Leadership

  • Research & 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.
  • Updates - This page provides updates specific to Early Childhood Special Education (ECSE) Administrators and individuals responsible for administrative oversight of local ECSE programs.
  • Laws & Regulations - This page provides laws and regulations focused on the Individuals with Disabilities Education Act (IDEA) and the Every Student Succeeds Act (ESSA). It also provides policy guidance and statements relevant to early childhood special education.
  • 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 186
Description: The Virginia Department of Education (VDOE) in collaboration with the Head Start Collaboration Office offers the Early Childhood Education Leaders Collaborative Institutes.  The purpose is to deliver targeted technical assistance and professional development to leaders in early childhood programs in the educational arena.  This includes:  School division leaders who act as the program administrator for Early Childhood Special Education (ECSE) programs, School division leaders or...
Description: FPG's Early Childhood Technical Assistance Center and the National Center on Early Development, Teaching, and Learning partnered to host "Collaboration with Families and Other Partners: Essential Features of High Quality Inclusion." This webinar is the third in a series focusing on questions that frequently arise when local early childhood programs collaborate to increase opportunities for high-quality inclusion.
Description: This document provides a variety of resources for supporting young children in immigrant families.  Resources within Reason is a free, one-way listserv provided by the Division for Early Childhood of the Council for Exceptional Children (DEC). All resources are evidence-based, readily available and free. Resources within Reason may be freely shared or reproduced. Past issues may be accessed at http://www.dec-sped.org/resources-within-reason  Want to receive the istserv directly?...
Description: Reflecting the 2017 National Early Childhood Inclusion Institute's theme of Trusting Partnerships in a Time of Change, leaders from federal agencies and national early childhood professional organizations shared information and insights on early childhood directions and initiatives related to inclusion and to supporting children with disabilities and their families. Participants also asked questions and shared their perspectives with the panelists. FPG's Pamela Winton,...
Description: This site houses the VA Early Intervention Certification Coures and Ongoing Professional Development Courses.
Description: The Virginia Project for Children and Young Adults with DeafBlindness (VDBP) will host a special session of modules to help teams of at least one classroom teacher and one paraprofessional or teacher's aide to complete 20 hours of training using modules 1-3. Teachers of the deaf and hard of hearing, teachers of students with visual impairments, related service providers, etc. are also encouraged to apply. The “host” will be available to answer questions, support understanding of...
Description: Resources shared by NAEYC to help EC educators foster positive social and emotional development and counter bullying.    Online Statements Standing Together Against Suspension & Expulsion in Early Childhood Over 30 national organizations came together to create a joint statement that amplifies and elevates the issue of suspension and expulsion in early childhood, which disproportionately affect children of color. Books Powerful Interactions: How to Connect With...
Description: NAEYC compiled these online resources for parents, teachers, and others working with young children about coping with violence and talking with young children about tragedies. Fred Rogers: "Tragic Events" Read timeless wisdom on what to keep in mind when talking to young children about a tragedy from Fred Rogers for parents, teachers, and caregivers. Also see a photo and video clip. From the Today Show: Talking to Children About the Marathon BombingsPsychiatrist Gail Saltz offeres tips on...
Description: NAEYC culled excerpts and articles from their publications and online content about anti-bias approraches, strategies to counter bullying, ways to guide children's behavior, build positive classroom communitites, and support the range of diverse children and families in EC programs.  Resources are listed below Anti-Bias Education: Now online you can read the first chapter of the book Anti-Bias Education for Young Children and Ourselves and find self-reflection exercises for...
Description: This report published by Child Trends and the National Center for Children in Poverty in April 2017 describes early childhood trauma and its effects, provides promising strategies for ECE programs and systems to help young children who have experienced trauma, and offers recommendations for state policymakers and other stakeholders looking to support trauma-informed ECE for this vulnerable group.
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: The Virginia Department of Education (VDOE) in collaboration with the Head Start Collaboration Office will offer the Early Childhood Education Leaders Collaborative Institutes Fall 2017.  The purpose of these Institutes is to deliver targeted technical assistance and professional development to leaders in early childhood programs in the educational arena.  This includes: School division leaders who act as the program administrator for Early Childhood Special Education (ECSE)...
Description: This document, created in July, 2017 is an ECTA Center resource based on the Joint Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs. It is a tool for States to use in developing policy/guidance in order to implement high-quality inclusive practices across early care and education programs.
Description: This document is a July, 2017 update of ECTA Center's resource that addresses updated guidance in the Dear Colleague Letter on Preschool Least Restrictive Environments published in January, 2017. Worksheets included in this toolkit: Early Childhood Progams Comparison Worksheet Determining Costs Inclusive Worksheet
Description: This online tool was adapted by the ECTA and DaSy Centers in May, 2017 from the U.S. Department of Health and Human Services and the Department of Education's Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs.
Description: This webpage hosted by ECTA, provides a variety of webinars on inclusion: Webinar: Preparing a High-Quality Workforce to Support Inclusion in Early Childhood Programs - September 7, 2016 2:00 to 3:00 ET 2015-2016 Inclusion of Young Children with Disabilities Webinar Series Kickoff: Inclusion in Early Childhood Programs (February 11, 2016) Preschool Inclusion: What's the Evidence, What Gets in the Way, and What do High-Quality Programs Look Like? (February 18, 2016) Early...
Description: Over the last several decades, state policymakers have expanded access to high-quality programs for young children, including pre-kindergarten programs, but have not typically focused on the unique needs of infants, toddlers, and their families. ZERO TO THREE’s new brief, Advancing State Policies for Infants and Toddlers: Lessons Learned From Three States, describes the experiences of three states (Indiana, Oregon, and Vermont) working to develop and take action toward cross-sector...
Description: The Virginia Department of Education (VDOE) in collaboration with the Head Start Collaboration Office will offer the Early Childhood Education Leaders Collaborative Institutes.  The purpose is to deliver targeted technical assistance and professional development to leaders in early childhood programs in the educational arena.  This includes: School division leaders who act as the program administrator for Early Childhood Special Education (ECSE) programs, School division leaders or...
Description: This CEELO blog post refers to the early childhood provisions in the Every Student Succeeds Act (ESSA) that enable districts to improve early learning for all children, including young children with disabilities. 
Description: This handout created by the Center on the Developing Child at Harvard University is designed specifically for practitioners to use with parents and caregivers, reinforces the importance of "serve and return" interactions to children's healthy development and breaks them down into five easy steps developed by the Filming Interactions to Nurture Development (FIND). View and download the tool 
Description: This website is the Virginia Subdivision of The Division for Early Childhood (DEC) which exists to promote policies and advance evidence-based practices that support families and enhance the optimal development of young children (0-8) who have or are at risk for developmental delays and disabilities. DEC is an international membership organization for those who work with or on behalf of young children (0-8) with disabilities and other special needs and their families.
Description: The State of Preschool 2016 is the latest edition of our annual yearbook report profiling state-funded prekindergarten programs in the United States. NIEER’s State Preschool Yearbook is the only national report on state-funded preschool programs with detailed information on enrollment, funding, teacher qualifications, and other policies related to quality, such as the presence of a qualified teacher and assistant, small class size, and low teacher-to-student ratio. This Yearbook presents...
Description: The report begins with a concise description of the prekindergarten landscape in America today, authored by Ajay Chaudry and Rupa Ditta. A core group consisting of the four organizers (Dodge, Haskins, Lipsey, and Phillips) and five others (Daphna Bassok, Greg Duncan, Mark Dynarski, Katherine Magnuson, and Chris Weiland) took in all available information, reached consensus on the six major conclusions that form the basis for this report, and drafted the Consensus Statement summarizing the major...
Description: A new technical assistance report, Braiding, Blending, and Layering Funding Sources to Increase Access to Quality Preschool (2017), discusses a number of strategies for braiding, blending or layering various funding sources to provide comprehensive, inclusive early learning programs for young children and their families. It includes interviews with local school district, Head Start, and child care administrators discussing how they are making it work in their programs.
Description: The Topics covered in this Webinar (presented on May 25, 2017): What is Web Accessibility? What are Some Common Accessibility Errors? What is WCAG 2.0?  How does it differ from 1.0? How can I Evaluate and Correct Accessibility Errors on my Website? How can I Create Accessible Content for new Webpages?
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: The outcomes address three areas of child functioning necessary for each child to be an active and successful participant at home, in early care and education settings, and in the community.  Positive social-emotional skills refer to how children get along with others, how they relate with adults and with other children. The outcome includes the ways the child expresses emotions and feelings and how he or she interacts with and plays with other children. For toddlers and preschoolers, these...
Description: This collection of resources provides presentations and information about young children’s development and age appropriate skills. Understanding Age Expectations: Birth to 3 – A guide for Virginia’s Early Childhood Special Educators is a module that reviews typical development for children ages birth to three, connects the user to developmental milestone resources, and offers activities to increase the user’s understanding of the developmental progression of skills...
Description: Local Education Agencies (LEAs) must report the percentage of preschool children with Individualized Education Programs (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), and Use of appropriate behavior to meet needs. States are required to measure and report on the progress children make between the time they enter a program and the time they...
Description: The LEADS-ECSE Program Administrator Spring Institute provides support to school division leaders in the implementation of programs for preschool children with Individualized Education Programs (IEPs) and the collection, reporting, and use of ECSE Indicator data.  The Spring Institute will focus on Indicator 7, Preschool Outcomes.  Specifically, participants will increase knowledge and skills about: Recommendations for developing and refining a consistent process to collect preschool...
Description: The Center on Enhancing Early Learning Outcomes (CEELO) has released the policy report, Information and Resources to Assist States in Developing Policy on Early Childhood Suspension and Expulsion, which includes a review of current research on the impact and prevalence of suspension and expulsion in early childhood programs and a summary of key federal and national policy on suspension and expulsion in early childhood programs. It also provides an overview of emerging state policy, descriptions...
Description: Understanding Age Expectations: Two to Five – A guide for Virginia’s Early Childhood Special Educators is a module that reviews typical development for children ages two to five, connects the user to developmental milestone resources, and offers activities to increase the user’s understanding of the developmental progression of skills while connecting them to the Indicator 7 outcomes. This module can be viewed by an individual to learn more about development of children two to...
Description: Understanding Age Expectations: Birth to 3 – A guide for Virginia’s Early Childhood Special Educators is a module that reviews typical development for children ages birth to three, connects the user to developmental milestone resources, and offers activities to increase the user’s understanding of the developmental progression of skills while connecting them to the Indicator 7 outcomes. This module can be viewed by an individual to learn more about development of children birth...
Description: Policymakers at both the federal and state levels are calling for increased investments in public pre-k programs, along with the requirement to evaluate these services. In response to these needs, FPG has established the National Pre-K and Early Learning Evaluation Center which is designed to help states design, implement, and evaluate pre-k and early learning programs. The National Pre-K and Early Learning Evaluation Center provides: Assistance with designing and implementing...
Description: This document provides answers to frequently asked questions related to the transition from Part C to Part B. Updated February 2017. The document is provided in a PDF format and as a Word Document. 
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: 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: THE PHYLLIS MONDAK AWARD The conference planning group for Creating Connections to Shining Stars 2017 is proud to announce the Phyllis Mondak Award. About Phyllis… in 1977, Phyllis began her education career as the first early childhood special education teacher in Bath County, Virginia. Following the passage of Public Law 94-142, she spearheaded the development and implementation of their special education process. After leaving Bath County, Phyllis continued her career in other...
Description: Indicator 6 Instructions: ECSE Settings for Children Birth-Five provides definitions to key vocabulary as well as steps for determining the accurate educational environment classification using the Indicator 6 Decision Tree. Indicator 6: Questions and Answers for Educational Environments and Children Birth-Five 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...
Description: Indicator 6 Customized Decision Tree Tool provides an application for determining the accurate educational environment classification. To use, click on “Virginia” then "decision tree" 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. This tool was developed by the Early Childhood Technical Assistance Center and was demonstrated at the November 14, 2016 LEADS...
Description: Three webinars on Indicator 6 provide information on reporting requirements for Early Childhood Special Education Settings for Special Education Administrators, Preschool Special Education Coordinators, and others responsible for oversight of Early Childhood Special Education programs. Understanding Indicator 6: Early Childhood Special Education Settings for Children Ages Birth-Five provides an overview of the reporting requirements. Understanding the Indicator 6 Terminology: Early Childhood...
Description: The Virginia Department of Education (VDOE) is planning for the tenth cohort of its Aspiring Special Education Leaders Academy. This special education leadership initiative, established in 2008 to assist school divisions and state-operated programs with succession planning, is designed to help prepare potential leaders for administrative positions in special education. Through a yearlong program (August 2017 - August 2018) that will include a three-day workshop in August 2017, followed by...
Description: The Virginia Commonwealth University (VCU) Autism Center for Excellence (ACE) is funded by the Virginia Department of Education (VDOE) and the Department of Behavioral Health and Developmental Services (DBHDS). Our mission is to build state-wide capacity to improve outcomes of individuals with ASD by improving the knowledge, skills and understanding of families, educators, and professionals who support someone with a spectrum disorder. (VCU ACE)
Description: These short videos are approximately five minutes long and are intended to provide a quick look at implementing a particular strategy. The How To videos provide a short description of the topic with real life video examples of how to implement the evidence-based practice in the classroom with students with Autism Spectrum Disorder.   Preschool How To : Routines  The topic for this How To is routines. You will see examples of routines being used in the preschool classroom....
Description: This video illustrates how inclusive practices should begin as early as possible. In the first part, Janelle describes her two year old daughter’s birth, early weeks in the NICU, and her stroke at four months old. In the second part, Janelle is joined by Lydia Rose's child development center teacher and her early interventionist as they discuss and illustrate a range of topics including inclusion, collaboration and teamwork between general and special educators, family-centered early...
Description: This online self-paced and self-guided course is designed for professionals who work with and support young children and their families in a variety of learning environments and inclusive settings. This course will introduce you to dialogic reading and describe how it can be used to promote the language and literacy skills of young children.  Course objectivesAt the end of this course, you will be able...
Description:  This free instructional content from FPG's autism team marked the formidable milestone after only 15 months, and here's what users around the world have been learning about how to apply evidence-based practices.  What will I learn in a module? Key components of an EBP including the various approaches that can be used with learnerswith ASD Behaviors and skills that can be addressed using the practice A step-by-step process for applying the practice Specific resources that you can...
Description: This position statement jointly created by the National Association for the Education of Young Children (NAEYC) and the Division for Early Childood (DEC) of the Council for Exceptional Children (CEC) was published in 2009. It defines early childhood inclusion and clarifies what is meant by access, participation, and supports.  The position statement can be found on the DEC website under resources: position statements. Look for "Inclusion (April 2009) to find the position statement...
Description: In October, 2016, ten states convened around the topic of infant and early childhood mental health (IECMH), with a specific focus on strategies to improve assessment, diagnosis and treatment. Teams from Alaska, Colorado, Illinois, Indiana, Louisiana, Massachusetts, North Carolina, Oklahoma, Oregon, and Virginia participated, as well as a team of expert contributors from Minnesota. The summary of proceedings from that work, Aligning Policy and Practice: Mental Health Assessment and Treatment of...
Description: The ZERO TO THREE Policy Center is also delighted to announce the release of a new planning tool, Expanding Infant and Early Childhood Mental Health Supports and Services: A Planning Tool for States and Communities.  This new resource provides a set of questions that can help to: inform and organize cross-system, multi-sector planning efforts; inventory existing resources, policies, and programs; identify gaps and missing linkages; and align policy with best practice. This action-oriented...