Program Profile: Early Childhood Identification and Services

Details and data for the 2023-24 School Year

Program Overview

The Early Childhood Identification and Services (ECID&S) program provides early identification and intervention services to children with disabilities ages 2 (by September 30th) through age 5 inclusive.

The staff members of ECID&S are committed to:

  • Providing family-focused services,

  • Meeting the diverse needs of our children in the most appropriate environment, providing quality services to improve our children’s learning through the use of developmentally appropriate best practices, and

  • Expanding effective collaboration across the early childhood professional community.

The vision of ECID&S is "Every Child Ready to Learn".

It is now widely accepted that early intervention services can generate long-term benefits for children and families (Guralnick, 2005) and that quality intervention programs can have a great positive effect on a child’s future abilities (Blair, 2002; Hart & Risley, 1995). In a more recent report, researchers found that positive experiences for children and families prior to entering school-aged programming is likely to produce better outcomes than late age remediation programs and significant up-front costs generate a strong return on investment (Center on the Developing Child at Harvard University, 2007). Early intervention programs positively affect children’s school achievement, reduce dropout rates, and minimize costs for remediation and for special education services. “Leading economists confirm that early investments in human capital represent the most effective approach with the greatest return on public investment” (http://www.ounceofprevention.org/news/pdfs/ClosingTheAchievementGap.pdf).  

The purpose of ECID&S is to assess children of Fairfax County with potential disabilities and provide educational services to children if an educational disability is identified.

The current focus of the ECID&S program is student learning in preparation for kindergarten aged programming.

The Center on the Developing Child at Harvard University (2007) found that programs that have positive impacts on young children’s development provide some combination of the following features:

  • Highly skilled staff;

  • Explicit language instruction;

  • Age-appropriate curricula and stimulating materials in a safe physical setting;

  • Warm, responsive interactions between staff and children; and

  • High and consistent levels of child participation.

It is a primary program objective of ECID&S to prepare children with kindergarten readiness skills. This is highlighted by our vision of Every Child Ready to Learn.

ECID&S employs a play-based, language modeling curriculum to provide a comprehensive approach to education which facilitates intellectual, physical, and social-emotional development in a safe educational environment.

The ECID&S program provides for child engagement in learning, independence, curiosity, self-confidence, and positive relationships with others to prepare children for future academic success. 

References

Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57(2), 111–27. 

Center on the Developing Child at Harvard University (2007, October 2015). A Science-Based Framework for Early Childhood Policy: Using Evidence to Improve Outcomes in Learning, Behavior, and Health for Vulnerable Children. Retrieved from http://www.developingchild.harvard.edu 

Guralnick, M. J. (2005). Early intervention for children with intellectual disabilities: Current knowledge and future prospects. Journal of Applied Research in Intellectual Disabilities, 18, 313-324. 

Hart, B., & Risley, R. T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes.

Details

Identification services are provided for free to children ages 20 months to 5 years old. Note: Child must turn 2 by no later than September 30th. Students are eligible for enrollment in early childhood special education services based on identified developmental delays which require specially designed instruction.

School Year

Date

PAC

Class based

Resource

TOTAL

2020-2021

18-Sep

309

863

653

1825

2020-2021

1-Dec

347

966

779

2092

2020-2021

1-Jun

423

1187

951

2561

2021-2022

1-Sep

359

844

601

1804

2021-2022

1-Dec

427

1059

770

2256

2021-2022

1-Jun

571

1360

955

2886

2022-2023

1-Sep

533

1041

730

2304

2022-2023

1-Dec

593

1219

859

2671

2022-2023

1-Jun

704

1506

1111

3321

 

List of Schools by Region

Region

School

Number of Early Childhood Class based Classes

Number of Preschool Autism Classes

Total Teachers

1

Aldrin

2

4

6

1

Clearview

4

2

6

1

Colvin Run

2

1

3

1

Crossfield

3

n/a

3

1

Cunningham Park

2

1

3

1

Dogwood

2

1

3

1

Dranesville

2

1

3

1

Forest Edge

2

3

5

1

Forestville

2

1

3

1

Hunters Woods

n/a

1

1

1

Lake Anne

2

n/a

2

1

Sunrise Valley

n/a

2

2

1

Terraset

2

1

3

1

Vienna

2

n/a

2

1

Waples

4

2

6

1

Wolf Trap

n/a

1

1

2

Bailey's Primary

4

2

6

2

Beech Tree

2

n/a

n/a

2

Belvedere

5

2

7

2

Camelot

3

1

4

2

Chesterbrook

2

n/a

2

2

Fair Hill

n/a

1

1

2

Freedom Hill

2

1

3

2

Glen Forest

2

2

4

2

Graham Road

n/a

1

1

2

Lemon Road

2

n/a

2

2

Mason Crest

5

1

6

2

Parklawn

n/a

2

2

2

Pine Spring

2

2

4

2

Stenwood

2

n/a

2

2

Timber Lane

4

1

5

2

Westbriar

n/a

1

1

2

Westgate

n/a

1

1

3

Bucknell

4

1

5

3

Bush Hill

6

1

7

3

Forestdale

2

2

4

3

Ft. Belvoir

4

1

5

3

Mt. Vernon Woods

4

n/a

4

3

Riverside

4

2

6

3

Rose Hill

4

2

6

3

Stratford Landing

2

2

4

3

Woodley Hills

2

n/a

2

4

Bonnie Brae

2

1

3

4

Bull Run

n/a

1

1

4

Cardinal Forest

6

1

7

4

Centre Ridge

2

n/a

2

4

Centreville

4

2

6

4

Cherry Run

4

2

6

4

Halley

6

2

8

4

Kings Park

4

2

6

4

Laurel Ridge

n/a

1

1

4

Powell

n/a

2

2

4

Ravensworth

2

n/a

2

4

Silverbrook

2

1

3

4

Terra Centre

4

1

5

4

West Springfield

2

n/a

2

4

White Oaks

n/a

3

3

5

Cub Run

4

2

6

5

Daniels Run

2

1

3

5

Deer Park

4

2

6

5

Eagle View

4

3

7

5

Fairfax Villa

4

n/a

4

5

Greenbriar East

4

1

5

5

Greenbriar West

n/a

1

1

5

Little Run

4

1

5

5

London Towne

2

n/a

2

5

Mantua

2

n/a

2

5

McNair

4

3

7

5

Oak Hill

2

1

3

5

Poplar Tree

2

1

3

5

Virginia Run

2

n/a

2

6

Annandale Terrace

n/a

2

2

6

Bren Mar Park

2

2

4

6

Columbia

2

1

3

6

North Springfield

8

3

11

6

Weyanoke

n/a

1

1

6

Gunston

2

n/a

2

6

Island Creek

4

3

7

6

Forestdale

2

2

4

6

Lynbrook

n/a

1

1

6

Saratoga

n/a

1

1

6

Pimmit Center

3

6

9

6

Bull Run EC Center

n/a

n/a

14

6

Dunn Loring EC Center

n/a

n/a

18

6

Virginia Hills EC Center

n/a

n/a

18

Total

82

199

107

306

Assessments

For identification of special education needs, screening and comprehensive developmental

assessments may be completed with children in areas of development where delays are suspected. The primary areas of development assessed include adaptive, cognitive, communication, physical, and social/emotional. When appropriate, a sociocultural evaluation, audiological evaluation, and vision screening are recommended. Functional vision assessment, occupational therapy, and/or physical therapy evaluations may also be completed.

Assessments may include: the Kaufman Test of Educational Achievement, Goldman Fristoe Test of Articulation, Photo Articulation Test, Arizona Test of Articulation, Rosetti Infant Toddler

Language Scale, Preschool Language Scale 5, Clinical Evaluation Language Proficiency (CELF-P), Receptive Expressive Emergent Language Test 3rd Edition (REEL), Learning Accomplishment Profile - Diagnostic 3 (LAP-D 3), Diagnostic Evaluation of Articulation and Phonology (DEAP), Clinical Assessment of Articulation and Phonology, 2nd Edition (CAAP-2),

Bayley Scales of Infant and Toddler Development, 4th Ed, Berry Visual Motor Integration (VMI), Merrill-Palmer Revised Scales of Development, Behavior Assessment System for Children, 3 Edition (BASC-3), Autism Diagnostic Observation Schedule, 2 Edition (ADOS-2), Bayley Scales of Infant and Toddler Development, 4th Ed, Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition (WPPSI-I), Primary Test of Non-Verbal Intelligence (PTONI), Childhood Autism Rating Scale- Second Edition (CARS-2 ST), Conners Early Childhood (Conners), Autism Spectrum Rating Scales (ASRS), Social Responsiveness Scale- 2nd Edition (SRS-2), and the Differential Ability Scales (DAS).

During intervention provided to students found eligible for special services, ongoing formal and informal evaluation and assessments may be completed. The students’ disabilities and developmental needs will guide the teacher to the specific assessment tools to use. The teacher’s observation and parent report are critical components of the assessment process. Teachers select and administer tests of which the Assessment Evaluation and Programming System (AEPS), Devereux Early Childhood Assessment (DECA), Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) or the Battelle Developmental Inventory Second Edition are a part. The quality of interactions between teachers and children will be measured as a result of Virginia’s Unified Virginia Quality Birth-5 (VQB5) System using the nationally recognized CLASS® tool. CLASS® stands for Classroom Assessment Scoring System. The CLASS® is a tool for observing and assessing the quality of interactions among teachers and children in classrooms. During the school year 2023-24, all class-based classrooms and PAC classrooms will be measured.

Approved Instructional Materials

The instructional program for students in early childhood special education is aligned with the Fairfax County Public Schools (FCPS) Pre-Kindergarten Program of Studies (Pre-K POS).

Additional resources include:

  • DEC Recommended Practices, Susan Sandall, Mary Louise Hemmeter, Barbara J. Smith, and Mary E. McLean
  • Virginia's Foundation Blocks for Early Learning, Virginia Department of Education
  • Educating Young Children - Second Edition, Mary Hohmann and David P. Weikart
  • Assessment, Evaluation, and Programming System, Paul H. Brookes Publishing Co., Inc.
  • The Carolina Curriculum for Preschoolers with Special Needs, Nancy Johnson Martin, Bonnie Hacker, and Susan Attermeier
  • Classroom Strategies to Promote Children’s Social and Emotional Development – A DECA Program, Derry Koralek
  • Socially Strong, Emotionally Secure, Nefertiti Bruce and Karen Cairone
  • Early Learning Second Step, Committee for Children
  • Prevent-Teach-Reinforce for Young Children, Glen Dunlap, Kelly Wilson, Phillip S. Strain, and Janice K. Lee

Current and Future Areas of Focus

The Classroom Assessment Scoring System (CLASS®) is an observation instrument that examines the quality of teacher-child interactions. CLASS® includes three domains of teacher-child interactions that support children's learning and development: Emotional Support, Classroom Organization, and Instructional Support.

Future Focus

The Classroom Assessment Scoring System (CLASS®) is an observation instrument that examines the quality of teacher-child interactions. CLASS® includes three domains of teacher-child interactions that support children's learning and development: Emotional Support, Classroom Organization, and Instructional Support. Within each domain are dimensions with more specific details about teachers' interactions with children. The CLASS® dimensions are based on theory and research noting that interactions between children and adults are the primary way of supporting children's development and learning, and that effective, engaging interactions and environments form the foundation for all learning in early childhood.

During school year 2023-24, all of the early childhood class based and PAC teachers will be observed by trained observers using the CLASS® observation tool.

By July 2024, the early childhood special education teachers will increase by 5% over baseline in the dimension of Teacher Sensitivity. Post observation baseline average in June of 2023 was 5.82 on a 7-point scale (low to high). A 5% increase would equal an average score of 6.1.

  1. Conduct individualized professional development with observed teachers through a coaching model for all staff members being observed during school year 2023-24 between the pre and post observations.
  2. Facilitate small group learning cohorts with observed teachers through a coaching model for all staff members being observed during school year 2023-24 at least 5 times between the pre and post observations.

Data Narrative

During the school year 2022-23, 165 of the early childhood class based and PAC teachers were observed by trained observers using the CLASS® observation tool.

The program goal was as follows:

By July 2023, the early childhood special education teachers will increase by 5% over baseline in the dimension of Instructional Learning Formats. Post observation baseline average in June of 2022 was 5.31 on a 7-point scale (low to high). A 5% increase would equal an average score of 5.58.

  1. Conduct individualized professional development with observed teachers through a coaching model for all staff members being observed during school year 2022-23 between the pre and post observations.

Post observation score in July 2023 in the dimension of Instructional Learning Format was 5.82 which equals a 9.6% increase over baseline.  A minimum of 5 individualized professional development sessions was conducted with each observed teacher between pre and post observations.

Contact: Denise Forrest, [email protected]  

DSS Program Profiles

View relevant details and data for each program offered by the Department of Special Services in Fairfax County Public Schools.
DSS Program Profiles

FCPS Budget Documents

Approved, advertised, and proposed budget documents. Also includes the latest approved program budget document.
Budget Documents