Facilitators Guide by shhmichael

NCECDTL

FOUN DATIONS O F IN CLUSION BI RTH TO FIVE TR AININ G: FACILITATORâ&#x20AC;&#x2122;S GUIDE

This document was developed with funds from Grant #90HC0012 for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.

NCECDTL PURPOSE The Foundations of Inclusion Birth to Five training is designed to be used by technical assistance (TA) staff such as Regional TTA Early Childhood Specialists and Grantee Program staff (education managers, disability coordinators, or others) in a face-to-face workshop format with Head Start birth to five staff and their early education partners, such as child care staff. The purpose of the training is to help staff understand the foundational features of early childhood inclusion. The training also introduced participants to effective research-based practices for improving the learning outcomes and promoting the development of young children with disabilities or suspected delays. “Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society.” Source: Division for Early Childhood of the Council for Exceptional Children and National Association for the Education of Young Children. (2009). Joint position statement on early childhood inclusion. https://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_EC_updatedKS.pdf

TRAINING OBJECTIVES This training will help early education staff understand the features of early childhood inclusion, including a foundational understanding of effective inclusive practices. By completing this training, participants will be able to: Define inclusion and its key features;

Describe and identify the legal and policy foundations of inclusion. This includes the Head Start Program Performance Standards (HSPPS) related to the inclusion of children with disabilities or suspected delays, the Americans with Disabilities Act (ADA), and the Head Start Early Learning Outcomes Framework (HSELOF); Identify effective research-based inclusive practices; and

Identify actions that early education professionals can take to build a high quality inclusive program.

*The defining features of inclusion used to identify high quality early childhood programs and services are:

Access- Providing access to a wide range of learning opportunities, activities, settings, and environments.

Participation- Using individualized accommodations and supports to promote children’s full participation in play and learning activities with peers and adults. Supports- Having an infrastructure of systems-level supports in place to sustain the efforts of individuals and organization providing inclusive services to children and families.

USES This Facilitator’s Guide includes instructions for providing an introductory training on early childhood inclusion. This one training is not enough though to ensure staff have the knowledge and skills needed to implement the features of high quality inclusion. The topics introduced in this training should be expanded upon in on-going professional development involving opportunities for reflection, and coaching and mentoring from experienced staff. This document was developed with funds from Grant #90HC0012 for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.

NCECDTL The 4-hour training agenda described in this Facilitator’s Guide provides adequate time for meeting the desired objectives; however, alternate and extension activities are included to allow flexibility for TA staff to tailor the training based on their time, as well as the needs and interests of the participants.

Some of the training (see training agenda below), activities differ based on participants’ program setting: Early Head Start, Head Start, or child care.

Facilitators delivering this training need a foundational understanding of early childhood inclusion to effectively support learners, stimulate discussion, answer questions, and facilitate greater understanding about high quality inclusion. CONTENTS This Facilitator’s Guide describes the implementation of a 4-hour training using multi-media materials, handouts, and other resources. TRAINING AGENDA

i. Introduction (25 minutes): Icebreaker and overview of training

ii. Foundations (40 minutes): Video viewing, reflection, and discussion

iii. Build Your Knowledge (NOTE: Activities differ based on program setting, i.e., Early Head Start/Head Start, or child care.)

a. R ights and Responsibilities (45 minutes): Discussion on legal rights and ethical responsibilities related to early childhood inclusion b. Specific Guidance for Head Start and Child Care: What do the HSPPS and ADA say about inclusion of children with disabilities or suspected delays? c. Inclusive Practices: i. Effective Research-Based Practices (45 minutes): Introduction and demonstration of the Division for Early Childhood (DEC) of the Council for Exceptional Children’s Recommended Practices in Early Intervention/Early Childhood Special Education (2014), research-based practices intended to be used by individuals working across a variety of early childhood settings providing services to young children who have disabilities or suspected delays iv. Application: “I Have This Child...” Action Planning (60 minutes): An applied practice activity to plan for including a child with disabilities or suspected delays in the classroom or program v. Conclusion (25 minutes): Reflection and closure

* Suggestions for extension activities are provided throughout if trainers have more than 4 hours with participants. Decisions about implementing these activities should be based on participants’ roles/ program settings, experiences and/or what trainers think will best meet their needs.

NCECDTL REQUIRED RESOURCES Resources for each activity in the training agenda are noted in the applicable sections of this Facilitator’s Guide (e.g., Introduction, Foundations). For a comprehensive list of required resources and materials needed for conducting the training, see the Appendix. All resources are available for packaged download at: (insert link to site where all resources can be downloaded) In addition to activity-specific resources, you will need the following resources and materials:

Foundations of Inclusion Birth to Five: Training Workshop PowerPoint presentation with embedded facilitation notes (insert link) Sign in/out sheet

Training evaluation survey Chart paper

Sticky notes TRAINING INSTRUCTIONS I. INTRODUCTION (25 MINUTES)

Facilitator Notes and Preparation: This activity is for participants who work in any early education program setting. There is no differentiation for Early Head Start/Head Start and child care. Review icebreaker activities and make needed copies of the handouts for participants. Delivery Style: Small Group Discussion Required Resources:

Foundations of Inclusion Birth to Five: Check Your Knowledge Quiz (insert link) Foundations of Inclusion Birth to Five Glossary handout (insert link) Sign in/out sheet Chart paper

Sticky notes

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Slides 2 â&#x20AC;&#x201C; 5

(Slide 2) Talking Points/Script: Hi and welcome to the session on the Foundations of Inclusion. (Introduce self) The aim of the session is to support your understanding of the foundations of early childhood inclusion. You will also be introduced to effective research-based practices for improving the learning outcomes and promoting the development of young children with disabilities or suspected delays. Before we get started, please ensure that all of you have signed in.

(Slide 3) Talking Points/Script: Here is the agenda for today. We will be spending four hours together today to gain an awareness of the foundational knowledge about inclusion.

(Slide 4) Talking Points/Script: We are going to start with some icebreakers to get to know each other better.

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FACILITATOR NOTES (Slide 5) Facilitator Notes: Choose one of the options below for an ice breaker ahead of your scheduled training. Modify this slide to include only the ice breaker you are going to use during the training. Talking Points/Script: Option A: Form small groups or partner with the person sitting next to you. Work together to find items in your purses/ bags/wallets/pockets that represent each letter of the alphabet, writing the name of the item next to the corresponding letter. At the end of the activity, explain to the participants how this illustrates the importance of collaboration, an essential feature of inclusion: Inclusion involves a lot of different people working together, including families, with each person bringing something different to the table. With effective collaboration, team members combine experiences and expertise to meet the needs of all children. Option B: Grab your purses/bags/wallets and take out the item that means the most to you. (Note: If a participant does not have anything with him/her, ask him/her to imagine the contents within one of these accessories.) Now, turn to the person next to you to explain why this item is so valuable. Now, give that item to the person they shared with to keep until the end of the training. (Expect to get some “I don’t think so” looks). No you don’t really need to do that, but to think about how it made you feel when I asked you to give that special item to someone else. At the end of the activity, explain that this may be how parents feel when they drop their children off at school or child care, especially for the first time. This anxiety can be even worse for families of children with disabilities or suspected delays, as they may worry about the child’s needs being properly met. That is why developing trusting partnerships with families is an essential feature of successful inclusion.

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Slide 6

Facilitator Notes: Use this slide to introduce the learning objectives of the session. Talking Points/Script: Here are the objectives…(read slide)

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Slide 7

Facilitator Notes: This slide introduces the pre-survey used to get a sense of what participants know coming into this training. Hopefully your training will help participants gain awareness and knowledge about the foundations (legal, programmatic, and practice level) of inclusive practices). Do not review the correct answers yet because you will use it again at the end of the training to get a sense of what participants gained from the training. You can use this information to inform future deliveries of this foundational training. Talking Points/Script: (Distribute pre-survey) Now take a few minutes to fill in the answers you know. Remember, you are not expected to know any of these answers right now. If you do, thatâ&#x20AC;&#x2122;s great! If you donâ&#x20AC;&#x2122;t, hopefully you will by the end of the training.

Handout: Foundations of Inclusion Birth to Five: Check Your Knowledge Slide 8

Facilitator Notes: Acknowledge that some of their questions will be answered during the training, but others may require follow-up or sharing of supplemental resources after the training, e.g., via email, staff newsletter, or online discussion board. Talking Points/Script: Remember that if you have any questions throughout the presentation, please raise your hand or write it down on the sticky note, and post it on the chart paper.

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Slide 9

Talking Points/Script: In your packet today, you will see a glossary handout. This is for your reference for terms that you will be encountering during the training and will also be handy for you to have after today’s workshop!

Handout: Foundations of Inclusion Birth to Five Glossary II. FOUNDATIONS (40 MINUTES)

Facilitator Notes and Preparation: This activity is for participants who work in any early education program setting. There is no differentiation for Early Head Start/Head Start and child care. Review the video and handouts in advance, and make needed copies of materials for participants. The video has been embedded into the Foundations of Inclusion Birth to Five Training Workshop PowerPoint presentation. Delivery Style: Video Viewing, Large Group Discussion Required Resources:

Foundations of Inclusion Birth to Five Video (insert link; NOTE: Still in production)

Foundations of Inclusion Birth to Five Video Transcript (optional; insert link; NOTE: Still in production) Foundations of Inclusion Birth to Five: Video Discussion Questions handout (insert link)

Foundations of Inclusion Birth to Five: Video Discussion Questions—Facilitator’s Key (insert link)

CONNECT Handout 1.4: Guidance on the Laws and Regulations on Early Childhood Inclusion (insert link) Optional Resource:

States’ and territories’ definitions of/criteria for IDEA Part C eligibility http://ectacenter.org/~pdfs/topics/earlyid/partc_elig_table.pdf

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Slide 10

Slide 11

Talking Points/Script: Now, letâ&#x20AC;&#x2122;s form small groups of 3-4 or partner with the person sitting next to you. We are going to watch a video explaining foundational information about early childhood inclusion. Take 1-2 minutes to review the questions in the video discussion handout. When you are watching the video, you may use it to jot down notes.

Handout: Foundations of Inclusion Birth to Five: Video Discussion Questions

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Slide 12

Facilitator Notes: Length of video: 12 minutes. Note – there is a facilitator’s key with suggested answers for the questions in the handout. There is a lot of information in this video, so it will be best viewed by the participants in parts. Here are suggestions on where you might pause the video to discuss with the participants: 2:38: (after Ann Turnbull says, “How would you have felt if you had been Jay’s parent and he had been excluded?”) You may discuss Question 1 in the Video Discussion Questions handout. Also have participants consider how would they have felt if they were Jay? 5:07: (after Pam Winton says, “In summary, inclusion has solid legislative backing“). You may discuss Questions 2 and 4 in the Video Discussion Questions handout. 7:06 (after Pam Winton says, “They build upon and do not duplicate other professional practices, such as the Developmentally Appropriate Practices described by the National Association for the Education of Young Children.”)

Video: Foundations of Inclusion Birth to Five Video

You may discuss Questions 2 and 5 in the Video Discussion Questions handout. 9:12 (after Pam Winton says, “…is a critical part of inclusion.”) You may discuss Question 2 in the Video Discussion Questions handout. Also have participants to reflect on the key features of inclusion. End of video - You may discuss Question 3 in the Video Discussion Questions handout. Also have participants reflect on the overall video using Question 2 in the Video Discussion Questions handout. Talking Points/Script: Let’s watch the video. I’ll be pausing the video at certain points so that we can discuss as we go. Be sure to wrap up by asking if anyone has anything else to add?

Slide 13

Facilitator Notes: (Distribute Handout 4: CONNECT Handout 1.4: Guidance on the Laws and Regulations on Early Childhood Inclusion). If you have additional time, you could also have participants review document in small groups – e.g., everyone reads introduction and considerations. Then groups could be split by sections then report back. Talking Points/Script: Here’s a short document on the legal foundations of inclusion. Please take a moment to review now. We are now going to briefly expand on some key points about Section 504, and IDEA services. Please also visit the ECLKC website to access a series of joint federal webinars on high quality inclusion to learn more about the legal foundations of inclusion

Handout: Guidance on the Laws and Regulations on Early Childhood Inclusion

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Slide 14

Talking Points/Script: Presenter: Generally speaking, Section 504 of the Rehabilitation Act of 1973 stipulates that individuals with disabilities cannot be excluded for participation in any program or activity receiving federal financial assistance. Accommodations may be required under Section 504 to ensure that individuals are not excluded. For example, children who qualify under section 504 must have a 504 plan that outlines the services, accommodations, and / or modifications to be provided. Section 504 is civil rights legislation and it applies to any entity that receives federal funds. This incudes all federal funds, not just those from Education or HHS. It protects against discrimination because of disability. There is no federal money distributed under Section 504 as there is also none with ADA. This is a distinct difference than with programs such as Early head Start, Head Start and IDEA under which federal funds are provided to eligible grantees. The federal statute for Section 504 is very brief and very powerful. It is printed on this slide. Let’s look at the words together. Note particularly the phase in the middle --- “….be excluded from the participation in, be denied the benefits of, or be subjected to discrimination …..”

Slide 15

Facilitator Notes: Review your state’s eligibility criteria beforehand: http://ectacenter.org/~pdfs/topics/earlyid/partc_elig_table.pdf. You may want to create an additional slide with your state’s eligibility criteria or provide this as a handout. Talking Points/Script: As you reviewed in the policy advisory, the Individuals with Disabilities Education Act provides services for infants, toddlers, preschoolers and school aged students with disabilities. But how does the actual decision get made about which services are needed and how they get delivered, especially if the emphasis is on natural environments such as homes and inclusive environments such as community based child care and HS? First after evaluation - Must be determined Eligible. Part C of IDEA – each State has its own eligibility criteria. Some are narrow in which eligibility is harder and some are broader in which more children can be found eligible. In a few cases, State also serve at risk infants and toddlers. You can find the eligibility criteria for each state at the ECTA website. The link is on this slide.

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Slide 16

Talking Points/Script: Once found eligible there is the development of an IFSP or IEP. The IFSP is developed for children ages birth to three. The development of the IFSP is done with the family, service coordinator and individuals who completed evaluations. The evaluation and IFSP must be completed within 45 days of referral. Parents play a central role in the evaluation process in determining who is invited and when the IFSP meeting is held and the format for meeting, and early care and education teachers may participate to contribute at the IFSP meeting. What does this mean for education staff? There is language in both IDEA and the Head Start performance standards that supports the role of early care and education staff on the IFSP team. Early care and education staff have a role to ACTIVELY offer and participate as part of IFSP team, if requested by parents. And by active participation, we mean that staff can identify needs and supports they see. For instance, they might advocate for specifically addressing the child’s home language in the functional objectives. They also can describe what supports they need to best serve the child in the Head Start program for example. (Additional notes related to Head Start education staff’s participation in the development of IEPs: Note –make sure you familiarized herself with HSPPS 1302.63 and 1302.64(c) says “must participate...if requested by the parents,” and otherwise must “offer to participate with the LEA.”)

Slide 17

Talking Points/Script: The Individualized Education Program (IEP) is for children ages 3-21. The IEP includes the following: (read bullets). Within 30 calendar days after a child is determined eligible, the IEP Team must meet to write an IEP for a child. Similar to IFSPs, parents play a central role in the evaluation process in determining who is invited and when the IEP meeting is held and format for meeting, and early care, and education teachers may participate to contribute at the IEP meeting. Similar to IFSPs, early care and education staff have a role to ACTIVELY offer and participate as part of IEP team, if requested by parents. Staff can identify needs and supports they see. For instance, they might describe what supports they need to best serve the child in the Head Start program.

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Slide 18

Facilitator Notes: Participants can learn more about collaboration in the 3rd webinar in the joint federal webinar series on inclusion, “Collaboration with Families and Other Partners: Essential Features of High Quality Inclusion.” Share the link on the slide for those who want to view this outside of the training. Talking Points/Script: Policies are critical but we know it is also important to build partnerships among professionals, families, local education agencies including early childhood special education services , recreational programs, and community-based, so that when a teacher or parents suspects that a child has a delay or disability, the referral process is done without delays. As emphasized in the Foundations of Inclusion video clip, no one can do this work alone. When relationships are not close, referrals are not being addressed in a timely manner, there is role confusion over IEP / IFSP planning and implementation. For example, services and supports on IEP / IFSP were not being implemented or programs having limited access to IEPs or IFSPs, or there is a lack of communication and meaningful agreements between Head Start and local education agencies for example. Some possible strategies might include reaching out to communicate with LEAs and defining, understanding, and sharing of roles and responsibilities for inclusion, seeking solutions to develop strong institutional relationships (e.g., clarity of roles and responsibilities in Memorandums of Understanding). We will dive deeper into rights and responsibilities in the next section.

Slide 19

Facilitator Notes: Address any questions that might have come up on the post-it notes. Talking Points/Script: Any questions before we proceed to ‘Build your knowledge’? Remember, you may write down questions along the way and put them on the “Post-it” notes.

IDEAS FOR RELATED EXTENSION ACTIVITIES:

Invite a guest speaker(s) to make a short presentation sharing his/her perspective on inclusion, e.g., parent of a child with disabilities, therapist, teacher, or program director who works in a high quality inclusive setting. This can help participants hear about real-life experiences that illustrate the benefits of inclusion. Share the following videos with participants where they can hear real-life experiences of families and people with disabilities:

Jani Kozlowski: https://livestream.com/accounts/10268920/events/8188559 Ann Turnbull: https://www.youtube.com/watch?v=ua_PNQSB6-0

NCECDTL To highlight the family’s perspective on inclusion, ask participants to read Welcome to Holland by Emily Perl Kingsley, available at http://www.creativeparents.com/Holland.html. Ask participants to think about the outcomes that all families want to see for their children

Provide copies of the People First Language handout developed by Katie Snow and discuss the importance of putting the person before his/her disability. The handout is available at: http://www.inclusionproject.org/nip_userfiles/file/People%20First%20In%20Brief.pdf III. BUILD YOUR KNOWLEDGE: RIGHTS AND RESPONSIBILITIES (45 MINUTES)

Facilitator Notes and Preparation: Part 1 of this activity is for participants in any early education program setting, but Part 2 is differentiated for Head Start, Early Head Start staff or child care. For Part 2, select the appropriate activity option for your audience and be sure to remove the slides you do not need from the Foundations of Inclusion Birth to Five Training Workshop PowerPoint presentation. Review the materials in advance and make needed copies of handouts for participants. Delivery Style: Large Group Discussion Required Resources:

(Part 1 for all roles/program settings) Foundations for Inclusion Birth to Five: Rights and Responsibilities handout (insert link) (Part 2 for Head Start birth to five) Using the Head Start Program Performance Standards—Children with Disabilities Video: https://eclkc.ohs.acf.hhs.gov/policy/showcase/disabilities (~10 minutes)

T he video has been embedded into the Foundations of Inclusion Birth to Five Training Workshop PowerPoint presentation. Be sure to remove it if you are not training for an Head Start birth to five audience. Suspension and Expulsion of Children with Disabilities or Suspected Delays Standards in Action: Children Who Do Not Qualify for IDEA (this includes a fact sheet and brief) Standards in Action: Serving Children with Disabilities and the 10% Eligibility Requirement Standards in Action: Interim Services for Children with Disabilities or Suspected Delays

(Part 2 for Child Care) Commonly Asked Questions about Child Care Centers and the Americans with Disabilities Act handout (insert link)

Activity Sequence:

Part 1 (for all program settings)

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Slides 20 - 21

(Slide 20) Talking Points/Script: In this part of the session, we will be reviewing rights and responsibilities of children, parents and programs, then specific program requirements, and effective research-based practices that support inclusion where we get to see some video demonstrations of practices.

(Slide 21) Talking Points/Script: Remember it is important to be familiar with laws and policies related to inclusion. Young children with disabilities or suspected delays cannot be excluded from participation in, or denied the benefits of, early education programs or activities. There are responsibilities associated with laws and policies that are important for staff to know about and demonstrate, e.g., developing partnerships with families. Knowing about laws and policies, and how to demonstrate associated responsibilities, will help staff ensure greater success in supporting young children with disabilities or suspected delays and their families. It may also prevent misunderstandings and possible legal actions that can impact a program.

Slide 22

Talking Points: For example, these are common questions from education staff or disabilities coordinators: (Read quotes) .

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Slide 23

Facilitator Notes: Use the Handout 5 “Foundations of Inclusion Birth to Five: Rights and Responsibilities”. Talking Points/Script: Now we’ll take about 2-3 minutes to review the handout called Rights of children with disabilities or suspected delays, and rights and responsibilities of their families, and education staff.

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Slide 24

Talking points: Thinking about the 3 comments from the grantee perspective (or using some of your own challenges), use Handout 5 to determine the relevant rights and responsibilities and your solutions to these dilemmas. Share those next steps with your tablemates. (Some solutions to the dilemmas may include: LEA collaboration including well-developed MOUs, defined roles and responsibilities) Note: Small group discussion if large numbers of participants, otherwise large group discussion

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Slide 25 and 26

(Slide 25) Facilitator Notes: These are additional activity options for small group discussion that you might want to use. Provide the appropriate instructions verbally/add to slide the option you have chosen: Talking Points/Script: Option A: Choose a right or responsibility of staff that you were not aware of prior to reading this document or that you feel like you struggle with honoring or implementing. Think about next steps you can take based on your knowledge from this training to ensure this right/responsibility is being honored/implemented in your classroom or program (e.g., talking to your director about attending an IEP meeting, seeking additional professional development, etc.). Share those next steps with your tablemates. Option B: Choose a right or responsibility of parents from the handout. Think about next steps you can take based on your knowledge from this training to ensure this family right is being honored in your classroom or program or how you can supporting families with demonstrating the responsibility (e.g., providing them with opportunities to observe and/or volunteer in the classroom/program). Share those next steps with your tablemates. (Slide 26) Facilitator Notes: Note that there are 2 activity options in this part of the session. In advance, select the appropriate activity option for your audience and be sure to remove the slides you do not need. Note: If you are in higher education or have crosssector participants, please consider using both options. Review the materials in advance and make needed copies of handouts for participants. Become familiar with your state child care licensing requirements and QRIS standards. You may find these information here: State Child Care Licensing: https://childcareta.acf.hhs.gov/licensing QRIS State Profiles: https://qualitycompendium.org/

Talking Points/Script: You will now dig deeper into their responsibilities and program requirements.

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Slide 27 - 28

(Slide 27) Talking Points/Script: Here are some common questions from Head Start staff. Are these questions familiar?

(Slide 28) Talking Points/Script: In your packet today are the following briefs 1. Interim services for children – Interim services refers to services provided to meet a child’s unique needs in the period of time after a referral has been made and before the child is deemed eligible and an individualized plan is written 2. Serving children with disabilities and the 10% eligibility requirement 3. Services for Children Who Do Not Qualify for IDEA and 4. Suspension and expulsion of children with disabilities or suspected delays Slide 29

Talking Points/Script: Recalling the 3 questions or other common questions you have heard around 10% requirement, interim services or children who might not qualify for IDEA, or suspension and expulsion, use the briefs to determine the guidance for each of the questions. Discuss in small groups. Note: You may also encourage participants to go back to their ‘Check your knowledge’ true / false section to review their answers.

NCECDTL Ideas for Related Extension Activities:

(For Head Start birth to five programs) Have participants review the national webinars from the Partnership for Inclusion: Supports that Ensure High Quality Inclusion series. The archived webinars are available at: https://eclkc.ohs.acf.hhs.gov/children-disabilities/article/series-high-quality-inclusion

(For Child Care) Invite participants to begin exploring how to make their program more accessible for children with disabilities by removing environmental barriers. Emphasize that removal of barriers can often be achieved by making simple, inexpensive changes to the physical environment. Distribute one or two pages from the ADA Checklist for Readily Achievable Barrier Removal to each participant, available at https://www.ada.gov/racheck.pdf. Be sure to share where they can find the full checklist for later use. IV. BUILD YOUR KNOWLEDGE: EFFECTIVE RESEARCH-BASED PRACTICES (45 MINUTES)

Facilitator Notes and Preparation: This activity is for participants who work in any early education program setting. There is no differentiation for Head Start birth to five programs and child care. Review the videos and handouts in advance, and make needed copies of materials for participants. The videos have been embedded into the Foundations of Inclusion Birth to Five Training Workshop PowerPoint presentation. You might want the participants to download the ELOF2Go app ahead of time. Delivery Style: Presentation, Video Viewing, Small and Large Group Discussion Required Resources:

CONNECT Video 1.1: The Teacher’s Viewpoint (http://community.fpg.unc.edu/connect-modules/resources/videos/video-1-1)

CONNECT Video 1:2: The Parent’s Viewpoint (http://community.fpg.unc.edu/connect-modules/resources/videos/video-1-2 )

CONNECT Video 1.20: Routine in a Program-Eating Lunch (http://community.fpg.unc.edu/connect-modules/resources/videos/video-1-20 )

(optional) CONNECT Handout 1.1: Examples of Environmental Modifications (http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/ Handout/CONNECT-Handout-1-1.pdf ) Adjusting Time at Circle video clip (already inserted in Slide 39)

DEC Recommended Practices Environmental Adaptations Checklist handout (http://ectacenter.org/~pdfs/decrp/ENV-4_Environmental_ Adaptations_2017. pdf ) Head Start Early Learning Outcomes Framework (HSELOF) (https://eclkc.ohs.acf.hhs.gov/hslc/hs/sr/approach/elof)

ELOF2Go Mobile App (IPhone IOS: https://itunes.apple.com/us/app/elof-2-go/id1265902514?mt=8 ; Android: https://play.google.com/store/apps/ details?id=com.ohs.elof2go&hl=en)

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Slide 30

Facilitator Notes: Link to video: http://eclkc.vzaar.me/9495217; you may want to download this video and embed it in the powerpoint if internet connectivity is an issue in your training area/facility. Length of video: 9min 49 sec Talking Points/Script: We are going to watch a video that will provide information on how children with disabilities or suspected delays are supported through the Head Start Program Performance Standards.

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Slide 31

Facilitator Notes: Handout: Head Start Program Performance Standards Related to Individualization and Full Inclusion Talking Points/Script: Which HSPPS guide the coordination of disability services? You have a handout in your packet with the related HSPPS 1302 Subpart C, Education and Child Development Program Services, ensuring that programs include children with disabilities or have suspected delays. Teaching and the learning environment Curricula Child screenings and assessments Parenting and family engagement in education and child development services In intro paragraph (1302.30 Purpose), links education experiences—for ALL children—to the Early Learning Outcomes Framework (ELOF). This brings in the full developmental trajectory, and requires attention to progress in all domains. 1302.33 (a)(5)(i)(ii) [A SAFETY NET] also recognizes that some children with delays may not be eligible for IDEA but benefit from additional supports and services. For example, the standards state that if a child has a significant delay, the program must partner with parents to help the family access services and supports to help address the child’s identified need and that it may be appropriate for the program to provide these services and supports under Section 504 of the Rehabilitation Act or such additional services and supports may be available through the child’s health insurance. There are different definitions/criteria for identifying a child with a disability by state. Therefore, a child who may qualify for services under IDEA in one state may not in another state. Furthermore, there are some diagnoses such as ADHD for which a child would definitely benefit from supports and this is where Section 504 comes into play. 1302 Subpart F additional services for children with disabilities describes services for children with disabilities that map on to the standards in Subpart C in order to ensure their full participation in the HS/EHS program. 1302 Subpart G, transition services, states that programs must provide transition services to support children with disabilities and their families as they prepare to leave the program. The standards state that the transition services take into account the child’s disability status, the Individual Family Service Plan (IFSP) for children in EHS and the Individualized Education Program (IEP) for children in HS. Furthermore, 1302 Subpart J, Program Management, states that programs must implement a COORDINATED APPROACH to serving children with disabilities and their families. This means that the standards maintain requirements for programs to coordinate internal systems and collaborate with local agencies responsible for implementing IDEA, Part B (preschool) and Part C (infant and toddler) services to ensure appropriate referral, evaluation, service delivery and transition. Finally, 1303 Subpart F, Transportation, states programs must ensure school buses or allowable alternate vehicles adapted or designed for transportation of children with disabilities as necessary to transport children… whenever possible, must be transported in the same vehicles used to transport other children enrolled in HS or EHS. Note: Vetted slide with some text adaptation

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Slide 32 - 33

(Slide 32) Talking Points/Script: Presenter: The Child Care and Development Block Grant includes requirements to increase access to inclusive child care programs and continuity of care for children with disabilities or suspected delays and their families. Specifically, child care programs must make efforts to improve coordination with specialists who provide services to young children with disabilities or suspected delays under the Individuals with Disabilities Education Act (IDEA). The Americans with Disabilities Act (ADA) is also another piece of legislation in place to promote inclusive child care opportunities for children with disabilities and their families. Almost all child care providers, regardless of size or number of employees, must comply with the ADA. Review the Q&A handout (screenshot above) to learn more about how the ADA applies to child care programs. (Slide 33) Facilitator Notes: Some of the situations addressed in the Q&A resource are very complex and require a lot of time, resources, and collaboration to address. While is important to acknowledge the challenges and frustrations that education staff experience, remaining focused on solutions-oriented thinking will help everyone achieve the positive results we want to see for children and families. Talking Points/Script: As you all read through this, you might notice, some of the questions do not have definitive yes/no answers (e.g., #s 4, 13, 16). From the handout, Identify one such question for which you have related experience. Without sharing personally identifiable information about the child or family, pair/share then share back out with the large group (read slide).

Slides 34

Talking Points/Script: Who is familiar with DEC? (Share what the Division for Early Childhood is - read slide). In 2014, the DEC released a set of effective research-based practices to support individualization of children with disabilities or suspected delays and their families

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FACILITATOR NOTES (Slide 35) Talking Points/Script: We will now learn about and identify some effective research-based practices to support inclusion.

Slide 36

Talking Points/Script: The Head Start Early Learning Outcomes Framework provides language to help teachers, family child care providers and home visitors understand child development and what children should know and be able to do at different ages or developmental stages. The role of the home visitor is to support familiesâ&#x20AC;&#x2122; understanding of child development and promote engaging interactions between parents and their children. This framework, otherwise known as the ELOF aligns well with state early learning standards. It can help guide programs in decision-making related to curriculum, assessment, quality improvement, and implementing evidence-based teaching practices that promote strong positive child outcomes.Â Programs use the Framework to plan instruction and design opportunities for children to learn, play, explore, discover, and form relationships in a positive and stimulating environment.

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Slides 37-38

(Slide 37) Talking Points/Script: This framework for effective teaching practice is known as the House. This framework represents five integral components of quality teaching and learning providing nurturing, responsive, and effective interactions and engaging environments for children; choosing and implementing research-based curricula and teaching practices; using screening and ongoing assessment of children’s skills; individualizing teaching and learning, and parent and family engagement throughout these components. These elements correspond, respectively, to a house foundation, two pillars, and a roof. When connected with one another, they form a single structure—the House Framework—that surrounds the family in the center because as we implement each component of the house – in partnership with parents and families, we foster children’s learning and development. Understanding child development and what children should know and be able to do from birth through age 5 is critical to each component of the HOUSE, including: Providing nurturing, responsive and effective interactions and engaging environments for children Choosing and implementing research-based curricula and teaching practices Using screening and ongoing assessment of children’s skills Individualizing teaching and learning Engaging parents and families (Slide 38) Talking Points/Script: At the base or foundation of the House, we see what we all already know…that ALL children need nurturing relationships, effective interactions and engaging environments to support their learning. This is true for children with disabilities and suspected delays as well. But for children with disabilities or suspected delays, the “roof of the house, the” highly individualized teaching and learning” is an essential element to ensure that teaching and learning provides the necessary supports to ensure high quality inclusive early learning experiences. This applies to children enrolled in ALL program options, including center-based, family child care, and home-based care.

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FACILITATOR NOTES (Slide 39) Talking Points/Script: Who is familiar with DEC? (Share what the Division for Early Childhood is - read slide). In 2014, the DEC released a set of effective research-based practices to support individualization of children with disabilities or suspected delays and their families.

Slides 40 - 41

(Slide 40) Talking Points/Script: The DEC Recommended Practices in Early Intervention/Early Childhood Special Education (2014) are a set of practices that support individualization in all settings across Early Head Start, Head Start, child care, home-based, and other early education programs. The practices are available for free on the DEC website. We highly recommend that you download the â&#x20AC;&#x153;DEC RPs with embedded examplesâ&#x20AC;? document as it includes examples of how practices might look like across different settings. There are eight topical areas addressed in the Recommended Practices (read areas on slide). Of the eight, four are childfocused and the other four are family- or systems-focused. Remember, to get to positive outcomes for children, it is important for you to know more than just the legal and policy requirements. Those laws and policies are in place to promote good outcomes for children and families, BUT those outcomes can be achieved when early education staff implement effective research-based practices. Today, we will begin our exploration of the DEC Recommended Practices by concentrating on one of the child-focused areas: Environment. We will also be aligning these DEC practices with the Head Start Early Learning Outcomes Framework, otherwise known as the ELOF. It is important to use these together in order to support children with disabilities or with suspected delays.

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FACILITATOR NOTES (Slide 41) Facilitator Notes: CONNECT Video 1.1: The Teacher’s Viewpoint (http://community.fpg.unc.edu/connect-modules/resources/videos/video-1-1) Length of Video 1.1: 1min 50 sec CONNECT Video 1:2: The Parent’s Viewpoint (http://community.fpg.unc.edu/connect-modules/resources/videos/video-1-2 ) Length of Video 1.2: 2min 20 sec Talking Points/Script: First, let’s meet Jackie, a teacher in a community-based child care program, who is nervous about having Luke, a child with moderate disabilities in her classroom. Then we’ll meet Christine, Luke’s mother, who will also share her concerns that she has for Luke. What did you hear are the desired outcomes for Luke? (Participants may say social skills, making friends).

Slide 42

Talking Points/Script: To identify Luke’s goals, we are going to use the Head Start Early Learning Outcomes Framework otherwise known as the ELOF that we’ve introduced earlier.

Slide 43 - 45

(Slide 43) Talking Points/Script: The structure of the framework includes: The Domains are broad areas of early learning and development from birth to 5 years that are essential for school and long-term success. The Sub-Domains are categories or components of development within a domain. The Goals are broad statements of expectations for children’s learning and development. The Developmental Progressions describe the skills, behaviors and concepts that children will demonstrate as they progress towards a given goal within an age period. The Indicators describe specific observable skills, behaviors, and concepts that children should know and be able to do at the end of Early Head Start (by 36 months) or at the end of Head Start (by 60 months).

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FACILITATOR NOTES (Slide 44) Talking Points/Script: Note that the Head Start Early Learning Outcomes Framework can be used and is relevant for each and every child including Infants and toddlers, preschoolers, dual language learners, and children with disabilities or suspected delays. Education staff can use the framework to: Individualize instruction in order to support children’s learning and development. Use the Framework to identify expectations of child’s progress in collaboration with specialists identified on an IEP / IFSP / 504 plan. Identify children’s strengths and abilities to ensure that learning opportunities are maximized and that they can be fully included in all educational experiences and activities. The ELOF is an incredibly important framework, not just for Head Start. It provides us with a “north star” to guide our work with each and every child. (Slide 45) Facilitator Notes: Resources to prepare for this activity can be found here: ELOF Interactive framework: https://eclkc.ohs.acf.hhs.gov/interactive-head-start-early-learning-outcomes-framework-ages-birth-five

ELOF Effective Practice Guides: https://eclkc.ohs.acf.hhs.gov/school-readiness/effective-practice-guides/introduction Talking Points/Script:

We are going to try using the ELOF2go app or the web version of the ELOF (whichever the trainer picks) to identify Luke’s goals. A Spanish version of ELOF2go app called MiELOF is also available. Slide 46

Facilitator Notes: Participants may suggest Goal P-SE 3. Engages in and maintains positive interactions and relationships with other children, Goal P-SE 1: Interacts readily with trusted adults under the domain of social emotional development. Talking Points/Script: Read Instructions

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Slide 47

Talking Points/Script: The ELOF is aligned to the DEC Recommended Practices and implementing the recommended practices would support the learning and development of all children in the class/program. Now that we have identified the goals for Luke, what are practices to help reach these desired outcomes?

Slide 48

Talking Points/Script: There are 3 aspects of environmental practices: 1. Physical environment. For example, space, equipment and materials 2. Social environment. For example, interactions with peers, siblings, adults and family 3. Temporal environment. For example, adjusting the sequence and length of routines and activities All of these can be used together to promote a child’s participation to develop or enhance skills. Let’s now take a look at some of the practices that can support Luke in his new class.

Slide 49

Facilitator Notes: CONNECT Handout 1.1: Examples of Environmental Modifications (http://community.fpg.unc.edu/sites/community.fpg.unc.edu/ files/resources/Handout/CONNECT-Handout-1-1.pdf ) Talking Points/Script:

In this photo you see a child washing her hands, can you see what modifications have been done so that the child can wash her hands independently? (Participants may say: Railings attached to step-ladder, clamps attached to faucet so that child can turn on and off easily.) That’s right, this shows physical/environmental supports that can help support Luke’s independence in hand washing routine.

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Slide 50

Talking Points/Script: Remember that for Luke, communication is an area of need and even though he has his communication device, these are some examples of simple visuals that can be used by education staff and family members to provide him with additional ways to communicate and make decisions. On your left, you can see a photo / mealtime communication board can help Luke communicate preferences during mealtimes by pointing to photos. On the top right, a choice board that can be used for centers or free play – a visual like this provides a way for Luke to make and express a decision about their play. The bottom right photo shows A ‘conversation starter‘ visual that can be used to help Luke participate in a conversation with peers (for example, what is your favorite food?) at snack or lunch or during a small group activity. If Luke was a dual language learner, visuals in his home language could also be created.

Ideas for Related Extension Activities:

Identify examples and uses of adaptive learning materials: (NOTE: Prior to the workshop, review the picture and video examples provided below, and make copies of the handouts that you plan to use with participants. You may also create your own adaptive materials by adding pegs to puzzles, turning roll-on deodorant applicators into painters, wrapping paintbrushes and writing tools with hairbands, or using popsicle sticks as page-turners. Review the picture and/or video examples, and/or pass around examples of adaptive materials and discuss in small groups or pairs which adaptations staff would like to try out in their class/program and why. Ask volunteers to share ideas of their own for adapting materials.

Picture examples Environmental modifications: http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT-Handout-1-1.pdf Assistive technology: http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT-Handout-5-2.pdf http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT-Handout-5-3.pdf Video examples Embedded interventions: http://community.fpg.unc.edu/connect-modules/resources/results/taxonomy%3A3%2C34%2C14 Assistive technology: http://community.fpg.unc.edu/connect-modules/resources/results/taxonomy%3A3%2C38%2C6%2C52 Ready-to-use slide decks with picture and video examples Materials adaptation: https://eclkc.ohs.acf.hhs.gov/children-disabilities/article/materials-adaptation Special equipment: https://eclkc.ohs.acf.hhs.gov/children-disabilities/article/special-equipment

NCECDTL V. “I HAVE THIS CHILD...” ACTION PLANNING (60 MINUTES)

Facilitator Note and Preparation: This activity is for participants who work in any early education program setting. There is no differentiation for Early Head Start/Head Start and child care. Review the handout in advance and make copies for participants. Delivery Style: Small Group Discussion Required Resource:

Foundations of Inclusion Birth to Five: “I Have This Child...” Action Planning Form handout (insert link)

Activity Sequence: SLIDE

FACILITATOR NOTES

Slides 51 - 52

(Slide 51) Facilitator Notes: Video is embedded in this presentation. Length of Video: 42.15 seconds Talking Points/Script: We are going to watch one video to hear from a teacher who intentionally adjusts the time some children are expected to participate in circle time. After the video: This teacher’s intentional adjustment of time and expectations allows the children to be successful and allows circle to continue smoothly. For Luke, his teacher may adjust the time to allow him to sign or respond using his communication device. (Slide 52) Facilitator Notes: Use Handout: DEC Recommended Practices Environmental Adaptations Checklist handout (http://ectacenter.org/~pdfs/decrp/ENV-4_Environmental_ Adaptations_2017.pdf ) Talking Points/Script:

Now you will now see an example of how Jackie is supporting Luke in her classroom. (Distribute the DEC Recommended Practices Environmental Adaptations Checklist handout). Our next activity is to watch a short video and note practices you observe Jackie using.

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Slide 53

Facilitator Notes: http://community.fpg.unc.edu/connect-modules/resources/videos/video-1-20 Length of Video: 2min 01sec Talking Points/Script: What did you see Jackie do to adapt the environment? How did she interact with Luke to promote his communication? Participants may say: Identify the strengths, interests, preferences, etc. that the child demonstrates and that motivate him or her to attempt to engage in interactions with other persons and materials. Jackie picked a routine activity (i.e., meal time) that is highly motivating for Luke to promote his communication. Jackie knew that Luke loved spaghetti and used it as an opportunity to motivate him to engage in interactions with her, e.g., answering yes/no questions. Incorporate the adaptations into everyday activities and routines to ensure ongoing participation in child learning activities. Jackie encourages Luke’s use of an adaptive communication device, the SpringBoard™, during mealtime to make requests. There is enough room on the table to set the SpringBoard™ within close reach to Luke so he can use it throughout the activity (meal time).) Jackie also adjusted the time for Luke to use his communication device to respond to her questions or to make requests. What if Luke had been a child who spoke other languages? Remember that children who don’t understand the language of the classroom may need additional supports to have the same positive experience as their peers. Language connections, use of visuals, and one-on-one interactions are effective emotional supports for positive climate.

Slide 54

Talking Points/Script: Remember, implementing these practices is a team effort. In Luke’s case, as with many other children, there are multiple related service providers, teachers, and his parents working together to use practices to support his access to and participation in classroom routines and activities. These partnerships are essential to the implementation of effective practices.

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Slide 55

Talking Points/Script: I know that this is just a snapshot of research-based practices that can support inclusion. Know that all the resources I have shared with today are free and available online for you to use. How does the information so far help you to develop or further develop your understanding of how to support children with developmental delays and disabilities and their families

Slide 56

Talking Points/Script: We are on to our last segment of the workshop, “I have this child…”. This activity will provide you with the opportunity to reflect on the challenges you face when individualizing for children with disabilities or suspected delays in your class/care, and how you might use some of the information from today to develop an action plan.

Slide 57

Facilitator Notes: Presenter should choose one option for the participants (ahead of time, adjusting the slide as appropriate) and gives participants 2-3 minutes to reflect and jot down.

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Slide 58

Facilitator Notes: Distribute the foundations of Foundations of Inclusion Action Planning Form handout Talking Points/Script: Review the handout and work in small groups or pairs to discuss and record your responses to the first question on the handout about the challenges associated with supporting individualization for the child you were just thinking about. Remember not to share any information about the child that could identify him/her or the family. You may share what is it about the learning characteristics or needs of the child that are causing challenges, for example, are the challenges primarily related to social interactions? Or are there physical barriers or obstacles in the environment limiting access to activities and/or interactions?

Slide 59

Talking Points/Script: Now in your small groups / pairs, complete the rest of the Action Planning Form. Work together to identify solutions for the challenges you identified in the first question. Even though you are working together to brainstorm solutions, each of you will complete your own action plan for the child you had thought about individually at the beginning. At the end of your small group discussion, you will report out to the large group.

VII. CONCLUSION (25 MINUTES)

Facilitator Notes and Preparation: This activity is for participants who work in any early education program setting. There is no differentiation for Head Start birth to five programs and child care. Review the materials in advance and makes needed copies for participants. Delivery Style: Reflection and Large Group Discussion Required Resources:

Foundations of Inclusion Birth to Five: Check Your Knowledge Quiz (insert link)

Foundations of Inclusion Birth to Five: Check Your Knowledge Quiz—Facilitator’s Key (insert link) Training evaluation survey Sign in/out sheet This document was developed with funds from Grant #90HC0012 for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.

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Slide 60

Weâ&#x20AC;&#x2122;ve come to the end of our time together.

Slide 61

Talking Points/Script: Letâ&#x20AC;&#x2122;s recap what you have learned today.

Slide 62

Talking Points/Script: At the beginning of this session, you completed this knowledge check. Now, take 2-3 minutes to identify answers for the items again, including changing their previous answers as needed. (provide answers to participants and check their scores)

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Slides 63

Facilitator Notes: Revisit the chart paper where they were asked to post questions at the beginning of the training. Answer those that can be answered and reassure participants that you will follow-up with them to provide answers and/or resources for those that may require more information seeking on your part. Talking Points/Script: Do you all have any questions before we end today?

Slides 64

Facilitator Notes: If you have TTA staff, this will be a good site for them to join Talking Points/Script: If you are a TA specialist, we strongly encourage you to join the Head Start Disabilities-Inclusion Network My Peers online community. My Peers is a great way to share knowledge and expertise among Early Head Start and Head Start staff, and partners.

Slide 65

Facilitator Notes: (Distribute evaluation) Talking Points/Script: Before you go today, please complete the training evaluation surveys.

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Slide 66

Talking Points/Script: Thank you for your participation today. Please keep the conversations going back in your programs (and on MyPeers, if applicable).

This resource was developed for the Office of Head Start and the Office of Child Care by the National Center on Early Childhood Development, Teaching, and Learning in May 2018. It is based on the work of the CONNECT Modules (2008-2012) developed under a grant from the US Department of Education, #H325J070007. It is for noncommercial use only.

ACKNOWLEDGMENTS

The original Foundations of Inclusion Birth to Five training toolkit was developed by CONNECT: The Center to Mobilize Early Childhood Knowledge in collaboration with Child Care Resources Inc. in North Carolina and the North Carolina Division of Child Development and Early Education, with funding from the U.S. Department of Education, Office of Special Education Programs. Revisions to the training toolkit have been made by the National Center for Early Child Development, Teaching, and Learning with funding from the U.S. Department of Health and Human Services, Administration for Children and Families.

Center for Community Inclusion and Disability Studies at the University of Maine for permission to use Admissions Policies and Practices that Build Inclusive Child Care Communities (for Providers), 2011. Early childhood professional development coordinators and other North Carolina Child Care Resource and Referral professionals who attended the Using Adult Education Principles to Provide Professional Development for the Foundations of Inclusion PD sequence for helping to pilot and provide feedback for the original training toolkit. The North Carolina Division of Child Development and Early Education and the North Carolina Child Care Resource and Referral Council for instigating the original work in 2013. SOURCES

Building the Legacy: IDEA 2004 (U.S. Department of Education): http://idea.ed.gov/

Information and Technical Assistance on the ADA (U.S. Department of Justice): https://www.ada.gov/ Center for Parent Information and Resources (CPIR): http://www.parentcenterhub.org/ Child Care Law Center: http://childcarelaw.org/

NCECDTL APPENDIX REQUIRED RESOURCES AND MATERIALS

Training evaluation survey

Foundations of Inclusion Birth to Five: Training Workshop PowerPoint presentation Foundations of Inclusion Birth to Five Glossary handout

Foundations of Inclusion Birth to Five: Check Your Knowledge Quiz

Foundations of Inclusion Birth to Five: Check Your Knowledge Quiz—Facilitator’s Key Foundations of Inclusion Birth to Five Video

Foundations of Inclusion Birth to Five Video Transcript

Foundations of Inclusion Birth to Five: Video Discussion Questions handout

Foundations of Inclusion Birth to Five: Video Discussion Questions—Facilitator’s Key

Foundations of Inclusion Birth to Five: Head Start Program Performance Standards Related to Individualization and Full Inclusion CONNECT Handout 1.4: Guidance on the Laws and Regulations on Early Childhood Inclusion Foundations of Inclusion Birth to Five: Rights and Responsibilities handout

(For Early Head Start/Head Start) Using the Head Start Program Performance Standards—Children with Disabilities video: https://eclkc.ohs.acf.hhs.gov/policy/showcase/disabilities (For Child Care) Commonly Asked Questions about Child Care Centers and the Americans with Disabilities Act

CONNECT Video 1.1: The Teacher’s Viewpoint (http://community.fpg.unc.edu/connect-modules/resources/videos/video-1-1)

CONNECT Video 1:2: The Parent’s Viewpoint (http://community.fpg.unc.edu/connect-modules/resources/videos/video-1-2 )

CONNECT Video 1.20: Routine in a Program-Eating Lunch (http://community.fpg.unc.edu/connect-modules/resources/videos/video-1-20 ) CONNECT Handout 1.1: Examples of Environmental Modifications (http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT-Handout-1-1.pdf ) Adjusting Time at Circle video clip (already inserted in Slide 39)

DEC Recommended Practices Environmental Adaptations Checklist handout (http://ectacenter.org/~pdfs/decrp/ENV-4_Environmental_ Adaptations_2017.pdf )

Head Start Early Learning Outcomes Framework (HSELOF) (https://eclkc.ohs.acf.hhs.gov/hslc/hs/sr/approach/elof) This document was developed with funds from Grant #90HC0012 for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.

NCECDTL ELOF2Go Mobile App (IPhone IOS: https://itunes.apple.com/us/app/elof-2-go/id1265902514?mt=8 ; Android: https://play.google.com/store/apps/details?id=com.ohs.elof2go&hl=en) Foundations of Inclusion Birth to Five: “I Have This Child…” Action Planning Form handout Suspension and Expulsion of Children with Disabilities or Suspected Delays

Standards in Action: Children Who Do Not Qualify for IDEA (this includes a fact sheet and brief) Standards in Action: Serving Children with Disabilities and the 10% Eligibility Requirement Standards in Action: Interim Services for Children with Disabilities or Suspected Delays