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									         MINNESOTA STATE UNIVERSITY
      COLLEGE OF EDUCATION AND LEARNING


EARLY CHILDHOOD SPECIAL EDUCATION
         COMPETENCIES FOR GRADUATION

   FIELD EXPERIENCE/STUDENT TEACHING MANUAL




Debra Pullen   Deanne Borgeson Sandra Speed




                                              1
                    Table of Contents
Conceptual Framework of the MSUM Education Unit   3

Introduction                                      4
     How to Use this Manual                       5

ECSE Competency Checklist                         6

Section I: Assessment and Planning                9
     Standards and Recommended Practices          10
     Assessment and Planning Concepts             11
     Assessment and Planning Competencies         13
     Artifacts and Coursework                     16

Section II: Intervention                          17
     Standards and Recommended Practices          18
     Intervention Concepts                        20
     Intervention Competencies                    22
     Artifacts and Coursework                     26

Section III: Collaboration                        27
     Standards and Recommended Practices          28
     Collaboration Concepts                       29
     Collaboration Competencies                   30
     Artifacts and Coursework                     33

Section IV: Professionalism                       34
     Standards and Recommended Practices          35
     Intervention Concepts                        36
     Intervention Competencies                    37
     Artifacts and Coursework                     39




                                                       2
               EARLY CHILDHOOD SPECIAL EDUCATION
                CONCEPTUAL FRAMEWORK OF THE MSUM EDUCATION UNIT

MSUM candidates are professionals who are knowledgeable, reflective, humanistic, and creative.

Knowledgeable: MSUM candidates display competence in their subject matter, built upon a strong
grounding in liberal studies. MSUM candidates understand the principles of learning, assessment and
technology. They understand and apply legal and ethical considerations in all aspects of their work. MSUM
candidates are able to integrate theory and practice, and view learning as an active process. MSUM
candidates demonstrate the ability to model connections between philosophical foundations and best
practices in the field. As life-long learners, MSUM candidates engage in research and complex thinking.
They design opportunities for others to seek knowledge and to understand themselves as members of the
world community.

Reflective: MSUM candidates engage in thoughtful analysis of the meaning and significance of their
actions, decisions, and results with regard to their work in order to assess progress in meeting this guiding
principle. It is through this reflective process that instruction is improved, new ideas are implemented,
ineffective methodologies are abandoned, and learning outcomes for students are enhanced. MSUM
candidates are skilled at analyzing their teaching from a variety of perspectives and identifying connections
between teaching strategies and student learning. In addition, candidates utilize a variety of techniques to
question their procedures and consider alternatives for instruction and student growth. MSUM candidates
are able to recognize learning, motivational, and developmental variables in their instructional practice and
relate those dimensions to their teaching practices. Finally, MSUM candidates bring a questioning spirit to
received wisdom and conventional practice when needed.

Humanistic: MSUM candidates value the personal worth of each individual. This is based on a belief in
people's potential and innate ability to develop to their fullest. MSUM candidates' actions are grounded in
knowledge of different cultural and ethnic groups within the world community, and in knowledge of the
influence of culture and history, ethnicity, language, gender and socio-economics on one's life. This
knowledge base informs candidates' decision-making as they create environments that promote freedom,
compassion, and success for all learners. MSUM candidates are fair-minded in their interactions with others,
as well as sensitive to and accepting of individual differences. Further, MSUM candidates have an
understanding of aesthetics and the diversity that is part of the human experience and will incorporate this
knowledge into their work. MSUM candidates recognize and accommodate a variety of linguistic and
nonlinguistic interpersonal skills in their actions with others. MSUM candidates foster resiliency in the
students with whom they work, and model these qualities in their own work.

Creative: MSUM candidates understand the powerful resources of the arts and sciences, and use their
knowledge of these areas to bring the best of their imaginative and creative acts into the classroom. MSUM
candidates recognize the important role creativity plays in the design of instruction and classroom
environment They will, for themselves and for their students, meet new situations with resourcefulness,
excitement and curiosity, with an investigative attitude, and with the ability to pose, seek and design
solutions to problems. MSUM candidates are cognizant of the aesthetic elements of the world and draw on
that knowledge to make curricular decisions designed to help students not only learn about aesthetics, but to
also learn how to think about the world at large.




                                                                                                          3
                         INTRODUCTION OF MANUAL

         The field of Early Childhood Special Education (ECSE) has experienced new and
challenging paradigm shifts in the past twenty years as professionals continue to strive to meet
the changing needs and expectations of both young children with disabilities and their families.
The complex role of the early childhood special educator presents a need for substantial pre-
service preparation and experience. Teacher preparation programs must frequently evaluate the
effectiveness of their program as this field continues to evolve to ensure not only that they
graduate students with the necessary competencies but also prepare future ECSE teachers for the
realities of the field.

The MSUM ECSE program strives to ensure that graduates of its program are ready and able to
make a successful transition to their first teaching experiences. In an effort to review and update
the MSUM ECSE licensure program, this manual was developed to assist students in applying
theories, knowledge, and skills that are connected to the actual practice in the field. It is hoped
that this manual will also help provide future ECSE teachers with realistic expectations to
prepare them for the variety of roles and responsibilities of the ECSE teacher.

This manual includes standards and recommended practices from the Division for Early
Childhood (DEC) of the Council for Exceptional Children (CEC) that bridge the gap between
research and practice in the field of early childhood special education. These practices help
define competency areas that are necessary for better outcomes for young children and their
families as well as the personnel that provide the services. DEC recognizes a well-prepared
ECSE teacher as one who has demonstrated knowledge and skills in the following practice areas:
assessment, child-focused intervention, family-based practices, interdisciplinary models, and
technology applications (Sandall, McLean & Smith, 2000). The manual also contains the
knowledge and skills required for ESCE licensure in the state of Minnesota as established by the
Minnesota Board of Teaching (BOT - Minnesota Rules, Chapter 8710, Subpart 8710.5500,
Teachers of Special Education: Early Childhood). Interstate New Teacher Assessment and
Support Consortium (INTASC) Standards are also included. In addition, the research of MSUM
graduate students, Pullen (2005) and Speed (2006), was used to affirm the need for competency
based teacher preparation through their surveys of beginning ECSE teachers and Minnesota
ECSE coordinators.




                                                                                                  4
                          HOW TO USE THIS MANUAL
This manual is intended to accompany the ECSE student throughout their coursework and field
experiences. Once an MSUM student has declared Early Childhood Special Education as a
major, she or he should begin to document their experiences and accomplishments as they move
toward graduation and licensure. This manual should be put in a 3 ring binder with section
dividers and allows for the inclusion of work examples, artifacts, and other information. The
student should meet with the MSUM ECSE coordinator to review progress in the manual at least
once each semester. It must be completed and turned into the ECSE coordinator for approval
three weeks before graduation. It is expected that this manual will become a part of the student’s
professional portfolio.

The manual begins with a Competency Checklist that includes a checklist of all the ECSE
competencies for signatures of faculty, university advisors, and/or cooperating teachers. These
should be obtained as the student completes various tasks and/or experiences. The rest of the
manual consists of four sections each beginning with a list of the standards and recommended
practices of DEC, Minnesota Board of Teaching Standards of Effective Practice for Teachers of
Special Education: Early Childhood, and INTASC Standards that apply to the content of the
section. This is followed by a list of concepts that apply to the specific standards and practices.
The next part of each section includes the detailed competencies a list of possible tasks and
experiences that can develop them. The ECSE student is expected to check off the
tasks/experiences as they are accomplished. Examples of work from ECSE courses and field
experiences, descriptions of experiences and/or other artifacts are to be included at the end of
each section.

Although students may have opportunities to become completely competent in some areas, it is
not expected that students will demonstrate competency in all areas by the time they graduate.
Professionals in this varied and changing field agree that true competence comes with several
years of experience as an ECSE teacher. Therefore, it is recommended that cooperating teachers
and faculty evaluate the student as having the foundational skills and experiences that can lead to
competency in a particular area. Competencies can be applied to either or both the early
intervention (birth to three) or the preschool (3-6 years) areas of this field. It is hoped that
students will have experiences in both areas, however, depending on the field placements,
students may only have opportunities to develop competencies in either early intervention or
preschool special education.

The tasks and/or experiences given for each competency are meant to be only a beginning list of
possibilities. Not all of the tasks will be possible to accomplish and students are not expected to
encounter all of the potential experiences. There also may be additional tasks and experiences
that can add to the opportunity to develop the competency. Because of the diversity of the field,
students will have varied field experiences with differing service delivery settings. Some
students may have minimal opportunity to participate in home-based early intervention programs
but more experience with inclusive early childhood education programs. Some may have field
experiences in infant/toddler programs and others in preschool-age programs. Students are
encouraged to seek out as many of these tasks and experiences as possible to ensure they have
the knowledge and skills they will need to feel confident as they begin their careers.



                                                                                                      5
                    ECSE COMPETENCY CHECKLIST
Cooperating teachers and/or university faculty should indicate their assessment of the student
by rating each competency with the following rating:

       1= Needs more experience in this area
       2= Demonstrates adequate skills for a beginning ECSE teacher
       3= This competency is a strength area

Section I – Assessment and Planning (p. 13)
Competency 1.1: Referral/intake procedures and processes.
      1-More experience      2-Adequate     3-Strength         Initials__________ Date _______

Competency 1.2: Developmental screeners.
      1-More experience    2-Adequate       3-Strength         Initials__________ Date ________

Competency 1.3: Criterion-referenced assessment.
      1-More experience      2-Adequate     3-Strength         Initials__________ Date ________

Competency 1.4: Standardized assessment tools.
      1-More experience     2-Adequate     3-Strength         Initials__________ Date ________

Competency 1.5: Family assessment.
      1-More experience      2-Adequate     3-Strength        Initials__________ Date ________

Competency 1.6: Assistive technology assessment.
      1-More experience       2-Adequate    3-Strength         Initials__________ Date ________

Competency 1.7: Observations in natural environments.
      1-More experience     2-Adequate      3-Strength         Initials__________ Date ________

Competency 1.8: Ongoing assessment and monitoring
      1-More experience     2-Adequate   3-Strength            Initials__________ Date ________

Competency 1.9: Assessment information presentation.
      1-More experience     2-Adequate     3-Strength          Initials__________ Date ________

Competency 1.10: Entrance and exit criteria.
      1-More experience     2-Adequate       3-Strength        Initials__________ Date ________

Competency 1.11: Educational models and setting options
      1-More experience     2-Adequate     3-Strength          Initials__________ Date ________

Competency 1.12: Individual plans.
      1-More experience      2-Adequate     3-Strength         Initials__________ Date ________

Competency 1.13: Family-identified & pre-academic/academic goals.
      1-More experience     2-Adequate      3-Strength       Initials__________ Date ________

Competency 1.14: Team assessment and planning.
      1-More experience     2-Adequate    3-Strength           Initials__________ Date ________



                                                                                                 6
Section II -Intervention (p. 22)
Competency II.1: Safe/secure environments/activities and use of regulatory and best practice
standards.
       1-More experience      2-Adequate    3-Strength            Initials__________ Date_______

Competency II.2: Use of preferences/interests in routines with child-initiated learning.
      1-More experience       2-Adequate      3-Strength           Initials__________ Date _______

Competency II.3: Embedded strategies for engagement, communication and positive relationships.
      1-More experience    2-Adequate       3-Strength      Initials__________ Date _______

Competency II.4: Developmentally/functionally appropriate lesson plans with naturally occurring
learning opportunities for communication and interaction.
       1-More experience      2-Adequate    3-Strength          Initials__________ Date________

Competency II.5: Lesson/activity plans for children with a wide range of disabilities
      1-More experience      2-Adequate       3-Strength          Initials__________ Date________

Competency II.6: Developmentally/functionally appropriate practices based on assessment.
      1-More experience    2-Adequate       3-Strength          Initials__________ Date _______

Competency II.7: Functional behavior assessment, intervention and management.
      1-More experience      2-Adequate     3-Strength          Initials__________ Date _______

Competency II.8: Culturally respectful and sensitive.
      1-More experience       2-Adequate     3-Strength           Initials__________ Date _______

Competency II.9: Strengthening family functioning and promoting shared responsibility.
      1-More experience      2-Adequate     3-Strength         Initials__________ Date _______

Competency II.10: Parent competence/confidence.
      1-More experience     2-Adequate     3-Strength            Initials__________ Date _______

Competency II.11: Use of assistive technology for children with severe/multiple disabilities.
      1-More experience       2-Adequate      3-Strength          Initials__________ Date _______

Competency II.12: Use of paraprofessionals.
      1-More experience      2-Adequate     3-Strength            Initials__________ Date _______

Section III – Collaboration (p. 30)
Competency III.1: Effective verbal, nonverbal, and written communication skills.
      1-More experience       2-Adequate     3-Strength        Initials__________ Date________

Competency III.2: Professional and effective interpersonal/collaboration skills.
      1-More experience      2-Adequate       3-Strength          Initials__________ Date _______

Competency III.3: Understanding of a transdisciplinary and multidisplinary models.
      1-More experience     2-Adequate      3-Strength          Initials__________ Date _______

Competency III.4: Understanding of roles of IEP/IFSP team members.
      1-More experience     2-Adequate       3-Strength       Initials__________ Date _______



                                                                                                   7
Competency III.5: Plan, facilitate and evaluate IEP/IFSP meetings.
      1-More experience        2-Adequate     3-Strength          Initials__________ Date _______

Competency III.6: Community services, agencies, and other resources.
      1-More experience    2-Adequate      3-Strength          Initials__________ Date _______

Competency III.7: Programs to assist families with limited resources.
      1-More experience     2-Adequate       3-Strength          Initials__________ Date _______

Competency III.8: Funding sources for educational and other professional services.
      1-More experience     2-Adequate      3-Strength          Initials__________ Date_______

Competency III.9: Transition process.
      1-More experience      2-Adequate       3-Strength         Initials__________ Date _______

Competency III.10: Consultation to families, caregivers and other professionals.
      1-More experience      2-Adequate       3-Strength          Initials__________ Date _______

Competency III.11: Supervision of paraprofessionals.
      1-More experience      2-Adequate     3-Strength           Initials__________ Date________

Section IV – Professionalism (p. 37)
IV.1: Professional resources.
       1-More experience      2-Adequate      3-Strength         Initials__________ Date _______

IV.2: Ethical issues.
       1-More experience       2-Adequate     3-Strength         Initials__________ Date _______

IV.3: State and federal laws.
        1-More experience     2-Adequate      3-Strength         Initials__________ Date _______

IV.4: Understanding of culture, economic status, and language.
       1-More experience      2-Adequate     3-Strength          Initials__________ Date _______

IV.5: Disposition and personal characteristics.
       1-More experience      2-Adequate       3-Strength        Initials__________ Date _______

IV.6: Computer skills.
       1-More experience       2-Adequate     3-Strength         Initials__________ Date ________

IV.7: Service delivery, program timelines, paperwork, forms and administrative tasks.
        1-More experience     2-Adequate      3-Strength        Initials__________ Date ________

IV.8: Requirements for licensure.
       1-More experience      2-Adequate      3-Strength         Initials__________ Date _______




                                                                                                8
       Section I
Assessment and Planning




                          9
            Section I - Assessment and Planning
      STANDARDS AND RECOMMENDED PRACTICES
A teacher of early childhood special education understands referral, assessment, planning, and placement practices
specific to teaching children from birth through age six who exhibit a broad range of developmental delays,
disabilities, or medical complications. (MN BOT, 3.B)

Professionals and families collaborate in planning and implementing assessment. (DEC, A: 1-12)

Assessment is individualized and appropriate for the child and family. (DEC, A: 13-20)

Assessment provides useful information for intervention. (DEC, A: 21-29)

Professionals share information in respectful and useful ways. (DEC, A: 30-36)

Professionals meet legal and procedural requirements and meet Recommended Practice guidelines. (DEC, A: 37-46)

Early Childhood Special Education (ECSE) teachers understand the referral procedures. (MN BOT, B.1)

ECSE teachers understand the use, limitations, ethical concerns, administration and interpretation of formal and
informal assessments for young children with disabilities, and how to effectively communicate the results to the
students, families, teachers, and other professionals. (MN BOT, B.2)

ECSE teachers understand how to adapt and modify existing assessment tools and methods to accommodate the
unique abilities and needs of young children with disabilities. (MN BOT, B.3)

ECSE teachers understand how to interview, gather, and maintain information from parents, families, teachers, and
others for the purpose of assessment and planning, developing, implementing, and evaluating the individual family
service plan and the individual education program. (MN BOT, B.4)

ECSE teachers understand aspects of medical care for premature, low birth weight, and other medically fragile
infants including methods employed in the care of young children dependent on technology. (MN BOT, B.5)

ECSE teachers understand techniques appropriate for premature, low birth weight, and other medically fragile
babies when implementing the individual family service plan or the individual education program plan. (MN BOT,
B.6)

ECSE teachers understand various educational models and setting options and the selection of appropriate options
based on the needs of the child. (MN BOT, B.7)

ECSE teachers understand how to design individual plans that integrate assessment results and family priorities,
resources, and concerns and that incorporate, when appropriate, pre-academic and academic goals and the
appropriate use of adaptive, augmentative, and assistive technologies. (MN BOT, B.8)

ECSE teachers monitor, summarize, and evaluate the acquisition of child and family outcomes included in
individual family services plans or individual education program plans. (MN BOT, C.8)

Families and professionals collaborate in planning and implementing the use of assistive technology. (DEC, T: 10-3)


Interstate New Teacher Assessment and Support Consortium (INTASC) Standards

Standard 1. Applies liberal studies/content knowledge
Standard 2. Understands student/child development and learning
Standard 3. Demonstrates multicultural, gender-fair, and disability sensitive values
Standard 8. Uses appropriate group and individual assessment strategies
Standard 10. Demonstrates professionalism, ethical behavior, and leadership



                                                                                                                   10
                     Section I - Assessment and Planning
                                  CONCEPTS
Referral
      Easy access to professionals and single point of contact for families throughout the referral and
       assessment process (DEC, A: 1,2) (BOT, B.1)

Assessment and Families
      Written statement of program philosophy regarding family participation in assessment planning
       and activities (DEC, A: 3)
      Appropriate fit (for family and child) of team members and style of procedures (e.g., arena, play-
       based, multidisciplinary assessments) (DEC, A: 7)
      Active participation of families in assessment procedures (consideration of family preferences for
       method, materials, etc.; use of family information regarding child’s interests, abilities, and special
       needs; family choice of role in assessment process) (DEC, A: 4, 8, 9)
      Professionals help families identify resources, concerns, and priorities related to their child’s
       development (DEC, A: 10)
      Professionals, families, and other caregivers are equal team members (i.e., equal priority to
       family/caregivers observations and reports, review of other records, procedures that ensure
       consultation and collaboration, use of consensus to make decisions) (DEC A: 6, 11, 12) (BOT,
       B4)
      Families informed about state EI/ECSE rules and regulations regarding assessment (DEC, A:
       37)
      Use of materials and procedures that gather information from families that they can develop into
       IFSP/IEP goals and activities (DEC, A: 16)

Assessment process and procedures
      Use of multiple measures (developmental observations, criterion/curriculum-based, interview,
       informed clinical opinion, norm-referenced scales) and use of information from multiple sources
       (DEC, A: 13, 19, 27, 40) (BOT, B.2)
      Accommodation for child’s sensory, physical, responsive, and temperamental differences (DEC,
       A: 14) (BOT, B.3)
      Assessment of child’s skills and authentic behavior in familiar contexts and across other settings
       and with other people (DEC, A: 15, 17, 18, 24, 39)
      Assessment of child’s strengths and need across all developmental and behavioral dimensions
       that includes level of support needed to perform tasks (DEC, A: 20, 25)
      Functional analysis of atypical child behavior that may be barrier to intervention and progress
       (DEC, A: 21, 22)
      Developmentally appropriate diagnostic measures that have high treatment validity and sufficient
       item density to detect small increments of progress (DEC, A: 23, 26, 38, 39, 42) (BOT, B.2)
      Team members maintain ethical standards and recommended practices (DEC, A: 43) (BOT, A.4,
       B.2)
      Technology used to assist in assist in assessment process and based on family preference (DEC,
       T: 8, 10)

Assessment Reports
      Results reported useful for families and program planning (DEC, A: 29, 30) (BOT, B.2)
      Report of strengths as well as priorities for promoting optimal development (DEC, A: 31)
      Reports include limitations of assessments (e. g., questions of rapport, cultural bias, and
       sensory/response requirements) (DEC, A: 32) (BOT, B.2)
      Reports organized by developmental/functional domains with consideration of the
       interrelatedness of developmental areas (e.g., how child’s limitations have affected development;
       how child has leaned to compensate) (DEC, A: 33, 34)
                                                                                                           11
Planning
      Individual plans integrate assessment results and family priorities, resources, and concerns)
       (BOT, B.8)
      Individual plans, when appropriate, incorporate pre-academic and academic goals and the
       appropriate use of adaptive, augmentative, and assistive technologies (BOT, B.8) (DEC, T: 8,10)
      IFSP/IEP goals pertain to child’s natural environment (DEC, A: 16)
      Families invite others to attend meetings (DEC, A: 36)
      Adequate time for families to review reports, ask questions, or express concerns before
       information used for decision making (DEC, A: 35)
      Ongoing assessment and review at least every 90 days for program modifications; annual
       assessment to modify goals and redesign outcomes (DEC, A: 28, 41, 44, 45, 46)
      Monitoring and evaluation of acquisition of child and family outcomes on individual family
       services plans or individual education program plans (BOT, C.8)
      Implementation, monitoring and evaluation of transition plans (BOT, D.2)
      Assisting families in planning for transition of young children with disabilities (BOT, D.5)
      Legal and procedural requirements (inform families of assessment regulations, appropriate
       measures and classification systems for diagnosis, play-based measures of problem-solving skills,
       (DEC, A: 37-46)

Placement
      Developmentally appropriate measures and classification systems (DEC, A: 38)
      Authentic measures of child functioning for eligibility determination (DEC, A: 39)
      Processes and strategies that support transitions among hospital, home, infant and toddler,
       preprimary and primary programs (BOT, D.6)
      Educational definitions, identification criteria and labeling issues, and entrance and exit criteria
       pertaining to young children with disabilities and medical conditions (BOT, A.3)




                                                                                                              12
            Section I - Assessment and Planning
      COMPETENCIES AND SUGGESTED TASKS/EXPERIENCES
Competency I.1: Demonstrates an understanding of referral/intake procedures and processes,
including procedural safeguards, state and federal EI/ECSE and rules/regulations regarding
assessment, evaluation, and eligibility for services.

Suggested Tasks/Experiences:
____ Participate in initial referral intake/initial interviews with families, including determining
       preferences for assessment and complete required paperwork.
____ Review eligibility/entrance criteria for district and state eligibility regulations.
____ Complete due process requirements and forms (e.g., meeting notice, parent rights, etc.).
____ Participate in team staffings for the purpose of sharing assessment results with a family.
____ Review district legal and procedural requirements.
____ Applicable assignments and information from SpEd 494 and other coursework.
____ Other: _____________________________________________________

Competency I.2: Selects appropriate developmental screeners, effectively administers the tools, and
interprets the results in a family-centered and professional format.

Suggested Tasks/Experiences:
____ Administer and score a developmental screener to children from birth –5.
____ Document the results of the screener and present to the family/team.
____ Observe and/or participate in a hearing and vision screening.
____ Applicable assignments/information from SpEd 424/524 and other coursework.
____ Other: _____________________________________________________

Competency I.3: Selects appropriate developmental criterion-referenced assessment tools;
effectively administers the instrument, includes caregivers in the assessment process, and interprets
the results in a useful, family-centered and professional format.

Suggested Tasks/Experiences:
____ Administer a criterion-referenced assessment tool to a child with an identified disability.
____ Participate in an initial or a periodic child multi-disciplinary evaluation/assessment.
____ Observe and/or participate in an arena assessment.
____ Participate in the assessment of a medically fragile infant and/or toddler or preschooler.
____ Complete a written evaluation/assessment report for a preschooler and an infant/toddler.
____ Applicable assignments/information from SpEd 424/524 and other coursework.
____ Other: _____________________________________________________

Competency I.4: Selects appropriate developmental standardized (norm-referenced) assessment
tools; effectively administers the instrument, interprets and presents the results in a family-
centered and professional format.

Suggested Tasks/Experiences:
____ Administer a standardized developmental assessment to a child with an identified disability.
____ Observe an evaluation by another discipline (PT, OT, Speech).
____ Complete a written report of a standardized evaluation/assessment and share the results with
       family under supervision of cooperating teacher.
____ Applicable assignments/information from SpEd 424/524 and other coursework.
____ Other: _____________________________________________________




                                                                                                      13
Competency I.5: Selects appropriate family assessment tools, conducts assessments and interviews
in a family-centered and professional manner, uses the information to identify family concerns,
priorities, and resources and conveys this information in appropriate formats.

Suggested Tasks/Experiences:
____ Participate in the family interview and/or assessment of family concerns, priorities, and resources
       (e.g., Routines Based Interview) regarding a child under 3 years old.
____ Identify resources, supports (formal and informal) and services to assist in meeting family needs.
____ Apply family information to the written evaluation report and/or appropriate IFSP/IEP sections.
____ Applicable assignments from SpEd 426/526 and other courses.
____ Other: _____________________________________________________

Competency I.6: Determines need for assistive technology in the evaluation process, identify
environmental and programming adaptations needed for the child, and uses the information to
design plans that address the use of appropriate assistive technology.

Suggested Tasks/Experiences:
____ Use assistive technology interviews to gather information from team members to determine a
       need for assistive technology and identify adaptations needed for evaluation and planning.
____ Identify adaptations needed in classrooms and natural environments to include on education plan.
____ Observe a student who uses assitive technology and review the student’s educational plan.
____ Applicable assignments from SpEd 419 and 417.
____ Other: _____________________________________________________

Competency I.7: Conducts developmental and/or structured observations in natural environments
to gather initial and ongoing information.

Suggested Tasks/Experiences:
____ Complete a structured observation of a child in a natural setting (e.g., home, daycare, Head Start,
       preschool) and write up the observation based on the factual information observed.
____ Review examples of Evaluation Reports and determine how the information is documented.
____ Other: _____________________________________________________

Competency I.8: Demonstrates an understanding of ongoing assessment and monitoring for
periodic and annual reviews of progress.

Suggested Tasks/Experiences:
____ Collect ideas for data collection systems and assist with data collections procedures.
____ Track the progress of infant/toddlers and preschool-age children on developmental checklists.
____ Participate in a periodic review meeting with parents and present information from ongoing
       assessments and data collection.
____ Other: _____________________________________________________

Competency I.9: Presents assessment information (written and verbal) in a useful functional
family-centered format organized by developmental/functional domain (includes the
interrelatedness of developmental areas, needs, child and family strengths, and priorities for
promoting optimal development).

Suggested Tasks/Experiences:
____ Participate in a team staffing for the purpose of sharing assessment results to parents.
____ Assist with completing an Evaluation Report for a preschooler and an infant/toddler.
____ Share and discuss the written report with family.
____ Assessment reports from SpEd 424/524.
____ Other: _____________________________________________________


                                                                                                      14
Competency I.10: Demonstrates knowledge of local and state entrance and exit criteria for ECSE
services and transition policies and procedures.

Suggested Tasks/Experiences:
____ Participate in determination of initial and continued placement of a child into special education.
____ Participate in the process for adding a new student who has moved into the district.
____ Assist with due process procedures for exiting a student from special education services (i.e.,
       child has moved, no longer needs services, has met all goals, etc.).
____ Participate in transition meetings – Part C to Part B and preschool to kindergarten.
____ Other: _____________________________________________________

Competency I.11: Demonstrates an understanding of the various educational models and setting
options (least restrictive and natural environments) and the selection of appropriate options based
on the needs of the child to promote development.

Suggested Tasks/Experiences:
____ Participate in the team discussion for determination of least restrictive placement and document
       on the special education plan.
____ Identify options that will promote development in the least restrictive environment (LRE).
____ Document the adaptations needed in the least restrictive environment where required on the
       special education plan and assist with designing and implementing the adaptations.
____ Develop an intervention plan or recommendations to be used in the natural environment.
____ Other: _____________________________________________________

Competency I.12: Designs individual plans (IEP/IFSPs) that integrate child and family assessment
results, including the child’s strengths and needs in all developmental domains as well as the
family’s concerns, priorities and resources.

Suggested Tasks/Experiences:
____ Write a special education plan based on the identified needs from evaluation reports and family
       assessment, including functional information about developmental domains.
____ Participate in IEP/IFSP meetings and complete the necessary documents.
____ Develop IFSP outcomes that are functional and based on the family’s priorities for intervention.
____ IFSP/IEPs developed in SpEd 426/526 and 427/527.
____ Other: _____________________________________________________

Competency I.13: Designs plans that include family-identified outcomes pertaining to the child’s
natural environment in addition to pre-academic and academic goals.

Suggested Tasks/Experiences:
____ Assist with the development of functional outcomes and appropriate goals and objectives based
       on priorities identified by the family and evaluation results.
____ Develop a plan that includes strategies for generalization of skills and includes strategies that are
       tied to family assessment and daily routines.
____ IFSP/IEPs developed in SpEd 426/527 and 424/527.
____ Other: _____________________________________________________

Competency I.14: Demonstrates ability to work as part of team in assessment and planning process.

Suggested Tasks/Experiences:
____ Participate and collaborate with other professionals in assessments and developing plans.
____ Interview members of a multi-disciplinary team regarding roles and responsibilities in the
       assessment and planning process.
____ Participate in an arena assessment and the writing of a joint report.
____ Other: _____________________________________________________

                                                                                                        15
Assessment and Planning Competencies

      Artifacts and Coursework




                                       16
 Section II
Intervention




               17
                Section II - Intervention
      STANDARDS AND RECOMMENDED PRACTICES

A teacher of early childhood special education understands how to use individual family service plans
(IFSP), individual interagency intervention plans (IIIP), and individual education program (IEP) plans to
design and implement developmentally appropriate instruction for young children with developmental
delays, disabilities, or medical conditions disabilities, or medical complications. (Mn. BOT, 3.C)

Early Childhood Special Education (ECSE) teachers apply intervention curricula and methods for young
children with specific disabilities including motor, sensory, health, communication, social-emotional, and
cognitive disabilities. (Mn. BOT, C.1)

ECSE teachers facilitate developmentally and functionally appropriate individual and group activities
unique to infants, toddlers, and young children with disabilities. (Mn. BOT, C.2)

ECSE teachers implement methods of behavior support and management appropriate for young children
with disabilities. (Mn. BOT, C.3)

ECSE teachers provide a variety of stimulus-rich formats unique to young children with disabilities,
including play, environmental routines, parent-mediated activities, small group projects, cooperative
learning, inquiry experiences, and systematic instruction. (Mn. BOT, C.4)

ECSE teachers apply current research and recommended practices with emphasis on cognitive, motor,
social-emotional, communication, adaptive, and aesthetic development in learning situations within the
family. (Mn. BOT, C.5)

ECSE teachers implement health, nutrition, and safety management practices unique to young children
with disabilities, including specific procedures for infants and toddlers and procedures regarding
childhood illness and communicable diseases. (Mn. BOT, C.6)

ECSE teachers apply ways of linking current developmental and learning experiences and teaching
strategies with those of the next educational setting for young children with disabilities. (Mn. BOT, C.7)

ECSE teachers monitor, summarize, and evaluate the acquisition of child and family outcomes included
in individual family services plans or individual education program plans. (Mn. BOT, C.8)

ECSE teachers apply the standards of effective practice in teaching children with developmental delays or
disabilities or medical conditions through a variety of early and ongoing clinical experiences with infants,
toddlers, and preprimary children across a range of service delivery models. (Mn. BOT, E)

Adults design environments to promote children’s safety, active engagement, learning, participation, and
membership. (DEC, C: 1-11)

Adults use ongoing data to individualize and adapt practices to meet each child’s changing needs. (DEC,
C: 12-16)

Adults use systematic procedures within and across the environments, activities, and routines to promote
young children’s learning and participation. (DEC, C: 17-27)

Professionals utilize assistive technology in intervention program for children. (DEC, T: 1-9)

Families and professionals use technology to access information and support. (DEC, T: 14-22)


                                                                                                         18
Intervention is focused on function, not services. (DEC, I: 9-16)

Regular caregivers and regular routines provide the most appropriate opportunities for children’s learning
and receiving most other interventions. (DEC, I: 17-19)



INTASC Standards

Standard 1.    Applies liberal studies/content knowledge
Standard 2.    Understands student/child development and learning
Standard 3.    Demonstrates multicultural, gender-fair, and disability sensitive values
Standard 4.    Employs appropriate group and individual instructional strategies
Standard 5.    Establishes and maintains a productive learning environment
Standard 7.    Designs an organized, effective, and appropriate curriculum.
Standard 10.   Demonstrates professionalism, ethical behavior, and leadership
Standard 11.   Uses technology in support of classroom instruction




                                                                                                        19
                                Section II - Intervention
                                      CONCEPTS
Physical environment
      Attention to children’s preferences and interests (novelty, responsive toys, materials, defined
       spaces) and social dimension (use of peer models, peer proximity, responsive adults, imitative
       adults, expanding play and behavior and facilitation of positive relationships) (DEC, C: 1, 2, 11)
      Responsiveness to child’s behavior (naturalistic time delay, interrupted chain procedure,
       transition-based teaching, visual cue systems) (DEC, C: 3)
      Structured play routines (defining roles for dramatic play, prompting engagement, prompting
       group friendship, specialized props) and opportunities for child-initiated learning (DEC, C: 4, 10)
      Designed for exposure to multiple cultures and languages (children and families share cultures
       and language with others) (DEC, C: 5)
      Accepted standards of quality (curriculum, child-staff ratio, group size, physical design, physical
       and emotional safety and security) (DEC, C: 6, 7)
      Services provided in natural learning environments with naturally occurring activities and settings
       (home and community based) (DEC, C: 8, 9; I: 17)

Individualized and adapted child-based practices and curriculum
      Developmentally, individually and functionally appropriate individual and group activities and
       contexts unique to infants, toddlers and young children with disabilities (BOT, C.2)(DEC, I: 9,
       16)
      Appropriate behavior support and management (BOT, C.3)
      Curricula and methods for motor, sensory, health, communication, social-emotional, and
       cognitive disabilities (BOT, C.1)
      Changes/modifications in interventions and services based on data from monitoring child’s
       progress and family needs (current behavior and abilities, family view, professional view,
       demands of environment; data collected to determine what interferes with growth and the impact
       of current practices on progress; useful and feasible monitoring) (DEC, C: 12, 14; I: 10, 11)
      Meaningful outcomes build upon child’s current skills and behavior and promote membership
       with others (DEC, C: 13)
      Independent, competent, and adaptive functioning, participation and membership in natural
       environments (active engagement with people and objects, initiation of interaction and response
       to others, communication with others, read environmental cues) (DEC, C: 15)
      Behavior recognized and interpreted in context and responded to contingently with expansion and
       elaboration of behavior (imitating, waiting for responses, modeling, prompting) (DEC, C: 16)
      Strategies ensure high levels of behavior (sufficient fidelity, consistency, frequency and intensity)
       (DEC, C: 26)
      Functional behavior assessment and interventions (make behavior irrelevant - modify
       environment, inefficient - teach replacement behavior, and ineffective - use reinforcement and
       consequent events) (DEC, C: 27)
      Consequences for behavior to increase play, engagement, appropriate behavior, and learning
       (differential reinforcement, response shaping, high-probability procedures, correspondence
       training) (DEC, C: 21)
      Systematic naturalistic procedures and peer-mediated strategies to promote communication and
       social skills (models, expansion, incidental teaching, mand-model procedure, naturalistic time
       delay) (DEC, C: 22, 23)
      Intervention variables (how, who, when, where) based on priorities, environmental resources and
       constraints, and likelihood of helpfulness (DEC, I: 13)
      Use of least intrusive and intensive assistive technology for improving services to increase:
       communication and language, environmental access, social-adaptive skills, mobility and
       orientation skills, daily life skills, social interaction skills, health, position/handling (DEC, T: 3,7)

                                                                                                             20
      Assistive technology matched to intervention and instructional objectives and evaluated for
       effectiveness (DEC, T: 6)
      Normalized and least intrusive intervention strategies (DEC, I: 15)

Learning across routines, activities, environments
      Stimulus-rich formats unique to young children with disabilities, including play, environmental
       routines, parent-mediated activities, small group projects, cooperative learning, inquiry
       experiences, and systematic instruction (BOT, C.4)
      Learning phases (acquisition, fluency, maintenance, generalization) (DEC, C: 17)
      Systematic, consistent practices within and across environments and people (DEC, C: 18)
      Planning prior to implementation (consideration for situation in which intervention will be
       applied) (DEC, C: 19)
      Useful, normal, culturally respectful and sensitive practices (DEC, C: 20)
      Embedded specialized procedures (naturalistic strategies and prompt/prompt fading strategies)
       (DEC, C: 25)
      Teams plan services and interventions in natural learning environments across time and contexts
       (use of regular caregivers and regular routines, strategies focused on function and normalization
       and in-between sessions time) (DEC, I: 9, 15, 17, 18)
      Consideration of assistive technology applications to increase child’s functioning and
       participation in less restrictive environments and access across settings (DEC, T: 4, 12)

Family Based Practices
      Joint development of and shared responsibility for achievement of outcomes using
       resources/supports that don’t disrupt family life (DEC, F: 1, 2, 4, 10)
      Informed choice/decision making (relevant information, supports, resources, participatory
       opportunities and competency enhancing experiences for parents (DEC, F: 3, 6, 15)
      Resources/supports built on family strengths and assets (intra-family, informal, community,
       formal) that strengthen family functioning, foster parenting competence and confidence, promote
       parenting knowledge and skills (DEC, F: 6-9, 15-17)
      Flexible individualized relationships, supports, and resources responsive to cultural, language,
       racial, ethnic, and socioeconomic characteristics and based on family preferences and priorities
       (DEC, F: 5, 11, 12, 13)
      Family beliefs and values incorporated into decisions, intervention plans and resource/support
       mobilization (DEC, F: 14)
      Team decisions regarding support and intervention based on priorities, resources and constraints,
       and known helpfulness (DEC, I: 12)
      Assistance to families in the use, maintenance, and generalization of assistive technology (DEC,
       T: 11)




                                                                                                      21
                 Section II - Intervention
      COMPETENCIES AND SUGGESTED TASKS/EXPERIENCES
Competency II.1: Designs classroom environments and/or facilitates community/home-
based activities that promote physical and emotional safety and security and incorporates
regulatory and best practice standards.

Suggested Tasks/Experiences:
____ Review program policies and procedures regarding medical, health and safety issues.
____ Develop a list of resources for recommendations for home health and safety for parents.
____ Obtain a copy and review policies and procedures regarding mandated reporting or abuse/neglect.
____ Develop a list of key factors that are essential to organizing classrooms that facilitate learning and
       classroom management.
____ Other: _____________________________________________________


Competency II.2: Designs classroom environments and/or facilitates community/home-
based activities that are structured around the children’s and/or parent’s preferences and
interests and include/facilitate structured play routines and opportunities for child-
initiated learning.

Suggested Tasks/Experiences:
____ Develop a system for scheduling classroom activities including child-initiated as well as
       structured teacher directed activities.
____ Develop and implement an activity schedule based on the child’s likes and preferences.
____ Develop and implement a plan with structured play activities for an inclusive group setting.
____ Plan a home visit/session using the child’s toys and other materials found in the home.
____ List of resources with strategies and activities using structured and child-initiated play.
____ Observe a variety of natural environments (home, daycare, Head Start, etc.) as well as ECSE
       intervention settings.
____ Other: _____________________________________________________


Competency II.3: Designs classroom environments and/or facilitates community/home-
based activities that embed specialized strategies in daily routines that facilitate social
engagement and communication with others, and foster positive relationships with peers,
teachers, family/caregivers and others.

Suggested Tasks/Experiences:
____ Compile a list of resource for strategies used in early childhood classrooms to facilitate social
       engagement and communication (e.g., visuals, picture schedules, cue cards, etc.).
____ Write a social story for a child to facilitate communication and engagement.
____ List specific strategies to assure the child’s involvement with peers in a classroom or siblings.
____ Review classroom/community routine and develop activities that encourages social
       engagement/communication (e.g., set up snack so the child has to ask a peer for something).
____ Develop a plan for a home visit that uses intervention strategies embedded into daily routines
       with caregivers.
____ After a family interview, develop a socially engaging/communication activity that families can
       incorporate into their daily routine (e.g., dressing, bathing, mealtime, etc.).
____ Set up/design a classroom environment that encourages social engagement/communication.
____ Other: _____________________________________________________
Competency II.4: Develops lesson/activity plans using developmentally and functionally
appropriate practices, curriculum and activities that promote participation in natural
                                                                                                         22
learning environments and incorporate naturally occurring learning opportunities which
encourage independent adaptive functioning, communication and interaction with
caregivers and others in those environments.

Suggested Tasks/Experiences:
____    Identify natural learning opportunities that occur in activity settings in classrooms and homes.
____    Develop and implement lesson/activity plans that promote participation in activities and routines
        and facilitate positive interaction with peers, family members and/or caregivers.
____    Gather information for caregivers about embedding learning opportunities into daily routines.
____    Analyze curriculum and adapt strategies to ensure participation of children with disabilities.
____    Develop a file of strategies that incorporate learning opportunities in home and preschool settings.
____    Develop a list of resources for adapting and modifying activities for children with special needs.
____    Lesson/activity plans from coursework and field experiences.
____ Other: _____________________________________________________

Competency II.5: Develops lesson/activity plans with meaningful outcomes using
developmentally and functionally appropriate practices, curriculum, and activities for
children with a wide range of disabilities that are based on current assessment information
of children’s skill level, family priorities, specialist’s views and demands of the
environment.

Suggested Tasks/Experiences:
____    Develop and implement intervention plans that incorporate outcomes and strategies
        recommended by a professional from another discipline.
____    Develop intervention plans for children who are medically fragile, autistic, and/or sensory
        impaired to be used in a classroom and/or home environment.
____    Select a child’s IEP/IFSP and design lesson/activity plans for daily routines that address the goals
        and objectives in the developmental areas of need.
____    After consultation with an OT, PT, and/or S/LP, develop a program for a child that uses
        recommended techniques for home and classroom (e.g., positioning and handling techniques to
        help facilitate interaction or oral-motor strategies for a child with feeding problems).
____    Lesson/activity plans from coursework and field experiences.
____    Other: _____________________________________________________


Competency II.6: Demonstrates knowledge of curricula and methods for young children
with motor, sensory, health, communication, social-emotional, and cognitive disabilities
and uses, adapts and modifies developmentally and functionally appropriate practices
based on current child and family assessment data.

Suggested Tasks/Experiences:
____ Develop a list of curriculum/method books and other resources with intervention strategies for
       young children with specific disabilities including motor, sensory, health, communication, social-
       emotional, and cognitive disabilities and varying abilities (e.g., high tone, feeding, autism, etc.).
____ Analyze curriculum and adapt strategies to ensure participation of all children.
____ Complete a task analysis for a new skill to be introduced to child/class.
____ Observe direct instruction performed by related service providers (speech, physical therapist,
       occupational therapist, autism therapy, etc.)
____ Implement individual and group activities using formal and informal instruction.
____ Other: _____________________________________________________

Competency II.7: Demonstrates knowledge and use of a functional behavior assessment,
intervention and management.

                                                                                                         23
Suggested Tasks/Experiences:
____ Observe a classroom and determine strategies used to maintain a positive classroom environment.
____ Participate in a functional behavior assessment (FBA), analyze, apply intervention and review the
       progress for a child in a center-based program.
____ Develop or review a written plan for a parent to address a challenging behavior in the home.
____ FBA and Behavior Management Forms from SpEd 427/527
____ Other: _____________________________________________________


Competency II.8: Uses practices, curriculum, and supports that are culturally respectful,
sensitive and respond to the cultural, language, racial, ethnic, and socioeconomic
characteristics of the child and family.

Suggested Tasks/Experiences:
____ Attend home visits with diverse (culturally and economically) families.
____ Develop lessons, activities and materials are sensitive to all cultures and family dynamics.
____ Develop list of resources and activities that are culturally sensitive.
____ Diversity assignments from coursework.
____ Other: _____________________________________________________


Competency II.9: Demonstrates skills that strengthen family functioning, facilitate use of
informal and formal supports based on family assets, and promote shared responsibility
between professionals and family for achievement of IEP/IFSP outcomes.

Suggested Tasks/Experiences:
____ Compile a list of formal and informal supports that are available in the community.
____ Compile a list of adult learning strategies (e.g., anticipatory guidance techniques, parent
       checklists) to use with caregivers.
____ Give caregivers strategies for embedding IFSP outcomes between home visits.
____ Design activities based on child’s objectives to involve the family in their child’s learning.
____ Applicable assignments/information from SpEd 426/526 and other coursework.
____ Participate in communication activities between home and school (i.e, daily notebook, etc.).
____ Other: _____________________________________________________


Competency II.10: Uses individualized and flexible practices that enable parents to make
informed decisions, foster parenting competence and confidence, and promote parenting
knowledge and skills.

Suggested Tasks/Experiences:
____ In cooperation with parents, develop intervention plans to be carried out in the home.
____ Facilitate a parent’s play with a child during a home visit by coaching and demonstration.
____ Develop a list of ideas for play with a specific toy/activity that instructs caregivers how to
       incorporate several developmental goals during the play.
____ Attend a home visit/session with other discipline and observe how they promote parent
       involvement in their practice.
____ Compile a list of resources and handouts for parents for developmental and behavioral issues.
____ Applicable assignments/information from SpEd 426/526 and other coursework.
____ Gather examples of newsletters and other correspondence.
____ Other: _____________________________________________________



                                                                                                      24
Competency II.11: Develops lesson/activity plans that use individualized strategies that
include assistive technology and other adaptations for children with severe and multiple
disabilities.

Suggested Tasks/Experiences:
____ Develop a lesson/activity plan that includes adaptations in school and home environments.
____ Demonstrate knowledge and skills with variety of assistive technology from low to high,
____ Review a special education plan of a child with severe or multiple disabilities and create the
       adaptations needed to ensure participation of the child in one classroom activity.
____ Plan and implement strategies for a medically fragile infant who is dependent on technology.
       Include activities for parents.
____ Applicable assignments/information from SpEd 417/517 and other coursework, including
       information about adaptive equipment, software, hardware, and other technology.
____ Other: _____________________________________________________




Competency II.12: Develops lesson/activity plans that incorporate the use of
paraprofessionals and include specific instructional strategies designed to be used by the
paraprofessional and/or other adults.

Suggested Tasks/Experiences:
____ Develop an intervention plan to be carried out by a paraprofessional.
____ Interview a paraprofessional regarding their perceptions of needed training.
____ Develop a list of your expectations for paraprofessionals in your classroom.
____ Obtain a list of adult learning principles that can be applied to work with paraprofessionals.
____ Provide feedback to a paraprofessional after implementing a lesson you planned.
____ Other: _____________________________________________________




                                                                                                      25
Intervention Competencies

Artifacts and Coursework




                            26
 Section III
Collaboration




                27
              Section III - Collaboration
     STANDARDS AND RECOMMENDED PRACTICES
A teacher of early childhood special education communicates and interacts with students,
families, other teachers and the community to support student learning and well-being. (Mn.
BOT, 3.D)

The teacher understands sources of unique services, networks, agencies, and organizations for
young children who exhibit a broad range of developmental delays or disabilities or medical
complications. (Mn. BOT, D.1)

The teacher understands structures supporting interagency collaboration and how to implement,
monitor, and evaluate interagency agreements and transition plans. (Mn. BOT, D.2)

The teacher understands school, community, and social services appropriate for young children
with special needs and how to identify and access services that will enhance programs for young
children with developmental delays or disabilities and medical conditions. (Mn. BOT, D.3)

The teacher understands the educational roles and responsibilities of other teachers and support
personnel in providing educational services to young children with disabilities. (Mn. BOT, D.4)

The teacher understands ways of assisting the family in planning for transition of young children
with disabilities. (Mn. BOT, D.5)

The teacher understands processes and strategies that support transitions among hospital, home,
infant and toddler, preprimary, and primary programs. (Mn. BOT, D.6)

Teams including family members make decisions and work together. (DEC, I: 1-6)

Professionals cross disciplinary boundaries (DEC, I: 7-8)

Intervention focused on function, not services (DEC, I: 9-16)

Regular caregivers and regular routines provide the most appropriate opportunities for children’s
learning and receiving most other interventions. (DEC, I: 17-19)


INTASC Standards

Standard 1. Applies liberal studies/content knowledge
Standard 3. Demonstrates multicultural, gender-fair, and disability sensitive values.
Standard 6. Effectively uses communication/interpersonal skills.
Standard 9. Engage in life-long learning, reflective practices, and professionalism.
Standard 10. Demonstrates professionalism, ethical behavior, and leadership




                                                                                                28
                             Section III - Collaboration
                                    CONCEPTS
Team membership and roles
      Team members (family members, professionals, caregivers, paraprofessionals, teachers, and
       others) work together in all aspects of services (planning, delivering, and evaluating; participation
       in the IEP/IFSP process) (DEC, I: 1, 2, 6) (DEC, F: 1, 2)
      Team members understand and share responsibilities (support of paraprofessionals, shared
       outcomes, learn from each other) (DEC, I: 6, 17, 19) (BOT, D.4) (DEC, F: 1, 4)
      Team members advocate for policies that support best practice (DEC, I: 3)
      Consultation and indirect services as service delivery options for therapy and specialized
       instruction (DEC, I: 14)
      Role release and acceptance (transdisciplinary model of planning and intervention, crossing
       disciplinary boundaries) (DEC, I: 7, 8)

Interagency
      Interagency agreements and collaboration with agencies, organization, networks, and services
       (school, community, and social services that enhance programs (BOT, D.2)
      Decisions for supports based on meeting priorities, environmental resources and constraints, and
       known helpfulness (DEC, I: 12)
      Intervention provided in natural environments and contexts (DEC, I: 17-18)
      Interagency transition planning among hospital, home, infant and toddler, preprimary, and
       primary programs (BOT, D.2)


Knowledge/skills of team members
      Collaborative consultation and communication (prioritize time for collaboration, support of
       optimum climate, ensure trust and openness, continuing education) (DEC, I: 4-5) (BOT, 3.D)
      Knowledge of funding sources (including assistive technology) and policies (DEC, I: 3, T: 9)
       (BOT, D.3)
      Assisting families in transition process (BOT, D.5)


Team focus
      Focus on use of developmentally and individually appropriate activities and contexts (DEC. I: 9,
       16)
      Changes in interventions and services based on monitoring child’s progress and family needs in
       each priority area (DEC, I: 10-11)
      Services in natural learning environments across time and contexts (focused on time away from
       programming, strategies focused on function and normalization and in-between times (DEC, I: 9,
       15,17, 18)
      Team decisions regarding support and intervention based on priorities, resources, and known
       helpfulness (DEC, I: 12-13)
      Services and intervention decisions and changes based on child and family functioning and
       priorities (DEC, I: 9-10)




                                                                                                         29
                 Section III - Collaboration
      COMPETENCIES AND SUGGESTED TASKS/EXPERIENCES
Competency III.1: Demonstrates professional and effective verbal, nonverbal, and written
communication skills necessary for working with other professionals and families.

Suggested Tasks/Experiences:
____ Provide a brief inservice to staff, paraprofessionals or parents.
____ Write daily summaries and other correspondence from school to families.
____ Complete a self-assessment of communication skills (MSUM Disposition Survey).
____ Other: _____________________________________________________

Competency III.2: Demonstrates professional and effective interpersonal/collaboration
skills (i.e., supportive and productive teaming, problem solving, flexible, non-judgmental,
resourceful, respectful, accountable etc.) necessary to participate in interdisciplinary teams
that make decisions regarding planning, assessment, and interventions.

Suggested Tasks/Experiences:
____ Participate in interdisciplinary and/or transdisciplinary service delivery by providing input in
       evaluation, planning, and intervention and by using information from other team members for
       assessment, planning and intervention.
____ Gather information from other professionals to complete an evaluation report and IEP/IFSP.
____ Consult with a specialized professional to develop new activities for a child.
____ Incorporate information and strategies from multiple disciplines into lesson/activity planning.
____ Other: _____________________________________________________

Competency III.3: Demonstrates an understanding of a transdisciplinary and
multidisplinary models of service delivery and the ability to cross disciplinary boundaries
as part of a transdisciplinary team.

Suggested Tasks/Experiences:
____ Gather information from other professionals to complete an evaluation report and IEP/IFSP.
____ Participate in an arena assessment and write collaborative report.
____ Consult with a specialized professional for new activities for a child.
____ Incorporate information and strategies from multiple disciplines into lesson planning.
____ Demonstrate the ability to cross disciplinary boundaries as part of a transdisciplinary team.
____ Other: _____________________________________________________

Competency III.4: Demonstrates an understanding of roles of IEP/IFSP team members
(family/caregivers, speech pathologist, occupational or physical therapist, paraprofessional,
administrator, ECSE teacher, general education teacher, psychologist, advocate, service
coordinator, etc.)

Suggested Tasks/Experiences:
____ Review reports from other team members prior to attending IEP/IFSP meetings
____ Interview team members regarding their role on a child’s team.
____ Interview the service coordinator for a child to find out more about the role of the service
       coordinator.
____ Other: _____________________________________________________




                                                                                                        30
Competency III.5: Demonstrates skills necessary to plan, facilitate and evaluate IEP/IFSP
meetings, keeping team focused on needs of children and families.

Suggested Tasks/Experiences:
____ Write prior notice letter, develop agenda, and gather necessary and sufficient information for an
       IEP/IFSP meeting.
____ Present information at meeting.
____ Keep notes on leading/organizing meetings and conferences.
____ Other: _____________________________________________________

Competency III.6: Demonstrates knowledge and ability to identify and access community
services, agencies, and other resources for young children with disabilities and their
families.

Suggested Tasks/Experiences:
____ Attend IEIC meeting and/or other interagency meetings.
____ Compile a list of community resources, websites, and other sources of information for families
       with young children with and without disabilities.
____ Review family assessment information on IFSPs and identify resources and supports.
____ Attend a home visit or meeting with a public health nurse or other community provider.
____ Other: _____________________________________________________

Competency III.7: Demonstrates ability to identify and access financial and other
programs to assist families with limited resources.

Suggested Tasks/Experiences:
____ Compile a list of financial resources and support programs available to families.
____ Review family assessment information on an IFSP and determine resources to assist with
       financial and other concerns.
____ Applicable assignments from SpEd 426/526 and other coursework.
____ Other: _____________________________________________________

Competency III.8: Demonstrates an understanding of funding sources for educational and
other professional services.

Suggested Tasks/Experiences:
____ Compile a list of the funding sources for MN and ND early childhood programs.
____ Compile a list of non-governmental agencies that support early childhood programs and families
       with young children.
____ Other: _____________________________________________________

Competency III.9: Demonstrates an understanding of the transition process that occurs
when a child moves one service delivery system into another.

Suggested Tasks/Experiences:
____ Attend a transition meeting for a child who is moving from a birth to three program into an ECSE
        program for children from 3-5 and for a child who is leaving ECSE and entering kindergarten.
____    Gather information developed for parents (i.e., manuals, pamphlets, videos, etc.).
____    Gather all the information needed to present at a transition meeting and document the needed
        information in the transition section of the special education plan.
____    Develop a plan with strategies that will prepare the student for the next educational setting.
____    Other: _____________________________________________________



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Competency III.10: Demonstrates skills necessary for providing consultation to families,
caregivers and other professionals.

Suggested Tasks/Experiences:
____  Observe EI/ECSE professional providing consultative services to child care provider, Head Start
      or other preschool teacher, and parent/caregiver.
____ Interview families and caregivers regarding.
____ Compile a list of tools to use as a consultant.
_____ Participate in a consultative activity and reflect on differences between consultant, collaborator,
      and lead teacher.
____ Other: _____________________________________________________

Competency III.11: Demonstrates skills necessary for providing supervision of
paraprofessionals.

Suggested Tasks/Experiences:
_____ Interview a paraprofessional regarding what skills s/he values in a supervising teacher and how to
       best facilitate a positive working relationship between a teacher and a paraprofessional.
_____ Observe a paraprofessional working in a program.
_____ Involve a paraprofessional in implementing an activity/lesson plans and ask for feedback.
____ Other: _____________________________________________________




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Collaboration Competencies

 Artifacts and Coursework




                             33
  Section IV
Professionalism




                  34
             Section IV - Professionalism
     STANDARDS AND RECOMMENDED PRACTICES
A teacher of early childhood special education understands how to access information relevant to
the field of early childhood special education from consumer and professional organizations,
publications, and journals. (Mn. BOT, D.7)

A teacher of early childhood special education understands the historical and philosophical
foundations, legal bases, and contemporary issues pertaining to services to and the education of
young children with disabilities. (Mn. BOT, A.1)

A teacher of early childhood special education understands ethical and policy issues related to
educational, social, and medical services unique to young children with disabilities and their
families. (Mn. BOT, A.4)

Early Childhood Special Education Teachers understand the use, limitations, ethical concerns,
administration and interpretation of formal and informal assessments for young children with
disabilities, and how to effectively communicate the results to the students, families, teachers,
and other professionals. (Mn. BOT, B.2)

Team members maintain ethical standards and recommended practices (DEC, A: 43)

Professionals and services are sensitive and responsive to the culture, language, and economics
of the family when making decisions concerning assessment, planning, and evaluation (including
assistive technology) (DEC, C: 5, 20; D: 13; F: 5, 13, 14; T: 13)

Professionals meet legal and procedural requirements and meet Recommended Practice
guidelines. (DEC, A: 37-46)

INTASC Standards

Standard 3. Demonstrates multicultural, gender-fair, and disability sensitive values
Standard 10. Demonstrates professionalism, ethical behavior, and leadership




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                         Section IV - Professionalism
                                 CONCEPTS
Disposition
    MSUM student Disposition Rubric
    Need for mentorship and ability to mentor others

Ethics (Mn. BOT, A.4) (DEC, A: 43) (DEC, C: 5, 20; D: 13; F: 5, 13, 14; T: 13)
    Confidentiality
    Advocacy
    Cultural sensitivity
Professional Development (Mn. BOT, D.7)
    Early childhood and special education journals, websites, and other sources of relevant
       professional information
    Inservice and life-long learning

Time management (DEC, A: 37-46)
    Self-sufficiency
    Mandated timelines

Legalities (DEC, A: 37-46) (Mn. BOT, A.1)
    Public laws (state and federal) that impact early childhood special education
    ECSE licensure differences among states

Administration (Mn. BOT, B.2) (DEC, A: 37-46)
   Paperwork (reports, data, forms, etc.)
   Policies and procedures
   Other tasks as assigned
   Computer skills




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               Section VI – Professionalism
     COMPETENCIES AND SUGGESTED TASKS/EXPERIENCES
Competency IV.1: Demonstrates knowledge of professional resources for ongoing
inservices, professional development and lifelong learning.

Suggested Tasks/Experiences:
____ Compile a list of websites relevant to the ECSE field.
____ Resource list – target for future development
____ Join DEC and/or other professional organizations
____ Other _______________________________________________

Competency IV.2: Demonstrates an understanding of ethical issues encountered in the
ECSE field.

Suggested Tasks/Experiences:
____ Develop a personal code of ethics
____ Read and review teacher codes of ethics for several states and organizations
____ Reflection on ethical issues as experienced in student teaching and practicum – what did you
       learn and if appropriate, how would you do things differently
____ Other _______________________________________________

Competency IV.3: Demonstrates an understanding of state (MN and ND) and federal laws
and policies affecting ECSE.

Suggested Tasks/Experiences:
____ Bookmark websites for information on IDEA Part C and Part B (i.e., NECTAC) and state
       department websites with education laws and policies.
____ ___________________________________________________

Competency IV.4: Demonstrates sensitivity and understanding of culture, economic status,
and language.

Suggested Tasks/Experiences:
____ Diversity assignments from all MSUM coursework.
____ Compile list of websites relating to diverse cultures, economic status, and languages.
____ Compile a list of resources for parents with a first language other than English
____ Observe a parent interview that involves an interpreter.
____ Participate in home visits and other environments involving children and families from other
       cultures and varying economic status.
____ Other _____________________________________________

Competency IV.5: Demonstrates the disposition and personal characteristics that are
needed to be a successful ECSE teacher.

Suggested Tasks/Experiences:
Check all characteristics/traits that apply:
       ____Flexible                ____Responsible       ____Asks for advice/help
       ____Respectful              ____Problem solving   ____Independent
       ____Initiative              ____Sense of humor    ____Empathetic
       ____Listener                ____Asks questions    ____Comfortable with ambiguity
____ Complete MSUM Disposition Survey (print from website)
____ Other ______________________________________________________
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Competency IV.6: Demonstrates ability to use word processing applications, access
information on the internet, and use other computer programs developed for developing
plans.

Suggested Tasks/Experiences:
____ Complete on-line forms for due process, IEP/IFSPs, etc.
____ Compile a list of websites to use for future research.
____ Other ______________________________________________________




Competency IV.7: Demonstrates knowledge of local, state and federal service delivery and
program timelines as well as knowledge and understanding of the paperwork, forms, and
other administrative tasks that are required.

Suggested Tasks/Experiences:
____ Compile forms, policy and procedure handbooks, etc. from federal, state, and local programs.
____ Other ________________________________


Competency IV.8: Knows the requirements for licensure in the state(s) of future
application.

Suggested Tasks/Experiences:
____ Acquire forms for licensure for states of interest.
____ Review teacher contracts from cooperating district.
____ Complete Praxis II.
_____ Other




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    Professionalism

Artifacts and Coursework




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