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 238
Description: Natural Resources is a free, one-way listserv that is distributed monthly. Each issue features high quality, readily available, and free resources on a specific topic related to children from birth through Grade 3, their families, and the professionals who serve and support them. This edition, April 2021, contains several new resources that offer new views on and resources for supporting quality inclusion for young children with or at risk of disabilities. This month's topics include: Content...
Description: Included here are guidance, considerations, and resources for state staff and local practitioners who are determining Preschool Special Education eligibility remotely, due in part to COVID-19. To accomplish this, many states are now exploring a variety of approaches such as teleconference, videoconference, and sharing information and video synchronously and asynchronously. Effective state policies, procedures, and practices are important to appropriately identify children eligible for Part B...
Description: Questions and Answers for Educational Environments and Children Birth-Five (Word) – This instructional document provides answers to frequently asked questions regarding Indicator 6. It is designed to assist Local Education Agency personnel in accurately collecting and reporting Indicator 6 data.
Description: Virginia Indicator 6 Data December 1, 2019 Indicator 6: Early Childhood Placement* Indicator 6: Early Childhood Environment for Children with IEPs Target A – Regular early childhood program and receiving the majority of special education and related services in the regular education childhood program; Target B – Separate special education class, separate school, or residential facility State Target for FFY 2018: Target A: Greater or equal to 35% Target B: Less than or equal to 17%...
Description: Indicator 7: Early Childhood Outcomes Percent of children with IEPs who demonstrate improved: Positive social-emotional skills (including social relationships) Acquisition and use of knowledge and skills (including early language/ communication and early literacy) Use of appropriate behaviors to meet need Data are from the 2019-2020 school year. 1. Social-emotional skills a. Of those children who entered the program below age expectations in Outcome, the percent that substantially increased rate...
Description: Indicator 6: Educational Environments for Children Birth-Five Instructions (Word) – This instructional document provides definitions to key vocabulary as well as steps for determining the accurate educational environment classification using the Indicator 6 Decision Tree. Indicator 6 Reporting Considerations during COVID-19 (Word) - This document provides considerations for reporting Indicator 6 during the December 1, 2020 Child Count.
Description: This document provides instructions for Indicator 12.
Description: From the Virginia Department of Education, this webpage is dedicated to the transition from Early Intervention (Part C) to Early Childhood Special Education (Part B): Smooth transitions from Early Intervention to Early Childhood Special Education are important. Families, children, sending and receiving programs all need to share information and support each other. Transition activities need to be timely to assure access to appropriate services for the child. The transition should also be smooth...
Description: The Indicator 6 Decision Tree from Virginia Department of Education (VDOE) is designed to assist with reporting each child’s educational environment. This document provides the steps for determining the accurate educational environment classification.
Description: This tool, developed by the Early Childhood Technical Assistance Center, provides an application for determining the accurate educational environment classification. Click on “Virginia” to use the customized tool aligned with Virginia’s data reporting format.  To begin, click on "Decision Tree" in the tool bar. To practice using the tool or to train others, click on Scenarios on the tool bar and then click on Scenario on the dropdown menu in the middle of the screen.
Description: A comprehensive online module has been developed jointly by the Early Childhood Technical Assistance Center (ECTA) and the Center for IDEA Early Childhood Data Systems (DaSY) to support those who provide instruction or related services to infants, toddlers and preschoolers with disabilities.  The module provides key information about the COS process, and the practices that contribute to consistent and meaningful COS decision-making. The course can be used by an individual or can be used to...
Description: The Child Outcomes Summary Process: Procedures Specific to Virginia webinar provides guidance from the Virginia Department of Education to school divisions to complete the Child Outcomes Summary (COS) process, a team process for summarizing information related to a child’s progress on each of the three child outcome areas for Indicator 7 (i.e. the percentage of preschool children with Individualized Education Programs who demonstrate improved a) positive social-emotional skills, b)...
Description: A series of online modules that include information on early childhood development as it relates to the different child outcome statements that are the focus of the Office of Special Education Programs' (OSEP) accountability reporting requirements for state Part C Early Intervention and Part B/619 Early Childhood Special Education programs serving young children with disabilities.
Description: In addition to the Virginia resources, the ECTA website provides many resources to help with delivery of professional development on the COS process. A Guide to the COS Process Training and Technical Assistance Resource - This document provides an overview of many of the resources available on the ECTA Outcomes webpage that can support local, regional or state training and technical assistance on child outcomes. COS Training Resources - The ECTA website provides...
Description: This Video: Child Outcomes Step by Step provided by ECTA Center provides an overview of the three child outcomes adopted by the Office of Special Education Programs (OSEP) and reported on by all state preschool special education (Part B/619) programs as part of their Annual Performance Report (APR). The video can be used for professional development and training.
Description: Frequently Asked Questions on ECTA Center site - This link summarizes many questions frequently asked about the child and family outcomes measurement process and provides brief answers. Topics include: Outcomes and Federal Reporting, Child Outcomes, Family Outcomes, Child Outcomes Summary (COS) Process, Crosswalks, Family Outcomes Survey, and Acronyms.
Description: Outcome Measurement - Self Directed Learning. This page provides mini training sessions on a variety of child and family outcomes related topics. Each session is a short, stand-alone piece suitable for self-paced online learning. The videos for "why collect outcome data" and "integrating the outcomes into the IFSP and IEP" can also be found on this page. 
Description: IDEA requires states to report state-level and division-level indicator data on the performance of students with disabilities. Indicator 7: Preschool Outcomes focuses on the improved performance of preschool children with disabilities.  Specifically, states are required to report the percent of children with IEPs who demonstrate improved a) positive social-emotional skills (including social relationships); b) acquisition and use of knowledge and skills (including early language/...
Description: Three Child Outcomes Descriptions and Guiding Questions -This document provides information and questions regarding the three outcome areas: a.) Positive social-emotional skills (including social relationships), b.) Acquisition and use of knowledge and skills (including early language/ communication and early literacy), and c.) Use of appropriate behaviors to meet needs.
Description: States and local programs are making child and family outcomes measurement more efficient and more effective by integrating those processes with IFSP and IEP development and implementation. The ECTA Center works to support states that are making changes to their systems and materials to integrate these two processes. Resources include a presentation provides an overview to the IFSP-IEP integration processes, an interactive guide, flowcharts, and activities..
Description: This site was developed by the National Parent Technical Assistance Center at PACER in collaboration with the Early Childhood Technical Assistance Center (ECTA) and provides a family friendly overview of the Child Outcomes
Description: This document provides technical assistance related to the transition from Part C to Part B and includes essential regulations as well as information regarding reporting Indicator 12. The flowchart provides an overivew of the transition from Part C to Part B.
Description: This document from the Virgina Department of Education provides a list of negotiable and nonnegotiable components (regulated versus local determination) related to the transition from Part C to Part B.
Description: This resource is designed to help division level personnel increase the fidelity of the COS process. Guidance for Reviewing Completed Child Outcomes Summary Forms for Quality Assurance from ECTA Center  - This link provides guidance on how to check the completeness and accuracy of a COS form. The guidance includes checks to see whether users understand the three outcomes and the 7-point rating scale, how to document the rating, and whether the documentation supports the rating.
Description: This resource is designed to help division level personnel increase the fidelity of the COS process. Child Outcomes Summary Team Collaboration Toolkit is designed to assist states and programs in improving the COS team collaboration. Built around a checklist of quality practices, the COS-TC is a toolkit that provides a mechanism for those who implement, supervise, or train on the COS process to identify, observe, and assess recommended team collaboration practices in COS implementation. It...
Description: This open house provides information on Alternative and Augmentative Communication (AAC), Computer Access Assistive Technology, Early Childhood/Play Assistive Technology, Literacy Assistive Technology, Low-Tech Assistive Technology, Math Assistive Technology, Organization Assistive Technology, and Sensory Assistive Technology.
Description: Featuring: Erin Saxon, Education Specialist, TTAC ODU—Narrator, Jessica Braun, CCC-SLP, Alicia McCarthy and Anna Ashleson, Co-Teachers As many educators expand their knowledge and skills in providing virtual instruction, this webinar highlights some high-tech options for those looking to level up their implementation of instruction that engages younger students. Three educators from Norfolk Public Schools have worked to expand not just their skills, but creativity in providing virtual...
Description: Explore ways to support young children with identified disabilities or suspected delays and their families during these challenging times. Learn how to develop a plan that ensures reviews of each child's Individual Educational Program (IEP) or Individualized Family Service Plan (IFSP) in partnership with special education and early intervention partners. Find out how reviews can help maintain high-quality service delivery from a distance or through summer programming. Discover how to help...
Description: Extracurricular Activities and Students with Disabilities To increase opportunities for students with disabilities and to facilitate more inclusive schools, the IEP Team must consider accommodations, supplementary aids, and services needed to provide access and participation in extracurricular activities, such as sports and clubs. The memo, Extracurricular Activities and Students with Disabilities, provides additional information and resources. 
Description: It's been said that "necessity is the mother of invention". When the pandemic struck last year, practitioners in early education and early childhood special education, and parents came together to support young children and their families through remote service delivery. This multi-part video series, developed by Larry Edelman, features preschool staff and families from five states and illustrates their working together to use technology to make the virtual learning experience exciting,...
Description: This article provides the most practical and relevant takeaways from trusted sources on the topic of tele-intervention that can be used during a variety of sessions (i.e. phone or live/recorded video). While many resources target early intervention providers, the strategies are appropriate and applicable to young children through age five.
Description: Video from VCU Autism Center for Excellence on how to engage families and children virtually during the shift to virtual instruction due to the Covid shutdown.
Description: Each month, ECE-Virginia will focus on different topics that highlight how to foster children’s social-emotional skills, with helpful resources on equity, COVID-19 adaptations, and effective classroom strategies.
Description: These learning modules are highlights of higher education courses from the EarlyEdU Alliance. EarlyEdU follows an innovative competency- and practice-based framework. Although this approach is similar to the 15-minute In-service Suites, these learning modules go a bit deeper than the In-service Suites. They combine theory and the latest early childhood education research with students' field-based learning. Trainers and instructors can use these modules for professional development or higher...
Description: This webinar is designed to facilitate a work session between Part C and Part B for the purpose of 1) enhancing a collaborative working relationship, 2) implementing strategies and processes to support a successful transition for families and children, and 3) updating and maintaining local interagency agreements. The webinar is intended to be viewed jointly with participants from the Part C and Part B systems. A presentation guide accompanies the webinar to guide discussion, document responses,...
Description: Families & Schools: Perfect Partners for Student Success  Governor Ralph S. Northam, Superintendent of Public Instruction, Dr. James F. Lane and the Virginia Department of Education recognize November as Family Engagement Month in the Commonwealth of Virginia. The importance of parental engagement in schools is well documented. Over 30 years of research shows that one of the most effective ways to increase student achievement is for parents to be actively involved in the education of...
Description: This is Virginia Board of Education's Resolution of Recognition to Commemorate November 2020 as Family Engagement In Education Month. Whereas, partnerships between families, schools, and communities working collaboratively throughout a child's educational journey results in students of all backgrounds and abilities achieving at higher levels, becoming productive citizens, and contributing to our communities and society as a whole; and Whereas, the partnerships between families, schools and...
Description: Interactions at the Heart of Healing provides instruction and hand-on tools to equip teachers to connect with students who have experienced trauma. Now, more than ever, the interactions between teachers and students matter so much. For students who have been affected by traumatic life experiences, our interactions with them can profoundly affect outcomes and how they process and move through trauma. Trauma-Informed Professional Development Series: This online, on-demand learning...
Description: VCU-ACE is excited to welcome you to their new early childhood website! They have resources for families about raising and supporting young children with ASD. They also have resources for educators and providers as they learn more about ASD and how to use evidence-based practices. For Parents: Raising a child diagnosed with ASD can be confusing and overwhelming. Many times, parents and family members struggle to understand the diagnosis, how to support their child's success, and how to...
Description: All young children (Birth to 5) with and without disabilities have the right to experience settings, relationships, and interactions that will support and futher their development and learning. Young children with disabilities have both the need and the right to participate in and benefit from the same experiences as their peers without disabilities in all settings and activities within their communities.
Description: On VPM, there are many ways to keep learning from home. Explore the channels, shows and activities designed by educators for students of all ages.  You can access: Channels (VPM Plus, VPM World, & PBS Kids 24/7), Early Childhood, Elementary, Middle School, High School, PBS Kids, VA TV Classroom, PBS LearningMedia, Articles
Description: The Kimochis Back-To-School tutorial will allow your students to be ready to learn, no matter where or how they are doing school. Move forward with confidence using Kimochis in person or remotely to address feelings and behaviors. Give kids practice with the basic Kimochis messages and tools to make school better for everyone. The Kimochis message is “All Feelings Are Okay. All Behaviors Are Not." The tutorial covers a simple plan to deal with emotions that can interrupt learning: Name It...
Description: Superintendent of Public Instruction James Lane announced today that the Virginia Department of Education and the state’s public television stations will present a second season of “VA TV Classroom,” beginning later this month. “VA TV Classroom” debuted in April to provide over-the-air instruction for students without sufficient internet access to support online learning. VDOE and WHRO Public Media — with support from $200,000 in CARES Act funding —...
Description: The Virginia General Assembly has appropriated funds for the University of Virginia’s Center for Advanced Study of Teaching and Learning (CASTL) and the Virginia Department of Education (VDOE) to support Virginia’s Initiative to Advance Effective Instruction and Interactions (AEII) in all public school-based pre-K classrooms. This year, AEII will support all public school-based pre-K classrooms, including VPI, Early Childhood Special Education (ECSE) and Title I. Below are the goals...
Description: The spread of COVID-19 has led many schools to move to online or hybrid learning for the start of the 2020-2021 school year. The widespread adoption of virtual learning environments has led many teachers to ask how they can maintain effective interactions when they are not in the same physical space as their students. These documents use the lens of the CLASS® tool to describe some of the effective ways to interact with children in this environment. Download this new reference guide to...
Description: Due to the ongoing effects of the COVID-19 pandemic, a large number of schools and programs have decided to adopt either a totally online program of instruction or a hybrid model of instruction for the beginning of the 2020 school year. This has prompted questions about whether or not the CLASS measure may be used for observing in virtual classrooms and, if so, what observers need to know prior to conducting observations. This document focuses on synchronous learning experiences. There are two...
Description: Virtual learning is an instructional practice that uses digital technology to strengthen a student’s learning experience and improve educational outcomes. While virtual learning utilizes digital technology, it relies on teacher facilitation to help students apply their learning in meaningful ways. The teacher utilizes a learning management system and a variety of digital tools and practices, including instructional content, rich-media, interactions (discussion boards, messaging, video...
Description: The tables describe research-supported practices for parents and families to support virtual instruction and skill development for children and students with disabilities. These tables present the name of each practice or category of practices; a brief description of the practice(s); examples of specific actions associated with the practice for general education as well as, where relevant, students with disabilities, including subgroups; and additional information about the practice. The first...
Description: When an evidence-based, integrated, and comprehensive curriculum is implemented effectively, it is an essential tool for promoting child learning and development. A high-quality curriculum makes it easier and more efficient for teachers to engage in sensitive, responsive, and cognitively stimulating instructional interactions. As part of the Advancing Effective Interactions & Instruction (AEII) initiative, the Virginia Department of Education has collaborated with the Center for Advanced...
Description: This module—a revision of Collaborating with Families, which was originally developed in cooperation with the PACER Center—addresses the importance of engaging the families of students with disabilities in their child’s education. It highlights some of the key factors that affect these families and outlines some practical ways to build relationships and create opportunities for involvement (est. completion time: 1 hour).