Quality Inclusive Practices Checklist

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Quality Inclusive Practices Checklist"

Transcription

1 Quality Inclusive Practices Checklist Access Participation Supports highlighted terms Heartland Equity and Inclusion Project

2 Does the program s philosophy/mission promote inclusive practices? Do administrators and staff have an inclusive attitude and spirit valuing cultural, linguistic and ability diversity? # Children Enrolled: # Children with Disabilities: Diversity of Races / Ethnicities (record # or % of children): Diversity of Home Languages (list): Socioeconomic Diversity: Comprehensive system to evaluate the program:

3 both

4 Access toolbox A. Universal Design toolbox A1. Equitable Use environmental design and materials A2. Flexibility in Use design and materials A3. Perceptible Information clearly communicated. environmental environmental expectations are

5 A4. Simple and Intuitive Use environmental design and materials. A5. Tolerance for Error- children success when interacting with the environment and materials. A6. Low Physical Effort interac with the environment and material. A7. Size and Space for Approach and Use children interact with environment and materials based on abilit, interest, and goals.

6 B. Universal Design for Learning (UDL) toolbox B1. B2. B3. Intentional teaching methods and strategies are used to children.

7 C. Assistive Technology (AT) toolbox C1. Low tech supports such laminated picture boards C2. High tech supports such as augmented are used. communication devices are used.

8 D. Adaptations toolbox D1. Adaptations provided are appropriate to the child s strengths and challenges. D2. Appropriate adaptations are provided across daily routines and activities.

9 Participation toolbox A. Embedded Instruction and Other Naturalistic Interventions toolbox A1. Daily, naturally occurring activities and routines support individual learning goals from the IFSP or IEP. A2. Embedded instruction is distributed within regular activities and routines. A3. ools and strategies child s meaningful engagement in the classroom community.

10 A4. Practitioners use both incidental and intentional teaching methods. A5. Practitioners support peer social relationships. A6. Practitioners facilitate collaborative problem-solving between children. A7. Practitioners use techniques to support children s successful transitions between activities.

11 B. Scaffolding Strategies toolbox B1. Practitioners scaffold children s language, play and activities with appropriate use of modeling. B2. Practitioners scaffold children s language, play and activities with appropriate use of response prompting strategies. B3. Practitioners scaffold children s language, play and activities through provision of corrective feedback.

12 C. Tiered Models of Instruction toolbox C1. Formative, universal screening is monitor their development and learning. C2. Formative, progress monitoring is periodically on all children in a classroom or program to to gather the information needed to guide instruction. C3. Instruction utilizes a developmentally appropriate, research-based curriculum. C4. Instruction is differentiated according to children s needs, backgrounds, preferences and differences.

13 C5. Progress monitoring results are used to target small groups that need additional instruction. C6. Intensive, explicit, systematic, individualized instruction is based on progress monitoring.

14 Supports (systems-level) toolbox A. Professional Development toolbox A1. The program has an orientation process for new staff that addresses the unique aspects of working in an inclusive classroom. A2. There is a comprehensive and ongoing system for staff development. A3. Staff and therapists participate in professional development that includes specific knowledge and skills on evidence-based practices that define high-quality inclusive environments.

15 B. Models of Collaboration toolbox B1. Classroom team s plans are incorporated into the research-based curriculum. B2. Families and professionals, including general education practitioners, work as a team to plan, deliver, and evaluate EI and/or ECSE services. B3. All team members, including general education practitioners, participate in the IEP and/or IFSP process. B4. Effective, ongoing two-way communication facilitates the collaboration of community agencies and other community partners.

16 C. Family-Professional Collaboration C1. A consistent, ongoing system for family involvement is established. toolbox C2. Respectful, responsive relationships have been developed between families and professionals. C3. Practitioners model cultural competence in their interactions with each and every family. C4. Families and professionals engage in shared decision-making to establish mutually agreed upon goals and develop resources, supports and services that support transitions between programs.

17 Quality Inclusive Practices Checklist Summary Defining Feature of Inclusion Access Strength Challenge Participation Supports

18 Challenge Steps to Address Person(s) Responsible Resources or Supports Needed Timeline for Completion

19 Quality Inclusive Practices Checklist Glossary

20 Coaching Model Consultative Model Corrective Feedback Co-Teach Cultural Competence Differentiated instruction Early Childhood Special Education (ECSE) Early Intervention (EI) RETURN TO FORM

21 Embedded Instruction Engagement Individual Family Service Plan (IFSP) Individual Education Program (IEP) Incidental Teaching Inclusion (official definition by DEC and NAEYC) Intentional Teaching RETURN TO FORM

22 Itinerant Special Educators / Therapists Modeling Progress Monitoring Push-in Therapy/Model Pull-out Therapy/Model Response Prompting Strategies Transitions Between Activities Transitions Between Programs Universal Screening RETURN TO FORM

23 Quality Inclusive Practices Checklist Toolboxes

24 Access Toolbox Articles Policy Advisory: The Law on Inclusive Education Early Childhood Inclusion: A Joint Position Statement of the DEC & NAEYC Early Childhood Special Education Least Restrictive Environment (LRE) Guidance Paper

25 Online Application Activities Building the Legacy: A Training Curriculum on IDEA 2004 Other Resources Win-Win Inclusive Preschool Settings RETURN TO FORM

26 Adaptation Toolbox Articles Play Modifications for Children with Disabilities Online Application Activities CONNECT Module 5: Assistive Technology Interventions

27 Other Resources Getting Kids Involved: Creating Opportunities for Learning Cara s Kit: Creating Adaptations for Routines and Activities RETURN TO FORM

28 Assistive Technology Toolbox Articles Assistive Technology: Supporting the Participation of Children with Disabilities Online Application Activities CONNECT Module 5: Assistive Technology Interventions

29 Other Resources Tots n Tech Assistive Technology for Infants, Toddlers and Young Children Quality Inclusive Practices: Resources and Landing Pads

30 Tools of inclusion: Assistive technology for young children RETURN TO FORM

31 Embedded Instruction Toolbox Articles DEC Recommended Practices Toolkit: Embedded Instruction Online Application Activities CONNECT Module 1: Embedded Interventions

32 Other Resources Quality Inclusive Practices: Resources and Landing Pads DEC Recommended Practices Toolkit: Embedded Instruction Quality Inclusive Practices: Resources and Landing Pads RETURN TO FORM

33 Family Professional Collaboration Toolbox Articles Dimensions of Family and Professional Partnerships: Constructive Guidelines for Collaboration Online Application Activities CONNECT Module 4: Family-Professional Partnerships

34 Star Legacy Module: Collaborating with Families Other Resources Quality Inclusive Practices: Resources and Landing Pads Guiding Principles and Practices for Delivery of Family Centered Services RETURN TO FORM

35 Models of Collaboration Toolbox Articles Coaching in Early Childhood Service Delivery Models for Educating Young Children with Special Needs

36 Online Application Activities CONNECT Module 3: Communication for Collaboration Implementation Guide: Operating Standards for High Quality Inclusive Child Care

37 Other Resources Adopting a Consultation Model in Itinerant ECSE Services Quality Inclusive Practices: Resources and Landing Pads DEC Recommended Practices: A Comprehensive Guide for Practical Applications in Early Intervention/Early Childhood Special Education RETURN TO FORM

38 Participation Toolbox Articles Policy Advisory: The Law on Inclusive Education Online Application Activities Building the Curriculum: A Training Curriculum on IDEA 2004

39 Other Resources Engagement of Every Child in the Preschool Classroom Inclusion and Joy RETURN TO FORM

40 Professional Development Toolbox Articles What Do We Mean by Professional Development in the Early Childhood Field? Online Application Activities Paraeducators at Work

41 Other Resources Association for Childhood Education International (ACEI) Division for Early Childhood of the Council for Exceptional Children National Association for the Education of Young Children National Association for Family Child Care (NAFCC)

42 National Head Start Association (NHSA) RETURN TO FORM

43 Scaffolding Toolbox Articles Modeling Online Application Activities CONNECT Module 1: Embedded Interventions - Peer Supports

44 CONNECT Module 1: Embedded Interventions - Routine in the Community CONNECT Module 1: Embedded Interventions - Individualized Scaffolding Strategies Other Resources Quality Inclusive Practices: Resources and Landing Pads RETURN TO FORM

45 Support (systems-level) Toolbox Articles Policy Advisory: The Law on Inclusive Education Early Childhood Inclusion: A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC)

46 Online Application Activities What Makes Inclusion Work Other Resources RETURN TO FORM

47 Tiered Models of Instruction Toolbox Articles Recognition Response: An Early Intervening System for Young Children At-Risk for Learning Disabilities Response to Intervention (RTI) in Early Childhood: Building Consensus on the Defining Features

48 Online Application Activities CONNECT Module 7: Tiered Instruction Other Resources Quality Inclusive Practices: Resources and Landing Pads Implementing RTI: Prairie Children Preschool RETURN TO FORM

49 Transitions Between Programs Toolbox Articles Transition to Kindergarten: Policy Implications for Struggling Learners and Those Who May Be At Risk for Learning Disabilities Designing and Implementing Successful Early Childhood Transition Processes Promoting Smooth Transitions to Kindergarten

50 Online Application Activities CONNECT Module 2: Transition Other Resources When I m 3, Where Will I Be? RETURN TO FORM

51 Universal Design & Universal Design for Learning Toolbox Articles Universal Design of Early Childhood Education Online Application Activities Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students

52 Other Resources About UDL National Center on the Universal Design of Education Quality Inclusive Practices: Resources and Landing Pads RETURN TO FORM

53 Quality Inclusive Practices Checklist Resources

54 Resources

55

56

57 RETURN TO FORM

Inclusive Practices In Early Childhood Special Education/Early Intervention: Selected Links to Online Resources Promoting Evidence-Based Practices

Inclusive Practices In Early Childhood Special Education/Early Intervention: Selected Links to Online Resources Promoting Evidence-Based Practices Inclusive Practices In Early Childhood Special Education/Early Intervention: Selected Links to Online Resources Promoting Evidence-Based Practices California Department of Education, Child Development

More information

ILLINOIS CERTIFICATION TESTING SYSTEM

ILLINOIS CERTIFICATION TESTING SYSTEM ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June 2011 ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June

More information

RtI Response to Intervention

RtI Response to Intervention DRAFT RtI Response to Intervention A Problem-Solving Approach to Student Success Guide Document TABLE OF CONTENTS Introduction... 1 Four Essential Components of RtI... 2 Component 1... 3 Component 2...

More information

Child Care Center and Preschool Quality Framework. November 2013

Child Care Center and Preschool Quality Framework. November 2013 Child Care Center and Preschool Quality Framework November 2013 BrightStars: Rhode Island s Quality Rating and Improvement System for Child Care and Early Learning Programs The latest science tells us

More information

PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE )

PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) TEST OBJECTIVES Subarea Range of Objectives Approximate Test Weighting I. Knowledge of Students with Disabilities 001 003 15% II. III.

More information

Response to Intervention (RTI) is an approach that is gaining acceptance

Response to Intervention (RTI) is an approach that is gaining acceptance National Professional Development Center on Inclusion Helping states achieve an integrated professional development system that supports high quality inclusion Response to Intervention (RTI) in Early Childhood

More information

Curriculum and Instruction

Curriculum and Instruction Curriculum and Instruction Core curriculum is the foundation of Tier 1 instruction and is the basis for building K-12 literacy in Arizona students. The curriculum at each level must be based upon the 2010

More information

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013)

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop

More information

FRAMEWORK OF SUPPORT: SCHOOL-LEVEL PRACTICE PROFILE

FRAMEWORK OF SUPPORT: SCHOOL-LEVEL PRACTICE PROFILE FRAMEWORK OF SUPPORT: SCHOOL-LEVEL PRACTICE PROFILE S The Framework of Supports are a set of Practice Profiles that serve as an implementation overview of Support for Personalized Learning (SPL). Practice

More information

Section The Illinois Professional Teaching Standards Beginning July 1, ) Knowledge Indicators The competent teacher:

Section The Illinois Professional Teaching Standards Beginning July 1, ) Knowledge Indicators The competent teacher: Section 24.130 The Illinois Professional Teaching Standards Beginning July 1, 2013 No later than July 1, 2013, all approved teacher preparation programs shall submit the course of study for that program

More information

The Pyramid Model provides guidance for early childhood special education and early intervention personnel, early educators, families, and other

The Pyramid Model provides guidance for early childhood special education and early intervention personnel, early educators, families, and other The Pyramid Model provides guidance for early childhood special education and early intervention personnel, early educators, families, and other professionals on the evidencebased practices for promoting

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

More information

Resources for Special Education in Public Montessori Schools

Resources for Special Education in Public Montessori Schools Resources for Special Education in Public Montessori Schools Books for Early Childhood Programs and Classrooms The Division for Early Childhood. (2010). Understanding IDEA: What it Means for Preschoolers

More information

Response to Intervention

Response to Intervention Response to Intervention A Joint Paper by the National Association of State Directors of Special Education and the Council of Administrators of Special Education Introduction This paper is a joint product

More information

How Our Early Childhood Products. Program Quality and School Readiness

How Our Early Childhood Products. Program Quality and School Readiness How Our Early Childhood Products Help Strengthen Program Quality and School Readiness Social-Emotional Assessment/ Evaluation Measure RESEARCH EDITION With these high-quality, research-based books and

More information

Assessment in Early Childhood Special Education Special Education 524 (3 credits) Minnesota State University Moorhead Online Course Syllabus

Assessment in Early Childhood Special Education Special Education 524 (3 credits) Minnesota State University Moorhead Online Course Syllabus Course Description/Objectives Assessment in Early Childhood Special Education Special Education 524 (3 credits) Minnesota State University Moorhead Online Course Syllabus This course is designed to provide

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

More information

Department of Education Learners first, connected and inspired

Department of Education Learners first, connected and inspired Department of Education Learners first, connected and inspired Guidelines for Individual Education Planning Students with Disability Department of Education Guidelines for Individual Education Planning

More information

Colorado Professional Teaching Standards

Colorado Professional Teaching Standards Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their

More information

Fidelity Integrity Assessment (FIA)

Fidelity Integrity Assessment (FIA) Fidelity Integrity Assessment (FIA) Version 1.1 SWIFT Center University of Kansas www.swiftschools.org This document was produced under U.S. Department of Education, Office of Special Education Programs

More information

Framework and Guidelines for Principal Preparation Programs

Framework and Guidelines for Principal Preparation Programs THE FRAMEWORK FOR PRINCIPAL PREPARATION PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION 1 Purpose Of all the educational research conducted over the last 30 years in the search to improve student

More information

MILLIKIN TEACHING STANDARDS

MILLIKIN TEACHING STANDARDS MILLIKIN TEACHING STANDARDS Millikin Teaching Standards are correlated to and modifications of Illinois Professional Teaching Standards. Modifications reflect Millikin s mission and the education unit

More information

Special Education Service Delivery Plan

Special Education Service Delivery Plan Special Education Service Delivery Plan 2011-2016 Question 1: What process was used to develop the special education delivery system for eligible individuals? District Mission: To ensure that all learners

More information

CHAPTER 4 THE INDIVIDUALIZED EDUCATION PROGRAM (IEP) INTRODUCTION A. IEP TEAM

CHAPTER 4 THE INDIVIDUALIZED EDUCATION PROGRAM (IEP) INTRODUCTION A. IEP TEAM C H A P T E R 4 : T H E I N D I V I D U A L I Z E D E D U C A T I O N P R O G R A M ( I E P ) INTRODUCTION The Individualized Education Program is defined as a written statement for each student with an

More information

Council for Exceptional Children Professional Standards

Council for Exceptional Children Professional Standards Council for Exceptional Children Professional Standards Professional Standards and Practice Throughout the Career The education of teachers must be driven by A clear and careful conception of the educating

More information

school readiness as it relates to infants and toddlers with special needs served by EHS programs; the partnership between EHS and Part C of IDEA;

school readiness as it relates to infants and toddlers with special needs served by EHS programs; the partnership between EHS and Part C of IDEA; Welcome to the Early Head Start Webinar on Early Intervention and School Readiness for Infants and Toddlers with Special Needs! We are glad you have joined us! To get the most out of this training experience:

More information

St. Matthias IB MYP Special Needs Policy

St. Matthias IB MYP Special Needs Policy St. Matthias IB MYP Special Needs Policy Vision for Inclusion of the Archdiocese of Chicago The heart and spirit of our Archdiocesan Catholic Schools reveals itself in the faith conviction that all God

More information

Student Learning in Degree Programs

Student Learning in Degree Programs Unit Plan for Assessing and Improving Student Learning in Degree Programs Masters Programs in Special Education Unit: Special Education Unit Head approval: Date: April 9, 2008 SECTION 1: PAST ASSESSMENT

More information

The Massachusetts Tiered System of Support

The Massachusetts Tiered System of Support The Massachusetts Tiered System of Support Chapter 1: Massachusetts Tiered System of Support (MTSS) Overview Massachusetts has developed a blueprint outlining a single system of supports that is responsive

More information

CEC Initial Level Special Educator Preparation Standards 1

CEC Initial Level Special Educator Preparation Standards 1 Page 1 of 11 CEC Initial Level Special Educator Preparation Standards 1 Among the sine qua non characteristics of mature professions are the identification of the specialized knowledge and skill and the

More information

THE FRAMEWORK FOR SPECIAL EDUCATION GRADES PRE K- 8 & 7-12 PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION

THE FRAMEWORK FOR SPECIAL EDUCATION GRADES PRE K- 8 & 7-12 PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION THE FRAMEWORK FOR SPECIAL EDUCATION GRADES PRE K- 8 & 7-12 PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION TABLE OF CONTENTS Why Quality Teacher Preparation Programs Are Important...3 Philosophy

More information

Commission on Teacher Credentialing. Education Specialist Clear Program Standards

Commission on Teacher Credentialing. Education Specialist Clear Program Standards Commission on Teacher Credentialing Education Specialist Clear Program Standards Clear (Induction) Program Standards Adopted by the Commission, March 2009 1 Program Standards for the Clear (Induction)

More information

Early Childhood education

Early Childhood education Early Childhood education Mission Statement The mission of the Early Childhood Education (ECE) major is to provide an interdisciplinary undergraduate program in the College of Education that focuses on

More information

Program Administrator Definition and Competencies

Program Administrator Definition and Competencies I. Program Administrator Definition The program administrator is the individual responsible for planning, implementing, and evaluating a child care, preschool or kindergarten program. The role of the administrator

More information

Technical Assistance Paper

Technical Assistance Paper Pam Stewart Commissioner of Education DPS: 2014-94 Date: August 1, 2014 Technical Assistance Paper What s Special about Special Education? Specially Designed Instruction for Students with Disabilities

More information

BOK Course Title Course Description Access to Children

BOK Course Title Course Description Access to Children ECE Online Courses Course Number BOK Course Title Course Description Access to Children 18CI1001 TI Educational Technology This course encompasses effectively analyzing, designing, Must videotape a developing,

More information

Module 1. Work Sampling Online Administrator s Training. The Basics

Module 1. Work Sampling Online Administrator s Training. The Basics Module 1 Work Sampling Online Administrator s Training The Basics The Basics PA s Work Sampling Implementation Introduction to Authentic Assessment Work Sampling in the Classroom Work Sampling Online (WSO)

More information

The University of North Carolina at Pembroke 2015-2016 Academic Catalog

The University of North Carolina at Pembroke 2015-2016 Academic Catalog 338 The University of North Carolina at Pembroke 2015-2016 Academic Catalog COURSES BIRTH TO KINDERGARTEN (ECE) ECE 2020. Foundations of Early Childhood (3 credits) This course is designed to introduce

More information

Franklin Public Schools District Improvement Plan 2014-2015

Franklin Public Schools District Improvement Plan 2014-2015 Standard I: Instructional Leadership. The district promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes powerful teaching and learning

More information

Core Qualities For Successful Early Childhood Education Programs. Overview

Core Qualities For Successful Early Childhood Education Programs. Overview Core Qualities For Successful Early Childhood Education Programs Overview The National Council of La Raza (NCLR) the largest national Hispanic civil rights and advocacy organization in the United States

More information

for Young Children with Special Needs

for Young Children with Special Needs for Young Children with Special Needs to Baltimore City Public Schools! As a parent or guardian, you have an essential role to play as your child s first teacher. And, as a parent or guardian of a young

More information

Standards for Special Education Teachers

Standards for Special Education Teachers Standards for Special Education Teachers Introduction The new standards for special education teachers have been developed to align with the Core Standards For Teachers developed by the North Carolina

More information

Course Syllabus College of Education Winona State University. Department: Special Education Date: August 2011

Course Syllabus College of Education Winona State University. Department: Special Education Date: August 2011 Course Syllabus College of Education Winona State University Department: Special Education Date: August 2011 Course Number: 451/551 Course Title: ECSE Assessment, Planning, and Placement Number of Credits:

More information

2013-2014 Special Education Report & Next Steps for 2014-2015

2013-2014 Special Education Report & Next Steps for 2014-2015 2013-2014 Special Education Report & Next Steps for 2014-2015 P.O. Box 2558, Hamilton, Ontario L8N 3L1 Tel: 905-527-5092 Fax: 905-521-2544 www.hwdsb.on.ca All Students Achieving Their Full Potential! 1

More information

Role of Occupational Therapy With Infants, Toddlers, and Families in Early Intervention. The American Occupational Therapy Association, Inc.

Role of Occupational Therapy With Infants, Toddlers, and Families in Early Intervention. The American Occupational Therapy Association, Inc. Role of Occupational Therapy With Infants, Toddlers, and Families in Early Intervention Occupational therapy promotes function and engagement in daily habits and routines. the occupation of life skills

More information

George Mason University Early Childhood Education Program Internship Manual

George Mason University Early Childhood Education Program Internship Manual George Mason University Early Childhood Education Program Internship Manual Early Childhood Education PK-3 (ECE PK-3) Licensure Early Childhood Special Education (ECSE) Licensure Dual Licensure ECE PK-3

More information

Crosswalk between Delaware Stars for Early Success ECE Center Standards & Delaware IDEA Part B Section 619 Program Standards

Crosswalk between Delaware Stars for Early Success ECE Center Standards & Delaware IDEA Part B Section 619 Program Standards Domain: Family and Community Partnerships 20 points Rationale: Family involvement and reciprocal family-provider relationships are fundamental to high quality early care and education services. This dimension

More information

How Our Early Childhood Products. help strengthen

How Our Early Childhood Products. help strengthen How Our Early Childhood Products help strengthen Program Quality & School Readiness With these high-quality, research-based books and assessment tools from Brookes Publishing, you ll strengthen the quality

More information

Understanding Least Restrictive Environment for Young Children Illinois Birth-5 Transition Guidance Committee, 8/2014

Understanding Least Restrictive Environment for Young Children Illinois Birth-5 Transition Guidance Committee, 8/2014 Transition for Families of 3 Year Olds: Understanding Least Restrictive Environment for Young Children Welcome to Understanding Least Restrictive Environment for Young Children. In this brief presentation,

More information

Source- Illinois State Board of Education (www.isbe.net)

Source- Illinois State Board of Education (www.isbe.net) Wise Ways / Center on Innovation & Improvement CL17 Indicator: Professional development for teachers is determined by data (including classroom observations and review of lesson plans) that demonstrate

More information

WV Birth to Three. Comprehensive System of Personnel Development CORE COMPETENCIES FOR EARLY INTERVENTION AND SERVICE COORDINATION SPECIALISTS

WV Birth to Three. Comprehensive System of Personnel Development CORE COMPETENCIES FOR EARLY INTERVENTION AND SERVICE COORDINATION SPECIALISTS WV Birth to Three Comprehensive System of Personnel Development CORE COMPETENCIES FOR EARLY INTERVENTION AND SERVICE COORDINATION SPECIALISTS April, 2003 Revised May, 2008 Acknowledgments The WV Birth

More information

Standards for Certification in Early Childhood Education [26.110-26.270]

Standards for Certification in Early Childhood Education [26.110-26.270] I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central

More information

Principal Practice Observation Tool

Principal Practice Observation Tool Principal Performance Review Office of School Quality Division of Teaching and Learning Principal Practice Observation Tool 2014-15 The was created as an evidence gathering tool to be used by evaluators

More information

Illinois Center for School Improvement Framework: Core Functions, Indicators, and Key Questions

Illinois Center for School Improvement Framework: Core Functions, Indicators, and Key Questions Framework: Core Functions, Indicators, and Key Questions The Core Functions and Indicators, which form the structure for the delivery and execution of (Illinois CSI) services, describe the big ideas or

More information

Response to Intervention Frequently Asked Questions (FAQs)

Response to Intervention Frequently Asked Questions (FAQs) Response to Intervention Frequently Asked Questions (FAQs) 1. What is at the heart of RtI? The purpose of RtI is to provide all students with the best opportunities to succeed in school, identify students

More information

Michelle M. Gatmaitan, M.Ed.

Michelle M. Gatmaitan, M.Ed. Gatmaitan 1 Michelle M. Gatmaitan, M.Ed. CONTACT INFORMATION: 200 Chatham Way, #542 Phone: 513-238-5757 (cell) Mayfield Hts, OH 44124 E-mail: mgatmait@kent.edu EDUCATION Ph.D (in progress) Kent State,

More information

Transition to Early Childhood Special Education A Guide for Parents of Children with Disabilities Who Are Turning Three

Transition to Early Childhood Special Education A Guide for Parents of Children with Disabilities Who Are Turning Three Transition to Early Childhood Special Education A Guide for Parents of Children with Disabilities Who Are Turning Three Originally developed: (1995) Bridging Early Services, Transition Taskforce, Kansas

More information

1. What was the process used to develop the delivery system for eligible individuals?

1. What was the process used to develop the delivery system for eligible individuals? District Developed Special Education Delivery Plan Coon Rapids Bayard Community School District Public Comment Draft The Iowa Administrative Rules of Special Education require each school district to develop

More information

Sally Reed Crawford Indiana Department of Education Resource Network (IRN) Effective Evaluation Resource Center

Sally Reed Crawford Indiana Department of Education Resource Network (IRN) Effective Evaluation Resource Center Ongoing Assessment and Child Documentation of Preschool Children Sally Reed Crawford Indiana Department of Education Resource Network (IRN) Effective Evaluation Resource Center Learning Objectives 1. Identify

More information

MASTER OF ARTS IN TEACHING INTERDISCIPLINARY EARLY CHILDHOOD EDUCATION CERTIFICATION. Birth - Primary 16 KAR 9:080 16 KAR 5:050

MASTER OF ARTS IN TEACHING INTERDISCIPLINARY EARLY CHILDHOOD EDUCATION CERTIFICATION. Birth - Primary 16 KAR 9:080 16 KAR 5:050 MASTER OF ARTS IN TEACHING INTERDISCIPLINARY EARLY CHILDHOOD EDUCATION CERTIFICATION Birth - Primary 16 AR 9:080 16 AR 5:050 Graduate Catalog: http://www.gradschool.eku.edu/gradcatalog/gc_07_08.php September

More information

PROGRAM PREPAREDNESS CHECKLIST: Serving Dual Language Learners and Their Families

PROGRAM PREPAREDNESS CHECKLIST: Serving Dual Language Learners and Their Families It is essential that all Head Start and Early Head Start (EHS) programs have systems, policies, and procedures in place to meet the needs of children and families who speak languages other than English.

More information

SUBAREA I-UNDERSTANDING AND EVALUATING STUDENTS WITH DISABILITIES

SUBAREA I-UNDERSTANDING AND EVALUATING STUDENTS WITH DISABILITIES STUDENTS WITH DISABILITIES TEST OBJECTIVES Understanding and Evaluating Students with Disabilities Promoting Student Learning and Developing in a Collaborative Learning Community Working in a Collaborative

More information

Pennsylvania Big Ideas Framework and Individual Professional Development Plan for Early Childhood & School-Age Professionals

Pennsylvania Big Ideas Framework and Individual Professional Development Plan for Early Childhood & School-Age Professionals Pennsylvania Big Ideas Framework and Individual Professional Development Plan for Early Childhood & School-Age Professionals Office of Child Development and Early Learning Pennsylvania Department of Education

More information

Early Childhood Inclusion: FOR ALL CHILDREN IN LOUISIANA

Early Childhood Inclusion: FOR ALL CHILDREN IN LOUISIANA Early Childhood Inclusion: FOR ALL CHILDREN IN LOUISIANA MARCH 2013 Table of Contents Introduction... 1 Inclusion Is About All Children... 2 Benefits of Inclusion... 3 Top Three Misconceptions About Inclusion...3

More information

Early Childhood Authentic Assessment

Early Childhood Authentic Assessment Early Childhood Authentic Assessment Authentic Assessment 1. Meaningful and relevant to the context of each child s life. 2. Based on classroom experiences and activities 3. Allows children to demonstrate

More information

ARIZONA State Personnel Development Grant Introduction and Need

ARIZONA State Personnel Development Grant Introduction and Need ARIZONA State Personnel Development Grant Introduction and Need The Office of Special Education Programs, U.S. Department of Education awarded a five year State Personnel Development Grant (SPDG) to Arizona.

More information

Illinois Professional Teaching Standards

Illinois Professional Teaching Standards Illinois Professional Teaching Standards Preamble: We believe that all students have the potential to learn rigorous content and achieve high standards. A well-educated citizenry is essential for maintaining

More information

Elmhurst College Masters (M.Ed.) in Early Childhood Special Education OVERVIEW

Elmhurst College Masters (M.Ed.) in Early Childhood Special Education OVERVIEW Elmhurst College Masters (M.Ed.) in Early Childhood Special Education OVERVIEW PROGRAM PHILOSOPHY: The Early Childhood Special Education M.Ed. Program s design is centered around three core principles:

More information

FY13 Early Childhood Special Education Allocation Grant Fund Code 262 Online Grant Application Portal

FY13 Early Childhood Special Education Allocation Grant Fund Code 262 Online Grant Application Portal 1 FY13 Early Childhood Special Education Allocation Grant Fund Code 262 Online Grant Application Portal Select Your School Districts Name from the drop down menu The school districts are listed in alphabetical

More information

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data

More information

Credential Modification-Training Development Objectives. Core of Knowledge Area Child Development

Credential Modification-Training Development Objectives. Core of Knowledge Area Child Development Core of Knowledge Area Child Development Introduction to Observation and Assessment of Children Birth through 12 years of age This training will assist child care providers with the identification of observation

More information

Special Education Student Learning Outcomes

Special Education Student Learning Outcomes Special Education Student Learning Outcomes 1. Foundations. Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories,

More information

RTT-ELC Module 3: An Introduction to Early Care and Education in California Part 1: Children s Rights to Early Care and Education

RTT-ELC Module 3: An Introduction to Early Care and Education in California Part 1: Children s Rights to Early Care and Education RTT-ELC Module 3: An Introduction to Early Care Education in California Part 1: Children s Rights to Early Care Education Welcome to California s Race to the Top Early Learning Challenge grant Module 3,

More information

Masters of Reading Information Booklet. College of Education

Masters of Reading Information Booklet. College of Education Masters of Reading Information Booklet College of Education Department of Teaching and Learning Bloomsburg University's Masters in Reading/Reading Certification degree program provides theoretical, analytical

More information

Special Education Program Descriptions 2014-2015

Special Education Program Descriptions 2014-2015 Special Education Program Descriptions 2014-2015 Stillwater Central School District 1068 Hudson Avenue Stillwater, New York 12180 Introduction This document provides descriptions of the special education

More information

Eligibility / Staffing Determination EMOTIONAL DISTURBANCE. Date of Meeting:

Eligibility / Staffing Determination EMOTIONAL DISTURBANCE. Date of Meeting: Eligibility / Staffing Determination EMOTIONAL DISTURBANCE Date of Meeting: Student Name: DOB: Soc. Sec.#: The basis for making the determination of whether the student has a disability which meets the

More information

Masters of Science in Curriculum & Instruction Core Alignment of Summative Assessments to Standards

Masters of Science in Curriculum & Instruction Core Alignment of Summative Assessments to Standards Masters of Science in Curriculum & Instruction Core Alignment of Summative Assessments to Standards Standards ED 601 Summative Assignment 1 NBPTS Proposition 1: Teachers are Committed to Students and Learning

More information

Indiana Content Standards for Educators

Indiana Content Standards for Educators Indiana Content Standards for Educators EXCEPTIONAL NEEDS DEAF/HARD OF HEARING of hearing are expected to have a broad and comprehensive understanding of the knowledge and skills needed for this educator

More information

Tiered Supports for Individual Learners

Tiered Supports for Individual Learners Tiered Supports for Individual Learners Susan Sandall: My name is Susan Sandall, and I am very happy to be here with you all today. And I am going to talk about tiered supports for individual learners

More information

Department of Special Education and Early Childhood Studies

Department of Special Education and Early Childhood Studies Department of Special and Early Childhood Studies ED-LTCY 547 ADVANCED YOUNG ADULT LITERATURE (3-0-3)(SU). Offers an update in diverse young adult literature, as well as research, critical analysis and

More information

What is Response to Intervention (RTI)? How does it work in schools with Inclusion?

What is Response to Intervention (RTI)? How does it work in schools with Inclusion? What is Response to Intervention (RTI)? How does it work in schools with Inclusion? Pamela Bell, Ph.D. Universidade do Minho Braga, Portugal May 2015 2015 University of Texas System/Texas Education Agency

More information

Local Early Childhood Interagency Collaboration Agreement Collaborative Team. I. Purpose, Guiding Principles and Goals of this Community Collaboration

Local Early Childhood Interagency Collaboration Agreement Collaborative Team. I. Purpose, Guiding Principles and Goals of this Community Collaboration Local Early Childhood Interagency Collaboration Agreement Collaborative Team I. Purpose, Guiding Principles and Goals of this Community Collaboration The purpose of this agreement is to promote cooperation

More information

CASE s ESEA REAUTHORIZATION RECOMMENDATIONS

CASE s ESEA REAUTHORIZATION RECOMMENDATIONS A Division Of The Council For Exceptional Children CASE s ESEA REAUTHORIZATION RECOMMENDATIONS Offi c e : 4 7 8.3 3 3.6 8 9 2 Osi g i a n Offi c e C e n tre 1 0 1 K a te l y n C i rc l e, S u i te E Wa

More information

Linking Curriculum and Assessment

Linking Curriculum and Assessment Outcomes Study LEVEL OF EVIDENCE Gold Standard Linking Curriculum and Assessment The Creative Curriculum for Preschool and Teaching Strategies GOLD Summary Findings of a Study Conducted on the Use of The

More information

Burlington Community School District Beginning Teacher Mentoring and Induction Program. Students first, staff always

Burlington Community School District Beginning Teacher Mentoring and Induction Program. Students first, staff always Burlington Community School District Beginning Teacher Mentoring and Induction Program Students first, staff always Revised June 2015 The Iowa Mentoring and Induction Program began as part of the Iowa

More information

National Infant & Toddler Child Care Initiative An Overview of Region I Consultants Working with Child Care Settings Serving Infants & Toddlers April

National Infant & Toddler Child Care Initiative An Overview of Region I Consultants Working with Child Care Settings Serving Infants & Toddlers April Consultants Working With Child Care Settings, This document was prepared for the April 15, 2009 Region I ACF/Child Care Bureau and National Infant & Toddler Child Care Webinar on consultants working with

More information

Center-Based and School-Based

Center-Based and School-Based Center-Based and School-Based For Reference Only: The QRIS Program Manager should be used to officially submit a QRIS Application and Self-Assessment. This document has been developed as a reference to

More information

Pre-Kindergarten Associate Standards

Pre-Kindergarten Associate Standards Pre-Kindergarten Associate 2008 Ohio/CEC-DEC/NAEYC Ohio Core Body of Knowledge and Competencies Program Standards The Associate License, valid for five years, shall be issued to an individual who holds

More information

TEACHING/LEARNING INQUIRY CYCLE (TLIC) ASSESSMENT SCORING KEY UCTE PROGRAM WINDOWS OF DEVELOPMENT

TEACHING/LEARNING INQUIRY CYCLE (TLIC) ASSESSMENT SCORING KEY UCTE PROGRAM WINDOWS OF DEVELOPMENT Emerging TC can attempt it with significant support from CT/SC/SP. Basic TC can implement it on their own with some support and some success. Proficient -TC can implement it on their own with consistency

More information

Northeast Metro 916. Auditory/Oral Program. Engaging The Whole Child

Northeast Metro 916. Auditory/Oral Program. Engaging The Whole Child Northeast Metro 916 Auditory/Oral Program Engaging The Whole Child Welcome to Northeast Metro 916 Auditory/Oral Program I am proud of what our program has accomplished for children and families in the

More information

Special Education For Preschoolers

Special Education For Preschoolers C A L I F O R N I A E A R L Y S T A R T Special Education For Preschoolers A G U I D E F O R P A R E N T S Early Intervention services system encouraging partnerships between families and professionals,

More information

BEST PRACTICES RESOURCE GUIDE for ELEMENTARY, MIDDLE, and HIGH SCHOOLS

BEST PRACTICES RESOURCE GUIDE for ELEMENTARY, MIDDLE, and HIGH SCHOOLS BEST PRACTICES RESOURCE GUIDE for ELEMENTARY, MIDDLE, and HIGH SCHOOLS Elementary School Best Practices Small class size Pupil/Teacher ratio Vertical and Horizontal articulation at each grade level and

More information

Ch. 4: Four-Step Problem Solving Model

Ch. 4: Four-Step Problem Solving Model Ch. 4: Four-Step Problem Solving Model MDCPS Office of Academics, Accountability & School Improvement 2013-2014 The Problem-Solving Team Each school is expected to create and support an RtI/MTSS leadership

More information

South Carolina Literacy Competencies. for Reading Coaches

South Carolina Literacy Competencies. for Reading Coaches 2014 15 South Carolina Literacy Competencies for Reading Coaches Standard 1: Foundational Knowledge Coaches understand the theoretical and evidence-based foundations of reading and writing processes and

More information

Research Synthesis Points on Quality Inclusive Practices

Research Synthesis Points on Quality Inclusive Practices National Professional Development Center on Inclusion Helping states achieve an integrated professional development system that supports high quality inclusion Research Synthesis Points on Quality Inclusive

More information

Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Plan

Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Plan Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Plan Barrington Public Schools January 2016 1 SCHOOL SUPPORT SYSTEM A Collaborative

More information

Competencies for Early Childhood Professionals Area II: Understanding Child Growth and Development

Competencies for Early Childhood Professionals Area II: Understanding Child Growth and Development Competencies for Early Childhood Professionals Area II: Understanding Child Growth and Development Rationale: Child development is the foundation upon which early childhood practice is based. Because the

More information

Education Specialist. Early Childhood Certificate

Education Specialist. Early Childhood Certificate Education Specialist Early Childhood Certificate California State University, Chico VOLUME IV Table of Contents Standards for Early Childhood Special Education Certificate Standard 1: Typical and Atypical

More information

Pre-Requisites EDAM-5001 Early Literacy Guiding Principles and Language

Pre-Requisites EDAM-5001 Early Literacy Guiding Principles and Language . EDAM EDAM-5001. EARLY LITERACY: GUIDING PRINCIPLES AND LANGUAGE DEVELOPMENT This course is the prerequisite for all other courses in the Early Childhood Literacy program. It outlines the philosophical

More information

Certificate in Inclusive Care and Education (0-6yrs) Level 6 Special Purpose Award

Certificate in Inclusive Care and Education (0-6yrs) Level 6 Special Purpose Award Certificate in Inclusive Care and Education (0-6yrs) Level 6 Special Purpose Award Background: This one year part-time programme has been developed on foot of a demand within the ECCE sector for training

More information