• Facebook
  • OSPI on Twitter
  • OSPI Medium
  • OSPI LinkedIn
  • OSPI YouTube
  • OSPI on Flickr
  • Subscribe to OSPI GovDelivery

You are here

Home » Student Success » Special Education » Early Childhood Special Education

Early Childhood Special Education

Early Childhood Special Education (ECSE) Briefs

Contact Information

Special Education


This Web page contains technical assistance resources for special education staff, administrators, and families of preschool children who receive special education services. The resources are organized according to the three federal early childhood indicators of the State Performance Plan. The State Performance Plan is Washington's plan for improving school district performance on the federally required program indicators. For more information on the indicators, please visit the Technical Assistance Web page.

Guidance for Families: Young Children and Special Education is an online resource that explains the steps involved when evaluating a child for special education services through the school district. OSPI also maintains a more general resource, Guidance for Families: Special Education Services.

State Systemic Improvement Plan (SSIP)

Early Childhood Least Restrictive Environment (LRE) Indicator 6

Early childhood LRE refers to the Least Restrictive Environment where children receive their special education services.

Early Childhood Outcomes Indicator 7

Early childhood outcomes for preschool children receiving special education services are reported each year to OSPI. The Child Outcome Summary Form (COSF) is the tool used by Washington to measure early childhood outcomes.

Part C to B Transition Indicator 12

Part C to B Transition refers to children transitioning from Early Intervention (Part C) to Early Childhood Special Education (Part B) at age three. Indicator 12 requires that children transitioning from Part C to Part B have their initial IEP in place by the third birthday.

OSPI Resources

External Resources