EI/ECSE Standards Curriculum Modules

Standard 3: Collaboration and Teaming

Sample Syllabi, Learning Activities, and Practicum Application

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.

Topics

Each of the standards has two or more components that further describe what is meant by the standard for a total of 27 components across the seven standards. This section identifies, what learners should know and be able to do based on that component to facilitate positive outcomes for children and families.

Component 3.1 Learners 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.

What Learners Should Know and Be Able to Do

Learners Who Are Competent in this Component Know and Understand:

Teaming models,
Teaming skills and processes, including uses of technology, and
Skills, expertise, and roles of professionals from other disciplines.

Learners Who Are Competent in this Component are Able to:

Apply teaming models, such as primary service provider, transdisciplinary, interdisciplinary, and multidisciplinary.
Apply teaming skills and processes, such as using technology, problem-solving, conflict resolution, joint decision-making, role release, group facilitation, and communication.
Participate in and lead team meetings, and
Collaborate and communicate with families, other professionals, and community partners and agencies.

Component 3.2 Learners 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.

What Learners Should Know and Be Able to Do

Learners Who Are Competent in this Component Know and Understand:

Adult learning strategies,
Components of the coaching model, and
Components of the consultation process.

Learners Who Are Competent in this Component are Able to:

Use a variety of evidence-based collaborative strategies,
Use a variety of collaborative strategies to increase the effectiveness of meetings that are appropriate to the situation and environment, needs of the families and professionals, and service delivery approach,
Use collaborative strategies that are culturally and linguistically responsive and affirming, and
Use collaborative strategies appropriate to the learning environment and service delivery approaches such as consultation, coaching, and co-teaching.

Component 3.3 Learners 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.

What Learners Should Know and Be Able to Do

Learners Who Are Competent in this Component Know and Understand:

Legal requirements and evidence-based practices in developing individualized plans, and
Legal requirements and evidence-based practices in developing transition plans.

Learners Who Ae Competent in this Component are Able to:

Provide families with information to support them in advocating for their child,
Partner with families and other professionals to
- develop and implement individualized plans (e.g., IFSP, IEP), and
- develop and implement individualized transition plans that include strategies before, during, and after transition (e.g., early intervention to preschool, preschool to kindergarten).

Sample Syllabi, Learning Activities, and Practicum Application

Sample Syllabi

This sample syllabus provides ideas for resources, activities, readings, and assignments, aligned with the Initial Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators (2020) and DEC Recommended Practices (2014). Consider state and university policies and add them as appropriate. This is a sample only and is not a complete syllabus; nor is it intended to suggest that the Standard would be addressed in only one course in the curriculum.

Standard 3 – Sample Syllabus 2025

Learning Activities

The projects or assignments require learners to apply the practices/skills related to Standard 3: Collaboration and Teaming. Since these are application activities, they most align with the evidence-based practices for adult learners of authentic learning, reflection, guidance, performance feedback, and follow-up activities. The sample learning activities are organized by the three Components for Standard 3.

Component 3.1

Leading Class Discussion (Component 3.1)

Each cross-disciplinary team of students will select a topic related to collaboration for their discussion/dialogue. The purpose of the discussions
will be to provide information about best practices for effective collaboration and teaming. Topics may include building relationships, professional development, coaching adult learners, working with families, community partners, and/or other stakeholders, or other areas of interest related to collaboration and teaming.

Be prepared to summarize important aspects of the topic your team selected and discuss implications for the field. Submit two articles for peers to read one week prior to the class time assigned for the dialogue. Prepare an electronic presentation. This presentation is not limited to PowerPoint. You are encouraged to be creative (e.g., video segments, experiences, activities).
Engage your peers in thoughtful dialogue and active learning opportunities. Post a resource list used to research the topic.

Teaming Models – Observation and Reflection (Components 3.1 and 3.2)

For your field placement, observe and reflect on the teaming model employed in this setting for assessment, individualized planning, and intervention/instruction. For each of these program activities (i.e., assessment, individualized planning,
intervention/instruction), respond to the following questions:

What program activity is included in this
section of your reflection
What teaming model is used? (Keep in mind that a different teaming model may be used depending on program activity.)
Who are the team members and what is each of their roles on the team?
What is your rationale for identifying the team model that you chose for this program activity?
If in the future you are an early intervention or teacher in this program, what would you want to maintain as part of this team and what would you want to see changed? Support your response with information from course discussions, readings, and DEC Recommended Practices.

Component 3.2

Teaming Models – Observation and Reflection (Components 3.1 and 3.2)

What program activity is included in this
section of your reflection
What teaming model is used? (Keep in mind that a different teaming model may be used depending on program activity.)
Who are the team members and what is each of their roles on the team?
What is your rationale for identifying the team model that you chose for this program activity?
If in the future you are an early intervention or teacher in this program, what would you want to maintain as part of this team and what would you want to see changed? Support your response with information from course discussions, readings, and DEC Recommended Practices.

Standard 3: Practicum Application

The Practicum Applications are examples of learning experiences designed to promote knowledge and skill development for each component of each standard. They are intended to be idea prompts for field-based assignments for preservice and professional development, and adapted as needed.

The Practicum Applications:

Should be incorporated across the curriculum and within each standard,
Represent the age range from birth through five,
Are sequenced from observation and reflection to implementation of practices with supervision,
Should be implemented across home, school, and community settings.

Component 3.1

Supporting Knowledge and Skill Development

Knowledge: Observe an IFSP meeting and reflect on and describe the teaming model represented and the role(s) of the team members represented, including the family.

Knowledge: Observe an IEP meeting and reflect on and describe the teaming model represented and the role(s) of the team members represented, including the family.

Knowledge: Interview an early interventionist who is the Primary Service Provider on the team asking questions and reflecting on responses about how the team model is implemented, the role(s) of team members, and the teaming skills required for implementation.

Knowledge: Interview a related services professional who provides preschool services to identify and reflect on their primary role(s), how their services are provided, and the expertise/skills needed to work with preschoolers and the preschool staff.

Skill: Use technology in an early intervention field placement in collaboration with the supervising early interventionist to communicate with a related service professional about the implementation of an IFSP with a child and family.

Component 3.2

Supporting Knowledge and Skill Development

Knowledge: Observe an IFSP meeting and reflect on the collaborative strategies (e.g., problem-solving, joint outcome development) that are used to develop the IFSP.

Knowledge: Observe an IEP meeting and reflect on the collaborative strategies (e.g., problem-solving, joint outcome development) that are used to develop the IFSP.

Knowledge: Interview the team leader for a preschool or primary program asking questions and reflecting on the collaborative strategies that he/she uses to engage all team members in the discussions.

Knowledge: Observe a video of a peer implementing an instructional or intervention activity and provide feedback using a peer coaching model.

Skill: Develop an agenda for and facilitate a team meeting with the other preschool or primary teachers and reflect on the collaborative strategies used to engage all team members.

Skill: Jointly develop and implement with the cooperating teacher and a related services professional an intervention project based on the child’s IEP goals.

Skill: Develop a consultation plan and coach a consultee during a field placement; develop a written report of the consultation, including reflection on the collaborative strategies employed and the outcome(s).

Practicum Projects (Components 3.1, 3.2, and 3.3)

Practicum Projects (Components 3.1, 3.2, and 3.3)

This course has a 30-hour practicum in which you will gain experience consulting with an early care and education program to address the program’s self-identified needs. You will be assigned to a cross-disciplinary team of students and will partner with an early childhood interventionist who has expertise in providing technical assistance (TA) to early care and education programs on a variety of issues. It will be the responsibility of the team to contact the assigned partner and begin developing a practicum plan, using the information that follows.

Time for planning the activities is part of the practicum and will be documented along with other practicum activities in your practicum log. Your log will be turned in with the practicum summary/reflection paper at the end of the semester. Maintain child and family confidentiality by using fictitious names in class discussion and written projects. A statement should be provided indicating that the information is fictitious.

In addition to the portfolio, teams will complete three practicum activity projects. This will include the development of a technical assistance plan and two additional projects from the options listed below. The options should be selected in consultation with the partner colleague and should address the needs of the early care and education program that the team is working with for the practicum.

Portfolio

The portfolio is a means by which students can maintain copies of all information needed for the practicum. The electronic portfolio will be made available to the instructor on the selected due dates. Teams will maintain an electronic portfolio using Google Sites for their practicum. The portfolio will include:

TA request form
Signed release forms
Notes and observations
Any assessment protocols used
TA plan
Documentation of activities completed
Practicum summary/reflection paper
Log of dates, hours, activities, and locations
Any information or activities completed for practicum projects may be included

Develop a Technical Assistance Plan and Reflection

The team will develop a plan for technical assistance (TA) that addresses the following:

The strengths and needs of the program
Goals for consultation
Strategies to address the goals
Persons responsible for implementation of various aspects of the plan
Timelines (e.g., start date, target date of completion)

The team will be responsible for participating in the planning process to the extent their partner agency requests and then help to develop the TA plan from that information.

Submit the following: (1) TA plan that includes the strengths and needs of the program, goals for consultation, strategies to address the goals, persons responsible for implementation of various aspects of the plan, and timelines (e.g., start date, target date of completion) and any other required information, using the appropriate TA form provided during class to record the information and (2) a two-page reflection on the process.

Choose Two Additional Activities

Gather Resources for Program

The team will brainstorm with their partner agency to develop a list of resources the program staff can use in addressing their concern(s). The team is responsible for gathering the information and providing it in a format that is usable by the program. The team will submit a brief two to three paragraph description of the problem or concern that was addressed and an annotated list of the resources. The annotated list will include APA formatted references and brief summaries of the information provided by each resource and comments about why the resource was chosen.

Child Observation

The team will complete one observation of a child in the setting in which consultation is being provided for the practicum. This observation will be used to develop a technical assistance plan for the program. The team will determine the appropriate data collection method and create a data collection form, drawing from information provided in class. The team will write a report that summarizes the observation and discusses their interpretations of the behavior observed. The data collection form and actual data must be turned in along with the report. Submit the following: (1) the observation report (minimum of two pages) that includes the data collection methods, summary of the observation and interpretations/conclusions and (2) a copy of the data collection form and the actual data collected.

Conduct an In-service

The team will conduct a one-hour in-service for the partner agency the team is providing consultation to for the practicum. The team will use technology (e.g., PowerPoint) during the in-service and will create handouts. The in-service includes no more than 20 minutes of lecture for each hour of the in-service and process activities such as pair-share, small and/or large group activities, and brainstorming that encourage adult engagement and learning. An evaluation form should be provided for the participants to complete. The team should provide to the instructor an outline of the in-service (e.g., topics and activities), the electronic presentation, other handouts (including note sheets and cover sheet), descriptions of activities, and copies of the completed evaluation forms. The team will complete a two-page reflection on the in-service based on the results of the evaluation. Use the ECIPC Adult Learning Planning Tool as you plan activities. Submit the following: (1) the outline of the in-service, (2) a copy of the presentation sent as an attachment, (3) handouts (e.g., PowerPoint note sheets, other handouts, and cover sheet), (4) descriptions of activities using the adult learning planning tool, (5) hard copies of evaluations after the in-service are completed, and (6) a two-page reflection.

Develop a Plan and Coach a Consultee

The team may provide coaching to a member of the staff of an early care and education setting that the team is providing consultation to for the practicum. Some possibilities for coaching include supporting the staff member/consultee in learning to use a particular intervention, teaching strategy, or method, applying information from an in-service or other training, carrying out observations or assessments, participating actively with other team members in meetings and during collateral contact, better understanding aspects of the early intervention system, and models of collaboration. The team will work with the staff member/consultee to plan and implement the coaching process. The team will complete the Coaching Worksheet found in the Early Childhood Coaching Handbook, one of the course texts. The team will prepare a two-page reflection on the process. Submit the following: (1) coaching worksheet and (2) a two-page reflection on the coaching process.

Develop a Plan for Activity-Based Intervention (ABI) and for Monitoring Progress

The team will assist the program staff to develop a realistic and workable plan for implementing ABI and for monitoring progress for one child within the daily activities and routines of a classroom that the student is working with for the practicum. This will involve working with the program staff to identify and prioritize functional learning objectives for the child, observing and discussing with the staff the daily routine and typical activities of the classroom, determining with the staff appropriate routines or activities in which to embed opportunities to practice the targeted skills, and planning realistic procedures for monitoring the child’s progress. The plan developed with the staff may also include curriculum modifications of the environment, materials, activity, etc. The team will provide written plans to the classroom staff that include an individual activity matrix, strategies for teaching the targeted skills, procedures for collecting data to monitor progress, and any other forms or plans that were completed as part of the planning process. The team should prepare a brief (two-page) reflection on this process. A suggested resource for this project is the following book:

Sandall, S. R., & Schwartz, I. S. (2019). Building blocks for teaching preschoolers with special needs (3^rd ed.). Brookes Publishing Co.

Submit the following: (1) written plans (e.g., individual activity matrix, teaching strategies, data collection procedures, other forms or plans used in the process), and (2) a two-page reflection paper.

Practicum Summary/Reflection Paper and Practicum Log

Write a paper that summarizes and reflects on your experiences with collaborative consultation over the course of the semester. In preparing this paper, draw from notes, observations, and other documentation of your experiences to reflect on important themes and what was learned about the consultation process. Include how the experiences related to the stages of consultation, the types of tasks and skills involved at various stages of the process, the types of roles that the student and/or partner assumed in the consultation process, the type of consultation model or approach that was employed, the involvement of families, other personnel such as therapists or other specialists, and/or other agencies, any issues or significant factors related to the particular consultation context or setting, and any boundary issues that were encountered. Address what was most rewarding, what was most frustrating or challenging, how this will fit in with your current or potential work in the field, how the process might be improved, what barriers existed to meeting outcomes, and how those barriers were overcome. Consider how content from course readings (supplemental readings as well as course texts) relates to your experiences and perspectives within the practicum. Cite at least 10 of the readings from class in the summary/reflection paper.

Keep a log that documents the dates, times, activities, and locations for the practicum. A minimum of 30 hours is required. The log must be turned in with the summary/ reflection paper to receive credit for the paper and the course.

Submit the following: (1) the reflection paper that addresses the types of issues and themes discussed above, approximately six to eight pages in length with at least 10 citations of course readings, and (2) the log that documents the dates, times, activities, and locations and the total practicum hours.

Collaborative Transition Planning and Follow-up with Partner Family

Keep in mind that each family will be at different time periods of transition planning. Use this checklist when working with your partner family.

Transition Assignment – Part 1

With your partner family:

Transition Assignment – Part 2: Reflection on Transition Planning and Conference

Think about your experiences with your partner family and your use of the transition planning checklist. Reflect on transition planning with your partner family prior to the transition meeting.. Address the following questions in your two-to-three-page reflection.

What strategies did you use for talking about the transition process when planning with your partner family? Describe these strategies and how you used them. Discuss how you might change the strategies next time.
Think about your follow up conversation with your partner family following the transition planning meeting. How did your partner family describe their experience?
Describe your experience with the pre-conference transition meeting process and the follow-up conversation with your partner What are three things you learned during this process?
Describe your experience attending the transition planning meeting. What would you have done differently if you were leading the conference?

Other Assignments:

Discussion post: (10 pts each)

On corresponding weeks, you will be asked to reflect on and respond to at least one Discussion Board question and post your contribution to the topic on the Discussion Board. Your contribution to the topic should be clear, complete, and accurate. This assignment also requires that you read the answers posted by your classmates and respond to at least one of those postings.

Chapter Quiz (10 pts each)

Complete the chapter quiz online for the corresponding week’s reading(s).

Chapter Reflection Questions (20 points each)

Complete the chapter questions corresponding to the week’s reading(s).

Collaboration and Teaming Infographic (25 points)

Each student will create an infographic identifying critical components to collaboration and teaming with families and professionals.

Article Team Presentation Assignment (Team/Individual/Class Presentation) (50 points)

Each article presentation team will plan a presentation related to the content of their assigned article. The presentations should take around 40-45 minutes. If your team needs more time, please check with the instructor ahead of time. Each presentation should include key points of the article, ways in which the information applies to the different areas of study represented in the class, and a teaming activity related to the focus of the article. In addition to the class presentation, everyone will write a summary of his/her/their teaming experience in relation to the article presentation teaming process.

This activity is designed to give each student an opportunity to apply and demonstrate their understanding of teamwork across the semester. Students will be assigned to a team during the first week of class. Each team will then be given an assignment to complete by the last week of class.

Case Study & PD Guides

Case Study: The annotated case study provides discussion questions and resources.

Standard 3 – Case Study 2025

Component 3.1

Component 3.2

Component 3.3

Multimedia Illustrations

Application to Evidence-Based Practices for Adult Learners: The videos and video vignettes can be used primarily to demonstrate a practice/topic/concept and thus, align with the evidence-based practice for adult learners of illustration. Some are informational and relate to the practice of introduction.

Component 3.1

Component and Title	Key Content	Duration	Link
3.1 Finley’s Parent-Teacher Conference	A parent-teacher conference for which the meeting occurred during the half-hour before preschool began. The mom brought two of her children, her preschooler, and infant, along with her. The video illustrates a variety of practices, including using engaging open-ended questions, active listening, positive ways to share information with families, having strengths-based discussions, and sharing photo and video documentation with families.	11:03	View
3.1 CONNECT Video 3.1:The Teacher’s Viewpoint	Shawanda, a teacher in a community-based childcare program shares a dilemma about collaborating with a speech therapist to address the learning goals of David, a 4-year-old boy in her class.	1:50	View
3.1 CONNECT Video 3.2: The Therapist’s Viewpoint	Ashley, a speech therapist shares her view on collaborating with a teacher in a community-based childcare program to address the goals of David, a 4-year-old boy with language delays	1:09	View
3.1 CONNECT Video 3.3:Conversation with Examples of Attending and Active Listening	Andi, a Head Start teacher, and LeeMarie, a speech therapist, have a conversation about collaborating to address the learning goals of a 4-year-old child in Andi’s classroom. This is part one of a three-part conversation highlighting examples of attending and active listening communication strategies.	2:38	View
3.1 CONNECT Video 3.4: Conversation with Examples of Seeking and Verifying Information	Andi, a Head Start teacher, and LeeMarie, a speech therapist, have a conversation about collaborating to address the learning goals of a 4-year-old child in Andi’s classroom. This is part two of a three-part conversation highlighting examples of seeking and verifying communication strategies.	2:39	View
3.1 CONNECT Video 3.5: Conversation with Examples of Joining and Supporting	Andi, a Head Start teacher, and LeeMarie, a speech therapist, have a conversation about collaborating to address the learning goals of a 4-year-old child in Andi’s classroom. This is part three of a three-part conversation highlighting examples of joining and supporting communication strategies.	3:13	View
3.1 Janella’s Story	The video illustrates how an Early Interventionist worked with members of a transdisciplinary team and the family to help 27-month-old Janella make her choices known and participate in play and family routines.	11:33	View
3.1 Overview of Using Technology to Support Families in Early Intervention	This video provides an overview of how video conferencing can be used to conduct team early intervention meetings that include both professionals and families.	6:54	View
3.1 Video and Video Conferencing to Enable Team Meetings over Distances	This video illustrates several ways that video and video conferencing are being used to enhance supports for families and team functioning.	6:54	View
3.1 Using Facetime to Enhance Team Collaboration	Kate, a physical therapist, and Lori, a developmental specialist, illustrate how video conferencing is being used to help practitioners who work in different locations better collaborate to support families.	4:50	View

Component 3.2

Component and Title	Key Content	Duration	Link
3.2 Using Video Reflection and Coaching at SD27J Preschool	Description of how video is used for self-reflection and coaching at a Preschool in Brighton, CO.	5:48	View
3.2 Using the iPod Touch and iPhone to Record Video and Photographic Documentation	Three teachers discuss and illustrate how they use the iPhone and iPod Touch to record, watch, and share video and photographs as part of child observation.	3:53	View

Component 3.3

Component and Title	Key Content	Duration	Link
3.3 Transitions: A Community Perspective on Transitioning into Kindergarten	Transition to kindergarten strategies by each collaborative partner is highlighted. Head Start educators work with receiving schools to understand school readiness and alignment between the program and kindergarten. The perspectives of parents, children, teachers, program coordinator, principal, and superintendent are presented.	12:56	View
3.3 Transition at Age 3	The families' experiences and feelings about transition and how they collaborate with providers, despite differences among systems (such as early intervention and preschool special education and Early Head Start and Head Start), are shared.	30:23	View
3.3 CONNECT Video 2.2: The Family’s Viewpoint	Rosemary, the mother of Tamiya, a two-year-old girl turning three with developmental delays, shares her view on the upcoming transition of her daughter into a childcare program.	2:27	View
3.3 CONNECT Video 2.1: The Teacher’s Viewpoint	Melanie, a teacher in a community-based childcare program shares a dilemma about the transition of Tamiya, a two-year-old girl turning three with developmental delays, joining her classroom.	1:55	View
3.3 CONNECT Video 2.3: Highlights of a Home Visit	The preschool teacher makes a home visit before the child starts preschool to build rapport with the mom, gather information, and share information about what the first day of school will be like.	3:03	View

Resources

Several different types of resources are included in this section of the module to support the development of knowledge and practices in partnering with families.

Websites - Provide information and resources related to the Standard and Components.

Websites

American Occupational Therapy Association https://www.aota.org/

American Physical Therapy Association https://www.apta.org/

American Speech and Hearing Association https://www.asha.org/

Division for Early Childhood Learning Decks https://www.dec-sped.org/learning-decks

Division for Early Childhood Recommended Practices https://www.dec-sped.org/dec-recommended-practices

Council for Exceptional Children High Leverage Practices https://highleveragepractices.org/about-hlps/

ECTA Practice Improvement Tools: Topic – Teaming and Collaboration https://ectacenter.org/decrp/topic-teaming.asp

ECTA Service Delivery Approaches and Models https://ectacenter.org/topics/eiservices/approaches-models.asp

Head Start Early Childhood Learning and Knowledge Center https://eclkc.ohs.acf.hhs.gov/

National Association of School Psychologists https://www.nasponline.org/

Learning Modules - The modules related to the Standard which can be used in their entirety or by selecting sections or content that support the objectives of an IHE course or PD content. The evidence-based practices for adult learners will vary based on the module selected.

Learning Modules

Glossary - Key terms used in Standards and Components. The references and resources in addition to being the source(s) for that definition may also provide additional background information specific to the use of that term in Early Intervention/Early Childhood Special Education.

Glossary

Term	Definition	Reference/Resource
Culturally and linguistically responsive and affirming	Approaches that empower individuals intellectually, socially, emotionally, and politically by using cultural and historical referents to convey knowledge, to impart skills, and to change attitudes. Such approaches involve consciously creating social interactions to help individuals meet the criteria of academic success, cultural competence, and critical consciousness and include creating individual-centered learning environments that affirm cultural identities; foster positive learning outcomes; develop children’s abilities to connect across lines of difference; elevate historically marginalized voices; empower children as agents of social change; and contribute to individual child engagement, learning, growth, and achievement through the cultivation of critical thinking. These approaches challenge norms (e.g., expectations regarding language, behavior, social interactions) in order to be responsive to marginalized children and families and work towards greater equity.	DEC RP Glossary: Link Barrera, I., Corso, R., & Macpherson, D. (2003). Skilled dialogue: Strategies for responding to cultural diversity in early childhood. Baltimore: Paul H. Brookes. Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: Aka the remix. Harvard Educational Review, 84(1), 74-84.
Evidence-based practice	Used as a Noun - Practices that are based on the best available empirical research that documents the practice’s efficacy with young children and families; the wisdom and knowledge of the field; and the core guiding values, beliefs, and theoretical approaches of EI/ECSE. Used as a Verb – The process for selecting and implementing practices that weigh research evidence; family and professional wisdom and values; and the individual characteristics, strengths, and needs of a child.	Odom, S. L., & Wolery, M. (2003). A unified theory of practice in early intervention/early childhood special education: Evidence-based practices. The Journal of Special Education, 37(3), 164-173. Buysse, V., Wesley, P. W., Snyder, P., & Winton, P. (2006). Evidence-based practice: What does it really mean for the early childhood field? Young Exceptional Children, 9(4), 2-11.
Family	A child’s consistent (i.e., primary) caregiver(s) who have responsibility for the child’s well-being and development and who are partners in the child’s education and intervention. This may include a variety of individuals, including, but not limited to, the child’s biological, adoptive, or foster parent(s), legal guardians, siblings, grandparents, other relatives, and others within the child’s primary support network.	Mapp, K., & Kuttner, P. J. (2013). Partners in education: A dual capacity-building framework for family-school partnerships. Austin, TX: Southwest Educational Development Lab. Turnbull, A. P., Turnbull, R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2015). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust. Upper Saddle River, NJ: Pearson.
Inclusive environments	Settings that facilitate inclusion. For infants and toddlers, natural environments represent a broad array of contexts and activities that are typically available to children without disabilities and their families. For children 3 through 8 years, inclusive environments may include a variety of organizational contexts (e.g., public school, private community-based centers) and ECSE service delivery models (e.g., co-teaching/team teaching, itinerant/consultant).	Division for Early Childhood/ 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). Retrieved from Link Love, H. R., & Horn, E. (2019). Definition, Context, Quality: Current Issues in Research Examining High-Quality Inclusive Education. Topics in Early Childhood Special Education. Retrieved from Link US Department of Health and Human Services & US Department of Education (2015). Policy statement on inclusion of children with disabilities in early childhood programs. Retrieved from Link
Instruction	A set of practices that are evidence-based, intentional, systematic, and support development and learning for all young children across developmental and content domains. Instruction includes the intentional structuring of children’s environments and learning experiences as well as methods used to teach a curriculum. Instruction is used across natural environments and inclusive settings in collaboration with families and other professionals.	Wolery, M. (2012). Voices from the field. Young Exceptional Children, 15(4), 41-44. Boat, M., Dinnebeil, L., & Bae, Y. (2010). Individualizing instruction in preschool classrooms. Dimensions of Early Childhood, 38 (1), 4-10. Division for Early Childhood. (2015). DEC recommended practices glossary. Retrieved from Link
Intervention	A set of strategies that are evidence-based, individualized, and support specific individualized developmental and learning objectives across natural environments and inclusive settings in collaboration with families and other professionals.	Wolery, M. (2004). Using assessment information to plan intervention programs. In M. McLean, M., Wolery, & D. B. Bailey, Jr. (Eds.), Assessing infants and preschoolers with special needs (pp. 517-544). Upper Saddle River, NJ: Pearson. Division for Early Childhood. (2015). DEC recommended practices glossary. Retrieved from Link
Natural Environment	Home and community settings (e.g., childcare programs, libraries, parks) in which children spend time participating in activities and routines regardless of their ability or needs, and that are typically available to children without disabilities.	DEC/NAEYC. (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). Chapel Hill: The University of North Carolina, FPG Child Development Institute.
Strength-based	Approaches that concentrate on the inherent strengths of children and their families. It is a philosophy and a way of viewing children and their families as resourceful, resilient, and self-determined.	Green, B. L., McAllister, C. L., & Tarte, J. M. (2004). The strengths-based practices inventory: A tool for measuring strengths-based service delivery in early childhood and family support programs. Families in Society, 85(3), 326-334.

References

Akamoglu, Y., & Dinnebeil, L. (2015). Coaching parents to use naturalistic language and communication strategies. Young Exceptional Children, 20(1), 41-50.

An, M., Palisano, R. J., Dunst, C. J., Chiarello, L. A., Yi, C., & Gracely, E. J. (2015). Strategies to promote family–professional collaboration: Two case reports. Disability and Rehabilitation, 38(18), 1844-1858. doi:10.3109/09638288.2015.1107763

Artman-Meeker, K., Fettig, A., Barton, E. E., Penney, A., & Zeng, S. (2015). Applying an Evidence-Based Framework to the Early Childhood Coaching Literature. Topics in Early Childhood Special Education, 35(3), 183-196.

Biggs, E. E., Gilson, C. B., & Carter, E. W. (2016). Accomplishing more together: Influences to the quality of professional relationships between special educators and paraprofessionals. Research and Practice for Persons with Severe Disabilities, 41(4), 256-272.

Biggs, E. E., Gilson, C. B., & Carter, E. W. (2019). “Developing That Balance”: Preparing and Supporting Special Education Teachers to Work with Paraprofessionals. Teacher Education and Special Education, 42(2), 117-131.

Brown, T. L., Gatmaitan, M., & Harjusola-Webb, S. M. (2014). Using performance feedback to support paraprofessionals in inclusive preschool classrooms. Young Exceptional Children, 17(2), 21-31. https://doi.org/10.1177/1096250613493189

Brown, T. S. & Stanton-Chapman, T. L. (2014). Experiences of paraprofessionals in U.S. preschool special education and general education classrooms. Journal of Research in Special Educational Needs, 17(1), 18–30.

Chopra, R. V. & Giangreco, M. F. (2019). Effective utilization of teacher assistants in inclusive classrooms. In M. J. Schuelka, C. Johnstone, G. Thomas, & A. Artiles (Eds.), Handbook of inclusion and diversity in education (pp. 193–207). SAGE

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

Douglas, S. N., Chapin, S. E., & Nolan, J. F. (2016). Special education teachers’ experiences supporting and supervising paraeducators: Implications for special and general education settings. Teacher Education and Special Education, 39(1), 60-74.

Friend, M., & Barron, T. (2019). Collaborating with colleagues to increase student success. In J. McLeskey, L. Maheady, B. Billingsley, M. Brownell, & T.J. Lewis (Eds.), High leverage practices for inclusive classrooms (pp. 3-14). New York, NY: Routledge.

Hallam, P. R., Smith, H. R., Hite, J. M., Hite, S. J., & Wilcox, B. R. (2015). Trust and collaboration in PLC teams: Teacher relationships, principal support, and collaborative benefits. NASSP Bulletin, 99, 193–216. doi:10.1177/0192636515602330

Kemp, C. (2003). Investigating the transition of young children with intellectual disabilities to mainstream classes: An Australian perspective. International Journal of Disability, Development, and Education, 50, 393-411.

Kemp, P. & Turnbull, A. (2014). Coaching with parents in early intervention: An interdisciplinary research synthesis. Infants & Young Children, 27(4), 305-324.

Kohler, P.D., Gothberg, J.E., Fowler, C., & Coyle, J. (2016). Taxonomy for transition Programming 2.0: A model for planning, organizing, and evaluating transition education, services, and programs. Western Michigan University.

Raver, S. A., & Childress, D. C. (2015). Collaboration and teamwork with families and professionals. In S. A. Raver & D. C. Childress (Eds.), Family-centered early intervention: Supporting infants and toddlers in natural environments. Brookes.

Ronfeldt, M., Farmer. S., McQueen, K., & Grissom, J.A. (2015). Teacher collaboration in instructional teams and student achievement. American Educational Research Journal, 52, 475-514.

Rous, B.S., McLaughlin, T.W., & Sandall, S.R. (2020). Transition: Supporting changes in services and settings (DEC recommended practices monograph series No. 8). Division for Early Childhood.

Solis, M., Vaughn, S., Swanson, E., & McCulley, L. (2012). Collaborative models of instruction: The empirical foundations of inclusion and co-teaching. Psychology in the Schools, 49, 498-510.

Summers, J. A., Hoffman, L., Marquis, J., Turnbull, A., Poston, D., & Nelson, L. L. (2015).

Measuring the quality of family-professional partnerships in special education services. Exceptional Children, 72, 165-183. doi:10.1177/001440290507200104

Tremblay, P. (2013). Comparative outcomes of two instructional models for students with Learning disabilities: Inclusion with co-teaching and solo-taught special education. Journal of Research in Special Educational Needs, 13, 251-258.

U.S. Department of Education (2018b). ED Facts submission system: FS112 - Special education paraprofessionals file specifications. Retrieved from www2.ed.gov/about/inits/ed/edfacts/eden/non-xml/fs112-15-0.docx .docx

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