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.
Showing Results 101 - 150 of 260
Description: This document is Virginia's new set of comprehensive early learning and development standards for young children, birth to age five. The new standards focus on five Areas of Development: Approaches to Play and Learning; Social and Emotional Development; Communication, Language, and Literacy Development; Health and Physical Development and Cognitive Development. All birth to five programs are expected to implement the new standards by Fall 2021.
Description: The STEMIE Center recently released three videos on why inclusion is important. Below is the three part series links and the corresponding description. For access to the transcript, watch the video through YouTube.
Description: 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. Please utilize the Indicator 6 Decision Tree as you determine the child’s educational environment. Also, read Instructions for Preschool Environments for additional information.
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: 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. Also, read Questions and Answers for Preschool Environments for additional information
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 instructions for Indicator 12 are linked on the VDOE site below.
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: 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: 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: 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: 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: Child Outcome Summary Process Discussion Prompts-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: 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: 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: Each month, ECE-Virginia will focus on strategies, recommendations, and professional development resources to help you promote children’s development.
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: VCU-ACE has 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 problem-solve through challenges. Information from our seminars, webcasts, and...
Description: In every classroom, every home with every kid, helping to manage hard-to-have feelings and challenging behaviors; resulting in happier, better-adjusted people everywhere.
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: 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: 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 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: "Helping Your Kid With..." Videos - 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...
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: Behaviors and ASD - 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...
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: 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: 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: 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: 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: 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: 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...