LEADS Resources

  • Evidence-Based Practices - The resources provided here are supported by research and evidence. Topics include assessment, child development, curriculum & instruction, family involvement, inclusion, and transition.
  • Superintendent's memo - This page provides superintendent memos specific to Early Childhood Special Education (ECSE) Administrators and individuals responsible for administrative oversight of local ECSE programs.
  • State/Federal Organizations - This page provides national and state level initiatives and organizations relevant to early childhood special education.
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Showing Results 1 - 50 of 199
Description: SOCIAL EMOTIONAL WELLNESS CONSIDERATIONS FOR EARLY LEARNERS, SOCIAL EMOTIONAL WELLNESS CONSIDERATIONS FOR ENGLISH LEARNERS,  SOCIAL EMOTIONAL WELLNESS CONSIDERATIONS FOR MILITARY-CONNECTED LEARNERS,  SOCIAL EMOTIONAL WELLNESS CONSIDERATIONS FOR PARENTS AND CAREGIVERS, & SOCIAL EMOTIONAL WELLNESS CONSIDERATIONS FOR STUDENTS WITH DISABILITIES 
Description: The COVID19 national crisis has created conditions in our educational system that no one could have planned for or predicted. Parents are managing their own work from home arrangements, maintaining work schedules out of the home and supporting their own children’s learning while they are out of school. Teachers and school district administrators are all working hard to support children and families during this crisis. In addition, with Govenor Northam's announcement of a phased reopening...
Description: In an effort to support Virginia educators, VDOE created the Continuity for Learning (C4L) Task Force consisting of teachers, leaders, and collaborating educational partners across Virginia. The C4L Task Force has prepared Virginia Learns Anywhere (PDF) which reinforces much-needed structure while also empowering individual teachers to support students in learning remotely. The C4L Task Force encourages divisions to develop and implement continuous learning plans in partnership with local...
Description: The VDOE offered this webinar, Eligibility Evaluation Considerations During COVID-19, on June 16th. This recorded webinar provides targeted technical assistance to school division leaders who are engaged in determining eligibility for special education and related services. This includes eligibility of young children and those referred from Early Intervention. This webinar discusses factors to consider when completing evaluations during COVID-19 and provides an outline of the evaluation process,...
Description: Foundations of Coaching in Early Childhood: Partnering with Parents and Professionals is a video training resource for early childhood coaches, based on the 5 key characteristics of coaching as outlined by Dathan Rush and M'Lisa Shelden. These characteristics can be applied to a number of early childhood settings. Chapters include: Chapter 1: What is Coaching? Chapter 2: Joint Planning Chapter 3: Observation Chapter 4: Action/Practice Chapter 5: Reflection Chapter 6: Feedback Chapter 7: The...
Description: The ICP is a classroom observation measure for assessing the quality of inclusive classroom practices that support the developmental needs of children with disabilities, 2 ½ -5 years of age, in early childhood settings. This training is series of online modules that provide an overview of the ICP provided through the Frank Porter Graham Child Development Institute.
Description: The ECTA Center partnered with the DaSy Center, Ann and Rud Turnbull, and invited guests to facilitate an interactive four-part web broadcast series aimed at supporting early intervention (EI) and early childhood special education (ECSE) systems leaders with building capacity in personnel and families to develop trusting partnerships. These partnerships in a child’s early years lay the foundation for achieving the long-term intended outcomes for children/students with developmental delays...
Description: Designed to help teachers build positive relationships with families, this module highlights the diversity of families and addresses the factors that school personnel should understand about working with the families of children with disabilities (est. completion time: 1 hour).
Description: This module, a DEC-recommended resource, includes information on how to create developmentally appropriate behavior rules for early childhood classrooms so that they link to a given school's behavior expectations. The importance of communication with families about rules and expected behaviors is also stressed (est. completion time: 1.5 hours).
Description: Since it is critical to have knowledge of child development for children ages two to five, there are two webshops on understanding age expectations. Anyone who needs a better understanding of child development should begin with these two webshops: Online Module: Understanding Age Expectations: Birth to 3 - A Guide for Virginia's Early Childhood Special Educators Estimated time to complete: 50 minutes "Understanding Age Expectations: Birth to 3 – A Guide for Virginia’s Early Childhood...
Description:  Screening, evaluation and assessment are distinct processes with different purposes under the provisions of Part C and Part B. Screening includes activities to identify children who may need further evaluation in order to determine the existence of a delay in development or a particular disability. Evaluation is used to determine the existence of a delay or disability, to identify the child's strengths and needs in all areas of development. Assessment is used to determine the individual...
Description: From the Head Start ECLKC site: The Relationship-based Competencies (RBCs) are based on research and recommended practice across many fields working with families from pregnancy through the early childhood years. These fields include: Early care and education Early intervention Infant mental health Child welfare Maternal and child health Pediatrics Social work Psychology Topics include: Relationship-Based Competencies to Support Family Engagement: Overview for Early Childhood Professionals...
Description: Recorded webinar from the National Center for Pyramid Model Innovations:  Distance coaching has been an option to address challenges in finding time and opportunities to meet. These challenges are especially evident in family childcare and rural settings. Due to our country’s recent events, many coaches are finding ways to do their coaching from a distance. We discuss distance coaching as one way to address this issue. We also discuss the successes and challenges of distance coaching...
Description: From the National Center for Pyramid Model Innovations: Positive Behavior Support describes the approach used to provide intensive individualized interventions to individual children with challenging behavior.  This website provides information and resources for the use of Positive Behavior Support in the design of effective interventions for individual children with persistent challenging behavior. including the Positive Behavior Support Process: Six Steps for Implementing Positive...
Description: Brigance Early Childhood focuses on the skills that lead to school success. This developmental screeners and assessment inventories use observation, interviews, and child performance to pinpoint understanding in the domains tied to early development and school or kindergarten readiness. Educators use our products to assist with identifying potential delays and giftedness, supporting referrals for services, and planning individualized instruction.
Description: This website from Indiana University's Early Childhood Center, provides resources related to tele-intervention for providers. One highlighted resource is the tip sheet for mobile coaching for providers on using the SS-OO-PP-RR (Setting the Stage, Observation and Opportunity to Embed, Problem-Solving and Planning, Reflection and Review). There is also a resource on what to say to families when initiating tele-intervention. Resources are updated on this website regularly.
Description: The Ohio Association of County Boards of DD, a grantee of the Ohio DD Council, has produced in partnership with families and practitioners in Ohio, a video series about the use of technology with evidence based early intervention. These eight videos illustrate how video, video conferencing, and related technologies can improve access to, and the quality of, supports for families as well as better enable teams to practice evidence-based early intervention services. The videos cover the following...
Description: Created by the Virginia Early Intevention Professional Development Center (VEIPD), this YouTube channel features reflections from early interventionists in Virginia who share their experiences including successes and challenges regarding tele-intervention. New videos are posted each week.
Description: In response to the new professional challenges facing providers during the Covid-19 pandemic, the American Speech-Language Hearing Association (ASHA) has developed a series of recorded web chats to address the specific needs of those who operate or work in early intervention programs. In a series of discussions in a Question & Answer format with early intervention providers, topics related to distance service delivery are addressed, including topics of billing, coaching, assessments, and...
Description: Created by the Family, Infant, and Preschool Program, this website contains a variety of resources, including a video and infographics. The video shows how you can use tele-intervention during this time of social distancing and includes an overview of system requirements, how to plan a visit, the three parts of a virtual visit, and what conducting an tele-intervention visit looks like in action. The inforgraphics cover topics including Early Childhood Intervention Practices, Teaming...
Description: Below are links to articles related to tele-intervention. They are meant to complement the other featured resources within Tele-Intervention.
Description: Resources About Face Masks, The Boggs Center on Developmental Disabilities, Rutgers Robert Wood Johnson Medical School) (Available in English & Spanish) The Boggs Center on Developmental Disabilities and Children’s Specialized Hospital have developed a series of resources to help children understand and feel comfortable wearing face masks. Wearing Face Masks During the COVID-19 Pandemic, Advocate Medical Group: Adult Down Syndrome Center For Individuals with Down Syndrome For Families...
Description: Building Learning into Natural Home Routines and Activities Plan This document is a home learning plan created as a follow-up to the 15 questions for teachers to help parents. This plan is designed to take advantage of that partnership. It asks parents to talk about home activities or routines where they could use help from the teacher. The teacher can then offer ideas and suggestions to help teach those home routines or activities. 15 Questions to Help Teachers Help Parents This document...
Description: Many assessment practices can be successfully implemented even when the practitioner cannot be in the same room with the child and family such as during the COVID-19 pandemic or other events that require social distancing. Assessment serves many purposes in early intervention and early childhood special education service delivery. These include screening to identify children who may need further evaluation, evaluating for eligibility determination, planning intervention and monitoring progress,...
Description: During this webinar, Dr. Kristie Pretti-Frontczak will draw upon attachment science and explore how it is critical that we take action to ensure all children feel safe, seen, soothed, and have secure attachments. We’ll also explore the idea of being a "stress detective” and how to navigate challenges that allow us to reimagine early care and educational practices that emphasize relationships and wholeness, especially for children with diverse abilities and their families. Following...
Description: The essential practices in early intervention for children birth to five years can happen through actual conversation, even conversations that are held virtually. In this webinar, Robin McWilliam, Ph.D. and Cami Stevenson discuss how we can find out who’s in the family’s ecology, what the child and family needs are, develop participation-based child goals and family goals, construct a routines-by-goals matrix, and provide support-based visits—all done remotely.
Description: The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is focused on promoting the social emotional development and school readiness of young children birth to age 5. The Promoting Social and Emotional Competence training modules available on this site provide evidence-based practices for promoting children's social and emotional development and preventing challenging behaviors.
Description: In response to the 2018 General Assembly, the VDOE created this plan to help ensure that the VPI, which serves nearly 18,000 at-risk children across 1,300 classrooms, provides a high-quality preschool experience that helps prepare each 4-year-old served for kindergarten. The plan aggregates lessons learned from the JLARC study, Virginia Preschool Initiative Plus implementation, and University of Virginia – Center for Advanced Study of Teaching and Learning (CASTL). As requested by the...
Description: The Social Emotional Preschool Curriculum Consumer Report provides information and guidance for Head Start programs as they select curricula based on the strengths and needs of their participating children and teachers. The curricula reviewed in this report were rated for their implementation in center-based programs, and each includes elements designed to strengthen the teaching and learning of children’s social emotional and approaches to learning skills. This report is intended to...
Description: During these uncertain times, VCU-ACE is working to provide resources for families. Weekly, VCU- ACE will provide an opportunity for parents to join us for Lunch and Learn. An interactive and secure Zoom meeting that will address different topics each week. There will be a short presentation with a time for Q&A.
Description: The C4L Professional Development Guidance document is divided into six categories to assist school division and school level administrative staff in focusing efforts when creating professional development. The intent of including the information in the sections below is to ensure aspects of the daily operations of schools are not overlooked as division personnel tackle the multiple facets of pulling resources together for professional learning. The following sections are a high level overview...
Description: Due to the coronavirus (COVID-19) pandemic and resulting school closures, the instructions for Indicators 7 have been modified to reflect special considerations and directions for completing this indicator. The modified instructions are provided here and are also posted on the VA Department of Education website. In addition to the instructions, this resource, Early Childhood Technical Assistance Center (ECTA) Child Outcomes Summary Process: When Teams Can't Meet in Person, from ECTA is...
Description: This is a resource document for teachers to use to help create individualized daily/weekly lessons for students with early childhood aged children with disabilities. The lesson ideas in the sections are divided into functional activities associated with time of day (morning, afternoon, evening). The teacher and parent should work together to select activities that will help meet the needs of the individual student. When possible, links are provided to virtual resources and general resources...
Description: The Template is to be completed by an Early Childhood Special Education Teacher/Therapist and parents/guardians to identify embedded practices, specific to each child’s IEP.
Description: The most effective strategies for addressing challenging behavior are primarily focused on prevention of challenging behavior and promotion of appropriate social behaviors. These strategies include environmental manipulations, providing positive attention and feedback to children, and teaching social skills and emotional competencies. Even when these practices are in place, some young children will engage in challenging behavior. There are several strategies you can use when responding to...
Description: The Virginia Department of Social Services (VDSS) is working closely with administration, including the Virginia Department of Health, the Virginia Department of Emergency Management, the COVID-19 Taskforce, local partners, and stakeholders to activate emergency procedures. Child Care Aware, Virginia’s resource and referral agency, assists parents and guardians in finding child care that meets the needs of each family.  In this difficult time, they stand ready to help families...
Description: VECF recognizes both the immediate and long-term impact of COVID-19 on all of us. We are especially concerned for vulnerable families and the providers who partner with them in caring for and supporting young children. We are committed to facilitating Virginia’s successful rapid response, recovery, and transformation of child care solutions. VECF Resources Include: VECF Position Statement - March 25 Child Care & COVID-19: With Crisis Comes Opportunity Smart Beginnings COVID-19...
Description: Superintendent of Public Instruction James Lane announced that four Virginia public media stations will broadcast teacher-led classroom instruction aligned with the Commonwealth’s academic standards. Blue Ridge PBS, VPM, WETA and WHRO Public Media worked closely with the VDOE to create “VA TV Classroom” to provide instruction to students in grades K-10 who are unable to access other distance learning options. “VA TV Classroom” will air instructional content...
Description: Provision of  FAPE, Compensatory Education, IEP Meetings, Electronic Signatures, Timelines, Extended School Year (ESY), Equitable Services, And more.....
Description: As increasing numbers of educators and students move to virtual learning during this time of social distancing due to COVID-19, join representatives from the U.S. Department of Education's Student Privacy Policy Office (SPPO) for a webinar to review some frequently asked questions on the Family Educational Rights and Privacy Act (FERPA) and implications for distance learning due to school closures. There is a FERPA & Virtual Learning Webinar on Monday, March 30, 2020. (This webinar is full.)...
Description: #GoOpenVA is a collaborative initiative that enables educational entities throughout Virginia to create, share, and access openly-licensed educational resources (OER, also known as open education resources). OER are free digital materials that can be used or modified to adjust to student needs; they are openly-licensed unhampered by many traditional copyright limitations. GoOpenVA encourages all Virginia educators and learners to create, share, and use digital resources with the end goals of...
Description: This document contains Basic Resources Program Closures Operating an Emergency Child Care Option within a School Setting Virginia Preschool Initiative (VPI)  Early Childhood Special Education (ECSE) Expansion and Enhancement of VPI for 2020-2020 Food and Nutrition Programs Learning Resources for Educators and Families CLASS Observations and Professional Development Planning/Consultation VPI Monitoring Preschool Development Grant Birth-Five. Upcoming Events
Description: VDOE works closely with the Virginia Department of Health (VDH) and other state and federal authorities to provide the latest information and guidance on COVID-19 to the commonwealth’s public schools. This Web page provides division and building-level administrators, school health coordinators and educators with ready access to up-to-date resources and information about COVID-19 and the steps schools should take to safeguard the health of students and staff. Virginia public schools, in...
Description: When general education students and students with special needs play together, it breaks down unconscious biases about disability and fosters relationships. A powerful video from a California school that demonstrates inclusion on the playground.
Description: This manual was developed by the Virginia Department of Education and the state system of Training and Technical Assistance Centers to help local school divisions meet federal and state mandates that children with disabilities be educated in the Least Restrictive Environment (LRE). The manual contains 8 modules and extensive resources which provide critical information for understanding, building, supporting, and sustaining inclusive placement opportunities for young children with...
Description: ABSTRACT: This Information Memorandum (IM) highlights requirements in the Head Start Program Performance Standards (HSPPS) related to the inclusion of children with disabilities and delays. It includes a list of free resources for grantees' use in implementation efforts. BACKGROUND: Head Start and Early Head Start programs are required to ensure that at least 10% of enrollment slots are occupied by children with disabilities. In fact, Head Start's founders and early pioneers recognized that both...
Description: The K-12 Inclusive Practices Guide is an informational resource to support school divisions and parents looking to improve outcomes for students with disabilities by meeting their needs to the maximum extent possible in general education setting.
Description: The VCPD Inclusive Practices Task Force has compiled a list of state and national resources in support of inclusive practices for young children birth to age five. The "VCPD Inclusive Practices State and National Resources November 2019" includes awareness and rationale, evaluation of inclusive programs, high quality inclusive practices, and systems level supports. Websites, books, and technical assistance center resources are described. If you cannot locate it through the link below, search for...
Description: From the big picture to the nitty gritty, learn more about CLASS® (Classroom Assessment Scoring System) from their free resources. This section includes: Webinars Videos Info sheets Research Case studies Crosswalks E-books Tutorials
Description: The Guidelines for Working with Students Who are Deaf and Hard of Hearing in Virginia Public Schools has been recently revised (9/2019). This announcement went out in the Superintendent's Memo #257 on Friday, October 25, 2019. In addition, the updated Virginia Communication Plan for a Student Who is Deaf or Hard of Hearing (Revised 9/2019) has also been posted. These documents may be downloaded and used as needed. Note, the Virginia Communication Plan is also located in Appendix G in the 2019...