering Hard News
Learn about:
Typical Speech & Language Development, Components of a Comprehensive Assessments, Gathering Parent Input, Play-Based Assessment and Collecting Language Samples, Observations: Clinical & Naturalistic, Oral Motor Examination, Speech Sound Production Assessment, Receptive & Expressive Language Assessments, Pragmatic Language and Social Skills, Voice & Fluency, Assessing English Language Learners, Ed Code & Educational Impact for Early Childhood
Support Materials
Learn about Early Childhood Education Local Educational Agency (LEA) Child Find and Assessment Obligations, Assessent Timelines, and the Importance of Making Positive First Impressions when assessing young children and working with their families.
Support Materials
Learn about the importance of making data-driven decisions and, using the Improvement Data Center (IDC), and take a walk through of the DRDP Outcomes Data in this presentation.
Support Materials
A comprehensive Child Find system ensures that all children who are in need of early intervention or special education services are identified, located and evaluated. Learn about the Individuals with Disabilities Education Act (IDEA) child find requirements as well as how educational community agencies support child find obligations.
Support Materials
Sign up today for this no-cost training on how to conduct an autism specific assessment with preschool aged children.
Learn about the essential components for conducting comprehensive, legally defensible initial early childhood assessments for English Language Learners. When a student is multilingual, it is required that assessors determine if a student has a true disability versus a language difference. CalECSE has partnered with the Multilingual Students with Exceptional Needs (MUSE) to provide this training on how to administer cross-cultural non-discriminatory assessments, including using a variety of methods to collect data and the hierarchy of options when assessments in a child’s primary language are not available.
