Resources for Delivering Professional Development on Blended Practices © 2015 Division of Early Childhood. All rights reserved.

Overview Target Audience Intended Use Table of Contents Blended practices defined Key principles of blended practices Case Study Development of YEC’s Monograph #16 “Blending” quotes References Additional Related Resources Terms of Use © 2015 Division of Early Childhood. All rights reserved.

“Blending is the act of combining beliefs, values, traditions, practices and even funds from multiple disciplines, sources, and perspectives to maximize our efforts in serving all young children.” Pretti-Frontczak, Grisham-Brown, & Sullivan, 2014 YEC Monograph 16: Blending Practices for All Children Blended Practices Defined © 2015 Division of Early Childhood. All rights reserved.

Key Principles © 2015 Division of Early Childhood. All rights reserved.

Blended Practice Principle 1 Ensure all children, regardless of label, funding, or ability, have the opportunities and supports needed to thrive © 2015 Division of Early Childhood. All rights reserved.

Blended Practice Principle 2 Variability of instruction needs to match the variability of early development © 2015 Division of Early Childhood. All rights reserved.

Blended Practice Principle 3 Authentic assessment is the heart of designing and delivering quality early education © 2015 Division of Early Childhood. All rights reserved.

Case Study © 2015 Division of Early Childhood. All rights reserved.

To purchase Monograph#16YEC Monograph 16: Blending Practices for All ChildrenYEC Monograph 16: Blending Practices for All Children © 2015 Division of Early Childhood. All rights reserved.

“Blending” Quotes How practices are “blended” will differ based upon context, goals, and child/family characteristics © 2015 Division of Early Childhood. All rights reserved.

YEC Monograph 16: Blending Practices for All Children “There are two general categories of teaching practices: instructional and environmental. When blended together, they can result in an intentional and high-quality approach that is responsive to the needs of all children(provide information about environmental practices used as classroom-wide applications to support all children or as individually tailored supports to address the needs of a specific child.” Campbell & Milbourne, 2014 © 2015 Division of Early Childhood. All rights reserved.

YEC Monograph 16: Blending Practices for All Children “Adapting the classroom environment, project work, and individual lessons to developmentally and individually meet the needs of all children's learning goals requires intentional planning and reflection on the part of the teacher.” Dorsey, Danner, & Laumann, 2014 © 2015 Division of Early Childhood. All rights reserved.

YEC Monograph 16: Blending Practices for All Children “Blending evidence-based practices for an intentional model of intervention (itinerant ECSE services) that will support successful inclusion of young children with special needs.” Dinnebeil & McInerney, 2014 © 2015 Division of Early Childhood. All rights reserved.

YEC Monograph 16: Blending Practices for All Children “Blending intentional teaching with embedded instruction leads to quality instruction for all young children in inclusive preschool classrooms.” Barton, Bishop, & Snyder, 2014 © 2015 Division of Early Childhood. All rights reserved.

YEC Monograph 16: Blending Practices for All Children “Teachers need to fully understand how children's developmental status impacts the type of support provided and have an awareness of the children interests and preferences to ensure that materials and activities are used to promote engagement. It is important for teachers to understand differences in children's abilities to process and act upon information. “ Grisham-Brown, Pretti-Frontczak, Bachman, Gannon, & Mitchell, 2014 © 2015 Division of Early Childhood. All rights reserved.

YEC Monograph 16: Blending Practices for All Children “We propose 6 blending ideas that are important for teacher preparation (be explicit, establish a clear vision, become skilled, use sources from other fields, embrace resources that bridge diverse fields and perspectives, establish a community of practice)” Catlett, Maude, Nollsch, & Simon, 2014 © 2015 Division of Early Childhood. All rights reserved.

YEC Monograph 16: Blending Practices for All Children Kennedy & Lees, 2014 “University-based and center-based partners can support one another's work toward the shared goals of learning and enhancing blended practices, facilitating a deeper understanding of tiered models, and combines resources to promote the development of infants/toddlers and their families.” © 2015 Division of Early Childhood. All rights reserved.

References Barton, E. E., Bishop, C. C., & Snyder, P. (2014). Quality instruction through complete learning trials: Blending intentional teaching with embedded instruction. Blending practices for all children (Young Exceptional Children Monograph Series No.16). Los Angeles, CA: Division for Early Childhood of the Council for Exceptional Children. Campbell, P. H., & Milbourne, S.A. (2014). Together is better: Environmental teaching practices to support all children's learning. Blending practices for all children (Young Exceptional Children Monograph Series No.16). Los Angeles, CA: Division for Early Childhood of the Council for Exceptional Children. Catlett, C., Maude, S. P., Nollsch, M., & Simon, S. (2014). From all to each and every: Preparing professionals to support children of diverse abilities. Blending practices for all children (Young Exceptional Children Monograph Series No.16). Los Angeles, CA: Division for Early Childhood of the Council for Exceptional Children. © 2015 Division of Early Childhood. All rights reserved.

References Dinnebeil, L. A., & Mclnerney, W. F. (2014). Blending practices to support early childhood inclusion: A step-by-step process to guide itinerant early childhood special education serivces. Blending practices for all children (Young Exceptional Children Monograph Series No.16). Los Angeles, CA: Division for Early Childhood of the Council for Exceptional Children. Division of Early Childhood (2007). Promoting positive outcomes for children with disabilities: Recommendations for curriculum, assessment, and program evaluation. Missoula, MT: Author. Dorsey, E., Danner, N., & Laumann, B. (2014). Adapting lesson plans for preschoolers: Addressing state early learning standards. Blending practices for all children (Young Exceptional Children Monograph Series No.16). Los Angeles, CA: Division for Early Childhood of the Council for Exceptional Children. Grisham-Brown, J., & Hemmeter, M. (in preparation). Blended practices for teaching young children in inclusive settings (2 nd ed.), Baltimore, MD: Paul H. Brookes Publishing Co. © 2015 Division of Early Childhood. All rights reserved.

References Grisham-Brown, J., & Pretti-Frontczak, K. (2013). A curriculum framework for supporting young children served in blended programs. In V. Buysse and E. Peisner-Feinberg (Eds). Handbook of response to intervention (RtI) in early childhood. Baltimore, MD: Paul H. Brookes Publishing Co. Grisham Brown, J. L., & Pretti-Frontczak, K. (2011). Assessing young children in inclusive settings: The Blended Practices Approach. Baltimore, MD: Paul H. Brookes Publishing Co. Grisham-Brown, J., Pretti-Frontczak, K., Bachman, A., Gannon, C., & Mitchell, D. (2014). Delivering individualized instruction during ongoing classroom activities and routines: Three success stories. Blending practices for all children (Young Exceptional Children Monograph Series No.16). Los Angeles, CA: Division for Early Childhood of the Council for Exceptional Children. Kennedy, A. S., & Lees, A. T. (2014). Infant/toddler professional preparation and development using blended practices and tiered supports. Blending practices for all children (Young Exceptional Children Monograph Series No.16). Los Angeles, CA: Division for Early Childhood of the Council for Exceptional Children. © 2015 Division of Early Childhood. All rights reserved.

Monograph #16 Reference Pretti-Frontczak, K., Grisham-Brown, J., & Sullivan, L. (2014). Blending practices for all children (Young Exceptional Children Monograph Series No.16). Los Angeles, CA: Division for Early Childhood of the Council for Exceptional Children. © 2015 Division of Early Childhood. All rights reserved.

Related Resources Division for Early Childhood (2014). DEC recommended practices in early intervention/early childhood special education Retrieved from Division for Early Childhood/National Association for the Education of Young Children, & National Head Start Association (DEC/NAEYC/NHSA) (2013). Frameworks for Response to Intervention in early childhood: Description and implication. Missoula, MT: Author. Division for Early Childhood/National Association for the Education of Young Children (DEC/NAEYC). (2009, April). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAYEC). Chapel Hill, NC: The University of North Carolina, FPG Child Development Institute. © 2015 Division of Early Childhood. All rights reserved.

Related Resources Continued Epstein, A. S. (2014). The intentional teacher: Choosing the best strategies for young children's learning (2 nd ed.). Washington, DC: National Association for the Education of Young Children. Grisham Brown, J. L., Hemmeter, M. L., & Pretti-Frontczak, K. (2005). Blended practices for teaching young children in inclusive settings. Baltimore, MD: Paul H. Brookes Publishing Co. Ohio Center for Autism and Low Incident. (n.d.). Autism Internet Modules [AIM]. Susan, S.R., & Schwartz, I. S. (2008). Building blocks for teaching preschoolers with special needs (2 nd ed.). Baltimore, MD: Paul H. Brookes Publishing Co. Winton, P., Buysee, V., Rous, B., Epstein, D., & Pierce, P. (2011). CONNECT Module 5: Assistive Technology Interventions [Web-based professional development curriculum]. Chapel Hill, NC: The University of North Carolina, FPG Child Development Institute, CONNECT: The Center to Mobilize Early Childhood Knowledge. © 2015 Division of Early Childhood. All rights reserved.

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