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Quality Inclusive Practices Checklist

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6LWH�3URILOH�Does the program’s philosophy/mission promote inclusive practices?

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�Do administrators and staff have an inclusive attitude and spirit valuing cultural, linguistic and ability diversity?

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�# Children Enrolled: ____________ # Children with Disabilities:

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Diversity of Races / Ethnicities (record # or % of children): BBBBB�$PHULFDQ�,QGLDQ�RU�$ODVNDQ�1DWLYH�BBBBB�$VLDQ��BBBBB�%ODFN��QRW�+LVSDQLF�

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Diversity of Home Languages (list):�

Socioeconomic Diversity: ��ORZ�LQFRPH�BBBBBBBBBBBBB��&&$3�RU�&$&)3�HOLJLEOH��

Comprehensive system to evaluate the program: 45,6�OHYHO�� <HV��� 1R��������1$(<&�DFFUHGLWHG�� <HV��� 1R�������+HDG�6WDUW�'HVLJQHH�� <HV��� 1R���

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A1. Equitable Use – HDFK�FKLOGV�ODQJXDJH��FXOWXUH�DQG�XQLTXH�DELOLWLHV�DUH�WDNHQ�LQWR�DFFRXQW�WKURXJK�environmental design and materials�

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A2. Flexibility in Use – WKH�XQLTXH�QHHGV�RI�HDFK�FKLOG�DUH�VXSSRUWHG�WKURXJK�YDULHG�XVHV�RI�environmental design and materials�

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A3. Perceptible Information – KRZ�WR�XVH�VSDFH�DQG�PDWHULDOV�DV�ZHOO�DV�environmental expectations�are clearly communicated.

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A4. Simple and Intuitive Use – FKLOGUHQ�FDQ�HDVLO\�XQGHUVWDQG�DQG�XVH�environmental design and materials. <HV��� 1R���

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A5. Tolerance for Error- children DUH�successIXO when interacting with the environment and materials. <HV��� 1R���

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A6. Low Physical Effort – PLQLPDO�SK\VLFDO�HIIRUW�LV�QHHGHG�WR�interacW with the environment and materialV. <HV��� 1R���

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A7. Size and Space for Approach and Use – childrenV interactLRQV with WKH�environment and materials�DUH based on XQLTXH abilitLHV, interestV, and goals.

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B. Universal Design for Learning (UDL)

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B3. Intentional teaching methods and strategies are used to HQJDJH children. <HV��� 1R���

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C. Assistive Technology (AT) &KLOGUHQ¶V�DFFHVV�WR�OHDUQLQJ�RSSRUWXQLWLHV�LV�VXSSRUWHG�WKURXJK�D�UDQJH�RI�OHDUQLQJ�RSSRWXQLWLHV��$7�XVHV�PLJKW�UDQJH�IURP�PDNLQJ�VLPSOH�HQYLURQPHQWDO�DQG�PDWHULDO�FKDQJHV�WR�KHOSLQJ�FKLOGUHQ�XVH�VSHFLDO�HTXLSPHQW���13'&,������� �

C1. “Low tech” supports such DV�laminated picture boards�RU�SHQFLO�ZHGJHV are used. <HV��� 1R���

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C2. “High tech” supports such�as augmented�RU�DOWHUQDWLYH communication devices are used.

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D. Adaptations 6WUDWHJLHV�WKDW�LQFUHDVH�FKLOGUHQV�LQGHSHQGHQW�SDUWLFLSDWLRQ�LQ�GDLO\�URXWLQHV���DFWLYLWLHV�DQG�SURYLGH�DFFHVV�WR�WKH�OHDUQLQJ�FRPPXQLW\�DUH�SURYLGHG���$GDSWDWLRQV�FDQ�UDQJH�RQ�WKH�FRQWLQXXP�IURP�OHDVW�WR�PRVW�LQWUXVLYH�LQ�WHUPV�RI�VXSSRUW����0LOERXUQH��&DPSEHOO�������������

D1. Adaptations provided are appropriate to the child’s strengths and challenges. <HV��� 1R���

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D2. Appropriate adaptations are provided across daily routines and activities. <HV��� 1R���(YLGHQFH�

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Participation

A. Embedded Instruction and Other Naturalistic Interventions 6WUDWHJLHV�WKDW�VXSSRUW�VSHFLILF�JRDOV�ZLWKLQ�HYHU\GD\�DFWLYLWLHV��URXWLQHV��DQG�WUDQVLWLRQV�LQ�WKH�FKLOG�DQG�IDPLO\V�FRQWH[W���:LQWRQ��%X\VVH��7XUQEDOO��5RXV��+ROOLQJVZRUWK�����������

A1. Daily, naturally occurring activities and routines support individual learning goals from the IFSP or IEP. <HV��� 1R���

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A2. Embedded instruction is distributed within regular activities and routines. <HV��� 1R���

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A3. 7ools and strategies DUH�XVHG�WR�VXSSRUW�HDFK�child’s meaningful engagement in the classroom community.

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A4. Practitioners use both incidental and intentional teaching methods. <HV��� 1R���

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A5. Practitioners support peer social relationships. <HV��� 1R���

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A6. Practitioners facilitate collaborative problem-solving between children. <HV��� 1R���

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A7. Practitioners use techniques to support children’s successful transitions between activities. <HV��� 1R���

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B. Scaffolding Strategies 6WUXFWXUHG��WDUJHWHG�DSSURDFKHV�XVHG�ZLWK�FKLOGUHQ�ZKR�UHTXLUH�PRUH�LQWHQVLYH�VXSSRUWV���$SSURDFKHV�LQFOXGH�PRGHOLQJ��UHVSRQVH�SURPSWLQJ��SHHU�VXSSRUWV��DQG�FRUUHFWLYH�IHHGEDFN���13'&,��������������

B1. Practitioners scaffold children’s language, play and activities with appropriate use of modeling. <HV��� 1R���(YLGHQFH�

B2. Practitioners scaffold children’s language, play and activities with appropriate use of response prompting strategies.

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B3. Practitioners scaffold children’s language, play and activities through provision of corrective feedback. <HV��� 1R���

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C. Tiered Models of Instruction 6WUDWHJLHV�WKDW�KHOS�SUDFWLWLRQHUV�FRQQHFW�FKLOGUHQ¶V�IRUPDWLYH�DVVHVVPHQW�UHVXOWV�WR�WHDFKLQJ�DQG�LQWHUYHQWLRQ�VWUDWHJLHV���13'&,��������������

C1. Formative, universal screening is FRPSOHWHG�periodically on all children in a classroom or program to monitor their development and learning.

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C2. Formative, progress monitoring is FRPSOHWHG to gather the information needed to guide instruction. <HV��� 1R���(YLGHQFH��

C3. Instruction utilizes a developmentally appropriate, research-based curriculum. <HV��� 1R���(YLGHQFH�

C4. Instruction is differentiated according to children’s needs, backgrounds, preferences and differences. <HV��� 1R���(YLGHQFH��

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C5. Progress monitoring results are used to target small groups that need additional instruction. <HV��� 1R���(YLGHQFH��

C6. Intensive, explicit, systematic, individualized instruction is based on progress monitoring. <HV��� 1R���(YLGHQFH��

Supports (systems-level) 6WUDWHJLHV� LQFOXGLQJ� SURIHVVLRQDO� GHYHORSPHQW�� LQFHQWLYHV� IRU� LQFOXVLRQ�� DQG� RSSRUWXQLWLHV� IRU�FRPPXQLFDWLRQ� DQG� FROODERUDWLRQ� DPRQJ� IDPLOLHV� DQG� SURIHVVLRQDOV� DUH� LQ� SODFH� WR� VXSSRUW� KLJK�TXDOLW\�LQFOXVLRQ���'(&�1$(<&������������

A. Professional Development 7HDFKLQJ�DQG�OHDUQLQJ�DFWLYLWLHV�WKDW�VXSSRUW�LQFOXVLRQ�DQG�IDFLOLWDWH�WKH�DFTXLVLWLRQ�DQG�DSSOLFDWLRQ�RI�SURIHVVLRQDO�NQRZOHGJH��VNLOOV��DQG�GLVSRVLWLRQV���13'&,�������������

A1. The program has an orientation process for new staff that addresses the unique aspects of working in an inclusive classroom.

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A2. There is a comprehensive and ongoing system for staff development. <HV��� 1R���

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A3. Staff and therapists participate in professional development that includes specific knowledge and skills on evidence-based practices that define high-quality inclusive environments.

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B. Models of Collaboration $SSURDFKHV�XVHG�WR�VXSSRUW�RQJRLQJ�FRPPXQLFDWLRQ�DQG�FROODERUDWLRQ�LQFOXGH�WHFKQLFDO�DVVLVWDQFH��FRQVXOWDWLRQ��FRDFKLQJ��PHQWRULQJ��FROODERUDWLYH�SUREOHP�VROYLQJ��DQG�FRPPXQLWLHV�RI�SUDFWLFH�SURIHVVLRQDO�OHDUQLQJ�FRPPXQLWLHV���13'&,��������������

B1. Classroom team’s plans are incorporated into the research-based curriculum. <HV��� 1R���(YLGHQFH��

B2. Families and professionals, including general education practitioners, work as a team to plan, deliver, and evaluate EI and/or ECSE services.

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B3. All team members, including general education practitioners, participate in the IEP and/or IFSP process. <HV��� 1R���

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B4. Effective, ongoing two-way communication facilitates the collaboration of community agencies and other community partners.

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C. Family-Professional Collaboration 2SSRUWXQLWLHV�IRU�UHODWLRQVKLS�EXLOGLQJ�EHWZHHQ�SDUHQWV�DQG�SUDFWLWLRQHUV�VXSSRUW�WKH�DFKLHYHPHQW�RI�PXWXDOO\�DJUHHG�XSRQ�JRDOV���13'&,��������������

C1. A consistent, ongoing system for family involvement is established. <HV��� 1R���

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C2. Respectful, responsive relationships have been developed between families and professionals. <HV��� 1R���(YLGHQFH��

C3. Practitioners model cultural competence in their interactions with each and every family. <HV��� 1R���(YLGHQFH��

C4. Families and professionals engage in shared decision-making to establish mutually agreed upon goals and develop resources, supports and services that support transitions between programs.

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Quality Inclusive Practices Checklist Summary 7KH�FKHFNOLVW�\RX�FRPSOHWHG�LV�GHVLJQHG�WR�DVVHVV�KLJK�TXDOLW\��LQFOXVLYH�SUDFWLFHV�ZLWKLQ�HDUO\�FKLOGKRRG�HQYLURQPHQWV��$SSURSULDWH�XVH�RI�WKLV�FKHFNOLVW�FDQ�JXLGH�\RXU�XQGHUVWDQGLQJ�RI�LQFOXVLYH�SUDFWLFHV��DV�ZHOO�DV�VHUYH�DV�D�FDWDO\VW�IRU�LPSURYHPHQWV��:LWKLQ�WKH�FKHFNOLVW��\RX�UHVSRQGHG�WR�LQGLFDWRUV�RUJDQL]HG�DURXQG�WKH�GHILQLQJ�IHDWXUHV�RI�LQFOXVLRQ���$FFHVV��3DUWLFLSDWLRQ��DQG�6XSSRUWV��2Q�WKLV�SDJH��\RX�KDYH�DQ�RSSRUWXQLW\�WR�VXPPDUL]H�ZKDW�\RX�VHH�DV�WKH�PDMRU�VWUHQJWKV�DQG�FKDOOHQJHV�LQ�HDFK�DUHD���

Defining Feature of Inclusion

Strength Challenge

Access

Participation

Supports

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Challenge Steps to Address Person(s) Responsible

Resources or Supports Needed

Timeline for Completion

Quality Inclusive Practices Checklist Glossary

Coaching Model (DUO\�LQWHUYHQWLRQLVWV�VSHFLDO�HGXFDWRUV�WKHUDSLVWV�ZRUN�WRJHWKHU�WR�SURYLGH�LQVWUXFWLRQ�DQG�VXSSRUW�WR�IDPLOLHV�DQG�RWKHU�SUDFWLWLRQHUV�ZLWK�WKH�JRDO�RI�SURPRWLQJ�FKLOG¶V�OHDUQLQJ�DQG�GHYHORSPHQW���

Consultative Model 6SHFLDOLVWV�SURYLGH�HGXFDWRUV�DQG�SUDFWLWLRQHUV�LQSXW�UHJDUGLQJ�SURYLVLRQ�RI�VSHFLDOL]HG�LQVWUXFWLRQ�DQG�VXSSRUW�IRU�,(3�JRDOV�DFURVV�FKLOG¶V�W\SLFDO�GD\�DQG�URXWLQH�DFWLYLWLHV��

Corrective Feedback 3RVLWLYH��FRQVWUXFWLYH�FRPPHQWV�WKDW�DUH�JLYHQ�IROORZLQJ�WKH�LPSOHPHQWDWLRQ�RI�DQ�DFWLYLW\��*RDO�LV�WR�PRWLYDWH�OHDUQLQJ�DQG�LPSURYH�SHUIRUPDQFH��

Co-Teach 7ZR�SHRSOH�VKDULQJ�UHVSRQVLELOLW\�IRU�WHDFKLQJ�FKLOGUHQ�LQ�WKH�FODVVURRP��

Cultural Competence $WWLWXGHV��EHKDYLRUV��SROLFLHV�DQG�SUDFWLFHV�DW�WKH�SURJUDP�DQG�LQGLYLGXDO�OHYHO�WKDW�VXSSRUW�HIIHFWLYH�ZRUN�LQ�FURVV�FXOWXUDO�VLWXDWLRQV��

Differentiated instruction 0DWFKHV�GLYHUVH�OHDUQHUV¶�QHHGV�ZLWK�YDULHG�PHWKRGV�DQG�DFWLYLWLHV�ZKLFK�KDYH�EHHQ�GHVLJQHG�EDVHG�RQ�DSSURSULDWH�DVVHVVPHQW���

Early Childhood Special Education (ECSE) 6SHFLDO�HGXFDWLRQ�VHUYLFHV��3DUW�%�RI�,'($��VXSSRUWLQJ�WKH�HGXFDWLRQDO�DQG�GHYHORSPHQWDO�QHHGV�RI�����\HDU�ROG�FKLOGUHQ�ZLWK�GLVDELOLWLHV�RU�GHYHORSPHQWDO�GHOD\V���

Early Intervention (EI) 6SHFLDO�HGXFDWLRQ�VHUYLFHV��3DUW�&�RI�,'($��IRU�����\HDU�ROG�LQIDQWV�DQG�WRGGOHUV�ZKR�KDYH�D�GHYHORSPHQWDO�GHOD\�RU�GLVDELOLW\�DQG�WKHLU�IDPLOLHV���

RETURN TO FORM

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Engagement $�FKLOG¶V�DFWLYH�SDUWLFLSDWLRQ�LQ�DFWLYLWLHV��LQWHUDFWLRQV�ZLWK�PDWHULDOV��DQG�LQWHUDFWLRQV�ZLWK�SHRSOH�WKDW�OHDGV�WR�JRDO�DFKLHYHPHQW���

Individual Family Service Plan (IFSP) :ULWWHQ�GRFXPHQW�UHTXLUHG�E\�3DUW�&�RI�,'($�WKDW�JXLGHV�WKH�HDUO\�LQWHUYHQWLRQ�SURFHVV�IRU�FKLOGUHQ�DJHV�����ZLWK�GLVDELOLWLHV��&RQWDLQV�LQIRUPDWLRQ�DERXW�VHUYLFHV��SURYLGHUV��ORFDWLRQV��DQG�WKH�FKRVHQ�JRDOV�WR�VXSSRUW�D�FKLOGV�GHYHORSPHQW�DQG�WR�HQKDQFH�WKH�IDPLO\V�FDSDFLW\�WR�VXSSRUW�WKH�FKLOGV�GHYHORSPHQW���

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Models of Collaboration Toolbox

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Participation Toolbox

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Professional Development Toolbox

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Universal Design & Universal Design for Learning Toolbox

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