Federal Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs: Implications for Personnel Development Tracie Dickson,

Federal Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs: Implications for Personnel Development Tracie Dickson, Ph.D., Office of Special Education Programs, U.S. Department of Education Mary Beth Bruder, Ph.D., University of Connecticut Mary McLean, Ph.D., University of Florida Megan Vinh, Ph.D., Early Childhood Technical Assistance Center Laurie Dinnebeil, Ph.D., University of Toledo

Federal Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs
Tracie Dickson, Ph.D., Office of Special Education Programs, U.S. Department of Education Introductions: Tracie and Jamie (Tracie) Inclusion is a shared responsibility and a top priority

Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs
It is the Departments’ position that all young children with disabilities should have access to inclusive high-quality early childhood programs where they are provided with appropriate support in meeting high expectations Jamie The policy statement was released on September 14, 2015 with the intent of providing a vision and recommendations to increase the number of infants, toddlers, and preschool children with disabilities in early childhood positions because the Departments believe that all children with disabilities should have access to inclusive high-quality early childhood programs where they are provided with appropriate support in meeting high expectations.

A “high-quality” early childhood program is one that is inclusive of children with disabilities and their families and ensures that policies, funding, and practices enable their full participation and success (Jamie) The Departments believe that…

The Policy Statement: Sets an expectation for high-quality inclusion in early childhood programs; Highlights the legal and research base for inclusion; Provides recommendations to States and local programs and providers for increasing inclusive early learning opportunities for all children; and Links to free resources for States, local programs and providers, and families that have been developed to support inclusion of children with disabilities in high-quality early education programs Tracie To advance the Departments’ position, the policy statement: (bullets)

Inclusion in early childhood programs: including children with disabilities in general early childhood programs together with their peers without disabilities; holding high expectations and intentionally promoting participation in all learning and social activities, facilitated by individualized accommodations; and using evidence-based services and supports to foster their development, friendships with peers, and sense of belonging. This applies to all young children with disabilities, from those with the mildest disabilities, to those with the most significant disabilities. Tracie We are building on the work of DEC/NAEYC and their position statement. High-quality inclusion refers to:

Recommendations for State Action
Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs Recommendations for State Action Create a State-Level Interagency Task Force and Plan for Inclusion Ensure State Policies are Consistent with High-Quality Inclusion Track Data on Goals on Inclusion Review and Modify Resource Allocations Ensure Quality Rating Frameworks are Inclusive Tracie- Slide (Jamie can give example) Ensure Quality Rating Frameworks are Inclusive: Each level in a quality framework should include indicators applicable to children with disabilities, as opposed to indicators specific to children with disabilities being optional or only applying at the highest level of a framework. Parent should be aware that CLASS and ITERS and ECRS which are the major classroom observation tools being used as part of state QRIS, do not adequately address inclusive practices; therefore, a “high quality program” may not actually be of high quality for children with disabilities; and parents have no way of knowing that unless they make careful observations. OHS monitor data- Head Start grantees that have a higher % of IEPs have higher CLASS scores across all the 3 CLASS domains

Recommendations for State Action
Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs Recommendations for State Action Strengthen Accountability and Build Incentive Structures Build a Coordinated Early Childhood Professional Development System Implement Statewide Supports for Children’s Social Emotional and Behavioral Health Raise Public Awareness Tracie

Recommendations for Local Action
Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs Recommendations for Local Action Partner with Families Adhere to Legal Provision of Supports and Services in Inclusive Settings Assess and Improve the Quality of Inclusion Review and Modify Resource Allocations Tracie

Recommendations for Local Action
Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs Recommendations for Local Action Enhance Professional Development Establish an Appropriate Staffing Structure and Strengthen Staff Collaboration Ensure Access to Specialized Supports Develop Formal Collaborations with Community Partners Tracie- Slide (Jamie can give example) Systematic approach to enhance PD; local, state and federal. #5 Enhance Professional Development Parent should ask questions to Directors about how professional development opportunities are offered to teachers related to inclusion and inclusive practices. Parents should look for programs that have high quality staff who have knowledge, competencies, and positive attitudes and beliefs about inclusion and disability in order to foster the development of all children. Recommendation #8 Develop formal collaborations with community partners. Parents use with success short policy and research briefs and videos from the CONNECT modules. When a parent is told by a program that they cannot implement something or when a parents sees gaps in practices they have turned to these resources in multiple ways. For example, the short policy brief with each practice-focused module has regulatory and legislative support for the practice that makes it hard for a program to deny a service. The research briefs serve a similar purpose. Parents have used the short videos of practice demonstrations to show directors and teachers the kinds of practices they want to see used with their children. Often this means partnering with community allies from EI/ECSE/disability services, which is aligned with local/regional.

Resources Initiatives and Opportunities to Support Inclusion
Federal Public Awareness Campaign with a Joint Policy Statement on Inclusion DEC Recommended Practices and Special Initiative on Inclusion DEC Recommended Practices CONNECT Modules OSEP ECTA Center Tracie

Mary Beth Bruder, PhD, Director University of Connecticut

Early Childhood Personnel Center
to facilitate the implementation of integrated and comprehensive early childhood systems of personnel development (CSPD) for all disciplines serving infants and young children with disabilities

Comprehensive System of Personnel Development
Leadership, Coordination & Sustainability Advocate for resources, make decisions and set priorities for personnel development, involve stakeholders, monitor CSPD Personnel Standards Establish and maintain high standards for knowledge and skills and competence of EC workforce Preservice Training IHEs prepare individuals to meet personnel standards established by state and national organizations Inservice Training Ongoing training to maintain and build on existing skills and to acquire new knowledge and skills Recruitment and Retention Information about vacancies and under qualified personnel across systems by discipline and region Evaluation Plan for evaluating each subcomponent of the CSPD

A Comprehensive System of Personal Development
for the early childhood workforce who serve infants, toddlers and preschool children with disabilities and their families is a necessary and integral quality indicator of an early childhood service system

Outputs of the Center Knowledge Development Technical Assistance
Leadership and Coordination

1) Knowledge Development
National Data Base of State Personnel Standards National Data Base of CSPD Components as Reported by State Part C and 619 Coordinators Research Syntheses on Personnel Issues National Initiative on Cross Disciplinary Standards

Cross-Disciplinary Competencies
Council for Exceptional Children Division of Early Childhood (DEC) of the Council for Exceptional Children (CEC) National Association for the Education of Young Children (NAEYC) American Occupational Therapy Association (AOTA) American Physical Therapy Association (APTA) American Speech-Language-Hearing Association (ASHA) Zero to Three

Cross-Disciplinary Process
National meetings of organizations to share information and priorities Joint presentations at discipline specific conferences Completed crosswalks of personnel standards across: CEC/DEC, NAEYC, AOTA, APTA, ASHA Workgroup validated a refined item by item analysis of DEC/NAEYC personnel standards Articles published by disciplines organizations (IYC)

NAEYC, CEC, DEC Standards “Relationship” Crosswalk
Led by a DEC Alignment Workgroup Developed alignment rules/guidelines Multiple rounds of individual and group reviews Identified areas where the degree of alignment across CEC and NAEYC standards and elements was 73% or higher Identified areas where the degree of alignment across NAEYC standards and elements with DEC knowledge and skill statements was 73% or higher

Preliminary Results: NAEYC and CEC Initial Standards “Relationship” Crosswalk
NAEYC Initial Preparation Standards Early Childhood Birth through Age 8 6 standards; 22 key elements CEC Initial Preparation Standards** Birth through Age 21 7 standards, 28 Elements Standard 1. Promoting Child Development and Learning Standard 1. Learner Development and Individual Learning Differences Standard 4. Using Developmentally Effective Approaches Standard 2. Learning Environments Standard 5. Using Content Knowledge to Build Meaningful Curriculum Standard 3. Curricular Content Knowledge Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families Standards 4. Assessment Standard 2. Building Family and Community Relationships Standard 5. Instructional Planning and Strategies Standard 6. Becoming a Professional Standard 6. Professional Learning and Ethical Practice Standard 7. Collaboration **Alignment also exists with corresponding DEC Early Childhood Specialty Set Bolded standards indicate strongest relationships at the elements level

Preliminary Results: NAEYC and CEC Advanced Standards “Relationship” Crosswalk
NAEYC Advanced Preparation Standards Early Childhood Birth through Age 8 6 standards; 22 key elements CEC Advanced Preparation Standards** Birth through Age 21 7 standards, 28 Elements Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families Standards 1. Assessment Standard 5. Using Content Knowledge to Build Meaningful Curriculum Standard 6. Becoming a Professional Standard 2. Curricular Content Knowledge Standard 4. Using Developmentally Effective Approaches Standard 3. Programs, Services, and Outcomes Standard 4. Research and Inquiry Standard 5. Leadership and Policy Standard 6. Professional and Ethical Practice Standard 2. Building Family and Community Relationships Standard 7. Collaboration **Alignment also exists with corresponding DEC Early Childhood Specialty Set Bolded standards indicate strongest relationships at the elements level; while relationships across advanced standards do exist, the lack of bolded standards indicate moderate alignment at the elements level

DEC Initial Special Education Early Childhood Specialty Set
Aligned with the 7 Initial CEC Preparation Standards 23 Knowledge Statements 57 Skill Statements

Alignment Results DEC and NAEYC
Initial NAEYC Standards and Elements with DEC Initial Specialty Set – 50/96 items aligned at 73% or higher agreement Greatest agreement – items related to child development, assessment, content knowledge Advanced NAEYC and CEC Standards and Elements with DEC Advanced Specialty Set – 18/37 items aligned at 73% or higher agreement Greatest agreement – items related to assessment, leadership/professional skills

Alignment of CEC/DEC Elements & NAEYC Elements
Example of Aligned Assessment Items CEC Initial NAEYC Initial 4.1 Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias. 3b Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection 4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. 3c Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities 4.3 Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities. 3d Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments CEC Advanced NAEYC Advanced 1.1 Special education specialists minimize bias in assessment. 3c Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities

Family Centered Practice Data-Based Intervention/Instruction
ECPC Cross Disciplinary Personnel Competencies – AOTA, APTA, ASHA, DEC, NAEYC & ZTT Family Centered Practice Data-Based Intervention/Instruction Coordination & Collaboration Professionalism

Data-Based Intervention/Instruction: Assessment
Organization Personnel Standard AOTA An occupational therapist is responsible for all aspects of the screening, evaluation, and re-evaluation process APTA Use valid, reliable, and nondiscriminatory examination instruments and procedures for: a) identification and eligibility, b) diagnostic evaluation, c) individual program planning, d) documentation of child progress, family outcomes, and program impact ASHA Knowledge of methods of evaluation and assessment appropriate for the birth-to-3 population (including interview, parent report, observational, and criterion-referenced tools) DEC Alignment of assessment with curriculum, content standards, and local, state, and federal regulations NAEYC Understanding the goals, benefits, and uses of assessment ZTT When available, uses evidenced-based screening, observation, and assessment tools and strategies to inform planning and provision of appropriate services for the unique needs of each individual child, including children with special needs and dual language learners

Coordination & Collaboration: General Teaming
Organization Personnel Standard AOTA An occupational therapy practitioner is an integral member of the interdisciplinary collaborative health care team. He or she consults with team and family members to ensure the client-centeredness of evaluation and intervention practices APTA Supervise personnel and professional students: a) monitor the implementation of therapy recommendations by other team members; b) establish a student clinical affiliation; c) formally and informally teach/train therapy staff ASHA Skills in implementing strategies to function as an effective member of an interdisciplinary programming team DEC Collaborate with caregivers, professionals, and agencies to support children’s development and learning NAEYC ZTT Collaborates with other service providers and provides information, guidance, and support to assist families who are caring for a child with special needs

Professionalism: Advocacy/Public Awareness
Organization Personnel Standard AOTA An occupational therapy practitioner is an effective advocate for the client's intervention and/or accommodation needs APTA Promote public awareness of early-intervention services: a) disseminate information about the availability, criteria for eligibility, and methods of referral; b) collect and use data from multiple sources for child-find systems ASHA Skills in disseminating information related to early intervention services through a variety of print, media, technology, and professional organization networks DEC Advocacy for professional status and working conditions for those who serve infants and young children, and their families NAEYC Engaging in informed advocacy for children and the profession ZTT Understands and takes a leadership role in advocating for families and young children with special needs at the programmatic, local, state, and federal levels

Family Centered Practice
Listening to Families Respecting background/structure/culture and choices of Families Sharing Information and Skills with Families Supporting and Partnering with Families

Data Based Intervention/Instructional
Individualized Interaction based Knowledge of Child Development and Learning Theories Application of Learning Theories Assessment Curricula (DAP ) Using learning opportunities through activities and routines Functional Curricula (DAP ) Future Orientation and transition

Coordination and Collaboration
Knowledge and respect of other disciplines-- preparation and skills Ability to develop and implement joint assessment, planning, interventions and evaluation across disciplines and learning contexts Ability to collaborate with others in community including EC agencies, programs and setting

Professionalism Advocacy Ethics Accountability Responsibility
Orientation to professional service Leadership

Personnel Recommended Practices & Standard Areas Recommended Practices
DEC Recommended Practices CEC/DEC Initial Standards NAEYC Leadership Learner Development & Individual Learning Differences Promoting Child Development & Learning Assessment Learning Environments Building Family & Community Relationships Environment Curricular Content Knowledge Observing, Documenting, & Assessing to Support Young Children & Families Family Using Developmentally Effective Approaches Instruction Instructional Planning & Strategies Using Content Knowledge to Build Meaningful Curriculum Interaction Professional Learning & Ethical Practice Becoming a Professional Teaming & Collaboration Collaboration Early Childhood Field Experiences Transition

2) Technical Assistance
General: To provide information and resources on personnel development Targeted: To align national and state personnel standards and/or to align preservice preparation with inservice preparation (MA, RI, UT, HI) Intensive: To develop CSPD framework within 8 states ( DE, IA, KS, OR; AZ, NV, PA, VT)

Strategic Planning Vision Mission Capacity Objectives and Plan
Evaluation

Comprehensive System of Personnel Development
Leadership, Coordination, & Sustainability Quality Indicator 1: A cross sector leadership team is in place that can set priorities and make policy, governance, and financial decisions. Quality Indicator 2: There is a written multi-year plan in place to address all sub-components of the CSPD. State Personnel Standards Quality Indicator 3: State personnel standards across disciplines are aligned to national professional organization personnel standards. Quality Indicator 4: The criteria for state certification, licensure, credentialing and/or endorsement are aligned to state personnel standards and national professional organization personnel standards across disciplines. Preservice Personnel Development Quality Indicator 5: Institution of higher education (IHE) programs and curricula across disciplines are aligned with both national professional organization personnel standards and state personnel standards. Quality Indicator 6: Institution of higher education programs and curricula address early childhood development and discipline specific pedagogy. Inservice Personnel Development Quality Indicator 7: A statewide system for inservice personnel development and technical assistance is in place for personnel across disciplines Quality Indicator 8: A statewide system for inservice personnel development and technical assistance is aligned and coordinated with higher education program and curricula across disciplines Recruitment and Retention Quality Indicator 9: Comprehensive recruitment and retention strategies are based on multiple data sources, and revised as necessary. Quality Indicator 10: Comprehensive recruitment and retention strategies are being implemented across disciplines. Evaluation Quality Indicator 11: The evaluation plan for the CSPD includes processes and mechanisms to collect, store, and analyze data across all subcomponents Quality Indicator 12: The evaluation plan is implemented, continuously monitored, and revised as necessary based on multiple data sources

Vision Statement Delaware
In three to five years, there will be a cross sector sustainable personnel and professional development system for all programs serving young children birth to five to sustain a high quality work force.

Vision Statement Kansas
Kansas early childhood CSPD will result in positive outcomes for young children and families

Every child, beginning at birth, will be healthy and successful
Vision Statement Iowa Every child, beginning at birth, will be healthy and successful

Vision Statement Oregon
We believe that as early childhood practitioners we are collectively responsible for assuring that the young children we work with are ready for school and are building the emotional and developmental tools necessary to live a life of positive experiences. Oregon’s early intervention/early childhood special education (EI/ECSE) Comprehensive System of Professional Development (CSPD) will ensure that all EI/ECSE practitioners receive the appropriate training and support needed to provide effective services to infants, toddlers, and preschool children with special needs and their families, which will result in positive developmental and behavioral child outcomes.

3) Leadership and Coordination
Leadership Institute with Part C and 619 Coordinators (20 states) Collaborative with other OSEP Early Childhood TA Centers Collaborate with other DoE and HHS TA Centers

Mary McLean, Ph.D. University of Florida
DEC Recommended Practices 2014: Implications for Professional Development Mary McLean, Ph.D. University of Florida

Keynotes on Recommended Practices at the DEC Conference
A Winning Trifecta: Knowledge: Vicki Stayton Implementation: Jennifer Grisham Brown Evaluation: Phil Strain

Monograph Series

Next Monographs Environments - by DEC conference Oct, 2016
Families – by DEC conference 2017

DEC Recommended Practices: Historical Context: 1991
PL (1986) and PL (1991) mandated services for infants, toddlers and preschoolers with disabilities No national standards of practice IDEA and many state statutes created access to services for young children with disabilities and their families but did not assure quality of services

DEC Undertakes Development of Recommended Practices
Total budget - approximately $2,000 The practices were the result of 14 focus groups at DEC conference There was no direct connection between the practices and research. The practices were based on professional opinion (from focus groups held at DEC conference) 416 practices resulted No professional development or implementation materials were created.

Reaction to the Original Practices
Not widely used - results of a field validation study showed most were rated as being used “sometimes” Too many practices! Not research based!

1998 DEC receives field-initiated grant from OSEP (Office of Special Education Programs in U.S. Department of Education) Purpose was to update the practices and improve the process for identifying Recommended Practices

Work included: Extensive review of peer reviewed, data-based literature: 1022 articles from 48 journals reviewed and coded Focus groups of researchers and stakeholders including family members, practitioners, administrators

The DEC Recommended Practices Version 2
36% (86) based on professional knowledge/expertise 64% (154) supported by empirical literature as well professional knowledge Some professional development materials available

2000 Version

Conducted field validation (800 people)
All practices validated as recommended practice However, only 17-32% responded “frequently” when asked how frequently the practices were seen in programs

2005 Version

Development of the 2014 DEC Recommended Practices

2011 Updating DEC RP: Timelines and Milestones

Updating DEC RP: Timelines and Milestones
Commission appointed (13 members) Action plan and timeline developed RP topic leads/workgroups and liaisons established Early 2013

April, 2014 - New DEC Recommended Practices added to the DEC website
14 years from last RPs 66 practices Professional development materials from ECTA and others

Topic Areas Assessment Environment Family Instruction Interaction
Teaming/Collab Transition Leadership

Inclusion and the Recommended Practices
Many practices are important to providing high quality services in inclusive environments. Selected ones include: E1: Practitioners provide services and supports in natural and inclusive environments during daily routines and activities to promote the child’s access to and participation in learning experiences

E2: Practitioners consider Universal Design for Learning principles to create accessible environments. INS 2: Practitioners with the family, identify skills to target for instruction that help a child become adaptive, competent, socially connected and engaged and that promote learning in natural and inclusive environments.

INS 5: Practitioners embed instruction within and across routines, activities and environments to provide contextually relevant learning opportunities. TC2: Practitioners and families work together as a team to systematically and regularly exchange expertise, knowledge, and information to build team capacity and jointly solve problems, plan and implement interventions.

Conducting Systematic Reviews or Meta-Analyses for the 2014 Recommended Practices

Establishing the Evidence Base
From the definition of Recommended Practice (DEC, 2014): Recommended practices are based on the best-available empirical evidence as well as the wisdom and experience of the field.

Definition of “Evidence-based”
Findings from a research synthesis must show evidence of a statistical, functional or temporal relationship between the characteristics, features or active ingredients specified in the recommended practice and the desired outcomes (observable changes or improvements in outcomes of interest).

Conducting Evidence Reviews for the DEC Recommended Practices: Guidelines and Procedures Manual

Methods Used to Synthesize the Findings of Different Studies
Summative Practice-Based Research Synthesis Systematic Practice-Based Research Synthesis Meta-Analytic Practice-Based Research Synthesis

Process Frame the practice for an evidence review by identifying the characteristics, features, or active ingredients of intentionally planned or naturally occurring interventions and specifying the relationships to the outcomes Specify the type of synthesis to be conducted Conduct the search in major databases Apply criteria to include or exclude studies Use coding procedures to extract information from the identified studies. Produce a synthesis that describes the search procedures and findings from the review

Evidence Synthesis Team
East Tennessee State U Carol Trivette Michael Garrett U of Florida Patricia Snyder Jin Hur Emily Luo U of Illinois Amy Santos Hedda Meadan Jenna Weglarz-Ward U of Kansas Judy Carta Anne Larson Shu-Fei Tsai U of Washington Susan Sandall Ariane Gavreau Tim Zeng Vanderbilt University Mary Louise Hemmeter Catherine Corr James Kretzer

Examples of Web-Based Systems for Evidence Based Practices
National Professional Development Center on ASD American Speech Language Hearing Association

The Work Continues! Develop and implement a systematic process to develop an evidence synthesis for each practice Develop process for continual review and updating of RPs Make all information available to DEC members on the web

What have we learned across the three versions of DEC Recommended Practices?
The DEC Recommended Practices should be based on research as well as professional knowledge and experience – there should be a system in place for systematically establishing the evidence base and for continually updating the Recommended Practices based on current research. Identifying a list of recommended practices is not sufficient to result in improved outcomes for children and families. We must focus on making sure the RPs are also implemented - and implemented with fidelity.

Resources for Professional Development for the Recommended Practices

Developing Professional Development Resources for DEC Recommended Practices
Megan Vinh, Ph.D. Early Childhood Technical Assistance Center (ECTA) Frank Porter Graham Child Development Institute University of North Carolina at Chapel Hill

What is needed to support implementation of effective practices?
Governance Result Quality Standards Finance Implementation of Effective Practices Good outcomes for children with disabilities and their families Building High-Quality Systems The overall System Framework answers the question: What does a state need to put into place in order to support implementation of effective practices? Starting with the far right circle in green– the overall purpose of the system is to accomplish good outcomes for children with disabilities and their families. In order to accomplish that, we know that the system must implement effective practices at the local level. And so to the far left, we have the system components – the necessary components for building a high-quality system. Through the literature review and collaborative input from the state partners, TWG, and others, we identified 6 components of a high-quality system: Governance Quality Standards Finance Accountability & Quality Improvement Personnel/Workforce Data System Accountability & Quality Improvement Personnel / Workforce Data System ectacenter.org/sysframe

Early Childhood Intervention
Recommended Practices Professional Development Early Childhood Intervention Online PD Modules Family Capacity-Building Modules Practitioner Guidelines for using the ECTA Products Performance Checklists Practice Guides Illustrations Ideas and Resources Application with Topic Cohort, CoP, building into state plans aRPy ambassadors

Modules for Faculty and PD Providers around the DEC Recommended Practices
ECTACenter.org

Example of a Performance Checklist
The Performance Checklists were developed following an analysis of the features and elements of the DEC RPs. Each checklist is formatted in the same way. They are purposely limited to one page for usability and acceptance by practitioners as “easy and quick.” This example shows one of the 4 Interaction topic checklists, and you have samples of all 30 of the Checklists across all of the topics at your table. Each checklist is formatted in the same way for consistency across topic areas

Practice Guide Description of the Practice
Video example of the Practice Performing the Practice Illustrative vignette We developed Practice Guides using the performance checklist indicators as the foundations for practice guide content. This is an example of what a practice guide looks like. Each practice guide is formatted in the same way and includes: Description of the practice Ideas for using the practice Video examples of the practice an Illustrative vignette, and How to know if the practice is working. They are designed for use on mobile devices so that the embedded videos and links to other resources are available. There are Practice Guides for families and practitioners related to each Checklist. [Add comments here about how practitioners can use/share Practice Guides with families.] Recognizing success PerformanceChecklists_Dunst_JD_AML_ _FPG_v2.pptx

System Framework Purpose: to guide states in evaluating their current Part C/619 system, identifying areas for improvement, and providing direction on how to develop a more effective, efficient Part C and Section 619 system that requires, supports, and encourages implementation of effective practices. Audience: the key audience is state Part C and state Section 619 coordinators and staff, with acknowledgement that other key staff and leadership in a state will need to be involved. We have developed a self-assessment tool that maps the system framework with the inclusion policy statement. ECTACenter.org

Draft Self-Assessment Tool: Connects Inclusion Policy Statement to the System Framework
Inclusion Cohort ECTACenter.org

Project LEA: Leading Educators in Advancing Inclusive Early Education
(CFDA D Preparation of Leadership Personnel: Type B) Laurie A. Dinnebeil & Edward J. Cancio, Project Directors

Goals of Project LEA Providing high-quality LRE options for young children with disabilities. Appropriately collecting, analyzing and using a range of outcome data to evaluate programs and inform data-based decisions for continuous program improvement. Identifying, using, and evaluating the efficacy of evidence-based instructional practices for young children with disabilities. Supporting effective supervision of ECSE teachers and related services personnel.

Purpose of LRE Seminar The purpose of this seminar is to explore issues related to the provision of specialized services to young children (from ages 3 to 5 years) with disabilities and their families within the context of the Least Restrictive Environment. Demonstrate the ability to discuss how effective prekindergarten programs best serve preschoolers with disabilities in inclusive settings. Demonstrate an understanding of the empirical literature on high-quality services provided in inclusive early childhood settings. Demonstrate their ability to engage in leadership efforts in their community to develop or enhance high-quality inclusive services based on evidence-based practices and program evaluation data.

Assignments Related to the Seminar Goals
Discussion Boards Research paper Classroom analysis Community-based asset-mapping activity

Discussion Board: LRE Options at IEP Meetings
The purpose of this discussion board is to share your insights, observations, questions, and concerns about how to best share information about LRE options at IEP meetings because the IEP meeting is often one of the first places where families and professionals discuss the range of placement options available to children. What are your experiences in sharing this kind of information with families? What has worked well? What needs more work? If you were in charge of the world, how would you help IEP teams consider more inclusive early childhood placements as options for the children you serve?

Discussion Board: Financing Inclusive Options
The purpose of this discussion board is to discuss issues related to financing more inclusive options for young children with disabilities who are served in your district. After you review the readings on financing inclusive preschool options, please reflect on what you read by describing the way your district funds inclusive options, the issues and/or challenges your district faces in providing more inclusive options, and solutions (either real or possible) that could address the challenges you identify.

Paper on Research Synthesis Points
Early childhood leaders must have a solid understanding of why early childhood inclusion is important and valued in the field. The purpose of this assignment is to increase students’ understanding of a line of evidence related to early childhood inclusion. Please select one of the nine sets of Research Synthesis Points on Early Childhood Inclusion and write a page summary of the empirical research.

Analysis of Inclusive Early Childhood Classrooms
The purpose of this assignment is to become familiar with using the Inclusive Classroom Profile (ICP; Soukakou, 2007) and use it to analyze an inclusive preschool environment, then write a report of your findings that include the following components: Overview of the classroom including characteristics of children and teaching staff. A rationale for choosing the classroom that you chose. Relative strengths and weaknesses of the program focused on each of the ICP elements Recommendations for improvement related to each element. Recommendations should reflect an understanding of relevant empirical evidence.

Asset-Mapping Assignment Focuses On:
Identifying and leveraging resources that will support and enhance high-quality inclusive early care and education. An asset-mapping strategy and requires scholars to identify current and potential partners (i.e., other early care and education programs that welcome young children with disabilities and their families).

Components of Asset-Mapping Assignment
Talk with your supervisor about the assignment to make sure that he or she supports it. Identify two community-based ECE programs that are willing or might be willing to be part of this affinity network. Think strategically in terms of geographic locations of these programs or their accessibility to families. Hold at least one meeting with directors from these programs to discuss how you might work together to enhance high-quality inclusive experiences. Strategies that you could consider might include developing formal agreements concerning the role of the itinerant ECSE teacher in the program, holding joint professional development opportunities or even co-locating programs to enhance early childhood inclusion.

Components of Asset-Mapping Assignment
Discuss how you would move forward to implement the changes that you discussed IF you did move forward. Please note that this assignment does NOT require you to implement any changes—if simply requires you identify what changes you would make and how you make them. Write a report that summarizes what you did as well as an explanation of your approach (i.e., why you did what you did). Develop a slide show presentation outlining your experience to share with other students at the end of the semester.

Discussion Question #1 How are you currently addressing the need for personnel to be able to teach young children with and without disabilities in the same classroom?

Discussion Question #2 What facilitators do you have at your university/college or in your state that help you to prepare personnel to effectively teach young children with and without disabilities in the same classroom?

Discussion Question #3 What outcomes do you (or should you) measure to assure the personnel you train are competent to teach young children with and without disabilities in the same classroom?

Discussion Question #4 If you could develop an action plan that would allow you to improve the preparation of personnel who teach young children with and without disabilities in the same classroom, what would be on it?

Thank you!

Federal Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs: Implications for Personnel Development Tracie Dickson,

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