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https://drive.google.com/file/d/14LJ2m4aGmKVaxgUixW55XOXOS4g6XKeW/view?usp=sharing

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https://www.azed.gov/specialeducation/ecse-best-practices-projects

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ecse projects.png Registration image for web.jpg The Early Childhood Special Education unit reviews state and local program data to develop resources for school programs serving preschool-aged children with disabilities. Current initiatives support inclusion, positive child outcomes, and effectiv…

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https://www.azed.gov/ece/professional-learning

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Literacy Initiatives

Early Childhood Language Essentials for Teachers of Reading and Spelling (LETRS® )

The Arizona Department of Education is partnering with Lexia Learning to provide free LETRS® (Language Essentials for Teachers of Reading and Spelling) training for Early Childhood Preschool Educators and community partners across Arizona.

LETRS® for Early Childhood Educators professional learning provides deep knowledge of literacy instruction for the youngest learners.

Lexia LETRS for Early Childhood Educators provides deep knowledge and clarity of effective skills necessary to prepare the youngest learners for success in kindergarten and beyond by providing the "why" and "how" of early literacy instruction across all domains: language, literacy, cognitive, motor, social, and emotional. Dr. Louisa Moats and Dr. Lucy Hart Paulson designed this ongoing professional learning course for early childhood educators because research shows the foundation of literacy begins at a young age. This will support Arizona's literacy initiative to build a generation of lifelong readers. To learn more about EC LETRS professional learning please visit https://www.lexialearning.com/arizona-letrs and our Padlet for frequently asked questions.

If you and/or your district/site is interested in receiving this training, please fill out the form and someone will be in contact with you (please give a few weeks as the volume of requests is high).
This training is designed for Preschool Educators and does not meet the requirements for the K-5 Literacy Endorsement.
ADE and Lexia Learning will be hosting an informational webinar on Tuesday, September 19th at 3:00. Please click here to join.
Coming Soon: Early Childhood LETRS office hours LETRS Interest Form
Comprehensive Literacy State Development-Supplement (CLSD-Supplemental) grant
The Arizona Comprehensive Literacy State Development-Supplement (CLSD-Supplemental) grant is now open and closes on 9/15/2023.
CLSD-Supplemental competitive grant opportunities include literacy-based curriculum and high-quality resources that meets Tier 1 or Tier 2 ESSA requirements, Dyslexia Designee Training, K-5 Literacy Endorsement Professional Development and High Impact Interventions.

Links to upcoming Q&A sessions are available on the CLSD-Supplemental Flyer. Before attending a Q&A Session please watch the recorded webinar.
Webinar Link The Arizona Department of Education Early Childhood Education (ECE) team offers a comprehensive list of synchronous (live) and asynchronous (on-demand) professional learning opportunities. All ADE-ECE professional learning opportunities meet requirements for continuing education units (CEUs).
New Live Webinars have been added!

Live Webinars

ADE ECE is now offering LIVE Webinar sessions on specific Early Childhood topics. These will be open to the entire ECE field and will be offered regularly. No registration is needed for these sessions unless otherwise noted below. Please add to your calendar as a reminder and join below!

9/6/23

9:00-10:30AM

Early Childhood Quality Improvement Process (ECQUIP) Informational Webinar
Select to Join

9/8/23

12:00-12:45PM

Pyramid Model Informational Meeting for
TRAINERS in Arizona

*For those interested in becoming Pyramid Model Trainers
Registration is REQUIRED

9/15/23

8:30-9:15AM

Pyramid Model Informational Meeting for
IMPLEMENTATION SITES in Arizona

*For those interested in becoming Pyramid Model Implementation Sites
Registration is REQUIRED

9/19/23

3:00-4:00PM

Early Childhood LETRS Informational Webinar
Select to Join

Live Training Schedule

FY23 Live Training Schedule

Wednesday, September 6, 2023 2:00PM-4:00PM
Participants will be able to explain the importance of using data to inform instruction, describe the keys to effective early childhood assessment, identify the different ways to collect and implement informal data in their daily instruction, demonstrate and understand the standards and how to document data.
Tuesday, September 12, 2023 4:00PM-6:00PM
Unpacking the AZELS State standards are sometimes written as complex statements that can be interpreted in different ways. Thus, it is important that teachers have a common understanding about the goals and targets of each standard. Participants will be able to: Explain and identify what the students should know and be able to do, identify key concepts and skills of the standard, identify the learning intention and how students will know they are successful.
Saturday, September 30, 2023 9:00AM-11:00AM
This course looks at the Literacy Knowledge strand of Scarborough's Rope. Participants will learn how it aligns to the Emergent Literacy concepts in AZELS. Learners will leave the course with activities and engagement strategies to immediately implement in their learning environment.
Wednesday, October 4, 2023 2:00PM-4:00PM
This course looks at oral language development of children from birth through five years old. Participants will dive into the ITDG and AZELS and see the correlation between brain research and how children develop. The course will provide participants with strategies for enhancing children's communication skills, interactions, and literacy rich experiences from infancy to kindergarten entry.
Tuesday, October 10, 2023 4:00PM-6:00PM
Participants will be able to explain the importance of using data to inform instruction, describe the keys to effective early childhood assessment, identify the different ways to collect and implement informal data in their daily instruction, demonstrate and understand the standards and how to document data.
Friday, October 20, 2023 9:00AM-11:00AM
This course looks at the Literacy Knowledge strand of Scarborough's Rope. Participants will learn how it aligns to the Emergent Literacy concepts in AZELS. Learners will leave the course with activities and engagement strategies to immediately implement in their learning environment.
Saturday, October 28, 2023 9:00AM-11:00AM
Unpacking the AZELS State standards are sometimes written as complex statements that can be interpreted in different ways. Thus, it is important that teachers have a common understanding about the goals and targets of each standard. Participants will be able to: Explain and identify what the students should know and be able to do, identify key concepts and skills of the standard, identify the learning intention and how students will know they are successful.
Webinar Recordings

Recorded Webinars

30-min Intro Online Courses

Introductory Online Courses (30 min)
This course provides an introduction to the five domains of the Infant and Toddler Developmental Guidelines (ITDG) and how to use the guidelines to provide responsive caregiving and quality learning experiences for all children birth to 3 years of age in early care and education settings. This course provides an introduction to the eight standards within the Arizona Early Learning Standards (AZELS) and how to use the standards to provide an instructional foundation for all children 3-5 years old in early care and education settings.
Intro to Program Guidelines for High Quality Early Education (30 min)
The course provides an introduction to the Program Guidelines for High Quality Early Education: Birth through Kindergarten and will help participants develop a working knowledge of the guidelines to support their program be better prepared to help young children succeed.
Cursos de Español

CURSOS INTRODUCTORIOS EN LÍNEA (30 MIN)
Introducción a las Directrices para el Desarrollo del Bebé y del Infante (ITDG) Este curso proporciona una introducción a las Pautas de desarrollo para bebés y niños pequeños (ITDG) y cómo usar las pautas para proporcionar cuidado receptivo y experiencias de aprendizaje de calidad para todos los niños desde el nacimiento hasta los 3 años de edad en entornos de atención y educación temprana. Introducción a los Estándares de Aprendizaje Temprano de Arizona (AZELS) Este curso proporciona una introducción a los ocho estándares dentro de los Estándares de Aprendizaje Temprano de Arizona (AZELS) y cómo usar los estándares para proporcionar una base de instrucción para todos los niños de 3 a 5 años de edad. (30 min) (30 min) This course focuses on the SE Domain of the Infant Toddler Developmental Guidelines (ITDG) including early brain research in relation to positive development and how to create rich learning environments for infants and toddlers. This course focuses on the Approaches to Learning Domain of the Infant Toddler Developmental Guidelines (ITDG) including an introduction to early brain research in relation to approaches to learning and how to foster initiative, creativity, and problem solving skills in infants and toddlers. This course focuses on the Language Development & Communication Domain of the Infant Toddler Developmental Guidelines (ITDG) including an introduction to early brain research and how to build the language and communication skills of listening, speaking, and emergent literacy in infants and toddlers. This course focuses on the Cognitive Development Domain of the Infant Toddler Developmental Guidelines (ITDG) including a connection to early brain research and how to foster exploration, build memory skills, and support reasoning and problem-solving through imitation and symbolic play. This course provides an overview of the Social & Emotional Development Standard from the Arizona Early Learning Standards (AZELS) and an introduction to the Pyramid Model to provide behavior supports, along with strategies to foster positive development in children age 3-5. This course provides an overview of the Approaches to Learning Standard from the Arizona Early Learning Standards (AZELS) including supports to foster curiosity, confidence, creativity, and problem solving skills in children age 3-5. This course provides an overview of the Language & Literacy Standard from the Arizona Early Learning Standards (AZELS) including supports to build language, emergent literacy, and emergent writing skills in preschool age children. This course provides an overview of the Mathematics Standard from the Arizona Early Learning Standards (AZELS) including supports to foster counting, operations, measuring, and geometry skills in preschool age children. This course provides an overview of the Science Standard from the Arizona Early Learning Standards (AZELS) including supports to foster scientific inquiry and application skills in preschool age children. This course provides an overview of the Physical Development, Health & Safety Standard from the Arizona Early Learning Standards (AZELS) including supports to promote healthy physical development, appropriate hygiene practices, and safety measures in the environment and the classroom for preschool age children. This course provides an overview of Program Guideline 5: Family Engagement & Support from the Program Guidelines for High Quality Early Education: Birth through Kindergarten including specific ways to more fully and effectively engage with families involved in your program. This course provides an overview of the Arizona School Readiness Framework and its key components such as research-based curriculum and assessment, high-quality kindergarten transitions, and the importance of family engagement. This course is designed to show the importance of ongoing progress monitoring within the early childhood education system. The four stages of the assessment cycle are outlined to include high-quality practices that support children's outcomes, family engagement, and programmatic decision making.
1-hour Online Courses

1-hour Online Courses
This course takes a closer look at the Language Development & Communication Domain of the Infant Toddler Developmental Guidelines (ITDG) including the connection of early brain research to language and communication development and provides effective strategies for supporting listening, speaking, and literacy-rich experiences for infants and toddlers. This course provides a closer look at the Social Emotional Standard from the Arizona Early Learning Standards (AZELS) including the tiers of the Pyramid Model to provide behavior supports, and instructional strategies for fostering positive development in children age 3-5. This course provides a closer look at the Approaches to Learning Standard from the Arizona Early Learning Standards (AZELS) including supports to implement the strands within the Standard as well as strategies to support executive function skills and cognitive flexibility in children age 3-5. This course provides a closer look at the Language & Literacy Standard from the Arizona Early Learning Standards (AZELS) including supports to build language, emergent literacy, and emergent writing skills and how to design a literacy-rich environment for preschool age children. This course takes a closer look at the Mathematics Standard from the Arizona Early Learning Standards (AZELS) including supports to foster counting, operations, measuring, and geometry skills along effective strategies for implementing math skills in all standards of early learning for preschool age children. This course takes a closer look at the Science Standard from the Arizona Early Learning Standards (AZELS) including supports to foster scientific inquiry and application skills, as well as strategies for designing a science-rich environment for preschool age children.
2-hour Online Courses

2-hour Online Courses

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Literacy Initiatives Early Childhood Language Essentials for Teachers of Reading and Spelling (LETRS® )The Arizona Department of Education is partnering with Lexia Learning to provide free LETRS® (Language Essentials for Teachers of Reading and Spelling) training for Early Childhood Preschool Educators and community partners across Arizona.LETRS® for Early Childhood Educators professional learning provides deep knowledge of literacy instruction for the youngest learners.Lexia LETRS for Early Childhood Educators provides deep knowledge and clarity of effective skills necessary to prepare the yo

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CASE Collections are groupings of web-based journal articles, tools, how-to guides, and bibliographies on a specific topic or theme related to early childhood and family-centered practices.

https://fipp.ncdhhs.gov/publications-products/case-publications/casecollections/

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CASEcollections are groupings of web-based journal articles, tools, how-to guides, and bibliographies on a specific topic or theme related to early childhood and family-centered practices. CASEcollections are available for free in the Adobe PDF format:

Sources of Information about the Brain Science of Coaching
Amber Halliburton, E.d. D.
CASEmakers, Vol. 8, Number 2

Sources of Information about Coaching Practices
Dathan Rush, Ed.D.
CASEmakers, Vol. 8, Number 6

Joint Visi t Planning Tool When Using a Primary Service Provider Approach to Teaming
Dathan D. Rush, Ed.D., & M'Lisa L. Shelden, Ph.D.
CASEtools, Vol. 6, Number 2

Recipe for Supporting Interest-Based Child Learning (tool only)
Sarah Sexton, M.Ed.
CASEtools, Vol. 5, Number 2

Validity of the Book for Learning Everyday Together (Book-LET) Scale
Frances A. Davis, M.A., L.P.A., & Vito Di Bona, M.S.
CASEinPoint, Vol. 5, Number 1

Checklists for Providing/Receiving Early Intervention Supports in Child Care Settings
Dathan D. Rush, Ed.D., & M'Lisa L. Shelden, Ph.D.
CASEtools, Vol. 6, Number

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CASEcollections are groupings of web-based journal articles, tools, how-to guides, and bibliographies on a specific topic or theme related to early childhood and family-centered practices. CASEcollections are available for free in the Adobe PDF format: Sources of Information about the Brain Science of Coaching Amber Halliburton, E.d. D.CASEmakers, Vol.

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Interagency Coordinating Council (ICC) for Infants and Toddlers

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Interagency Coordinating Council (ICC) for Infants and Toddlers

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https://des.az.gov/services/developmental-disabilities/early-intervention/icc-for-infants-and-toddlers

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To the Public:

Pursuant to A.R.S. § 38-431.02, the Arizona Early Intervention Program and the Interagency Coordinating Council hereby states that all meeting notices of this public body and any of its committees and subcommittees will be posted electronically on this website 24 hours in advance under Public Meetings and Notices. Physical copies of the public meeting notices can be obtained by mail:

Arizona Department of Economic Security
1789 W. Jefferson
MD 2HP1
Phoenix, AZ 85007

The ICC and its Committee meetings are open to the public.

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Interagency Coordinating Council (ICC) for Infants and Toddlers

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Pursuant to A.R.S. § 38-431.02, the Arizona Early Intervention Program and the Interagency Coordinating Council hereby states that all meeting notices of this public body and any of its committees and subcommittees will be posted electronically on this website 24 hours in advance under Public Meetings and Notices.

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https://sites.ed.gov/idea/regs/c

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Individuals with Disabilities Education Act

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Part 303 (Part C) — Early Intervention Program For Infants And Toddlers With Disabilities - Individuals with Disabilities Education Act

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Subpart A — General Subpart B — State Eligibility for a Grant and Requirements for a Statewide System Subpart C — State Application and Assurances Subpart D — Child Find, Evaluations and Assessments, and Individualized Family Service Plans Subpart E — Procedural Safeguards Subpart F — Use of Funds a…

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 AzEIP Developmental Special Instructionist Job Description

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 AzEIP Developmental Special Instructionist Job Description

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https://docs.google.com/document/d/104evYdZnQssxvPOhKoBcQt1iQDvp7HD4IYGmcuLJSiA/edit

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AzEIP Developmental Special Instructionist Job Description

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AzEIP Service Coordinator Job Description

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AzEIP Service Coordinator Job Description

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https://docs.google.com/document/d/1_DKQ3rzkKo-yp-Aimy_mTENJOEvUuEmmPwecwZJFuhc/edit?usp=sharing

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https://des.az.gov/services/disabilities/developmental-infant

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The Arizona Early Intervention Program (AzEIP) is Arizona's statewide interagency system of services and supports for families of infants and toddlers, birth to three years of age, with disabilities or delays. AzEIP is established by Part C of the Individuals with Disabilities Education Act (IDEA), which provides eligible children and their families access to services to enhance the capacity of families and caregivers to support the child's development.

In Arizona, a Team-Based approach is used to provide early intervention services. AzEIP contracts with private providers, known collectively as Team-Based Early Intervention Services (TBEIS) providers; to provide individualized support to all potentially-eligible and eligible children, and their families, within a given geographic region in Arizona. TBEIS providers work collaboratively with the Division of Developmental Disabilities (DDD) and the Arizona Schools for the Deaf and Blind (ASDB) to provide services for children eligible for these service providing agencies.

The maps included on this page reflect the geographic service regions of AzEIP.

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The Arizona Early Intervention Program (AzEIP) is Arizona's statewide interagency system of services and supports for families of infants and toddlers, birth to three years of age, with disabilities or delays. AzEIP is established by Part C of the Individuals with Disabilities Education Act (IDEA), which provides eligible children and their families access to services to enhance the capacity of families and caregivers to support the child's development.

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The mission of the CSPD Pre Service is to provide guidance to IHE programs and confirm curricula for each discipline are based on knowledge and skill competencies that are aligned with state personnel standards. Ensure that the IHE programs and curricula for each discipline are based on knowledge and skill competencies that are aligned with national professional organization personnel standards. Assist IHE programs and curricula for each discipline are aligned with state and local program quality initiatives and evaluation systems (e.g., QRIS, educator effectiveness frameworks, licensing)

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Professional resources and assessments for early childhood, K-12, special education, and higher education | Brookes Publishing Co.

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Trusted resources for people who work with children and others with developmental disabilities and delays to help them achieve the best possible outcomes.

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Ages zero to three are the most important for lifelong mental health and well-being.

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Childroots - Teaching Sustainability in ECE

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Childroots - Teaching Sustainability in ECE

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ChildRoots | Daycare & Preschool | NW, SE, & NE Portland

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At ChildRoots, teaching sustainability is a foundational part of our program from our curriculum to our meal plans. As part of our eco-mittment, we practice sustainability in a variety of ways that enhance the way children interact with the natural world. We believe instilling sustainable practices at an early age helps children develop positive lifelong attitudes and values toward the environment. This is one of the many benefits to integrating sustainable practices and environmental education into our curriculum.

Interacting with the Natural Environment

Many of our practices help children interact with their outside environment and allow them to appreciate the beautiful natural landscape of our Portland community. Frequent interaction with outdoor environments in place of one-time trips to parks or limited outdoor play helps children to build a sense of wonder towards the environment. Rather than reading about nature in a book or learning about it in a lecture, experiencing the natural world allows students to gain a better understanding of it.

Experiences can be as simple as watching flowers grow throughout the spring or walks through the neighborhood. Our staff serve as guides through these experiences of discovery, allowing children to form their own personal thoughts and views on nature. Frequent outdoor play is an integral part of our program with all children going outside at least once per day.

The Importance of Sustainable Practices In and Out of the Classroom

ChildRoots creates positive learning environments that foster an appreciation for environmental awareness through sustainable activities and practices inside and outside of the classroom. Practicing sustainability in the classroom has several benefits including increased interest in environmental education, positive impacts on student well-being like the promotion of healthy lifestyles, and improved critical thinking skills. Integrating environmental education into curriculum can provide benefits to the larger community as well. These include promoting connection through community involvement and encouraging positive actions to better the environment.

At each ChildRoots learning center, we reduce waste disposal, repurpose and re-use, and use environmentally safe products. We also include environmentally focused projects like composting and gardening in our project-based curriculum.

To learn more about how ChildRoots incorporates environmental education into our program, watch our virtual tour and contact us today at one of our Portland daycare centers!

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Teaching Sustainability in Early Education | ChildRoots

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At ChildRoots, teaching sustainability is a foundational part of our program from our curriculum to our meal plans. As part of our eco-mittment, we practice sustainability in a variety of ways that enhance the way children interact with the natural world.

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Center on the Developing Child Harvard University

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Center on the Developing Child Harvard University

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Center on the Developing Child at Harvard University

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Center on the Developing Child at Harvard University

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Our mission is to drive science-based innovation that achieves breakthrough outcomes for children facing adversity.

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for adult educators to provide articles that approach practice issues with a problem-solving emphasis.

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The Itinerant Early Childhood Special Education Service (IECSE) Delivery Method is a model developed by Drs. Laurie Dinnebeil and William McInerney. The model supports the inclusion of young children with disabilities whose primary placement is a comummunity based program such as a private preschool, childcare center, or Head Start classroom. Itinerant teachers, also called inclusion specialists, visit children's community based classroms on a regular basis to provide special education program IEP-based services. The model has helped to define the critical roles of the IECSE teacher including assessor, consultant, coach, direct service provider, service coordinator, and team member. Itinerant services activities do not replace the delivery of specially designed instruction. Instead, they distribute the delivery of high quality instructional activities across the day and by all adults working with child to increase the opportunity to practice needed skills.

The Early Childhood Special Education (ECSE) unit has supported professional development using the Itinerant Model for several years and has trained more than 16 school districts and 60 practitioners. To support participants' ongoing professional development needs, the ECSE unit will offer continuing support within a professional learning community of practice, hosting regular meetings and providing resources led by one of the unit's Program Specialists. Please join us by contacting the ECSE Inbox.

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Picture5.jpg The Itinerant Early Childhood Special Education Service (IECSE) Delivery Method is a model developed by Drs. Laurie Dinnebeil and William McInerney. The model supports the inclusion of young children with disabilities whose primary placement is a comummunity based program such as a private preschool, childcare center, or Head Start classroom.

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Welcome

The Leadership Institute for Cultural Diversity and Cultural and Linguistic Competence is a collaborative, multifaceted initiative with a goal to increase the number and capacity of leaders to advance and sustain cultural and linguistic competence (CLC) and respond to the growing cultural diversity among people with intellectual and developmental disabilities (I/DD) in the United States, its territories, and tribal communities.

This Project Ended in 2020. The project descriptions and resources are posted to share with the network.

The Institute was funded over a five-year period through a cooperative agreement from the Administration on Intellectual and Developmental Disabilities (AIDD), Administration on Community Living, U.S Department of Health and Human Services. The Institute's activities include:

five annual Leadership Academies

a series of web-based learning and reflection forums for the I/DD network

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The Leadership Institute for Cultural Diversity and Cultural and Linguistic Competence is a collaborative, multifaceted initiative with a goal to increase the number and capacity of leaders to advance and sustain cultural and linguistic competence (CLC) and respond to the growing cultural diversity among people with intellectual and developmental disabilities (I/DD) in the United States, its territories, and tribal communities.

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Early Childhood Special Education is a state and federally mandated program for children aged 3-5 who meet state eligibility criteria because they are experiencing developmental delays. School districts and other public agencies are responsible for locating, identifying, and evaluating eligible children and for offering a free appropriate public education (FAPE). Eligible children are entitled to a FAPE at no cost to the family with programming designed to help children meet challenging objectives alongside their typically developing peers. When a delay is suspected, or children are not meeting milestones, local school districts offer Child Find services, providing screening, and if needed, evaluation services to determine eligibility. ARS §15.771 is the section of the state regulations that defines preschool programs for children with disabilities. The Early Childhood Special Education unit offers technical assistance and professional development to early childhood administrators and practitioners across the state to support services to preschool aged children with disabilities. Please access contact list below to connect with your Specialist.
Visit our Early Childhood Special Education Events page for upcoming events and professional development opportunities.
Contact us if you have questions or needs regarding special education programs and services for preschool-aged children. Use the following list to find your Early Childhood Program Specialist or contact your Specialist from the list below.

Early Childhood Special Education Staff

Page revised 7/17/23

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blocks.png Early Childhood Special Education is a state and federally mandated program for children aged 3-5 who meet state eligibility criteria because they are experiencing developmental delays. School districts and other public agencies are responsible for locating, identifying, and evaluating eligible children and for offering a free appropriate public education (FAPE).

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Evidence-based practice in the field of early childhood is the process that pulls together the best available research, knowledge from professional experts, and data and input from children and their caregivers, to identify and provide services, evaluated and proven to achieve positive outcomes for children and families.

Where do you find early childhood evidence-based practices?

The resources below provide information on evidence-based practices in areas specific to early childhood care and education, professional development, early intervention and early childhood special education (EI/ECSE).

Multiple EI/ECSE Topics

Autism
See: Autism Spectrum Disorders: Evidence-Based Services
Deaf or Hard of Hearing

Early Child Identification

Tracking, Referral and Assessment Center for Excellence (TRACE) (Funded by OSEP, 2002-2007): The Puckett Institute's TRACE initiative was to identify and promote the use of evidence-based practices and models for improving child find, referral, early identification, and eligibility determination for infants, toddlers, and young children with developmental delays or disabilities who are eligible for early intervention or preschool special education.

Early Childhood Transition

National Early Childhood Transition Center (NECTC) (Funded by OSEP, 2002-2007): NECTC orchestrated research focus groups to investigate and validate practices and strategies that enhance the early childhood transition process and support positive school outcomes for children with disabilities.

Early Literacy

Home Visiting

Inclusion
See also: Research and Studies on Inclusion
Professional Development

Characteristics and Consequences of Adult Learning Strategies. Trivette, C., Dunst, C., Hamby, D., and O'Herin, C. (2009). Research Brief 3(1), Tots 'n Tech Research Institute.

CONNECT: The Center to Mobilize Early Childhood Knowledge (Funded by OSEP (2008-2014)

An Evidence-Based Approach to Professional In-service Training. Trivette, C., and Dunst, C. (2009). Presentation made at the OSEP Project Directors' Conference, July 23, 2009, Washington, DC

IRIS Center: See their collection of Evidence-Based Practice Summaries

School Readiness
See also: Multiple Early Childhood Topics
Screening, Assessment, Evaluation Instruments

Social Emotional Intervention for Young Children

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Evidence-based practice in the field of early childhood is the process that pulls together the best available research, knowledge from professional experts, and data and input from children and their caregivers, to identify and provide services, evaluated and proven to achieve positive outcomes for children and families.

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ECTA Center: National Resources on Family Engagement

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ECTA Center: National Resources on Family Engagement

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Federal Guidance, Tools, and Resources

The following list provides support to grantee's activities and strategies to maximize parental choice and knowledge as outlined in the PDG B-5 grant funding opportunity announcement.

The U.S. Departments of Education and Health and Human Services released this guidance to support states, local education agencies (LEAs), schools, and early childhood programs in implementing effective family engagement practices. It is the Departments' position that strong family engagement is central to promoting children's healthy development, school readiness, and academic achievement in elementary school and beyond. When families and programs work together in meaningful ways, children have more positive attitudes toward school, stay in school longer, have better attendance, and experience more school success.

The Office of Head Start's Early Childhood Learning and Knowledge Center (ECLKC) provides a variety of resources related to supporting the cultural diversity of families enrolled in early childhood programs. Some of the resources include:

NCPFCE is one of the Office Head Start's six training and technical assistance centers. It is designed to promote integrated, systemic, and sustained family and community engagement in Head Start and Early Head Start programs. NCPFCE has developed The Parent, Family, and Community Engagement Framework, a research-based tool that can be used to help strengthen family engagement in early childhood programs. See also, Family Engagement Professional Development Guide which clarifies the difference between the terms parent involvement and family engagement.

This collection of resources was developed by the U.S. Department of Education to help schools, families and communities work together more successfully for improved student outcomes. It includes a link to the Dual Capacity Building Framework for Family-School Partnerships, which was originally developed by Karen Mapp in 2013.

In 2019, Version 2 of the Framework was released. The framework is a tool designed to assist states, districts, and schools in their efforts to develop and sustain strong partnerships and positive relationships with families.

The Child Welfare Information Gateway developed this web-based tool to help professionals in child welfare, early childhood education, education, behavioral health, and juvenile justice better understand how family engagement is defined and implemented across these fields of practice. It can be used to promote collaboration among multiple systems that often work with the same children and families. Note the navigation tabs for Practice, Program, and System Strategies for family engagement.

Resources from National Centers and Associations

This toolkit of resources was developed and informed by the work of the Family Outcomes Cross-State Learning Collaborative (CSLC) through the National Center for Systemic Improvement (NCSI) to support Early Intervention (EI) system leaders in using and implementing recommendations from the ED-HHS Policy Statement on Family Engagement: From the Early Years to the Early Grades (2016).

National Academies of Medicine, Committee on Supporting the Parents of Young Children: This report reviews the research on parenting practices, identifies effective practices, and recommends ways to support interventions that help more parents learn about effective parenting practices. It is intended to serve as a road-map for the future of parenting and family support policies, practices, and research in the U.S. across the private and public sectors within the health, human services, and education systems.

Center on Enhancing Early Learning Outcomes (CEELO): This brief discusses the importance of family engagement, looks at approaches states have taken in developing program guidance, and provides strategies to support effective implementation. It draws on work CEELO did with two states as they developed guidance on family engagement.

National Center on Dispute Resolution in Special Education (CADRE): This brochure provides suggestions on how educators and service providers can effectively collaborate with parents. It includes specific recommendations about planning and conducting meetings to create appropriate individualized education programs (IEPs) for children who receive special education and related services.
See also: Participación de los Padres en Asociaciones Productivas
The National Association for the Education of Young Children's Engaging Diverse Families Project has developed six principles of effective family engagement based on an extensive review of the research.
See also: Quality Benchmark for Cultural Competence Project (2009)
NCCC works to advance and sustain cultural and linguistic competency within systems and organizations. A number of NCCC resources are specfically of interest to personnel working with young children with disabilities and their families. Some of these include, for example:

Hanover Research: This report examines the literature on engaging diverse families, particularly African-American and Hispanic families, and presents case studies. It focuses primarily on public, K-12 settings in large, urban public school districts, however the key findings are also relevant to engaging diverse families in other settings.

The PACER Center's Minnesota School and Family Connection project has compiled and developed training tools and resources for families and educators working with culturally diverse families. This page includes links to videos, research literature, practice guides, training tools, and more. Many of the resources for families are translated into Spanish, Somali and Hmong.

This field-tested 5 module professional development course provides early childhood professionals with the guidance they need to create settings that support culturally and linguistically diverse children and help them succeed. It provides learning objectives, case studies, reflection questions, an assessment scale and observation checklist to monitor improvement, and more.

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The following list provides support to grantee's activities and strategies to maximize parental choice and knowledge as outlined in the PDG B-5 grant funding opportunity announcement. The U.S. Departments of Education and Health and Human Services released this guidance to support states, local education agencies (LEAs), schools, and early childhood programs in implementing effective family engagement practices.

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BPC's health team strives to develop bipartisan policies that improve the nation's health outcomes and reduce preventable health care costs. The policy areas we focus on span public health and prevention; coverage, payment, and delivery of health services and long-term care; biomedical research; and innovative technologies.

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In early childhood, learning comes naturally

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Social Emotional Programs to Support Social Competencies in all students

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PELE Project: LEAP Preschool Model Implementation

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PELE Project: LEAP Preschool Model Implementation

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The PELE Inclusion Project will support the development of high quality inclusive practices in participating school district preschool programs that offer services to children with disabilities of ages three through five years old. Those participating in the project will share their experiences and practices, captured through video examples, interviews, and teacher reflections, so that they can be shared with preschool programs across the state. The model is based on more than 25 years of research and evidence that fidelity to its key practices results in positive outcomes for children. The project will be facilitated by the University of Denver PELE Center coaching staff using the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) Preschool Model. The LEAP Preschool Model strategies and practices are aligned with the Divsion of Early Childhood (DEC) Recommended Practices, NAEYC (National Association for the Education of Young Children) best practices guidelines, and the Pyramid Model Framework.

LEAP Program

Learning Experiences and Alternate Programs for Preschoolers and Their Parents

Key Practices

1) Inclusion: Inclusion begins full-time from day one in LEAP Preschool classrooms. Children with ASD are provided with the necessary level(s) of prompting, classroom and curricular adaptations and modifications, and general support to participate immediately in peer-mediated social skill intervention.

2) Classroom Environment: LEAP classrooms begin with establishing a high quality setting for typically developing children. LEAP has been implemented effectively in classrooms utilizing a variety of preschool models and curricula including, the Creative Curriculum for Preschool - 4th Edition (Dodge, Colker & Heroman, 2002), High Scope and Head Start programs. Systematic intervention is embedded throughout typical preschool routines (e.g., circle time, free play/centers, snack, small groups, etc) with the aim of offering hundreds of meaningful, socially relevant learning opportunities every day.

3) Peer-Mediated Intervention: Typically developing children play a major intervention role in LEAP. The typically developing children are provided with comprehensive social skills training such that they can facilitate the social and communicative behaviors of peers with ASD. This systematic, peer-mediated instruction has been shown to produce a day-one intervention effect for the children with ASD (Strain & Schwartz, 2009).

4) Data and Data-based Decision Making: Learning objectives are written such that teaching continues until generalized behavior change is achieved. Learning objectives are further described according to relevant prompting hierarchies. Program data are collected on children's behavioral movement towards the rigorous standard of independent, generalized performance, not in terms of percent correct, trials accomplished or similar indices. Data are reviewed daily and strict decision-making rules demand intervention changes in the absence of clear behavior change.

5) Program Intensity: Intensity in the LEAP model is not defined by hours per week that individuals are paid to deliver service. We believe that the algorithm defining intensity is complex and includes, for each developmental domain of concern, the following factors:

number of meaningful opportunities to respond;

the functionality of objectives chosen;

the selection of an instructional method that maximizes children's engagement and minimizes errors;

the competence of staff to deliver with fidelity the chosen intervention; and

the use of data systems and decision-making rules that minimize children's exposure to less-than-optimal interventions.

6) Use of Evidence-based Strategies: LEAP is unique in that we utilize a variety of science-based intervention approaches, including:

peer-mediated interventions;

errorless learning;

time-delay;

incidental teaching;

pivotal response training;

picture exchange communication system (PECS) (Frost & Bondy, 1994); and

positive behavior support.

We believe the enormous heterogeneity of ASD precludes the use of one or a few instructional approaches.

7) Parent Skill Training: Skill training for families focuses on providing adult family members with the behavioral teaching strategies sufficient for them to experience less stress and more pleasure in daily routines such as meals, bedtime, dressing, and community outings. All LEAP sites develop a method for sharing information on key behavioral strategies with parents or care-givers. Programs generally use one, or a combination of, the following strategies to share information, a) group parent training meetings, b) in-home visitation by program personnel, c) self-study modules with teacher follow-up.

Page revised 8/2/21

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PELE Project: Implementing LEAP Preschool Model

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PELE Project Banner The PELE Inclusion Project will support the development of high quality inclusive practices in participating school district preschool programs that offer services to children with disabilities of ages three through five years old.

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Division for Early Childhood of the Council for Exceptional Children

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The Division for Early Childhood (DEC) promotes policies and advances evidence-based practices that support families and enhance the optimal development of young children (0-8) who have or are at risk for developmental delays and disabilities.

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Federal Guidance, Tools, and Resources

The following list provides support to grantee's activities and strategies to maximize parental choice and knowledge as outlined in the PDG B-5 grant funding opportunity announcement.

The U.S. Departments of Education and Health and Human Services released this guidance to support states, local education agencies (LEAs), schools, and early childhood programs in implementing effective family engagement practices. It is the Departments' position that strong family engagement is central to promoting children's healthy development, school readiness, and academic achievement in elementary school and beyond. When families and programs work together in meaningful ways, children have more positive attitudes toward school, stay in school longer, have better attendance, and experience more school success.

The Office of Head Start's Early Childhood Learning and Knowledge Center (ECLKC) provides a variety of resources related to supporting the cultural diversity of families enrolled in early childhood programs. Some of the resources include:

NCPFCE is one of the Office Head Start's six training and technical assistance centers. It is designed to promote integrated, systemic, and sustained family and community engagement in Head Start and Early Head Start programs. NCPFCE has developed The Parent, Family, and Community Engagement Framework, a research-based tool that can be used to help strengthen family engagement in early childhood programs. See also, Family Engagement Professional Development Guide which clarifies the difference between the terms parent involvement and family engagement.

This collection of resources was developed by the U.S. Department of Education to help schools, families and communities work together more successfully for improved student outcomes. It includes a link to the Dual Capacity Building Framework for Family-School Partnerships, which was originally developed by Karen Mapp in 2013.

In 2019, Version 2 of the Framework was released. The framework is a tool designed to assist states, districts, and schools in their efforts to develop and sustain strong partnerships and positive relationships with families.

The Child Welfare Information Gateway developed this web-based tool to help professionals in child welfare, early childhood education, education, behavioral health, and juvenile justice better understand how family engagement is defined and implemented across these fields of practice. It can be used to promote collaboration among multiple systems that often work with the same children and families. Note the navigation tabs for Practice, Program, and System Strategies for family engagement.

Resources from National Centers and Associations

This toolkit of resources was developed and informed by the work of the Family Outcomes Cross-State Learning Collaborative (CSLC) through the National Center for Systemic Improvement (NCSI) to support Early Intervention (EI) system leaders in using and implementing recommendations from the ED-HHS Policy Statement on Family Engagement: From the Early Years to the Early Grades (2016).

National Academies of Medicine, Committee on Supporting the Parents of Young Children: This report reviews the research on parenting practices, identifies effective practices, and recommends ways to support interventions that help more parents learn about effective parenting practices. It is intended to serve as a road-map for the future of parenting and family support policies, practices, and research in the U.S. across the private and public sectors within the health, human services, and education systems.

Center on Enhancing Early Learning Outcomes (CEELO): This brief discusses the importance of family engagement, looks at approaches states have taken in developing program guidance, and provides strategies to support effective implementation. It draws on work CEELO did with two states as they developed guidance on family engagement.

National Center on Dispute Resolution in Special Education (CADRE): This brochure provides suggestions on how educators and service providers can effectively collaborate with parents. It includes specific recommendations about planning and conducting meetings to create appropriate individualized education programs (IEPs) for children who receive special education and related services.
See also: Participación de los Padres en Asociaciones Productivas
The National Association for the Education of Young Children's Engaging Diverse Families Project has developed six principles of effective family engagement based on an extensive review of the research.
See also: Quality Benchmark for Cultural Competence Project (2009)
NCCC works to advance and sustain cultural and linguistic competency within systems and organizations. A number of NCCC resources are specfically of interest to personnel working with young children with disabilities and their families. Some of these include, for example:

Hanover Research: This report examines the literature on engaging diverse families, particularly African-American and Hispanic families, and presents case studies. It focuses primarily on public, K-12 settings in large, urban public school districts, however the key findings are also relevant to engaging diverse families in other settings.

The PACER Center's Minnesota School and Family Connection project has compiled and developed training tools and resources for families and educators working with culturally diverse families. This page includes links to videos, research literature, practice guides, training tools, and more. Many of the resources for families are translated into Spanish, Somali and Hmong.

This field-tested 5 module professional development course provides early childhood professionals with the guidance they need to create settings that support culturally and linguistically diverse children and help them succeed. It provides learning objectives, case studies, reflection questions, an assessment scale and observation checklist to monitor improvement, and more.

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The following list provides support to grantee's activities and strategies to maximize parental choice and knowledge as outlined in the PDG B-5 grant funding opportunity announcement. The U.S. Departments of Education and Health and Human Services released this guidance to support states, local education agencies (LEAs), schools, and early childhood programs in implementing effective family engagement practices.

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Join us for our next conversation in WoFo Global Café on International Mud Day, June 29, 2022 at 11:00 AM (New York City/Bogota/EDT), "Let's Talk! Celebrating Mud Day - A Conversation on Connecting Young Children with Nature". Claire Warden, creator of the Auchlone Nature Kindergarten in Scotland, Ali Safdari, co-founder and facilitator of a children's nature excursions program in Iran, and Bishnu Bhatta, co-founder of International Mud Day from Nepal, will discuss how early childhood programs can stimulate young children's curiosity about and appreciation for the natural world. The intent of this conversation is to encourage participants to take action to secure children's life-long commitment to saving our planet.

June 29, 2022, at 11:00 AM (New York City/Bogota/EDT)

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Let's Talk! Celebrating Mud Day A Conversation on Connecting Young Children with Nature

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Join us for our next conversation in WoFo Global Café on International Mud Day, June 29, 2022 at 11:00 AM (New York City/Bogota/EDT), "Let's Talk! Celebrating Mud Day - A Conversation on Connecting Young Children with Nature".

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HOPE - Healthy Outcomes from Positive Experiences

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HOPE - Healthy Outcomes from Positive Experiences

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HOPE - Healthy Outcomes from Positive Experiences - is a new way of seeing and talking about experiences that support children's growth and development into healthy, resilient adults. We now know that that even in the face of adversity, key positive experiences help us heal.

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The Pyramid Model is a comprehensive, multi-tiered framework of evidence-based practices that promote the social, emotional, and behavioral development of young children. The Pyramid Model focuses on promoting positive behavior and addressing challenging behavior (Hemmeter, Ostrosky, & Corso, 2012).

The National Center for Pyramid Model Innovations assists states and local programs with the implementation of the Pyramid Model to support social-emotional competence in infants and young children within early intervention and early education programs through web-based resources and in-person coaching and training. The primary focus of the Pyramid Model is to promote the social, emotional, and behavioral outcomes of young children, aged birth to five, by reducing the use of inappropriate discipline practices, promoting family engagement, using data for decision-making, integrating early childhood and infant mental health consultation, and fostering inclusion.

Video: The Pyramid Model Overview

Effective Workforce

An effective workforce is necessary for all practices within the Pyramid Model and its structures. It is to ensure that systems and policies are built and suppported with evidence-based practices. The following materials are supportive of developing an effective workforce in early childhood programs:

Nurturing & Responsive Relationships

Nurturing and responsive relationships are key components of building healthy social development and include working with the child, his or her family, and team members.

High Quality Supportive Environments

To promote social, cognitive and language development in children, high quality supportive environments are essential. It includes providing inclusive early care and educational environments and support at home.

Targeted Social Emotional Support

Social emotional support delivered during explicit instruction that promotes social emotional development in areas such as self-regulation, expressing and understanding emotions, problem solving and developing social relationships are represented by the following resources:

Intensive Interventions

Individualized intensive interventions may be needed for a small number of children with persistent challenges working in conjunction with families.

Training Support

Video Webinars

Page revised 8/2/21

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pyramid model.png The Pyramid Model is a comprehensive, multi-tiered framework of evidence-based practices that promote the social, emotional, and behavioral development of young children. The Pyramid Model focuses on promoting positive behavior and addressing challenging behavior (Hemmeter, Ostrosky, & Corso, 2012).

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The mission of the NCCC is to increase the capacity of health care and mental health care programs to design, implement, and evaluate culturally and linguistically competent service delivery systems to address growing diversity, persistent disparities, and to promote health and mental health equity.

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The mission of the NCCC is to increase the capacity of health care and mental health care programs to design, implement, and evaluate culturally and linguistically competent service delivery systems to address growing diversity, persistent disparities, and to promote health and mental health equity.

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PATHS Program LLC - Social Emotional Learning for Pre-K, Elementary, and Middle School

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North American publisher of the CASEL SELect PATHS® program for pre-k through grade 5. Publisher of the research-informed Emozi® Middle School SEL and High School SEL curriculum.

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edWeb: A professional online community for educators

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edWeb is a free online community for professional educators, offering networking, resource sharing, collaboration, and professional development webinars.

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Community Services and Support - Strong Families AZ

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Strong Families AZ provides a list of resources for families in Arizona for support, information, finanical assistance, and more. Get the resource you need!

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Fostering Self-Esteem

Self-esteem develops as children experience love and responsiveness as part of a positive parent-child relationship. Parents can support children's feelings of self-esteem by helping them to feel component and by accepting their child's personal style.

To foster children's self-esteem, parents need to provide them with a warm and nurturing environment as well as with opportunities that encourage a sense of individuality. Parents convey pleasure and acceptance of their children through praise, interactive play, and active listening.

Questions to Ask

Does your child have special activities that she likes to do with you?

How often are you able to spend one-on-one time with her?

Describe what you do together as a family. How often do you do these things?

How much time does she spend in child care?

If parents seem overly critical of the child:

What expectations did your own parents have for your behavior when you were young? What happened if you failed to meet their expectations?

What did you like about your parents' style? How would you like to be different? Do you think that might be helpful with your child?

Provider Tips

Some children need more help with certain tasks than other children the same age. Caution parents not to shame the child if this is the case with their child.

Model giving "yes" as well as "no" answers to children during office visits - "You may not use my ophthalmoscope because it might break, but you may try out my reflex hammer." Discuss this technique with parents who seem overly tense or critical when they correct their child.

Consider that parents who are overly critical may be unconsciously repeating experiences they had as children or may be identifying their child with someone else.

Help these parents separate their feelings about their child from their feelings about past experiences with others who remind them of the child.

Encourage them to focus on the positive aspects of their child and not to expect perfection.

Using the guidance listed below, help parents support their child's self-esteem through affection and positive interactions.

Guidance for Parents

Your child loves to be with you and to have you all to herself. Spend at least 5-15 minutes of uninterrupted, one-on-one time with her every day. Do something you both enjoy-play, cuddle, read, sing, take walks, talk.

Make sure your child knows that you love her. Smile at her often and give her lots of hugs. Praise her for trying to do things as well as for succeeding at a task.

Ask your child about the things she can do for herself. Help her to recognize her strengths and the new skills she is developing.

"You ate all of your food by yourself. That's great."

"Look at the way you are throwing the ball. Isn't that fun?"

"What a good job you did turning the pages of your book."

"I see you can button your shirt by yourself now. How does that make you feel?"

It is common for young children to suck their thumbs or play with their genitals. If your child behaves this way, don't shame or punish her. Ignore these behaviors and try to redirect her to other activities.

Don't be surprised if you sometimes talk, act, and think the same way your parents did when you were young. Think about how you felt when you were a child and decide how you want to treat your own child and relate to her.

For children in child care or preschool:

If your child spends time in child care or preschool, make sure that her child care provider or teacher helps her to feel good about herself by:

Having appropriate expectations for her

Listening to and respecting her

Providing her with opportunities for learning, play, and safe exploration

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Promoting Healthy Mental Development: A Bright Futures Online Curriculum

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Self-esteem develops as children experience love and responsiveness as part of a positive parent-child relationship. Parents can support children's feelings of self-esteem by helping them to feel component and by accepting their child's personal style. To foster children's self-esteem, parents need to provide them with a warm and nurturing environment as well as with opportunities that encourage a sense of individuality.

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Invest

Early education is always a sound investment. For every $1 spent on early childhood, the community sees a $16 return through increased graduation rates, higher wages, and decreased welfare dependence. Your contribution to our essential services brings prosperity back to the community, its children, and residents like you by creating better outcomes for future generations.
Be the change

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Missed the Spirit of the Child Breakfast? Help make our work possible. Watch Recording Their future is our future. You are the change. Donate now UpLearning Virtual Training Series Designed with you in mind. Register Act today. Improve tomorrow. Use your time to enhance children's lives. Get In

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We’re Hiring! Join the AzCA team today See Our Open Positions

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Pre-service is the term used to describe the education and training that occurs prior to a practitioner obtaining a college degree and entering the workforce. Pre-service prepares individuals to meet the personnel standards of a specific discipline.Institute of Higher Education (IHE) programs of study provide training for individuals to acquire the specified knowledge, skills, and competencies required to meet state and national personnel standards in a specific discipline. The programs of study also include sufficient field-based experiences across a variety of high-quality infant and early childhood settings.

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Pre-service is the term used to describe the education and training that occurs prior to a practitioner obtaining a college degree and entering the workforce. Pre-service prepares individuals to meet the personnel standards of a specific discipline.Institute of Higher Education (IHE) programs of study provide training for individuals to acquire the specified knowledge, skills, and competencies required to meet state and national personnel standards in a specific discipline. The programs of study also include sufficient field-based experiences across a variety of high-quality infant and early childhood settings.

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https://eclkc.ohs.acf.hhs.gov/

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Partnering with Families for Children’s Success in School and Life