Video Library

In this video, early childhood special educator Veronica Khalil and general education teacher Gwendolyn Terry illustrate the strategies they use in their Los Angeles Unified School District classroom to complete the DRDP. The authentic assessment strategies they used during distance learning are also useful during in-person classroom learning.

This video illustrates the use and value of the DRDP in preschool special education to monitor progress, inform instruction, connect with families, create IEP goals, support embedded instruction, and reflect on practices.

This video illustrates the process of planning and leading focused conversations with families to help complete the DRDP (2015). It is recommended that as you watch the video you download and follow along with the Leading Focused Conversations with Families to Help Complete the DRDP (2015) document.

This video is a fitting summary for the 2020-21 school year. Evelyn Perales-Solis shares the story of supporting her son Matteo while in distance learning and then in-person inclusive preschool during the pandemic. Evelyn and her son’s teacher, Sarah Lee, an early child special educator in the Los Angeles School District, describe key practices for achieving positive outcomes, including parent-teacher collaboration, parent coaching, embedded instruction, peer modeling, and the importance of children’s friendships and relationships.

Sarah Lee, an early child special educator in the Los Angeles Unified School District, illustrates how her inclusive classroom team collaborated to support all children and families during the pandemic through distance learning and the transition back to the classroom.

This video illustrates how an early childhood special educator uses portfolios to organize documentation, monitor children's progress, communicate with the team, and rate the DRDP (2015).

In this video, an early childhood special educator describes how an inclusive classroom, the use of embedded instruction, and the DRDP (2015) contributed to positive outcomes for Ryan. This video was produced collaboratively by the Embedded Instruction for Early Learning-California, Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida and the Desired Results Access Project, Napa County Office of Education.

This video illustrates how essential early childhood inclusion is for all children, including those who cannot be in close proximity to other children because of health concerns. In this video, Kate Mathany describes how her daughter Getty virtually attends a typical preschool classroom every day using a VGo. In the first part, Kate introduces us to Getty and describes how the idea to use the VGo came about. In the second part, Kate is joined by Eileen Sedilko, Getty's preschool teacher, as they illustrate how Getty's school day works from both home and classroom perspectives. They discuss a range of topics including preschool inclusion, parent leadership, the use of adaptations, collaboration, teamwork, the benefits of inclusion for all children, families, and teachers. This video has important messages for families with children who cannot attend a preschool because of health reasons who are looking for solutions, for all those interested in early childhood inclusion, and for current and future early childhood educators.

In this video, a follow-up to "Getty's Door to Inclusion," Kate Mathany shares her experiences using technology to make inclusion possible for her daughter Getty and discusses how embracing inclusion can help teachers become better at what they do.

Last year we saw Getty virtually attend preschool using a VGo in "Getty's Window To Inclusion: The Chance To Be Just Like Any Other Kid." Now in kindergarten, Getty virtually attends a typical kindergarten classroom every day using the VGo. In this heartwarming video, Getty's mother, Kate Mathany, and her teacher, Pinky Ngo, describe and illustrate the importance of having consistent and high expectations for all children, sound communication strategies, and effective parent-teacher collaboration. In addition to seeing how Getty's skills blossom we see the social experience of kindergarten as Getty develops close friendships with her classmates. This video has important messages for all those interested in early childhood and elementary school inclusion, for all current and future early childhood educators, and for families who are looking for solutions for their children who cannot attend school because of health reasons.

Tristen is a delightful, bilingual preschooler. This video shows video clips that Tristen's teachers have shared with his family and is narrated by Tristen's parents who discuss how video helps them understand what Tristen is learning in school, assists them in using consistent strategies, reinforces Tristen's communication and literacy skills, supports positive behaviors, provides family support, and preserves visual memories.

Joann Hulkower illustrates ways that video can enhance collaboration with families and support inclusion.

This story illustrates how Michael Lopez-Breaux and his colleagues at the Monte Vista Early Education center used video to support Oliver's joy of learning and transition between activities. The team uses video for documentation, assessment, reflective practice, family education and support, and the development of Individualized Education Programs.

Joann Hulkower of the Kedren Head Start, Cypress I, shares a story of how the use of video helped support Carlos' self-esteem, improve his ability to play with other children, and provide family education.

Joann Hulkower shares five foundational principles that describe and illustrate why video is such a powerful and useful tool in early childhood education.

This clip illustrates how Julia Chien and Marek Zielina have been using digital video in their collaborative preschool classroom at the Playa Del Rey Elementary School to enhance collaboration, documentation, assessment, reflective practice, and create video portfolios for children.

This video illustrates an inclusive preschool program that is a partnership of Elk Grove Unified School District's Head Start program and the preschool special education program at the Sacramento County Office of Education (a member of the Desired Results Access Project Video Initiative). Footage of classroom activities and interviews describe the strong collaboration among children, staff, and parents and highlights the benefits of inclusive preschool settings for all involved.

Two preschool teachers discuss and illustrate the importance of joy for children and teachers and its relationship to early childhood inclusion.

Set to music, this video illustrates the many ways that young children learn.

This two-part video series describes and illustrates how Amigo Baby, an early intervention program in Ventura, California, provides virtual home visiting services that are culturally and linguistically sensitive and responsive to Latinx families, including both Spanish-speaking and migrant indigenous families who speak Mixteco. The videos include insightful interviews with the program director, an early interventionist, an occupational therapist, and parents along with illustrative recordings of virtual home visits.

Part 1: Isai and Eliel's Story describes strategies for being responsive to families’ language and culture; the use of culturally appropriate communicators; working with all family members; using a team approach; being flexible and following the family’s lead; and the use of a coaching approach.

Reflective Questions to Accompany the "Honoring Family Culture in Early Intervention" Videos

Honoring Family Culture in Early Intervention - Part 2: Max's Story

This two-part video series describes and illustrates how Amigo Baby, an early intervention program in Ventura, California, provides virtual home visiting services that are culturally and linguistically sensitive and responsive to Latinx families, including both Spanish-speaking and migrant indigenous families who speak Mixteco. The videos include insightful interviews with the program director, an early interventionist, an occupational therapist, and parents along with illustrative recordings of virtual home visits.

Part 2: Max's Story expands on the themes introduced in Part 1 and describes socio-economic and cultural challenges frequently faced by migrant indigenous families, strategies for supporting a family’s basic needs, recruiting practitioners who are a part of a family’s community, and using technologies that meet a family’s needs and resources.

Reflective Questions to Accompany the "Honoring Family Culture in Early Intervention" Videos

Honoring Family Culture in Early Intervention - Part 1: Isai and Eliel's Story

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 intervention in natural environments, coaching, embedded instruction, family leadership, and more. This video has important messages for families who are, or will be, receiving early intervention services, for current and future early intervention practitioners, and for early childhood educators.

This is a follow up to the video "Team Lydia Rose." In this video Janelle Rethwisch talks about her perspective on inclusion for her daughter Lydia, in early childhood and beyond. This video can serve as a good introduction for families who are new to the concept of inclusion or who are deciding on service options.

This is an important video for families who are, or will be, receiving early intervention services as well as for current and future early intervention practitioners. In Part 1, Karis and Mike share intimate reflections about their daughter's birth and early months in the NICU; in Part 2, Karis articulately describes and illustrates the role of early intervention in their lives.

This delightful video illustrates how video peer modeling was used to support two and a half year old Nelcy to start using a walker and ultimately walk without it.

How is your SELPA or district doing on improving its child outcomes for preschool children with IEPs?
Discover reports on Indicator 7 preschool child outcome results with the DR Access Outcomes website.

This brief video from the California Department of Education, Special Education Division introduces the Office of Special Education Program's (OSEP) preschool child outcomes indicator and the state and local reports of results available for special education programs in California at DRAccessOutcomes.org. Preschool child outcomes comprise Indicator 7 of OSEP's State Performance Plan/Annual Performance Report.

All programs that serve young children and their families can improve outcomes for children by making a difference for their families. This video describes the importance of supporting families, collecting data on family outcomes, and using the data to improve the program. Using the family data collected by the U.S. Department of Education's Office of Special Education's Part C/Early Intervention Program as an example, this video highlights how three families who received early intervention benefitted from support to their family. This video is a companion to the video Child Outcomes: Step-By-Step. The intended audience includes program staff, leaders, and families in all programs for young children, including early care and education, early childhood special education, early intervention, childcare, and Head Start.

This video is published collaboratively by the Center for IDEA Early Childhood Data Systems (DaSy); the Early Childhood Technical Assistance Center (ECTA); and the Desired Results Access Project, Napa County Office of Education, funded by the California Department of Education, Special Education Division; and collaborating partners: Early ACCESS, Iowa Department of Education; LEAP Preschool Model, Positive Early Learning Experiences Center; Pyramid Model Consortium; New Mexico Children, Youth and Families Department Office of Child Development; UNM Continuing Education Early Childhood Services Center; Developmental TIPS Project, Munroe-Meyer Institute at the University of Nebraska Medical Center; and the Ohio Developmental Disabilities Council.

Please Note: You are free to share, copy, link, and otherwise distribute this video under the following conditions:
1. You must attribute the work in the following manner (but not in any way that suggest that the publishers endorse your use of the work): Edelman, L. (Producer) (2017) Supporting Children By Improving Family Outcomes (Video). Published collaboratively by the Center for IDEA Early Childhood Data Systems (DaSy); the Early Childhood Technical Assistance Center (ECTA); the Desired Results Access Project, Napa County Office of Education, funded by the California Department of Education, Special Education Division; and collaborating partners.
2. You may not use this work for commercial purposes
3. You may not alter, transform, or build upon this work
4. You may not post a copy of this video to any web site

The Office of Special Education Programs (OSEP) has adopted a set of three child outcomes. These outcomes address three areas of child functioning necessary for each child to be an active and successful participant at home, in the community, and in other places like a child care program or preschool. All State early intervention (Part C) and preschool special education (Part B/619) programs report on the progress that they make each year toward these outcomes as one part of their Annual Performance Report (APR). This video describes and illustrates the three child outcomes. This video is a collaborative presentation of Results Matter, Colorado Department of Education, the Desired Results Access Project, Napa County Office of Education, funded by the California Department of Education, Special Education Division, and the Early Childhood Outcomes Center, funded by the Office of Special Education Programs.

Kaylee demonstrates her skills transferring and getting around in her classroom.

Cody demonstrates a variety of language, emergent writing, and fine motor skills.

Logan demonstrates patterning skills.

Cody demonstrates a variety of fine motor skills.

Cody demonstrates a variety of gross motor skills.

Angel demonstrates a variety of computer skills.

Angel demonstrates a variety of mealtime and self-help skills.

Ari demonstrates a variety of skills at lunch, including personal care, eating, language, social, and fine motor.

Carmen demonstrates a variety of skills, including hand washing, personal care, eating, language, social, fine motor, and tooth brushing.

Carmen demonstrates a variety of number sense skills.

Carmen demonstrates a variety of writing skills.

Gina demonstrates a variety of manipulation and play skills.

Gina demonstrates her perseverance and a friend shows her empathy and cooperation.

A variety of children demonstrate their language and movement skills.

Logan demonstrates a variety of language and literacy skills.

Sam demonstrates a variety of grasp/release/manipulation and language skills.

Sean demonstrates a variety of grasp/release and manipulation skills.

Isaac demonstrates a variety of manipulative, communication, and social skills.

Joseph demonstrates communication and literacy skills reading with a teacher and reading independently.

Cameron demonstrates a variety of communication, social, and self-help skills during snack time.

Michelle demonstrates a variety of fine motor, manipulative, and creative skills working at an activity table.

Crystal demonstrates a variety of movement, social, and communication skills.

Max demonstrates a variety of social, communication, and self-feeding skills.

Severina demonstrates a variety of social, communication, and fine motor skills.

Alec demonstrates a variety of self-help, social, and communication skills.

Tania demonstrates a variety of gross motor, communication, and social skills.

Ben demonstrates a variety of social, communication, and mealtime skills.

Nicholas demonstrates a variety of fine motor, social, and early literacy skills.