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 227
Description: The purpose of this Frequently Asked Questions (FAQ) document is to provide updated guidance for school divisions as they reopen schools for instruction during the 2020-2021 academic year. In this unprecedented situation, there are no “general rules,” other than the regulatory requirements, which can be applied to fit all of the individual situations and expectations. Special education has always been meant to address student-specific needs in the provision of a free appropriate...
Description: This document offers guidance, suggestions, and resources for sustaining inclusionary practices for students with disabilities through continuous learning opportunities using a virtual platform. It is our intention that this guidance document will help you as you refine and continuously improve existing instructional practices and develop new plans over time, as we navigate through this truly unprecedented time in educating our students with disabilities.
Description: This document was developed to provide support to school administrators and directors of special education as they plan for return to school, special educators and parents who will be participating in Individualized Education Program (IEP) meetings, and for Local Educational Agencies (LEAs) and families that may be navigating a dispute. This document highlights information related to compliance, documentation and progress monitoring, and IEP Team considerations that are necessary in order to...
Description: Social Emotional Wellness Considerations for Early Learners Quick Guide, Social Emotional Wellness Considerations for English Learners Quick Guide, Social Emotional Wellness Considerations for Military-Connected Learners, Social Emotional Wellness Considerations for Parents and Caregivers Quick Guide, Social Emotional Wellness Considerations Students with Disabilities Guide  Social-Emotional Wellness Considerations for Youth in Marginalized Groups   Bienestar Social Y Emocional:...
Description: This document includes Potential Issues, Key Considerations and Target - Students with Disabilities: ESSE, E, M, H. The potential topics listed are: Assessment, Instruction, Safety, Behavior and Social/Emotional, Medical, Fiscal, Compliance, Out of District or Private Day School Placement, and Family Engagement.
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: 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: 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: 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: 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: Back-to-school season looks very different this year, as districts adapt to the COVID-19 pandemic by adopting new policies and procedures. Many localities have turned to virtual or hybrid models of teaching, requiring teachers to learn new ways of engaging with children and, perhaps just as importantly, children’s families. Effective interactions, such as those described by the CLASS® tool, are at the core of teaching, and these same interactions can be a model for productive...
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).
Description: VCU-ACE has developed a series of resources over the summer that are designed to support early childhood professionals as they plan remote learning opportunities for young learners.  While we know that in-person instruction is optimal for young children, communities face a variety of COVID-19 related challenges in the coming year that may require the use of remote education. The following webcast resources may help early childhood professionals as they design and implement remote learning...
Description: From the Florida Department of Education's Technical Assistance and Training System (TATS): On this page, you will find Activity Matrices that are meant to help families related home activities to a child's IEP goals. You will find the following matrices with a brief description. Teachers are encouraged to help families understand how to embed learning opportunites into the family's daily schedule and routines, especially during virtual learning. 1 – Activity Matrix – Three groupings...
Description: From the Florida Department of Education's Technical Assistance and Training System (TATS): TATS is a statewide project which supports programs serving prekindergarten children with disabilities by providing technical assistance and training. This support promotes high quality programs leading to positive outcomes for children and their families. The "Administrator’s Guide to Evidence-based Practices (Rock Your Classroom document)" provides evidence based practices for early childhood...
Description: The Virginia Commonwealth University Autism Center for Excellence is providing an Early Childhood Lunch and Learn series. The series is designed for parents of young children with disabilities, but the content is relevant for educators as well. Alicia Hart, VCU-ACE Training Associate, discusses potential virtual scenarios for families raising young children.  In this webinar, Alicia describes parent-implemented interventions, the pros and cons of synchronous and asynchronous delivery, and...
Description: The National Center for Pyramid Model Innovations has put together a guide to support programs and schools in re-opening this fall. The guide includes recommendations for creating a re-opening plan, reconnecting with families and children, creating safe classroom environments, and more. For more resources related to Re-Opening, go to https://challengingbehavior.cbcs.usf.edu/emergency/index.html and click on "ReOpening Early Childhood Programs."
Description: The Office of Head Start has created a resource list specific to supporting children with disabilties during Covid. Resources are from the Head Start/Early Childhood Learning and Knowledge Center (ECLKC) site, the National Center for Pyramid Model Innovations (NCPMI) site, and the Early Childhood Technical Assistance Center (ECTA) site.
Description: In this Quick Take, Clara Hauth and Catherine Creighton Thompson want to get you and your families ready for the new virtual school year. What kind of questions should you be asking your families? How can you support them in this new era of learning? Find out these answers and more. Resources from this Quick Take: Sample Family Information Form Questions Sample Pre-Instruction Video/Meeting Outline Online Learner Readiness Rubric Transcript
Description: The Meadows Center for Preventing Educational Risk (MCPER) is dedicated to generating, disseminating, and supporting the implementation of empirically validated, evidence-based practices to significantly affect student outcomes and support educators, researchers, policymakers, families, and other stakeholders who strive to improve academic, behavioral, and social outcomes for all learners. Educational experts at MCPER have created videos to help families use effective practices to...
Description: This webinar provides an overview of how to providing parent coaching via telehealth. It is presented by Brooke Ingersoll & Anna Dvortcsak from Portland, Oregon.  
Description: AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice with learners with Autism Spectrum Disorder from birth to 22 years of age. Supplemental materials and handouts are available for download. The modules specific to behavior are Antecedent Based Interventions and Reinforcement.
Description: Interfering behaviors are any set of behaviors that cause harm to self or others, impede learning or are disruptive in daily life functions. Individuals with ASD can present with interfering or challenging behaviors. Communication deficits, lack of social competence, sensory needs and difficulties with executive functioning are a few of the underlying factors that may contribute to these behaviors. Due to the substantial impact of interfering behaviors, these needs must be addressed through a...
Description: Provided by the Division for Early Childhood (DEC), there are a variety of resources related to engaging families, including webinars, learning decks, videos, and reading materials.
Description: The Pyramid Model is comprised of practices that are implemented by teachers and families.  Below are ideas, resources, and illustrations of strategies that might be used to implement Pyramid Model practices and promote young children’s social and emotional competence. Included in these resources are: Scripted Stories for Social Situations Tools for Working on Building Relationships Book Nook Teaching Social Emotional Skills Videos on Pyramid Practices
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: 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.