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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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This module examines the Universal Design for Learning (UDL) framework and discusses how educators can apply UDL to proactively design learning experiences that are flexible enough to challenge and engage all students and that promote learner agency (est. completion time: 2.5 hours).

This module was developed in collaboration with CAST.

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2023 Vanderbilt University. All rights reserved.

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2023 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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Universal Design for Learning: Designing Learning Experiences That Engage and Challenge All Students

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This module examines the Universal Design for Learning (UDL) framework and discusses how educators can apply UDL to proactively design learning experiences that are flexible enough to challenge and engage all students and that promote learner agency (est. completion time: 2.5 hours). This module was developed in collaboration with CAST.

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Unlearning: Changing Your Beliefs and Your Classroom with UDL Illustrated Edition

by Allison Posey (Author), Katie Novak (Author)

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Explore how implementing Universal Design for Learning (UDL) requires unlearning many outdated beliefs & practices. Get the tools to unlearn and progress.

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Lillian Nave talks learner variability in higher ed and beyond

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Novak Education - UDL, MTSS, and Inclusive Practices PD for Educators

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High-quality, evidence-based professional development on MTSS, UDL, and Inclusive Practices. Professional Learning for teachers and leaders.

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The Myth of Average:  Todd Rose at TEDxSonomaCounty

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Setting Students Up for Success from the Start – Teaching in Higher Ed

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Joe Hoyle shares his expertise from 46 years of teaching and reflects on how to set students up for success from the start on episode 164 of the Teaching in Higher Ed podcast. If you want to become a…

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Early Interventionist/Early Childhood Special Education candidates progress through a series of planned and developmentally sequenced field experiences for the early childhood age ranges (birth to age 3, 3 through 5 years, 5 through 8 years), range of abilities, and in the variety of collaborative and inclusive early childhood settings that are appropriate to their license and roles. Clinical experiences should take place in the same age ranges covered by the license. If the license covers all three age ranges, the program must provide clinical experiences in at least two of the three age ranges and a field experience in the third age range. These field and clinical experiences are supervised by qualified professionals.

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This bilingual website contains information and resources for educators, administrators, librarians and families of English language learners.

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Want More Involvement? Join Policy Connect

Policy Connect is THE resource to advance your early childhood policy work.

Shape the next wave of early childhood policy professionals.

Share innovative and important policy-related resources.

Discuss policy efforts and strategies.

Promote best practice.

Be part of a diverse and passionate group of faculty, policy practitioners, and other professionals developing the materials that will become the foundational body of literature for early childhood policy.

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ECPOLICY - The Early Childhood Policy Network

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Policy Connect is THE resource to advance your early childhood policy work. Shape the next wave of early childhood policy professionals. Share innovative and important policy-related resources. Discuss policy efforts and strategies. Promote best practice. Be part of a diverse and passionate group of faculty, policy practitioners, and other professionals developing the materials that will become the foundational body of literature for early childhood policy.

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Early Childhood Policy Case Studies

Early childhood policy case studies provide concrete examples of policy efforts, success factors, and ongoing implementation challenges in the field of early childhood. Cases can be used to enhance discussion in early childhood policy courses in higher education and to provide lessons for current policymakers in the field of early childhood.

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Early Childhood Policy Case Studies - EarlyEdU Alliance

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Early Childhood Policy Case Studies Early childhood policy case studies provide concrete examples of policy efforts, success factors, and ongoing implementation challenges in the field of early childhood. Cases can be used to enhance discussion in early childhood policy courses in higher education and to provide lessons for current policymakers in the field of early...

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EarlyEdU for Inclusion - EarlyEdU Alliance

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EarlyEdU® for Inclusion EarlyEdU for Inclusion is a supportive space for Washington Community and Technical College faculty to reimagine or further develop your course materials related to equitable and inclusive early childhood classrooms. Meet the Team Our team shares a commitment to helping early childhood educators gain the skills they need to succeed with each…

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EarlyEdU Alliance Highlight Webinar - EarlyEdU Alliance

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EarlyEdU Alliance Highlight Webinar Attend a Highlight Webinar to enhance your practice! Learn about available resources and current work in early childhood education. Highlight Webinars provide an intriguing overview of diverse topics and resources. Register below for an upcoming Highlight Webinar and listen to past recordings. Recent Highlight Webinar Eye on DEI, Part 2: Using…

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News from EarlyEdU

Explore news from EarlyEdU and Faculty Finds on this page. These newsletters are invaluable repositories of free resources, events, and professional content. Subscribe to our newsletter and receive the latest issues directly in your inbox!

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Newsletters from EarlyEdU - EarlyEdU Alliance

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News from EarlyEdU Explore news from EarlyEdU and Faculty Finds on this page. These newsletters are invaluable repositories of free resources, events, and professional content. Subscribe to our newsletter and receive the latest issues directly in your inbox! Faculty Finds Faculty Finds is a fantastic source of information concerning the effective preparation of early childhood...

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DEC is excited to announce that The Role of Special Instruction in Early Intervention Position Statement (September 2024) is now available!

The purpose of this position statement is to clarify the role of the service, Special Instruction, and its providers (referred to as “early intervention educators” in this paper) within the broader field of IDEA (2004) Part C early intervention (EI). Aligned with federal requirements, this statement focuses on this service as it is provided to families of eligible infants and toddlers with developmental delays and disabilities. The following topics are discussed: (a) how special instruction is defined and described in federal law and in practice, (b) recommendations for professional preparation and qualifications of EI educators (c) the role of EI educators in each part of the EI process, and (d) how special instruction and EI Educators are distinct from other EI services. An appendix is included to specify what special instruction is and is not when implemented using best practices.

DEC is grateful to the Chair of the position statement workgroup, Dr. Dana Childress; the full writing team; and all who contributed to this work.

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The Role of Special Instruction in Early Intervention - Division for Early Childhood September 2024.pdf on Egnyte

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File The Role of Special Instruction in Early Intervention - Division for Early Childhood September 2024.pdf shared using Egnyte

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EarlyEdU Alliance Highlight Webinar - EarlyEdU Alliance

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EarlyEdU Alliance Highlight Webinar Attend a Highlight Webinar to enhance your practice! Learn about available resources and current work in early childhood education. Highlight Webinars provide an intriguing overview of diverse topics and resources. Register below for an upcoming Highlight Webinar and listen to past recordings. Recent Highlight Webinar Eye on DEI, Part 2: Using…

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Emotion and Culturally Focused Strategies

Catherine, E., & Swadener, B. (2021). Promoting racial justice with emotion and  culturally focused strategies in early childhood classroom. International Critical Childhood Policy Studies journal., 8(2), 40-62.

Parent’s Beliefs about Children’s Emotions

Lozada, F. T., Halberstadt, A. G., Craig, A. B., Dennis, P. A., & Dunsmore, J. C. (2016). Parents’ beliefs about children’s emotions and parents’ emotion-related conversations with their children. Journal of child and Family Studies, 25, 1525-1538.

Racial/Ethnic Emotion Socialization

Dunbar, A. S., Leerkes, E. M., Coard, S. I., Supple, A. J., & Calkins, S. (2017). An integrative conceptual model of parental racial/ethnic and emotion socialization and links to children's social‐emotional development among African American families. Child Development Perspectives, 11(1), 16-22.

Preparation for Bias

Dunbar, A. S., Lozada, F. T., Ahn, L. H., & Leerkes, E. M. (2022). Mothers’ preparation for bias and responses to children’s distress predict positive adjustment among Black children: An attachment perspective. Attachment & Human Development, 24(3), 287-303.

Black Emotions Matter: Understanding the Impact of Racial Oppression

Lozada, F. T., Riley, T. N., Catherine, E., & Brown, D. W. (2022). Black emotions matter: Understanding the impact of racial oppression on Black youth’s emotional development: Dismantling systems of racism and oppression during adolescence. Journal of research on adolescence, 32(1), 13-33.

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Early Childhood Teachers’ Socialization of Emotion

Denham, S. A., Bassett, H. H., & Miller, S. L. (2017, December). Early childhood teachers’ socialization of emotion: Contextual and individual contributors. In Child & Youth Care Forum (Vol. 46, pp. 805-824

Teachers’ Emotion Socialization Beliefs and Practices

Morris, C. A., Denham, S. A., Bassett, H. H., & Curby, T. W. (2013). Relations among teachers’ emotion socialization beliefs and practices and preschoolers’ emotional competence. Early Education & Development, 24(7), 979-999.

Parental Meta-Emotion Philosophy

Gottman, J. M., Katz, L. F., & Hooven, C. (1996). Parental meta-emotion philosophy and the emotional life of families: Theoretical models and preliminary data. Journal of Family Psychology, 10(3), 243.

Update on Social and Emotional Learning Outcome Research

Mahoney, J. L., Durlak, J. A., & Weissberg, R. P. (2018). An update on social and emotional learning outcome research. Phi Delta Kappan, 100(4), 18-23.

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IHE Curriculum Planning Tool with DEC standards

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IHE Curriculum Planning Tool with DEC standards

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IHE CURRICULUM Planning Tool WITH DEC standards

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Language and Reading Research Consortium -

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The purpose of Let's Know! is to develop skills that are foundational to reading comprehension in young children. Let's Know! uses core content such as science texts and story books as a base for developing these foundational skills. Let's Know! provides a systematic scope and sequence of instruction - organized over one academic year - that is designed to build students' language skills. Some of the language skills targeted are knowledge of different text-structures, making inferences, vocabulary, and comprehension monitoring.

Let's Know! includes three 7-week units and one 4-week unit which span one academic year for each grade (PreK to Grade 3). Eleven books are used across the four units. Each unit has one overarching emphasis:

Compare and Contrast

Description

Cause and Effect

Cycles or Sequences

The Let's Know lessons follow a gradual release of responsibility model. In the lesson routine there is a Set that starts the lesson; an I Do section where the teacher models the targeted teaching objective; the students practice with teacher scaffolding in the We Do; the You Do is when students practice independently; and finally the Close where the teacher restates the focus of the lessons and brings it to an end. Within each lesson section, there is optional scripting for the lessons.

Let's Know! also features an ELL curriculum supplement, named ¡Vamos a Aprender!. ¡Vamos a Aprender! closely aligns with the PreK version of Let's Know! and features Spanish and English language lessons and materials,
Check out the books used with each grade level

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Curriculum - Language and Reading Research Consortium

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The purpose of Let's Know! is to develop skills that are foundational to reading comprehension in young children. Let's Know! uses core content such as science texts and story books as a base for developing these foundational skills. Let's Know!

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As an initiative of the U.S. Department of Education’s Institute of Education Sciences (IES), the What Works Clearinghouse (WWC) was created in 2002 to be a central and trusted source of scientific evidence for what works in education.

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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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NAEYC Early Care and Education Professional Development: Training and Technical Assistance Glossary 

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NAEYC Early Care and Education Professional Development: Training and Technical Assistance Glossary 

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Released 12/2023

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Discover the benefits of early childhood accreditation, learn about the s implified process, find support and resources for your program or login to the accreditation portal.

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National Association for Family, School and Community Engagement 

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National Association for Family, School and Community Engagement 

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Research shows that when schools, parents, families, and communities work together, students:

This is true for students of all ages, all backgrounds, and across race and ethnicity. Furthermore, a variety of supports cutting across the spectrum of social, health, and academic needs may be necessary for school success. High quality schools have demonstrated track records connecting with community resources and families to improve student outcomes in all domains of development.

Although schools may interpret lack of involvement of immigrant or non-English speaking families as "not caring" about their children's education, this is most often NOT the case. Bilingual resources and staff, programs to help parents understand how to support their children's education, and parent liaisons who can connect the school and families to linguistically and culturally diverse community resources can be highly effective strategies for developing partnerships between schools, families, and the community.

Foundations for academic success begin in early childhood and are further developed during elementary school years. Conversely, patterns of failure and disengagement also begin early. For example, struggling readers are likely to continue to experience ongoing difficulties in secondary school if they are not supported early in their development. Continuity with family engagement strategies and partnerships with community programs from Pre-K/Elementary School to middle and high school can help support academic achievement throughout students' school tenure.

Adelman, H. & Taylor, L. (2007). Fostering School, Family, and Community Involvement. The Hamilton Fish Institute on School and Community Violence & Northwest Regional Educational Laboratory. Available at: http://smhp.psych.ucla.edu/publications/44%20guide%207%20fostering%20school%20family%20and%20community%20involvement.pdf

Epstein, J. L. et al. (2009). School, family, and community partnerships: Your handbook for action. Third edition. Thousand Oaks, CA: Corwin Press.

Family Support. (n.d.). National Education Association. Available at https://www.nea.org/student-success/engaged-families-communities/family-support

Handbook on Family and Community Engagement. (2011). http://www.families-schools.org/downloads/FACEHandbook.pdf

National Family, School, and Community Engagement Working Group: Recommendations for Federal Policy . Cambridge, MA: Harvard Family Research Project; 2009. Available at https://archive.globalfrp.org/family-involvement/publications-resources/national-family-school-and-community-engagement-working-group-recommendations-for-federal-policy

National Network of Partnership Schools' (NNPS). (n.d.). Available at https://nnps.jhucsos.com/

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Family-school-community partnerships are a shared responsibility and reciprocal process whereby schools and other community agencies and organizations engage families in meaningful and culturally appropriate ways, and families take initiative to actively support their children's development and learning.

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Ready4K® - Evidence-Based Family Engagement

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Accessible

Each week, enrolled families receive text messages with actionable insights, research-based activities, and learning extensions. More than 95% of families use text messaging, which makes it the best way to provide every family with year-round support. ParentPowered curricula is available in 10+ languages so no family is left out.

Strengths-Based

ParentPowered programs give families that "I can do it!" feeling by providing strengths based tips and simple activities that fit seamlessly into everyday moments. Our three curricula - Core, Trauma-Informed, and data-driven Personalized Learning - enable your organization to provide tailored support based on family need. Only ParentPowered offers curricula for families working to overcome the trauma of adverse childhood experiences (ACEs) and for families with children with potential developmental delays.

Low Lift

Enroll families in ParentPowered programs with just one click then sit back while we deliver weekly support that has been shown to result in as much as 2-3 months of additional learning growth over the course of a school year.

The ParentPowered Dashboard provides access to all the data you need to efficiently manage enrollment, assess the impact of the program, and produce presentation quality data visualizations for your team or external stakeholders. Plus, you can access family resources, teacher newsletters, workshop guides, enrollment flyers, and other ParentPowered resources.

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Family Engagement Programs from ParentPowered

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ParentPowered programs deliver evidence-based family engagement activities into your parents' hands. Reporting data shows your impact.

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ParentCorps helps schools partner with families to build a future where all children thrive.

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Storytelling for the Home Enrichment of Language and Literacy Skills 

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Storytelling for the Home Enrichment of Language and Literacy Skills 

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Document Type

Guide/Manual

Publisher

Utah State University

Abstract

The Storytelling for Home Enrichment of Language and Literacy Skills (SHELLS) approach uses family storytelling and book-making activities to promote children's language and literacy skills. This approach was developed to assist practitioners who work with families to promote children's development by optimizing the powerful influence of children's natural environments and their family relationships, culture, interests, conversations, and interaction. SHELLS is an evidence-based early language and literacy approach with three primary aims: (a) to increase parent-child conversation and narratives, (b) to create meaningful literacy materials, and (c) to encourage continuing language and literacy activities for children at home. The focus on promoting parent-child conversation is rooted in the evidence that the amount of speech to which children are exposed influences their language ability independent of income. Bookmaking as an intervention has been effectively implemented in the home, with positive outcomes for children. Finally, the shared-reading literature demonstrates that parents can be instructed in the use of strategies that facilitate children's language development to improve child outcomes. SHELLS activities elicit parent-child conversation and storytelling, use simple technology to help participants develop home-made books, and provide parents with evidence-based strategies for scaffolding children's language development. The SHELLS process for making books involves seven basic steps: (a) Planning ahead with the family to encourage parents to generate ideas, with child participation, about book topics; (b) encouraging parent-child conversation and interest in the topic; (c) illustrating the story through pictures or drawings; (d) facilitating written captions from words or sentences in the parent-child narrative; (e) helping organize and make the book; (f) observing the parent and child using the book; and (g) leaving the finished book. SHELLS has been implemented effectively with Migrant Head Start families, families of children with disabilities, and families from a variety of cultures including Native Hawaiian and Pacific Islander (Boyce et al., 2010; Boyce, Innocenti, Roggman, Jump Norman, & Ortiz, 2010; Boyce et al., 2017; Tanaka, Boyce, Chinn & Murphy, 2020).

Recommended Citation

Boyce, L. K., Roggman, L. A., Jump, V. K., & Innocenti, M. S. (2008). Manual: Storytelling for the Home Enrichment of Language and Literacy Skills (SHELLS). Logan, UT: Utah State University.

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Storytelling for the Home Enrichment of Language and Literacy Skills (SHELLS)

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The Storytelling for Home Enrichment of Language and Literacy Skills (SHELLS) approach uses family storytelling and book-making activities to promote children's language and literacy skills. This approach was developed to assist practitioners who work with families to promote children's development by optimizing the powerful influence of children's natural environments and their family relationships, culture, interests, conversations, and interaction.

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Universal Online Part C Early Intervention Curriculum

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Universal Online Part C Early Intervention Curriculum

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Part C EI Curriculum

Welcome to the landing page for the Universal Online Part C EI Curriculum. This curriculum is being developed by a national workgroup of professionals from the Early Intervention-Early Childhood Professional Development Community of Practice . This workgroup convened with a common goal to develop an online early intervention curriculum, highlighting best practices in the early intervention process, that can be shared as a training tool and/or family resource for anyone in the nation. To learn more about the EI Curriculum Workgroup members please visit the page.

The resources on this site will continue to grow and evolve as the curriculum is being developed. Resources found here are intended to support state and local level Early Intervention training initiatives. Content included is not state or territory specific and may be used to compliment or supplement other early intervention technical assistance, and awareness efforts

The Online Curriculum page includes: 1) a description {of each module}; 2) links to a variety of online versions of the modules; 3) module specific Facilitators Information Guide that provide suggestions for use, references, and instructions for citation should you choose to include any content found on this workspace within your system; and 4) Checks for Understanding which may be used to help assess the knowledge gained from the learning experience. Please note that CEUs are not provided by the Universal Online Part C EI Curriculum Workgroup. Check with your state or licensing body to determine if they offer CEUs for completing these modules.

If you'd like to know more about the Universal Online Part C EI Curriculum and how it might benefit you then please check out this flyer. If you wish to become more involved in the content development process, learn more about how others are using these resources, or be informed of new postings on this workspace please visit the Participate page to learn more. If you have questions, comments or suggestions for the EI Curriculum Workgroup please visit the page.

We invite you to check out the resources found on this site and use materials in the manner that suits your needs.

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Part C EI Curriculum Welcome to the landing page for the Universal Online Part C EI Curriculum. This curriculum is being developed by a national workgroup of professionals from the Early Intervention-Early Childhood Professional Development Community of Practice .

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Looker Studio turns your data into informative dashboards and reports that are easy to read, easy to share, and fully customizable.

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Child Outcomes Summary (COS) Process Professional Development

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preschool teacher Recommended Steps for Engaging in the Child Outcomes Summary (COS) Process 1.

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ND Early Childhood Outcomes Process Age Expectation

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ND Early Childhood Outcomes Process Age Expectation

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Centers for Disease Control and Prevention

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Skills such as taking a first step, smiling for the first time, and waving "bye bye" are called developmental milestones. Children reach milestones in how they play, learn, speak, act, and move.

Click on the age of your child to see the milestones:

"Learn the Signs. Act Early." materials are not a substitute for standardized, validated developmental screening tools.

Special acknowledgments to the subject matter experts and others who contributed to the review of data and selection of developmental milestones, especially Paul H. Lipkin, MD, Michelle M. Macias, MD, Julie F. Pajek, PhD, Judith S. Shaw, EdD, MPH, RN, Karnesha Slaughter, MPH, Jane K. Squires, PhD, Toni M. Whitaker, MD, Lisa D. Wiggins, PhD, and Jennifer M. Zubler, MD.
Sincere gratitude to Natalia Benza, MD and José O. Rodríguez, MD, MBA for their thoughtful review of the Spanish-language translation of these milestones.

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“learn the signs. act early.” milestones

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Developmental milestones are things most children can do by a certain age. Track your child's milestones and talk with your child's doctor at every visit about the milestones your child has reached

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Standard 4: Assessment Processes | The Early Childhood Personnel Center

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Standard 4: Assessment ProcessesThe purpose of this module is to introduce the Initial Practice-Based Professional Preparation Standards Early Interventioni…

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Early childhood assessment is a tool used to gather and provide educators, parents, and families with critical information about a child's development and growth. In Massachusetts, licensed early childhood programs are now required to include a child assessment component in their programs. Here we have included information and resources to inform educators on early childhood assessment programs.
What is childhood assessment?
Childhood assessment is a process of gathering information about a child, reviewing the information, and then using the information to plan educational activities that are at a level the child can understand and is able to learn from.

Assessment is a critical part of a high-quality, early childhood program. When educators do an assessment, they observe a child to get information about what he knows and what he can do.

Observing and documenting a child's work and performance over the course of a year allows an educator to accumulate a record of the child's growth and development. With this information, educators can begin to plan appropriate curriculum and effective individualized instruction for each child.

This assessment record is also a great tool to share with parents so they can follow their child's progress at school, understand their child's strengths and challenges, and plan how they can help extend the learning into their homes.
Why is assessment important?
Assessment provides educators, parents, and families with critical information about a child's development and growth. Assessment can:

Provide a record of growth in all developmental areas: cognitive, physical/motor, language, social-emotional, and approaches to learning.

Identify children who may need additional support and determine if there is a need for intervention or support services.

Help educators plan individualized instruction for a child or for a group of children that are at the same stage of development.

Identify the strengths and weaknesses within a program and information on how well the program meets the goals and needs of the children.

Provide a common ground between educators and parents or families to use in collaborating on a strategy to support their child.

What are different child assessment methods?
Methods of child assessment can be informal (conducting natural observations, collecting data and children's work for portfolios, using educator and teacher ratings) and formal (using assessment tools such as questionnaires and standardized testing). Both methods are effective and can help inform educators and parents about a child's progress.

Observations can be made with minimal or no intrusion into children's activities. Educators can observe all facets of development, including intellectual, linguistic, social-emotional, and physical development, on a regular basis.

Portfolios are a record of data that is collected through the work children have produced over a period of time. The collection clearly shows the progress of a child's development. Portfolios can be an important tool in helping facilitate a partnership between teachers and parents.

Educator Ratings are useful in assessing children's cognitive and language abilities as well as their social-emotional development. These ratings can be linked to other methods of assessment, such as standardized testing or other assessment tools. (See the next question below.)

Parent Ratings integrate parents into the assessment process. Parents who are encouraged to observe and listen to their child can help detect and target important milestones and behaviors in their child's development.

Standardized Tests are tests created to fit a set of testing standards. These tests are administered and scored in a standard manner and are often used to assess the performance of children in a program.

What are different types of child assessment systems?
There are two different types of assessment systems. Both are used to guide decisions about a child's development and program resources.

1. Program-developed child assessment tools are developed to align with a specific program's philosophy and curriculum.

2. Published child assessment tools have been researched and tested and are accepted as a credible source in assessing children's development.

The following assessment systems, used by early education and care programs across the state, are recommended by and available through the Massachusetts Department of Early Education and Care:

HighScope COR (Child Observation Record)
Educators follow COR's three step process: 1) observe and record, 2) score, using the OnlineCOR, and 3) report findings to share.
http://www.onlinecor.net

The Work Sampling System
The system is structured so that the combination of student portfolios and guidelines and checklists create the assessment for the educator.
https://www.worksamplingonline.com
How do you implement assessment into your program?
The process of choosing the right assessment tools varies for each early childhood program. Below are some general guidelines for implementing assessment into your program.

Assessment aligns with instructional goals and approaches. Different types of assessments have different purposes. It is important to first determine what should be measured; then find the assessment program that best assesses those goals.

Assessor knows the child. The adult conducting the assessment should have a pre-existing relationship with the child. Ideally the assessor is the educator.

Assessment is "authentic." Assessment should take place in a child's normal setting. The assessment should reflect everyday relationships and experiences. It should be conducted in familiar contexts and settings (such as the classroom).

Observations are ongoing and diverse. For a comprehensive assessment, observations should be made at a variety of children's activities and be ongoing in order to fully see the progress of a child.

Assessment is a cycle. Although specific methods for assessment tools vary, the process is cyclical. The cycle allows educators to make changes to their curriculum to better serve children in their program. The cycle is as follows:

Observe. Observe children in various situations.

Document, Reflect. Record while observing or as soon as possible.

Analyze, Evaluate. Study the data with assessment tools. The assessment comes from the combination of documentation and evaluation.

Summarize, Plan, and Communicate. This informs a child's specific needs and future curriculum.

Instruct. (The cycle repeats.)

The Department of Early Education and Care (EEC) support the use of child assessment systems in preschool settings to help educators individualize instruction and improve programs. To find more information on early childhood assessment, visit the EEC website ( http://www.mass.gov/edu/government/departments-and-boards/department-of-early-education-and-care) and click on "Birth-Grade 12" at the top of the page.
Additional Assessment Resources Organizations and Websites

Early Childhood Assessment: Why, What, and How by the National Research Council. Catherine E. Snow and Susan B. Van Hemel, eds. The National Academies Press, 2008.

The Power of Observation: Birth through Eight (2nd edition) by Judy R. Jablon, Amy Laura Dombro & Margo L. Dichtelmiller. Teaching Strategies Inc., 2007.

Ready or Not: Leadership Choices in Early Care and Education (Early Childhood Education Series) by Stacie G. Goffin and Valora Washington. Teachers College Press, 2007.

Spotlight on Young Children and Assessment. Derry Koralek, ed. NAEYC, 2004.

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This site provides exciting, engaging media-rich learning opportunities for parents and educators of children ages 0-5. From detailed lesson plans to simple, everyday activities, you will find everything you need to help your children succeed.

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DEC Standard 3 Collaboration and Teaming

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DEC Standard 3 Collaboration and Teaming

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The purpose of this module is to introduce the Initial Practice-Based Professional Preparation Standards Early Interventionists/Early Childhood Special Educators (EI/ECSE) Standard 3. The learning resources provided are designed to be used in both pre-service and in-service to facilitate the integration of the knowledge and skills addressed by this standard.

Standard 3: Candidates apply models, skills, and processes of teaming when collaborating and communicating with families and professionals, using culturally and linguistically responsive and affirming practices. In partnership with families and other professionals, candidates develop and implement individualized plans and successful transitions that occur across the age span. Candidates use a variety of collaborative strategies while working with and supporting other adults.

Components:

3.1 Candidates apply teaming models, skills, and processes, including appropriate uses of technology, when collaborating and communicating with families; professionals representing multiple disciplines, skills, expertise, and roles; and community partners and agencies.

3.2 Candidates use a variety of collaborative strategies when working with other adults that are evidence-based, appropriate to the task, culturally and linguistically responsive, and take into consideration the environment and service delivery approach.

3.3 Candidates partner with families and other professionals to develop individualized plans and support the various transitions that occur for the young child and their family throughout the birth through 8 age span.
Note: The Initial Practice-Based Professional Preparation Standards Early Interventionists/Early Childhood Special Educators (EI/ECSE) standards and components use the term candidate to refer to preservice students in higher education programs. For the purpose of these modules, the term will be maintained in the EI/ECSE standard and component statements. The term learner will be used in the support materials and resources. Purpose
The purpose of this module is to: (a) identify what learners should know and be able to do specifically to Standard 3: Collaboration and Teaming and its components, (b) provide higher education faculty and PD providers with a variety of learning resources for this standard, and (c) identify the relationship of these resources to adult learning practices. It is designed to be used flexibly for preservice and ongoing professional development.
Objectives
After engaging with these resources, IHE faculty and PD providers will be able to:

Identify learner outcomes specific to collaboration and teaming.

Identify resources to integrate into the higher education curriculum and/or content for PD.

Identify the relationship of the resources with evidence-based practices for adult learners.

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Standard 3: Collaboration and Teaming | The Early Childhood Personnel Center

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Standard 3: Collaboration and TeamingThe purpose of this module is to introduce the Initial Practice-Based Professional Preparation Standards Early Interven ...

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Genevieve, a new teacher in the toddler room at Caring Connections early childhood center, is excited to meet her coworkers and the children in her classroom. Genevieve's first day is fun, yet exhausting, and she loves interacting with the children. Over the next several weeks, Genevieve spends time getting to know the children and their families. She enjoys learning about each child's personality and their favorite activities.

Alex is a 2-year-old in Genevieve's class. Alex currently receives early intervention services due to concerns with his communication and social and emotional development. Alex's family has shared his Individualized Family Service Plan (IFSP) with Joy, the director of Caring Connections, and Genevieve has reviewed it. Still, she has several questions, including how to help Alex play with his peers and communicate when he is upset. Dani, a speech-language pathologist, works with Alex every Thursday at the center, and Maura is an occupational therapist who sees Alex at home on Monday evenings. Genevieve knows that Alex's family has a social worker as part of the team, but she doesn't know when they meet.

Genevieve wants to support Alex's participation in the classroom. She wants to work with the specialists, but she isn't sure where to begin. She talks with Joy, and they decide to ask Alex's parents, Audrey and Xavier, if they can schedule a meeting.

Today's inclusive early childhood settings provide robust programs for all early learners, including those with disabilities or developmental delays, such as in the areas of motor, communication, or social and emotional development. Yet often, the families of these early learners worry that their children's needs may not be met in an inclusive setting. Based on our combined 80-plus years as early interventionists, early childhood special educators, social workers, preschool teachers, professional development providers, and researchers, this article will provide an overview of early intervention services in a variety of settings. These strategies are intended to support novice teachers, preservice teachers, and any educator who seeks foundational, research-supported practices for working with infants and toddlers who have a delay or disability. Following Genevieve, Alex, and others from the opening vignette, we will weave strategies for fostering collaboration in inclusive early childhood settings by focusing on a child with delays in the social-emotional and communication domains.

An Overview of Early Intervention and Team Members

Early intervention is a federally supported program for families who have a child under 36 months of age with a developmental delay or disability (Individuals with Disabilities Education Act 2004). Early intervention may not always look the same across states, but there are some common characteristics:

A service coordinator is responsible for ensuring that each eligible child receives all the services listed on their Individualized Family Service Plan (IFSP).

The IFSP includes the child's developmental levels, family-identified outcomes, the services for which the child is eligible that will assist with meeting those outcomes, and the service providers who will support the family.

Early interventionists form a team to support the family in meeting IFSP outcomes. (See "Who is on My Team, and What Do They Do?" below for information about potential team members.)

In some states, one team member is assigned as the primary person to work with a family, with guidance and contributions from other team members. In other states, multiple team members work with the child and family on a regular basis. Regardless of the service model, early interventionists work around a child's daily and weekly routines, both at home and in the community. They partner with the family and with community entities to support the family in meeting IFSP outcomes (Pletcher & Younggren 2013). For example, an IFSP outcome could include being able to express wants and needs verbally or by using an alternative communication system, or it could include being able to participate in mealtime routines with the family. Each IFSP will list child- and family-specific strategies to help meet the outcomes; strategies will not be the same for different families even if the overarching outcome is similar.

Inclusive Settings for Young Children

Inclusive settings are those that include children with and without disabilities. Children with developmental delays or disabilities participate in many inclusive community activities, such as early learning programs, park district programs, and library story times. The defining features of inclusive programs for young children include access to community settings, full and active participation in the activities within those environments, and administrative supports necessary for participation (DEC/NAEYC 2009). Strong and consistent collaboration among educators, early interventionists, and family members is necessary for high-quality inclusion (NPDCI 2009). Therefore, effective strategies for teaming and collaboration are essential.

While early childhood educators have the willingness to support young children with disabilities, they and their programs may not have the knowledge, past experiences, or sufficient means to individualize instruction (Yu 2019). For example, although this trend is changing to include more extensive coursework, in the past, educator preparation programs may have included just one or two courses in special education, often at an introductory level (Rakap et al. 2017). Having access to consultation and other resources helps educators view inclusion more positively, and it also creates positive experiences for the child (Knoche et al. 2006; Huang & Diamond 2009; Muccio et al. 2014). Opportunities for collaboration among professionals within the field are as necessary as the collaboration between those professionals and the family.

For example, to ensure that Alex fully engages in Genevieve's classroom, ongoing and individualized assistance is essential. This will be provided by Alex's family, his early intervention team, and Genevieve. Additionally, as the center director, Joy can offer the time and resources for Genevieve to participate in professional development and to plan, consult, and reflect with other members of Alex's team.

Elements of Effective Communication and Collaboration

Early childhood educators in both center- and home-based settings can team with early interventionists. Indeed, participating as a team member on a child's IFSP is a vital step toward effective collaboration. For a child with a disability to succeed in an inclusive classroom, continual communication and regular meetings are critical. When all the members of a team-including the family-work together, individualized services are consistent across multiple settings. Children who receive supports in multiple settings have interconnected opportunities to practice and make progress on skills that enhance their engagement in everyday routines and learning experiences (McWilliam 2011). Each member of the team plays a role in collaboration and communication so that a child experiences appropriate adaptations and strategies for positive learning and growth to occur (Murata & Tan 2009; Vakil et al. 2009; Hart Barnett & O'shaugnessy 2015).

Strategies for Effective Communication and Collaboration

Because of the number of individuals on an IFSP team, efficient communication can seem overwhelming or difficult to achieve. Five key strategies can overcome these challenges and foster effective communication, which can in turn lead to fruitful collaboration. These factors are: defining roles, exchanging information across settings after gaining consent, utilizing communication logs, scheduling meetings, and gathering and using data.

Defining Roles

Genevieve knows that Alex and his family are supported by several professionals, but she is not sure about each person's unique role and focus with Alex. Genevieve is particularly confused with outcomes related to Alex's social and emotional development. She would like clarification on the strategies that Maura suggests and how these are similar to or different from the information Tyra, the social worker, is sharing with Alex's family. Also, Genevieve is unsure of what interaction Sonia, the service coordinator, has with the rest of the team. As Genevieve reviews Alex's IFSP, she makes notes of questions that she will ask Audrey and Xavier when she has the opportunity to discuss the plan and people involved.

Everyone working on a team has a role, but this may not be readily evident. Some roles are clear, such as the speech-language pathologist who is responsible for providing strategies, activities, and materials to promote language and communication. Other roles, such as social work or occupational therapy, may be unclear, so establishing responsibilities in the initial stages of an IFSP prevents confusion and ensures that follow-through occurs in all areas.

Exchanging information

When Genevieve first meets with Alex's family, she asks them to complete the necessary consent forms for her center. She also asks the family to sign consents with all of Alex's early interventionists so she can discuss Alex's goals and progress with everyone on the team. She shares with the family information about the daily class schedule and ideas that she has to help Alex feel part of the classroom. She mentions that there may occasionally be classroom visitors and asks for input from Alex's parents on how to make sure Alex is comfortable with new people. Genevieve also informs Audrey and Xavier that Joy is very supportive and has provided her with information and resources. Additionally, she plans to take a short class on inclusion and hopes to learn more about supporting children with developmental delays.

Once she obtains consent and has the appropriate contact information, she asks each team member questions, such as their preferred means of communication, the frequency with which they would like to communicate, and the best times of day to communicate via phone, email, or in person. During these conversations, Genevieve also inquires about service delivery and gathers more information related to Alex's development. She'll use this information to plan activities in the classroom.

Because Genevieve is relatively unfamiliar with the IFSP process, she asks questions related to it. Genevieve notices that a particular strategy listed on the IFSP-providing Alex a quiet space with no distractions-will not work in the classroom setting, so she invites Maura, the occupational therapist, to observe. Together, they brainstorm alternative strategies and ideas. These include having soothing and familiar objects available for Alex and rearranging the classroom so he has a space he can safely go to when he is overwhelmed. Both Genevieve and Maura feel like this visit in the classroom created an opportunity for more meaningful collaboration to occur, and Alex's parents are excited to learn about the conversation between the two. They support the strategies identified through this collaboration.

Effective communication depends upon having consent to share information among members of the IFSP team and other important adults in the child's daily life. Early interventionists and educators must receive consent from the child's legal guardian for this to happen. It is important to understand which consent forms are necessary within an organization, and also to learn what consent forms are needed from other providers on the team. Many times, a release of information needs to be completed for all team members who plan to communicate. If parental consent to share information is difficult to obtain, team members should listen to the family's concerns and have an open conversation about why consent to exchanging this information will help the child. Often, concerns are alleviated by explaining who will have access to what types of information and how it will be used. Parents should know that they can revoke consent at any time.

Once consent forms have been signed, team members should identify the best way to communicate with each other. (See "Conversation Starters for Professionals and Families" above for some sample conversation starters to use when gathering information from families and other team members.) With that information, each team member can regularly call, text, or email each other. They also can observe how the child learns and interacts with others in a variety of settings. Because each team member is working toward the same goals and outcomes-but providing different services to reach these goals-all team members can seek understanding about service delivery and the child's needs, strengths, interests, and other assets shown in different contexts or settings.

Using Communication Logs

Alex has a large team, and Genevieve finds herself communicating with many different people. She recalls that Alex's parents expressed a preference for communication to be on paper. It allows them to write information more easily, rather than having to remember to log into a website with a digital notebook. So Genevieve uses a paper notebook to begin a communication log. After each conversation with a team member, she documents the date, time, and person she spoke with, along with a brief summary of the discussion. The communication log is stored in Alex's backpack in his cubby.

Genevieve herself comes to rely on the communication log as a reference for her notes and ongoing planning. Other team members use it to catch up on what has happened during the day at the center. Tyra (the social worker) usually sees Alex and his family at home but she occasionally visits Caring Connections to assist Alex there. When she does, she communicates face-to-face with Genevieve as well as in the notebook. Alex's parents also contribute to the conversation by writing in the log so that the other team members know what is working well at home and in community settings. Joy helps in these efforts by providing Genevieve time during the day to write in the notebook and read what others wrote.

Because teams include multiple members, a clear and agreed-upon communication strategy encourages all team members to contribute and stay informed. It also ensures that the sole responsibility for sharing information does not rest on just one person, particularly the parent. This communication system can be physical (a spiral notebook) or digital (a shared document on a password-protected account). The primary considerations are ease of use and privacy. (See "Sample Communication Log" below for an example of a communication log used with multiple team members.)

Scheduling Regular Meetings with All Team Members

Alex's family or any team member may request an IFSP meeting to discuss concerns. These may include, but are not limited to, a drastic change in Alex's behavior or functioning, a need to revise IFSP outcomes, a lack of communication with specific providers, or ineffective collaboration among all providers. After Genevieve's first IFSP meeting with Alex's team, she feels that she understands the early intervention process better, including why the specific outcomes were chosen for him. She is also able to meet and ask questions of the social worker, Tyra, and service coordinator, Sonia. Genevieve is excited to share her observations of Alex's language, emotional, and social skills in the classroom, such as when he attempted to comfort a peer who fell on the playground. The other team members appreciate her input.

While communication among the family, early learning program, and early intervention providers should occur on a regular basis, convening a formal IFSP meeting offers the time and space for everyone to meet together. During an initial IFSP meeting, introductions are vital, and this is an ideal time to decide on preferred methods of communication, as highlighted earlier. Meetings to review and revise the IFSP goals and outcomes are typically held every six months, but they can be requested at any other time (IDEA 2004). The IFSP meeting is where family-centered functional outcomes are determined; therefore, all team members should be present and asked for input during this meeting. With parental consent, early childhood educators can be present at the IFSP meeting. They have essential information regarding the child's skills, strengths, and areas of concern in the classroom and with peers. If an outcome listed on the IFSP is no longer appropriate, a meeting can be convened to revise the IFSP.

Gathering and Using Data

Initially, Genevieve is concerned with the amount of time it will take her to collect data related to Alex's outcomes. She wants to find ways to authentically collect data within her setting. For example, Alex has outcomes related to participating in parallel play during structured and unstructured play time in familiar settings. He also has outcomes related to identifying basic emotions (happy, sad, angry, etc.) when looking at books or playing.

Genevieve and Tyra work together to create a data sheet for the target behaviors so that any adult in the classroom can easily and quickly fill it out. With these sheets available, Genevieve has data by the end of each day on Alex's play, social, emotional, and communication behaviors related to his outcomes.

Within the home setting, Tyra works with Alex's family to further support their development of positive, nurturing, and responsive parenting practices to help increase Alex's emotion regulation. The family is also encouraged to openly validate Alex's experiences and label his emotions throughout the day. During each session, Tyra, Audrey, and Xavier discuss the priority for the week and how they will keep data. Some weeks, Audrey and Xavier write a brief note at the end of each day related to how Alex responded to stressful or new situations. Other weeks, they keep track of how many times Alex was able to identify emotions in books that they read each day. Audrey and Xavier share this information with the rest of the team in the communication notebook.

Because each team member collects and shares data about Alex's outcomes, this information can be used to compare his behaviors across settings and to help inform service delivery.

Family-identified outcomes are a key component of the IFSP document. As such, everyone on a child's team works toward meeting these specified goals, and collecting data across settings is critical. Such information helps to guide service delivery, to demonstrate that the child is making progress toward their IFSP goals and outcomes, and to determine how a child is responding to interventions. Educators readily acknowledge the importance of data, but even for those with years of experience, the process of data collection can be difficult: There may be insufficient time to collect it. Recording sheets and systems may not be appropriate for the child's goals or easy to use. Team members may collect data inconsistently with each other. (Browley & Stormont 2014; Zweig et al. 2015; Ruble et al. 2018).

Owing to the many different ways to take data, each team member should communicate early on about effective ways to gather data for their settings and purposes. Within an early childhood setting, educators can use anecdotal notes, running records, rating scales, or frequency counts (Classen & Cheatham 2015; Bates et al. 2019; Love et al. 2019). Teams should decide on the best mechanism for collecting and sharing data that will be easy, useful, and lead to information about progress toward identified outcomes. (See "Sample Data Collection Sheet" above for an example of a data recording sheet created for use in an early learning setting.)

All Team Members Have a Voice

Many effective strategies can be used when educating and caring for infants and toddlers with delays or disabilities in a variety of inclusive settings. Optimal teaming relies on shared responsibility among early interventionists, early childhood educators, administrators, and families. All team members should reach out to one another in order to appropriately support the child across daily routines and activities. (See "Resources for Professionals and Families" below for a list of resources.) All team members have a voice; when in doubt, reach out!

As Genevieve's year draws to a close, she marvels at the progress Alex has made. His communication skills are improving; he routinely engages in parallel play; he has even started identifying specific emotions and interacting more regularly with one or two particular friends from class. Alex's team continues gathering data and meeting regularly. His family remains an involved, integral part of his team.

Genevieve recalls how uncertain she was when the year began. As a new teacher, she doubted her classroom expertise and underestimated the value her voice and observations would have amid a much more experienced group of professionals. Now, she sees the integral role she played in Alex's progress. Thanks to the team's collaboration and the ongoing and consistent communication among all of its members, she ends the year knowing that she is armed with tools and support that will guide her in shaping the lives and outcomes of future students.

Resources for Professionals and Families

Policy and Position Statements

Videos and Training Materials

References

Bates, C.C., S.M. Schenck, & H.J. Hoover. 2019. "Anecdotal Records: Practical Strategies for Taking Meaningful Notes." Young Children 74 (3) 14-19.

Browley, S., & M.A. Stormont. 2014. "Investigating Reported Data Practices in Early Childhood: An Exploratory Study." Journal of Positive Behavior Intervention 16:102-111.

Classen, A., & G.A. Cheatham. 2015. "Systematic Monitoring of Young Children's Social-Emotional Competence and Challenging Behaviors." Young Exceptional Children 18(2): 29-47.

DEC (Division for Early Childhood), & NAEYC (National Association for the Education of Young Children). 2009. Early Childhood Inclusion: A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Position statement.Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute.

Hart Barnett, J.E., & O'shaughnessy, K. 2015. "Enhancing Collaboration Between Occupational Therapists and Early Childhood Educators Working with Children on the Autism Spectrum." Early Childhood Education Journal 43: 467-472.

Huang, H., & K.E. Diamond. 2009. "Early Childhood Teachers' Ideas about Including Children with Disabilities in Programmes Designed for Typically Developing Children." International Journal of Disability, Development and Education 56: 169-182.

Individuals with Disabilities Education Act. 2004. 20 U.S.C. § 1400.

Knoche, L., C.A. Peterson, C.P. Edwards, & H. Jeon. 2006. "Child Care for Children With and Without Disabilities: The Provider, Observer, and Parent Perspectives." Early Childhood Research Quarterly 21: 93-109.

Love, H. R., E. Horn, & Z. An. 2019. "Teaching Observational Data Collection to Early Childhood Preservice Educators." Teacher Education and Special Education 42: 297-319.

McWilliam, R.A. 2011. "The Top 10 Mistakes in Early Intervention in Natural Environments - and the Solutions." ZERO TO THREE 31 (4):11-16.

Muccio, L. S., J.K. Kidd, C.S. White, & M.S. Burns. 2014. "Head Start Instructional Professionals' Inclusion Perceptions and Practices." Topics in Early Childhood Special Education 34: 40-48.

Murata, N.M., & C.A. Tan. 2009. "Collaborative Teaching of Motor Skills for Preschoolers with Developmental Delays." Early Childhood Education Journal 36:483-489.

NPDCI (National Professional Development Center on Inclusion). 2009. Research Synthesis Points on Early Childhood Inclusion. Summary. Chapel Hill: NPDCI.

Odom, S.L., J. Vitztum, M. Wolery, J. Lieber, S. Sandall, M.J. Hanson, P. Beckman, I. Schwartz, & E. Horn. 2004. "Preschool Inclusion in the United States: A Review of Research from an Ecological Systems Perspective." Research in Special Educational Needs 4: 17-49.

Pletcher, L.C., & N.O. Younggren. 2013. The Early Intervention Workbook: Essential Practices for Quality Services. Baltimore: Brookes Publishing

Rakap, S., O. Cig, & A. Parlak‐Rakap. 2017. Journal of Research in Special Educational Needs 17 (2).

Ruble, L.A., J.H. McGrew, W.H. Wong, & K.N. Missall. 2018. "Special Education Teachers' Perceptions and Intentions Toward Data Collection." Journal of Early Intervention 40:177-191.

Vakil, S., E. Welton, B. O'Connor, & L.S. Kline. 2009. "Inclusion Means Everyone! The Role of the Early Childhood Educator when Including Young Children with Autism in the Classroom." Early Childhood Education Journal 36: 321-326.

Woods, J.J., & D.P. Lindeman. 2008. "Gathering and Giving Information with Families." Infants & Young Children 21 (4): 272-284.

Yu, S. 2019. "Head Start Teachers' Attitudes and Perceived Competence Toward Inclusion." Journal of Early Intervention 41:30-43.

Zweig, J., C.W. Irwin, J.F. Kook, & J. Cox. 2015. Data Collection and Use in Early Childhood Education Programs: Evidence from the Northeast Region (REL 2015-084). Report. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast & Islands. Retrieved from http://ies.ed.gov/ncee/edlabs.

Photographs: © Getty Images

Copyright © 2021 by the National Association for the Education of Young Children. See Permissions and Reprints online at NAEYC.org/resources/permissions.

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When in Doubt, Reach Out: Teaming Strategies for Inclusive Early Childhood Settings

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In this article, we will weave strategies for fostering collaboration in inclusive early childhood settings by focusing on a child with delays in the social-emotional and communication domains.

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Inclusion depends on a team of family members and service providers who assume collective responsibility for coordinating services to young children with disabilities and their families. This makes teaming a vital part of the process. The sessions in this volume provide a comprehensive set of strategies and activities that support high-quality collaboration and teaming.
Resources

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Inclusion depends on coordinated services. This section provides a comprehensive set of strategies and activities that support high-quality collaboration and teaming between family members and service providers.

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The purpose of this module is to introduce the Initial Practice-Based Professional Preparation Standards Early Interventionists/Early Childhood Special Educators (EI/ECSE) Standard 2. The learning resources provided are designed to be used in both pre-service and in-service to facilitate the integration of the knowledge and skills addressed by this standard.

Standard 2: Candidates use their knowledge of family-centered practices and family systems theory to develop and maintain reciprocal partnerships with families. They apply family capacity-building practices as they support families to make informed decisions and advocate for their young children. They engage families in opportunities that build on their existing strengths, reflect current goals, and foster family competence and confidence to support their children's development and learning.

2.1 Candidates apply their knowledge of family-centered practices, family systems theory, and the changing needs and priorities in families' lives to develop trusting, respectful, affirming, and culturally responsive partnerships with all families that allow for the mutual exchange of knowledge and information.

2.2 Candidates communicate clear, comprehensive, and objective information about resources and supports that help families to make informed decisions and advocate for access, participation, and equity in natural and inclusive environments.

2.3 Candidates engage families in identifying their strengths, priorities, and concerns; support families to achieve the goals they have for their family and their young child's development and learning; and promote families' competence and confidence during assessment, individualized planning, intervention, instruction, and transition processes.
Note: The Initial Practice-Based Professional Preparation Standards Early Interventionists/Early Childhood Special Educators (EI/ECSE) standards and components use the term candidate to refer to preservice students in higher education programs. For the purpose of these modules, the term will be maintained in the EI/ECSE standard and component statements. The term learner will be used in the support materials and resources. Purpose
The purpose of this module is to: (a) identify what learners should know and be able to do specific to Standard 2: Partnering with Families, (b) provide higher education faculty and PD providers with a variety of learning resources for this standard, and (c) identify the relationship of these resources to adult learning practices. It is designed to be used flexibly for preservice and ongoing professional development.
Objectives
After engaging with these resources, IHE faculty and PD providers will be able to:

Identify learner outcomes specific to partnering with families.

Identify resources to integrate into the higher education curriculum and/or content for PD.

Identify the relationship of the resources to evidence-based practices for adult learners.

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Standard 2: Partnering with Families | The Early Childhood Personnel Center

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Standard 2: Partnering with FamiliesThe purpose of this module is to introduce the Initial Practice-Based Professional Preparation Standards Early Intervent ...

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Building Partnerships with Families Series

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Building Partnerships with Families Series

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The goal of parent and family engagement is to work with families to build strong and effective partnerships that can help children and families thrive. These partnerships are grounded in positive, ongoing, and goal-oriented relationships with families. The relationships are based on mutual respect and trust. They are also developed over time, through a series of interactions between staff and families.

Successful relationships focus on families' strengths. They build on a shared commitment to the child's well-being and success. As relationships between staff and families grow stronger, mutually respectful partnerships are built. Strong partnerships with families contribute to positive and lasting change for families and children.

Explore these resources to learn strategies to strengthen relationships with families.

Explore strategies around talking with a family about their child's development to strengthen your partnerships.

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Building Partnerships with Families Series | ECLKC

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The goal of parent and family engagement is to work with families to build strong and effective partnerships. Explore these three resources to learn ways to strengthen relationships with families.

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Professional Development Instructor and Technical Assistance Provider Standards

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Professional Development Instructor and Technical Assistance Provider Standards

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DEC Standard 1 Child Development and Early Learning

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DEC Standard 1 Child Development and Early Learning

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The purpose of this module is to introduce the Initial Practice-Based Professional Preparation Standards Early Interventionists/Early Childhood Special Educators (EI/ECSE) Standard 1. The learning resources provided are designed to be used in both pre-service and in-service to facilitate the integration of the knowledge and skills addressed by this standard.

Standard 1: Candidates understand the impact of different theories and philosophies of early learning and development on assessment, curriculum, instruction, and intervention decisions. Candidates apply knowledge of normative developmental sequences and variations, individual differences within and across the range of abilities, including developmental delays and disabilities, and other direct and indirect contextual features that support or constrain children's development and learning. These contextual factors as well as social, cultural, and linguistic diversity are considered when facilitating meaningful learning experiences and individualizing intervention and instruction across contexts.

Components:

1.1 Candidates demonstrate an understanding of the impact that different theories and philosophies of early learning and development have on assessment, curriculum, intervention, and instruction decisions.

1.2 Candidates apply knowledge of normative sequences of early development, individual differences, and families' social, cultural, and linguistic diversity to support each child's development and learning across contexts.

1.3 Candidates apply knowledge of biological and environmental factors that may support or constrain children's early development and learning as they plan and implement early intervention and instruction.

1.4 Candidates demonstrate an understanding of characteristics, etiologies, and individual differences within and across the range of abilities, including developmental delays and disabilities, their potential impact on children's early development and learning, and implications for assessment, curriculum, instruction, and intervention.
Note: The Initial Practice-Based Professional Preparation Standards Early Interventionists/Early Childhood Special Educators (EI/ECSE) standards and components use the term candidate to refer to preservice students in higher education programs. For the purpose of these modules, the term will be maintained in the EI/ECSE standard and component statements. The term learner will be used in the support materials and resources. Purpose
The purpose of this module is to: (a) identify what learners should know and be able to do specific to Standard 1: Child Development and Early Learning and its Components, (b) provide higher education faculty and PD providers with a variety of learning resources for this standard, and (c) identify the relationship of these resources to adult learning practices. It is designed to be used flexibly for preservice and ongoing professional development.
Objectives
After engaging with these resources, IHE faculty and PD providers will be able to:

Identify learner outcomes specific to child development and early learning.

Identify resources to integrate into the higher education curriculum and/or content for PD.

Identify the relationship of the resources with evidence-based practices for adult learners.

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Standard 1: Child Development and Early Learning | The Early Childhood Personnel Center

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Standard 1: Child Development and Early LearningThe purpose of this module is to introduce the Initial Practice-Based Professional Preparation Standards Ear ...

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The Arizona Early Learning Standards (AZELS) and Infant & Toddler Developmental Guidelines (ITDG) are now available in SPANISH!

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The Arizona Early Learning Standards (AZELS) and Infant & Toddler Developmental Guidelines (ITDG) are now available in SPANISH!

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The Arizona Early Learning Standards (AZELS) & Infant & Toddler

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Arizona Early Learning Standards, 4th Edition (Spanish) View Here Infant and Toddler Developmental Guidelines, 2nd

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Az Infant and Toddlers Developmental Guidelines  

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Az Infant and Toddlers Developmental Guidelines  

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Glossary terms are denoted with a book icon, and link to their respective glossary entries.

The purpose of the Personnel/Workforce component of the System Framework is to guide states in the planning, development, implementation and evaluation of a comprehensive system of personnel development (CSPD). This component is the primary mechanism by which the state ensures that infants, toddlers, and young children with disabilities and their families, are provided services by knowledgeable, skilled, competent, and highly qualified personnel, and that sufficient numbers of these personnel are available in the state to meet service needs. The CSPD is a statutory requirement for Part C. Although no longer a mandate for Part B, we continue to use the terminology because CSPD has a lengthy and prominent history in the Individuals with Disabilities Education Act (IDEA), dating back to the predecessor, the Education of the Handicapped Act (EHA).

An ongoing, coordinated and strategically designed system of personnel development provides the supports needed by the other framework components. An effective CSPD is key to promoting both effective practices and the implementation of legal requirements as determined by the IDEA. It is important for understanding workforce capacity in order to provide timely and consistent services by prepared personnel. An effective system must coordinate and address state needs for both the number of personnel as well as the degree to which those personnel are supported and qualified for their roles in the service system. The CSPD acknowledges the coordination between preservice program and inservice training personnel development as critical for ensuring consistency of practices. A CSPD is informed by ongoing evaluation and multiple sources of data including stakeholder input, monitoring results and the capacity to implement child and program quality standards. The other components of a system framework inform the work of the CSPD and how it can support their effective implementation and desired results.

This component includes: leadership, coordination, and sustainability; state personnel standards; preservice personnel development; inservice personnel development; recruitment and retention; and evaluation. The leadership, coordination, and sustainability subcomponent addresses the membership and responsibilities of a leadership team and the required elements of a written plan for the CSPD. The state personnel standards subcomponent specifies criteria regarding the alignment of state standards with national standards established by discipline-specific organizations (e.g. CEC, ASHA, AOTA) for personnel knowledge, skills, and competencies, and bases state certification, licensure, credentialing, and/or endorsement upon these standards. The preservice personnel subcomponent requires institution of higher education (IHEs) to align programs of study with state and national personnel standards, coordinate with inservice training programs, and specifically prepare students to work with infants, toddlers, and preschool children and their families. The inservice personnel development subcomponent requires the availability of appropriately targeted and effective training and technical assistance to retool, extend, and update the knowledge, skills, and competencies of the workforce. The recruitment and retention subcomponent delineates strategies that must be in place to ensure the availability of sufficient numbers of highly competent personnel to meet the demand for services in the state. Finally, the evaluation subcomponent provides the basis for collecting data and examining all elements of the CSPD in order to identify strengths and weaknesses, and make appropriate modifications based on the findings.

See also: Personnel Development and Learning Lab: Exploring Coaching for Practice Change

The contents of this component of the System Framework were developed under cooperative agreement numbers #H326P120002 and #H325B120004 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

Project Officers: Julia Martin Eile and Dawn Ellis

Personnel/Workforce (PN) Subcomponents

Subcomponent 1: Leadership, Coordination, and Sustainability

Quality Indicator PN1:

A cross-sector leadership team is in place that can set priorities and make policy, governance, and financial decisions related to the personnel system.

1. The composition of the leadership team represents key partners from cross-sector early childhood systems, technical assistance programs, institutions of higher education, parent organizations as well as any other relevant stakeholders across disciplines.

2. Additional stakeholder input, including from families, is actively solicited and considered by the leadership team in setting priorities and determining governance decisions.

3. The leadership team members are aware of other related early childhood and school-age personnel development systems and align efforts when appropriate.

4. The leadership team develops an overall vision, mission and purpose for the CSPD and makes decisions and implements processes that reflect these.

5. The CSPD vision, mission and purpose are aligned with the overall early intervention and preschool special education systems.

6. The leadership team examines current policies and state initiatives (e.g. quality rating and improvement systems, educator effectiveness frameworks) to identify opportunities for collaboration and the coordination of resources, including ongoing and sustained funding across cross-sector early childhood systems.

7. The leadership team advocates for and identifies resources for cross-sector priorities and activities.

8. The leadership team disseminates information on the CSPD plan to relevant public and private audiences.

Quality Indicator PN2:

There is a written multi-year plan in place to address all sub-components of the CSPD.

1. The development and implementation of the CSPD plan is based on the specific vision, mission, and purpose for a CSPD.

2. The CSPD plan is aligned with and informed by stakeholder input, national professional organization personnel standards, state requirements, and the vision, mission, and purpose of the cross-sector early childhood systems involved in the CSPD.

3. The CSPD plan articulates a process for two way communication between stakeholders and the leadership team for soliciting input and sharing information on the implementation of activities.

4. The CSPD plan includes strategies for engaging in ongoing formative evaluation and summative evaluation of the activities.

5. The leadership team monitors both the implementation and effectiveness of the activities of the CSPD plan.

6. The leadership team plans for and ensures that funding and resources are available to sustain the implementation of the CSPD plan.

Subcomponent 2: State Personnel Standards

Quality Indicator PN3:

State personnel standards across disciplines are aligned to national professional organization personnel standards.

1. State personnel standards are based on core knowledge and skills needed for working with young children and their families in cross-sector early childhood systems.

2. State personnel standards are specified, accessible, and used by program administrators and staff.

3. State certification or licensing boards have a mechanism for assessing the degree to which state personnel standards are demonstrated by graduates of preservice programs across disciplines.

4. State personnel standards are reviewed annually and updated, when appropriate, to reflect state personnel needs, changes in legal requirements, changes in national professional organizations personnel standards, evaluation data, and updated knowledge on evidence-based practices.

Quality Indicator PN4:

The criteria for state certification, licensure, credentialing and/or endorsement are aligned to state personnel standards and national professional organization personnel standards across disciplines.

1. A system for articulating and attaining a certification, licensure, credentialing and/or endorsement exists across disciplines.

2. The criteria and requirements for attaining certification, licensure, credentialing and/or endorsement are specified and accessible for personnel across disciplines.

3. The criteria and requirements for a system of certification, licensure, credential and/or endorsement are competency or skill based.

4. Mechanisms such as inter-state agreements and policies are defined and exist for cross state reciprocity of certification, licensure, credential and/or endorsement.

5. The system criteria and requirements are reviewed and updated, as appropriate to reflect state personnel needs, changes in legal requirements, changes in national professional organization personnel standards, evaluation data, and updated knowledge on evidence-based practices.

Subcomponent 3: Preservice Personnel Development

Quality Indicator PN5:

Institution of higher education (IHE) programs and curricula across disciplines are aligned with both national professional organization personnel standards and state personnel standards.

1. IHE programs and curricula for each discipline are based on knowledge and skill competencies that are aligned with state personnel standards.

2. IHE programs and curricula for each discipline are based on knowledge and skill competencies that are aligned with national professional organization personnel standards.

3. IHE program competencies are operationalized and defined by example.

4. 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).

5. IHE programs and curricula for each discipline are coordinated to ensure an adequate number of programs of study are available to meet current and future personnel needs.

Quality Indicator PN6:

Institution of higher education programs and curricula address early childhood development and discipline specific pedagogy.

1. IHE programs and curricula across disciplines recruit and prepare personnel for professional roles and responsibilities.

2. IHE programs and curricula across disciplines contain evidence-based practices that reflect the learning needs of children with and at-risk for developmental delays and disabilities and their families.

3. IHE programs and curricula provide relevant field experiences such as internships, observations, and practica in a variety of inclusive early childhood settings.

4. IHE programs and curricula are reviewed, evaluated, and updated to reflect current intervention evidence and revised state personnel standards and national professional organization personnel standards.

5. IHE programs of study and curricula utilize evidence-based professional development practices and instructional methods to teach and supervise adult learners.

6. IHE faculty collaborate and plan with inservice providers to align preservice and inservice personnel development so there is a continuum in the acquisition of content from knowledge to mastery.

Subcomponent 4: Inservice Personnel Development

Quality Indicator PN7:

A statewide system for inservice personnel development and technical assistance is in place for personnel across disciplines.

1. A statewide system for inservice personnel development is aligned to national professional organization personnel standards across disciplines.

2. A statewide system for inservice personnel development is aligned to state personnel standards across disciplines.

3. The statewide system for inservice personnel development provides a variety of technical assistance opportunities to meet the needs of personnel.

4. The inservice personnel development component of the CSPD plan is guided by updated needs assessments of the capability of the workforce in relation to the desired knowledge and skill competencies.

5. Inservice personnel development is coordinated across early childhood systems and delivered collaboratively, as appropriate.

6. Inservice personnel development employs evidence-based professional development practices that incorporate a variety of adult learning strategies including job embedded applications such as coaching, reflective supervision and supportive mentoring.

7. Inservice learning opportunities are individualized to the needs of the participants and the objectives of the personnel development.

8. Families and/or parent organization participate in the design and delivery of inservice personnel development.

Quality Indicator PN8:

A statewide system for inservice personnel development and technical assistance is aligned and coordinated with higher education program and curricula across disciplines.

1. The content for inservice personnel development is based on evidence-based practices.

2. Faculty from IHEs and inservice staff meet on a quarterly basis to plan for, coordinate, and collaborate on inservice content.

3. Content for inservice personnel development extends the depth of core knowledge and skills (CKCs) acquired in preservice programs and addresses updated knowledge on evidence-based practices and changes in state policies and initiatives.

Subcomponent 5: Recruitment and Retention

Quality Indicator PN9:

Comprehensive recruitment and retention strategies are based on multiple data sources, and revised as necessary.

1. Strategies are based on data, current research, and stakeholder input.

2. Strategies target discipline-specific shortages.

3. The effectiveness of strategies is tracked, reviewed annually, and updated as appropriate based on data, current research, and stakeholder input.

Quality Indicator PN10:

Comprehensive recruitment and retention strategies are being implemented across disciplines.

1. Strategies include opportunities for advancement through a variety of processes such as articulation between two and four year institutions of higher education and access to career pathways/ladders.

2. Strategies focus on induction, improving administrative supports, and using a variety of mentoring models to support and retain personnel.

3. Strategies include incentives and recognition programs such as financial compensation, scholarships, service obligations, loan reimbursement and/or tuition reimbursement to improve access to preservice and inservice personnel development.

4. Strategies address alternative routes to certification.

5. Strategies address the usefulness of designing and/or participating in online recruitment systems.

Subcomponent 6: Evaluation

Quality Indicator PN11:

The evaluation plan for the CSPD includes processes and mechanisms to collect, store, and analyze data across all subcomponents.

1. Decisions regarding priorities for evaluation questions to be addressed and data to be collected are identified when developing the CSPD plan.

2. Multiple processes, mechanisms, and methods to collect data are identified and established based on the need for the information, usefulness of potential findings, and burden on respondents and systems.

3. The state has the capacity to support data collection, management, and analysis for personnel qualifications, needs assessment, preservice and inservice personnel development, and personnel supply and demand.

4. Quality review processes for data collection, verification, storage and management, and analysis are defined and implemented regularly.

5. Personnel data are linked to child and family outcomes.

Quality Indicator PN12:

The evaluation plan is implemented, continuously monitored, and revised as necessary based on multiple data sources.

1. The implementation of the evaluation plan results in data or data summaries and analysis that are useful for decision-making and are accessible across cross-sector early childhood systems.

2. Data are used to inform decisions, monitor progress, and make program improvements.

3. Data are collected on personnel variables, such as personnel development participation, acquisition of content, and performance of competencies and those data are examined in relation to relevant child and family outcomes.

4. Data are collected on personnel development variables, such as units of personnel development, type and amount of support (e.g. observational feedback, coaching, practica), and content and those data are examined in relation to relevant child and family outcomes.

Resources

References

Each of the system framework components is based on a review of the literature. View the Personnel/Workforce Component references here.

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ECTA Center: System Framework: Personnel / Workforce

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Glossary terms are denoted with a book icon, and link to their respective glossary entries. The purpose of the Personnel/Workforce component of the System Framework is to guide states in the planning, development, implementation and evaluation of a comprehensive system of personnel development (CSPD).

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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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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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Arizona Standards and Guidelines | Arizona Early Childhood

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Learn more about Arizona's Standards and Guidelines for Early Childhood Educators of all levels. Advance your Career with the Arizona Early Childhood Career and Professional Development Network.

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AZResearch to practice guidelines, strategies, and resources to support Arizona professionals and parents in improving results for students  Promising Practices

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This website provides research to practice guidelines, strategies, and resources to support Arizona professionals and parents in improving results for students with disabilities.

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DEC Standard 7 Professionalism and Ethical Practice

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DEC Standard 7 Professionalism and Ethical Practice

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The purpose of this module is to introduce the Initial Practice-Based Professional Preparation Standards Early Interventionists/Early Childhood Special Educators (EI/ECSE) Standard 7. The learning resources provided are designed to be used in both pre-service and in-service to facilitate the integration of the knowledge and skills addressed by this standard.

Standard 7: Candidates identify and engage with the profession of early intervention and early childhood special education (EI/ECSE) by exhibiting skills in reflective practice, advocacy, and leadership while adhering to ethical and legal guidelines. Evidence-based and recommended practices are promoted and used by candidates.

Components:

7.1 Candidates engage with the profession of EI/ECSE by participating in local, regional, national, and/or international activities and professional organizations.

7.2 Candidates engage in ongoing reflective practice and access evidence-based information to improve their own practices.

7.3 Candidates exhibit leadership skills in advocating for improved outcomes for young children, families, and the profession, including the promotion of and use of evidence-based practices and decision-making.

7.4 Candidates practice within ethical and legal policies and procedures.
Note: The Initial Practice-Based Professional Preparation Standards Early Interventionists/Early Childhood Special Educators (EI/ECSE) standards and components use the term candidate to refer to preservice students in higher education programs. For the purpose of these modules, the term will be maintained in the EI/ECSE standard and component statements. The term learner will be used in the support materials and resources. Purpose
The purpose of this module is to: (a) identify what learners should know and be able to do specifically to Standard 7: Professional and Ethical Practice and its components, (b) provide higher education faculty and PD providers with a variety of learning resources for this standard, and (c) identify the relationship of these resources to adult learning practices. It is designed to be used flexibly for preservice and ongoing professional development.
Objectives
After engaging with these resources, IHE faculty and PD providers will be able to:

Identify learner outcomes specific to professional and ethical practice.

Identify resources to integrate into the higher education curriculum and/or content for PD.

Identify the relationship of the resources with evidence-based practices for adult learners.

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Standard 7: Professionalism and Ethical Practice | The Early Childhood Personnel Center

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Standard 7: Professionalism and Ethical PracticeThe purpose of this module is to introduce the Initial Practice-Based Professional Preparation Standards Ear ...

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DEC Standard 6 Using Responsive and Reciprocal Interactions, Interventions, and Instruction

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DEC Standard 6 Using Responsive and Reciprocal Interactions, Interventions, and Instruction

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The purpose of this module is to introduce the Initial Practice-Based Professional Preparation Standards Early Interventionists/Early Childhood Special Educators (EI/ECSE) Standard 6. The learning resources provided are designed to be used in both pre-service and in-service to facilitate the integration of the knowledge and skills addressed by this standard.

Standard 6: Candidates plan and implement intentional, systematic, evidence-based, responsive interactions, interventions, and instruction to support all children's learning and development across all developmental and content domains in partnership with families and other professionals. Candidates facilitate equitable access and participation for all children and families within natural and inclusive environments through culturally responsive and affirming practices and relationships. Candidates use data-based decision making to plan for, adapt, and improve interactions, interventions, and instruction to ensure fidelity of implementation.

Components:

6.1 Candidates, in partnership with families, identify systematic, responsive, and intentional evidence-based practices and use such practices with fidelity to support young children's learning and development across all developmental and academic content domains.

6.2 Candidates engage in reciprocal partnerships with families and other professionals to facilitate responsive adult-child interactions, interventions, and instruction in support of child learning and development.

6.3 Candidates engage in ongoing planning and use flexible and embedded instructional and environmental arrangements and appropriate materials to support the use of interactions, interventions, and instruction addressing developmental and academic content domains and are adapted to meet the needs of each and every child and their family.

6.4 Candidates promote young children's social and emotional competence and communication, and proactively plan and implement function-based interventions to prevent and address challenging behaviors.

6.5 Candidates identify and create multiple opportunities for young children to develop and learn play skills and engage in meaningful play experiences independently and with others across contexts.

6.6 Candidates use responsive interactions, interventions, and instruction with sufficient intensity and types of support across activities, routines, and environments to promote child learning and development and facilitate access, participation, and engagement in natural environments and inclusive settings.

6.7 Candidates plan for, adapt, and improve approaches to interaction, intervention, and instruction based on multiple sources of data across a range of natural environments and inclusive settings.
Note: The Initial Practice-Based Professional Preparation Standards Early Interventionists/Early Childhood Special Educators (EI/ECSE) standards and components use the term candidate to refer to preservice students in higher education programs. For the purpose of these materials that term will be maintained in the standard and component statements. The term "learner" will be used in the support materials and resources. Purpose
The purpose of this module is to: (a) identify what learners should know and be able to do specific to Standard 6: Using Responsive and Reciprocal Interactions, Interventions, and Instruction and its Components, (b) provide higher education faculty and PD providers with a variety of learning resources for this standard, and (c) identify the relationship of these resources to adult learning practices. It is designed to be used flexibly for preservice and ongoing professional development.
Objectives
After engaging with these resources, IHE faculty and PD providers will be able to:

Identify learner outcomes specific to responsive and reciprocal interactions, interventions, and instruction.

Identify resources to integrate into the higher education curriculum and/or content for PD.

Identify the relationship of the resources with evidence-based practices for adult learners.

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Standard 6: Using Responsive and Reciprocal Interactions | The Early Childhood Personnel Center

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Standard 6: Using Responsive and Reciprocal Interactions, Interventions, and InstructionThe purpose of this module is to introduce the Initial Practice-Base ...

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DEC Standard 5 Application of Curriculum Frameworks

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DEC Standard 5 Application of Curriculum Frameworks

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Standard 5: Application of Curriculum Frameworks | The Early Childhood Personnel Center

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Standard 5: Application of Curriculum Frameworks in the Planning and Facilitation of Meaningful Learning ExperiencesThe purpose of this module is to introdu…

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CSPD Pre Service

CSPD Pre-Service Mission

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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Welcome to this Module on Teaming and Collaboration based on the Division for Early Childhood (DEC) Recommended Practices. In this module you will learn the components of teaming and collaboration and why teaming and collaboration amongst practitioners and families is crucial for children with disabilities.

Learning Objectives

Completion of this module will enable you to:

Explain what are practices that can support teaming and collaboration

Collaborate with other practitioners and support families as full team members.

Each module developed by the Recommended Practices Module (RPM) project introduces and illustrates the practices grouped in one of the eight topic areas in the Division for Early Childhood (DEC) Recommended Practices. The DEC Recommended Practices were developed to provide guidance about the most effective ways to improve the learning outcomes and promote the development of young children, birth through five years of age, who have or are at-risk for developmental delays or disabilities.
DEC Recommended Practices Introduction to the RPM Crosswalks Teaming and Collaboration Crosswalk
Module 4 is aligned to the topic area of teaming and collaboration and focuses on the following recommended practices:

Recommended Practices

TC1. Practitioners representing multiple disciplines and families work together as a team to plan and implement supports and services to meet the unique needs of each child and family.

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.

TC3. Practitioners use communication and group facilitation strategies to enhance team functioning and interpersonal relationships with and among team members.

TC4. Team members assist each other to discover and access community-based services and other informal and formal resources to meet family-identified child or family needs.

TC5. Practitioners and families may collaborate with each other to identify one practitioner from the team who serves as the primary liaison between the family and other team members based on child and family priorities and needs.

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Welcome to this Module on Teaming and Collaboration based on the Division for Early Childhood (DEC) Recommended Practices. In this module you will learn the components of teaming and collaboration and why teaming and collaboration amongst practitioners and families is crucial for children with disabilities.

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Principles of Child Development and Learning and Implications That Inform Practice

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NAEYC’s guidelines and recommendations for developmentally appropriate practice are based on the following nine principles and their implications for early childhood education professional practice.

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Teaming and Collaboration

Educational programs and services for young children who have or are at risk for developmental delays and disabilities, by their nature, always involve more than one adult. The quality of the relationships and interactions among these adults affects the success of these programs. Teaming and collaboration practices are those that promote and sustain collaborative adult partnerships, relationships, and ongoing interactions to ensure that programs and services achieve desired child and family outcomes and goals.

Trabajo en Equipo y Colaboración

Los programas y servicios educacionales para niños menores que tienen o corren el riesgo de tener retrasos en el desarrollo y discapacidades, por su naturaleza, siempre involucran a más de un adulto. La calidad de las relaciones e interacciones entre estos adultos afecta el grado de éxito de estos programas. Las prácticas de trabajo en equipo y colaboración son las que promueven y sostienen la participación como socios, las relaciones y las interacciones continuas de colaboración entre adultos, para asegurar que los programas y servicios alcancen las metas deseadas para los niños y sus familias.

Teaming and Collaboration Checklists

Download this performance checklist:

This checklist includes examples of verbal and written communication skills for building team relationships needed to work together effectively and gather/convey vital information for providing services and supports for children and families.

The checklist indicators can be used by team members to assess whether quality communication is taking place during all formal and informal team interactions (e.g., during intake, assessment, team meetings, and ongoing intervention interactions) and to develop a plan for any improvements that may be needed.

Listas de verificación: Trabajo en Equipo y Colaboración

Download this performance checklist:

Esta lista incluye ejemplos de destrezas de comunicación verbales y escritas para estrechar las relaciones de equipo necesarias para cooperar de una forma eficaz y reunir y comunicar información para prestar servicio y asistencia a los niños y a sus familias.

Los indicadores de la lista de verificación pueden servirles a los miembros del equipo para evaluar si la comunicación durante las interacciones formales e informales del equipo es de calidad (durante la admisión, la evaluación, las reuniones del equipo y las interacciones de intervención continuas) y redactar un plan de mejoras necesarias.

Teaming and Collaboration Illustrations

The IFSP Video

This video shows an IFSP (could also apply to IEP) meeting gone wrong. In watching, pay careful attention to how the family was not a full team member. Compare your observations to the second half of the video in which many points of poor team functioning are explained, including the parents role.

Video courtesy Illinois Early Intervention Training Program.

Bri IFSP Video Chapter 4.3: Family Centered Functional Outcomes

The first 3 minutes of this video illustrates "Families are full team members."

Video courtesy Illinois Early Intervention Training Program.

The IFSP Video

This video shows an IFSP (could also apply to IEP) meeting gone wrong. In watching, pay careful attention to how the family was not a full team member. Compare your observations to the second half of the video in which many points of poor team functioning are explained, including the parents role.

Video courtesy Illinois Early Intervention Training Program.

Conversation with Examples of Attending and Active Listening

A conversation between two early childhood team members using active listening.

Video courtesy CONNECT Modules and Frank Porter Graham Child Development Institute.

Everybody Loves Raymond Uses Active Listening

A Clip from the TV series Everybody Loves Raymond that illustrates active-reflective listening practice.
Video courtesy Parent Effectiveness Training.

What Intervention Can (and Should) Look Like

In this second of a three-part series, three service providers describe coaching and mentoring and give examples of their use in visits with family team members.

Video courtesy Virginia Early Intervention Professional Development Center.

Adult Learning Principles

These two items appear as a part of a Series of articles on Adult Learning from the Virginia Early Intervention Professional Development Center.

How to Run an Effective Team Meeting

Practical information on the importance of team meetings and what a good team meeting looks like and contains.

Teaming and Collaboration Practice Guides for Practitioners

Guías de práctica para el practicante: Trabajo en Equipo y Colaboración

Teaming and Collaboration Practice Guides for Families

Guías de práctica para la familia: Trabajo en Equipo y Colaboración

Download this practice guide:

El personal de temprana edad asignado a su familia trabaja en equipo. USTED es un integrante importante de este equipo. Usted es la persona más informada respecto al niño, a su familia y a lo que quiere que suceda para que el niño aprenda y crezca. Como integrante del equipo, es importante que durante la evaluación usted dé información sobre el niño y determine las áreas en que desea que se trabaje con el niño. También es importante que contribuya al desarrollo del plan de intervención del niño -el Plan de Servicio Familiar Individualizado (Individualized Family Service Plan, IFSP) o el Programa de Educación Individualizado (Individualized Education Program, IEP)-. Sus interacciones con otros integrantes del equipo permiten probar ideas y hacer sugerencias y comentarios sobre lo que funciona o no funciona. Esta guía de práctica contiene una serie de elementos que pueden ayudarlo a colaborar activa y significativamente con otros integrantes del equipo.

Download this practice guide:

Como integrantes del equipo del niño, usted y sus compañeros de equipo tendrán muchas oportunidades de comunicarse por correo electrónico, texto telefónico o informe impreso. También se comunicarán en persona durante las visitas a domicilio o durante las revisiones anuales del Plan de Servicio Familiar Individualizado (Individualized Family Service Plan, IFSP) o el Programa de Educación Individualizado (Individualized Education Program, IEP). Cuando se comunique con un integrante del equipo, es bueno que su interlocutor entienda lo que usted dice, lo cual implica que usted debe expresarse con la mayor claridad posible. Esto les permite a los integrantes del equipo entenderse y avanzar juntos. Esta guía práctica contiene sugerencias e ideas para lograr que la comunicación verbal en persona sea efectiva.

Download this practice guide:

Trabajar con profesionales da muchas oportunidades de intercambiar información e ideas sobre los gustos, intereses y dificultades del niño. Usted es quien mejor conoce a su niño y solo usted puede describir lo mucho que ha hecho para ayudarlo a aprender y crecer. Usted puede explicar con qué desearía que lo ayudaran ahora. Usted también tiene conocimientos y experiencias de la vida que los otros integrantes del equipo probablemente no tienen. Es decir, usted tiene mucho que contribuir para ayudar a los otros integrantes del equipo a conocer al niño y a su familia. Esta guía de práctica contiene ideas y estrategias que lo ayudarán a comunicar sus conocimientos a los integrantes del equipo.

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Educational programs and services for young children who have or are at risk for developmental delays and disabilities, by their nature, always involve more than one adult.

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Learn how to use the Classroom Assessment Scoring System (CLASS): Pre-K ® observation tool to help improve program quality and outcomes. The resources on this page may be useful to Head Start directors, education managers, coaches, teachers, and others who work with preschoolers.

Explore how to use CLASS® to improve program quality and outcomes. Hear strategies to promote well-organized environments, effective interactions, and engaging experiences.

Learn how and when to use CLASS® assessment data for quality program improvement. This brief addresses three main questions: what do the CLASS ® results mean?; what are the different ways CLASS ® results can be used?; and how should CLASS ® results be reported and shared?

Explore this guide to learn how relates to school readiness, as well as how to use the tool to collect and apply data. It includes case studies that show how programs have applied for support and improvement.

This resource connects teaching practices and learning activities in the in-service suites with the domains and dimensions of . Head Start grantees may find this tool useful in planning professional development.

Discover how this resource connects preschool teaching practices in the Effective Practice Guides with the CLASS ® domains and dimensions. Head Start grantees can use this tool to plan professional development and focus coaching efforts.

Learn how Head Start programs can use to support professional development and quality improvement efforts. The webcast features Dr. Bob Pianta, the developer of the , and the Office of Head Start leadership team. Listen as they discuss the scope of and ways to integrate into the Head Start monitoring and review process.

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Explore the resources on this page, which may be useful to Head Start directors, education managers, coaches, teachers, and others who work with preschoolers.

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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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What does Teaming & Collaboration look like for Service Coordinators? 

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What does Teaming & Collaboration look like for Service Coordinators? 

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Families are key partners in promoting child and youth development. This lesson will help you learn how to engage with families when thenering with Families

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Know

Communicating with families about concerns is one of the hardest things child and youth professionals must do. You might worry that you will damage your relationship with parent(s), put an extra burden on a struggling family, or put the child at risk for excessive punishment or harm. These are often valid concerns; nevertheless, you have an obligation to keep families informed about their child's progress and well-being. This lesson shows you how to engage families as partners to figure out how best to support their child or youth.

Communication is key to creating family partnerships. Family members must feel comfortable asking questions, seeking information, and raising concerns about their child's care, well-being, and development. It is good to be friendly, professional, and helpful when working with family members. A relationship between a staff member and a family member should remain professional and always revolve around the child.

Think of your relationship with families as following the same pyramid of support that guides your work with children and youth. You would not focus on just a problem with a child. Instead, you build a strong trusting relationship, design environments that work for the child, and provide the right amount of support to help each child succeed. You will want to do the same in your interactions with families. Effective child and youth professionals:

Communicate frequently from the very beginning of a relationship with a family. Share what is going on in the classroom or program. Check in personally with each family on a regular basis. Share ideas and resources from the program that might be of interest to families (community events, parenting classes, tip sheets).

Communicate that their child is a valuable member of the program community. Families may worry that you do not like their child or that you feel burdened by their child's behavior. Families may feel guilty, embarrassed, or scared for their child. You must help families see you as someone who is committed to figuring their child out-especially when it's difficult.

See yourself as a learner. Families are experts on their child. Listen and learn about their experiences, preferences, concerns, and celebrations.

Share success stories. Positive notes, phone calls, or emails can go a long way toward building trust with families.

Invite families to share ideas when you begin to have a concern. Do not wait until there is a crisis to talk with families about their child's behavior. By starting early and positioning yourself as the learner, you can help families feel comfortable working with you if their child's behavior becomes concerning, or continues to escalate.

What Role Do Families Play in the Behavior Support Process?

Families must be involved in the behavior support process from the very beginning. When you have concerns about a child's or youth's behavior, first notify your coach or administrator. At this point, you and someone from program leadership should have a conversation with the family. Review the relationship-building practices and relationship-hindering practices here (adapted from the National Center on Pyramid Model Innovations). You will also find this table below for download in the Learn activity section, Talking with Families about Challenging Behavior.

Relationship-Building Practices

Relationship-Hindering Practices

Begin the discussion by expressing concern about the child or youth.

Begin the discussion by indicating that the child's or youth's behavior is not tolerable.

Let the family know your goal is to help the child or youth.

Indicate that the child or youth must be punished or "dealt with" by the parent.

Ask the family if they have experienced similar situations and are concerned.

Ask the parent if something has happened at home to cause the behavior.

Tell the family that you want to work with them to help the child or youth develop appropriate behavior and social skills.

Indicate that the parent should take action to resolve the problem at home.

Tell the family about what is happening in the classroom or program, but only after the parent understands you are concerned about the child, not blaming the family.

Start the conversation by listing the child's concerning behaviors. Blame the child and family for the behaviors.

Offer to work with the family to develop a plan that can be used at home and in the program.

Leave it up to the family to manage problems at home or develop a plan without inviting family participation.

Emphasize that your focus will be to help the child or youth develop skills needed to be successful in the program and to build healthy relationships.

Let the parent believe the child needs more discipline rather than needing instruction and support.

Stress that if you can work together, you are more likely to be successful in helping the child or youth.

Minimize the importance of helping the family understand and implement behavior supports.

Having Difficult Conversations with Families

You may have some difficult conversations with families about issues concerning child guidance and behavior. It is important that you approach conversations with family members as a listener and a learner who wants to hear the family's perspective on their child. Families do not want professionals to approach them in a judgmental manner or to question their parenting abilities. All families have strengths, and as partners in caring for their children, program staff should acknowledge the hard job parents have in raising their children. Difficult conversations with families should always begin with an acknowledgement of the child's and family's strengths before expressing concerns regarding a child's behavior, learning, or development.

It is never easy to talk to families about something they hope to never hear about their child. Therefore, it is important to establish a strong relationship with the family through ongoing communication during regular daily interactions. These conversations may include suggestions of community-based resources that can provide more intensive interventions. Jodi Whiteman (2013) lists some helpful strategies for having difficult conversations:

Ask questions and listen. Wondering together with families demonstrates equality between the professional and the child's family. This also shows your respect for the family. For example: "I was wondering if you have noticed Alyana's hesitation to climb on the playground equipment? Is there something we should be aware of in order to help her feel more secure on the playground?"

Active listening. Active listening involves paying full attention to what the other person says and letting them know you understood their message. ("You told Alyana not to climb on playground equipment because you heard that a neighbor's daughter fell off a swing at the park and had to get several stitches.")

Show empathy. Showing empathy involves your willingness to accept another person's experiences and feelings. ("I can imagine it is scary to think that Alyana might get hurt on the playground equipment because of what happened to your neighbor's daughter.")

Remember behavior happens in context. If a family says behavior is not happening at home or that they don't have concerns about their child's behavior, believe them. Engage them in helping you generate ideas that might work in the program. ("It sounds like you don't have this concern at home. What do you think we could try here to help her feel more secure with us?")

Watch as Rosemarie Allen, Ph.D. shares insights on collaboration with families:

Video not available
Rosemarie Allen, Ph.D. describes how to initiate supportive communication with families when children having challenging behaviors.

Program Policies and Procedures

Child guidance and behavior supports are directly related to your program's philosophy, policies, and procedures. Program-level supports can help you and family members have clear and consistent experiences with one another. These supports may include:

A written staff handbook containing policies that support the core beliefs, mission, and program philosophy.

A written family handbook containing policies that support the core beliefs, mission, and program philosophy.

Written hiring, supervision, and staff evaluation policies and practices that are reflective of the program philosophy, with a focus on building a positive community among all employees.

A concise set of program-level guidelines that all staff and families know and understand that reflect the program philosophy about positive guidance principles (e.g., "All children have the right to be safe").

Written policy and procedures for crisis management should a child be in danger of hurting themselves or others.

Access to evidence-based resources about child guidance for staff and families, such as websites, books, and DVDs that demonstrate positive guidance techniques and effective crisis-management techniques.

Written procedures, release forms, and assessment and referral processes to ensure collaboration with community mental health providers and school personnel to address issues that may require consultation services for individual children and families.

Regularly scheduled opportunities for staff to self-assess and reflect on their own child-guidance practices and to develop meaningful professional growth plans.

In addition to these formal program-level supports, work with your leadership team to learn policies and procedures related to communication. Consider the following questions:

Which staff member will serve as the primary point of contact with a family regarding their child's behavior? Many staff may be involved in a child's or youth's care, but it is best for adults to have a consistent partner for communication. This ensures consistency and avoids miscommunication or confusion.

How will you avoid labeling a child or youth as a "concern"? As children and youth move through your programs, it is important to plan adequately for their transitions while avoiding labeling the child as a problem. Avoid letting a child's reputation precede them through the program. Use discussion and planning tools that help you identify each child's strengths, interests, and successes. Avoid venting or complaining about a child's behavior with other staff members.

When and how are families notified of a concern? What documentation must occur? Learn about your program's formal policies for reaching out to families.

Resources for Families

When referring a family to an outside agency or other resource, it is important to have the correct information about the agency's purpose and services. It is helpful if you have a personal contact at the agency so there is a name the parent can use when initiating contact. For some families, it may be helpful to offer to go with them if they are unsure about how to approach an agency.

In your outreach to families, you can maintain a parent resource list that includes community agencies. This list should be available in the family corner on the program's website. You can also provide examples of parent resources about behavior in the program newsletter or create a binder of resources for parents to have onsite in the program. Families are an integral part of your program's community. You collaborate with families in their most important task-raising their children. As you build relationships with family members, the children see that the adults in their lives work together as a team to provide them with loving care. Consider sharing this resource, from the National Association for the Education of Young Children, with your program families:

See

You will watch two videos that help you feel the difference between supportive and unsupportive conversations with families. In the first video, you will see many of the "Don'ts" described earlier in this lesson. As you watch, consider:

How does it seem like the staff member feels at different points in the conversation? In what ways might nerves or fear influence the ways the staff member talks with the parent?

How does it seem like the family member feels at different points in the conversation? In what ways might nerves or fear influence the ways the parent responds?

In what ways is power held or shared in the conversation?

What evidence do you see that the relationship is damaged?

What could the staff member have done differently to make this a more comfortable conversation?

How can you avoid some of the issues you saw in this video?

Video not available
Watch an example of what not to do when speaking to families about children's challenging behaviors.

Now, watch a video of a more supportive conversation with the family. As you watch, consider:

How is this conversation different from the first video?

What evidence do you see of a healthy and trusting relationship?

What strategies did the staff member use to help the family member feel comfortable and valued?

What can you learn from this conversation and apply to your own work with families?

Video not available
Watch an example of a supportive conversation between a staff member and a parent.

Do

Familiarizing yourself with a variety of communication methods sets you up for success. Remember to always be available for families to offer support, guidance, information, or just to lend an ear.

Create a welcoming environment for family members by being kind, respectful, and professional at all times.

Communicate with families each day through informal methods like conversations and, when necessary, formal methods (for example, a written memo).

Plan opportunities for family partnerships throughout the year.

Get creative when it comes to communicating. Don't let a family slip through the cracks just because you don't see them every day.

Prepare in advance for difficult conversations. The Explore exercise in this lesson will help you do that.

Connect families with resources that can help them support their child.

Center on the Social and Emotional Foundations for Early Learning: http://csefel.vanderbilt.edu/

Dunlap, G., Wilson, K., Strain, P., & Lee, J. (2013). Prevent-Teach-Reinforce for Young Children. Baltimore, MD: Paul. H. Brookes.

Dunlap, G., Iovannone, R., Kincaid, D., Wilson, K., Christiansen, K., Strain, P., & English, C. (2010). Prevent-Teach-Reinforce: The School-Based Model of Individualized Positive Behavior Support. Baltimore, MD: Paul. H. Brookes.

Kids Included Together (KIT): https://www.kit.org/who-we-are/our-work/

Lentini, R., Vaughn, B. J., & Fox, L. (2008). Creating Teaching Tools for Young Children with Challenging Behavior [CD-ROM], Tampa, FL: University of South Florida, Technical Assistance Center on Social Emotional Intervention for Young Children.

Military One Source: About EFMP: https://www.militaryonesource.mil/family-relationships/special-needs/exceptional-family-member/the-exceptional-family-member-program-for-families-with-special-needs

Military One Source: About FAP: https://www.militaryonesource.mil/family-relationships/family-life/preventing-abuse-neglect/the-family-advocacy-program

Military One Source: About MFLC: https://www.militaryonesource.mil/confidential-help/non-medical-counseling/military-and-family-life-counseling

National Center for Pyramid Model Innovations: https://challengingbehavior.cbcs.usf.edu/

Pyramid Model Consortium: http://www.pyramidmodel.org/

Rush, D. D., & Shelden, M. L. L. (2011). The Early Childhood Coaching Handbook. Baltimore, MD: Paul. H. Brookes.

Simonsen, B., Freeman, J., Goodman, S., Mitchell, B., Swain-Bradway, J., et al. (2015). Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers. Retrieved from https://www.pbis.org/common/cms/files/pbisresources/Supporting%20and%20Responding%20to%20Behavior.pdf

U.S. Army, Child, Youth and School Services. (n.d.). Operational Guidance for Behavior Support.

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Communicating with families about concerns is one of the hardest things child and youth professionals must do. You might worry that you will damage your relationship with parent(s), put an extra burden on a struggling family, or put the child at risk for excessive punishment or harm.

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Know

"Unity is strength...when there is teamwork and collaboration, wonderful things can be achieved." - Mattie Stepanek

In the previous lesson, you were asked to reflect on your own strategies when managing the day-to-day experiences and activities in your life. You probably acknowledged that working with others may be part of your daily routine, and helps get things done. We are by nature social beings and our relationships with others greatly affect our personal and professional lives. Think about your daily life and how working with others helps you with sharing household responsibilities, taking care of children, taking care of families, and taking care of yourself.

In early childhood, collaboration is a dynamic process in which individuals come together and share their knowledge, experiences, resources, and strengths to promote growth and development. When it comes to caring for preschool children, these individuals are family members, preschool teachers like yourself, related service providers, administrators, and community partners. Collaboration builds on the expertise, interests, and strengths of everyone involved in the process. By acknowledging that each of these individuals has something meaningful to offer, collaboration creates opportunities to set goals and objectives, make plans for implementing those goals, monitor progress, and solve problems jointly. The goal of collaboration is to ensure progress and growth for each preschooler, their family, and ultimately your classroom and program.

The Process of Creating Collaborative Teams

When you work together with colleagues and families, the time spent on collaboration can benefit preschool children and their families, as well as yourself. Like everything else we do, learning to work with others is a skill that does not develop overnight. It is a process that takes place over time. Just like when you are learning any new skill or experience, you have to invest time and effort in getting to know information and practicing new skills. Being able to work well with others requires ongoing commitment, energy, and work.

Remember that each person you engage with is unique. In your daily interactions with preschool children, families, and colleagues, you always bring with you who you are: your interests, your personality, your temperament, your background experiences, and your special abilities and talents. The way you view yourself as a team member can define your interactions and relationships with children, families, and colleagues.

Building collaborative relationships takes time, effort, and commitment, but often has meaningful outcomes in terms of enhancing the overall quality of your program. As you work with fellow preschool teachers, your T&CS, or administrator, you should share with each other your opportunities and successes, as well as your challenges. These experiences are opportunities to make new friends and network with others who have similar interests with you.

Two of the country's leading experts on building collaborative teams, Jacqueline Thousand and Richard Villa, identify five elements as critically important in creating a collaborative process. (Johnson & Johnson, 2017; Thousand & Villa, 2000). As you read these, think about how they reflect your experiences with collaboration in your program:

1. Face-to-face interaction among team members on a frequent basis

2. A mutual "we are all in this together" feeling of positive interdependence

3. A focus on the development of small-group interpersonal skills in trust building, communication, leadership, creative problem solving, decision making, and conflict management

4. Regular assessments and discussion of the team's functioning in setting goals for improving relationships and effectively accomplishing tasks

5. Methods for holding one another accountable for agreed-on responsibilities and commitments

In your daily work, you make conscious and intentional decisions about how to interact in daily encounters with preschoolers, family members, and colleagues. Being part of a team requires that you enter partnerships with a positive attitude and commitment to ethical behavior. No matter how experienced you are, being part of a collaborative workplace should be central to your practice as a preschool professional. Child care settings are primarily people-centric workplaces. The biggest resources are people. Collaborative workplaces promote happy and secure children and families.

Collaborating with Families

Family-professional partnerships are a central part of your work as a preschool professional. One key feature of a successful family-professional partnership is a sense of equality between family members and professionals (Turnbull et al., 2012). Being equitable means ensuring you consider each child's and family's strengths and needs to provide the opportunities that will support each child in reaching their full potential. As highlighted in the Professionalism course, individuals who deal directly with human welfare have a special obligation to behave in ways that benefit those they serve. Values that are foundational to professions based on human relationships are caring, compassion, empathy, respect for others, and trustworthiness (Feeney, 2011). Effective preschool teachers are dedicated to serving the needs of the young children and families they work with. Your program's parent handbook is the ideal place to share with parents your program's vision, philosophy, and offerings. A program should also have a clearly articulated shared mission and philosophy that is demonstrated by everyone who works in the program and that all staff understand. You should familiarize yourself with this mission and philosophy.

When discussing family-professional relationships, Janice Fialka, in her highly regarded article The Dance of Partnership: Why Do My Feet Hurt? (2001), compares collaboration with dancing. She reflects on her experiences as a social worker, and as a parent of a child with disabilities, as she shares the complexities in the dancing-collaborating experience. At times, she notes, moving across the dance floor with professional partners may seem less than graceful. Their movements can seem awkward, stiff, and uncoordinated, as if each partner is dancing to different music. Sometimes, partners may even step on each other's feet while trying to figure out what to do next. However, she notes how important it is to have each partner's perspectives, hopes, dreams, and expectations be heard, valued, and respected at different times throughout the dance.

In your daily work, in order to truly get to know a child in your care, you have to get to know their family. In this process, you need to be open-minded, flexible, and genuinely interested in order to make a difference. There are several positive outcomes of collaboration between you and family members. During this process, families become active participants, share valuable information, and work with you to promote their child's optimum development. Through collaboration you are better able to get a window into each family's dreams, hopes, and aspirations for their young child. Having a better understanding of families home life and culture, allows you to support the alignment between their vision and furthering their child's development, which leads to better outcomes. In your daily work, in order to truly get to know a preschool child in your care, you must get to know their family. During this process, you need to be open-minded, flexible, and genuinely interested in order to make a difference.

Reflecting on your Own Experiences and Practices

Effective preschool teachers value collaboration and acknowledge it is important to work together with families, other staff members, and supervisors to be successful. They know it's important to critically think about their practices with children and families, and to make changes when needed. Reflection can support many aspects of your work as a preschool teacher. Parlakian (2001) shares, "Reflection is the time to slow down, to see what can be learned if we take the time to carefully look at and listen to ourselves, and those with whom we work."

High-quality environments for children cannot be created unless these environments are also good for the adults who work in them. Education professor Lilian Katz, in Talks with Teachers of Young Children (1995)urges professionals to ask themselves the questions below. As you read each of these questions, think about how things are in your own work environment.

On the whole, are relationships with my colleagues:

Supportive rather than contentious?

Cooperative rather than competitive?

Accepting rather than adversarial?

Trusting rather than suspicious?

Respectful rather than controlling?

They also know it is important to celebrate successes and acknowledge the efforts of others, like family members and colleagues, in their daily work. Your program may plan joyful events that build community at different levels: among children, families, and staff. (e.g., acknowledging individual staff members during staff meetings, celebrating staff birthdays and life events with potluck suppers, attending a professional conference together, organizing family nights, inviting families to participate in classroom and program experiences, inviting families to spend time with children in the classroom).

While working with others can be one of the most rewarding parts of your job, it can also present challenges. It requires dedication, commitment, problem-solving skills, and a willingness to learn, change, and flexibility, in order to address the multiple, and often complex, needs of those in your care. It is your responsibility to maintain professional conduct and seek the advice of your T&CS or administrator when faced with difficult situations you're not sure how to deal with.

See

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Watch this video to learn about collaborating with others in your work.

Do

Take time to review the practices below, which highlight collaborative teamwork in caring for preschool children and their families:

Respect each preschool child in your care and their families. Acknowledge their diversity and individual differences in growth, background, beliefs, and values. Invite and include each family in planning and decision-making about their child's development and learning. Make sure every family has an opportunity to share their views or ideas with you.

Meet regularly with colleagues to plan experiences for preschoolers and their families. Regular meetings allow you to discuss children's progress, plan experiences, and make necessary changes.

Ask clarifying questions when not sure about something. Miscommunication can lead to unnecessary frustrations, delays in getting things done, and a negative work climate.

As a team member, make sure you have a clear understanding of procedures, rules, or regulations, and always talk to your T&CS or administrator when in doubt.

Share ongoing observational information on each preschooler in your care with colleagues and family members and use that information to plan for individual children and your group.

Invite families' input when planning.

Provide a variety of developmentally appropriate choices and experiences for children in your care.

Have developmentally appropriate expectations about children's behaviors and be proactive when dealing with challenging behaviors.

Be open-minded and use creative thinking skills, like brainstorming, when planning or problem-solving. Be willing to see others' viewpoints and consider multiple options or solutions when tackling a problem or challenge.

Most importantly, have a good attitude and demonstrate respect for each individual you collaborate with. Appreciate each member of your team and welcome the knowledge, experience, or expertise that they have to offer.

Allred, K. W., & Hancock, C. L. (2015). Reconciling leadership and partnership: Strategies to empower professionals and families. Young Children, 70(2), 46-53.

Baker, A. C., & Manfredi/Petitt L. A. (2004). Relationships, the heart of quality care: Creating community among adults in early care settings. National Association for the Education of Young Children.

Bernhardt, J. L. (2000). A primary caregiving system for infants and toddlers: Best for everyone involved. Young Children 55(2): 74-80.

Caster, R. J. (1993). Restructuring for caring and effective education: An administrator's guide to creating heterogeneous schools. edited by Richard A. Villa, Jacqueline S. Thousand, William Stainback, and Susan Stainback. Baltimore, Md.: Paul H. Brookes Publishing Co., 1992. NASSP Bulletin, 77(551), 98-98. https://doi.org/10.1177/019263659307755119

Division for Early Childhood. (2014). DEC Recommended practices in early intervention/early childhood special education 2014. http://www.dec-sped.org/recommendedpractices.

Feeney, S. (2011). Professionalism in early childhood education: Doing our best for young children. Pearson Education, Inc.

Fialka, J. (2001). The dance of partnership: Why do my feet hurt? Young Exceptional Children, 4(2), 21-27.

Godwin, A., & Schrag, L. (1996). Building relationships with parents. In setting up for infant/toddler care: Guidelines for centers and family child care homes ( pp. 51-52). National Association for the Education of Young Children.

Hanson, M. J., & Lynch, E. W. (2013). Understanding families: Approaches to diversity, disability, and risk (2 nd ed). Paul H. Brookes.

Harry, B., Kalyanpur, M., & Day, M. (1999). Building cultural reciprocity with families: Case studies in special education. Paul H. Brookes Publishing.

Harvard Family Research Project (2013). Family engagement. http://www.hfrp.org/family-involvement

Howes, C., & Ritchie, S. (2002). A matter of trust: Connecting teachers and learners in the early childhood classroom. Teachers College Press.

Hunt, P., Soto, G., Maier, J., & Doering, K. (2003). Collaborative teaming to support students at risk and students with severe disabilities in general education classrooms. Exceptional Children, 69(3), 315-332. https://doi.org/10.1177/001440290306900304

Johnson, D.W., & Johnson, F.P. (2017). Joining together: Group theory and skills (12th ed.). Pearson Education Inc.

Kalyanpur, M., & Harry, B. (1999). Culture in Special Education: Building reciprocal family-professional relationships. Paul H. Brookes Publishing.

Katz, L. K. (1995). Talks with teachers of young children: A collection. Ablex.

Keyser, J. (2017). From parents to partners: Building a family-centered early childhood program (2 nd ed.). Redleaf Press.

Lynch, E. W., & Hanson, M. J. (2011). Developing cross-cultural competence: A guide for working with young children and their families (4 th ed.). Paul H. Brookes.

National Association for the Education of Young Children. (2009). NAEYC standards for early childhood professional preparation: A position statement of the National Association for the Education of Young Children.
https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/2009%20Professional%20Prep%20stdsRevised%204_12.pdf

National Association for the Education of Young Children. (2020). NAEYC Position Statement: Developmentally Appropriate Practice.
https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/dap-statement_0.pdf

Parlakian, R. (2001). Look, listen, and learn: Reflective supervision and relationship-based work. Zero to Three.

Simon, F. (2015). Look up and out to lead: 20/20 vision for effective leadership. Young Children, 70(2), 18-24.

Sullivan, D. R. (2010). Learning to lead: Effective leadership skills for teachers of young children (2nd ed.). Redleaf Press.

Thousand, J.S., & Villa, R.A. (1990). Strategies for educating learners with severe handicaps within their local home schools and communities. Focus on exceptional children, 23(3), 1-25.

Thousand, J.S., & Villa, R.A. (2000). Collaborative Teaming: A powerful tool in school restructuring. In R. A. Villa & J. S. Thousand (Eds.), Restructuring for caring and effective education: Piecing the puzzle (pp. 254-292). Baltimore: Paul H. Brookes.

Turnbull, A. P., Turbiville, V., & Turnbull, H. R. (2000). Evolution of family-professional partnerships: Collective empowerment as the model for the early twenty-first century. Handbook of Early Childhood Intervention, 630-650.
https://doi.org/10.1017/cbo9780511529320.029

Turnbull, A., Shogren, K., Soodak, L., & Turnbull, H. (2014). Families, professionals, and exceptionality: Positive outcomes through (7th ed.). Pearson.

Turnbull, A. P., Turnbull, H. R., & Wehmeyer, M. L. (2012). Exceptional lives: Special education in today's schools. Pearson.

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"Unity is strength...when there is teamwork and collaboration, wonderful things can be achieved." - Mattie Stepanek In the previous lesson, you were asked to reflect on your own strategies when managing the day-to-day experiences and activities in your life. You probably acknowledged that working with others may be part of your daily routine, and helps get things done.

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? Need additional clarification? Click to open the support page for this content.

Family members are the most important people in young children's lives. In this course you will learn how family-centered practice, strong family engagement, and positive, effective communication all contribute to high-quality early childhood practice. You will also learn effective strategies for working with and strengthening families of children with special needs, military families, and families facing other challenges.

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Need additional clarification? Click to open the support page for this content. Family members are the most important people in young children's lives. In this course you will learn how family-centered practice, strong family engagement, and positive, effective communication all contribute to high-quality early childhood practice.

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Preschool: Family Engagement | Virtual Lab School

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Targeted Techincal Assistance For Faculty

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Targeted Techincal Assistance For Faculty

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The EarlyEdU Alliance and Camille Catlett present Targeted Technical Assistance (TA) for Early Childhood Education Faculty. This four-event series will run through the 2023-2024 academic year and offer content, practices, activities, and assignments from wide-ranging national examples to enhance your course. Each session will offer 60 minutes of presentation and 30 minutes for discussion, allowing for the exchange of practices and resources. October's event will focus on Family and Community Engagement. The topics for Targeted TA for Early Childhood Education Faculty will reflect your priorities!

Register for October's Targeted TA for Early Childhood Faculty: Community and Family Engagement today! After registering for the meeting, you will receive a confirmation email containing information about joining the event.

Date: Thursday, October 12, 2023
Time: 10-11:30 a.m. PT / 1-2:30 p.m. ET

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Targeted Technical Assistance for Early Childhood Education Faculty

# data[].attributes.attachment_link.description
The EarlyEdU Alliance and Camille Catlett present Targeted Technical Assistance (TA) for Early Childhood Education Faculty. This four-event series will run through the 2023-2024 academic year and offer content, practices, activities, and assignments from wide-ranging national examples to enhance your course.