Integrating Standards and Recommended Practices into Curricula

ECPC Cross-Cohort Leadership InstituteAvon, CT

September 26, 2018

Presenter

Vicki D. StaytonCo-Director ECPCvicki.Stayton@wku.edu

Integrating Cross Disciplinary Competency

Areas into IHE and PD Curricula

Family Centered Practice

Intervention/Instruction as Informed by Evidence

Coordination & Collaboration Professionalism

Cross-Disciplinary Competency Areas

Case Example: Align GU EI Certification Program with Competency Areas

Competencies Mapped to External Sources

Competency Area ECPC Interdisciplinary Competencies

Disciplinary Competencies

DEC Recommended

Practices

Key principles: EI in the NE Focused InstructionIndividualized Intervention

Result in Improved Outcomes

Support Inclusion

Scholar Competencies

Evaluation & Assessment in EI OT PT SLP

Scholars will: a) Gather developmental, family, and other information from various sources to identify strengths and needs of children and familiesb) Demonstrate knowledge of basic test psychometric properties c) Administer and interpret standardized and non-standardized tests and measures used in ECI d) Interpret and synthesize all evaluation and assessment findings identifying strengths and needse) Gather information to monitor and determine change over time

Family Centered Practice

Data-based Intervention

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A1, A2, A5, A6, A7, A10

2. All families, with the necessary supports and resources, can enhance their children’s learning and development

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FamilyScholars will:a) Demonstrate knowledge of family centered care and its valueb) Demonstrate knowledge of cultural and linguistic competence and its application to early childhood interventionc) Conduct and interpret a routines based interview and Eco map to gather family concerns, resources and prioritiesd) Communicate effectively with families for planning and interventione) Actively support families to participate in the IFSP/IEP process by sharing information

Family Centered Practice

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F1, F2, F3, F4, F5, F6, F7

3. The primary role of a service provider in early intervention is to work with and support family members and caregivers in children’s lives.6. The family’s priorities, needs and interests are addressed most appropriately by a primary provider who represents and receives team and community support.

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Context and EnvironmentScholars will:a) Demonstrate knowledge of disability frameworks, characteristics and trajectory of disability b) Demonstrate knowledge of local, state and federal applications and function of IDEA Part C and Part Bc) Demonstrate knowledge of and identify the benefits of providing services in the natural environment within naturally occurring learning opportunitiesd) Demonstrate knowledge about how young children learn

Professional-ism X

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E1, E3 1. Infants and toddlers learn best through everyday experiences and interactions with familiar people in familiar contexts. 2. All families, with the necessary supports and resources, can enhance their children’s learning and development

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0ther Resourcesfrom ECPC• Articles for IYC journal special issue 2018/2019• Other peer reviewed articles• On-line resource library with: Guidelines and checklists for practitioners Exemplars: case studies; e-lessons with video Video vignettes

• Conference presentations across disciplines(2018): NAEYC, DEC, Zero to Three, AUCD

Integrating CEC and NAEYC, Standards, DEC Specialty Set Alignment into IHE and PD

Curricula

NAEYC, CEC, DEC Standards: What Was Aligned?

NAEYC Standards for Early Childhood Professional PreparationBirth through Age 8 • Initial Preparation Standards

– 6 standards; 22 key elements

• Advanced Preparation Standards– 6 standards, 23 key

elements

NAEYC

Special Educator Professional Preparation StandardsBirth through Age 21• Initial Preparation Standards

– 7 standards, 28 key elements• Advanced Preparation Standards

– 7 standards, 28 key elements

CEC

Early Childhood Special EducationBirth through Age Eight• Initial Specialty Set

– 23 knowledge statements; 57 skills statements

• Advanced Specialty Set– 9 knowledge statements; 21 skills

statements

DEC

1 of Multiple CEC Specialty Sets

10

Case Example IA: ECPC Work

• Used the NAEYC and/or CEC/DEC standards to reexamine and retool a variety of state personnel standards for ECE/ECSE, ECSE, and ECE Iowa Essential Teaching Competencies (Early Care System)

• IA 100 – Blended/Unified 0-8• IA 262 – ECSE • ECE Iowa Teacher Essential Competencies

Case Example Georgia: State Workforce Competencies

• Alignment document used in GA to support the development ofEarly Childhood (Birth to Five) workforce competencies

• Allowed to focus on shared high quality expectations for ALLearly childhood professionals

• Process:

– Reviewed draft competencies for representation of:

• DEC Recommended Practices

• CEC/DEC/NAEYC standards (the alignment document)

– Provided recommendations to Department of Early Care and Learning to ensure DEC practices and standards were evident across the workforce competencies

Case Example: ECSE Dual Certification Program

• Used at the University of West Georgia (UWG) to support development of a new dual certification program (ECE and ECSE) in spring 2017

• Design committee aligned each of the ECSE course objectives with CEC’s initial preparation standards

• Alignment document was used to show evidence that both the DEC specialty set and NAEYC standards were also integrated throughout the program

• This evidence was used and accepted for program approval at the state level

Case Example: MAT Program Development

• Used at Western Kentucky University to revise a blended ECE/ECSE MAT program

• Alignment document used to determine presence of, duplication, and gaps in representation of CEC/DEC/NAEYC standards

• Course components reviewed – objectives, assignments, readings, topics

WKU MAT Program Planning MatrixCourse

ObjectivesCEC

StandardsDEC K & S

StatementsNAEYC

StandardsDECRPs

Readings Assignments

Integrating the DEC Recommended Practices

Cross Walk with Standards in IHE and PD Curricula

DEC Recommended Practices (2014)• Leadership - 14• Assessment - 11• Environment - 6• Family - 10• Instruction - 13• Interaction - 5• Teaming/Collaboration - 5• Transition - 2

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https://rpm.fpg.unc.edu/welcome

Date Topic/Content Reading(s)/Special Presentations Assignment Due1-28 No Thursday Night Class1-308:30 AM-5:30 PMGRH 1091

Integrating Curriculum – Developing SBUs Kostelnik et al., Ch. 16, pps. 511-537Bredekamp, Ch. 10 (in Blackboard)Copple & Bredekamp, pps. 160-161, 229-231DEC RPs (2014). pps. 8-9, 11-12, KECS

2-4 Integrating Curriculum – Developing SBUsFormative and summative assessmentSmall Group Instruction Workshop - Tonya

Kostelnik et al., Ch. 4, 7, 16Wittmer 7 & Petersen, Ch. 4 Copple & Bredekamp, pps. 178-182, 247-251DEC RPs (2014). P.7KECS

Research/Theory to Practice Assignment 1 – SBU Webs, Essential Questions, Center Modifications

2-9 Embedded Instruction Harris, Pretti-Frontczak, & Brown (2009)Horn et al.Johnson, Rahn, & Bricker (2015)DEC RPs (2014), pps. 8, 11-12

Research/Theory to Practice Assignment 2 – Theme-Based Center Individual Plan SBU, Curricula Review & Field Exp. – First Draft

2-18 Embedded Instruction (cont’d.)HANDS

Same readings as above.Guest Presentation – Tammy Drake

Research/Theory to Practice Assignment 3 – SBU Pre- and Post -Assessment

2-25 Home-Based Services – Research and Recommended Practices; First Steps;The Coaching Model

Practices for Providing Services in Natural Environments (3 links within site)DEC RPs (2014). pps. 7-14 Childress, D.G. (2015)Dinnebeil, Pretti-Frontczak & McInerny (2009)OPRE Report - # 2014-13Shelden & Rush (2010)

Individual Plan SBU, Curricula Review& Field Exp. –Final Draft

3-3 Home-Based Services (cont’d.) Guest Presentation – First Steps’ Dis, Lea Dye and Dawn PitcockGuyton (2011) Using Toys to Support…DEC (2014). DEC Position Statement: The role of special isntructionSame readings as above

Research/Theory to Practice Assignment 4 & 5 – Inclusion Matrix

3-10 No Class – Spring Break3-17 Coaching (cont’d.) Same readings as above

3-24 No Thursday Night Class Research/Theory to Practice Assignment 6 – Coaching Plan and Observation Notes for TOTS

3-268:30 AM-5:30 PMGRH 1091

Integrating Content Areas Through Environmental EducationGrowing up WildEC Project Learning TreeDress for the Outdoors

Growing Up WildEC Project Learning Tree

SPED 523 - Weekly Course Schedule: Curriculum/Methods in ECSE

3-31 No Thursday Night Class4-7 No Thursday Night Class4-14 Social-Emotional Development and Learning –

Infants/ToddlersPositive Behavioral Supports (PBS)

Wittmer & Peterson, Ch. 6, 7, 14Kostelnik et al., Ch. 3, 10Bredekamp, Ch. 8 (in Blackboard)DEC RPs (2014), pps. 8, 13

Preschool SBU

4-21 No Thursday Night Class Research/Theory to Practice Assignment 7 & 8 – Social Emotional Development & PBS

4-28 No Thursday Night Class Research/Theory to Practice Assignment 8 – Facilitating Cognitive Development

5-5 Facilitating Cognitive DevelopmentMath Workshop - Jessica

Facilitating Physical DevelopmentHandwriting Without Tears Workshop –Cynthia and Julie

Bredekamp, Ch. 9 (in Blackboard)Wittmer & Petersen, Ch. 8 Kostelnik et al., Ch. 11, 12Copple & Bredekamp, p. 174, 242DEC RPs (2014), pps. 8, 11-13

Kostelnik et al., Ch. 14Wittmer 7 Petersen, Ch. 10, 11Copple & Bredekamp, pps. 163-164, 168-169, 232-233, 237DEC RPs (2014), pps. 8, 11-13

Field Experience Products

5-12 Curricula PresentationsFamily Panel

Curricula Reviews & Presentations Due

0ther Resources?

• DEC webinar series – overview webinar, one for each crosswalk

• Sample syllabi and other course materials highlighting integration

• Conference presentations• Manuscript – process and practical

applications

http://www.dec-sped.org/

http://www.cec-sped.org

http://www.ecpcta.org

http://www.ectacenter.org

Standards of the Future

DEC Standards Development: ECSE

The CEC Board of Directors has charged DEC with exploring the value and necessity of developing Professional Early Childhood Special Education (ECSE) Standards, Birth through 8 years, in accordance with CAEP standards development guidelines.

DEC Standards Development:Task Force

● 15 Member Task Force

● Support and resources from DEC, CEC, ECPC

● Approximate two year timeframe to develop standards, components, supporting explanations, rubrics, and assessments

● Target approval date for standards – Summer 2020

Standards Development: Member Input

● Listening sessions at DEC, TED, CEC, and other conferences

● Development of a Standards Advisory Group

● Webinar to introduce draft standards● Survey for member/field input on draft

standards

What Additional Resources Are Needed?

1. To support your use of the alignments and crosswalk in developing “new” curriculum?

2. To use the alignments and crosswalk for ongoing curriculum development and revision?

3. To use the alignments and crosswalk for statewide systems planning?