DOCUMENT RESUME

ED 354 242 SP 034 366

AUTHOR Fox, Wayne L.; Capone, Angela

TITLE Preparation of Special Educators in Essential EarlyEducation. Funding Period: August 1989-July 1992.

Final Report.

INSTITUTION Vermont Univ., Burlington. Center for Developmental

Disabilities.

PUB DATE 93

NOTE 331p.

PUB TYPE Reports Descriptive (141)

EDRS PRICE MF01/PC14 Plus Postage.

DESCRIPTORS Disabilities; *Educational Planning; *FamilyPrograms; Higher Education; Leadership Training;Masters Prngrams; Preschool Education; PreserviceTeacher Education; Rural Environment; SpecialEducation; *Special Education Teachers; *SpecialNeeds Students; *Young Children

IDENTIFIERS University of Vermont

ABSTRACTThis report describes a graduate program at the

University of Vermont's Center for Developmental Disabilities. The

program's objective was to prepare essential early educators to meet

Vermont's need for highly trained early childhood special educators

to assume educational leadership roles. Upon successful completion of

the training program students were prepared: (1) to provide

individualized, family-centered, special education services to young

children with disabilities and their families; (2) to provide direct

and consultative services across home, center, and integrated

community-based settings; (3) to work with other agencies and

disciplines to implement a comprehensive, coordinated system of

services for young children with disabilities and their families; and

(4) to assume the multiple educational and leadership roles required

for establishing, coordinating, implementing, and evaluating early

childhood special education programs in rural, sparsely populated

settings. Six appendices comprise the bulk of the document: (1)

Characteristics of Family-Centered Practitioners Checklist; (2)

Family-Based Experience; (3) Practicum Manual (which comprises about

half the document); (4) Student Evaluation by Competencies; (5)

Sample Evaluation Forms; and (6) Evaluation Summaries. (LL)

***********************************************************************Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

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84.029BPreparation ')f Personnelfor Careers in Special Education

SCOPE OF INTEREST NOTICE

The ERIC Facility has assignedthis document for processingto:

In our judgment, this documentis also of interest 10 the Clearinghouses noted to the rightIndexing should reflect theirspecial points of view

PREPARATION OFSPECIAL EDUCATORS INESSENTIAL EARLY EDUCATIONFunding Period: August 1989 - July 1992

Wayne L. Fox, Ph.D.Project Director

Angela Capone, Ph.D.Coordinator, Early Childhood Projects

PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

L

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

FINAL' REPORT

Center for Developmental DisabilitiesThe University Affiliated Program of VermontUniversity of Vermont4990 Waterman BuildingBurlington, VT 05405-0160

UST COPY AVARAPIE

TABLE OF CONTENTS

I. INTRODUCTION 1

II. PROGRAM OBJECTIVE 1

III. TRAINING PROGRAM. 2

A. Program Overview 2B. Rational and Philosophy of the Training Program 2

1. Family-Centered Approach to Service Delivery 22. Integrated Approach to Service DeJlvery 33. Community -Based Services 5

C Practicum Experiences 7D. Coursewoxk. 10

PROJECT ACCOMPIISMIENTS 1 1.

A. Recruitment of Students 11B. Program Evaluation. 11

REFERENCES 13

APPENDIX A -

APPENDIX B

APPENDIX C

APPENDIX D

APPENDIX E

APPENDIX F -

"Characteristics of Family-Centered Practitioners Checklist"

- Family-Based Experience

- Practicum Manual

- Student Evaluation by Competencies

- Sample Evaluation Forms

Evaluation Summaries

FINAL REPORT

Preparation of Special Educators inEssential Early Education

84.029B

I. INTRODUCTION

This is the final report for 84.029B Preparation of SpecialEducation in Essential Early Education funded from August 1989 toJuly 1992. This project offered both a 36 credit hour preserviceprogram to Early Childhood Special Educators at the M.Ed. andCertificate of Advanced Study (CAS) levels. Upon successfulcompletion of the training program students were prepared to:1) provide individualized, family-centered, special education servicesto young children (birth to five) with disabilities and their families;2) provide direct and consultative services across home, center, andintegrated community-based settings; 3) work with other agencies anddisciplines to implement a comprehensive, coordinated system ofservices for young children with disabilities and their families; and,4) assume the multiple educational and leadership roles required forestablishing, coordinating, implementing, and evaluating earlychildhood special education programs in rural, sparsely populatedsettings.

II. PROGRAM OBJECTIVE

To preparL 5 to 10 master's level. Essential Early Educators(yearly) to meet the need for highly trained early childhood specialeducators to assume educational leadership roles in Vermont.

1

III. TRAINING PROGRAM

A. Program Overview

The pre-service training program was designed to accommodateboth full- and part-time students. Full-time students enrolled in 12credit hours of coursework and practicum during the fall and springsemesters and 6 credit hours in each of two summers. Since part-time students were typically working full-time in an Essential EarlyEducation program, coursework and practicum schedules weredesigned to accommodate their job responsibilities.

B. Rational and Philosophy of the Training Program

The Early Childhood Special Education personnel preparationprogram was committed to preparing Essential Early Educators whocould provide family-centered, integrated early childhood specialeducation service to young children and families within communitysettings. In order to accomplish this goal the Essential EarlyEducation (EEE) personnel preparation program reflected acompetency-based, family-centered, and integrated approach topersonnel preparation.

I. Family-Centered Approach to Service Delivery

The family-centered approach states that families are the"constant in the child's life" (Shelton, Jeppson & Johnson, 1987). Atthe direct service level this approach places families at the center of aservice delivery system and requires that the goals and activities thatdefine early childhood special education services are flexible andresponsive to family identified concerns and priorities. Toward thisend the EEE personnel preparation program made a commitment tomodeling the importance of parent-professional partnerships byenlisting parents as partners in the personnel preparation process.The EEE program developed a collaborative relationship with Parent-to-Parent of Vermont, a program which provides informational and

2

R.)

emotional support to families of children with special needs. Parent-to-Parent staff participate as full members of the personnelpreparation team, co-facilitating practicum seminars on issues relatedto family-centered early intervention service delivery, participating inthe design, implementation, and evaluation of core coursework andpracticum activities, and coordinating and providing supervision forfamily-based practicum experiences. Parent-to-Parent staff alsoparticipate as members of the EEE program's advisory board. Inaddition, Parent-to-Parent staff worked with EEE program faculty todevelop the "Characteristics of Family-Centered PractitionersChecklist" (see Appendix A). This checklist was developed to assistindividuals working with young children with disabilities and theirfamilies to translate the principles of the family-centered approachinto action. It is currently being used as both a teaching and evaluationtool.

One of the most critical aspects of their collaborativerelationship with Parent-to-Parent of Vermont is the provision of afamily-based practicum experience. This experience was designed toprovide interns with an in-depth experience with a family of a childwith a chronic illness or disability. Through this experience studentsdevelop an understanding of the elements of a family-centeredapproach, demonstrate the ability to translate the approach intoaction, and develop a working knowledge of the ways in which existingsystems and policies can become more responsive to family needs andpriorities. A detailed description of this experience can be found inAppendix B.

2. Integrated Approach to Service Delivery

Early childhood special educators who work with preschoolerswith disabilities and their families must be prepared to "reach beyondthe traditional boundaries of practice to integrate a range of servicesin order to meet multiple arid complex" (Fenichel & Eggbeer, 1990,p. 6). By addressing critical issues such as educational relevance, gaps,overlaps, and contradictions in services, the role of various relatedservice providers, and LRE, the EEE personnel preparation program

3

stressed an integrated apprcach to service delivery which extendsbeyond the minimum requirements of IDEA and is consistent withwhat have been identified as "promising practices" (Giangreco,Edelman & Dennis, 1991). This approach requires early childhoodspecial educators to be prepared to develop a "common frameworkand purposely identify and pursue a unified set of goals (Giangreco,Cloninger & Iverson, 1990, p. 9). This framework and unified set ofgoals enables team members to develop Individual Education Plans(IEPs) that are cohesive, relevant to both the child and family, andenhances the child and family's participation in community-basedsettings. The EEE personnel preparation program facilitated theacquisition of skills necessary to provide integrated services byinsuring that early childhood special education interns were providedwith numerous and varied course and practicum related opportunitiesto interact with parents and individuals from related fields.

a) Coursework and Program Faculty. EEE graduate studentswere required to take at least three courses that providedopportunities for them to interact with students and facultyfrom other disciplines. These courses, Developing aConstructionist's Curriculum for Three to Six Year Olds,Language Development, and Physical and DevelopmentalCharacteristics of Individuals with Multiple Disabilities, havehistorically been taken by students from the disciplines of;human development (including early childhood and physicaleducation), allied health (including physical therapy),communication disorders, and special education. Thisdiverse student group provided opportunities for EEEgraduate student to explore issues related to families andchild development with individuals with differentbackground, training, experiences and perspectives Theseopportunities were considered essential for students whowere preparing to work with families who will be interactingwith a number of services providers each of whom will bring adifferent perspectives to their interactions with the childrenand families. In addition to assuring that EEE students haveopportunities to interact with students and faculty from otherdisciplines in the courses identified above, the EEE programincluded professionals from a variety of disciplines, agencies,and family members as guest lecturers in the core courses.

b) Practicum Sites. EEE students were provided withpracticum opportunities that enabled them to work withfamilies, and related services professionals in the

4

development, implementation, and evaluation of IEPs. Allpracticum sites reflected an. integrated approach to servicedelivery. As a result, interns had the opportunity to developthe ability to integrate occupational and physical therapy,speech and language, and special education goals andobjectives within a developmentally appropriate earlychildhood program. In each site, interns worked withchildren and families who are receiving multi-disciplinaryservices requiring them to develop competence in working ina collaborative, interdisciplinary manner. In addition, facultyat the Center for Developmental Disabilities with backgroundsin the fields of occupational and physical therapy participateas members of the EEE training team and supervise apracticum component that requires interns to work with atleast one family of a child with multiple disabilities. Thiscomponent of the practicum experience brought families andprofessionals from a variety of disciplines together to develop,implement, and evaluate a service plan that providescomprehensive, coordinated, and interdisciplinary services.

3. Community-Based Services

The EEE personnel preparation program goals and activitieswere also guided by the belief that communities are enhanced by thefull participation of children with disabilities and their families. Itfollows, therefore, that early childhood special education servicesshould not separate children and families from their community. Inorder to assure that students could competently provide earlychildhood c7ecial education services that facilitated/supported youngcnildren with disabilities and their families participation in typicalcommunity settings, it was critical that interns have opportunities todevelop:

a) knowledge of typical child development;

b) knowledge of the critical components of early childhoodprograms that support optimal child development;

c) an understanding of strategies for adapting/modifyingenvironments, materials, and approaches to meet thespecific needs of a young child with disabilities; and,

5

d) the ability to translate knowledge into action by designing,implementing, and evaluating programs/activities for a childwith a disability that facilitate full participation in acommunity-based, mainstream program and ensures theaccomplishment of YEP goals and objectives.

While these competencies were addressed at various levelsthroughout the personnel preparation program coursework,assignments, and practica requirements, they were specificallyaddressed through the following program requirements:

L Requirement to successfully complete Earn 29 at thebeginning of the EEE graduate program Successfulcompletion of this practicum-based course required studentsto demonstrate the ability to integrate a knowledge of childdevelopment with knowledge of the multiple dimensions of asupportive preschool environment in order participate in thedesign, implementation, and evaluation of a three weekintegrated preschool program.

II. Requirement to successfully complete EDSP 310. Successfulcompletion of this course required students to demonstratethe ability to: 1) design, implement, and evaluateprograms/activities for a child with a disability; 2) identifystrategies for meeting the needs of a child with a disabilitywithin the context of a typical preschool program; and,3) identify and discuss strategies for adapting/modifying avariety of activities, materials, and approaches for a child witha disability.

Requirement to successfully complete a practicumexperience in a community-based, mainstream preschoolsetting. Successful completion of this experience requiresstudents to demonstrate the ability to: 1) design, implement,and evaluate programs and/or activities for a child with adisability; 2) identify, implement, and evaluate strategies formeeting the needs of a child with a disability within thecontext of a typical preschool program; and, 3) identify,implement, and evaluate strategies for adapting/ modifying avariety of activities, materials, and approaches for a child witha disability within the context of a typical preschool program.

IV. Requirement to successfully complete an Early ChildhoodObservation experience. Successful completion of thiscomponent required students to observe mainstream earlychildhood settings that serve as EEE practicum settings.Students were required to: 1) become acquainted with the

6

p!iilosophical bases, practices, and policies of each other'sp7acticum settings; and, 2) develop awareness anda?preciation of the variables that contribute todevelopmentally appropriate practice in integrated earlychildhood settings.

C. Practicum Experiences

Each student's practicum experience was designed to providethem with opportunities to demonstrate competencies first learnedthrough coursework and then generalized to practicum settings. Eachtrainee completed two full semesters of practicum that incorporated avariety of experiences. Students spent a minimum of 25 hours eachweek in practicum related activities for 16 weeks each semester. Thetotal number of hours sp 'nt in practicum during the academic yearwas 800 hours. Part-time students who were working with childrenages 3 to 5 with disabilities and their families as part of job-relatedresponsibilities addressed practicum requirements through their job.Student's worked with their practicum supervisor to identify thosecomponents of their job that were most closely related to practicumrequirements. When there was not a match between job relatedresponsibilities and practicum requirements the supervisor andstudent developed a plan that would allow the student to develop all ofthe required competencies. Students continued working onpracticum-related competencies until all competencies weremastered. Practica experiences fell into two major categories:classroom management and case studies.

Through the classroom management experience students wererequired to demonstrate the ability to: 1) design, implement, andevaluate activities that are appropriate for the developmental age andabilities of the children attending the preschool program; 2) design,implement, and evaluate programs/activities for a child with adisability; 3) identify, implement, and evaluate strategies for meetingthe needs of a child with a disability within the context of the ongoingpreschool program; and, 4) identify, implement, and evaluatestrategies for adapting/modifying a variety of activities, materials, and

7

iU

approaches for a child with a disability within the context of themainstream preschool program,.

The following nine activities outline the requirements of thecase study components of the practica experiences:

a) Instructional Programs. Each student developed,implemented, and evaluated two instructional program plansfor helping an individual (parent, child, child care worker,related service provider) acquire a new skill or behavior. Thecontent of this instructional program was identified by theintern in collaboration with the parents and otherappropriate IEP team members and was related to the goalsand objectives identified on the IEP. Interns were requiredto design, implement, and evaluate qt least one instructionalprogram with a child.

b) Transition Planning. Each student participated in planningand facilitating the transition of a child and family from EEEservices to kindergarten and other regular educationalenvironments (e.g., cafeteria, playground). A transition planidentifying activities, timelines, assignment ofresponsibilities, and family goals for the transition processwas developed, implemented, and evaluated.

c) Community-Based Consultation. Each student consulted withand assisted others in the development, implementation, andevaluation of an "intervention" program within a community-based early childhood setting. The particular goals anddesign of this relationship were directed by the outcomesidentified on the IEP and family priorities for their child inthe mainstream setting. The design of the intervention planwas determined in collaboration with the child's family andthe community setting staff.

d) Child Find. This case study focused on the Child Findactivities of an EEE program including: communityawareness, referral, and screening. Each student wasrequired: 1) become familiar with all activities related to theoverall child find process; 2) identify and discuss thecollaborative relationships between the EEE program andother community agencies/programs as they relate to childfind activities; 3) assume responsibilities related tocommunity awareness, and the referral process;4) participate in screening activities; and, 5) identify anddiscuss (in detail) issues related to the EEE prcgram's ChildFind activities.

8

11

e) Comprehensive Evaluation. Each student participated in theplanning and implementation of a comprehensive evaluationprocess for two young children. This case study addressedfive critical activities: 1) the design of an evaluation plan,2) implementation of the plan, 3) writing the evaluationreport, 4) determination of eligibility, and 5) reflective andcritical analysis of the process.

f) Individual Educational Program. Each student participated asa member of an IEP team for at least two children and theirfamilies. Students were required to participate in thedevelopment of an initial IEP, the revision of an existing IEP,or the development of an IEP for the following school year.Through the IEP process students focused on decisionsrelated the identification of goals and objectives, relatedservices, and placement.

Case with the Family of a Children with Multiple Disabilities.Each student participated as a member of an interdisciplinaryteam for a child who met multiple disabilities eligibilitycriteria under Vermont regulations. The extent and nature ofthe activities involved in this care study were determined bythe team including the family and were documented in theform of a year-long action plan composed of a number ofrelated short-term objectives. This experience was designed,implemented and supervised by project staff in collaborationwith the State Interdisciplinary Team for Intensive SpecialEducation.

g)

12) Family-Based Experience. The focus of this experience wasto provide interns with the opportunity to learn directly froma family rather than from reading or attending lectures aboutfamilies. This practicum components provided interns withan in-depth experience with family of a child with specialhealth care and/or educational need(s). Through thisexperience interns acquired an understanding of theelements of a family-centered approach and demonstrated aworking knowledge of the ways in which existing systems andpolicies can become more responsive to family concerns andpriorities. The experience was composed of two phases:"Getting to Know the Family" and "Implementation of a Plan".This experiences was designed, implemented, andsupervised by project staff in collaboration with Parent-to-Parent of Vermont.

i) Observation of an Early Childhood Environment. The earlychildhood observation experience was designed to provideeach student with the opportunity to observe a variety ofmainstream early childhood settings. Observations were

9

made at each of the early childhood special educationpracticum sites. In the course of this experience students:1) become acquainted with the nature of each others'practicum settings, and 2) developed an awareness andappreciation of the variables that contribute todevelopmentally appropriate practice in integrated earlychildhood settings. This experience was developed,implementation, and supervised by program staff incollaboration with the Early Childhood Program of theDepartment of Human Development.

Specific requirements for each component are outlined in thepracticum manual included in Appendix C. The practicum manual wasrevised yearly based on student feedback. The version of the manualincluded in Appendix C represents a version completed in September1992 by a group of past graduates who were supervised by programfaculty, Final revisions were designed to ensure practicumrequirements were written clearly and communicated flexibility. Inaddition, the final revision includes reference materials related toeach requirement.

D. Coursework

Students were enrolled in coursework offered by The Center forDevelopmental Disabilities, Special Education, Early childhood,Communication Science and Disorders, and Foundational Studies.Students' coursework was individually designed to extend andsupplement their practicum experiences and insure that theydeveloped identified program competencies. Program competencieswere arranged in 12 Competency Clusters for Preparing EssentialEarly Educators including:

* Child Development* Collaborative Teaming* Family-Centered Approach* Professional Development* Consultation and Training* Social Policy* Assessment

* Curriculum* Individu Ilized Education & Individualized Family Service Plan

(IEP/IFSP)* Transition Planning* Program Evaluation* Program Administration

Competencies were derived from the research literature, proposedVermont certification standards, and the experience of project faculty.Complete competency lists can be found in Appendix D.

VI. PROJECT ACCOMPLISHMENTS

A. Recruitment of Students

During the three year project period, 18 students successfullycompleted the EEE personnel preparation program. The followingchart provides an overview of the number of trainees completing theprogram during each of the three project years.

Year Number of Graduates

1989-1990 71990-1991 61991-1992 5

B. Program Evaluation

Both formative and summative evaluation were used to evaluateexisting program activities and set direction form program change.Specifically, four types of formative evaluation data were collected:course evaluation, practicum evaluation, and advisor and practicumsupervisor evaluation. In addition, summative evaluation objectiveswere addressed by asking students to complete Student Evaluation ofthe Overall Program forms at the time of graduation. Evaluations were

11

reviewed by program faculty and the Special Education Departienttraining team at the end of each semester. Revisions in courserequirements and content were made based on students and trainingteam feedback. Sample evaluation forms can be found in Appendix E.Student feedback on the overall program can be found in Appendix F.

12

REFERENCES

Fenichel, E.S. & Eggbeer., L. (1990). Preparing practitioners to workwith Issues andrecommendations for educators and trainers. Washington, D.C.:National Center for Clinical Infant Programs.

Giangreco, M.F., Cloninger, C.J. & Iverson, V.S. (1991). Cayuga-Onondaga Assessment for Children with Handicaps. Stillwater,Oklahoma: National Clearing House of Rehabilitation TrainingMaterials.

Giangreco, M.F., Edelman, S. & Dennis, R. (1991). Commonprofessional practices that interfere with the integrated deliveryof related services. Remedial and Special Education, 12:2, 16-24.

Shelton, T.L., Jeppson, E.S. & Johnson, B.H. (1987). Family-centeredcare for children with special health care needs. Washington, DC:Association for the Care of Children's Health.

APPENDIX A

"Characteristics of Fani!ly-Centered Practitioners Checklist"

CH

AR

AC

TE

RIS

TIC

S O

F

FAM

ILY

-CE

NT

ER

ED

PR

AC

TIT

ION

ER

S

Dev

elop

ed b

y:A

ngel

a C

apon

eJa

ne R

oss

-Mie

nC

ente

r fo

r D

evel

opm

enta

l Dis

abili

ties

The

Uni

vers

ity A

ffili

ated

Pro

gram

of

Ver

mon

t

Nan

cy D

iVen

ere

Nan

cy A

bern

athe

yPa

rent

-to-

Pare

nt o

f V

erm

ont

DO

NO

T U

SE W

ITH

OU

T P

ER

MIS

SIO

N O

F A

UT

HO

RS

CO

PYR

IGH

T P

EN

DIN

G

,

Cha

ract

eris

tics

of F

amily

-Cen

tere

d Pr

actit

ione

rsFa

mily

-cen

tere

d pr

actit

ione

rs a

re th

ose

who

rec

ogni

ze, r

espe

ct,a

nd s

uppo

rt th

e ce

ntra

l rol

e th

at f

amili

es p

lay

inth

eir

child

's li

fe.

IND

ICA

TO

RS

PRO

VID

E E

XA

MPL

ES

OF

WH

EN

TH

IS D

ID H

APP

EN

. DID

N'T

HA

PPE

N.

WH

Y O

R W

HY

NO

T

Fam

ily-C

ente

red

Prac

titio

ners

:

1.cr

eate

opp

ortu

nitie

s fo

r th

e fa

mily

to s

hare

con

cern

s, p

rior

ities

,an

d re

sour

ces

on a

n on

-goi

ng b

asis

.

2.pr

ovid

e op

port

uniti

es f

or f

amili

es to

acq

uire

new

kno

w:e

dge,

ski

lls,

and

conf

iden

ce.

3.re

cogn

ize

and

build

upo

n fa

mily

iden

tifie

d st

reng

ths

and

abili

ties.

4.co

mm

unic

ate

with

fam

ilies

in a

cul

tura

lly c

ompe

tent

man

ner.

5.ga

ther

info

rmat

ion

from

fam

ilies

in a

way

that

is c

omfo

rtab

le f

orfa

mily

mem

bers

(e.

g., u

se a

var

iety

of

info

rmal

/for

mal

inte

rvie

wm

etho

ds).

6.en

cour

age

fam

ilies

to c

onsi

der

thei

r in

form

al n

etw

orks

as

are

sour

ce f

or o

n-go

ing

supp

ort.

7.ac

know

ledg

e an

d re

spon

d to

any

fam

ily id

entif

ied

need

s (e

.g.,

prov

idin

g fa

mili

es w

ith in

form

atio

n re

gard

ing

the

avai

labi

lity

and

loca

tion

of o

ther

sup

port

ser

vice

s an

d or

gani

zed

com

mun

ityac

tiviti

es).

8.in

clud

e fa

mili

es in

all

plan

ning

and

dec

isio

n m

akin

g ac

tiviti

es a

tw

hate

ver

leve

l fam

ilies

cho

ose

to p

artic

ipat

e.

Cha

ract

eris

tics

of F

amily

-Cen

tere

d Pr

actit

ione

rsFa

mily

-cen

tere

d pr

actit

ione

rs a

re th

ose

who

rec

ogni

ze, r

espe

ct, a

ndsu

ppor

t the

cen

tral

rol

e th

at f

amili

es p

lay

inth

eir

child

's li

fe.

IND

ICA

TO

RS

PRO

VID

E E

XA

MPL

ES

OF

WH

EN

TH

IS D

ID H

APP

EN

. DID

N'T

HA

PPE

N.

WH

Y O

R W

HY

NO

T

Fam

ily-C

ente

red

Prac

titio

ners

:

9. p

rovi

de s

ervi

ces

that

min

imiz

e di

srup

tions

in f

amily

sch

edul

es.

10. d

iscu

ss th

e va

riet

y of

opt

ions

for

ser

vice

del

iver

y: w

ho, w

hat,

whe

re, w

hen

and

why

.

11. c

reat

e op

port

uniti

es f

or f

amili

es to

Inc

reas

e th

e co

mpe

tenc

e of

othe

rs w

ho in

tera

ct w

ith th

eir

child

.

12. a

llow

rec

ipro

city

.

13. r

espo

nd to

fam

ily's

cha

ngin

g an

d on

-goi

ng in

form

atio

n ne

eds

bypr

ovid

ing

info

rmat

ion

thro

ugh

a va

riet

y of

app

ropr

iate

lear

ning

mod

es (

e.g.

, vid

eo, a

udio

tape

s. w

ritte

n re

port

s, jo

urna

l art

icle

s)an

d at

a n

umbe

r of

dif

fere

nt ti

mes

.

14 p

rovi

de o

ppor

tuni

ties

for

fam

ilies

to g

ive

on-g

oing

fee

dbac

k re

gard

-in

g th

e se

rvic

es th

ey r

ecei

ve a

nd th

e m

anne

r in

whi

ch th

e se

rvic

esar

e pr

ovid

ed.

15. a

ct u

pon

the

feed

back

pro

vide

d to

them

by

the

fam

ilies

they

wor

kw

ith.

16. s

eek

inpu

t fro

m f

amili

es r

egar

ding

pro

gram

pol

icie

s an

d pr

actic

esth

at g

over

n th

e de

liver

y of

ser

vice

s.

17. s

ay th

ey d

on't

know

whe

n th

ey d

on't

know

, but

say

they

will

fin

dou

t.

APPENDIX B

Family-Based Experience

FAMILY-BASEDEXPERIENCE

The family-'nPe'..4 experience provides interns with the opportunityto learn directly from a family rather than from reading orattending lectures about families. This practicum componentprovides interns with an in-depth experience with a family of achild with a special health care and/or education need(s). Throughthis experience interns will: acquire an understanding of theelements of a family-centered approach, incorporate the elementsof a family-centered approach into all aspects of their practicumexperience, and demonstrate a knowledge of the ways in whichexisting systems and policies can become more responsive to familyconcerns and priorities.

Each intern has a Parent-to-Parent supervisor who is available toprovide resources and support. A minimum of 2 meetings witheach intern will be held during each of the fall and springsemesters. However, the Parent-to-Parent supervisor will beavailable to meet with individual interns on a weekly basis todiscuss any issues regarding the implementation of a family-centered approach. It is the responsibility of the intern tocommunicate any additional supervision needs to the Parent-to-Parent supervisor.

"The Family-Centered Characteristics" as well as Family-CenteredCare for Children with Special Health Care Needs are excellentresources for this activity. Parent-to-Parent of Vermont, located atthe Champlain Mill also has a lending library with many valuableresources.

Guidelines

The family-based experience has been designed to be implementedin two phases. The requirements and written components of eachphase are described below.

PHASE I (Fall Semester) GETTING TO KNOW THE FAMILY:

1. MAINTAIN A LOG OF THE TIME SPENT WITH THE FAMILY Youwill be asked to submit a log of the time you spent with the familythroughout the year including a brief description and a briefreflection of each activity. Phase I Activities include:

a Initial visit with the farr_Pyb. On-going contact with the family (weekly or on a schedule that

meets the family's needs)c. Attend a physician's appointment

d. Attend an IEP or other conference held with the schoole. Observe the child in a setting whe: e services are being provided

(school, childcare, home, therapy)f. Have a meal with the familyg. Provide respite (spend enough time with the children so that

the parent(s) will have time to "get out of the house" if theywould like to)

h. Select two additional experiences that you and the familyidentify as valuable (e.g., attend a parent support group meeting,attend a birthday party)

2. REFLECT ON YOUR EXPERIENCE

a Identify an r -pest of your experience with the family and write areaction paper discussing your perspective on this experience.

b. Facilitate a discussion (during practicurn seminar) regarding theexperience you discussed in your paper.

3. SET GOALS FOR PHASE II (Spring Semester) Together with yourfamily, identify the goals and activities you will engage in duringphase II. The goals and activities should be mutually beneficial andshould consider the intern's learning needs and the family's ownpriorities. You will also want to develop a timeline for your goalsand activities. The goals and timelines should be written andhanded in with your reflection paper on the assigned date at theend of the fall semester. You may also want to discuss the ways inwhich you and the family "negotiated" the goals and activities forPhase

PHASE II: (Spring Semester) IMPLEMENTING A PLAN:

In the past interns and families have been very creative in definingtheir goals and activities for Phase II of the Family-Basedexperience. These ideas have included, but are not limited to:

*developing a "Fun and Care Book" that the family could sharewith baby-sitters about their child.

*providing childcare for the child and/or siblings.*assisting a family in applying through Medicaid for wheelchair

funding.*making a videotape of the child at home and at preschool for

the elementary school

1. MAINT/AIN A LOG OF THE TIME SPENT WITH THE FAMILY:Submit. a log of the time you spent with the family throughout theyear including a brief description and a brief reflection of eachactivity. Phase II Activities require you to spend 48 hours with yourfamily over the course of the semester. The goals and activitiesaddressed during these 48 hours are those which were identified

with the family in the fall. Your 48 hours can be divided to allowyou to accomplish these mutually determined goals.

2. REFLECT ON YOUR EXPERIENCE

a Identify an aspect of your experience with the family and write areaction paper discussing your perspective on this experience.You will want to discuss any changes you made in your originalplan for Phase II. How were those changes "negotiated"?

b. Facilitate a discussion (during practicum seminar) regarding theexperience you discussed in your paper.

APPENDIX C

Practicum Manual

EARLY CHILDHOOD

SPECIAL EDUCATION

PRACTICUM MANUAL

University of Vermont

FALL 1992

TABLE OF CONTENTSSECTION I

Overview

SECTION II

Description of SitesList of Specific Experiences

SECTION III

Intern Confidentiality AgreementIntern, Cooperating-Site Supervisor. Parent-to-Parent and

University Supervisors AgreementsPracticum Agreement

SECTION W

Individual Planning and Progress Chart of Experiences

SECTION V

Instructional Program Plan GuidelinesTransition Program GuidelinesConsultative Program GuidelinesChild Find/Screening Process GuidelinesComprehensive Evaluation GuidelinesIndividual Education Program GuidelinesCase Study Guidelines for Child with Multiple DisabilitiesFamily-Based Practicum Experience GuidelinesObservation of an Early Childhood Environment Guidelines

SECTION VI

Classroom ManagementLesson Plans

SECTION VII

Evaluation and Grading Procedures

SECTION VIII

Essential Early Education Teacher CompetenciesFunding for this manual was provided by the United States Department of Education, Office ofSpecial Education and Rehabilitation Services, through the Preparation of Special Educators andEssential Early Education Program grant 0008630188 awarded to the Center for DevelopmentalDisabilities at the University of Vermont. The views expressed in this manual are not necessarilyheld by the United States Department of Education.

t) ,l

SECTION IOverview

EARLY CI-DLDHOOD SPECIAL EDUCATION PRACTICUM

The early childhood special education practicum provides internswith opportunities to apply knowledge to practical situations. Eachpracticum experience offers a unique combination of opportunitiesfor students in the program. Practicum sites/experiences arechosen for each intern based upon her or his prior experienceswith children and families and include a variety of service deliveryoptions such as center-based, home-based andoutreach/consultative services.

A successful practicum experience is a team effort. A practicumteam is comprised of the intern, the University supervisor, theParent-to-Parent supervisor and the cooperating teacher. Membersof the practicum team provide varying perspectives aboutpracticum experiences and the development and implementationof particular activities. These perspectives can provide thefoundation for healthy discussions that contribute to everyone'sgrowth. Clear, open and respectful communication is thefoundation of this relationship. Specific information about theresponsibilities of each team member is addressed in Section III ofthis manual.

The goals of the Early Childhood Special Education (ECSE)preschool practica are to prepare early childhood special educatorsto:

I. Demonstrate the necessary competencies for providing qualityservices to young children with disabilities and their families.

2. Assume the multiple education and leadership roles required forestablishing, implementing, advocating for, and evaluating earlychildhood special education programs.

3. Work with other agencies and disciplines to establish,coordinate, and evaluate comprehensive, family-centered,interagency, interdisciplinary, early intervention service deliverysystems within Vermont's rural communities.

4. Demonstrate the necessary competencies for designing andimplementing developmentally appropriateenvironments/activities for young children.

5. Demonstrate the competencies of a Family-CenteredPractitioner.

Although there are some very specific requirements for each internparticipating in practicum, such as the number of on-site hours perweek, each practicum experience is designed to fit the strengths,

needs and interests of the intern. The required practicumactivities provide opportunities for interns to attain the goals of theprogram and fulfill the competencies required to be licensed as anEssential Early Education Teacher in Vermont (See Section VIII).Based upon the interns strengths, needs and interests, thepracticum team may make modifications to these requirements.This would not reduce the workload, but would "reorganize" therequired activities to better meet the students needs and ensurethat all of the competencies are met. The practicum team may alsodecide to add requirements if necessary to meet the competencies.

EARLY CHILDHOOD SPECIAL EDUCATION PRACTICUM MANUAL

The ECSE Practicum Manual was developed to provide thepracticum team with guidelines to ensure that interns attain thegoals of the program and meet the competencies required to belicensed as an Essential Early Education Teacher in Vermont.Based upon a intern's strengths, needs and interests, thepracticum team may make modifications to these activities. Thiswould not reduce the workload, but would "reorganize" therecommended activities to better meet the interns needs andensure that all of the competencies are met. The practicum teammay also decide to add requirements or modify a specific activity inthe manual to better reflect the student's experience. Thepracticum activities are designed to provide intern's withopportunities to:

1. Design, implement and evaluate instructional programs across anumber of settings for preschool-age children with disabilities.

2. Develop and implement a consultative program for providingtechnical assistance to families and/or professionals who provideservices to young children with disabilities.

3. Manage a preschool classroom.

4. Implement and discuss child find and screening, transition,comprehensive assessment, and Individual Education Planningactivities for children with disabilities.

5. Work with a family of a young child with special health careand/or education needs.

6. Observe and critically analyze an early childhood environmentfocusing on the two dimensions of developmentalappropriateness: age appropriateness and individualappropriateness.

The guidelines for each practicum activity are designed toprovide interns' with a structure to complete the activity andmeet the related competencies. The process and the writtenproduct of each practicum activity are of equal importance. Forexample, most teachers do not write out a lengthy formalinstructional program such as the one in this manual for everyIEP goal for each child. They do however, follow the processinformally either mentally or in writing. The intern's writtenproduct is verification to the other members of the practicumteam that the intern understands and can implement theprocess. It also provides a valuable resource for the intern to usein the future. Therefore, it is critical that written productsreflect the intern's comprehensive knowledge andimplementation of each process.

The discussion section is one of the most important componentsof each activity. It provides an opportunity for the intern toshare all of her or his thoughts about the process includingpersonal thoughts about how it might be done the next time".This section is an ideal place for interns to include additionalsamples of forms or reports they feel reflect their knowledge ofthe activity.

Combining practicum activities often makes the experience moremeaningful and less time consuming for students. For example,completing a comprehensive evaluation, IEP and instructionalprogram with the same family and child allows the intern to see therelationship among these activities. Some intern's have found ithelpful to combine an instruct )nal program with their consultativeprogram. The practicum team makes these decisions.

An Individual Planning and Progress Chart (See Section IV) hasbeen included in the manual to help each practicum team developtimelines for completion of drafts and final products for eachactivity. Interns have found these timelines to be very helpful.Timely and clear communication among members of the practicumteam is critical if circumstances arise which require modificationsto the timelines.

RESOURCES

There are many helpful and interesting resources available fromyour supervisor, cooperating teacher and the Early Childhood Teammembers at the Center for Developmental Disabilities and theVermont Department of Education. Kathy Andrews, Coordinator ofthe Preschool Project at the Vermont Department of Education canbe reached at 828-3141.

The following written resources are available at the Center and /orfrom your cooperating teacher. You will be required to refer tothese documents while completing specific activities.

Bredenkamp, S. (Ed.). (1987). Developmentally appropriate practicein early childhood programs serving children from birth throughage 8, Washington, DC: National Association for the Education ofYoung Children.

Center for Developmental Disabilities. (1991). Best practiceindicators for early childhothapggialaugaggnigagomsi_Laeltassessment tool for program development/improvement,

Conn-Powers, M. & Holburn, S. (1985). Guidelines for jgclaWngcmglimplementing essential early education programs in Vermont,Center for Developmental Disabilities, University of Vermont,Burlington, VT.

Conn-Powers, M. & Ross-Allen, J. (1991). ElM2LliLmslaualtioi n f r wi i

education environments. The Center for DevelopmentalDisabilities, University of Vermont, Burlington.

Shelton, T., Jeppson, E.,. & Johnson, B. (1989). Family-centered carefor children with special health care needs. Bethesda, MD:Association for Care of Children's Health.

A media library listing is available from your University supervisorwhich includes a listing of toys, children's books, brochures,journals, videos, software, assessment instruments and curriculathat are available for sign-out.

SECTION II

Description of Sites

List of Specific Activities

EARLY CHILDHOOD SPECIAL EDUCATION

A. DESCRIPTION OF SITES

1. Early Childhood Special Education (ECSE) programs are housedwithin a supervisory union. ECSE programs may provideservices in home-, center-, or community-based settings.

2. Typical child care settings in the community (e.g., privatepreschool, child care centers).

3. Other community-based programs or agencies that provideservices to families of young children with disabilities (e.g.,Parent to Parent, I-Team, Parent/Child Centers, ChildDevelopment Clinic).

4. The home of a family who has a young child with a disability.

B. LIST OF SPECIFIC ACTIVITIES

1. Design, implement, evaluate, and write two instructionalprograms for young children.

Interns should also be involved in the planning, implementation,and monitoring of other instructional programs to insureexperience and skill in working with children who presentdifferent kinds of challenges across different curricular areas.

2. Participate in the transition of an individual child and his/herfamily from one early childhood setting to another.

3. Design, implement, evaluate, and write a consultative program(working with a family or regular preschool/day care).

4. Participate in and discuss a child find and screening process.

5. Conduct and/or participate in two comprehensive evaluations.

6. Develop and/or participate in two Individual Education Plans(IEPs).

7. Manage a preschool classroom of at least eight children for aminimum of eight weeks.

a Develop eight weeks of lesson plans for all classroomactivities. The lesson plans should include classroom goals,objectives, procedures and activities. Interns will beexpected to develop lesson plans for individual classroomactivities prior to taking responsibility for all activities.

b. Complete a matrix which details how each child's IEPobjectives will be addressed through the curriculum.

8. Participate in the planning, implementation, and evaluation of aprogram for a child with multiple disabilities.

9. Participate in a family-based practicum experience supervisedand coordinated by Parent-to-Parent of Vermont.

10. Structure and facilitate a discussion regardir-* an observation ofan inclusive early childhood setting.

SECTION III

Intern Confidentiality Agreement

Intern, Cooperating-Site Supervisor, Parent-to-Parent andUniversity Supervisors Agreements

Practimun Agreement

* THESE AGREEMENTS ARE TO BE SIGNED BEFOREINTERNS BEGIN WORKING WITH CHILDREN ANDFAMILIES.

EARLY CH3LDHOOD SPECIAL EDUCATION INTERNCONFIDENTIALITY AGREEMENT

While an intern training in the Early Childhood Special Education(ECSE) program, I agree to the following:

1. All information gleaned about children and their families whileparticipating in the training program will remain confidential.

2. Access to any child's/family's file is not within my rights as anintern unless special permission for file access has been requestedand obtained from parents by appropriate public school staff.

3. If parents have signed special ?permission granting access to achild's IEP and cumulative record, it is within my rights to read theIEP and cumulative record. I realize that permission to access anIEP does not give me the right to access the cumulative recordunless I have written permission.

4. All prograiris I implement -with children will be paid. of an approvedIEP. In addition, I will obtain family and teacher permission priorto implementing programs.

5. All reports on children's instructional programs written as partialfulfillment of coursework requirements, will comply with finalfederal regulations in P.L. 93-380 (Privacy Rights of Parents andStudents known as the Buckley Amendment, 1976). The reportswill contain no information which identifies the child, family or thespecific location of the program. That is, the child's name or otherinformation which would allow a reader to identify the child willnot be contained in the report. The location of the child's place ofresidence or the educational program will only be identified in veryvague terms. For example, it is appropriate to say that a programtook place in an ECSE program. It is not appropriate to say thatthe program took place at Champlain Elementary School.

Educational program reports are written as a training exercise inwhich the intern justifies the need for a particular educationalprogram although the need is already justified in the child's IEP.The report clearly articulates what is taught, how it was measuredand results in a manner which makes the educational programreplicable by others.

6. Educational reports are the property of th,,! intern and are notmade part of the child's file unless a specific request is made by aparent or appropriate public school personnel.

7. A copy of instructional program reports will be shared with theteacher and parents. The teacher and parents have the right to askthat any portion of the report which is not accurate or identifiesthe child or exact location of the program be amended or deletedfrom the report.

DATE: INTERN SIGNATURE:

A

EARLY CHILDHOOD SPECIAL EDUCATION PROGRAMINTERN, COOPERATING-SITE SUPERVISOR, PARENT-TO-

PARENT AND UNIVERSITY SUPERVISORS AGREEMENTS

A INTERN RESPONSIBILITIES:

1. Practica Placement Responsibilities:

a The intern agrees to follow the calendar of the site(s) wherethe practica are carried out. However, the beginning andending dates of the practicum will follo w the University ofVermont's schedule.

b. The intern agrees to follow individual program policies andprocedures regarding services to students eligible for specialeducation.

c. The intern agrees to satisfactorily complete (a gradeequivalent of B or better) all practicum requirements.

d. The intern agrees to spend a minimum of 25 hours per weekin the various practicum settings. The distribution of these25 hours over the week will be negotiated by the cooperating-site supervisor, intern, University supervisor, and families.

e. If the intern will be absent, she/he must notify thecooperating-site supervisor before the day begins and specifythe reason for the absence. The only three excusableabsences are: a)course-related activities, b)death in theimmediate family, or c)personal illness.

f. All days missed in the practicum setting will have to be madeup as agreed upon by the university supervisor, cooperating-site supervisor, and intern. The university advisor will beimmediately notified of these absences and make-up dates.

Two or more unexcused absences from a practicum site willresult in automatic failure for the semester.

g.

2. University Responsibilities:

a Each intern will design and implement a minimum of fiveprograms over two semesters, including:

1. Two instructional programs

2. One consultative program

3. One transition program

4. One program involving a child who has multiple disabilities

b. Each intern will participate in and discuss child find andscreening processes.

c. Each intern will conduct and/or participate in twocomprehensive assessments.

d. Each intern will develop and/or participate in two IndividualEducation Plans (IEPs).

e. Each intern will manage a preschool classroom for aminimum of eight weeks. The intern will be responsible forproviding written lesson plans to the cooperating supervisorprior to the beginning of each week, and for providing thesubsequent evaluation results by the end of the assignedweek.

f. Each intern will establish and maintain a year-longrelationship with the family of a young child with specialhealth care or educational needs.

g. Each intern will structure and facilitate a discussionregarding an observation of an inclusive early childhoodsetting.

h. Each intern will complete and submit all written productsnecessary to fulfill the course requirements within thespecified timeline designed by the intern, the cooperating-site supervisor, the Parent-to-Parent supervisor andUniversity supervisors.

i. Each intern will complete and share four formal evaluations ofthemselves, the cooperating-site supervisor, Parent-to-Parent, and the University of Vermont supervisors.

B. COOPERATING-SITE SUPERVISOR RESPONSIBILITIES:

1. The cooperating-site supervisor agrees to provide the intern allnecessary information and forms concerning program policiesand procedures regarding service to children eligible forservices.

2. The cooperating-site supervisor agrees to explain the program,philosophy, and specific routines to intern at initial meeting.

3. The cooperating-site supervisor agrees to provide the internwith the opportunity to serve children and families eligible forservices. and the opportunity to develop the programs necessaryto fulfill course requirements.

4. The cooperating-site supervisor agrees to observe and providefeedback to the intern providing direct service to eligiblechildren on a regular basis.

5. The cooperating-site supervisor will determine, in collaborationwith the intern and UVM supervisor, the classroom managementresponsibilities of the intern, including:

a determining which individual and group activities and lessonplans the intern will 1:p2 responsible for developing on a week-by-week basis,

b. determining the eight week period that the student iscompletely responsible for classroom management.

6. The cooperating-site supervisor agrees to spend at least onehour per week with the intern to review the intern'sresponsibilities, performance, and offer feedback on intern'sprogram plans. This could be one meeting or a series of shortermeetings.

7. The cooperating-site supervisor agrees to complete two formalevaluations of the intern within each semester to assess theintern's progress, strengths and weaknesses, andrecommendations. The cooperating-site supervisor will sharethe evaluations with the intern and University supervisor.

8. The cooperating-site supervisor agrees to meet with the internand UVM supervisor following each of the supervisor's fiveobservations. The two formal evaluations per semester will beshared during two of these times, i.e., mid-semester, end of thesemester.

C UNIVERSITY SUPERVISOR RESPONSIBILITIES:

1. The UVM course instructor will arrange placements for eachintern with a cooperating-site supervisor.

2. The UVM supervisor will provide the intern with a format tofollow for each type of program plan required.

3. The UVM supervisor will observe the intern at least five timesper semester. Following each observation the supervisor will

4.i

meet with the intern and the cooperating-site supervisor toprovide specific oral and written feedback on the instructionalsession observed.

4. The UVM supervisor will monitor and evaluate five programplans (i.e.. 2 instructional programs, 1 transition program. 1consultative program, 1 case study).

5. The UVM supervisor will monitor and evaluate comprehensiveevaluations and IEPs developed and implemented by the intern.

6. The UVM supervisor will evaluate the intern's childfind/screening process participation and discussion.

7. The UVM supervisor will monitor and evaluate productsrequired during the classroom management periods, includingweekly lesson plans and the curriculum matrix.

8. The UVM supervisor will arrange a mid-semester and end ofsemester meeting with the cooperating-site supervisor andintern to review the intern's progress and determine a tentativeand final grade for practica.

a PARENT-TO-PARENT SUPERVISOR RESPONSIBILITIES:

1. The Parent-to-Parent supervisor agrees to provide the intern allnecessary information concerning program policies, programphilosophy, and procedures regarding Parent-to-Parentprograms.

2. The Parent-to-Parent supervisor will arrange placements forinterns with an individual family.

3. The Parent-to-Parent supervisor agrees to maintain on-goingcontact with families and assist interns and family members byproblem solving any issues that may arise during the practicumexperience.

4. The Parent-to-Parent supervisor will be available to meet withindividual intern's following each practicum seminar. Aminimum of two meetings with each student will be held duringeach of the fall and spring semesters.

5. The Parent-to-Parent supervisor will monitor and evaluate allproducts and activities required as part of the family-basedpracticum experience. The Parent-to-Parent supervisor will usethis information to provide input into the intern' s practicumgrade.

4 t)

E. EARLY CHILDHOOD SUPERVISOR RESPONSIBILITIES:

1. The Early Childhood supervisor will provide a format forstructuring and implementing on-site observations of theintern's inclusive early childhood setting.

2. The Early Childhood supervisor will meet with the intern toreview his/her plans in the practicum seminar's observations ofhis/her early childhood setting.

3. The Early Childhood supervisor will observe the intern's earlychildhood setting.

4. The Early Childhood supervisor will support the intern'sfacilitation of the practicum seminar discussion of theobservations made at the early childhood setting.

5. The Early Childhood supervisor will provide input into theintern's practicum grade.

NOTE: The University of Vermont supervisor and student will schedule. weekly on-campus meetings to review course requirements, performance. and progressin practica settings.

EARLY CHILDHOOD SPECIAL EDUCATIONPRACTICUM AGREEMENT

SITE 1I will participate in the following practicum site of

on the following days of the week:from date:

to date: . During this time I will work from(time) to . I agree to meet with the

cooperating-site supervisor

INTERN SIGNATURE:COOPERATING SUPERVISOR SIGNATURE:COLLEGE SUPERVISOR SIGNATURE:DATE:

EARLY CHILDHOOD SPECIAL EDUCATIONPRACTICUM AGREEMENT

SITE 2

I will participate in the following practicum site ofon the following days of the week:

from date:to date: During this time I will work from

(time) to . I agree to meet with thecooperating-site supervisor

INTERN SIGNATURE:COOPERATING SUPERVISOR SIGNATURE:COLLEGE SUPERVISOR SIGNATURE:DATE:

4

EARLY CHILDHOOD SPECIAL EDUCATIONPRACTICUM AGREEALLNT

SITE 3

I will participate in the following practicum site ofon the following days of the week:

from date:to date: . During this time I will work from

(time) to . I agree to meet with thecooperating-site supervisor

INTERN SIGNATURE:COOPERATING SUPERVISOR SIGNATURE:COLLEGE SUPERVISOR SIGNATURE:DATE:

EARLY CHILDHOOD SPECIAL EDUCATIONPRACTICUM. AGREEMENT

SITE 4

I will participate in the following practicum site ofon the following days of the week:

from date:to date: . During this time I will work from

(time) to . I agree to meet with thecooperating-site supervisor

INTERN SIGNATURE:COOPERATING SUPERVISOR SIGNATURE:COLLEGE SUPERVISOR SIGNATURE:DATE:

SECTION IV

Individual Planning and Progress Chart

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SECTION V

Instructional Program Plan Guidelines

Transition Program Guidelines

Consultative Program Guidelines

Child Find/Screening Process Guidelines

Comprehensive Evaluation Guidelines

Individual Education Program Guidelines

Case Study Guidelines for Child with Multiple Disabilities

Observation of an Early Childhood Environment Guidelines

Family-Based Experience Guidelines

THE INSTRUCTIONAL PROGRAM PLAN

The Instructional Program Plan provides an opportunity for internsto become familiar with the process for developing, implementingand evaluating a program for teaching an individual (parent. child,caregiver) a new skill or behavior that is related to the goals andobjectives outlined in the IEP Interns have found that it is veryimportant to begin developing instructional programs early in thepracticum experience. Development of the programs during thefirst semester allows implemention to begin early in the secondsemester. This allows ample time for data collection and evaluationduring the second semester, which is sometimes difficult becauseof child absences due to illness and/or school vacations.

Interns are required to successfully complete two instructionalprograms. The written product should follow the guidelines belowwith modifications made by the practicum team if appropriate. TheDiscussion Section of your written product is the most importantsection and must be thoughtful and thorough. It provides anopportunity to share your observations and insights about whatworked, what did not work and what you would do differently thenext time.

The National Association for the Education of Young Children(NAEYC) Guidelines for Developmentally Appropriate Practice aswell as the Best Practice Indicators are excellent resources for thisactivity. Also, there are many wonderful articles in early childhoodjournals.

Guidelines

1. DESCRIPTION OF LEARNER: "Learner" characteristics that arepertinent to the instructional program.

a Information gathered from the family and significant others.b. Information gathered from observations conducted in

appropriate environments (e.g., home, childcare, preschool)c. Procedures, instruments used, etc.d. Present levels of performance (NOTE: Include descriptive

information as well as test scores).

2. RATIONALE (Why is this skill area important to the learner?):

Identify and discuss learner and environmental characteristics andfamily priorities and concerns that are pertinent to the selection ofthis target skill. Be sure to specify the long term significance of the

program for both the learner and the family. In addition, addressthe developmental appropriateness of this program.

3. OBJECTIVE (specifies conditions, behavior and criteria):

a Provides for generalization across people, settings, materials,and other natural cues

b. Provides for maintenance across timec. Provides for self-initiation

4. INSTRUCTIONAL PROCEDURES (Instructional procedures mustreflect developmentally appropriate practice):

a Detailed description of the sequence of teaching/learningactivities

b. Location and time of activitiesc. Materials

5. DATA COLLECTION PROCEDURES (Measure effectiveness):

a Types of data to be collected (including generalization andmaintenance data)

b. Data sheetc. Graphing proceduresd. Reliability procedures

6. RESULTS: What does the data show?

7. DISCUSSION: Please do not limit your discussion to thesequestions.

a What impact did this program have on the learner?b. If the learner was not the child. what impact did this program

have on the child?c. What impact did this program have on the family?d. What were the strengths and weaknesses of this program? What

changes would you make in the future?e. What are the next steps for this learner and family related to this

skill area?

TRANSITION PROGRAM

The Transition Program provides an opportunity for interns toparticipate in planning and facilitating the transition of a child andfamily from one early childhood setting to another (i.e. ECSEprogram to kindergarten, home services to preschool, toddlerprogram to preschool program). The TEEM (Transition into theElementary Education Mainstream) Manual is a critical resource forthis activity, keeping in mind that every transition is unique to thechild, family and program.

Guidelines

1. DESCRIPTION OF FAMILY PRIORITIES AND CONCERNS ANDCHILD CHARACTERISTICS:

Identify and discuss family priorities and concerns and childcharacteristics th.at are pertinent to the development of a transitionplan.

2. INDIVIDUAL TRANSITION PLAN: Develop and implement a plandescribing the activities. timelines, and assigned responsibilitiesfor transitioning the family and child from one early childhoodsetting to another. You may use the "Individual Transition Plan"developed through Project TEEM or a similar transition planningtool used by the school. This plan should include activities which:

a facilitate a smooth transition for the child, parents, teachers,and administrators. Notify receiving program of childrentransitioning, identify the child's potential placement. identifyindividuals who should participate on the child's transitionplanning team and collaboratively develop an individualtransition plan.

b. facilitate family partnerships. Develop activities for providingsupport and opportunities for the child's family to activelyparticipate in the transition process.

c. prepare the child for the next environment. Conduct anecological analysis of the next setting to identify the survivalskills needed for successful participation. Identify those skillsthat are developmentally appropriate to address in the currentsetting.

d. prepare the receiving program to successfully integrate andeducate the child. Identify and obtain necessary training andtechnical assistance, resources, instructional materials, adaptiveequipment and building improvements. Identify strategies for

promoting the child's participation within each activity in theprogram.

e. monitor the child's participation in the next environment..Identify who will be involved in monitoring and follow-up. If thetransition team has not yet discussed this, what ideas do youhave?

3. TRANSITION LOG: Maintain a log of all transition activities (e.g.,meetings, observations). Be sure to include all activities, even if youare not an active participant.

4. EVALUATION rTAN: Develop a plan for evaluating the transitionprocess. This plan should assist the intern in determining whetherthe transition plan was effective. If the transition team has not yetdiscussed this, what ideas do you have?

5. DISCUSSION: Please do not limit your discussion to thesequestions.

What was the outcome of the transition plan and related activitiesand procedures? What were the strengths and weaknesses of theprocess? What would you do differently in the future? Were theparents active participants in the transition activities? Were theysatisfied with the transition procedures and activities?

THE CONSULTATIVE PROGRAM

The consultative program provides an opportunity for interns toconsult with and assist others in the development, implementation,and evaluation of an intervention program within the home or acommunity-based, early childhood setting (e.g., private preschoolor day care). The particular goals of this case study should comefrom the child's IEP and from family's priorities for their child athome or in the community-based setting. The design of theintervention plan should be determined in collaboration with thechild's family, ECSE staff, and the community setting staff. Thewritten product of this case study should follow the guidelinesdelineated below.

The NAEYC Guidelines for Developmentally Appropriate Practicesas well as "The Family-Centered Characteristics" and Family-Centered Care for Children with Special Health Care Needs areparticularly valuable resources for this activity. Some interns havefound it helpful and interesting to relate the consultative programto one of the instructional programs or one of the assignmentoptions for EDSP 384: Collaborative Teaming. The practicum teamcan discuss these options.

Guidelines

1. DESCRIPTION OF THE SETTING: Brief description of the home orearly childhood setting (preschool. day care, etc.) and people withwhom you will be developing, implementing, and evaluating theprogram.

2. CONSULTATIVE OBJECTIVE/OUTCOME: Precise statement ofproposed objectives/outcomes of program.

3. RATIONALE: Convincing, logical need for the establishment of theprogram. Include assessment information concerning child andfamily needs for such a program.

4. CONSULTATIVE INTERVENTION PLAN: A description of theprocedures, instruments, and settings/activities that will be usedfor establishing communication/rapport, communicating withothers on an ongoing basis and developing, implementing, andevaluating the program. You will also want to develop a clearstatement of your role in the setting; this role will, most likely,change as your relationship evolves.

5. EVALUATION PLAN: Description of the instruments, forms, datacollection procedures, timelines. and responsibilities fordocumenting the effectiveness of the program (Be sure to include

pre- and post-test assessment evaluations and other pertinentdata).

6. INTERVENTION LOG: Maintain a descriptive daily log of theimplementation of the consultative program. What occurred? Whoparticipated? What was your impression of theinteraction/ intervention?

7. RESULTS: What does the data show in regards to the effectivenessof the program? What were the perceptions of the family and/orcommunity-based staff regarding the effectiveness of the program?What impact did the program have on the child? Please includepertinent anecdotal comments as well as data sheets and/or graphs.

9. DISCUSSION: Please do not limit your discussion to thesequestions.

Was the program successful? What were the program's strengthsand shortcomings? What are possible next steps? What changesmight you make in the future? Did you have any difficultiesdefining/establishing your role?, How did you address thesedifficulties? How did your role change over the course of the year?

CHILD FIND /SCREENING PROCESS

The child find/screening activity provides an opportunity forinterns to participate in a screening process and become familiarwith all activities related to the overall child find process.Childfind is a collaborative relationship between the ECSE programand other community agencies and resources. It is critical tointerview the Coordinator of the ECSE program early in the year todetermine what childfind activities in addition to screening are inplace and how you may be involved. Documentation of all childfindactivities in the written product will provide a comprehensiveresource for you in the future.

The Child Find sections of the Best Practice Indicators and theGuidelines for Planning and Implementing EEE Programs inVermont are required resources for this activity.

Guidelines

1. CHILD FIND PROCEDURE: An outline of the procedures,instruments, and timelines that comprise the ECSE program'schild find efforts, including:

a Community Awarenessb. Referral Systemsc. Family Involvement

2. SCREENING PROCESS: A detailed description of the process (i.e.,instruments, personnel involved, areas evaluated, parentparticipation, procedures, communication of results to parents,follow up, etc.).

3. LOGS: Students will keep logs of all activities related to the childfind/screening process. Be sure to report all activities, even if youwere not an active participant.

4. DISCUSSION: Please do not limit your discussion to thesequestions.

How comprehensive is the child find process? Does informationabout child find activities reach all families in the community? Howis screening information gathered? What is it used for? Is thescreening process user and consumer friendly? How is screeningevaluated?

COMPREHENSIVE EVALUATION

The comprehensive evaluation activity provides an opportunity forinterns to participate in the planning and implementation of thecomprehensive evaluation process for a young child and theirfamily. This case study combines five major activities: 1) thedesign of an evaluation plan, 2) implementation of the plan, 3)writing the evaluation report, 4) determination of eligibility, and 5)reflective and critical analysis of the process.

Intern participation in a comprehensive evaluation with a familywho has been newly referred for an initial evaluation has somebarriers; it is the first time the family is interacting with the specialeducation system, and, the cooperating teacher has not yetestablished a relationship with the family. The practicum team maybe hesitant to have an intern take full responsibility under thesecircumstances.

The intern should participate, however, at some level in each stepof the comprehensive evaluation process. Some ideas thepracticum team may consider include:

*participation in a 3 year reevaluation rather than an initialevaluation

"parallel participation" of the intern and cooperating teacher(cooperating teacher and intern separately score tests, completeevaluation plans, write evaluation reports, etc. and compare anddiscuss).

Each intern should complete two comprehensive evaluationsfollowing the guidelines delineated below. The comprehensiveevaluation sections of the Best Practice Indicators and theGuidelines for Planning and Implementing EEE Services inVermont are required resources for this activity.

Guidelines

1. LOGS: Interns will keep logs of the four-step process in developinga comprehensive evaluation plan, including: a) establishing a BasicStaffing Team, b) informing parents of their rights and obtainingconsent (use initial consent for evaluation form when appropriate),c) reviewing referral information, and d) writing thecomprehensive evaluation plan. Be sure to address each step of thecomprehensive evaluation process even if you were not activelyinvolved. The logs should be written in the following format:

a TYPE OF ACTIVITY: (e.g., parent involvement)b. DATE:c. PARTICIPANTS:d. DESCRIPTION OF INTERN'S ROLE AND/OR RESPONSIBILITIES

2. COMPREHENSIVE EVALUATION PLAN: Interns will be responsiblefor completing the Vermont Evaluation Plan form as it is developedby the Basic Staffing Team (refer to forms and directions enclosed).

3. CONDUCT COMPREHENSIVE EVALUATIONS: Interns will beresponsible for administering a minimum of four differentassessment instruments, all under the guidance and supervision ofthe cooperating-site and/or university supervisor. The practicumteam can discuss a variety of options for administering theseassessments. The intern's assessment activities should be includedin the log.

4. WRITTEN EVALUATION REPORT: The formal written evaluationreport should conform to the requirements outlined in theVermont Comprehensive Evaluation Report Form (seeComprehensive Evaluation Report Form), Interns should includethe Basic Staffing Team decision regarding the child's eligibility forservices (see Eligibility Forms).

5. DISCUSSION OF THE COMPREHENSIVE EVALUATION PROCESS:Please do not limit your discussion to these questions.Was the evaluation plan implemented as planned? Was theinformation gathered sufficient to answer all the questions posed bythe team? What were the strengths/limitations of the evaluationprocess? Were the family's concerns and priorities addressedappropriately? How was the family involved in the process? Didthe team ask the family prior to beginning the process how theywanted to be involved? Were the evaluation activities appropriatefor the age of the child?

This section is an appropriate place to include additional samplesof forms or reports you feel reflect your knowledge of thecomprehensive evaluation process.

InstructionsRequired FormNo. R2aPage 1

INITIAL EVALUATIONREQUEST FOR INFORMATION TO DEVELOP EVALUATION PLAN

Purpose: This form is used:

o to obtain information from the parent(s) PRIOR TO thedevelopment of the evaluation plan and PRIOR TO obtainingthe parent's consent to conduct testing, observations anddata gathering and

o to meet requirements of Vermont Regulation 2362.2.2 (2).

Directions:

1. Insert date of referral for special education.

2. Insert name of person who referred student or school-based team which referred student for an evaluation forspecial education services.

3. Insert complete legal name of student; do not use anickname.

4. Insert a date for response which is reasonable. Selecta date that is ten days to two weeks away in ardor toprovide sufficient time for a parent to respond. Usuallya parent is contacted by the student's teacher regardingthe fact that his/her child has been referred for specialeducation services.

5. Insert telephone number and mailing address to which theperson may send or call in th5. information requestedthrough the Parental Input Form.

6. Place a copy of this form in the student's file.

Enclosures:

o ZarAntitill and0 A form which provides parents the option of giving

written input into the development of the evaluationplan. Two suggested, but not required forms, are Sla orSlb.

Si,perviss.;ry cn,Schad Districr.

Form R2a

Initial EvaluationRequest for Information to Develop Evaluation Plan

0 referredthrum/ rani

for a special education evaluation forSwaim s Nome

the following reasons:

We would like to evaluate (test and observe) your child. The results of the evaluationwill determine if he or she can receive special education services.

The Basic Staffing Team (BST), a team formed to develop the plan for the evaluation ofyour child, will be meeting soon. This evaluation plan will :ist questions to be an-swered, areas to be evaluated, and specific procedures that will be used during theevaluation. Your input is valuable when we p/an your child's evaluation. Please fill out theattached sheet, or call, or see me.

would like to hear from you byDO* I

; however. if I do not hear

from you by then, we will write an evaluation plan and then we will ask for your writ-ten permission to test.

If you would like to discuss this process or have any questions, please contact me

at atArai (Asigimsisi

Sincerely,

Signature

Printed Name

Position

Enclosures: Parental Rights in Special EducationA parental input form

cc: Student File

RE.1' EJIPY 1--1711! APi F0 6 t)

2/90Vermont Regtilation 2362 2.212)

InstructionsRequired FormNo. R2bPage 1

INITIAL EVALUATIONREQUEST FOR INFORMATION TO DEVELOP EVALUATION PLAN

Purpose: This form is used:

o when parents will be members of the Basic Staffing Team(BST),

o to obtain information from parents PRIOR TO thedevelopment of the evaluation plan by the BST and PRIORTO obtaining the parent's consent to conduct testing,observations And data gathering and

o to meet requirements of Vermont Regulation 2362.2.2.(2).

Directions:

1. Insert date of referral for special education.

2. Insert name of person who referred or school based teamwhich referred student for an evaluation for specialeducation services.

3. Insert complete legal name of student; do not use anickname.

4. Insert date, time and place where BST meeting will beheld. Select a date that is ten days to two weeks awayin order to provide sufficient time for parent torespond. Usually parent is contacted by student's teacherregarding the fact that his/her child has been referredfor special education services.

5. Insert telephone number and mailing address so parent canreturn enclosed parental input form or call, if theyprefer, to provide input into the development of theevaluation plan.

6. Place a copy of this form in student's file.

Enclosures:

o Parental Rights in Special Education and

o form on which parent can provide input into thedevelopment of the evaluation plan. Two sug- :told, butnot required forms, are Sla or Sib.

z.,%e r - On.Scrloot District

cr^.1 R:b

Dear

On

Initial EvaluationRequest for Information to Develop Evaluation Plan

(0 tPerwintleorn)

5iNcleire ,some,for a special education evaluation for

the following reasons:

We would like to evaluate (test and observe) your child. The results of the evaluationwill determine if he or she can receive special education services.

A Basic Staffing Team(BST) will be formed to develop a plan for the evaluation of yourchild. We invite parents to participate as members of the 3ST. This team will meet

on C.) attOaiwi (Tomo

(4)atPlocee

If this time is not convenient, but you would like to attend, please let me know so thatwe can reschedule. We can discuss the evaluation by telephone or you can fill out theattached form and send it to me. Your input is valuable when we plan your child'sevaluation. We look forward to seeing you at this meeting.

If you would like to discuss this process, provide information, or have any questions,

please contact me at C.)iP6w4i

at

Sincerely,

Signature

Printed Name

Position

Enclosures: Parental Rights in Special EducationA parental input form

cc: Student File

2/90Vilely:Jot Ragukslion 2362.2.2121

InstructionsRequired FormNo. R3Page 1

EVALUATION PLAN

Purpose: This form is used:

o by the Basic Staffing Team (BST) as it developsa plan to evaluate the needs of the studentreferred for special education services and

o to meet the requirements of Vermont Regulations2362.2.4 which mandates evaluation proceduresand 2362.2.5 which mandates specialevaluation/test requirements.

Directions:

1. Insert complete legal name of student; do notuse a nickname.

2. Insert student's current grade placement.Indicate if child is in pre-school orkindergarten.

3. Insert the number of years student has been inso'lool, including the current year. In somecases this may be more than his/her currentgrade placement, if student has been retained.Include kindergarten, but not pre-schoolexperiences, when counting number of years inschool.

4. complete each section of the evaluation plan.If a section does not need to be addressed,please provide sufficient justification.

BEST 1.717,;17

Supervisory Union/School Districr

Form R3

Dale.J'A

Evaluation Plan

A. Identifying Information:(

1 .

Student's Name: - Grade. ....-,

Dar,. of Birth: Years in School:

B. Evaluation Areas: (Testing and evaluation materials must be selected and administered so as not tobe culturally or linguistically discriminatory.)Note: Some of the following areas may not need to be addressed if sufficient justification is given.

Evaluation area Evaluaticri questions Test/Procedures to beused (acronyms mustbe explained)

What each testy prose-dure measures andperson responsible

1. Physical Character-istics

visionhearinghealthmedicalnutntionother

2. Relevant Life Cir-cumstances

family, commu-nity, and envi-ronmental factorsthat might affectlearning andmotivation; envi-ronmental inven-torysupport frompeers, home,teachers, etc.other

ti Page 1 d 5

InstructionsRequired FormNo. R3Page 2

5. Since this Evaluation Plan form is designedto plan evaluations for children under sixyears of age as well as students above thatage, an asterisk code is used to identify thoseskill areas which are also fundamental skills.

Fundamental skills pertain only to childrenwho are below six years old (birth through 5years and 11 months of age); enrollment inkindergarten is not a factor. Use the agecut-off to determine whether or not thefundamental skill areas will or will not beused.

Li KPY VAILVIEe

Form R3

Evaluation area Evaluation questions Test/Procedures to beused (acronyms mustbe explained)

What each test/ proce-dure measures andperson respons,bie

3. Social, Behavioral,or EmotionalCharacteristics

self-esteemself-controlrelationships withadultsinteraction withpeers, teachers,adults, and familymembersother

4. Adaptive Behavioracross settings(home, school,community)

independencecoping skillsself-careother

5. Speech Characteris-tics

articulationtluencvvoiceother

fvociamenPal Ski it Page 2 of 5

InstructionsRequired FormNo. R3Page :1

6. For children over S years and 11 months, allevaluation areas will apply except those sonoted in sections "7au and u7b11. Sections 7auand "lb" apply only to children under 6 yearsof age.

Form R3

Evaluation area Evaluation questions Test/Procedures to beused (acronyms mustbe explained)

What each test. proce-dure measures ark;person responsible

6. Intellectual/Cogni-tive Characteristics

learning abilitieslearning stylesreasoningother

7a.Language Skills (forchildren under 6)

oral expressiclistening compre-hension

.)

7b.Motor Skills (forchildren under 6)

gross motor skillsfine motor skills

furxxurrniol Page 3 of 5

InstructionsRequired FormNo. R3Page 4

There are no additional instructions for thispage.

Form R3

Evaluation area Evaluation questions Test/Procedures to beused (anonyms mustbe explained)

What each test, proce-dure measures and.person responsible

7c.Current Level ofPerformance in theBasic Skill Areas ofConcern (childrenages 6 and over)

oral expressionlistening compre-hensionwritten expres-sionbasic readingskillsreading compre-hensionmathematics cal-culationmathematics rea-soningmotor skillsother

8. Other

vocational assess-mentecological assess-ment

Page (45

InstructionsRequired FormNo. R3Page 5

Purpose: This form is used:

o to meet the requirement of Vermont Regulation2362.2.4.(2) which mandates the contents of a classroomobservation and

o to document that the Basic Staffing Team (BST) wascomprised of the required people per Vermont Regulation2364.1.

Directions:

7. Classroom Observation(s):

a. Ages birth through five:Suggested form, S2c.Note: An observation for this age group couldbe in the home, the pre-school or inkindergarten.

b. Ages 6 - 21:Suggested forms, either 82a or 82b.Note: If you use your own classroomobservation form, make certain it contains allof the elements required in Vermont Regulation2362.2.4.

8. List names and positions of BST members who developedthis plan. Note: Vermont Regulation 2364.1 mandatesthat the required team members are:

a. the pupil's teacher,b. a specialist with knowledge in the area of the

pupil's suspected educational problem andc. other individuals at the discretion of the

agency responsible for providing specialeducation.

Enclosures:

o This form must be enclosed with the, ',PriorNotice and Consent for Initial Evaluation",Form R4, which must be signed by the parent,guardian or educational surrogate parent BEFOREANY of the tests on the initial evaluation planare administered.

lioilLABLE

Form R3

UC. Classroom Observation: At least one observation must be conducted in the student's classroom.

home, preschool, or childcare setting by trained personnel other than the cl-uld's teacher. The ob-servation activities should be related to the reason for referral.

hasNam*Pounon

been assigned to observe(Ay)

If necessary, additional observations will occur in the following settingtsi:

byName: Position:

D.Basic Staffing Team (BST) Members: (List additional BST members on the back.)

Name: Position:

E. If you have any questions or would like to discuss any of the proposed procedures/tests, please

contact

cc: Student File

I

Pogo 5 of 5

at(Pilone4

2, nVermont Rujukion 2362 2.4 and 2362.2 5

InstructionsRequired FormNo. R4Page 1

PRIOR NOTICE AND CONSENT FOR INITIAL EVALUATION

Purpose: This form is used:

o to obtain and document parental consent for an initialspecial education evaluation to be conducted,

o to meet the federal requirement of 34 CFR 300.504 (a)regarding the need for a written notice when anevaluation is proposed,

o to meet the federal requirements of 34 CFR 300.504 (b)regarding the conducting of a pre-placement evaluationand

o to obtain written consent BEFORE the initial evaluationis conducted. It is the first of two written consentsrequired in the special education process. The secondis prior to initial placement into special education.

Directions:

1. Insert student's complete legal name; do not use anickname.

2. Explain why this evaluation is being proposed.

3. Explain what other options were considered prior to thisreferral for special education services such as:

o Chapter I services

o pre - referral classroom accommodations

o any other programs or services availablewithout the need for services from specialeducation

4. Explain why the above were rejected.

5. Use this section, if necessary, to provide additionalreasons why the Basic Staffing Team (BST) felt that thisstudent needed services which are only available throughspecial education.

13FST fq5i . OLE

InstructionsRequired FormNo. R4Page 2

Note: The IMPORTANT DATE will be the date that this form is received backat the school. THIS IS THE DATE WHICH WILL BE USED TO CALCULATE THE 45 DAYTIME LIMIT BY WHICH THE BASIC STAFFING TEAM (BST) MUST HAVE MET TO DETERMINEWHETHER THIS STUDENT IS ELIGIBLE AND IN NEED OF SPECIAL EDUCATION SERVICES.

6. This section must be signed and dated by theparent/guardian/educational surrogate parent or adultstudent PRIOR TO the implementation of the evaluationplan.

7. If this section is completed DO NOT implement theevaluation plan. Note: a reason for refusal is notrequired.

8. Insert the date this form is received. The 45 day timeframe is calculated from the date the consent is receivedin the district to the date the BST determinedeligibility.

9. Insert copy of this form in student's file.

Note: Once this written consent is received from the parent, it only appliesfor this initial evaluation. You will not need to obtain consent for ensuingcomprehensive evaluations, you only notify the parent that you are going toreevaluate (see form R11).

Enclosures:

o Evaluation Plan ( Form R3) and

Parental Rights in Special Education

C:MILABLE

S.,per-vis.ccy ion/Scnnoci Di stmt. -.)0

rrn

Prior Notice and Consent for Initial Evaluation

Dear

As you know,has been referred fors&-mre No,al

testing to determine try tor special education services. We refer :o this as a com-prehensive evaluation. The results will help us teach your child. tt is expected that thisevaluation will be completed within 45 days of receiving your written consent.

We plan to evaluate your child because:

Other options we considered were:

3We decided against those options because:

Any other additional information considered by the Basic Staffing Team:

Enclosed, you will find a copy of the Evaluation Plan and Parental Rights in SpecialEducation. If you have any questions, would like to discuss this further, or would likemore information, please contact me at

at;141atual

Sincerely,

Signature

Printed Name

Position

pope oi 2

-) BEST taPY nIMILABLE

Form RA

Instructions: Please compere either the top or bottom portion of this form N' cur signvure .-a cc estlat you received and understand the enc;oseci explanation of your rights :,na !not you gve or conot g,,e permission for "le comprehensive evaluation to begin Please call you hove any quest.or s

Consent for Initial Evaluation

I gic my permission for the evaluation to begin. I understand MA tnv Lonsent Isvoluntary and that it may he revoked for any reason during the initial evaluationprocess. In giving my wnsent, I also understand that an independent educationalevaluation is always available at private expense; that if I am dissatisfied with the resultsof the school evaluation, I may obtain an independent educational evaluation at publicexpense under the conditions described in the enclosed Parental Rights in Special Educa-tion (please see the section on Independent Evaluation); and that the results of the com-prehensive evaluation will be available to all schools that will serve my child in thefuture.

(1,

SignatureParent/Guardian/Educational Surrogate Parent

or Adult titudent

OR

)

iM D Y)

Please complete this sectioti and sign here if you do rica give permission for theevaluation.

I do aca give perniission for the initial evaluation. My reason(s) follow:

SignatureParent/Guardian/Educational Surrogate l'arent

or Adult Student

Date received in district:IM 0

Enclosures: Evaluation PlanParental Rights in Special Education

cc: El) Student File

(M D Y)

Page 2 of 2SEVT ';'".7T!7r/ pnl

I tuuu- #1

2/90Vermont Regulation 2364.3 1 and 2364 3 2

F:rm R5 C?MPREHENSIVE E..:ALUATION REP,7RT

I.

II.

Identifying Information: This secti,..r shouldstudent's name, date of birth, grade, s:hoc:,name of the parent, guardian or educat:o:laisurrogate parent, and date of the Basis: Stalfln-1Team (BST) meeting.

Reason for Referral for Evaluation: introa;should include who referred the student, when and .n.It should also describe the referring party'sconcerns.

III. Evaluation Plan: A copy must be attached to the rep-7-and should be noted here.

IV. Background Information: This section ,IdUresseseducationally relevant environmental, andbackground information, and may include:

A. Educational History: Describe preschool prograr'sother schools attended, community services utilized,curricula used, and interventions tried. Summarizethe results of previous screenings and assessments.

B. Medical History: Describe any ,nysical or otherhealth impairments that may be directly related toeducational performance such as, hearing or visionloss, neurological abnormality, malnutrition, etc.

C. Current Life Circumstances: Describe educationallyrelevant family information such as, home environment,language spoken at home, and other relevantcircumstances influencing the functioning of thefamily.

V. Evaluation Methods and Results: This section describesthe results of the evaluation activities.

A. Report only on those evaluation areas that areaddressed in the evaluation plan.

B. State the full name and acronym of each test giventhe first time it is referred to in the report.

C. List the date the tests were given, if relevant.

D. Report results that address the purpose of theevaluation and the issues raised in the evaluationplan, using descriptive and statistical terms. Forexample, emphasize descriptive information fromdiagnostic teaching or psychological interviews .,hen

BEST f'.461;''Yis

consiJering a significant change in special-education program.

E. Include relevant observations made duringtesting of: behavior, concentration,self-control, self-monitoring, use of ta:skstrategies, affect, language use, etc.

F. Discuss the educational significance of the rf.s:':7.Provide support for any evaluative and interpretivestatements.

G. Include descriptions of strengths and weaknesses.

H. Address all evaluation areas identified in theevaluation plan. Some relevant information mayhave been addressed in the background section.For most reports each area should be highlighted.However, for some students, in particular reportsof preschool children, this approach may notadequately reflect the whole child. In thesecases it may be preferred to report the resultsby test, especially when the test covers manyareas.

VI. Report of Observation: The observation report should beattached or summarized in this report. The summary shouldinclude the observed activity, place, time, observer, andthe findings that are relevant to the areas of concerns.

VII. Conclusion: This section should describe the conclusion ofthe team and summarize the information that the team used tomake its eligibility decision. The team's description ofits decision should be made according to the criteriaoutlined in Rule 2362:

Eligibility. To be determined eligible for specialeducation, a legal pupil must (1) receive acomprehensive evaluation (2362.2) under the auspicesof a Basic Staffing Team ;2364.1), (2) meet one or moreeligibility standards (2362.1) and (3) be in need ofspecial education. A legal pupil is not i need ofspecial education if that pupil meets one of thestandards described in 2362 and whose condition doesnot adversely affect achievement under standardinstructional conditions, including remedial orsupplemental services, when available. Theseeligibility standards and criteria shall also beapplied at the time the pupil receives a comprehensivere-evaluation.

The purpose of this conclusion is to summarize the tea'sdecision regarding the purposes of the evaluation. Foreligibility determination, this means stating the handicappi7condition, describes its effect on educational performance, 17daddressing the need for special education.

1. Eligibility standard and effect on educationalperformance:

Describe the team's decision regarding whetherthe student meets the eligibility standardsfor one or more of the handicapping conditions(2362, 2365.1.2). Include a description of thedata or evidence supporting the decision. Forstudents 6 years old and above, also explainhow the handicapping condition affectseducational performance.

2. Need for Special Education:

A. For Students 6 Years Old and Above:When the determination is made that the educationalperformance 12 adversely affected by the handicappingcondition, a statement regarding the student's needfor special education services must be included.This should explain why standard i.',structionalconditions, remedial or supplemental services arenot sufficient to meet the student's needs.

When the determination is made that educationis not adversely affected by the handicap orthat the student does not need special education,then the team should summarize its reasons forineligibility.

B. For Children Birth to 5 Years 11 Months:Justify that the observable and measured delay...is at a level that future success in the home,school, and community cannot be assured withoutintervention prior to enrollment in elementaryschool (2365.1.1).

3. Conclusion:

State the team's conclusion regarding the student'seligibility for special education, and if eligible,cite the name of the eligibility standard. Conclusionsfor students eligible for Essential Early Educationmust identify the fundamental skill(s) in which there

is delayed development.

viII. Accommodations and Recommendations:Following the conclusion, list the Basic StaffingTeam's recommendations for specific accommodationsto be made. If the student meets one of theeligibility standards, but is not in need ofspecial education, accommodations must be addressed(2363.5.2). If accommodations are not needed atThis time, a statement indicating this should beincluded. The Basic Staffing Team's recommendationsregarding special education, related and/or remedialservices may be included here.

IX. Signatures:

1. Include the signatures and positions of allBasic Staffing Team members who agree withthe report.

2. Include the signatures and positions of allBasic Staffing Team members who disagree withthe report. Attach a report of dissentingopinions. If there are no dissenting opinions,this should be noted.

instructionsRequired FormNo. R6aPage 1

DECISION OF BASIC STAFFING TEAMREGARDING ELIGIBILITY

Purpose: This form is used:

o to document the decision of the Basic StaffingTeam (BST) that the student I8 ELIGIBLE orcontinues to be eligible for special educationservices and

o to meet the requirement of Vermont Regulation2364.3.1.

Directions:

1. Insert student's complete legal name; do notuse a nickname.

2. Insert the name of the handicapping condition.This must match the handicapping condition inthe Comprehensive Evaluation Report ( see FormRE). It is recommended that the name of thehandicapping condition be written out. Forexample, Learning Disability, not 2362.1(1)b.

3. Place a copy of this form in student's file.

Enclosures:

o Comprehensive Evaluation Report (see Form RS)and

o Parental Rig is in Special education.

S.+ Der. sGry L.d"t 10n/

School DistrictFarm ;óc

Decision of Basic Staffing TeamRegarding Eligibility

Dear

As you know, has been evaluated by :"e

Basic Staffing Team (BST) to determine his or her eligibility for special educationservices. Based on the results of the comprehensive evaluation, the Basic Staffing Team

finds thatSiwkwe s menial

meets or continues to meet

the eligibility requirements for special education under the category of

I have included a copy of the Comprehensive Evaluation Report of the Basic StaffingTeam which describes the evaluation procedures, tests, and reasons we made thisdecision and Parental Rights in Special Education. If you have any concerns, questions, orwould like to meet with the BST to talk about the results of your child's evaluation,

please contact me at

If you do not agree with the determination made by the Basic Staffing Team, you havethe right to an evaluation administered by someone other than school personnel(i ndependent evaluator). This evaluation may or may not be at public expense, but theresults must be considered by the school. Please refer to the independent evaluationsection in the enclosed parental rights.

Please feel free to call me with any questions that you may have regarding the evaluation or your rights.

Sincerely,

Signature

Printed Name

Position

Enclosures: Parental Rights in Special EducationComprehensive Evaluation Report

cc: 0 Student File

2/C0VerrnoriNexialion 23643.1

InstructionsRequired FormNo. R6bPage 1

DECISION OF BASIC STAFFING TEAMREGARDING ELIGIBILITY

Purpose: This form is used:

o to document the decision of the Basic StaffingTeam (BST) that_ the student IS NOT ELIGIBLE oris no longer eligible for special educationServices and

o to meet accommodation requirements mandated bySection 504 of the Rehabilitation Act andVermont Regulation 2363.5.2.

Directions:

1. Insert student's complete legal name; do notuse a nickname.

2. Insert student's first name.

3. Explain why the student was found ineligible.Refer to the Comprehensive Evaluation Report(Form R5). The explanation must match.

4. If appropriate, describe the types ofeducational accommodations which need to beprovided to the student. These accommodationsmust match what was written in theComprehensive Evaluation Report (see Form 5).

5. Insert the name of the person, his/hertelephone number and work location/address, toindicate who has received notificationregarding the types of educationalaccommodations that this student needs.

i. Inter tei4aphone number and address of personcompleting the form.

7. Place copy of this form in student's file.

Enclosures:

o Comprehensive Evaluation Report (see Form R5)and

o nrisniklAksatejLlurdekilligiticat.

BEST are 11114ii.A3LE

Supervisory Union/School Distnct

Form Rib

Decision of Basic Staffing TeamRegarding Eligibility

Dear

As you know, 0 has been evaluated by the

Basic Staffing Team (BST) to determine his or her eligibility for special educationservices. Based on the results of the comprehensive evaluation, the Basic Staffing Team

finds that does not meet the eligibilityisms Nandi

requirements for special education. The two components considered for eligibility arehandicapping condition and a need for special education services. The reason your

child has been found ineligible is CD

While it has been determined that your child is not eligible for special education, thefollowing educational accommodations described in the Comprehensive EvaluationReport have been identified to help meet the needs of your child and are summarizedbelow.

This information has been forwarded to

at 0 at(Kenai (Adairarei

I have included a copy of the Comprehensive Evaluation Report of the Basic StaffingTeam which describes the evaluation procedures, tests, and reasons we made thisdecision and Parental Rights in Special Education. If you have any concerns, questions, orwould like to meet with the BST to talk about the results of your child's evaluation,

please contact me at at441fit(Phenyl

Pogo 1 of 2

=arm Roo

:f you do not agree with the determination made by the Basic Staffing Team, you ethe right to an evaluation administered by someone other than school personnel(independent evaluator). This evaluation may or may not be at publi..- expense, but :heresults must be considered by the school. Additionally, you have the right to challengethis decision by requesting a due process hearing. Please refer to the enclosed parentalrights.

Please feel free to call me with any questions that you may have regarding the evalu-ation or your rights.

Sincerely,

Signature

Printed Name

Position

Enclosures: Parental Rights in Special EducationComprehensive Evaluiation Report

cc: 01. Student File

Page 2 (42 2/90Yarrow/ Raw icoion 2364_3.1

INDIVIDUAL EDUCATION PROGRAM (IEP)

This activity provides an opportunity for interns to participate as amember of an IEP team for the development of an initial IEP, therevision of an existing IEP, or the development of an IEP for thenext year. Through the IEP process interns should focus ondecisions related to the identification of goals and objectives,related services, and placement. The written guidelines for thisactivity are delineated below.

The IEP sections of the Best Practice Indicators and the Guidelinesfor Planning and Implementing EEE in Vermont are criticalresources for this activity. Interns may also want to refer to thediscussion about "discipline-free" goals and objectives in theChoosing Options and Accomodations for Children (COACH) Manual.

Guidelines

1. LOGS: Interns will keep logs of parent participation, planningmeetings, quarterly IEP meetings, and annual IEP meetings. Besure i o address each component of the IEP process even if youwere not an active participant. The log of each activity should bewritten in the following format:

a TYPE OF ACTIVITY: (e.g., parental input for IEP)b. DATE:c. PARTICIPANTS:d. DESCRIPTION OF INTERN'S ROLE AND/OR RESPONSIBILITIES:

2. CONTENTS OF IEP: Refer to forms and directions enclosed.Include the completed IEP (no identifiable information please) andall related required forms.

3. MATRIX: Complete the enclosed matrix which details how thechild'd IEP objectives will be addressed through the curriculum

4. DISCUSSION: Please do not limit your discussion to thesequestions.

What wt_re the strengths and shortcomings of the process? Whatchanges might you make in the future? What types of participationdid the family have in the process? How were they included Indecisions regarding their desired level of participation? Does theIEP reflect family priorities and concerns?

This section is an appropriate place to include additional samplesof forms or reports which reflect your knowledge of the IEPprocess

Definitions and Comments

Special Educed= `Special education* means specialized instruction, at no cost to the parent, tomeet the unique needs of an eligible student with a handicapping condition including classroomsanction, instruction in physical education, home instruction, and instruction in hospitals and institu-tions.

Related Services: 'Related services' include transportation, developmental, corrective, and other sup-portive services required to assist a student with a handicapping condition to benefit from specialeducation (e.g. occupational therapy, physical therapy, counselling).Duration ol Services The special education and related services will be delivered during the schoolcalendar year on a schedule set forth in the IEP.

Regular Education Environments: 'Regular education environments' include all school and non-school environments used for similar purposes by students with and without handicaps (e.g. regularclassroom, school library, playgrounds, cafeteria, learning centers, community job sites). For childrenbirth - 5, 'regular education environments' could be a child's home or other community settingswhich offer services for children who are not eligible for special education services (e.g. child carecenters, preschools, & Headstart).Regular Education Program: 'Regular education program' refers to the regular education cur-riculum, instruction, and/or activities, not the regular education environments. For example, if a stu-dent has IEP goals and objectives in reading, he/she is in a special education program for readingg,not the regular education program. Time in the regular education program can be determined by ad-ding up the time the student spends in IEP prescript(' activities and subtracting that time from thestudents' total school week.

Skill Areas: Skill areas include Basic Skill Areas (e.g. reading, oral expression), Fundamental SkillAreas (e.g. cognitive, social) or any other curriculum areas needed by the student (e.g. vocational,recreational, non-verbal communication, locomotion). The student's needs for socialization, languageand behavior development must be considered.

Teacher: The teacher can be the student's special education teacher or regular education teacher.For the initial IF-P, the teacher can be the student's teacher or a teacher qualified in the area of thestudent's disability. Either the teacher or the LEA Representative should be qualified in the area ofthe student's disability.Local Education Agency (LEA) Representadvc The LEA representative is a representative of thepublic agency, other than the student's teacher, who is qualified to provide or supervise the provisionof special education services and who is authorized to allocate resources.Evaluation Personnel: For a student being evaluated foe the first time, the public agency shall ensurethat a member of the evaluation team participates in the IEP meeting.

Parochial or Independent School Stair: Staff from the parochial school or independent school inwhich the student is enrolled should be present at their student's IEP meeting,

IEP Manager

INDIVIDUALIZED EDUCATION PROGRAM-

Student Name

Date of Birth Child Count#M D Y

School Grade Assigned (EEE - 12)

P.

Initiation and Duration of Services

I E P MeetingM D Y

Annual ReviewMDY

toMDY MDY

toMD Y MDY

Next 3 Year Reevaluation DueM D Y

Physical Education: Regular AdaptiveAccommodations: None Required Included

TeacherName:Position:

IEP MEETING PARTICIPANTS

Name:Postion:

Name:Parent/Guardian/Surrogate Position:Name(s):

Name:Position:

LEA RepresentativeName: Name:Position: Position:

I was present and I have had an opportunity to participate in the development ofthis IEP.

I was not present but I have had an opportunity to participate in the develcp-ment of this IEP.

(Optional signature of parent/guardian/surrogate or adult student)

Instructions - IEPRequired ForsNo. R8Page 1

Purpose: This page of the form is used:

o to comply with 34 CFR 300.346 and Vermont Regulations 2363 (1)-(5) which mandatethe contents of an individualized education program (IEP) and

o to comply with Vermont Regulation 2364.2.1 which mandates the participants atan IEP meeting.

-,ections: These directions are in addition to the "Definitions and Comments" page of theIEP and the directions for each section.

1. Insert name of person who is responsible for insuring that the IEP goals andobjectives are being met, the one who schedules the annual reviews, etc. and whofunctions as the student's case manager.

2. Insert student's complete legal name; do not use a nickname.

3. Insert the grade the student would be in if he were not in special education.Note: This will serve as a reminder of his age-appropriate peer group.

4. It is assumed that services will be delivered during the school year calendarunless otherwise noted on the IEP. You may indicate a break in services suchas you might find during suumer vacation by using two different beginning andending dates within the twelve month period.

5. Insert date of IEP meeting; use complete date. Note: date of meeting andinitiation of services may not always be the same, but many times they are.

6. Annual review date should be no later than the last date of duration of services.

7. "Next 3 Year Reevaluation" date should be the date by which the Basic StaffingTeam (BST) will have completed the evaluation and re-determined this student'scontinued eligibility and need for services. To determine what date should bewritten in this section, you may add three years to the date of the lastcomprehensive evaluation.

8. Physical Education/Accommodations: Complete with check marks, do not leaveblank.

9. Insert name and position of participants. Signatures are not required.

10. Parental signature is optional and indicates that the parent has had anopportunity to part?cipate in the development of the IEP. A signature does notnecessarily constitute agreement with the IEP.

P.

Student Name IEP Meeting DateM D Y

LEVELS OF PERFORMANCE AND ANNUAL GOALS

SKILL AREA(S):

Present Level(s) of Educational Performance - Test scores alone are not sufficient.Include a description of the area(s) of education affected by the student's handicap-ping condition which shall include both strengths and needs.

Annual Goal(s) - Please number each goal. There must be a direct relationship be-tween the annual goals and present level(s) of performance.

Instructions - IEPRequired formNo. RSPage 2

Purpose: This page of the form is used:

o to comply with Vermont Regulation 2363.3 (1) and (2) which mandatesthat the 12P shall include a statement of the student's presentlevels of educational performance with annual goals.

Directions:

11. Skill Area(s): More than one skill area may be reported on thispage. Use additional copies of this page, if space does not allowfor adequate description.

12. Present Levels of Educational Performance: Do not use testacronyms unless they are first explained. For example, write thecomplete name of the test followed by the abbreviation, such asthe Wechsler Intelligence Scale for Children Revised (WISC-R).Present your findings in vocabulary that would be easily understoodby a person not trained in the field of education.

13. Annual Goals: There should be a direct relationship between theannual goals and present levels of performance. There should alsobe a relationship between the goals and the findings in theComprehensive Evaluation Report or goals in the last IEP, if thisis an annual review. Note: a goal can be general or global asopposed to a short term objective which must be measurable.

Note: You may vary the 113Q of the goal page and the short-termobjective page by putting only one skill area on the goal page followedby the short-term objectives for that skill area, or write all the goalsfor all areas followed by all short term objectives.

OEST eVi AMIABLE

Student Name

P.

IEP Meeting Date

SHORT-TERM OBJECTIVES

M D Y

Short-term Objectives - There must be more than one objective for each annualgoal. Objectives are intermediate steps between the student's present levels ofperformance and the annual goals. They must include objective criteria, evaluationprocedures and the expected dates for accomplishment.

SkillArea

GoalSHORT-TERM OBJECTIVES

Progress Revie.Daces

PROGRESS CODE: M - mastered, P - making progress, A - addressed, no progress.NA - not addressed at this time

Instructions - IEPRequired FormNo. R8Page 3

Purpose: This page of the form is used:

o to comply with Vermont Regulation 2363.3 (2) and (5) which mandateshort-term instructional objectives and evaluation schedules forannually determining whether short-term instructional objectivesare met.

Directions:

14. Insert a skill area which corresponds to one listed in the "skillareas(s)" section of the "Levels of Performance and Annual Goals"page of the IEP.

15. Insert a goal number which corresponds to an annual goal number onthe ',Levels of Performance and Annual Goals" page of the IEP. Ifthere is room, you may write short-term objectives for more thanone annual goal on a page.

16. Write MORE THAN ONE short-term objective to show how the goal willbe accomplished. Use a numbering system to separate short-termobjectives. Use more than one page if space does not allow you towrite as many short-term objectives as are needed. Short termobjectives must contain a target date for accomplishment. A goodinstructional objective will also state the conditions, thebehavior and the criteria. For example, "Given a grocery list withten items on it, in a grocery store, the student will select threeitems from that list and put them into a grocery cart, on three outof four successive occasions by 3/15/91".

17. Progress Review:

Draw a line underneath each short-term objective and continue theline to the far right of the progress review column. Under theword "Dates ", enter dates by which you EXPECT to evaluate progressmade toward the accomplishment of the short-term objectives. Itwould be practical to coordinate these dates with the dates whena marking period ends. The progress review dates will notnecessarily match any dates which you might have included withinyour objective. When the progress review dates occur, report theprogress the student has made. If he has mastered that objective,insert an "Mu; if he has not mastered it, but is making progress,insert a "P" for "progress". It will be obvious to the readerwhether the student's progress is exceeding the IEP team'sexpectations or not by making the comparison between the progresscode for a particular progress review date and the date the shortterm objective criteria were expected to be met.

Student Name

P.

LEP Meeting DateM D Y

SPECIAL EDUCATION PROGRAM

Describe the Special Education and Related Services that will be provided byspecial and regular educators and related service providers.

Skill Area Consultation ServicesPersonnel, Frequency & Duration

Direct ServicesPersonnel, Instructional Grouping, Total

Frequency & Duration Minute:

Total minutes or Direct Special Education ServicesTRANSPORTATION AS A MATED SERVICES: Y

Describe:

Instructions - IEPRequired FormNo. R8Page 4

Purpose: This page of the form is used:

o to describe the amount and type of services the student willreceive.

Directions:

18. Insert the name of the skill area which corresponds to the short-term objectives on the IEP.

19. Indicate by title who is going to be responvible for deliveringthat service. Indicate the frequency and duration over a one weekperiod if appropriate. Average minutes a week may also be used.Since a child may need direct instruction for 30 minutes 5 days perweek and consultation from a Resource Room Teacher once a week for30 minutes to meet his short-term objectives in reading, one mayneed to use both the "Consultation Services" column and the "DirectServices" column to reflect what must actually happen in order toprovide services.

20. Compute the amount of time in minutes within the "Direct Services"column for each skill area and write it in the "Total Minutes',column.

21. Total the amount of time in minutes within this column.

22. If you checked "Y" for uYes", indicating that the student mustreceive transportation in order to benefit from special education,then briefly describe what type of transportation is needed, howoften and why. For example, "Van /bus to participate in watertherapy program, twice per week, to meet range of motion objectivesin fine and gross motor skill areas.

Student NameIEP Manager

P.IEP Meeting Date

M D Y

DETERMINATION OF TIME LN REGULAR EDUCATIONPROGRAM

(1) Total minutes in student's school week- (2) Total minutes of Direct Special Education Services

(3) Time is Regular Education Program

(3) (1) = % in Regular Education Program

EDUCATIONAL ENVIRONMENT

Special Education Environments:

Resource Room or other Locations

Special Cass

Separate Day School

Residential School

State School

Minutes Skill Area(s)

DETERMINATION OF TIME IN REGULAR EDUCATION

ENVIRONMENT

(1) Total minutes in student's school week

- (2) Total minutes in Special Education Environments

(3) Time in Regular Education Environment

(3) (1) = % In Regular Education Environment

PRIMARY EDUCATIONAL PLACEMENT cote:

TOWN RWPONSIBLE FOR EDUCATION

1

Instructions - IEPReql'red FormNo. RSPage 5

Purpose: This page of the fora is used:

o to comply with 34 CPR 300.550-.554 and Vermont Regulations 2363.4which mandate that the student receive his educational program inthe least restrictive environment, and to track the amount ofdirect services that special education students require by districtand across the state

Directions:

23. Indicate the total minutes in the student's school week. If thestudent attends school only half-days, the student's total schoolweek would equal the number of minutes in five half-days. Completethe rest of this section as indicated. For children served by a EEEprogram, only the total minutes of direct special educationservices should be completed in this section.

24. Educational Environment - Outlined in this section is a descriptionof the student's placement according to the environment in whichthe student receives his or her special education services. Thetime the student spends in each special education environment islisted along with the skill area that is addressed in that setting.Special education environments are separate settings for thedelivery of special education or related services such as resourcerooms or special classes. Also considered as special educationenvironments are settings which may be used by students withouthandicaps, but are used for a different purpose for students withhandicaps such as, physical therapy delivered in the cafeteria orspeech delivered in a classroom during recess.

25. Totaled here should be all the time the student receives specialeducation in resource rooms, therapy rooms or other temporarysettings. Children served by a SEE program in a pre-school orchild care center would be counted here if they were pulled out ofthe regular environment to receive special education.

26. Indicate here all the time the student receives special education in aspecial class setting. Special classes include separate settings for alimited number of children with similar disabilities or age levels suchas classes for students with serious emotional disturbance, studentswith multiple handicaps or center-based ZEE classes.

27. Separate day schools include schools which are completely separate fromthe public school program for the same age peers. Examples of separateday schools include the On Top Program, Ayers ST., and approvedindependent schools such as Laraway or Pine Ridge that are attended ona daily basis.

Student Name IEP Meeting DateP.

M D YJUSTIFICATION FOR REMOVAL FROM THE REGULAR

EDUCATION ENVIRONMENT

If the student is in the Regular Education Environment less than 100% of the time,complete this section.

Describe the supplemental aids and services that have been tried or considered inmeeting the student's needs within the regular education environment.

Supclemental Aid/Service Describe Outcomes

The team recommends placement outside the regular education environmentbecause:

If the student is placed in a residential setting please attach Reintegranon Plan.

Instructions - IEPRequired FormNo. RSPage 6

28. Residential schools are 24-hour facilities which include a schoolprogram approved for special education such as the Bennington School,Laraway, the Greenwood School, and many out-of-state facilities.

29. State schools include Brandon and Eldred. Students served incorrectional institutions or at Woodside can be listed here.

30. Complete as above. For ZEE, only the total minutes in special educationenvironments should be completed.

31. These two pieces of information are required as part of child count.In most cases these will be completed by the Supervisory Union centraloffice.

End of Instructions for Preceding Page*(**********c****************************************************************Purpose: This page of the form is used:

o To document consideration of LRE when making the annual placementdecision as required by CFR 300.550-300.554.

Directions: Note: This page is to be completed if the student is in theregular education environment less that 100% of the time. For EEE studentsthis page is completed only if there is time indicated in the specialeducation environment section.

32. List the supplemental aids and services that have been consideredor tried in order to maintain the student in the regular educationenvironment. Examples of supplemental aids and services that couldbe considered or tried before a student was placed in a resourceroom might include classroom accommodations, consultation to theclassroom teacher, peer tutoring, services provided within theregular classroom etc. Outcomes of those services tried should bebriefly summarized. The reasons the services that were onlyconsidered were not accepted should also be summarized. The teamneed not address every conceivable option, but should address thelogical alternatives.

33. Explain the team's rational. for the placement decision that resultedin the student's removal from the regular education environment. Forexample, an IEP team's rationale for community-based training duringthe school day for a ten-year-old student with a learning impairmentmight be that the student needs to be instructed in the actualenvironment in order to learn to use his local Post Office. In thisexample the community is considered a special education environmentbecause this student's age-appropriate peers would all be in school atthis time of the day and therefor the student is being removed from theregular education environment.

Student NameP.

MP Meeting Date

REINTEGRATION PLANM D Y

For a student placed in a residential placement, identify the annual goals and objec-tives in the MP which address the reintegration of the student into regular educationenvironments. Explain how these goals and objectives will lead to reintegration.

Goal # Explanation

Instructions - IEPRequired ForaNo. R8Page 7

Purpose: This page og the form is used:

o to document compliance with Vermont Regulation 2363.3.2which mandates that for all pupils in a residentialplacement, the IEP must contain annual goals andobjectives designed to reintegrate the pupil into a localschool district placement. There must also be adescription of how the goals and objectives will lead toreintegration.

Directions:

The directions on this form are self-explanatory.

P.

Student Name LEP Meeting DateM D Y

ACCOMMODATIONS

Please list all supplemental aids and modifications necessary to ensure the student'sparticipation in his/her educational program.. When an accommodation relates to aspecific skill area or goal, please list that area and goal number for easy reference.

Instructions - IEPRequired FormNo. R8Page a

Purpose: This page of the form is used to:

o to document compliance with Vermont Regulation 2363.5.1which mandates that when an eligible handicapped pupilis placed in a regular class program, accommodat'Lonsshall be made and described within the IMP, so that thepupil has a genuine opportunity to benefit from regularclass placement. Accommodations shall be nude in as manyarza9 as needed, including instructional time, evaluationprocedures, curriculum and materials adaptation, andother areas. Accommodations are required to be carriedout and should be carefully considered.

Directions:

This page was left blank so you could have freedom to vary yourdescriptions of accommodations that will be necessary to ensurethis student's successful participation in a regular class program.If a child will be in a program with non-handicapped peers, thissection probably will be very important to his success. You mayuse a printed checklist of accommodations under this heading.

If accommodations are listed on this page, note that on the frontof the IEP.

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CASE STUDY WITH CHILDWHO HAS MULTIPLE DISABILITIES

This case study provides an opportunity for interns to participate asan educational member of an interdisciplinary team for a child whohas multiple disabilities. The extent and nature of the activitiesinvolved in this case study will be determined by the child's team,including parents, and will be documented in the form of an ActionPlan (see enclosed).

There may be children in your practicum site(s) who are receivingservices from the State Interdisciplinary Team (I-Team). TheTeam provides technical assistance and training to local teams offamilies, educators and other service providers in the delivery of aquality education to children with intensive education needs.These children are probably already receiving services from aninterdisciplinary team which has developed an Action Plan. Theseteam members, along with the I-Team Educational Consultant canprovide additional support for this activity. It is not required,however, to work with a child receiving I-Team services. The casestudy can focus on any child receiving services from aninterdisciplinary team if the team is willing to develop an ActionPlan.

Ruth Dennis and Susan Edelman, Core I-Team members who arealso part of the Early Childhood Team at the Center forDevelopmental Disabilities, are important resources for this activity.They can provide readings, contacts and samples of record reviews.It is the intern's responsibiity to contact Ruth or Susan forassistance. Their offices are located at the Ceriter forDevelopmental Disabilities.

The written product of this case study should follow the guidelinesdelineated below. For each activity identified for interninvolvement in the Action Plan, the written product will includeand conform to other guidelines included in this manual, e.g.,Transition Plan, IEP Development, etc., as needed.

Guidelines

1. DESCRIPTION OF THE CHILD:

a child's ageb. diagnosis if known and medical statusc. educational setting(s)d. family situation

2. IDENTIFICATION OF INTERDISCIPLINARY SERVICES:

a core planning team members, frequency of contact, fundingsource(s)

b. expanded team members, frequency of contact, fundingsource(s)

3. RECORD REVIEW AND SUMMARY STATEMENT OFINTERDISCIPLINARY ASSESSMENTS AND SERVICES:

a educational records including IEPb. pertinent medical recordsc. therapy recordsd. psychological reportse. other reports - vision, hearing, I-Team etc.

4 ACTION PLAN: The action plan will be formulated with the child'steam and could address an instructional program, transitionprogram, dissemination program (family information and training),comprehensive evaluation, IEP development, lesson planadaptation, case coordination, or home based or community basedconsultation. (See requirements for specific programs inPracticum Manual).

a Team meeting and action plan development1. articulate the philosophical approach of the team

(developmental, compensatory approach, adaptive approachetc.)

2. determine frequency of teary meetings3. prioritize needs4. develop action plan for single high priority need

b. Implementation of action plan:1. determine method for follow-up2. determine need for revision of action plan3. participate in revision as needed4. report on completion of action plan

5. EVALUATION OF ACTION PLAN STRATEGY:

a satisfaction of team membersb. personal reactions

6. DISCUSSION: Elaborate on and summarize your case study and itsresults. This section should include references to the literatureand discussion of the broader issues of providing services tochildren with multiple disabilities. Some issues might include:- medical vs. educational approaches

types of teaming models and their advantages and disadvantagesbarriers to teamingfamily centered approachintegrated therapyleast restrictive alternativesfunding issuesavailability of needed resourcestraining needs

1

FAMILY-BASEDEXPERIENCE

The family-based experience provides interns with the opportunityto learn directly from a family rather than from reading orattending lectures about families. This practicum componentprovides interns with an in-depth experience with a family of achild with a special health care and/or education need(s). Throughthis experience interns will: acquire an understanding of theelements of a family-centered approach, incorporate the elementsof a family-centered approach into all aspects of their practicumexperience, and demonstrate a knowledge of the ways in whichexisting systems and policies can become more responsive to familyconcerns and priorities.

Each intern has a Parent-to-Parent supervisor who is available toprovide resources and support. A minimum of 2 meetings witheach intern will be held during each of the fall and springsemesters. However, the Parent-to-Parent supervisor will beavailable to meet with individual interns on a weekly basis todiscuss any issues regarding the implementation of a family-centered approach. It is the responsibility of the intern tocommunicate any additional supervision needs to the Parent-to-Parent supervisor.

"The Family-Centered Characteristics" as well as Family-CenteredCare for Children with Special Health Care Needs are excellentresources for this activity. Parent-to-Parent of Vermont, located atthe Champlain Mill also has a lending library with many valuableresources.

Guidelines

The family-based experience has been designed to be implementedin two phases. The requirements and written components of eachphase are described below.

PHASE I (Fall Semester) GETTING TO KNOW THE FAMILY:

1. MAINTAIN A LOG OF THE TIME SPENT WITH THE FAMILY: Youwill be asked to submit a log of the time you spent with the familythroughout the year including a brief description and a briefreflection of each_ activity. Phase I Activities include:

a Initial visit with the familyb. On-going contact with the family (weekly or on a schedule that

meets the family's needs)c. Attend a physician's appointment

t)

d. Attend an IEP or other conference held with the schoole. Observe the child in a setting where services are being provided

(school, childcare, home, therapy)f. Have a meal with the familyg. Provide respite (spend enough rime with the children so that

the parent(s) will have time to bet out of the house" if theywould like to)

h. Select two additional experiences thatyou and the familyidentify as valuable (e.g., attend a parent support group meeting,attend a birthday party)

2. REFLECT ON YOUR EXPERIENCE

a Identify an aspect of your experience with the family and write areaction paper discussing your perspective on this experience.

b. Facilitate a discussion (during practicum seminar) regarding theexperience you discussed in your paper.

3. SET GOALS FOR PHASE II (Spring Semester) Together with yourfamily, identify the goals and activities you will engage in duringphase II. The goals and activities should be mutually beneficial andshould consider the intern's learning needs and the family's ownpriorities. You will also want to develop a timeline for your goalsand activities. The goals and timelines should be written andhanded in with your reflection paper on the assigned date at theend of the fall semester. You may also want to discuss the ways inwhich you and the family "negotiated" the goals and activities forPhase II.

PHASP II: (Spring Semester) IMPLEMENTING A PLAN:

In the past interns and families have been very creative in definingtheir goals and activities for Phase II of the Family-Basedexperience. These ideas have included, but are not limited to:

*developing a "Fun and Care Book" that the family could sharewith babysitters about their child.

*providing childcare for the child and/or siblings.*assisting a family in applying through Medicaid for wheelchair

funding.*making a videotape of the child at home and at preschool for

the elementary school

1. MAINTAIN A LOG OF THE TIME SPENT WITH THE FAMILY:Submit a log of the time you spent with the family throughout theyear including a brief description and a brief reflection of eachactivity. Phase II Activities require you to spend 48 hours with yourfamily over the course of the semester. The goals and activitiesaddressed during these 48 hours are those which were identified

1

with the family in the fall. Your 48 hours can be divided 410 allowyou to accomplish these mutually determined goals.

2. REFLECT ON YOUR EXPERIENCE

a Identify an aspect of your experience with the family and write areaction paper discussing your perspective on this experience.You will want to discuss any changes you made in your originalplan for Phase II. How were those changes "negotiated"?

b. Facilitate a discussion (during practicum seminar) regarding theexperience you discussed 4 your paper.

OBSERVATION OF ANEARLY CHILDHOOD ENVIRONMENT

This experience is designed to provide interns with an opportunityto observe and critically analyze an early childhood environment.

Specific requirements for this component will be provided inpracticum seminar.

1 7.

SECTION VI

Classroom Management

Lesson Plans

11,

CLASSROOM MANAGEMENT

1. Each intern will assume normal classroom responsibilities of themaster teacher for a period of eight weeks. Responsibilitiesassumed are to be mutually agreed upon by the practicum team andmay include but are not limited to:

a Maintaining and adjusting (as appropriate) daily schedule forclassroom activities.

b. Collecting, recording. and filing data on child progress.

c. Reviewing each child's data weekly.

d. Monitoring activities of classroom personnel (e.g., instructionalassistants, volunteers, other interns).

e. Maintaining contact with parents.

f. Participating in planning meetings.

g. Participating in the IEP process.

2. The intern will manage a preschool classroom for a minimum ofeight weeks and will:

a Develop a weekly lesson plan of classroom goals, objectives, andprocedures for each activity and curriculum area of theclassroom routine.

b. Complete a matrix which details how each child's IEP objectiveswill be addressed through the curriculum.

c. Develop successive weekly lesson plans that reflect theevaluation data and incorporate necessary modifications.

1 A'

LESSON PLANS

Lesson plans are required for all classroom activities and areas (i.e.blocks. books, water play) during the eight weeks of classroommanagement. Lesson plans and evaluation procedures should becompleted by Friday of the week prior to the lesson and be madeavailable to the cooperating-site and university supervisors. Thelesson plans should in,lude the following information:

GOAL/OBJECTIVEStatement of "what" you want the child to learn

INSTRUCTIONAL PROCEDURES/ENVIRONMENTAL DESIGN

Description of how the environment will be set up to insurethat students have the opportunity to "practice" the targetskill. You will also want to address teacher behaviors that willbe required to facilitate skill acquisition.

EVALUATION OF SKILL AQUISITION

Description of how students' skill aquisition will be assessed.

RESULTS AND NEXT STEPS

Summary of the results and next steps for addressingchildren's achievement of skills.

SECTION VII

Evaluation and Grading Procedures

EVALUATION AND GRADING PROCEDURES

I. PRACTICA EXPERIENCES

1. The cooperating-site supervisor will observe the intern on aweekly basis and review weekly the intern's responsibilities,performance, strengths, weaknesses, and offer feedback.

2. The UVM supervisor will observe the intern in his/her practicaplacement at least five times per semester and provide oral andwritten feedback.

3. The Parent-to-Parent supervisor will maintain on-going contactwith families and will meet with interns at least twice persemester.

4. The Early Childhood Supervisor will assist interns in: 1) setting-up their site visit, and 2) facilitating the follow-up discussion.The Early Childhood supervisor will meet with internsindividually at least once.

5. MID SEMESTER AND END OF THE SEMESTER EVALUATIONS:

a Mid Semester: The cooperating-site supervisor, UVMsupervisor and intern will meet mid semester to discussintern's progress. All three of these team members will havefilled out a formal evaluation of the intern prior to thismeeting.

After reviewing the formal evaluations, a tentative grade willbe assigned at this time accompanied by a list of strengths,weaknesses and suggestions for improvement. The list ofsuggestions will be kept for the final evaluation meeting tohelp determine a final grade.

h Final Evaluation: The cooperating-site supervisor, UVMsupervisor, and intern will meet at the end of the semester todiscuss the intern's progress since the mid semesterevaluation. The cooperating-site supervisor, intern and UVMsupervisor will have completed a formal evaluation of theintern prior to this final meeting. The evaluations and list ofsuggestions from mid semester will be reviewed and aconsensus will be arrived at in assigning the final grade.

11.(j.:)

IL WRITTEN PRODUCT REQUIREMENTS

I. The UVM supervisor, the cooperating-site supervisor, and theintern will fill out the individual planning and progress chartjointly. Written products will be due at this time unless clearedwith the UVM supervisor prior to the due date. Products thatare handed in late will be penalized,

2. The UVM supervisor will monitor and evaluate:

a five program plans

b. two comprehensive assessments

c. two Individual Education Plans (IEPs)

d. child find/screening process activities

e. products required during classroom management

f. weekly lesson plans, matrixes and evaluations of activities forwhich the intern is responsible

3. The Parent-to-Parent supervisor will monitor and evaluate:

a components of the family-based practicum experience

b. written reaction papers

c. the development of a plan of action outlining goals, activities,and timelines for Phase II of the family-based experience

d. the implementation of Phase II activities

4. The Early Childhood Supervisor will monitor and evaluate:

a components of the early childhood experience

b. seminar discussions focusing on early childhood observations

c. other activities and requirements related to the earlychildhood observation experience

NOM Written products need to be turned In in final form on the due date.

Ell. UNIVERSITY EVALUATIONS

1. Evaluation forms will be completed at the end of each semester.They will include:

a evaluation of the UVM advisor by the intern

b. evaluation of the UVM supervisors

c. evaluation of the Parent-to-Parent supervisor

d. evaluation of the cooperating-site supervisor by the intern

e. evaluation of the intern by the cooperating-site supervisor

f. evaluation of the intern by families

g. evaluation of practicum sites

IV. FINAL SEMESTER GRADING PROCEDURES

The intern's final grade at the end of the semester is based uponthe average of the grades received for the written products (e.g.,case studies) and observed practica performance. However,

THE FINAL GRADE FOR EACH SEMESTER CANNOT BE HIGHERTHAN THE PRACTICA EXPERIENCE GRADE. FOR EXAMPLE, AWRITTEN PRODUCT GRADE OF "A" AND A PRACTICAEXPERIENCE GRADE OF "B" WILL RESULT IN A GRADE OF "B".CONVERSELY, A WRITTEN PRODUCT GRADE OF "B" AND APRACTICA EXPERIENCE GRADE OF "A" WILL RESULT IN A GRADEOF "B+" OR "A-".

V. FORMAL REVIEW PROCEDURE

Prior to the end of the Fall Semester, a formal review of theintern's progress and skills across practica and course settings willbe conducted. The purpose of this formal review is to assist theProgram Coordinator of UVM's graduate program in EarlyChildhood Special Education in making a decision concerning theintern's continuation or discontinuation with the graduate programin Early Childhood Special Education at UVM. The formal reviewprocess, conducted by the Program Coordinator will include:1) individual interviews with all cooperating-site supervisors, theUVM supervisor, the intern's advisor (if different), and the intern,and 2) a formal meeting with the intern to share the informationcollected and the decision concerning program continuation. If theintern disagrees with the decision concerning program

1

continuation, the Program Coordinator will inform him/her offormal grievance procedures.

1(,

INSTRUCTIONAL PROGRAM PLAN

GRADING: 4.0 = Excellent (A)3.6 = A-3.5 = B+3.0 = Good (B)

Grading Sheet

Program:

GRADE WEIGHT SUBTOTAL

1. DESCRIPTION OF LEARNER: Learnercharacteristics that are pertinent to the program.a. information gathered from family & othersb. information gathered from observationsc. procedures, instruments used, etc.d. present levels of performance.

(NOTE: Include descriptive informationas well as test scores).

2. RATIONALE: (WHY teach this skill important to:the learner? the child? the family?) identify anddiscuss learner and environmental characteristics andfamily concerns and priorities that are pertinent to theselection of this target skill. Be sure to specify the long termsignificance of the program for the learner, the child (if otherthan the learner, and the family. In addition, address thedevelopmental appropriateness of this program.

3. OBJECTIVE: (WHAT to teach)specifies conditions, behavior and criteria:a. provides for generalization across people,

settings, materials, and other natural cues,b. provides for maintenance across time,c. provides for self-initiatic a.

4. INSTRUCTIONAL PROCEDURESInstructional procedures must reflectdevelopmentally appropriate practicea. Detailed description of the sequence of

teaching /learning activitiesb. Location and time of instructionc. Materials

5. DATA COLLECTION PROCEDURES:(Measure effectiveness):a. Types of data to be collected (including

generalization and maintenance data)b. Data sheetc. Graphing proceduresd. Reliability procedures

x 2 =

x 3 =

x 2 =

x 4 =

x 2 =

6. RESULTS: What does the data show? x 1 =

7. DISCUSSION:a. What impact did this program have on the learnerb. If the learner was not the child, what impact did this

program have on the childc. What impact did this program have on the family?d. What were the strengths and weaknesses of this program?e. What changes would you make in the future?f. What are the next steps related to this skill area?

x5=

MAXIMUM POSSIBLE SCORE IS 76. DIVIDE THE STUDENTS TOTAL SCORE BY 19 TODETERMINE GRADE.

?

TRANSITION PROGRAMGrading Sheet

GRADING: 4.0 = Excellent (A) Intern:3.6 = A-3.5 = B+ Program:3.0 = Good (B)

GRADE WEIGHT SUBTOTAL

1. DESCRIPTION OF LEARNER: Identify and discussfamily priorities and concerns and childcharacteristics that are pertinent to the development ofthe transition plan

2. INDIVIDUAL TRANSITION PLAN: Develop andimplement a plan describing the activities, timelines, andassigned responsibilities for transitioning the child into thenext environment. You may use the "Individual TransitionPlan" developed through Project TEEM or a similartransition planning tool used by the school. This plan shouldinclude activities which:a. facilitate a smooth tranalthm for the child, parents,

teachers, and administrators. Notify receiving programof children transitioning. identify the child's potentialplacement, identify individuals who should participate inthe child's transition.

b. facilitate family partnerships. Develop activities forproviding support and opportunities for the child's familyto actively participate in the transition process.

c. prepare the child for the next environment. Conduct anecological analysis of the next setting to identify thesurvival skills needed for successful participation.Identify those skills that are developmentally appropriateto address in the current setting.

d. prepare the receiving program tosuccessfully integrate and educate the child. Identifyand obtain necessary training and technical assistance,resources, instructional materials, adaptive equipmentand building improvement. Identify strategies forpromoting the child's participation within each activityof the next environment.

x2=

x2=

x3=

x3=

x 3 =

e. monitor the child's participation in the newenvironment. Identify who will be involved inmonitoring and follow-up.

3. TRANSITION LOG: Maintain a log of all transition x 2 =activities, e.g., meetings. observations.

4. EVALUATION PLAN: Develop a plan for evaluating the x 2=transition process. This plan 'should assist the internin determining whether the transition plan was effective.

5. DISCUSSION: What was the outcome of the transitionplan and related activities and procedures? What were thestrengths and weaknesses of the proem? What would you dodifferently in the future? Were the family'-identified concernsand priorities appropriately and adequately addressed?

x5=

MAXIMUM POSSIBLE SCORE IS 100. DIVIDE THE STUDENTS TOTAL SCORE BY 25 TO DETERMINEGRADE.

12u

GRADING: 4.0 = Excellent (A)3.6 = A-3.5 = B+3.0 = Good (B)

CONSULTATIVE PROGRAM

Grading Sheet

Intern

Program:

GRADE WEIGHT SUBTOTAL

1. DESCRIPTION OF THE SETTING Briefdescription of the home or early childhood setting (preschool,day care, etc.) and people with whom youwill be developing, implementing, and evaluatingthe program.

2. CONSULTATIVE OBJECTIVE/OUTCOME:Pre..ise statement of proposed objectives/outcomesof program.

3. RATIONALE Convincing, logical need for theestablishment of the program. Include assessmentinformation concerning child and family needsfor such a program.

4. CONSULTATIVE INTERVENTION PLAN: A descriptionof the procedures, instruments, and settings/activitiesthat will be used for establishing communication/rapport,communicating with others on an ongoing basis anddeveloping, implementing, and evaluating the program.

5. EVALUATION PLAN: Description of the instrument. ,forms, data collection procedures, timelines, andresponsibilities for documenting the effectiveness ofthe program (be sure to include pre-and post-testassessment evaluations and other pertinent data).

6. INTERVENTION LOG: Maintain a descriptive daily logof the implementation of the consultative program.What occurred? Who participated? Next steps?

7. RESULTS: What does the data show in regards to theeffectiveness of the program? Please include pertinentanecdotal comments as well as data sheets and/or graphs.

9. DISCUSSION: Was the program successful? What werethe program's strengths and shortcomings? What arepossible next steps? What changes might you makein the future? How did you define/redefine your role overthe course of this relationship?

x 1 =

x 1 =

x 3 =

x 4 =

x 2=

x 2=

x 2 =

x 5 =

MAXIMUM POSSIBLE SCORE IS 80. DIVIDE 'THE STUDENTS TOTAL SCORE BY 20 TODETERMINE GRADE.

CUILD FIND/SCREENING PROCESS

GRADING: 4.0 = Excellent (A)3.6 = A-3.5 = B+3.0 = Good (B)

Grading Sheet

Irtem:

Prcgrarn:

1. CHILD FIND PROCEDURE: An outline of the proceduresinstruments, and timelines that comprise the ECSEprogram's child find efforts, including:

a. Community Awarenessb. Referral Systemsc. Family Involvment

2. SCREENING PROCESS: A detailed description of theprocess, i.e., instruments, personnel involved,areas evaluated, procedures, communication ofresults to parents, follow-up, etc.

GRADE WEIGHT SUBTOTAL

x 3 =

x 3 =

3. LOGS: Students will keep logs of participation in the x 2 =child/find screening process.

4. Discussion: A written critique of the child find/ x 5=screening process, including strengths andweaknesses, and suggestions for improvement.

MAXIMUM POSSIBLE SCORE IS 52. DIVIDE THE STUDENTS TOTAL SCORE BY 13 TODE 11 GRADE.

GRADING: 4.0 = Excellent (A)3.6 = A-3.5 = 3+3.0 = Good (B)

COlifiPRERENSIVE EVALUATION

Grading Sheet

Intern:

Prcgrarn:

1. LOGS Interns will keep logs of the four-step process indeveloping a comprehensive evaluation plan whichwill include: a) establishing a Basic Staffing Team,b) informing parents of their rights and obtainingconsent, c) reviewing referral information, andd) writing the comprehensive evaluation plan.The log of each activity should be written in thefollowing format:

a. TYPE OF ACTIVITY: (e.g.. parent involvement)b. DATE:c. PARTICIPANTS:d. DESCRIPTION OF INTERN'S ROLE AND/OR

RESPONSIBILITIES

2. COMPREHENSIVE EVALUATION PLAN:Interns will include the Evaluation Plan Formcompleted by the Basic Staffing Team.

3. CONDUCT COMPREHENSIVE EVALUATIONS:Interns will administer a minimum of four differenttests under the guidance and supervision of themaster teacher and/or university supervisor.Assessment activities should be included in the log.

4. WRITTEN EVALUATION REPORT: A synthesis ofqualitative information related to the assessmentareas and questions addressed in the evaluationplan. This should conform to Vermont's formatfor the Comprehensive Evaluation Report.

GRADE WEIGHT SUBTOTAL

5. DISCUSSION OF THE COMPREHENSIVEEVALUATION PROCESS: Was the evaluation plan implemented asplanned? Was the information gathered sufficient to answerall the questions posed by the team? What were thestrengths /limitations of the evaluation process? Were the family'9concerns and priorities addressed appropriately ?Were the evaluation activities appropriate for theage of the child ?

x 2 =

x 4 =

x3=

x 4 =

x5=

MAXIMUM POSSIBLE SCORE IS 72. DIVIDE THE STUDENTS TOTAL SCORE BY 18 TODETERMINE GRADE.

INDIVIDUAL EDUCATION PROGRAM

GRADING: 4.0 = Excellent (A)3.6 = A-3.5 = B+3.0 = Good (B)

Grading Sheet

Intern:

Prcgrarn:

1. LOGS: Interns will keep logs of parentinvolvement, planning meetings, quarterly IEPmeetings, and annual IEP meetings. The log ofeach activity should be written in the followingformat:a. TYPE OF ACTIVITY: (e.g., parent involvement)b. DATE:c. PARTICIPANTS:d. DESCRIPTION OF INTERN'S ROLE AND/OR

RESPONSIBILITIES:

GRADE WEIGHT SUBTOTAL

x 2 =

2. CONTENTS OF IEP AND RELATED FORMS

a. Parental Input to IEP x 1 =

b Notification of IEP Meeting x 1 =

c. Prior Notice and Consent for Placement x 1 =

d. Initiation and Duration of Services and Participants x 1 =

e. Levels of Performance x 2 =

f. Long-Term Annual Goals x 2 =

g. Short-Term Objectives x2 =

h. Special Education and Related Services x 1=

i. Time in Regular Education Program and Environment x 1 =

. Justification for Removal and Reintegration Plan x0 =

k. Accommodations x 1 =

3. MATRIX: Complete the matrix which details how the x 4 =child's IEP objectives will be addressed through the curriculum.

3. DISCUSSION: Critique the IEP process. What were x 5 =the strengths and shortcomings of the process?What changes might you make in the future? How wasthe family involved in the IEP process? Does the IEPreflect family identified concerns and priorities?

MAXIMUM POSSIBLE SCOW: IS 88. DIVIDE THE STUDENTS TOTAL SCORE BY 22 TODETERMINE GRADE.

CASE STUDY WITH CHILD WHO HAS MULTIPLE DISABILITIES

Grading Sheet

GRADING: 4.0 = Excellent (A)3.6 = A-3.5 =3.0 = Good (B)

Intern:

Program:

GRADE WEIGHT SUBTOTAL

1. DESCRIPTION OF THE CHILD:a. child's ageb. diagnosis if known and medical statusc. educational setting(s)d. family situation

2. IDENTIFICATION OF INTERDISCIPLINARY SERVICES:a. core planning team members, frequency of contact,

funding source(s)b. expanded team members, frequency of contact,

funding source(s)

3. RECORD REVIEW AND SUMMARY STATEMENT OFINTERDISCIPLINARY ASSESSMENTS AND SERVICES:a. educational records including IEPb. pertinent medical recordsc. therapy recordsd. psychological reportse. other reports - vision, hearing. I-Team etc.

4. ACTION PLAN: The action plan will be formulated withthe team and could address an instructional program,transition program, dissemination program (familyinformation and training), comprehensive evaluation,IEP development, lesson plan adaptation, case coordinationor home-based or community-based consultation.

5. EVALUATION OF ACTION PLAN STRATEGY:a. satisfaction of team membersb. personal reactions

6. DISCUSSION: Elaborate on and summarize your casestudy and its results. This section should includereferences to the literature and discussion of the broaderissues of providing services to children with multipledisabilities.

X 1 =

x 1 =

x 3 =

x4=

x2=

x 5 =

MAXIMUM POSSIBLE SCORE IS 80. DIVIDE THE STUDENTS TOTAL SCORE BY 20 TODS;ihaMINE GRADE.

Ir

FAMILY-BASED EXPERIENCE

Grading Sheet

GRADING: 4.0 = Excellent (A) Intern:3.6 = A-3.5 = B+ Prtgram:3.0 = Good (B)

1. COMPLETION OF ACTIVITIES WITH TEE FAMILY:a. Initial visit with the familyb. Ongoing contact with the familyc. Attend physician's appointmentd. Attend an IEP or other conferencee. Observe child in setting where services are providedf. Have meal with the familyg. Provide respiteh. Additional experiencei. Additional experience

2. LOG: Brief description and reflection of each activity

3. REFLECTION ON THE EXPERIENCE (PHASE I):a. Written reaction paperb. Facilitation of seminar discussion

4. GOALS FOR PHASE II Identification of goals andand activities for Phase II of the Family-Basedexperience. Identification of timelines foraccomplishing Phase II goals

5. REFLECTION ON THE EXPERIENCE (PHASEa. Written reaction paperb. Facilitation of seminar disucssion

GRADE WEIGHT SUBTOTAL

x 2 =x 2 =x2x 2 =x2x2 =x2x 2 =x 2 =

x 2=

x5

x3

x 5 =

MAXIMUM POSSIBLE SCORE IS 132. DIVIDE THE STUDENT'S TOTAL SCORE BY 33 TODETERMINE GRADE.

EVALUATION OF UNIVERSITY OF VERMONTADVISOR BY INTERN

Name: Date:

Intern:

The rating scale is based on a 1-9 rating with 1 being a poor scoreand 9 being excellent.

1. Advisor's Availability:

1 2 3 4 5 6 7 8 9

2. Quality of Advisor's Recommendations and Ability to Refer You toOthers for Appropriate Advice.

1 2 3 4 5 6 7 8 9

3. Advisor's Overall Professional Behavior (e.g., scheduling necessarymeetings, amount of time needed to respond to request for advice,etc.).

1 2 3 4 5 6 7 8 9

4. Quality of Advisor's Rapport With you (e.g., friendly, honest,courteous).

1 2 3 4 5 6 7 8 9

5. Quality of Advisor's Knowledge of Curriculum Materials.

1 2 3 4 5 6 7 8 9

6. Quality of Advisor's Knowledge of Applied Behavior Analysis andOther Intervention Methodologies.

1 2 3 4 5 6 7 8 9

7. Quality of Advisor's Knowledge of Educational Assessment.

1 2 3 4 5 6 7 8 9

8. Quality of Advisor's Knowledge of Research Methods of EvaluatingServices, Training and Progress of Students.

1 2 3 4 5 6 7 8 9

9. Quality of Advisor's Ability to Encourage (inspire) You to ContinueYour Professional Development.

1 2 3 4 5 6 7 8 9

ADDITIONAL COMMENTS:

EVALUATION OF COOPERATING-SITESUPERVISOR BY INTERN

Name: Date:

Intern:

The rating scale is based on a 1-9 rating with 1 being a poor scoreand 9 being excellent.

1. Cooperating-site supervisor's Availability:

1 2 3 4 5 6 7 8 9

2. Quality of Cooperating-site Supervisor's Recommendations andAbility to Refer You to Others for Appropriate Advice.

1 2 3 4 5 6 7 8 9

3. Cooperating-site Supervisor's Overall Professional Behavior (e.g.,scheduling necessary meetings, amount of time needed to respondto request for advice, etc.).

1 2 3 4 5 6 7 8 9

4. Quality of Cooperating-site Supervisor's Rapport With you (e.g.,friendly, honest, courteous).

1 2 3 4 5 6 7 8 9

5. Quality of Cooperating-site Supervisor's Ability to Encourage(inspire) You to Continue Your Professional Development.

1 2 3 4 5 6 7 8 9

ADDITIONAL COMMENTS:

EVALUATION OF THE INTERN BY THECOOPERATING-SITE SUPERVISOR

Intern: Cooperating-Site:

Supervisor:

School: Date:

PLEASE RATE THE INTERN UNDER YOUR CHARGE ON THE ITEMSBELO'W.

1. Quality °I implementation of teaching/learning proceduresdescribed in IEPs.

1 2 3 4 5 NAPoor Fair Good Very Good Excellent Not Applicable

2. Quality of intern's knowledge of curriculum materials being used inpracticum.

1 2 3 4 5 NAPoor Fair Good Very Good Excellent Not Applicable

3. Quality of intern's application of behavior analysis.

1 2 3 4 5 NAPoor Fair Good Very Good Excellent Not Applicable

4. Willingness to take advice of the Cooperating-site Supervisor.

1 2 3 4 5 NAPoor Fair Good Very Good Excellent Not Applicable

5. Quality of positive affect with other professional staff of the school.

1 2 3 4 5 NAPoor Fair Good Very Good Excellent Not Applicable

6. Intern's overall professional behavior (e.g., punctuality, schedulingvisits, cooperation with other specialists, etc.)

1 2 3 4 5 NAPoor Fair Good Very Good Excellent Not Applicable

7. General estimate of intern's performance.

1 2 3 4 5 NAPoor Fair Good Very Good Excellent Not Applicable

NUMBER OF CHILDREN CURRENTLY BEING SERVED BY THEINTERN:

NUMBER OF SPECIAL EDUCATION PROGRAMS CURRENTLY BEINGIMPLEMENTED BY THE INTERN:

WHAT DO YOU BELIEVE IS THE INTERN'S GREATEST STRENGTHS?

WHAT DO YOU BELIEVE IS THE INTERN'S GREATEST NEED?

OTHER COMMENTS:

EVALUATION OF PARENT- TO-PARENTSUPERVISOR BY INTERN

Name: Date:

Intern:

The rating scale is based on L 1-5 rating with 1 being a poor scoreand 5 being excellent.

1. Availability of Parent-to-Parent supervisor.

1 2 3 4 5

2. Quality of Parent-to-Parent supervisor's feedback and ability toassist you in establishing a relationship with your family.

1 2 3 4 5

3. Quality of Parent-to-Parent supervisor's support to completeprogram requirements (e.g., scheduling necessary meetings,reviewing written work).

1 2 3 4 5

4. Quality of Parent-to-Parent supervisor's professional behaviors (e.g.,friendly, courteous, punctual).

1 2 3 4 5

ADDITIONAL COMMENTS:

1. What were the most valuable things that you learned from thisexperience?

2. What things did this experience not provide that you needed orwanted?

3. Are there any issues that you feel it would be helpful for interns tobrainstorm related to this experience?

1:1 kJ

EVALUATION OF EARLY CHILDHOODSUPERVISOR BY INTERN

Name: Date:

Intern:

The rating scale is based on a 1-5 rating with 1 being a poor scoreand 5 being excellent.

1. Availability of Early Childhood supervisor:

1 2 3 4 5

2. Quality of Early Childhood supervisor's feedback and ability tobrainstorm issues that arose.

1 2 3 4 5

3. Quality of Early Childhood supervisor's support to completeprogram requirements (e.g., scheduling necessary meetings,facilitating seminar discussions).

1 2 3 4 5

4. Quality of Early Childhood supervisor's professional behaviors (e.g.,friendly, courteous, punctual).

1 2 3 4 5

ADDITIONAL COMMENTS:

1. What were the most valuable things that you learned from thisexperience?

2. What things did this experience not provide that you needed orwanted?

3. Are there any issues that you feel it would be helpful for interns tobrainstorm related to this experience?

EVALUATION OF UNIVERSITY OF VERMONTSUPERVISOR BY INTERN

Name: Date:

Intern:

The rating scale is based on a 1-5 rating with 1 being a poor sco-ze and5 being excellent.

1. Availability of University supervisor.

1 2 3 4 5

2. Quality of University supervisor's feedback and ability to refer you toappropriate resources.

1 2 3 4 5

3. Quality of University supervisor's support to complete programrequirements (e.g., scheduling necessary meetings, reviewingwritten work).

1 2 3 4 5

4. Quality of University supervisor's professional behaviors (e.g.,friendly, courteous, punctual).

1 2 3 4 5

5. University supervisor's knowledge of best practices in thedevelopment, implementation and evaluation of early interventionservices.

1 2 3 4 5

ADDITIONAL COMMENTS:

EVALUATION OF COOPERATING -S) ,:ESUPERVISOR BY INTERN

Name: Date:

Intern:

The rating scale is based on a 1-5 rating with 1 being a poor score and5 being excellent.

1. Availability of cooperating-site supervisor.

1 2 3 4 5

2. Quality of cooperating-site supervisor's feedback and ability to referyou to appropriate resources.

1 2 3 4 5

3. Quality of cooperating-site supervisor's support to completeprogram requirements (e.g., scheduling necessary meetings,reviewing written work).

1 2 3 4 5

4. Quality of cooperating-site supervisor's professional behaviors (e.g.,friendly, courteous, punctual).

1 2 3 4 5

ADDITIONAL. COMMENTS:

1. What were the most valuable things that you learned from thissetting?

2. What things did this site not provide that you needed or wanted?

3. Are there any personal characteristics or professional backgroundsthat would be helpful to Students placed in this site?

EVALUATION OF UNIVERSITY OF VERMONTADVISOR BY INTERN

Name: Date:

Intern:

The rating scale is based on a 1-5 rating with 1 being a poor score and5 being excellent.

1. Availability of advisor.

1 2 3 4 5

2. Quality of advisor's recommendations and ability to refer you toothers for appropriate advice.

1 2 3 4 5

3. Quality of advisor's rapport with you (e.g., friendly, honest,courteous, supportive).

1 2 3 4

4 Advisor's knowledge of early intervention systems.

1 2 3 4 5

5. Advisor's ability to evaluate students' strengths and needs andrecommend appropriate coursework.

1 2 3 4 5

6. Advisor's ability to support your ongoing professional development(e.g., informing student of Job opportunities, local, regional,national conferences).

2 3 4 5

ADDITIONAL COMMENTS:

CH

AR

AC

TE

RIS

TIC

S O

F

FAM

ILY

-CE

NT

ER

ED

PR

AC

TIT

ION

ER

S

F

DO

NO

T U

SE W

ITH

OU

T P

ER

MIS

SIO

N O

F A

UT

HO

RS

CO

PYR

IGH

T P

EN

DIN

G

145

_/

1L

i- 5

A

Cha

ract

eris

tics

of F

amily

-Cen

tere

d Pr

actit

ione

rsFa

mily

-cen

tere

d pr

actiL

ione

rs a

re th

ose

who

rec

ogni

ze, r

espe

ct. a

ndsu

ppor

t the

cen

tral

rol

e th

at f

amili

es p

lay

Inth

eir

child

's li

fe.

IND

ICA

TO

RS

PRO

VID

E E

XA

MPL

ES

OP

WH

EN

TH

IS D

ID H

APP

EN

, DID

N'T

HA

PPE

N,

WH

Y O

R W

HY

NO

T

Fam

ily-C

ente

red

Prac

titio

ners

:

1.cr

eate

opp

ortu

nitie

s fo

r th

e fa

mily

to s

hare

con

cern

s. p

rior

ities

,an

d re

sour

ces

on a

n on

-goi

ng b

aste

.

2.pr

ovid

e op

port

uniti

es f

or f

amili

es to

acq

uire

new

kno

wle

dge,

ski

lls,

and

conf

iden

ce.

3.re

cogn

ize

and

build

upo

n fa

mily

iden

tifie

d st

reng

ths

and

abili

ties.

4.co

mm

unic

ate

with

fam

ilies

in a

cul

tura

lly c

ompe

ten_

man

ner.

5.ga

ther

info

rmat

ion

from

fam

ilies

In

a w

ay th

at is

com

fort

able

for

fam

ily m

embe

r. (

e.g.

. use

a v

arie

ty o

f in

form

al/f

orm

al in

terv

iew

met

hod:

.

7.ac

know

ledg

e an

d re

spon

d to

any

fam

ily id

entif

ied

need

s (e

.g..

pro-

6.en

cour

age

fam

ilies

to c

onsi

der

thei

r in

form

al n

etw

orks

as

a

8.In

clud

e fa

mili

es in

all

plan

ning

and

dec

isio

nm

akin

g ac

tiviti

es a

tpro-

vidi

ng f

amili

es w

ith in

form

atio

n re

gard

ing

the

avai

labi

lity

and

lo-

wha

teve

r le

vel f

amili

es c

hoos

e to

part

icip

ate.

reso

urce

for

on-

goin

g su

ppor

t.

catio

n of

oth

er s

uppo

rt s

ervi

ces

and

orga

nize

dco

mm

unity

act

ivi-

ties)

.

1 4

Cha

ract

eris

tics

of F

amily

-Cen

tere

d Pr

actit

ione

rsFa

mily

-cen

tere

d pr

actit

ione

rs a

re th

ose

who

rec

ogni

ze,

resp

ect,

and

supp

ort t

he c

entr

al r

ole

that

fam

ilies

play

inth

eir

child

's li

fe.

IND

ICA

TO

RS

PRO

MS

=A

RM

S O

F W

HE

N T

HIS

DID

HA

PFSH

.D

IDN

'T H

AM

MW

HY

OR

WH

Y N

OT

Fam

ily-C

ente

red

Prac

titio

ners

:

9. p

rovi

de s

ervi

cel t

hat m

inim

ize

disr

uptio

ns I

n fa

mily

sch

edul

es.

10. d

iscu

ss th

e va

riet

y of

opt

ions

for

ser

vice

del

iver

y: w

ho. w

hat,

whe

re. w

hen

and

why

.

11. c

reat

e op

port

uniti

es f

or f

amili

es to

incr

ease

the

com

pete

nce

ofot

hers

who

inte

ract

with

thei

r ch

ild.

12. a

lb i

reci

proc

ity.

13. r

espo

nd to

far

ally

's c

;iang

ing

and

on -

goin

g in

form

atio

n ne

eds

bypr

ovid

ing

inio

rmat

ion

thro

ugh

a va

riet

y of

app

ropr

iate

lear

ning

mod

es (

e.g.

, vid

eo, a

udio

lape

s. w

ritte

n re

port

s. J

ourn

al a

rtic

les)

and

at a

num

ber

of d

iffe

rent

Wild

.

14. p

rovi

de o

ppor

tuni

ties

for

fam

ilies

togi

ve o

n-go

ing

feed

back

reg

ard-

ing

the

serv

ices

they

rec

eive

and

the

man

ner

In w

hich

the

serv

ices

are

prov

ided

.

15. a

ct u

pon

the

feed

back

pro

vkkd

to th

em b

y til

tfa

mili

es th

ey w

ork

with

.

16. s

eek

inpu

t fro

m f

amili

es r

egar

ding

prog

ram

pol

icie

s an

d pr

actic

esth

at g

over

n th

e de

llveA

y of

ser

vice

s.

17. s

ay th

ey d

on't

know

whe

n th

ey d

on't

know

. but

say

they

will

fin

dou

t.

TABLE 1

Early Childhood Teacher Observation Checklist Items

Enhancing Cognitive Development

1. Suggested that children complete or persist at a task ("Stay untilthe puzzle is finished"; "Fill up all the spaces`; "Do a little

more").

2. Named and/or described attributes or characteristics and/or savefactual information about events or phenomena ("This is read andround"; "Jets leave vapor wails in the sky").

3. Requested children to name objects and/or describe the attributes/

characteristics of objects (color, shape, texture. size, smell, taste,

number).

4. Asked open-ended questions.

5. Asked questions or requested information from children to deter-

mine their knowledge or understanding of phenomena and/or

events.

6. Gave children time to respond to questions.

7. Gave accurate feedback regarding the correctness or incorrectness

of children's responses.

8. Responded to children's questions by giving accur-le information

and/or redirecting the question to the child or other children.

9. Encouraged plesend play and imagination.

10. Used vocabulary appropriate to the developmental level of the

children.

11. Introduced "new" vocabulary in her/his conversations with

children (used and defined new words; used words that expanded

children's vocabulary).

12. Spoke with correct grammar.

J

Opportunity Observed 96 Code

1 11 I ell,

Enhancing Emotional Health andSelf-Concept

1. Used children's names when talking to them.

2. Greeted or acknowledged the presence of children upon arrivalto schcol or to the teacher's area

3. Showed friendliness and affection to children through physicalcontact and pleasant facial expressions.

4. Engaged in one-to-one conversations with children.

5. Allowed and encouraged children to make their own decisionsand chokes when appropriate.

6. Praised/acknowledged children for independence in makingdecisions and/or self-help.

7. Acknowledged and showed positive attitude toward individualdifferences in children's physical appearance, culturalheritage, abilities, and interests.

8. Listened attentively to children's conversation (made eyecontact; responded appropriately).

9. Listened actively/showed empathy to children as they ex-pressed emotions ("You are upset with him": "You must beexcited about your new boots"; "You miss your dad").

10. Fostered children's sense of pride in their accomplishments/products ("You finished it"; "You must be proud of that good

job").

11. Refrained from comparing children unfavorably (Not - "Youdidn't do it as well as she did"; "She was the only good one ";

"Try to make yours as nice as hers").

12. Refrained from discussing children unfavorably with staff or

other adults when the children were present and could hear.

Opportuntry Observed

r Dr HT 1-JF3127 E.,7,117 117- E.4LJi Uitor 1)ibLiiCLS,

% Code

Enhancing Social Competence

1. Allowed or encouraged children to help peers or to help with routinegroup tasks (cleaning up the room, making snacks, passing outnapkins, holding doors, washing tables, turning on lights, dressing).

2. Thanked children for helping and/or for being thoughtful.

3. Encouraged children to take turns with and/or share equipment ormaterials.

4. Praised/acknowledged children for taking turns and/or sharing.

5. Gave children time to work out a problem among themselves (re.frained from stepping in too soon when the children were capable).

6. Modeled socially appropriate ways to solve interpersonal problems(talked rather than yelleu, grabbed, or focused on behaviorrather than character).

7. Encouraged children to verbally express their needs and/or feelingsto others ("Ask him to pass it to you"; -Tell him you want a turnnext"; "Tell her you can't see ": "Tell him you are angry"; "Tell heryou like her and want her to play").

8. Encouraged children to listen to one another ("He's trying to tellyou what he wants"; "Listen to her talk now").

9. Attempted to help peers ande,rstand each others intentions, feelings,and needs ("He's mad because you took the glue he was using").

10. Joined children as a participant in their activities as a facilitator, nota dominator.

Opportunity Observed

BEST CPPY AVilEMIE

Enhancing Physical Competence, Health andSafety

1. Challenged children to try, practice or improve gross motor skills('Try it again"; "See if you can do it faster"; "Now u-y to skipinstead of hop").

2. Challenged children to try, practice or improve fine motor skills("Hold the scissors this way instead"; "Put the swing through thesmall hole this time"; "Draw another one just like it"; "Do itagain").

3. Gave the children time to accomplish motor tasks. (Refrained fromsaying, "Hurry up" or from stepping in too soon).

4. Showed understanding of children's limited phvc.cal capabilities(buttoned the small buttons for the child; held nvy door; helpedwith pouring from a large pitcher).

5. Named and/or discussed body parts and/or body functions withchildren.

6. Encouraged the children to use good health and sanitation practices(using tissues; covering mouths for coughing or sneezing; washinghands at appropriate times; using the toilet; flushing the toilet;brushing teeth; dressing for the weather, keeping objects out ofmouths).

7. Modeled good health practices (washed hands at appropriate times;used tissues; dressed for the wather).

8. Showed awareness of and acted to remove health hazards in theenvironment (removed or cleaned items that had been in mouths;disposed of diapers properly; flushed toilets; cleaned tables).

9. Showed concern for children's physical comfort and well-being (tiedshoes; adjusted clochinc adjusted room temperature; arranged com-fortable seating; checked injuries; attended to illnesses).

10. Enforced safety rules (encouraged walking instead of running inconfined areas; limited numbers using large motor equipment; dis-couraged recklessness).

11. Was aware of and removed safety hazards in the environment(removed or closely supervised the use of sharp objects; removed orcautioned children about broken objects; kept exits clear, pointed

out dangers of electrical outlets and appliances).

1r1_2

Opportunity Observed % Code

r-

Management and Communication Skills

1. Looked at written plans or records and/or consulted with ocher staffabout children, schedule, procedures, and/or activities.

2. Appeared to be aware of the schedule and plans by sometimestaking initiative and/or showing leadership in activities and cransi.lions.

3. Was usually positioned so that she/he could see most of the childrenat one time.

4. Often visually scanned the entire area.

5. Attended two (or more) activities simultaneously without losing theflow of either (tied one child's shoe while discussing the artwork ofanother child: gave directions to a staff member while assisting achild with dressing).

6. Was "authoritative" with the children when necessary (made direc-tive statements; gave instructions: set limits).

7. Gave directions or set limits clearly.

8. Gave directions or set limits positively.

9. Spoke to and listened to children at their eye level.

10. Made eye contact with children and staff when speaking and listen-ing.

11. Showed pleasure/enjoyment/humor/playfulness by laughing orsmiling while interacting with children and staff.

Opportumry Observed

Management and Communication Skills (con't)

12. Spoke with a pleasant, distinct. well-modulated voice (varied intone, neither too soft nor too loud; expressive).

13. Matched her/his nonverbal behavior with the intent of her/his verbalbehavior (facial expression reflected verbal message).

14. Prevented a problem from occurring (redirected a child about tomisbehave; moved a pitcher from the edge of the table; added amaterial when an additional child entered an activity).

15. Responded quickly when misbehavior or problems occurred thatrequired teacher action.

16. Disciplined the correct child(ren) (the one who misbehaved) whenmisbehavior occurred.

17. Remained calm and reasonable when setting limits or discipliningmisbehaving children.

18. Refrained from using corporal or humiliating punishment.

Opportwury Observed % Code

Briggs, 8. (1987). Measuring effective early childhood teaching behaviors.Child & Youth Care Quarterly, 16(3), 196-209.

SECTION VIII

ESSENTIAL EARLY EDUCATION TEACHER COMPETENCIES

1

STU

DE

NT

EV

AL

UA

TIO

N

BY

CO

MPE

TE

NC

IES

1. C

hild

Dev

elop

men

tE

VA

LU

AT

ION

OP

STU

DE

NT

PE

RFO

RM

AN

CE

CO

MPZ

TE

NC

YR

evie

w D

ates

Com

men

ts

Dra

lsal

tacn

tal S

egle

rice

s

1.1

know

ledg

e of

pre

and

per

inat

al d

evel

opm

ent.

a.pr

oper

car

e an

d de

liver

y.

b.ef

fect

s of

gen

etic

s. e

nviro

nmen

t. m

ater

nal h

ealth

and

nutr

ition

, and

oth

er fa

ctor

s on

the

deve

lopi

ngfe

tus.

1.2

know

ledg

e of

chi

ld c

kvel

opm

eat

a.se

quas

of d

evel

opm

ent a

nd th

e in

terr

elat

ions

hip

amon

g de

velo

pmen

tal a

reas

.

b.se

nsor

y an

d m

otor

dev

elop

men

t and

thei

r In

fluen

ceon

late

r co

gniti

ve, p

erce

ptua

l, an

d la

ngua

ge s

kills

.

c.th

e de

velo

pmen

t of r

ecep

tive

and

expr

essi

ve c

omm

u-ni

cativ

e co

mpe

tenc

e.

d.th

e de

velo

pmen

t of p

erce

ptua

l lea

rnin

g an

d sk

ills

e.m

otiv

atio

n an

d ird

Uad

on a

nd th

eir

deve

lopm

enta

lsi

gnifi

canc

e.

f.th

e de

velo

pmen

t of c

ogni

tive

skill

s su

ch a

s pr

oble

m.

solv

ing,

con

cept

form

atio

n, a

ymar

y, le

arni

ng.

Imita

tion

and

atte

ntio

n.

g.so

cial

izat

ion,

soc

ioen

iotio

nal d

evel

opm

ent,

and

play

beha

vior

.

h.th

e de

velo

pmen

t of s

elf-

help

ski

lls a

nd a

dapt

ive

beha

vior

s.

t.ph

ysic

al m

atur

atio

n, in

clud

ing

heal

th a

ndnu

triti

onal

nee

ds.

IC

1. C

hild

Dev

elop

men

t (co

n't)

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MPE

TE

NC

YR

evie

w D

ates

Com

men

ts

Impa

ct o

f E

RY

1IC

HIL

000t

1.3

know

ledg

e of

inte

ract

ions

am

ong

fam

ilial

. cul

tura

l.so

cial

. and

phy

sica

l env

ironm

ents

that

enh

ance

/pre

vent

max

imum

gro

wth

and

dev

elop

coat

t.

a.so

cial

and

phy

sica

l env

ironm

ents

and

thei

r M

auaw

es o

n de

velo

pmen

t.

b.th

e ch

angi

ng e

nviro

nmen

tal n

eeds

of t

he d

evel

opin

gch

ild.

c.th

e in

fluen

ce o

f the

you

ng c

hild

on

phys

ical

and

soci

al e

nviro

nmen

ts.

1.4

know

ledg

e of

theo

ry a

nd r

esea

rch

in ty

pica

l chi

ldde

velo

pmen

t.

a.m

ajor

theo

ries

of c

hild

dev

elop

men

t.

b.re

leva

nt r

esea

rch

in d

evel

opm

enta

l pro

cess

es.

11B

illia

liktil

liaid

liClif

igifa

lLig

iflgt

OC

AC

SA

I=11

2

1.5

know

ledg

e of

pre

and

per

inat

al d

evel

opm

enta

l ris

k.

a.th

e ef

fect

s of

ris

k fa

ctor

s su

ch a

s fa

mily

his

tory

or

beha

vior

, med

ical

com

plic

atio

ns. a

nd g

esta

tiona

lag

e.

b.m

edic

al, b

iolo

gica

l and

gen

etic

con

ditio

ns e

vide

nced

at b

irth.

1.6

know

ledg

e of

ris

k fa

ctor

s an

d th

eir

effe

cts

on e

arly

deve

lopm

ent.

a.m

edic

al a

nd b

iolo

gica

l con

ditio

ns th

at d

evel

op a

fter

birt

h.

if

1. C

hild

Dev

elop

men

t (co

n't)

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MPZ

TE

NC

YR

evie

w D

ates

Com

men

ts

b.sp

ecif

ic I

mpl

icat

ion

of th

e ch

ild's

spe

cial

dev

elop

-m

enta

l nee

ds o

n th

e de

velo

pmen

t of

socl

oem

otio

nal,

sens

ory.

mot

or. l

angu

age,

cog

ni-

tive,

per

cept

ual.

and

self

- h

elp

/ada

ptiv

e al

cilb

s.

1.7

know

ledg

e of

res

earc

h re

late

d to

ris

k fa

ctor

s an

d ch

ildde

velo

pmen

t.

2. C

olla

bora

tive

Tea

min

gE

VA

LU

AT

ION

OF

STU

DE

NT

PE

RFO

RM

AN

CE

CO

MPE

TE

NC

YR

evie

w D

ates

Com

men

ts

InL

aim

Ens

ySal

lithc

ritil

ian

2.1

know

ledg

e of

com

mun

ity r

esou

rces

(pr

ogra

m a

ndse

rvic

es a

vaila

ble

for

fam

ilies

and

how

to n

etw

ork

with

thos

e re

sour

ces)

.

2.2

know

ledg

e of

rol

es a

nd f

unct

ions

of

fam

ilies

and

indi

vidu

als

repr

esen

ting

vary

ing

disc

iplin

es a

ndag

enci

es th

at c

ompr

ise

an e

arly

Int

erve

ntio

n te

am.

2.3

abili

ty to

est

ablis

h an

d m

aint

ain

effe

ctiv

e fa

mily

and

inte

rage

ncy

coop

erat

ion.

2.4

abili

ty to

cot

labo

rath

ey p

artic

ipat

e in

and

eva

luat

eIn

tera

genc

y ag

reem

ents

with

a v

arie

ty o

f ag

enci

esth

at c

ompr

ise

an e

arly

inte

rven

tion

team

.

Tri

m c

alla

lmau

an

2.5

know

ledg

e of

a v

arie

ty o

f m

odes

for

team

org

aniz

a-tio

n an

d le

ader

ship

.

2.6

know

ledg

e of

var

ying

adu

lt le

arni

ng s

tyle

s.

2.7

know

ledg

e of

and

ser

udth

eity

to d

iver

se c

ultu

ral,

soci

oeco

nom

ic. d

evel

opm

enta

l, an

d ps

ycho

logi

cal

infl

uenc

es o

n te

am m

embe

rs.

2.8

know

ledg

e of

str

ateg

ies

for

faci

litat

ing

team

mee

tings

whi

ch I

nclu

de f

amily

mem

bers

and

pro

fess

iona

lsfr

om d

iffe

rent

dis

cipl

ines

.

2.9

abili

ty to

eng

age

in a

ppro

pria

te I

nter

pers

onal

com

-m

unic

atio

n sk

ills

and

prob

lem

- s

olvi

ng s

kills

with

fam

ily m

embe

rs a

nd o

ther

team

mem

bers

.

2.10

abi

lity

to p

!an

and

wor

k co

oper

ativ

ely

as a

mem

ber

ofan

ear

ly I

nter

vent

ion

team

Inv

olvi

ng f

amili

es. m

ul-

tiple

age

ncie

s an

d di

scip

lines

.

OPT

PiiP

Y

2. C

olla

bora

tive

Tea

min

g (c

ool)

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MPE

TE

NC

YR

evie

w D

ates

Com

men

ts

2.11

2.12

abili

ty to

eva

luat

e on

e's

stre

ngth

s an

d ne

eds

as a

mem

ber

of th

e te

am.

abili

ty to

pro

vide

oth

er te

am m

embe

rs w

ith fe

edba

ckon

team

func

tioni

ng.

3. F

amily

-Cen

tere

dA

ppro

ach

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MPR

TE

NC

TR

evie

w D

ates

Com

men

ts

3.1

abili

ty to

iden

tify

and

disc

uss

the

impl

icat

ion

of th

epr

inci

ples

und

erly

ing

a fa

mily

- c

ente

red

appr

oach

tose

rvic

e de

liver

y.

3.2

abili

ty to

iden

tify

prog

ram

pol

icie

s an

d pr

actic

es th

atar

e /a

te n

ot c

orul

lata

d w

ith th

e fa

mily

- ce

nter

edap

proa

ch.

3.3

abili

ty to

eva

luat

e pe

rson

al s

tren

gths

and

nee

dsre

late

d to

wor

king

with

fam

ilies

and

dev

elop

an

actio

npl

an to

add

reaa

per

sona

l dev

elop

men

t nee

ds.

3.4

abili

ty to

pro

vide

ser

vice

s th

at a

re c

onsi

sten

t with

the

fam

ily-c

ente

red

appr

oach

.

3.5

char

acte

rist

ics

of a

fam

ily-c

ente

red

earl

y ch

ildho

odsp

ecia

l edu

cato

r.

a. c

reat

es o

ppor

tuni

ties

for

the

fam

ily to

sha

reco

ncer

ns, p

rior

ities

and

res

ourc

es.

b. r

ecog

nize

and

bui

ld u

pon

fam

ily-i

dent

ifie

dst

reng

ths

and

abili

ties,

com

mun

icat

e w

ith f

amili

esin

a c

ultu

rally

com

pete

nt m

anne

r.

c. g

athe

r in

form

atio

n fr

om f

amili

es in

a w

ay th

at I

sco

mfo

rtab

le f

or f

amily

mem

bers

.

d. e

ncou

rage

fam

ilies

to id

entif

y in

form

al n

etw

orks

and

utili

ze th

em f

or s

uppo

rt.

e. p

rom

ote

the

acqu

isiti

on o

f pa

rent

kno

wle

dge,

skill

s. a

nd c

onfi

denc

e.

f.ac

know

ledg

e an

d re

spon

d to

any

fam

ily id

entif

ied

need

s.

g. in

clud

e fa

mili

es I

n al

l pla

nnin

g an

d de

cisi

on-

mak

ing

activ

ities

at w

hate

ver

leve

l fam

ilies

cho

ose

to p

artic

ipat

e ba

sed

on th

eir

valu

es. r

esou

rces

. and

prio

ritie

s.

3. F

amily

-Cen

tere

d A

ppro

ach

(can

't)E

VA

LU

AT

ION

OF

STU

DE

NT

PE

RFO

RM

AN

CE

CO

MP

ICT

EN

CY

Rev

iew

Dat

esC

omm

ents

h. fa

cilit

ate

the

el -

.1ve

lopm

ent o

f ass

essm

ent a

ndIn

terv

entio

n pl

ans

that

res

pect

fam

ily v

alue

s an

dst

yles

of d

edal

on m

akin

g an

d ar

e sh

aped

by

fam

ilypr

iorit

ies

and

info

rmat

ion

need

s as

wel

l as

by c

hild

char

acte

ristic

s an

d di

agno

stic

con

cern

s.

I.pr

ovid

e se

rvic

es th

at m

inim

ize

disr

uptio

n in

dai

lyfa

mily

sch

edul

es o

r ac

tiviti

es.

J.co

ordi

nate

app

oint

men

ts w

ith o

ther

ser

vice

pro

vid-

ers.

k. o

ffer

help

that

mat

ches

the

fam

ily's

app

rais

al o

fth

eir

need

s.

I.st

reng

then

fam

ily-c

omm

unity

link

ages

.

m. a

llow

rec

ipro

city

.

n. r

ecog

nize

that

a fa

mily

s In

form

atio

n ne

eds

chan

geov

er ti

me.

o. r

espo

nd to

a fa

mily

s ch

angi

ng in

form

atio

n ne

eds

bypr

ovid

ing

info

rmat

ion

thro

ugh

a va

riety

of a

ppro

pri-

ate

lear

ning

mod

els.

p. p

rovi

de o

ppor

tuni

ty fo

r fa

mili

es to

giv

e fe

edba

ckre

gard

ing

the

serv

ices

they

imei

ve a

nd th

e m

anne

rin

whi

ch th

e se

rvic

es a

re p

rovi

ded.

q. a

ct u

pon

the

feed

back

pro

vide

d to

them

by

the

fam

ilies

with

who

m th

ey w

ork.

r.se

ek in

put f

rom

fam

ilies

reg

ardi

ng c

hang

es in

polic

ies

that

gov

ern

the

deliv

ery

of s

ervi

ces.

s. s

ay th

ey d

on't

know

. whe

n th

ey d

on't

know

.

I Int

erac

t with

fam

ilies

in a

cul

tura

lly s

ensi

tive

man

ner.

3. F

amily

-Cen

tere

d A

ppro

ach

(con

't)E

VA

LU

AT

ION

OF

STU

DE

NT

PE

RFO

RM

AN

CE

CO

MPI

CT

IEN

CT

Rev

iew

Dat

esC

omm

ents

3.6

know

ledg

e of

the

maj

or e

lem

ents

of

fam

ily s

yste

ms

(e.g

., fa

mily

res

ourc

es. c

hara

cter

istic

s of

the

fam

ily.

char

acte

rist

ics

of in

divi

dual

fam

ily m

embe

rs, m

etho

dsof

mee

ting

the

need

s of

indi

vidu

al f

amily

mem

bers

).

3.7

unde

rsta

ndin

g of

the

rela

tions

hips

bet

wee

n fa

mily

mem

bers

and

fam

ily s

ubsy

stem

s (m

arita

l, pa

rent

al.

sibl

ing,

ext

ra f

amili

al).

4. P

rofe

ssio

nal D

evel

opm

ent

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MPI

CT

LN

CY

Rev

iew

Dat

esC

omm

ents

4.1

abili

ty to

for

mul

ate

and

follo

w a

pro

fess

iona

l cod

e of

ethi

cs a

nd a

ssum

e as

soci

ated

rea

ponm

ibili

des.

4.2

abili

ty to

adv

ocat

e fo

r an

d w

ith f

amili

es a

nd th

eir

child

ren.

4.3

abili

ty to

eva

luat

e pe

rson

al s

tren

gths

and

nee

ds a

sth

ey r

elat

e to

the

mul

tiple

rak

e of

an

earl

y ch

ildho

odsp

ecia

l edu

cato

r.

4.4

abili

ty to

dis

sem

inat

e in

form

atio

n In

tx.th

ora

l and

wri

tten

form

.

5. C

onsu

ltatio

n an

d T

rain

ing

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MPL

TE

NC

YR

evie

w D

ates

Com

men

ts5.

1kn

owle

dge

of th

e ro

ici a

nd fu

nctio

ns o

f a c

onsu

ltant

,in

clud

ing

situ

atio

ns w

hen

this

rol

e is

or

ta n

otap

prop

riate

in th

e pr

ovis

ion

of s

ervi

ces.

5.2

know

ledg

e of

res

earc

h an

d pr

inci

ples

of a

dult

lear

n-in

g an

d de

velo

pmen

t.

5.3

abili

ty to

pla

n, Im

plem

ent.

and

eval

uate

trai

ning

activ

ities

for

prom

otin

g th

e ac

quis

ition

of n

ewkn

owle

dge

or s

kills

by

fam

ily m

etnb

ers

or o

ther

prof

essi

onal

s.

5.4

abili

ty to

est

ablis

h, Im

plem

ent,

and

mai

ntai

n a

cons

ulta

tive

rela

tions

hip

with

fam

ily :n

embe

rs a

ndot

her

key

indi

vidu

als

(e.g

child

care

pro

vide

rs.

pres

choo

l tea

cher

s) r

elat

ive

to th

e av

C04

11pl

islim

ent o

fIE

P g

oals

and

obj

ectiv

es.

t.

I

6. S

ocia

l Pol

icy

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MPE

TE

NC

YR

evie

w D

ates

Com

men

ts

.1.a

ls,1

3111

,11.

12es

saila

igai

atin

n

6.1

know

ledg

e of

Ver

mon

t's S

ucce

ss b

y S

ix In

itiat

ive.

a.id

entif

icat

ion

and

defin

ition

of a

genc

tes/

prog

rarn

sth

at p

rovi

de s

ervi

ces

to c

hild

ren

(birt

h to

six

) an

dth

eir

fam

ilies

.

b.re

quire

men

t for

and

impl

icat

ions

of i

nter

agen

cyag

reem

ent/

rela

tive

to s

ervi

ces

for

child

ren

(birt

hto

six

) an

d th

eir

fam

ilies

.

c.id

entif

icat

ion

and

disc

ussi

on o

f iss

ues

rela

ted

toth

e S

ucce

ss b

y S

ix In

itiat

ive.

d.id

entif

y an

d di

scus

s th

e re

latio

nshi

ps b

etw

een/

amon

g th

e S

ucce

ss b

y S

ix In

itiat

ive.

Par

t H a

ndP

art B

of I

DE

A.

6.2

know

ledg

e of

Ver

mon

t's E

arly

Edu

catio

n In

itiat

ive

Pro

gram

.

a.id

entif

y an

d di

scus

s pr

ogra

m g

oals

and

ob}

ertiv

es(e

.g..

elig

ibili

ty r

equi

rem

ents

, cha

ract

eris

tics

ofsp

onso

ring

prog

ram

s).

b.id

entif

y an

d di

scus

s th

e re

latio

nshi

ps b

etw

een/

amon

g th

e E

arly

Edu

catio

n In

itiat

ive.

Par

t II a

ndP

art B

of I

DE

A.

6.3

know

ledg

e of

Ver

mon

t's E

ssen

tial E

arly

Edu

catio

nIE

EE

) P

rogr

am.

a.id

entif

y en

d di

scus

s le

gal r

equi

rem

ents

(e.

g..

elig

ibili

ty, e

valu

atio

n. IE

PI.

b.id

entif

y an

d di

scus

s se

rvic

e de

liver

y op

tions

.

cid

entif

y an

d di

scus

s th

e re

latio

nshi

ps b

etw

een/

amon

g th

e E

EE

pro

gram

. the

Suc

cess

by

Six

Initi

ativ

e, th

e E

arly

Edu

catio

n In

itiat

ive,

and

Par

tII

and

Par

t H o

f ID

EA

.

I I

6. S

ocia

l Pol

icy

(coa

l)E

VA

LU

AT

ION

OF

STU

DE

NT

PE

RFO

RM

AN

CE

C 0

II

P Z

TE

NC

YR

evie

w D

ates

Com

men

ts

Isda

cillc

agal

lwa

hullI

sil=

6.4

know

ledg

e of

issu

es r

elat

ed to

the

Part

H p

rogr

am o

fID

EA

.

a.th

e le

gisL

ette

con

text

in w

hich

the

act w

aspa

ssed

.

b.th

e in

tent

of

Con

gres

s.

c.re

quir

emen

ts f

or f

unds

und

er P

art H

gra

nts.

d.tim

elin

es f

or a

ctiv

ities

aut

hori

zed

unde

r Pa

rt H

.

6.5

abili

ty to

rel

ate

the

requ

irem

ents

of

Part

It t

o hi

s/he

row

n di

scip

line

an.:

desc

ribe

spe

cifi

c Im

plem

enta

tion

activ

ities

fro

m th

e pe

rspe

ctiv

e of

that

dis

cipl

ine.

6.6

abili

ty to

iden

tify

and

disc

uss

Issu

es r

elat

ed to

the

Impl

emen

tatio

n of

ID

EA

.

Pari

. B o

f (D

M

6.7

know

ledg

e of

the

com

pone

nts

and

requ

irem

ents

of

kxle

rally

man

date

d se

rvic

es to

elig

ible

3.5

yea

r ol

dsan

d th

eir

fam

ilks.

6.8

abili

ty to

iden

tify

and

disc

uss

issu

es r

elat

ed to

the

pro.

lslo

n of

Par

t E s

ervi

oes.

7. A

ases

amen

tE

VA

LU

AT

ION

OF

STU

DE

NT

PE

RFO

RM

AN

CE

CO

MPI

LT

ZN

CT

Rev

iew

Dat

esC

omm

ents

Chi

ld F

ind

7.1

know

ledg

e of

chi

ld f

ind

proc

edur

es.

7.2

abili

ty to

par

ticip

ate

in a

nd e

valu

ate

a co

mpr

ehen

sive

child

And

sys

tem

.

a.pr

omot

e co

mm

unity

aw

aren

ess.

b.id

entif

y ot

her

agen

cies

and

coo

rdin

ate

activ

ities

toes

tabl

ish

an a

ctiv

e re

ferr

al s

yste

m

c.pa

rtic

ipat

e in

the

impl

emen

tatio

n of

a s

tate

-wid

etr

acki

ng s

yste

m.

7.3

know

ledg

e of

scr

eeni

ng in

stru

men

ts a

nd p

roce

dure

s.

7.4

abili

ty to

par

ticip

ate

in a

nd e

valu

ate

a co

mpr

ehen

sive

com

mun

ity-w

ide

scre

enin

g sy

stem

.

a.co

ordi

nate

with

scr

eeni

ng a

ctiv

ities

of

othe

rco

mm

unity

age

ncie

s.

b.pr

ovid

e op

port

uniti

es f

or a

ll fa

mili

es to

lear

n m

ore

abou

t the

ir c

hild

's d

evel

opm

ent a

nd c

omm

unity

reso

urce

s.

c.ga

ther

info

rmat

ion

from

a v

arie

ty o

f so

urce

s.in

clud

ing

inte

rvie

ws

with

par

ents

, obs

ervi

ng th

ech

ildre

n an

d ad

min

iste

ring

val

id a

nd r

elia

ble

inst

rum

ents

.

d.in

terp

ret a

nd d

iscu

ss s

cree

ning

with

pare

nts

to d

eter

min

e ne

xt s

teps

. suc

h as

res

cree

n-in

g, r

efer

rals

to o

ther

com

mun

ity r

esou

rce

orfu

rthe

r ev

alua

tkin

(s).

1

7. A

sses

smen

t (ca

n't)

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MPZ

TE

NC

YD

ates

Com

mIn

ts

Com

preh

ensi

ve E

valu

atio

n

7.5

abili

ty to

sel

ect a

nd u

se a

var

iety

of

appr

opri

ate

asse

ssm

ent I

nstr

umen

ts a

nd p

roce

dure

s fo

r yo

ung

child

ren

(3-5

ran

).

a.id

entif

y .

Alla

y of

ass

essm

ent i

nstr

umen

ts a

ndth

eir

pur

w a

nd m

ake

appr

opri

ate

sekc

tions

for

each

pur

b.in

clud

e th

e..

nary

car

egiv

ers

in th

e as

sess

men

tpr

oces

s an

d be

ser

ialU

ve to

thei

r em

otio

nal M

ate.

c.de

term

ine

the

stat

us o

f th

e ch

ild f

or a

sses

smen

tpu

rpos

es (

e.g.

. is

the

child

sic

k, f

righ

tene

d, o

r In

need

of

a lo

nger

war

m-u

p tim

e?)

d.de

term

ine

optim

al u

se o

f th

e ph

ysic

al s

ettin

g (e

.g.,

is th

e ch

ild a

ppro

pria

tely

pos

ition

ed a

nd c

omfo

rt-

able

with

the

pare

nts

near

by?)

e.ad

min

iste

r as

sess

men

t Ins

trum

ents

in a

man

ner

that

ass

ures

rel

iabl

e an

d va

lid r

esul

ts a

nd a

sses

ses

resu

lts a

ppro

pria

tely

.

7.6

abili

ty to

impl

emen

t rel

iabl

e an

d va

lid e

valu

atio

npr

oced

ures

whi

ch I

ncor

pora

te r

oulti

rnea

sure

, mul

ti-so

urce

and

mut

t dom

ain

info

rmat

ion-

gath

erin

g ac

tivi-

ties

to d

eter

min

e eb

ility

and

to d

evel

op th

e IF

SP.

a.es

tabl

ish

an e

valu

atio

n te

am w

hich

Inc

lude

s fa

mily

mem

bers

and

rep

rese

ntat

ives

fro

m th

ose

disc

i-pl

ines

nec

essa

ry to

des

ign

and

assu

re f

ull i

mpl

em-

enta

tion

of a

n ev

alua

tion

plan

.

b.ab

ility

to w

ork

with

fam

ilies

and

eva

luat

ion

team

mem

bers

to d

evel

op a

n ev

alua

tion

plan

idat

tifyi

ngqu

estio

ns th

at w

ill d

rive

the

eval

uatio

n pr

oces

s.

c.ga

ther

info

rmat

ion

from

mul

tiple

sou

rces

incl

udin

gfa

mili

es a

nd o

ther

indi

vklu

als

who

kno

w th

e ch

ild.

14

7. A

sses

smen

t (co

n't)

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MPS

TII

NC

YR

evie

w D

ates

Com

men

t.

d.de

term

ine

fam

ily01

300M

11.9

.pr

iori

ties

and

reso

uram

as th

ey r

elat

e to

the

child

's d

evel

opm

ent.

e.ga

ther

info

rmat

ion

from

mul

tiple

mea

sure

s th

atm

ay in

clud

e st

anda

rdiz

ed te

sts.

cur

ricu

lum

and

Judg

emen

t-ba

sed

asse

ssm

ents

, obs

erva

tions

inna

tura

listic

set

tings

and

for

mal

and

info

rmal

inte

rvie

w p

roce

dure

s.

f.in

clud

e a

vari

ety

of f

orm

al a

nd I

nfor

mal

inst

ru-

men

ts/p

roce

dure

s fo

r ga

ther

ing

info

rmat

ion

rele

vant

to f

amily

and

env

iron

men

tal f

acto

rs.

incl

udin

g pa

rent

-chi

ld in

tera

ctio

n. c

hild

-ai

viro

n-m

ent i

nter

actio

n. th

e ph

ysic

al a

n so

cial

env

iron

-m

ent,

and

fam

ily c

once

rns.

pri

arid

es a

nd r

esou

rces

as th

ey r

elat

e to

the

child

's d

evel

opm

ent.

g.ad

apt a

sses

smen

t mat

eria

ls f

or c

hild

ren

with

qual

ifyi

ng f

acto

rs s

uch

as h

andi

capp

ing

cond

ition

sor

cul

tura

l dif

fere

nces

with

out v

iola

ting

asse

ss-

men

t pro

toco

l.

7.7

abili

ty to

inte

rpre

t and

dis

cuss

eva

luat

ion

info

rmat

ion

with

fam

ilies

and

oth

ers

In a

man

ner

that

is c

lear

and

unde

rsta

ndab

le. s

uppo

rts

the

child

and

fam

ily, a

ndfa

cilit

ates

the

deve

lopm

ent o

f an

app

ropr

iate

pro

gram

.

7.8

abili

ty to

dis

cuss

eva

luat

ion

Info

rmat

ion

with

the

fam

ily to

det

erm

ine

if a

dditi

onal

con

sulta

tion

and

asse

ssm

ent a

re n

eede

d, th

e ch

ild's

elig

ibili

ty f

orse

rvic

es, a

nd th

e co

nten

t of

the

IEP.

8. C

urri

cuhu

nE

VA

LU

AT

ION

OF

STU

DE

NT

PE

RFO

RM

AN

CE

C31

1[PI

TZ

NC

YR

evie

w D

ates

Com

men

ts

8.1

know

ledg

e of

cur

rent

tren

ds a

nd p

ract

ices

inm

edic

al in

terv

entk

in.

8 2

know

ledg

e of

cur

rent

tren

ds a

nd p

ract

ices

inth

erap

eutic

, dev

elop

men

tal a

nd e

duca

tiona

lin

terv

entio

n.

8.3

abili

ty to

dev

elop

, im

plem

ent a

nd e

valu

ate

acu

rric

ulum

that

add

ress

es a

ll ar

eas

of d

evel

opm

ent

incl

udin

g ph

ysic

al, n

odal

/em

otio

nal.

com

mun

ica-

tion,

and

cog

nitiv

e th

roug

h an

inte

grat

ed a

ppro

ach

(e.g

., cu

rric

ulum

pla

nnin

g en

sure

s th

at a

ctiv

ities

desi

gned

to s

timul

ate

one

area

of

deve

lopm

ent a

ndle

arni

ng e

nhan

ce o

ther

are

as a

s w

ell)

.

8.4

abili

ty to

incl

ude

pare

nts

In th

e de

sign

, im

plem

en-

tatio

n, a

nd e

vv!m

atio

n of

the

curr

icul

um.

8.5

plan

cur

rirn

him

bas

ed o

n on

-goi

ng te

ache

r ob

ser-

vatio

n an

d [m

onito

ring

of

child

ren'

s sp

ecia

l int

o. -

eats

and

dev

elop

men

tal p

rogr

ess.

8.6

incl

ude

Info

rmat

ion

from

par

ents

abo

ut th

eir

child

's li

kes

disl

ikes

, str

engt

hs, a

nd n

eeds

as

Itre

late

s to

cur

ricu

lum

pla

nnin

g.

8.7

deve

lop

clas

sroo

m a

ctiv

ities

that

em

phas

ize

lear

ning

as

an in

tera

ctiv

e pr

oces

s, c

reat

ing

anen

viro

nmen

t tha

t allo

ws

child

ren

to le

arn

thro

ugh

activ

e ex

plor

atio

n an

d in

tera

ctio

n w

ith a

dults

,ot

her

child

ren

and

mat

eria

ls.

8.8

desi

gn a

nd c

hose

mat

eria

ls th

at a

re c

oncr

ete

and

rele

vant

to th

e liv

es o

f yo

ung

child

ren.

8.9

desi

gn a

ctiv

ities

and

cho

se m

ater

ials

that

are

appr

opri

ate

for

a w

ider

ran

ge o

f de

velo

pmen

tal

Inte

rest

s an

d ab

ilitie

s th

an th

e ch

rono

logi

cal a

gera

nge

of th

e gr

oup

wou

ld s

ugge

st.

11

In

8. C

urric

ulum

(co

n't)

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MPI

TZ

NC

YR

evie

w D

ates

Con

tinen

ts

8.10

abili

ty to

Inc

lude

mul

ticul

tura

l and

non

sexi

stex

peri

ence

s. m

ater

ials

. and

equ

ipm

ent a

s an

inte

gral

par

t of

the

curr

icul

um.

8.11

prov

ide

a ba

lanc

e of

indo

or a

nd o

utdo

or a

ctiv

ity.

8.12

know

ledg

e of

hea

lth a

nd s

afet

y pr

oced

ures

in h

ome

and

grou

p se

tting

s.

8.13

abili

ty to

art

icul

ate

vary

ing

philo

soph

ies

of e

arly

inte

rvat

tion,

incl

udin

g re

late

d go

als

and

inte

rven

-tio

n st

rate

gies

.

8.14

abili

ty to

dev

elop

, in

part

ners

hip

with

fam

ily m

em-

bers

and

oth

er p

rofe

ssio

nals

, a c

urri

culu

m p

hilo

so-

phy

and

supp

ortin

g go

als

and

activ

ities

.

8.15

know

ledg

e of

and

abi

lity

to a

dmin

iste

r a

num

be o

fco

mm

erda

lly a

vaila

ble

norm

-bas

ed, c

rite

rion

-bas

edan

d cu

rric

ulum

-bas

ed c

urri

cula

for

enh

anci

ng c

hild

deve

lopm

ent a

nd s

kill

acqu

isiti

on.

8.16

abili

ty to

mod

ify

or a

dapt

cur

ricu

lar

goal

s. s

kills

and/

or a

cthl

ties

to a

ddre

ss th

e in

divi

dual

nee

ds o

fth

e yw

ng c

hild

and

fam

ily.

a.id

entif

ies

and

appl

ies

beha

vior

al p

rinc

iple

s (e

.g.,

shap

ing,

pro

mpt

ing,

rei

nfor

cem

ent)

.

b.m

odif

ies

phys

ical

and

soc

ial e

nvir

onm

ent.

c.ad

apts

/mod

ifie

s m

ater

ials

and

will

/Rie

s.

d.id

entif

ies

and

prov

ides

acc

omm

odat

ions

.

1.in

aivi

nuab

izen

zau

catio

niu

rutn

tizr

yIn

divi

dual

ized

Fam

ily S

ervi

ce P

lan

(IFS

P)E

VA

LU

AT

ION

OF

STU

DE

NT

PE

RFO

RM

AN

CE

CO

MPI

CT

INC

YR

evie

w D

ates

Com

men

ts

IEU

9.1

abili

ty to

art

icul

ate

the

philo

soph

ical

and

con

cep-

tual

fram

ewor

k fo

r de

velo

ping

IFS

Ps.

9.2.

know

ledg

e of

the

lega

l and

reg

ulat

ory

requ

irem

ents

of P

art I

t of I

DE

A r

elat

ive

to IF

SP

dev

elop

men

t.

9.3

abili

ty to

iden

tify

and

disc

uss

the

com

pone

nts

ofan

IFS

P

9.4

abili

ty to

dev

elop

a s

tate

men

t ide

ntify

ing

fam

ilyco

ncer

ns, p

riorit

ies

and

reso

urce

s re

late

d 'o

enha

ncin

g th

e de

velo

pmen

t of t

heir

child

.

9.5

abili

ty to

iden

tify

and

disc

uss

issu

es r

elat

ed to

deve

lopi

ng. i

mpl

emen

ting,

mon

itorin

g, a

nd e

valu

at-

ing

IFS

Ps

lei.,

the

fam

ily-c

ente

red

appr

oach

.te

amin

g, c

olla

bora

ting

with

oth

er a

genc

ies

and

serv

ice

prov

ider

s, fo

rmul

atin

g tr

ansi

tion

plan

s,su

ppor

ting

fam

ily p

riorit

ies,

flex

ibili

ty o

f ser

vice

s).

1E2

9.6

abili

ty to

dev

elop

an

IEP

that

inte

grat

es th

epr

ogra

m's

cur

ricul

um, t

he r

esul

ts o

f am

ultid

isci

plin

ary

team

eva

luat

ion,

and

the

inpu

t of

the

child

's p

aren

ts a

nd in

terd

isci

plin

ary

team

.

9.7

abili

ty to

dev

elop

, in

coop

erat

ion

with

the

IEP

team

(incl

udin

g th

e pa

rent

), a

writ

ten

IEP

that

incl

udes

:

a.di

scip

line

free

goa

ls a

nd o

bjec

tives

that

ref

lect

the

inte

rest

s. p

riorit

ies,

and

val

ues

of th

ech

ild's

fam

ily;

b.a

plac

emen

t dec

isio

n th

at r

efle

cts

team

con

-lie

llaU

S;

c.th

e ty

pe a

nd a

mou

nt o

f acc

omm

odat

ions

, re-

sour

ces

and

rela

ted

serv

ices

nee

ded

to fa

cili-

tate

full

part

icip

atio

n In

the

envi

ronm

ent;

It

9. I

EP/

IFSP

(co

n't)

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MPI

TE

NC

YR

evie

w D

ates

Com

men

t.

d.th

e ty

pe a

nd a

mou

nt o

f ac

com

mod

atio

ns. r

e-so

urce

s an

d re

late

d se

rvic

es n

eede

d to

sup

port

the

child

's a

ccom

plis

hmen

t of

IEP

goal

s an

dob

ject

ives

:

e.a

stat

emen

t spe

cify

ing

the

role

s an

d re

spon

sibi

li-tie

s of

eac

h re

late

d se

rvio

e pr

ovid

er, r

elat

ive

toth

e IE

P go

als

and

obje

ctiv

es. i

s de

velo

ped

and

atta

ched

to th

e IE

P.

9.8

dem

onst

rate

s th

e ab

ility

to

a.pr

ovid

e do

cum

enta

in a

nd in

form

atio

n su

ppor

t-in

g th

e te

am's

der

isio

n.

b.de

velo

p a

wri

tten

plan

to f

acili

tate

the

child

's f

ull

part

icip

atio

n in

an

earl

y ch

ildho

od s

ettin

g th

atty

pica

lly d

evel

opin

g ch

ildre

n at

tend

for

thos

esi

tuat

ions

whe

re th

e IE

P te

am r

ecom

men

dspl

acem

ent i

n a

setti

ng o

ther

than

an

earl

ych

ildho

od s

ettin

g th

at ty

pica

lly d

evel

opin

gch

ildre

n at

tend

.

9.9

deve

lop

IFSP

s/lE

Ps th

at s

ucoe

ssfu

lly tr

ansi

tion

child

ren

and

thei

r fa

mili

es I

nto

new

ser

vice

sise

illtif

lti.

1181

1)=

12/1

1USI

ILL

IME

9.10

abili

ty to

Im

plem

ent I

EP

goal

s an

d ob

ject

ives

acr

oss

ava

riet

y of

set

tings

(e.

g., h

ome,

cen

ter,

chi

ldca

re, e

tc.)

.

9.11

abili

ty to

inte

grat

e IE

P go

als

and

obje

ctiv

es in

to th

eov

eraU

cur

ricu

lum

of

a pr

esch

ool/c

hild

care

prog

ram

.

9.12

abili

ty to

pro

vide

con

sulta

tion

to o

ther

indi

vidu

als

who

are

wor

king

with

the

child

on

IEP

goal

s an

dob

ject

ives

(e.

g., m

ains

trea

m p

resc

hool

teac

hers

,ch

ildca

re p

rovi

der's

, fam

ily m

embe

rs.

BE

STA

VA

ILA

BL

E1

Ill

9. I

EP/

IFSF

(co

n't)

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MPL

TE

NC

YR

evie

w D

ates

Com

men

tsE

valu

alliO

ill o

fJP

9.13

abili

ty to

eva

luat

e th

e im

plem

enta

lton

and

impa

ctof

the

1EP

a.de

velo

p an

d im

plem

ent a

pla

n fo

r on

goin

g an

dpe

riodi

c as

sess

men

t of c

hild

.

b.m

easu

re o

utco

mes

and

gai

ns a

n an

alyz

e da

taus

ing

form

al a

nd in

form

al p

roce

xlur

m.

c.pe

riodi

cally

eva

luat

e fa

mily

sat

isfa

ctio

n w

ithse

rvic

es p

rovi

ded

and

Invo

lve

the

fam

ily a

ctiv

ely

in e

valu

atin

g th

e ch

ild a

nd fa

mily

pro

gram

.

d.ut

ilize

the

eval

uatio

n re

sults

to m

ake

(led:

noel

sco

ncer

ning

the

cont

inua

tion,

mod

illca

tton,

or

term

inat

ion

of th

e IE

P.

21

10. T

rans

ition

Pla

nnin

gE

VA

LU

AT

ION

OF

STU

DE

NT

PE

RFO

RM

AN

CE

CO

NIP

ICT

ICN

CY

Rev

iew

Dat

esC

omm

ents

10.1

know

ledg

e of

cri

tical

act

iviti

es r

elat

ed to

the

tran

si-

tion

plan

ning

pro

cess

(e.

g., p

rovi

de n

eces

sary

Info

rmat

ion

to k

ey in

divi

dual

s. e

stab

lish

tran

sitio

npl

anni

ng te

am, c

omm

unic

ate

with

the

rece

ivin

gsc

hool

).

10.2

abili

ty to

par

ticip

ate

as a

mem

ber

of a

tran

sitio

npl

anni

ng le

arn

in th

e de

sign

, im

plem

enta

tion,

and

eval

uatio

n of

a tr

ansi

tion

plan

.

10.3

abili

ty to

ider

nitv

ar.

d pr

ovid

e a

child

with

opp

ortu

ni-

ties

to le

arn

deve

lopm

enta

lly a

ppro

pria

te s

kills

and

stra

tegi

es th

at w

ill f

acili

tate

inte

grat

ion

into

kin

der-

gart

en a

nd s

choo

l act

iviti

es.

10.4

abili

ty to

iden

tify

stra

tegi

es f

or p

rom

otin

g th

e ch

ild's

succ

essf

ul p

artic

ipat

ion

In k

inde

rgar

ten

and

scho

olac

tiviti

es.

10.5

abili

ty to

Ide

ntif

y ne

cess

ary

pers

onne

l. in

stru

ctio

nal

mat

eria

ls, a

dapt

ive

equi

pmen

t, an

d bu

ildin

g im

-pr

ove-

mer

lin f

or p

rom

otin

g th

e ch

ild's

suc

cess

ful

part

icip

atio

n In

the

kind

erga

rten

and

sch

ool a

ctiv

i-tie

s.

21

11. P

rogr

am E

valu

atio

nE

VA

LU

AT

ION

OF

STU

DE

NT

PE

RFO

RM

AN

CE

CO

MPE

TE

NC

YR

evie

w D

ates

Com

men

ts

1 1.

1

11.2

know

ledg

e of

cur

rent

taen

ds a

nd p

ract

ices

inev

alua

ting

serv

ices

for

you

ng c

hild

ren

with

spe

cial

need

s an

d th

eir

fand

lies.

know

ledg

e of

pro

cedu

res

far

plan

ning

and

con

duct

-in

g co

mpr

ehen

sive

for

mat

ive

and

sum

s:na

tive

eval

uatio

ns o

f s-

.rly

inte

rven

tion

serv

ices

.

a.de

term

ine

the

purp

ose

of th

e ev

alua

tion.

b.id

entif

y ke

y co

mpo

nent

s of

the

prog

ram

to b

eev

alua

ted

base

d on

iden

tifie

d pu

rpos

e.

c.id

entif

y ke

y in

divi

dual

s In

the

eval

uatio

npr

oces

s.

d.de

term

ine

the

focu

s of

app

ropr

iate

eva

luat

ion

activ

ities

(e.

g.. q

uest

ions

to b

e an

swer

ed.

proc

edur

es to

be

used

, dat

a an

alys

is p

roce

-du

res.

tim

elin

es).

22

21,

12. P

regr

anz

Ado

gnIs

trat

ion

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MPE

TIC

NC

TR

evie

w D

ates

Com

men

ts

12.1

know

ledg

e of

the

com

pone

nts

of v

ario

us e

arly

inte

rven

tion

serv

ice

deliv

ery

mod

els.

incl

udin

g th

epr

ofes

sion

als,

man

agem

ait s

yste

ms,

fad

litie

s,pr

ogra

m m

ater

ials

. and

bud

geta

ry r

esou

rces

requ

ired

to I

mpl

emen

t the

ser

vice

s.

12.2

know

ledg

e of

maj

or s

ourc

es o

f fe

dera

l and

sta

tefu

nds

supp

ortin

g ea

rly

inte

rven

tion

serv

ices

.

12.3

abili

ty to

ana

lyze

the

reso

urce

s an

d ne

eds

of a

com

mun

ity.

12.4

abili

ty to

par

ticip

ate

In th

e im

plem

enta

tion

and

eval

uatio

n of

an

earl

y in

terv

entio

n pr

ogra

m.

12.5

abili

ty to

col

labo

rativ

ely

sele

ct a

nd s

uppo

rt p

ro-

gram

sta

ll (e

.g..

supe

rvis

e, d

evel

op jo

b de

scri

ptio

ns.

trai

ning

. pro

gram

pla

nnin

g).

12.6

know

ledg

e of

issu

es in

man

agem

ent o

f fi

scal

reep

onsi

bilit

ies.

12.7

abili

ty to

art

icul

ate

a pr

ogra

m p

hilo

soph

y an

dre

late

d go

als

and

kier

itify

sup

port

ing

prog

ram

polic

ies,

pra

ctic

es. a

nd a

ctiv

ities

.

12.8

know

ledg

e of

the

role

. act

hriti

es, a

nd p

urpo

se o

fes

tabl

ishi

ng a

com

mun

ity-b

asin

tera

genc

ypl

anni

ng te

ams

to s

uppo

rt th

e ac

tiviti

es o

f an

ear

lych

ildho

od s

peci

al e

duca

tion

prog

ram

.

12.9

abili

ty to

art

icul

ate

and

disc

uss

curr

ent l

aws,

regu

latio

ns, i

nitia

tive

and

best

pra

ctic

es r

elat

ive

toth

e de

sign

. Im

plem

enta

tion,

and

eva

luat

ion

of e

arly

child

hood

spe

cial

edu

catio

n se

rvic

ed.

12.1

0kn

owle

dge

of th

e le

gal p

hilo

soph

ical

. dev

elop

men

-ta

l and

eco

logi

cal f

ound

atio

n of

ear

ly in

terv

entio

npr

actic

es a

nd th

eir

impa

ct u

pon

plan

ning

, Im

ple-

men

ting.

and

eva

luat

ing

serv

ices

.

21,

EU

AV

AIL

AB

LE

2 ;

APPENDIX D

Student Evaluation by Competencies

2 )

STU

DE

NT

EV

AL

UA

TIO

N

BY

CO

MPE

TE

NC

IES

2 V

)

2 1±

,"

I. C

hild

De

veIo

pmen

tE

VA

LU

AT

ION

OP

STU

DE

NT

PE

RFO

RM

AN

CE

CO

MPL

TE

NC

YR

evie

w D

ates

Com

men

ts

Dee

rloa

stila

ilsgi

lstu

co

1.1

know

ledg

e of

pre

and

per

inat

al d

evel

opm

ent.

a.pr

oper

car

e an

d de

liver

y.

b.ef

fect

s of

gen

etic

s, e

nvir

onm

ent,

mat

erna

l hea

lthan

d nu

triti

on, a

nd o

ther

fac

tors

on

the

deve

lopi

ngfe

tus.

1.2

know

iedg

e of

chi

ld d

evel

opm

ent.

a.se

quen

ces

of d

evel

opm

ent a

nd th

e in

terr

elat

ions

hip

amon

g de

velo

pmen

tal a

reas

.

b.se

nsor

y an

d m

otor

dev

elop

men

t and

thei

r In

flue

nce

on la

ter

cogn

itive

. per

cept

ual,

and

lang

uage

ski

lls.

c.th

e de

velo

pmen

t of

rece

ptiv

e an

d ex

pres

sive

cor

rmou

-ni

ca n

ye c

ompe

tenc

e.

d.th

e de

velo

pmen

t of

perc

eptu

al le

arni

ng a

nd s

kills

.

e.m

otiv

atio

n an

d In

itiat

ion

and

thei

r de

velo

pmen

tal

sign

ific

ance

.

1.th

e de

velo

pmen

t of

cogn

itive

ski

lls s

uch

as p

robl

em-

solv

ing,

con

cept

for

mat

ion,

mem

ory,

lear

ning

.Im

itatio

n an

d at

tent

ion.

g.so

cial

iz.a

ticn.

soc

ioem

otio

nal d

evel

opm

ent,

and

play

beha

vior

.

h.th

e de

velo

pmen

t of

self

-hel

p sk

ills

and

adap

tive

beha

vior

s.

I.ph

ysic

al m

atur

atio

n. in

clud

ing

heal

th a

ndnu

triti

onal

nee

ds.

I. C

hild

Dev

elop

men

t (co

n't)

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MPI

CT

EN

CY

Rev

iew

Dat

esC

omm

ents

Impa

ct o

f Env

ironi

neal

1.3

know

ledg

e of

inte

ract

ions

am

ong

fam

ilial

, cul

tura

l.so

cial

. and

phy

sica

l env

ironm

ents

that

enh

ance

/pre

vent

max

imum

gro

wth

ind

deve

lopm

ent.

a.so

cial

and

phy

sica

l env

ironm

ents

and

thei

r in

fluac

es o

n de

velo

pmen

t.

b.th

e ch

angi

ng e

nviro

nmen

tal m

ein

of th

e de

velo

ping

child

.

c.th

e in

fluen

oe o

f the

you

ng c

hild

on

phys

ical

and

soci

al e

nviro

nmen

ts.

1.4

know

ledg

e of

theo

ry a

nd r

esea

rch

in ty

pica

l chi

ldde

velo

pmen

t.

a.m

ajnr

theo

ries

of c

hild

dev

elop

men

t.

b.re

leva

nt r

esea

rch

in d

evel

opm

enta

l pro

cess

es.

1113

/act

glit

1 ai

kaL1

1121

Qal

cal f

inal

Gen

etic

Con

ditlo

na

1.5

know

ledg

e of

pre

and

per

inat

al d

evel

opm

enta

l ris

k.

a.th

e ef

fect

s of

ris

k fa

ctor

s su

ch a

s fa

mily

his

tory

or

beha

vior

, med

ical

com

plic

atio

ns, a

nd g

esta

tiona

lag

e.

b.m

edic

al. b

iolo

gica

l and

gen

etic

con

ditio

ns e

vide

nced

at b

irth.

1.6

know

ledg

e of

ris

k fa

ctor

s an

d th

eir

effe

cts

on e

arly

deve

lopm

ent.

a.m

edic

al a

nd b

iolo

gica

l con

ditio

ns th

at d

evel

op a

fter

birt

h.

MT

CO

PY f

iViii

iiRE

1. C

hild

Dev

elop

men

t (ca

n't)

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MPS

TZ

NC

YR

evie

w D

ates

Com

men

ts

b.sp

ecifi

c im

plic

atio

n of

the

child

's s

peda

l dev

elop

-m

enta

l nee

ds o

n th

e de

velo

pmen

t of

socl

oono

tiona

l. se

nsor

y, m

otor

, lan

guag

e, c

ogni

-tiv

e. p

erve

ptua

l. an

d se

lf-he

lp/a

dapt

ive

skill

s.

1.7

know

ledg

e of

res

earc

h re

late

d to

ris

k fa

ctor

s an

d dn

ldde

velo

pmen

t.

2*2-

`

2. C

olla

bora

tive

Tea

min

gE

VA

LU

AT

ION

OF

STU

DE

NT

PE

RFO

RM

AN

CE

CO

LIP

ZT

EN

CY

Rev

iew

Dat

esC

omm

ents

latz

t

2.1

lmow

ledg

e of

com

mun

ly r

esou

rces

(pr

ogra

ms

and

serv

ices

ava

ilabl

e fo

r fa

mili

es a

nd h

ow to

net

wor

kw

ith th

ose

reso

urce

s).

2.2

know

ledg

e of

rol

es a

nd f

unct

ions

of

fam

ilies

and

indi

vidu

als

repm

sent

ing

vary

ing

disc

iplin

es a

ndag

enci

es th

at c

ompr

ise

an e

arly

inte

rven

tion

team

.

2.3

abili

ty to

est

ablis

h an

d m

aint

ain

effe

ctiv

e fa

mily

and

Inte

rage

ncy

coop

erat

ion.

2.4

abili

ty to

col

labo

rativ

ely

part

icip

ate

in a

nd e

valu

ate

inte

rage

ncy

agm

men

ts w

ith a

var

iety

of

agen

cies

that

com

pris

e an

ear

ly in

terv

entio

n te

am.

Tea

m C

oUpt

oral

lon

2.5

know

ledg

e of

a v

arie

ty o

f m

odel

s fo

r te

am o

rgan

iza-

tion

and

lead

ersh

ip.

2.6

know

ledg

e of

var

ying

adu

lt le

arni

ng s

tyle

s.

2.7

know

ledg

e of

and

sen

sitiv

ity to

div

erse

cul

tura

l,so

cioe

cono

mic

, dev

elop

men

tal,

and

psyc

holo

gica

lin

flue

nces

on

team

mem

bas.

2.8

know

ledg

e of

str

ateg

ies

for

faci

litat

ing

team

mee

tings

whi

ch in

clud

e fa

mily

mem

bers

and

pro

fess

iona

lsfr

om d

iffe

rent

dis

cipl

ines

.

2.9

abili

ty to

eng

age

in a

ppro

pria

te in

terp

erso

nal c

om-

mun

icat

ion

skill

s an

d pr

oble

m-s

olvi

ng s

kills

with

fam

ily m

embe

rs a

nd o

ther

team

mem

bers

.

2.10

abi

lity

to p

lan

and

wor

k co

oper

ativ

ely

as a

mem

ber

ofan

ear

ly in

terv

entio

n te

am in

volv

ing

fam

ilies

, mul

-tip

le a

genc

ies

and

disc

iplin

es.

2. C

olla

bora

tive

Tea

min

g (c

on't)

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MP

RT

EN

CY

Rev

iew

Dat

esC

omm

ents

2.11

2.12

abili

ty to

eva

luat

e on

e' s

tren

gths

and

nee

ds a

s a

mem

ber

of th

e te

am.

abili

ty to

pro

vide

oth

er te

am m

embe

rs w

ith fe

edba

ckon

team

func

tioni

ng.

5

3. F

amily

-Cen

tere

d A

ppro

ach

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MPE

TE

NC

YR

evie

w D

ates

Com

men

ts

3.1

abili

ty to

Ide

ntif

y an

d di

scus

s th

e im

plic

atio

n of

the

prin

cipl

es u

nder

lyin

g a

fam

ily-c

ente

red

appr

oach

tose

rvic

e de

liver

y.

3.2

abili

ty to

iden

tify

prog

ram

pol

icie

s an

d pr

actic

es th

atar

e/ar

e no

t con

sist

ent w

ith th

e fa

mily

- c

ente

red

appr

oach

.

3.3

abili

ty to

eva

luat

e pe

rson

al s

tren

gths

and

nee

dsre

late

d to

wor

king

with

fam

ilies

and

dev

elop

an

actio

npl

an to

add

ress

per

sona

l dev

elop

men

t nee

ds.

3.4

abili

ty to

pro

vide

ser

vice

s th

at a

rc c

onsi

sten

t with

the

fam

ily -

cen

tere

d ap

proa

ch.

3.5

char

acte

rist

ics

of a

fam

ily-c

ente

red

earl

y ch

ildho

odsp

ecia

l edu

cato

r.

a. c

reat

es o

ppor

tuni

ties

for

the

fam

ily to

sha

reco

ncer

ns, p

rior

ities

and

res

ourc

es.

b. r

ecog

nize

and

bui

ld u

pon

fam

ily-I

dent

ifie

dst

reng

ths

and

abili

ties.

com

mun

icat

e w

ith f

amili

esin

a c

ultu

rally

com

pete

nt m

anne

r.

c. g

athe

r in

form

atio

n fr

om f

amili

es in

a w

ay th

at is

com

fort

able

for

fai

ntly

mem

bers

.

d. e

ncou

rage

fam

ilies

to id

entif

y In

form

al n

etw

orks

and

utili

ze th

em f

or s

uppo

rt.

e. p

rom

ote

the

acqu

isiti

on o

f pa

rent

kno

wle

dge.

skill

s, a

nd c

onfi

denc

e.

f.ac

know

ledg

e an

d re

spon

d to

any

fam

ily I

dent

ifie

dne

eds.

g. in

clud

e fa

mili

es in

all

plan

ning

and

dec

isio

n-m

akin

g ac

tiviti

es a

t wha

teve

r le

vel f

amili

es c

hoos

eto

par

ticip

ate

base

d on

thei

r va

lues

, res

ourc

es. a

ndpr

iori

ties.

2

3. F

amily

- C

ente

red

App

roac

h (c

on't)

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MPI

ET

ZN

CY

Rev

iew

Dat

esC

omm

ents

h. f

acili

tate

the

deve

lopm

ent o

f as

sess

men

t and

inta

veat

ion

plan

s th

at r

espe

ct f

amily

val

ues

and

styl

es o

f de

cisi

on m

akin

g an

d ar

e sh

aped

by

fam

ilypr

kiiit

ies

and

info

rmat

ion

need

s as

wel

l as

by c

hild

char

acte

risi

las

and

diag

nost

ic o

onoa

ns.

I.pr

ovid

e se

rvic

es th

at m

inim

ize

disr

uptio

n in

dai

lyfa

intly

sch

edul

es o

r ac

tiviti

es.

J.co

ordi

nate

app

oint

men

ts w

ith o

ther

ser

vice

pro

vid-

ers.

k. o

ffer

hel

p th

at m

atch

es th

e fa

mily

's a

ppra

isal

of

thei

r ne

eds.

1.st

reng

then

fam

ily-c

omm

unity

link

ages

.

rn. a

llow

rec

ipro

city

.

n. r

ecog

nize

that

a f

amily

s in

form

atio

n ne

eds

chan

geov

er ti

me.

o. r

espo

nd to

a f

amily

's c

hang

ing

info

rmat

ion

need

s by

prov

idin

g in

form

atio

n th

roug

h a

vari

ety

of a

ppro

pri-

ate

lear

ning

mod

els.

p. p

rovi

de o

ppor

tuni

ty f

or f

amili

es to

giv

e fe

edba

ckre

gard

ing

the

serv

ices

they

rec

eive

and

the

man

ner

In w

hich

the

serv

ices

are

pro

vide

d.

q. a

ct u

pon

the

feed

back

pro

vide

d to

them

by

the

fam

ilies

with

who

m th

ey w

ork.

r.se

ek I

nput

fro

m f

amili

es r

egar

ding

cha

nges

inpo

licie

s th

at g

over

n th

e de

liver

y of

ser

vice

s.

a. s

ay th

ey d

on't

know

, whe

n th

ey d

on't

know

.

I. I

nter

act w

ith f

amili

es in

a c

ultu

rally

sen

sitiv

em

anne

r.

)

I. F

and

Ay-

Cen

tere

d A

ppro

ach

(con

't)E

VA

LU

AT

ION

OF

STU

DE

NT

PE

RFO

RM

AN

CE

CO

MPI

ITZ

NC

I'D

ates

Com

men

ts

3.6

3.7

know

ledg

e of

the

maj

or d

emen

ts o

f fa

mily

sys

tem

sle

g..

fam

ily r

esou

rces

. cha

ract

eris

tics

of th

e fa

mily

,ch

arac

teri

stic

s of

indi

vidu

al f

amily

mem

bers

, met

hods

of m

eetin

g th

e ne

eds

of in

divi

dual

fam

ily m

embe

rs).

unde

rsta

ndin

g of

the

rela

tions

hips

bet

wee

n fa

mily

mem

bers

and

fam

ily s

ubsy

stem

s (m

arita

l, pa

rent

al,

sibl

ing,

ext

ra f

amili

al).

M

4. P

rofe

ssio

nal D

evel

opm

ent

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MPI

CT

ZN

CY

Rev

iew

Dat

esC

omm

ents

4.1

abili

ty to

form

ulat

e an

d fo

llow

a p

rofe

ssio

nal c

ode

ofet

hics

and

ass

ume

asso

ciat

ed r

espo

rusi

bilit

les.

4.2

abili

ty to

adv

ocat

e fo

r an

d w

ith fa

mili

es a

nd th

eir

child

ren.

4.3

abili

ty to

eva

luat

e pe

rson

al s

tren

gths

and

nee

ds a

sth

ey r

elat

e to

the

mul

tiple

rol

es (

Ian

early

chi

ldho

odsp

ecia

l edu

cato

r.

4.4

abili

ty to

dis

sem

inat

e In

form

atio

n In

bot

h04

111

and

writ

ten

form

.

5. C

onsu

ltatio

n an

d T

rain

ing

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

M P

ET

ICN

CY

Rev

iew

Dat

esC

omm

ents

5.1

know

ledg

e of

the

role

s an

d fu

nctio

ns o

f a c

onsu

ltant

,In

clud

ing

situ

atio

ns w

hen

this

rol

e is

or

is n

otap

prop

riate

in th

e pr

ovis

ion

of s

ervi

ces.

5.2

know

ledg

e of

res

earc

h an

d pr

indp

les

of a

dult

lear

n-in

g an

d de

velo

pmen

t.

5.3

abili

ty to

pla

n, Im

plem

ent,

and

eval

uate

trai

ning

activ

ities

for

prom

otin

g th

e ac

quis

ition

of n

ewkn

owle

dge

or s

kills

by

fam

ily m

embe

rs o

r ot

her

prof

essi

onal

s.

5.4

abili

ty to

est

ablis

h, Im

plem

ent,

and

inal

litai

n a

cons

ulta

tive

rela

tions

hip

with

fam

ily m

embe

rs a

ndot

her

key

Indi

vidu

als

child

care

pro

vide

rs,

pres

choo

l tea

cher

s) r

elat

ive

to th

e ac

com

plis

hmen

t of

1EP

goa

ls a

nd o

bjec

tives

.

IU

8. S

ocia

l Pol

icy

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MPE

TE

NC

YR

evie

w D

ates

Com

men

ts

Stat

e In

itiat

ive

and

Leg

isla

tion

6.1

know

ledg

e of

Ver

mon

t's S

ucce

ss b

y Si

x In

itiat

ive.

a.id

entif

icat

ion

and

defi

nitio

n of

age

ncie

s/pr

ogra

ms

that

pro

vide

ser

vice

* to

chi

ldre

n (b

irth

to s

ix)

and

thei

r fa

mili

es.

b.re

quir

emen

t for

and

Im

plic

atio

ns o

f in

tera

genc

yag

reem

ents

rel

ativ

e to

ser

vice

s fo

r ch

ildre

n (b

irth

to M

x) a

nd th

eir

fam

ilies

.

c.id

entif

icat

ion

and

disc

ussi

on o

f is

sues

rel

ated

toth

e Su

cces

s by

Six

Ini

tiativ

e.

d.Id

entif

y an

d di

scus

s th

e re

latio

nshi

ps b

etw

een/

amon

g th

e Su

cces

s by

Six

Ini

tiativ

e. P

art I

I an

dPa

rt B

of

IDE

A.

6.2

know

ledg

e of

Var

nont

's E

arly

Edu

catio

n In

itiat

ive

Prog

ram

.

a.id

entif

y an

d di

scus

s pr

ogra

m g

oals

and

obj

ectiv

es(e

.g.,

elig

ibili

ty r

equi

rem

ents

. cha

ract

eris

tics

ofsp

onso

ring

pro

gram

s).

b.id

entif

y an

d di

scus

s th

e re

latio

nshi

ps b

etw

een/

amon

g th

e E

arly

Edu

catio

n In

itiat

ive,

Par

t H a

ndPa

rt B

of

IDE

A.

6.3

know

ledg

e of

Ver

mon

t's E

ssen

tial E

arly

Edu

catio

n(E

EE

) Pr

ogra

m.

a.id

entif

y an

d di

scus

s le

gal r

equi

rem

ents

(e.

g..

elig

ibili

ty, e

valu

atio

n. I

EP)

.

b.id

entif

y an

d di

scus

s se

rvic

e de

liver

y op

tions

.

c.id

entif

y an

d di

scus

s th

e re

latio

nshi

ps b

etw

een/

amon

g th

e E

EE

pro

gram

, the

Suc

cess

by

Six

Initi

ativ

e, th

e E

arly

Edu

catio

n In

itiat

ive,

and

Par

tII

and

Par

t B o

f ID

EA

.

6. S

ocia

l Pol

icy

(con

't)E

VA

LU

AT

ION

OF

STU

DE

NT

PE

RFO

RM

AN

CE

CO

MPI

CT

EN

CY

Rev

iew

Dat

esC

onun

ents

Ecd

czal

cida

laill

an

Pula

ski=

6.4

imow

iedg

e of

issu

es r

elat

ed to

the

Part

H p

rogr

am o

fID

EA

.

a.th

e le

gisl

ativ

e co

ntex

t in

whi

ch th

e ac

t was

pass

ed.

b.th

e in

tent

of

Con

gres

s.

c.re

quir

emen

ts f

or f

unds

und

er P

art H

gra

nts.

d.tim

elin

es f

or a

ctiv

ities

aut

hori

zed

unde

r Pa

rt H

.

6.5

abili

ty to

rel

ate

the

requ

iron

ents

of

Part

H to

his

/her

awn

disc

iplin

e an

d de

scri

be s

peci

fic

Impl

emen

tatio

nac

tiviti

es f

rom

the

pers

pect

ive

of th

at d

isci

plin

e.

6.6

abili

ty to

Ide

ntif

y an

d di

scus

s is

sues

rel

ated

to th

ekn

plem

enta

tion

of I

DE

A.

PaL

lisif

iDE

d

6.7

know

ledg

e of

the

com

pone

nts

and

requ

irem

ents

of

fede

rally

man

date

d se

rvic

es to

elig

ible

3-5

yea

r ol

dsan

d th

eir

fam

ilies

.

6.8

abili

ty to

iden

tify

and

disc

uss

issu

es r

elat

ed to

the

prov

isio

n of

Par

t 13

serv

ices

.

2(1

21)

.A

lttse

ssnu

ent

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MPE

TE

NC

YR

evie

w D

ates

Com

men

ts

ChI

ldlla

d

7.1

know

ledg

e of

chi

ld f

ind

proc

edur

es.

7.2

abili

ty to

par

ticip

ate

in a

nd e

valu

ate

a co

mpr

ehen

sive

child

fin

d sy

stem

.

a.pr

omot

e co

mm

unity

aw

aren

ess.

b.Id

enru

'y c

ater

age

ncie

s an

d co

ordi

nate

act

iviti

es to

enta

il'.

... a

n ac

tive

refe

rral

sys

tem

.

c.pa

rtic

ipat

e in

the

impl

emen

tatio

n of

a s

tate

-wid

etr

acki

ng s

yste

m.

7.3

know

ledg

e of

scr

eeni

ng in

stru

men

ts a

nd p

roce

dure

s.

7.4

abili

ty to

---

utic

ipat

e in

and

eva

luat

e a

com

preh

ensi

veco

mm

unity

-wid

e sc

reen

ing

syst

em.

a.co

ordi

nate

with

scr

eeni

ng a

ctiv

ities

of

othe

rco

mm

unity

age

ncie

s.

b.pr

ovid

e op

port

uniti

es f

or a

ll fa

mili

es to

lear

n m

ore

abou

t the

ir c

hild

's d

evel

opm

ent a

nd c

omm

unity

reso

urce

s.

c.ga

ther

info

rmat

ion

from

a v

arie

ty o

f so

urce

s,in

clud

ing

inte

rvie

ws

with

par

ents

, obs

ervi

ng th

ech

ildre

n an

d ad

min

iste

ring

val

id a

nd r

elia

ble

inst

rum

ents

.

d.In

terp

ret a

nd d

iscu

ss s

cree

ning

res

ults

with

pare

nts

to d

eter

min

e ne

xt s

teps

, suc

h as

res

cree

n-in

g, r

efer

rals

to o

ther

com

mun

ity r

esou

rces

or

furt

her

eval

uatio

n(s)

.

2:9

7. A

sses

smen

t (co

n't)

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MPZ

TE

NC

YR

evie

w D

ates

Com

men

ts

Con

apre

liens

Ive

Eva

luat

ion

7.5

abili

ty to

sel

ect a

nd u

se a

var

iety

of

appr

opri

ate

asse

ssm

ait i

nstr

umen

ts a

nd p

roce

dure

s fo

r yo

ung

child

ren

(3.5

yea

rs).

a.Id

entif

y a

vari

ety

of a

sses

smen

t ins

trum

ents

and

thei

r pu

rpos

es a

nd m

ake

appr

opri

ate

sele

ctio

ns f

orea

ch p

urpo

se.

b.In

clud

e th

e pr

imar

y ca

regi

vers

In

the

asse

ssm

ent

proc

ess

and

be s

ensi

tive

to th

eir

emot

iona

l sta

te.

c.de

term

ine

the

stat

us o

f th

e ch

ild f

or a

sses

smen

tpu

rpos

es (

e.g.

. is

the

child

sic

k, f

righ

tene

d, o

r In

need

of

a lo

nger

war

m-u

p tim

e?)

d.de

term

ine

optim

al u

se o

f th

e ph

ysic

al s

ettin

g (e

.g.,

is th

e ch

ild a

ppro

pria

tely

pos

ition

ed a

nd c

omfo

rt-

able

with

the

pare

nts

near

by?)

e.ad

min

iste

r as

sess

men

t Ins

trum

ents

in a

man

ner

that

ass

ures

rel

iabl

e an

d va

lid r

esul

ts a

nd a

sses

ses

resu

lts a

ppro

pria

tely

.

7.6

abili

ty to

impl

emen

t rel

iabl

e an

d va

lid e

valu

atio

npr

oced

ures

whi

ch in

corp

orat

e m

ultir

neas

ure,

mul

ti-so

urce

and

mul

tidor

nain

Inf

orm

atio

n-ga

ther

ing

activ

i-tie

s to

det

erm

ine

elig

ibili

ty a

nd to

dev

elop

the

IFSP

.

a.es

tabl

ish

an e

valu

atio

n te

am w

hich

incl

udes

fam

ilym

embe

rs a

nd r

epre

sent

ativ

es f

rom

thos

e di

sci-

plin

es n

eces

sary

to d

esig

n an

d as

sure

ful

l im

pler

n-en

tatk

in o

f an

eva

luat

ion

plan

.

b.ab

ility

to w

ork

with

fam

ilies

and

eva

luat

ion

team

mem

bers

to d

evel

op a

n ev

alua

tion

plan

Ide

ntif

ying

ques

tions

that

will

dri

ve th

e ev

alua

tion

proc

ess.

c.ga

ther

info

rmat

ion

from

mul

tiple

sou

rces

incl

udin

gfa

mili

es a

nd o

ther

indi

vidu

als

who

kno

w th

e ch

ild.

14

2

7. A

sses

smen

t (co

al)

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MPI

TIN

CY

Rev

iew

Dat

esC

omm

ents

d.de

term

ine

fam

ily c

once

rns,

pri

oriti

es a

nd r

esou

rces

as th

ey r

elat

e to

the

child

's d

evel

opm

ent.

e.ga

ther

info

rmat

ion

from

mul

tiple

mea

sure

s th

atm

ay in

clud

e st

anda

rdiz

ed te

sts.

cur

ricu

lum

and

Judg

emen

t-ba

sed

asse

ssm

ents

. obs

erva

tions

In

natu

ralis

tic a

elltn

gs a

nd f

orm

al a

nd I

nfor

mal

inte

rvie

w p

roce

dure

s.

f.In

clud

e a

vari

ety

of f

orm

al a

nd ir

donn

al in

stru

-m

ents

/pro

cedu

res

for

gath

erin

g in

form

atio

nre

leva

nt to

fam

ily a

nd e

nvir

onm

enta

l fac

tors

,in

duct

ing

pare

nt-c

hild

inte

ract

ion.

chi

ld e

nvir

on-

men

t Int

erac

tion,

the

phys

ical

and

soc

ial e

nvir

on-

men

t. an

d fa

mily

con

cern

s. p

rior

ities

and

res

ourc

esas

they

rel

ate

to th

e ch

ild's

dev

elop

men

t.

g.ad

apt a

sses

smen

t mat

eria

ls f

or c

hild

ren

with

qual

ifyi

ng f

acto

rs s

uch

as h

andi

capp

ing

cond

ition

sor

cul

tura

l dif

fere

nces

with

out v

iola

ting

asse

ss-

men

t pro

toco

l.

7.7

abili

ty to

inte

rpre

t and

dis

cuss

eva

luat

ion

info

rmat

ion

with

fam

ilies

and

oth

ers

In a

man

ner

that

Is

clea

r an

dun

ders

tand

able

, sup

port

s th

e ch

ild a

nd f

amily

, and

faci

litat

es th

e de

velo

pmen

t of

an a

ppro

pria

te p

rogr

am.

7.8

abili

ty to

dis

cuss

eva

luat

ion

info

rmat

ion

with

the

fam

ily to

det

erm

ine

if a

dditi

onal

con

sulta

tion

and

asse

ssm

ent a

re n

eede

d, th

e ch

ild's

elig

ibili

ty f

orse

nric

es. a

nd th

e co

nten

t of

the

IEP.

11

8. C

urri

culu

mE

VA

LU

AT

ION

OF

STU

DE

NT

PE

RFO

RM

AN

CE

CO

MPI

CT

INC

YR

evie

w D

ates

Com

men

ts

8.1

know

ledg

e of

cur

rent

tren

ds a

nd p

ract

ices

inm

edic

al in

terv

entio

n.

8.2

know

ledg

e of

cur

rent

tren

ds a

nd p

ract

ices

inth

erap

eutic

, dev

elop

men

tal a

nd e

duca

tiona

lin

terv

entio

n.

8.3

abili

ty to

dev

elop

, im

plem

ent a

nd e

valu

ate

acu

rric

ulum

that

add

ress

es a

ll ar

eas

of d

evel

opm

ent

Incl

udin

g ph

ysic

al, s

ocia

l/em

otio

nal,

canm

unic

a-lio

n, a

nd c

ogni

tive

thro

ugh

an in

tegr

ated

app

roac

h(e

.g..

curr

icul

um p

lann

ing

ensu

res

that

act

iviti

esde

sign

ed to

stim

ulat

e on

e ar

ea o

f de

velo

pmen

t and

lear

ning

enh

ance

oth

er a

reas

as

wel

l).

8.4

abili

ty to

incl

ude

pare

nts

In th

e de

sign

, Im

plem

en-

tatio

n. a

nd e

valu

atio

n of

the

curr

icul

um.

8.5

plan

cur

ricu

lum

bas

ed o

n on

-goi

ng te

ache

r ob

ser-

vatio

n an

d m

onito

ring

of

child

ren'

s sp

ecia

l Int

er-

ests

and

dev

elop

men

tal p

regr

ess.

8.6

incl

ude

info

rmat

ion

from

par

ents

abo

ut th

eir

child

's li

kes.

dis

likes

, str

engt

hs, a

nd n

eeds

as

itre

late

s to

cur

ricu

lum

pla

nnin

g.

8.7

deve

lop

clas

sroo

m a

ctiv

ities

that

em

phas

ize

lear

ning

as

an I

nter

activ

e pr

oces

s, c

reat

ing

anen

viro

nmen

t tha

t allo

ws

child

ren

to le

arn

thro

ugh

activ

e ex

plor

atio

n an

d in

tera

ctio

n w

ith a

dults

.ot

her

child

ren

and

mat

eria

ls.

8.8

desi

gn a

nd c

hose

mat

eria

ls th

at a

rc c

oncr

ete

and

rele

vant

to th

e liv

es o

f yo

ung

child

ren.

8.9

desi

gn a

ctiv

ities

and

cho

se m

ater

ials

that

are

appr

opri

ate

for

a w

ider

ran

ge o

f de

velo

pmen

tal

Inte

rest

s an

d ab

ilitie

s th

an th

e ch

rono

logi

cal a

gera

nge

of th

e gr

oup

wou

ld s

ugge

st.

2B

EST

CO

PY A

VA

ILA

BL

E

It,

8. C

urri

culu

m (

con'

t)E

VA

LU

AT

ION

OF

STU

DE

NT

PE

RFO

RM

AN

CE

CO

MPI

CT

EN

CY

Rev

iew

Dat

esC

omm

ents

8.10

abili

ty to

incl

ude

mul

ticul

tura

l and

non

sexi

stex

perie

nces

. mat

eria

ls, a

nd e

quip

men

t as

anin

tegr

al p

art o

f the

cur

ricul

um.

8.11

prov

ide

a ba

lanc

e of

indo

or a

nd o

utdo

or a

ctiv

ity.

8.12

know

kdge

of h

ealth

and

saf

ety

proc

edur

es In

hom

ean

d gr

oup

setti

ngs.

8.13

abili

ty to

art

icul

ate

vary

ing

philo

soph

ies

of e

arly

inte

rven

tion,

incl

udin

g re

late

d go

als

and

inte

rven

-tio

n st

rate

gies

.

8.14

abili

ty to

dev

elop

, in

part

ners

hip

with

fam

ily m

em-

bers

and

oth

er p

rofe

ssio

nals

, a c

urric

ulum

phi

loso

-ph

y an

d su

ppor

ting

goal

s an

d ac

tiviti

es.

8.15

know

ledg

e of

and

abi

lity

to a

dmin

iste

r a

num

ber

ofcx

snm

erci

ally

ava

ilabl

e no

rm-b

ased

. crit

erio

n-ba

sed

and

curr

icul

um-b

ased

cui

rkul

a fo

r en

hanc

ing

child

deve

lopm

ent a

nd s

kill

acqu

isiti

on.

8.16

abili

ty to

mod

ify o

r ad

apt c

urric

ular

goa

ls, s

kills

and/

or a

ctiv

ities

to a

ddre

ss th

e in

divi

dual

nee

ds o

fth

e yo

ung

child

and

fam

ily.

a.id

entif

ies

and

appl

ies

beha

vior

al p

rinci

ples

(e.

g..

shap

ing,

pro

mpt

ing,

rei

nfor

cem

ent)

.

b.m

odifi

es p

hysi

cal a

nd s

ocia

l env

ironm

ent.

c.ad

apts

/mod

ifies

mat

eria

ls a

nd a

ctiv

ities

.

d.Id

entif

ies

and

prov

ides

acc

omm

odat

ions

.

I /

1.In

divi

dual

ized

Edu

catio

nal P

lan

(IE

P)/

Indi

vidu

aliz

ed F

amily

Ser

vice

Pla

n (I

FSP)

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MPU

TIL

NC

YR

evie

w D

ates

Com

men

ts

Ea

9.1

abili

ty to

art

icul

ate

the

philo

soph

ical

and

con

cep-

tual

fram

ewor

k fo

r de

velo

ping

IFS

Ps.

9.2.

know

ledg

e of

the

lega

l and

reg

ulat

ory

requ

irem

ents

of P

art H

of I

DE

A r

elat

ive

to IF

SP

dev

elop

men

t.

9.3

abili

ty to

Iden

tify

and

disc

uss

the

com

pone

nts

ofan

IFS

P.

9.4

abili

ty to

dev

elop

a s

tate

men

t ide

ntify

ing

fam

ilyco

ncer

ns. p

riorit

ies

and

reso

urce

s re

late

d to

enha

ncin

g th

e de

velo

pmen

t of t

heir

child

.

9.5

abili

ty to

Iden

tify

and

disc

uss

issu

es r

elat

ed to

deve

lopi

ng. I

mpl

emen

ting.

mon

itorin

g, a

nd e

valu

at-

ing

IFS

P. (

e.g.

, the

fam

ily-c

ente

red

appr

oach

,te

amin

g, c

olla

bora

ting

with

oth

er a

gaic

ies

and

serv

ice

prov

ider

s, fo

rmul

atin

g tr

ansl

Uon

pla

ns,

supp

ortin

g fa

mily

prio

ritie

s. fl

exib

ility

of m

en/ic

es).

IEP

9.6

abili

ty to

dev

elop

an

IEP

that

inte

grat

es th

epr

ogra

m's

cur

ricul

um, t

he r

esul

ts o

f am

ultid

isci

plin

ary

team

eva

luat

ion,

and

the

Inpu

t of

the

child

's p

aren

ts a

nd in

terd

isci

plin

ary

team

.

9.7

abili

ty to

dev

elop

. In

coop

erat

ion

with

the

IEP

team

(Ind

udin

g th

e pa

rent

), a

writ

ten

IEP

that

incl

udes

:

a.di

scip

line

free

goa

ls a

nd o

bjec

tives

that

ref

lect

the

inte

rest

s. p

riorit

ies,

and

val

ues

of th

ech

ild's

fam

ily:

b.a

plac

emen

t dec

isio

n th

at r

efle

cts

team

con

-se

nsus

:

c.th

e ty

pe a

nd a

mou

nt o

f acc

omm

odat

ions

, re-

sour

ces

and

rela

ted

serv

ices

nee

ded

to fa

cili-

tate

full

part

icip

atio

n in

the

envi

ronm

ent;

I n

9. I

EP/

IFSP

(co

n't)

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MPE

TE

NC

YR

evie

w D

ates

Com

men

ts

d.th

e ty

pe a

nd a

mou

nt o

f ac

com

mod

atio

ns. r

e-so

urce

s an

d re

late

d se

rvic

es n

eede

d to

sup

port

the

child

's a

ccom

plis

hmen

t of

IEP

goal

s an

dob

ject

ives

;

e.a

stat

emen

t spe

cify

ing

the

role

s an

d re

spon

sibi

li-tie

s of

eac

h re

late

d se

rvic

e pr

ovid

er. r

elat

ive

toth

e IE

P go

als

and

obje

ctiv

es, i

s de

velo

ped

and

atta

ched

to th

e IE

P.

9.8

dem

onst

rate

s th

e ab

ility

to

a.pr

ovid

e do

cum

enta

tion

and

info

rmat

ion

supp

ort-

ing

the

team

's d

ecis

ion.

b.de

velo

p a

wri

tten

plan

to f

acili

tate

the

child

's f

ull

part

icip

atio

n In

an

earl

y ch

ildho

od s

ettin

g th

atty

pica

lly d

evel

opin

g ch

ildre

n at

tend

for

thos

esi

tuat

ions

whe

re th

e 1E

P te

am r

ecom

men

dspl

acem

ent i

nse

tting

oth

er th

an a

n ea

rly

child

hood

set

ting

that

typi

cally

dev

elop

ing

child

ren

atte

nd.

9.9

deve

lop

IFSP

IVIE

Ps th

at s

ucce

ssfu

lly tr

ansi

tion

child

ren

and

thei

r fa

mili

es I

nto

new

ser

vice

s/se

tting

s.

laill

itaili

C01

,311

121U

SIM

E

9.10

abili

ty to

Im

plem

ent I

EP

goal

s an

d ob

ject

ives

acr

oss

ava

riet

y of

set

tings

(e.

g.. h

ome,

cen

ter.

chi

ldca

re. e

tc.)

.

9.11

abili

ty to

inte

grat

e IE

P go

als

and

obje

ctiv

es I

nto

the

over

all c

urri

culu

m o

f a

pres

choo

l/chi

ldca

re p

rog.

am.

9.12

abili

ty to

pro

vide

con

sulta

tion

to o

iler

indi

vidu

als

who

are

wor

king

with

the

child

on

IEP

goal

s an

dob

ject

ives

(e.

g., m

ains

trea

m p

resc

hool

teac

hers

.ch

ildca

re p

rovi

ders

, fam

ily m

embe

rs.

9. E

EP/

IFSP

(co

n't)

EV

AL

UA

TIO

N O

F ST

UD

EN

T P

ER

FOR

MA

NC

E

CO

MPE

TE

NC

YR

evie

w D

ates

Com

men

tsE

valu

alt1

on o

f IE

P

9.13

abili

ty to

eva

luat

e th

e fr

nple

men

taito

n an

d im

pact

of th

e IE

P

a.de

velo

p an

d Im

plem

ent a

pla

n fo

r on

goin

g an

dpe

riodi

c as

sess

men

t of c

hild

.

b.m

easu

re o

utco

mes

and

gai

ns a

n an

alyz

e da

taus

ing

form

al a

nd in

form

al p

roce

dure

s.

c.pe

riodi

cally

eva

luat

e fa

mily

sat

isfa

ctio

n w

ithse

rvic

es p

rovi

ded

and

invo

lve

the

fam

ily a

ctiv

ely

in e

valu

atin

g th

e ch

ild a

nd fa

mily

pro

gram

.

d.ut

ilize

the

eval

uatio

n re

sults

to m

ake.

dec

isio

nsco

ncer

ning

the

cont

inua

tion,

mod

ifica

tion,

or

term

inat

ion

of th

e M

.P.

20

() ,

10. T

rans

ition

Pla

nnin

gE

VA

LU

AT

ION

OF

STU

DE

NT

PE

RFO

RM

AN

CE

CO

MPI

CT

iNC

YR

evie

w D

ates

Com

men

ts

10.1

know

ledg

e of

cri

tical

act

iviti

es r

elat

ed to

the

tran

si-

tion

plan

ning

pro

cess

(e.

g.. p

rovi

de n

eees

aarY

info

rmat

ion

to k

ey in

divi

dual

s. e

stab

lish

a tr

ansi

tion

plan

ning

team

. com

mun

icat

e w

ith th

e re

ceiv

ing

scho

ol).

10.2

abili

ty to

par

ticip

ate

as a

mem

ber

of a

tran

sitio

npl

anni

ng te

am in

the

desi

gn. i

mpl

emen

tatio

n, a

ndev

alua

tion

of a

tran

sitio

n pl

an.

10.3

abili

ty to

iden

tify

and

prov

ide

a ch

ild w

ith o

ppor

tuni

-tie

s to

lear

n de

velo

pmen

tally

app

ropr

iate

ski

lls a

ndst

rate

gies

that

will

fac

ilita

te in

tegr

atio

n in

to k

inde

r-ga

rten

and

sch

ool a

ctiv

ities

.

10.4

abili

ty to

iden

tify

stra

tegi

es f

or p

rom

otin

g th

e ch

ild's

succ

essf

ul p

artic

ipat

ion

in k

inde

rgar

ten

and

scho

olac

tiviti

es.

10.5

abili

ty to

Ide

ntif

y ne

cess

ary

pers

onne

l. In

stru

ctio

nal

mat

eria

ls, a

dapt

ive

equi

pmen

t, an

d bu

ildin

g im

-pr

ovem

ents

for

pro

mot

ing

the

child

's s

ucce

ssfu

lpa

rtic

ipat

ion

in th

e ki

nder

gart

en a

nd s

choo

l act

ivi-

ties.

21

2

11. P

rogr

am E

valu

atio

nE

VA

LU

AT

ION

OF

STU

DE

NT

PE

RFO

RM

AN

CE

CO

MPI

CT

ICN

CY

Rev

iew

Dat

esC

omm

ents

11.1

11.2

know

ledg

e of

cur

rent

tren

ds a

nd p

ract

ices

inev

alua

ting

serv

ices

for

you

ng c

hild

ren

with

spe

cial

need

s an

d th

eir

fam

ilies

.

know

ledg

e of

pro

cedu

res

far

plan

ning

and

con

duct

-in

g co

mpr

ehen

sive

for

mat

ive

and

sutr

anat

ive

eval

uatio

ns o

f ea

rly

inte

rven

tion

serv

ices

.

a.de

term

ine

the

purp

ose

of th

e ev

alua

tion.

b.Id

entif

y ke

y co

mpo

nent

s of

the

prog

ram

to b

eev

alua

ted

base

d on

iden

tifie

d pu

rpos

e.

c.Id

entif

y ke

y in

divi

dual

s In

the

eval

uatio

npr

oces

s.

d.de

term

ine

the

focu

s of

app

ropr

iate

eva

luat

ion

activ

ities

(e.

g., q

uest

ions

to b

e an

swer

ed.

proc

edur

es to

be

usxl

, dat

a an

alys

ts p

roce

durr

s. ti

mel

ines

).

22

2:

12. P

rogr

am A

dmin

istr

atio

nE

VA

LU

AT

ION

OF

STU

DE

NT

PE

RFO

RM

AN

CE

CO

ldP

ICT

ICN

CY

Rev

iew

Dat

esC

omm

ents

12.1

know

ledg

e of

the

com

pone

nts

of v

ario

us e

arly

Inte

rven

tion

serv

ice

deliv

ery

mod

els,

incl

udin

g th

epr

ofem

stor

tals

. man

agem

ent s

yste

ms.

faci

litie

s,pr

ogra

m m

ater

ials

. and

bud

geta

ry r

esou

rces

requ

ired

to im

plem

ent t

he s

ervf

oes.

12.2

know

ledg

e of

maj

or s

ourc

es o

f fed

eral

and

sta

tefu

nds

supp

ortin

g ea

rly in

terv

entio

n se

rvic

es.

12.3

abili

ty to

ana

lyze

the

reso

urce

s an

d ne

eds

of a

com

mun

ity.

12.4

abili

ty to

par

ticip

ate

in th

e Im

plem

enta

tion

and

eval

uatio

n of

an

early

inte

rven

tion

prog

ram

.

12.5

abili

ty to

col

labo

rativ

ely

sele

ct a

nd s

uppo

rt p

ro-

gram

sta

ff (e

.g.,

supe

rvis

e, d

evel

op J

ob d

escr

iptio

ns,

trai

ning

, pro

gram

pla

nnin

g).

12.6

know

ledg

e of

Issu

es in

man

agem

ent o

f fis

cal

resp

onsi

bilit

ies.

12.7

abili

ty to

art

icul

ate

a pr

ogra

m p

hilo

soph

y an

dre

late

d go

als

and

iden

tify

supp

ortin

g pr

ogra

mpo

litic

o. p

ract

ices

. and

act

iviti

es.

12.8

know

ledg

e of

the

role

, act

iviti

es, a

nd p

urpo

se o

fes

tabl

ishi

ng a

com

mun

ity -

bas

ed in

tera

genc

ypl

anni

ng te

ams

to s

uppo

rt th

e ac

tiviti

es o

f an

early

child

hood

spe

dal e

duca

tion

prog

ram

.

12.9

abili

ty to

art

icul

ate

and

disc

uss

curr

ent l

aws.

regu

latio

ns, i

nitia

tive

and

best

pra

ctic

es r

elat

ive

toth

e de

r'gn.

Impl

erne

ntat

ien,

and

eva

luat

ion

of e

arly

child

hood

spe

dal e

duca

tion

serv

ices

.

12.1

0kn

owle

dge

of th

e le

gal.

philo

soph

ical

. dev

elop

men

-ta

l and

eco

logi

cal f

ound

atio

n of

ear

ly In

terv

entio

npr

actic

es a

nd th

eir

Impa

ct u

pon

plan

ning

, Im

ple-

men

ting.

and

eva

luat

ing

serv

ices

.

BE

STA

VA

ILA

BL

Et.

k

21

APPENDIX E

Sample Evaluation Forms

25 .

EVALUATION OF UNIVERSITY OF VERMONTADVISOR BY INTERN

Name: Date:

Intern:

The rating scale is based on a 1-9 rating with 1 being a poor scoreand 9 being excellent.

1. Advisor's Availability:

1 2 3 4 5 6 7 8 9

2. Quality of Advisor's Recommendations and Ability to Refer You toOthers for Appropriate Advice.

1 2 3 4 5 6 7 8 9

3. Advisor's Overall Professional Behavior (e.g., scheduling necessarymeetings, amount of time needed to respond to request for advice,etc.).

1 2 3 4 5 6 7 8 9

4. Quality of Advisor's Rapport With you (e.g., friendly, honest,courteous).

1 2 3 4 5 6 7 8 9

5. Quality of Advisor's Knowledge of Curriculum Materials.

1 2 3 4 5 6 7 8 9

2 5

6. Quality of Advisor's Knowledge of Applied Behavior Analysis andOther Intervention Methodologies.

1 2 3 4 5 6 7 8 9

7. Quality of Advisor's Knowledge of Educational Assessment.

1 2 3 4 5 6 7 8 9

8. Quality of Advisor's Knowledge of Research Methods of EvaluatingServices, Training and Progress of Students.

1 2 3 4 5 6 7 8 9

9. Quality of Advisor's Ability to Encourage (inspire) You to ContinueYour Professional Development.

1 2 3 4 5 6 7 8 9

ADDITIONAL COMMENTS:

2F

EVALUATION OF COOPERATING-SITESUPERVISOR BY INTERN

Name: Date:

Intern:

The rating scale is based_ on a 1-9 rating with 1 being a poor scoreand 9 being excellent.

1. Cooperating-site supervisor's Availability:

1 2 3 4 5 6 7 8 9

2. Quality of Cooperating-site Supervisor's Recommendations andAbility to Refer You to Others for Appropriate Advice.

1 2 3 4 5 6 7 8 9

3. Cooperating-site Supervisor's Overall Professional Behavior (e.g.,scheduling necessary meetings, amount of time needed to respondto request for advice, etc.).

1 2 3 4 5 6 7 8 9

4. Quality of Cooperating-site Supervisor's Rapport With you (e.g.,friendly, honest, courteous).

1 2 3 4 5 6 7 8 9

5. Quality of Cooperating-site Supervisor's Ability to Encourage(inspire) You to Continue Your Professional Development.

1 2 3 4 5 6 7 8 9

ADDITIONAL COMMENTS:

2

EVALUATION OF THE INTERN BY THECOOPERATING-SITE SUPERVISOR

Intern: Cooperating-Site:

Supervisor:

School: Date:

PLEASE RATE THE INTERN UNDER YOUR CHARGE ON THE ITEMSBELOW.

1. Quality of implementation of teaching/learning proceduresdescribed in IEPs.

1 2 3 4 5 NAPoor Fair Good Very Good Excellent Not Applicable

2. Quality of i-lern's knowledge of curriculum materials being used inpracticum.

1 2 3 4 5 NAPoor Fair Good Very Good Excellent Not Applicable

3. Quality of intern's application of behavior analysis.

1 2 3 4 5 NAPoor Fair Good Very Good Excellent Not Applicable

4. Willingness to take advice of the Cooperating-site Supervisor.

1 2 3 4 5 NAPoor Fair Good Very Good Excellent Not Applicable

5. Quality of positive affect with other professional staff of the school.

1 2 3 4 5 NAPoor Fair Good Very Good Excellent Not Applicable

6. Intern's overall professional behavior (e.g., punctuality, schedulingvisits, cooperation with other specialists, etc.)

1 2 3 4 5 NAPoor Fair Good Very Good Excellent Not Applicable

7. General estimate of intern's performance.

1 2 3 4 5 NAPoor Fair Good Very Good Excellent Not Applicable

NUMBER OF CHILDREN CURRENTLY BEING SERVED BY THEINTERN:

NUMBER OF SPECIAL EDUCATION PROGRAMS CURRENTLY BEINGIMPLEMENTED BY THE INTERN:

WHAT DO YOU BELIEVE IS THE INTERNS GREATEST STRENGTHS?

WHAT DO YOU BELIEVE IS THE INTERN'S GREATEST NEED?

OTHER COMMENTS:

EVALUATION OF PARENT-TO-PARENTSUPERVISOR BY INTERN

Name: Date:

Intern:

The rating scale is based on a 1-5 rating with 1 being a poor scoreand 5 being excellent.

1. Availability of Parent-to-Parent supervisor.

1 2 3 4 5

2. Quality of Parent-to-Parent supervisor's feedback and ability toassist you in establishing a relationship with your family.

1 2 3 4 5

3. Quality of Parent-to-Parent supervisor's support to completeprogram requirements (e.g., scheduling necessary meetings,reviewing written work).

1 2 3 4 5

4. Quality of Parent-to-Parent supervisor's professional behaviors (e.g.,friendly, courteous, punctual).

1 2 3 4 5

ADDITIONAL COMMENTS:

1. What were the most valuable things that you learned from thisexperience?

2. What things did this experience not provide that you needed orwanted?

3. Are there any issues that you feel it would be helpful for interns tobrainstorm related to this experience?

EVALUATION OF EARLY CHILDHOODSUPERVISOR BY INTERN

Name: Date:

Intern:

The rating scale is based on a 1-5 rating with 1 being a poor scoreand 5 being excellent.

1. Availability of Early Childhood supervisor:

2 3 4 5

2. QuaLity of Early Childhood supervisor's feedback and ability tobrainstorm issues that arose.

1 2 3 4 5

3. Quality of Early Childhood supervisor's support to completeprogram requirements (e.g., scheduling necessary meetings,facilitating seminar discussions).

1 2 3 4 5

4. Quality of Early' Childhood supervisor's professional behaviors (e.g.,friendly, courteous, punctual).

1 2 3 4 5

ADDITIONAL COMMENTS:

1. What were the most valuable things that you learned from thisexperience?

2. What things did this experience not provide that you needed orwanted?

3. Are there any issues that you feel it would be helpful for interns tobrainstor related to this experience?

EVALUATION OF UNIVERSITY OF VERMONTSUPERVISOR BY INTERN

Name: Date:

Intern:

The rating scale is based on a 1-5 rating with 1 being a poor score and5 being excellent.

1. Availability of University supervisor.

1 2 3 4 5

2. Quality of University supervisor's feedback and ability to refer you toappropriate resources.

1 2 3 4 5

3. Quality of University supervisor's support to complete programrequirements (e.g., scheduling necessary meetings, reviewingwritten work).

1 2 3 4 5

4. Quality of University supervisor's professional behaviors (e.g.,friendly, courteous, punctual).

1 2 3 4 5

5. University supervisor's knowledge of best practices in thedevelopment, implementation and evaluation of early interventionservices.

1 2 3 4 5

ADDITIONAL COMMENTS:

26.,

EVALUATION OF COOPERATING-SITESUPERVISOR BY INTERN

Name: Date:

Intern:

The rating scale is based on a 1-5 rating with 1 being a poor score and5 being excellent.

1. Availability of cooperating-site supervisor.

1 2 3 4 5

2. Quality of cooperating-site supervisor's feedback and ability to referyou to appropriate resources.

1 2 3 4 5

3. Quality of cooperating-site supervisor's support to completeprogram requirements (e.g., scheduling necessary meetings,reviewing written work).

1 2 3 4 5

4. Quality of cooperating-site supervisor's professional behaviors (e.g.,friendly, courteous, punctual).

1 2 3 4 5

ADDITIONAL COMMENTS:

1. What were the most valuable things that you learned from thissetting?

2. What things did this site not provide that you needed or wanted?

3. Are there any personal characteristics or professional backgroundsthat would be helpful to students placed in this site?

2 f,

EVALUATION OF UNIVERSITY OF VERMONTADVISOR BY INTERN

Name: Date:

Intern:

The rating scale is based on a 1-5 rating with 1 being a poor score and5 being excellent.

1. Availability of advisor.

1 2 3 4 5

2. Quality of advisor's recommendations and ability to refer you toothers for appropriate advice.

1 2 3 4 5

3. Quality of advisor's rapport with you (e.g., friendly, honest,courteous, supportive).

1 2 3 4 5

4 Advisor's knowledge of early intervention systems.

1 2 3 4 5

5. Advisor's ability to evaluate students' strengths and needs andrecommend appropriate coursework.

1 2 3 4 5

6. Advi3or's ability to support your ongoing professional development(e.g., informing student of job opportunities, local, regional,national conferences).

1 2

ADDITIONAL COMMENTS:

3 4 5

Intern Evaluation of Personnel Preparation Activities:Family-Centered Service Delivery

The Early Intervention Personnel Preparation Programs at the Center forDevelopmental Disabilities are based on the belief that individuals working withyoung children and their families, regardless of their discipline, should be preparedto interact with families in a family-centered way. In short, early interventionistsshould be able to design, implement, and evaluate early intervention services thatare shaped by family priorities as well as by child characteristics and diagnosticconcerns. Toward this end we have created a number of opportunities for interns toexplore the principles of the family-centered approach and practice translating thoseprinciples into practice. In order to assure that the types and amount ofopportunities have been appropriate we need feedback from you and the families youhave been working with. The following evaluation has been designed to provide youwith an opportunity to indicate the extent to which you feel *his program providedyou with opportunities to:

1) develop an understanding of the principles underlying the family-centered approach and

2) translate those principles into practice.

Thank you for taking the time to complete this evaluation form.

EVALUATION SUMMARY

2

Intern Evaluation of Personnel Preparation Activities: Family-Centered Service Delivery

Instructions: For each item below please rank the degree to which you percetve each skill to b: useful for earlyinterventionists according to the following scale: 1= not useful; 2= somewhat useful; 3= useful; 4= very useful:5= exceptionally useful. In addition, for each item rank the amount of opportunity you received on the itemaccording to the following scale: I= insufficient; 2= somewhat sufficient; 3= sufficient; 4= very sufficient; 5=exce . tionall sufficient.

Famil -Centered Service De live Usefulness Opportuni

1. Knowledge of the principles of Family-Centered services. 1 2 3 4 5 1 2 3 4 5

Which program conipment(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310 Instructional Program Transition ProgramEDSP 311 Consulting Program Parent-to-ParentPracticum Sem. Center-based Exper. IEP/IFSPOther Assessment Plan /Comprehensive Evaluation

2. Ability to translate family-centered principles into practice.Which program component(s) provided you with the opportunity tobegin developing competence In this area (circle all that apply)?

1 2 3 4 5 1 2 3 4 5

Coursework PracticumEDSP 310 Instructional Program Transition ProgramEDSP 311 Consulting Program Parent-to-ParentPracticum Sem. Center-based Exper. IEP /IFSPOther Assessment Plan/Comprehensive Evaluation

3. Ability to identify policies and practices that support/supplant family-centered service delivery.

1 2 3 4 5 1 2 3 4 5

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310 Instructional Program Transition ProgramEDSP 311 Consulting Program Parent-to-ParentPracticum Sem. Center-based Exper. IEP/IFSPOther Assessment Plan /Comprehensive Evaluation

4. Ability to promote the acquisition of knowledge, skills, and confidence ofparents to describe their child's strengths and needs. 1 2 3 4 5 1 2 3 4 5

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310 Instructional Program Transition ProgramEDSP 311 Consulting Program Parent-to-ParentPracticum Sem. Center-based Exper. IEP/IFSPOther Assessment Plan/Comprehensive Evaluation

5. Ability to promote the acquisition of knowledge. skills, and confidence ofparents to identify and carry out goals for their child/family.

1 2 3 4 5 1 2 3 4 5

Which program components) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Cowsework PracticumEDSP 310 Instructional Program Transition ProgramEDSP 311 Consulting Program Parent-to-ParentPracticum Sent. Center-based Exper. IEP/IFSPOther Assessment Plan/Comprehenstve Evaluation

BEST Cji'Y

Intern Evaluation of Personnel Preparation Activities Family-Centered Service DeliveryInstructions: For each item below please rank the degree to which you perceive each skill to be useful for earlyinterventionists according to the following scale: 1= not useful; 2= somewhat useful; 3= useful; 4= very useful;5= exceptionally useful. In addition, for each item rank the amount of opportunity you received on the itemaccording to the following scale: 1= insufficient; 2= somewhat sufficient; 3= sufficient; 4= very sufficient; 5=exce tionall sufficient.

Tamil -Centered Service Deli,' Usefulness Opportuni

6. Ability to coordinate the delivery of multidisciplinary services throughcollaboration with teams which consist of parents and other professionals(e.g.. special educators speech and language pathologists, occupational andphysical therapists, medical personnel, and social workers).

1 2 3 4 5 1 2 3 4 5

Which program component(s) provided you with the opportunity tobegin developing competence In this area (circle all that apply)?Coursework PracticumEDSP 310 Instructional Program Transition ProgramEDSP 311 Consulting Program Parent-to-ParentPracticum Sem. Center-based Exper. IEP/IFSPOther Assessment Plan/Comprehensive Evaluation

7. Ability to design early intervention plans that are shaped by familypriorities and information needs, as well as by child characteristics anddiagnostic concerns.

1 2 3 4 5 1 2 3 4 5

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310 Instructional Program Transition ProgramEDSP 311 Consulting Program Parent-to-ParentPracticum Sem. Center-based Exper. IEP/IFSPOther Assessment Plan/Comprehensive Evaluation

8. Ability to understand the impact of family events on interactions betweenprofessionals and family members.

1 2 3 4 5 1 2 3 4 5

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310 Instructional Program Transition ProgramEDSP 311 Consulting Program Parent-to-ParentPracticum Sem. Center-based Exper. IEP/IFSPOther Assessment Plan/Comprehensive Evaluation

9. Ability to recognize and respond to situations in which the cost of accept-ing help may outweigh the actual benefits if the help.

1 2 3 4 5 1 2 3 4 5

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310 Instructional Program Transition ProgramEDSP 311 Consulting Program Parent-to-ParentPracticum Sem. Center-based Exper. IEP/IFSPOther Assessment Plan/Comprehensive Evaluation

10. Ability to recognize how the perceptions of immediate/extended familymembers and friends impact the family.

1 2 3 4 5 1 2 3 4 5

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework Practicing,.EDSP 310 Instructional Program Transition ProgramEDSP 311 Consulting Program Parent-to-ParentPracticum Sem. Center -based Exper. IEP/IFSPOther Assessment Plan/Comprehensive Evaluation

2 ,

TiST CPPi MERLE

Intern Evaluation of Personnel Preparation Activities: Family- Centered Service Delivery

Instrmc:ions: For each item below please rank the degree to which you perceive each skill to be useful for earlyinterventionists according to the following scale: 1= not useful; 2= somewhat useful; 3= useful; 4= very useful:5= exceptionally useful. In addition. for each item rank the amount of opportunity you received on the itemaccording to the following scale: 11, insufficient: 2 somewhat sufficient; 3. sufficient; 4= very sufficient; IS:exceptionally sufficient.

Family-Centered Service Delivery Usefulness Opportuni

11. Ability to define/redefine a professional's role when working with familiesdepending on the situation.

1 2 3 4 5 1 2 3 4 5

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310 Instructional Program Transition ProgramEDSP 311 Consulting Program Parent-to-ParentPracticum Sem. Center-based Exper. IEP/IFSPOther Assessment Plan /Comprehensive Evaluation

12. Ability to recognize a variety of roles/levels of involvement for familiesdepending on the situation.

1 2 3 4 5 1 2 3 4 5

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310 Instructional Program Transition ProgramEDSP 311 Consulting Program Parent-to-ParentPracticum Sem. Center-based Exper. IEP/IFSPOther Assessment Plan/Comprehensive Evaluation

13. Knowledge about systems, other than the educational system, thatfamilies of young children with special needs typically encounter (e.g., respitecare, health services, social services. medicaid).

1 2 3 4 5 1 2 3 4 5

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310 Instructional Program Transition ProgramEDSP 311 Consulting Program Parent-to-ParentPracticum Sem. Center-based Exper. IEP/IFSP .

Other Assessment Plan/Comprehensive Evaluation

14. Knowledge of parent's perceptions of professionals (their role, do's,don'ts).

1 2 3 4 5 1 2 3 4 5

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310 Instructional Program Transition ProgramEDSP 311 Consulting Program Parent-to-ParentPracticum Sent Center-based Exper. IEP/IFSPOther Assessment Plan /Comprehensive Evaluation

15. Ability to define/redefine the term "support" based upon individual familycoping styles and circumstances.

1 2 3 4 5 1 2 3 4 5

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310 Instructional Program Transition ProgramEDSP 311 Consulting Program Parent-to. ParentPracticum Sem. Center-based Exper. IEP/IFSPOther Assessment Plan/Comprehensive Evaluation

2f.. #

BESTC Y AURAE

PART II

Please identify 3 experiences you had this year that you feel have helped you more clearlyunderstand what it means to be a family-centered professional.

Please list 3 recommendations for changing the EEE/Infant program related to the prepara-tion of family-centered early interventionists.

Briefly discuss the extent to which the Parent-to-Parent experience differed from other prac-ticum experiences as it relates to your development as a family-centered early interventionists.

2L

Intern Evaluation of Personnel Preparation Activities:Early Childhood Perspective

The Early Intervention Personnel Preparation Programs at the Center for

Developmental Disabilities are committed to the preparation of early intervention-

ists who are able to provide early intervention services within mainstream early

childhood settings to the maximum extent appropriate. In order to accomplish

this we fiuruly believe that students must be provided with ample opportunity to

observe, participate in, and discuss issues in early childhood education as well as

early childhood special education. Toward this end we have begun creating

opportunities for students to develop an understanding of appropriate early child-

hood practices. The following evaluation form has been designed to provide you

with an opportunity to provide: 1) feedback on the opportunities you have had this

year relative to early childhood, and 2) input to help us design new or redesign

.2xisting opportunities.

Thank you for taking the time to complete this evaluation form.

)

IIntern Evaluation of Personnel Preparation Activities: Early Childhood Perspective

Instructions: For each item below please rank the degree to which you perceive each skill to be useful for earlyinterventionists according to the following scale: 1= not useful; 2= somewhat useful; 3= useful; 4= very useful;5= exceptionally useful. In addition, for each item rank the amount of opportunity you received on the itemaccording to the following scale: ls iriauflicient; 2= somewhat sufficient; 3: sufficient; 4= very sufficient; 6=exceptionally sufficient.

Early Childhood Perspective Usefulness Opportunity

1. Knowledge of typical child development. 1 2 3 4 5 1 2 3 4 5

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310 Instructional Program Transition ProgramEDSP 311 Consulting Program Parent-to-ParentPracticum Sem. Center-based Exper. IEP/IFSP

Assessment Plan/Comprehensive Evaluation

2. Knowledge of the critical components of an early childhood environment.1 2 3 4 5 1 2 3 4 5

Which program component(s) you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310 Instructional Program Transition ProgramEDSP 311 Consulting Program Parent-to-ParentPracticum Sem. Center-based Exper. IEP/IFSP

Assessment Plan/Comprehenstve Evaluation

3. Ability to observe and evaluate an early childhood environment designed fortypically developing children. -

1 2 3 4 5 1 2 3 4 5

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310 instructional Program Transition ProgramEDSP 311 Consulting Program Parent-to-ParentPracticum Sem. Center-based Exper. IEP/IFSP

Assessment Plan/Comprehensive Evaluation

4. Ability to design activities for typically developing young children.1 2 3 4 5 1 2 3 4 5

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310 Instructional Program Transition ProgramEDSP 311 Consulting Program Parent-to-ParentPracticum Sem. Center-based Exper. IEP/IFSP

Assessrrrnt Plan/Comprehensive Evaluation

5. Ability to integrate youngsters with sped:. needs into environments designfor typically developing young children. 1 2 3 4 5 1 2 3 4 5

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PreeticumEDSP 310 Insti uctional Program Transition ProgramEDSP 311 Consulting Progarn Parent-to-ParentPracticum Sem. Center-based Exper. IEP/IFSP

Assessment Plan/Comprehensive Evaluation

Intern Evaluation of Personnel Preparation Activities: Early Childhood PerspectiveInstructions: For each item below please rank the degree to which you perceive each skill to be useful for earlyinterventionists according to the following scale: 1= not useful; 2= somewhat useful; 3= useful; 4= very useful;5= exceptionally useful. In addition, for each item rank the amount of opportunity you received on the itemaccording to the following scale: 1= insufficient; 2= somewhat sufficient; 3= sufficient; 4= very sufficient; 5=exceptionally sufficient.

Earl Childhood Pe tive Usefulness portuni

6. Ability to consult with programs designed for typically developing youngchildren around issues related to young children with special needs.

1 2 3 4 5 1 2 3 4 5

Which program component(s) provided you with the opportunity tobcgln developing competence in this area (circle all that apply)?Coursework Prudes=EDSP 310 Instructional Program Transition ProgramEDSP 311 Consulting Program Parent-to-ParentPracticum Sem. Center-based Exper. IEP/IFSP

Assessment Plan/Comprehensive Evaluation

7. Ability to compare and contrast early childhood education and earlychildhood special education. 1 2 3 4 5 1 2 3 4 5

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310 Instructional Program Transition ProgramEDSP 311 Consulting Program Parent-to-ParentPracticum Sem. Center-based Exper. IEP /IFSP

Assessment Plan /Comprehensive Evaluation

8. Ability to articluate a personnal philosophy that incorporates your beliefsabout young children and young children with special needs.

1 2 3 4 5 1 2 3 4 5

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310 Instructional Program Transition ProgramEDSP 311 Consulting Program Parent-to-ParentPracticum Sem. Center-based Exper. IEP/IFSP

Assessment Plan/Comprehensive Evaluation

REST COPY AVAILABLE

PART II

Please identify 3 experiences you had this year that you feel have helped you moreclearly understand the early childhood part of early childhood special education.

Please list 3 recommendations for changing the EEE/Infant program related to thepreparation of early interventionists who have an understanding of "best practice"in early childhood program design and delivery.

Briefly discuss the extent to which your experiences in Jeanne Goldhaber's Kin-dergarten Lab course differed from other practicum experiences as it relates toyour development as a early childhood special educator.

2

APPENDIX F

Evaluation Summaries

INTENSIVE SPECIAL EDUCUION/ESSENTIAL EARLY EUJCATION

GRADUATE FOLLOW-UP SURVEY

1989

RESULTS

2 RESPONSES

2 ,./

INT ENSIVE SPECIAL ELUCATION/ESSENTIAL EARLY EIUCATICN

GRALUATE FOLLOW-UP SURVEY

Please complete all of the following items concerning UVM's IntensiveSpecial Education/Essential Early Education Program. Be as conciseand accurate as possible. Directions are provided at the start ofeach section. Space is provided at the end of the survey foradditional comments.

Which Program did you complete? ISE 2_EEE

Directions: Please complete each of the following items byChecking/circling the most appropriate response orsupplying the requested information.

1. What is t1.1. title of your current job position?

CT/IS Resource Teacher

Coordinator of Special Education Special Class Teacher

Regular ClaEsroam Teaches .2 Other (2 EEE Teachers

(1-Integratedclassroaml

(Please Specify)

2. What level of children are you serving during this school year?

2__Preschool

Elementary

Middle School

Junior Hicia School

n. k;

High School

Training Mentally Retarded

Multiply Severely Handicapped

Other(Please Specify)

PART II - UVM PROFESSIONAL TRAINING AND PREWiPATION

Directions: Please rank the following course/competency clustersincluded in the ISE/EEE Program on two separate dimensions:(1) the adequacy of the UVM training and (2) theirimportance to your job. Rate each dimension independentlyon a 5 point scale, with 5 as highest and 1 as lowest.Place your ratings in the boxes next to each cluster.

Adequacy ofUniversityTraining

(5-most adequate/1-least adequate)

Importanceto Jab

Functioning(5-most important)

1-least important)

# ResponseISMZE jijigaggj Mean # Response Mean

Course # C.curse/Cometency Cluster

301 Foundations of Special Education 2 3.0 2 3.5

302 Physical & Developmental Character-istics of the Multi- handicapped

2 3.5 2 4.5

217, 213, Application of the Data-Based 2 3.5 2 3.5290, 310 Individualizee Model of Education

386 Management of learning Environments 2 3.5 2 3.5

386 Dissemination and Professional 2 3.5 2 3.5Development

Directions: Rate the following suboompetency units on two dimensions. Onthe =lat. dimension, rate the adectuacy of the UVM training forthe subcompetency unit. On the second dimension, rate theinoortance of the subcompetency unit to your lob functioniy_,.Rate each dimension independently on a 5-point scale with 5 ashighest and 1 as lowest. Place your ratings in the boxes nextto each subcompetency unit.

dlalipmt:j30-Founal Education

Adequacy ofUniversityTraining

(5-most adequate/1-least adequate)

Importanceto Job

Functioning(5-most important)1-least important)

# Respons. Mean # Respons. Mean

Historical trends and events 2 4.5 2 1.5

Philosophical models of education,

and habilitation

2 4.5 2 1.5

Current legislation and litigation 2 4.5 2 2.5

Conceptual models of specialeducation

2 5.0 2 3.5

Characteristics of handicappingconditions and models of learning

2 4.5 2 4.5

Service delivery models 2 5.0 2 4.0

302 - Physical and DevelopmentalCharacteristics of the Multi-Hand ,cued

Normal sensory and motor development 1 4.0 1 5.0

Characteristics and causes ofdevelopmental disabilities

1 4.0 1 4.0

Principles of Intervention:

physical, intervention 1 4.0 1 3.0

feeding/oral motor 1 4.0 1 3.

adaptations 1 4.0 1 2.0

approaches for vision/hearing ippatred 1 4.0 1 4.0

Health Care Systers/Health Care Teams 1 4.0 1 4.0

Educational Teaming 1 5.0 1 4.0

Adequacy ofUniversityTraining

(5-most adequate/1-least adequate)

Importanceto Job

Functioning(5-most important/1-least important)

217, 228, 386 - Application of the Data-BasedIndividualized Model ofEducation

# Respons. Mean # Respons. Mean

Assessment of entry level 2 3.5 2 5.0

Instructional objectives 2 3.5 2 5.0

Individual ram. record 1 3.0 2 4.0

Written summary of assessment information 2 3.0 2 5.0

Individual education program 2 3.5 2 5.0

Practica plans 2 5.0 2 2.5

Case Studies and/or summary reps` is 2 4.5 2 2.0

Teaching/learning materials and procedures 2 2.0 2 5.0

Knowledge of developing and implementingtraining programs for aides, volunteers,parents, etc.

2 1.5 2 3.0

Ability to make oral presentations 2 2.5 2 3.5

Research 2 2.0 2 1.5

Increasing and decreasing behavior 2 3.5 2 4.5

Maintaining and extending behavior 2 3.5 2 4.5

Developing new behavior 1 3.0 2 4.0

Analysis of antecedent stimuli 2 2.0 1 2.0

Classrommmagement 2 4.5 2 4.0

Cooperative learning 2 5.0 2 2.0

Learning strategies 2 2.0 2 4.5

Task Analysis 2 3.5 2 4.5

Graphing 2 2.5 2 1.0

Observation and measurement 2 3.5 2 3.5

Instructional Objectives 2 3.5 2 5.0

Transition Planning 2 4.5 2 5.0

ISE and ELg

310, 290 - Curriculum and Technology

The IEP process

Assessment

Analysis and reporting of assessmentinformation

Curriculum evaluation

Curriculum adaptation

Curriculum content:

Communication

Motor

Social

Self-care

Family involvement in Assessment and IEP

ISE only

Reading

Math

Vocational

Sex Education

Recreation/leisure time

Community survival

EEE only

Child find and screening

2 .)

Adequacy ofUniversityTraining

(5-most adequate/1-least adequate)

Importanceto Job

Functioning(5-most important/1-least important

# Respons. Mean # Respons. Mean

2 4.5 2 5.0

2 4.0 2 5.0

2 2,5 2 5.0

2 4.0 2 3.0

2 3.0 2 4.0

2 2.5 2 5.0

2 3.0 2 5.0

2 3.0 2 5.0

2 3.0 2 5.0

2 4.5 2 5.0

2 5.0 2 5.0

PART III - SERVICES PROVI ED TO STUDENTS

Directions: In Column I, please record the number of students in each category wreceived services fromyou during the last school year. In column Irecord the number of students who received the major portion of theiservices in each of the placements listed. The total nuMber ofstudents recorded in Columns I and II Should be equal.

Column

Record the number ofstudents who receivedservice by category.

Column II

Record the number of students whoreceived the major portion of servicein the following placements (counteach student only once).

A. Mild and mcderatelyhandicapped students 18 A. Residential facility

B. Home 5B. Severely and multiply

handicapped students C. Special class or school(less than 2 yearsdevelopmental levelin one or more skill

D. Preschool or day care 51

areas) 5 E. Elementary school

C. Other Typical F. Middle School or juniorhigh school

Preschoolers

(specify) G. Secondary school

D. Total number ofstudents served

56 H. Vocational xi center

(A7I-Bri-C) I. Other

(specify)

J. Total number of students 56(Ai-E+C+DiE+F+G+H+I)

2

PART IV - PERSONNEL PREPARATION

Directions: In Column I, please record the number of professionals who receivedtraining from you during the last year. In Column II, record the numbof paraprofessionals,student tutors

Column I

Record the number ofprofessionals whoreceived training inthe settings listedbelow.

A. Consultees

B. Workshop participants

C. CourGe enrollees

D. Total numberpersonnel (count eachperson receiving any

Colin- II

Record the number of parapro-fessionals, student tutors,and parents who received training.

A. Paraprofessionals 7

5 B. Cross-age tutors/peertutors

8

C. Parent /other adult 23_2_ volunteers

D. Total number trained 30

training only once). 15

2

PART V - CURRENT AND FUTURE NEErs

Directions: Please indicate in the boxes below your current and anticipated futuneeds for 1) additional training in any of the competency areas listearlier in the survey, 2) certification requirements and 3) degreerequirements. If none are currently needed, please write "none" inthe appropriate box. If you are unsure about current or future needplease write "none" in the appropriate box. If you are unsure aboutcurrent or future needs, please write unsure in the appropriate box.

Need Currently Desire in the future

Competencies:

Training in the areas of Infancy, First UnsureAid, oral presentations

1. Need more skills writing IEP objectives Mbre Knowledge - infant int.elrven-2. Mbre opportunity to screen & evaluate tion

Became more knowledgeable of test items3. More knowledge of agencies/services I need

and use "What's out there?"

Certifications:

Need recertification as of June 1989 Ufisure

Degrees:

NonePh. D. sameday in same relatedareaCAS

DATE )E Spr71;;

Graduates From 1988, 1989, 1990

INTENSIVE SPECIAL EDUCATION/ESSENTIAL EARLY EDUCATION

( A1DUATE FOLLOW -UP SURVEY

Please complete all of the following items concerning UVM's IntensiveSpecial Education/Essential Early Education Program. Be as conciseand accurate as possible. Directions are provided at the start ofeach section. Space is provided at the end of the survey foradditional comments.

Which Program did you complete? 0 ISE 4 EEE

Directions: Please complete each of the following items bychetkina/circling the most appropriate response orsupplying the requested information.

1. What is the title of your current job position?

CT/LS

Coordinator of Special Education

Regular Classroom Teacher

Resource Teacher

Special Class Teacher

2OtherEssential Early Ed & Lntegr. Spe.

1 Preschool

(Please Specify)

2. What level of children are you serving during this school year?

4Preschool

Elementary

Middle School

Junior High School

2

High School

Training Mentally Retarded

1 Multiply Severely Handicapped

Other(Please Specify)

PART II - UVM PROFESSIONAL TRAINING AND PaEPARATION

Directions: Please rank the following course/competency clustersincluded in the ISE/EEE orogrmil on two separate dimensions:(1) the adequacy of the UVM training and (2) theirimportance to your job. Rate each dimension independentlyon a 5 point scale, with 5 as highest and 1 as lowest.Place your ratings in the boxes next to each cluster.

Adequacy ofUniversityTraining

(5-most adequate/1-least adequate

ISE/EFEE PROGRAM

Course # COurse/Competency Cluster

4.25301 Foundations of Special Education 4 1

302 Physical & Developmental Character-.aMm..

istics of the MUlti-handic,pped 4 4.0

217, 218, Application of the Data-Based290, 310 Individualized Model of Education 4 3.75

.11111111

386 Management of Learning Environments

..wMammo

4 3.0

386 Dissemination and Profess tonal4 3.0

Development1111=NIMINIII

r

AVAIIIKE

Importanceto Jdb

Functioning(5-most important)1-least important)

4

4

2.0

4.25

[1 3.0

JTi3.75

E 3.75

Directions: Rate the following subcampetency units on two dimensions. Onthe first dimension, rate the adequacy of the UVM training forthe sUbcompetency unit. On the second dic-nsion, rate theimatanse of the subcampetency unit to your job functioning.Rate each dimension independently on a 5-point scale with 5 ashighest and 1 as lowest. Place your ratings in the boxes nextto each subcompetency unit.

301 - Foundations of Special Education

Historical trends and events

Philosophical models of education,and habilitation

3

Adequacy of ImportanceUniversity to JobTraining Functioning

(5-most adequate/ (5-most important)1 -least adequate) 1-least important)

=14.5 M 2.0

4 5 a 2.5Current legislation and litigation 4.75Conceptual models of specialeducation 4.25

Characteristics of handicappingconditions and models of learning

Service delivery models

302 Physical and DevelopmentalCharacteristics of the MUlti-Handicapped

Normal sensory and motor development

Characteristics and causes ofdevelopmental disabilities

Principles of Intervention:

physical intervention

feeding/oral motor

adaptations

approaches for vision/hearing impaired

Health Care Systems/Health Care Teams

Educational Teaming

2REST C5PY AV ALE

a

2.25

=2.75

= 1.75

[71 3. 25

2.25 a 2.75

4.25

El 4.25

EE] 3.75

= 3.75pi 3.75

E14.0ED 3.75

Ei 4 . 2 5

=Ei 4.25

4.25

n3.75=13.0

=3.253.25

=3.2574.0

a

Adequar:y ofUniversityTraining

(5-most adequate/1-least adequate)

217, 228, 386 - Application of the Data-Based

Individualized Model ofEducation

Assessment of entry level

Instructional objectives

Individual case record

written summary of assessment information

Individual education program

Practica plans

Case Studies and/or summary reports

Teaching/learning materials and procedures

Knowledge of developing and implementingtraining programs for aides, volunteers,parents, etc.

Ability to make oral presentations

Research

Increasing and decreasing behavior

Maintaining and extending behavior

Developing new behavior

Analysis of antecedent stimuli

Classroom management

Cooperative learning

Learning strategies

Task Analysis

Graphing

Observation and measurement

Instructional Objectives

Transition Planning

2

ED 2. 75

3.0

7 2.75-713.5

El 3.25

El 2.73

11111

A

2.75

3.5

2 0

71 3.0

V2

3.25

4.25

4.25

M4.25

4.25

3.5

j4.5

3 5

A 4.25

4.25

1713.75

I I I 3.5

LO 3.0

Importance

to JobFunctioning

(5-most important/1-least important)

L.] 3.5

=1.= 3.5

l3.5

3.25

I= 4.5

I:: 2.0

1111

1111

2.25

4.0

L.A....13. 5

3.75

2.0

El 4.0

LI

4.0

4.0

3.75

E 3.75

ED 3.0

ED 3 75

ED3.75

Ell 2.0

3.0

03.25=4.0

ISE and EEE

310, 290 - Curriculum and Technology

The IEP process

Assessment

Analysis and reporting of assessmentinformation

Curriculum evaluation

Curriculum adaptation

Curriculum content:

Communication

Motor

Social

Self-care

Family involvement in Assessment and LEP

ISE only

Reading

Math

Vocational

Sex Education

Recreation/leisure time

Community survival

EEE only

Child find and screening

2

Adequacy ofUniversityTraining

(5-most adequate/1-least adequate)

3.25

ED 3.25

3.25

3.25

3.25

LI

4

111

E:=13.25

"13.25

3.25

EI] 3.25

1::] 2.66

El

El

D

E-]

ED 3 75

Importanceto Jab

Functioning(5-most iportant/

1:12.11-122ESP2EL

Ell

UU

ER

El

ElEl

El

El

4.5

4.5

4.0

3.75

4 15

4.25

4.25

4.25

4.66

Z4.0

5

PART III - SERVICES PROVIDED TO STUDENTS

Directions: In Column I, please record the nuMber of students in eachcategory who received services from you during the lastschool year. In Column II, record the ntzrber of students whoreceived the major portion of their services in each of theplacements listed. The total number of students recorded

Coltmrtns I

Column I

Record the number ofstudents who receivedservice by category.

A. Mild and moderatelyhandicapped students

B. Severely and multiplyhandicapped students(less than 2 yearsdevelopmental levelin one or more skillareas)

C. Other Regular Ed.

(specify)

D. Total number ofstudents served(A+B+C)

Column II

Record the nuMber of students whoreceived the major portion of servicein the following placements (counteach student only once).

28 A. Residential facility

B. Home 11

C. Special class or school

D. Preschool or day care

7 E. Elementary school 1

F. Middle School or juniorhigh school

28

G. Secondary school

63 H. Vocational ed centerMMIM.M.D

I. Other

(specify)

J. Total number of students 63

(AtB+C+0+E+FiG+H+I)

2 ,

6

PART TV - PERSONNEL PREPARATION

Directions: In Column I, please record the number of professionalswho received training from you during the last year.In Column II, record the number of paraprofessionals,student tutors

Colt= I

Record the number ofprofessionals whoreceived training inthe settings listedbelow.

A. Consultees

B. Workshop participants

C. Course enrollees

D. Total numberpersonnel (count eachperson receiving anytraining only once).

7

10

4

19

Column II

Record the nuMber of parapro-fessionals, student tutors,and parents who received training.

A. Paraprofessionals

B. Cross-age tutors/peertutors

C. Parent/other adultvolunteers

D. Total number trained

9

2

13

PART V - CURRENT AND FUTURE NEEDS

Directions: Please indicate in the boxes below your current andanticipated future needs for 1) additional training inany of the competency areas listed earlier in the survey,2) certification requirements and 3) degree requirements.If none are currently needed, please write "none" in theappropriate box. If you are unsure about current or futureneeds, please write "none" in the appropriate box. If youare unsure about current or future needs, pleasewrite unsure in the appropriate box.

Need Currently

Competencies:

1 Assessment - need ongoing updates andnew tools

Curriculum - Need to know what isgoing on/new ideas

3 No answer

Certifications:

4 No answer

Desire in the future

1 Same as 1 under Needs Currently

3 No answer

Degrees:

4 No answer

Other Comments:

1 Early Childhood

3 No answer

3 No answer

8

Date of Survey: May, 1992Graduates from October, March, May 1992

ESSENTIAL EARLY EDUCATION/INFANT

GRADUATE FOLLOW-UP SURVEY

(N=4)

Please complete all of the following items concerningUVM's Intensive Special Education/Essential EarlyEducation Program. Be as concise and accurate aspossible. Directions are provided at the start of eachsection. Space is provided at the end of the survey foradditional comments.

Which program did you comph;:.a? 3 EEE 1 Infant

Directions: Please complete each of the following itemsby checking/circling the most appropriateresponse or supplying the requestedinformation.

1. What is the title of your current job position?

Early Intervention Specialist

EEE

1 EEE Teacher

EEI Teacher

3 Other c,211ggp instructorInIggrAIggLagagba92Teacher. Pediatric Physical Therapist

2. What level of children are you serving during thisschool year?

1 Birth to three

3 Preschool

1 Elementary

1 Other None (no longer LINCS - no early ed. lob)

PART II - UVM PROFESSIONAL TRAINING AND PREPARATION

Directions: Rate the following subcompetency units on twodimensions. On the first dimension, rate theadeq'acy of the UVM training for the subcompetencyunit. On the second dimension, rate theimportance of the subcompetency unit to your jobfunctioning. Rate each dimension independently ona 5-point scale with 1 as highest and 1 as lowest.Place your ratings in the boxes nextto each subcompetency

Adequacy ofUVM Training

Mean

ImportanceTo JobMean

301 - History & Systems of Servicegfor Individuals with Handicaps

Historical trends and events 4.3 3.7

Philosophical models of education,and habilitation

4.5 4.7

Current legislation and litigation 4.0 4.7

Conceptual models of special education 4.0 4.3

Characteristics of handicappingconditions and models of learning 4.0 5.0

Service delivery models 4.8 4.8

302 - Physical and Developmental Character-istics of the Mufti Handicapped

Normal sensory and motor development 4.3 5.0

Characteristics and causes of develop-mental disabilities 4.3 5.0

Principles of Intervention:

physical intervention 4.3 5.0

feeding/oral motor 4.0 5.0

adaptations 4.0 5.0

Adequacy ofUVM Trainin4

Mean

ImportanceTo JobMean

approaches for vision/hearing impaired 4.0

Health Care Systems/Health Care Teams 3.0

Educational Teaming 4.7

310, 312, 313, 322, 386 A22liaatianat the Data-Based

3.5

3.5

5.0

Individualized Model of Education

Assessment of entry level 5.0 4.7

Instructional objectives 5.0 4.7

Individual case record 4.7 4.5

Written summary of assessment information 5.0 4.7

Individual education program 5.0 4.7

Practica plans 3.5 5.0

Case Studies and/or summary reports 4.3 5.0

Teaching/learning materials & procedures 3.7 5.0

Knowledge of developing and implementingtraining programs for aides, volunteers,parents, etc.

3.3 5.0

Ability to make oral presentations 3.7 4.0

Research 4.3 2.5

Increasing and decreasing behavior 4.3 4.5

Maintaining and extending behavior 4.3 5.0

Developing new behavior 4.3 4.3

Analysis of antecedent stimuli 4.0 3.0

Classroom management 4.0 5.0

Cooperative learning 4.3 3.0

Learning strategies 4.5 5.0

2'

Adequacy ofUVM Training

Mean

ImportanceTo JobMean

Ta'3k analysis 4.3 3.0

Graphing 4.0 3.0

Observation and measurement 4.7 5.0

Instructional objectives 4.7 5.0

Transition planning 5.0 5.0

EEE and Infant

310 - Curriculum and Technology

The IEP/IFSP process 4.7 5.0

Assessment 4.0 5.0

Child find and screening 4.0 . 5.0

Analysis and reporting of assessmentinformat:I.on 4.0 5.0

Curriculum evaluation 4.0 5.0

Curriculum adaptation 4.0 5.0

Curriculum content:

Communication 4.0 5.0

Motor 3.7 5.0

Social 3.7 5.0

Self-care 3.7 5.0

Family involvement in assessmentand IEP

4.7 5.0

311 - Curriculum and TecLiology: Assessment

Child find and screening 4.7 3.0

Multidisciplinary approach to assessment 5.0 3.0

Development of evaluation plan 4.3 3.5

Knowledge of assessment instruments/procedures 4.0 4.0

2(

Adequacy of ImportanceUVM Training To Job

Mean Mean

Infant 3.7

Preschool 4.0

Development of evaluation report 5.0

Family involvement in the assessmentprocess

3.3

4.0

4.0

5.0 5.0

Directions:

Please rank the following course/competency clusters included in theEEE/Infant Program on two separate dimensions: (1) the adequacy of

UVM training and (2) their importance to your job. Rate eachdimension independently on a 5 point scale, with 5. as highgEt and 1as lowest. Place your ratings in the boxes next to each cluster.

Adequacy of ImportanceUVM Training To Job

Mean Mean

EEE/Infant Program

Course # Course/Competency Cluster

301 History & Systems of Services forIndividuals with Handicaps 5.0 4.0

302 Physical & Developmental Character-istics of the Multi-handicapped 4.0 3.5

312, 313, Application of the Data-Based310, 386 Individualized Model of Education 4.0 4.0

386 Management of LearningEnvironments 2.3 4.0

386 Dissemination and ProfessionalDevelopment 4.7 4.0

2'.

PART III - SERVICES PROVIDED TO STUDENTS

Directions: In Column I, please record the number of students ineach category who received services from you during the lastschool year. In Column II, record the number of students whoreceived the major portion of their services in each of theplacements listed. The total number of students recorded inColumns I and II should be equal.

Column I

Record the number ofstudents who receivedservice by category.

Column II

Record the number ofstudents who receivedthe major portion ofse:..vice in the followingplacements (count eachstudent only once).

A. Mild and moderately 21 A. Residential facility 1

B. Home 4

B. Severely and multiplyhandicapped students

C. Special class or school 6

(less than 2 yearsdevelopmental level

D. Preschool or day care 18

in one or more skillareas) _A

E. Elementary school

F. Middle School or Junior

C. Other high school

G. Secondary school

D. Total number ofstudents served H. Vocational ed center

(A+B+C) 21I. Other

J. Total number of students(A+B+C+D+E+F+G+H+I) 29

FART IV - PERSONNEL PREPARATION

Directions: In Column I, please record the number ofprofessionals who received training from you duringthe last year. In Column II, record the number ofparaprofessionals, student tutors.

Column I

Record the number ofprofessionals whoreceived training inthe settings listedbelow.

Column II

Record the number of para-professionals, studenttutors, and parents whoreceived training.

A. Consultees A. Paraprofessionals 7

B. Workshop participants B. Crosd-age tutors/peer tutors

C. Course enrolleesC. PArent/other adult

D. Total numberpersonnel (count each

volunteers 1

person receiving any D. Total numbertraining only once). trained 3

PART V - CURRENT AND FUTURE NEEDS

Directions: Please indicate in the boxes below your current andanticipated future needs for 1) additional trainingin any of the competency ares listed earlier in thesurvey, 2) certification requirements and 3) degreerequirements. if none are currently needed, pleasewrite "none" in the appropriate box. If you areunsure about current or future needs, please write"none" in the appropriate box. if you are unsureabout current or future needs, please write unsure inthe appropriate box.

Need Currently

Competencies:None

Desire in the future

Training in Infantmental health concerns

Certifications:None None

Degrees:None None

Other Comments

Many of the skills/training I received in the program I am currentlynot using because of the restrictions by the special educationdepartment/school system. However, I still view them as extremelyimportant as I use this knowledge to work to change the program tobe more inclusive of all children!!

2'.

intern Evaluation of Personnel Preparation Activities:Early Childhood Perspective

The Early Intervention Personnel Preparation Programs at the Center for

Developmental Disabilities are committed to the preparation of early intervention-

ists who are able to provide early intervention services within mainstream early

childhood settings to the maximum extent appropriate. In order to accomplish

this we firmly believe that students must be provided with ample opportunity to

observe, participate in, and discuss issues in early childhood education as well as

early childhood special education. Toward this end we have begun creating

opportunities for students to develop an understanding of appropriate early child-

hood practices. The following evaluation form has been designed to provide you

with an opportunity to provide: 1) feedback on the opportunities you have had this

year relative to early childhood, and 2) input to help us design new or redesign

existing opportunities.

Thank you for taking the time to complete this evaluation form.

Intern Evaluation of Personnel Preparation Activities: Early Childhood Perspective

Instructions: For each item below please rank the degree to which you perceive each skill to be useful for earlyinterventionists according to the following scale: 1= not useful; 2= somewhat useful: 3= useful; 4= very useful;5= exceptionally useful. In addition, for each item rank the amount of opportunity you received on the itemaccording to the following scale: 1= insufficient; 2= somewhat sufficient; 3= sufficient; 4= very sufficienf. 5=exce tionall sufficient.

Ear y chili . . Perspective 1 Usefuln port . ti

1. Knowledge of typical child development. 5.0 3.0Which program component(s) provided you with the opportunity tobegin developing competence In this area (circle all that apply)? .

Coursework Practice=EDSP 310=1 Home-based program Transition ProgramPracticum Sem. =1 Instructional Program Parent-to-ParentKindergarten Lab=3 Consulting Program IEP/IFS P=1

Center-based Exper.=3 Assessment Plan

2. Knowledge of the critical components of an early childhood environment.Which program component(s) you with the oppfirtunity tobegin developing competence in this area (circle all that apply)?

5.0 3.0

Coursework PrseticumEDSP 310=1 Home-based program Transition Program =1Practicum Sem. =1 Instructional Program=1 Parent-to-ParentKindergarten Lab=3 Consulting Program IEP/IFS P=1

Center-based Exper.=1 Assment Plan

3. Ability to observe and evaluate an early childhood environment designed fortypically developing children.

5.0 5.0

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Courlework PracticumEDSP 310=2 Home-based program Transition Program=2Practicum Sem.=I Instructional Program Parent-to-ParentKindergarten Lab=3 Consulting Program=1 IEP /IFS P=1

Center-based Exper.=2 Assessment Plan

4.Ability to design activities for typically developing young children.Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?

5.0 3.67

Coursework PracticumEDSP 310=1 Home-based program Transition ProgramPracticum Sem. =1 Instructional Program Parent-to-ParentKindergarten Lab=3 Consulting Programs1 IEP/IFSP

Center-based Exper.=2 Assessment Plan

5. Ability to integrate youngsters with special needs into environments designfor typically developing young children. 5.0 3.0

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework ProcticumEDSP 310=2 Home-based program Transition Program=1Practicum Sem. =1 Instructional Program=1 Parent-to-ParentKindergarten Lab Consulting Program=1 IEP/IFS P=1

Center-based Exper.=1 Assessment Plan

Intern Evaluation a Personnel Preparation Activities: Early Childhood Perspective

Instructions: For each item below please rank the degree to which you perceive each skill to be useful for earlyinterventionists according to the following scale: 1= not useful: 2= somewhat useful: 3= useful: 4= very useful:5= exceptionally useful. In addition, for each item rank the amount of opportunity you received on the Itemaccording to the following scale: 1= insufficient; 2= somewhat sufficient: 3= sufficient; 4= very sufficient: 5=exce tionall sufficient.

Ear y Chlidh Perspective Usefulness Opport ty

6. Ability to consult with programs designed for typically developing youngchildren around issues related to young children with special needs.

4.67 2.0

Which program component(s) provided you with the opportunity to

begin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310=2 Home-based program TransitionPrgram=1 .

Practicum Sem. Instructional Program=1 Parent-to-ParentKindergarten Lab Consulting Program =3 IEP/IFSP

Center-based Exper..1

7. Ability to compare and contrast early childhood education and early child-hood special education. 4.67 3.67

Which program component(s) provided you with the opportunity to

begin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310=2 Home-based program TransitioProgram=2Practicum Sem. =1 Instructional Program=1 Parent-to-ParentKindergarten Lab=3 Consulting Program=1 IEP/IFSP=1

Center-based Exper.=2 Assessment Plan=1

8. Ability to articluate a personnal philosophy that incorporates your beliefsabout young children and young children with special needs. 5.0 4.0

Which program component(s) provided you with the opportunity to

begin developing competence in this area (circle all that applyCoursework PracticumEDSP 310=1 Home-based program=2 Transit! Program=2Practicum Sem. =2 Instructional Program-1=2 Parent-to-Parent=2Kindergarten Lab=2 Consulting Program=2 IEP/IFS P=2

Center-based Exper.=2 Assessment Plan=1

3 1 1 ,

PART II

Please identify 3 experiences you had this year that you feel have helped you more clearlyunderstand the early childhood part of early childhood special education.

1) Practicum placement at ECDC2) Kindergarten lab3) Writing my philosophy

1) Kindergarten lab2) Writing and thinking through philosophy

1) Kindergarten lab2) My center based experience - Chapter 13) Discussions with other grad students

Please list 3 recommendations for changing the EEE/Infant program related to the prepara-tion of early interventionists who have an understanding of "best practice" in early childhoodprogram design and delivery.

1) Opportunities to observe a variety of settings - good &not-so-good and discussion.

2) Incorporation of appropriate practice information from MAEYC -compare and contrast with best practice.

1) Allowing students to visit other practicum sites for a minimum of 1 week.2) Identify early childhood programs that are implementing "best practices" and provide

an opportunity for students to observe in these settings.

1) More exposure to different early childhood programs2) More written direct observations and discussions with advisor/supervisor.3) A cooperative project: to design an early childhood program and implement it the

second summer.

Briefly discuss the extent to which your experiences in Jean Goldhaber's Kindergarten Labcourse differed from other practicum experiences as it relates to your development as a earlychildhood special educator.

Since my practicum setting was at ECDC, it wasn't very different at all. But - my overallexperience in practicum this year strengthened my early childhood skills and gave me an opportunityto apply them (and to see that it really isn't much different) to a handicapped population.

It gave me a clear understanding of early childhood development and helped define ageappropriate goals.

It was terrific! It opened my eyes to a whole new way of educating kids. It also allowed meto co-teach. Lots of discussions daily about successes and difficult situations.

Spring 1991+mammy

Intern Evaluation of Personnel Preparation Activities: Early Childhood Perspective

Instructions: For each Item below please rank the degree to which you perceive each skill to be useful for earlyinterventionists according to the following scale: lig not useful; 2= somewhat useful: 3= useful: 4= very useful;5= exceptionally usafuL In addition. for each item rank the amount of opportunity you received on the itemaccording to the following scale: I= insufficient' 2= somewhat sufficient: 3= sufficient: 4= very sufficient: 6=exce tionaLl sufficient.

Early Childh. Perspective Usefulness opportu . ty

1. Knowledge of typical child development. 4.2 3.4Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework Practicum2=EDSP 310 2=Instructional Program 2-Transition Pro:3=EDSP 311 2=Consulting Program 1=Parent-to-Parent2=Practicum Sem. 4- Center -based Exper. 2=1EPPFSP

2-Assessment Plan/Comp.Evaluation

2. Knowledge of the critical components of an early childhood environment. 4.4 4.0Which program component(s) you with the opportunity tobegin developing competence In this area (circle all that apply)?Coursework Practicum3=EDSP 310 1=Instructional Program1=Transition Prog.2=EDSP 311 2-Consulting Program 1=Parent-to-Parent3=Practicum Sem. 3=Center-based Exper. 2=IEP/IFSP

2=Assessment Plan/Comp. Evaluation

3. Ability to observe and evaluate an early childhood environment designed fortypically developing children.

4.4 4.2

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework Practicum1=EDS. 310 1...Instructional Program2=Transition Prog.1=EDSP 311 3- Consulting Program 1=Parent-to-Parent3=Practicum Sem. 4- Center -based Exper. 121EP/IFSI)

3- Assessment Plan/Comp. Evaluation

4. Ability to design activities for typica:y developing young children. 4.2 4.0

Which program component's) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework Practicum3=EDSP 310 1-Instructional Program1=Transition Program1=EDSP 311 2=Consulting Program 1=Parent-to-Parent1=Practicum Sem. 5- Center -based Exper. 1=IEP/IFSP

1-Assessment Plan/Comp. Evaluation

5. Ability to integrate youngsters with special needs into environments designfor typically developing y,,ung children.

, 4.8 4.4

Which program componential provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework Practicum3=EDSP 310 2-Instructional Program2=Tranaltion Program3=EDSP 311 3- Consulting Program 1=Parent-to-Parent2=Practicum Sem. 3-Center -based Exper. 2.1EP/IFSP

1-Assessment Plan/Comp. Evaluation

el i

Intert. evaluation of Personnel Preparation Activities: Early Childhood PerspectiveInstructions: For each item below please rank the degree to which you perceive each skill to be useful for earlyinterventionists according to the following scale: 1: not useful; 2: somewhat useful: 3: useful; 4= very useful;5' exceptionally useful. In addition, for each item rank the amount of opportunity you received on the itemaccording to the following scale: 1. insufficient; 2: somewhat sufficient; 3= sufficient; 4. very sufficient; 50,exce tionall sufficient.

Earl Chi dh tire Use ens pportu ty

6. Ability to consult with programs designed for typically developing youngchildren around issues related to young children with special needs.

4.8 4.6

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework Pr: Aicum2sEDSP 310 23.Instructional Prograrn2=Transition Prog.1=EDSP 311 4-Consulting Program 2=Parent-to-Parent2=Practicum Sem. 3- Center -based Exper. 2=IEP/IFSP

2-Assessment Plan/Comp. Evaluation

7. Ability to compare and contrast early childhood education and earlychildhood special education. 4.25 4.2

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Couraework Practical=lsEDSP 310 1-Instructional Program1=Transition Prog.2=EDSP 311 1=Consulting Program I=Parent-to-Parent1=Practicum Sem. 4-Center -based Expr. 2=IEP/IFSP

1Assessment Plan/Comp. Evaluation

8. Ability to articluate a personnal philosophy that incorporates your beliefsabout young children and young children with special needs.

4.75 3.6

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework Practicum4=EDSP 310 2=Instructional Program1=Transition Prog.2sEDSP 311 2- Consulting Program 2=Parent-to-Parent2=Practicurn Sem. 2=Center-based Exper. I =IEP/IFSP

1=Assessment Plan/Comp. Evaluation

3 1 i ,..;

MST OPY AVAILABLE

Part II

Please identify 3 experiences you had this year that you feel have helped youmore clearly understand the early childhood part of early childhood specialeducation.

Working on the Naeyc presentation.

My practicum site experience -(especially planning).

Learning about infant development In seminar.

Learning about child development in 302 (characteristics).

All my experiences with young kids.

My practicum experiences at Campus Child Care.

My exposure to coursework in assement and curriculum and the Chigee Seminar.

My active involvement in LINC's.

Mr practicum sites and comparisons of them.

Dev. of personal philosophy.

Instructional programs.

Working in a center based program helped me to realize all the things I don't want to do in aprogram.

Everytime I work with young children I realize that all young children (including childrenwith special needs) are just that-young children.

The IEP process is helpful in taking the whole child's disabilities.Please list 3 recommendations for changing the EEE/Infant program relatedto the preparation of early interventionists who have an understanding of"best practice" in early childhood program design and delivery.

More exposure to children with a variety of needs- more profound needs.

More information on services available and how to access them, when to.

More information on observation techniques. how to take data and manage TEP's.

I think "best practice" was strongly emphasized.

More experience with children with severe impairment in integrated settings.

I'm not sure I understand this question, but what I'll respond to is how to change theprogram in order to best prepare early interventionists who already have understanding ofyoung children's services (I think this may pertain to the training I heard of at LINC's"s viaJane's letter). These people probably need to focus on assement: curriculum: Susan Hagagi'sCourse: and Bob Nash's Ethics for the Helping Professions, maybe and educationalphilosophy course: and a nuts and bolts "Child Find" and IRSP procedure.

r1S1 COPY AVAILABLE 31'

Professors need to communicate to ensure less overlap of topics.

Improve national perspective rather than close state wide perspective.

Compare both programs and certificates- its almost there already.

There Is a need to focus on the real problems of the family and help the family to addressthese needs (i.e. abuse, no education, transportation. etc.) We have to address theseuncomfortable issues.

More flexibility for each individual in planning practicum, program and hopefully not tocaste in stone ideas from previous year.

Child development focus at beginning would be helpful.Briefly discuss the extent to which your experiences in Jeanne Goldhaber'3Kindergarten Lab course differed from other practicum experiences as itrelates to your development as an early childhood special educator.

Haven't had her class yet.

Intern Evaluation of Personnel Preparation Activities:Family-Centered Service Delivery

The Early Intervention Personnel Preparation Programs at the Center forDevelopmental Disabilities are based on the belief that individuals working withyoung children and their families, regardless of their discipline, should be preparedto interact with families in a family-centered way. In short, early interventionistsshould be able to design, implement, and evaluate early intervention services thatare shaped by family priorities as well as by child characteristics and diagnosticconcerns. Toward this end we have created a number of opportunities for interns toexplore the principles of the family-centered approach and practice translating thoseprinciples into practice. In order to assure that the types and amount ofopportunities have been appropriate we need feedback from you and the families youhave been working with. The following evaluation has been designed to provide youwith an opportunity to indicate the extent to which you feel this program providedyou with opportunities to:

1) develop an understanding of the principles underlying the family-centered approach and;

2) translate those principles into practice.

Thank you for taking the time to complete this evaluation form.

EVALUATION SUMMARY

3

Spring 1990

intern Evaluation of Personnel Preparation Activities. Family-Centered Service Delivery

Instructions: ?or each item below please rank the degree to which you perceive each skill to be useful for earlyinterventionists accordin, to the following scale: 1= not useful; 2= somewhat useful: 3 useful; 4= very useful:6= exceptionally useful. in addition, for each item rank the amount of opportunity you received on the itemaccording to the following scale: 1= insufficient; 2= somewhat sufficient; 3= sufficient; 4: very sufficient; 5.exceptionally sufficient.

Family- Centered Service Delivery U uln pport tp

1. Knowledge of the principles of Family-Centered services. 4.6 4.6Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310=6 Home-based program=8 Transitior Program=4.Practicum Sem,=6 Instructional Program =3 Parent-to-Parent=6Other =EDSP301=2 Consulting Program=3 IEP / IFS P=4SWSS 295=2 Center-based Exper=1 Assessment Plan=2SWSS200=1

2. Ability to translate family-centered principles into practice. 4.6 4.5Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310=3 Home-based program=8 Transition Program=4Practicum Sem. =6 Instructional Program=2 Parent-to-Parent=6Other=SWSS295=2 Consulting Program=2 IEP/ IFS P=5SWSS200=1 Center-based Exper.=2 Assessment Plan=2

3. Ability to identify policies and practices that support/supplant family-centered service delivery.

4.83 4.5

Which program component(s) provided you with the opportunity tobegin developing competence in this area (cirrly all that apply)?Coursework PracticumEDSP 310=6 Home-based prog-cali.-3 Transition Program=4Practicum Sem.=6 Instructional Prog:am=1 Parent-to-Parent=6Other=EDSP301 Consulting Program=3 IEP/IFSP=3SWSS295=1 Center-based Exper.=2 Assessment Plan=1SWSS200=1

4.Ability to promote the acquisition of knowledge, skills, and confidence ofparents to describe their child's strengths and needs.

4.375 4.125

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework Practicum .

EDSP 310=2 Home-based program=5 Transition Program=3Practicum Sem.=3 Instructional Program =2 Parent-to-Parent=5OtherEDSP312 / 313=2 Consulting Program=3 IEP/IFSP=5SWSS295=2 Center-based Exper.=3 Assessment Plan=3SWSS200=2

5. Ability to promote the acquisition of knowledge, skills, and confidence ofparents to identify and carry out goals for their child/family. 4.57 3.43

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310=2 Home-based program=5 Transition Program=1Practicum Sem.=3 Instructional Program=1 Parent- to- Parent=4Other=SWSS295=1 Consulting Program=2 IEP/IFSP=4

Center -bald Exper.=2 Assessment Plan=1

3(.1,

OF,STI C5PY

Intern Evaluation of Personnel Preparation Activities. Family-Centered Service Delivery

Instructions: For each item below please rank the degree to which you perceive each skill to be useful for earlyinterventionists according to the following scale: 1= not useful; 2= somewhat useful; 3= useful: 4= very useful:5= exceptionally useful. In addition, for each item rank the amount of opportunity you received on the itemaccording to the following scale: 1= insufficient; 2= somewhat sufficient: 3= sufficient; 4= very sufficient; 5=exceptionally sufficient.

Family-Centered Service Delivery Usefulness I Opportunity

6. Ability to coordinate the delivery of multidisciplinary services throughcollaboration with teams which consist of parents and other professionals(e.g., special educators speech and language pathologists, occupational andphysical therapists, medical personnel, and social workers).

4.33 2.66

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310 Home-based program-=4 Transition Program=4Practicum Sem. Instructional Program=2 Parent- to-Pare nt=1Other=EDSP322=1 Consulting Program =3 IEP/IFSP=5EDSP322= 1 Center-based Exper..2 Assessment Plan=3Jac. class=1

7. Ability to design early intervention plans that are shaped by familypriorities and information needs, as well as by child characteristics and diag-nostic concerns.

4.5 3.0

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310=5 Home-based program=3 Transition Program=3Practicum Sem.:--5 Instructional Program=1 Pareni -to- Parent =2Other=EDSP301=1 Consulting Program IEP/IFSP=7SWSS200=1 Center-based Exper.=1 Assessment Plan=4

8. Ability to understand the impact of family events on interactions betweenprofessionals and family members.

4.67 3.5

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310=3 Home-based prograrn=6 Transition Program=4Practicum Sem.=3 Instructional Program Parent-to-Parent=4Other=SWSS200=1 Consulting Program =l IEP/IFSP=4EDSP301= 1 Center-based Exper. Assessment Plan=2Family Ecosystems

9. Ability to recognize and respond to situations in which the cost of acceptinghelp may outweigh the actual benefits if the help. 4.33 2.83

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310=1 Home-based program=2 Transition Program=1Practicum Sem.=.5 Instructional Program=1 Parent-to-Parent=6Other Consulting Program=1 IEP/IFSP=2

Center-based Exper.=2 Assessment Plan=1

10. Ability to recognize how the perceptions of immediate/extended familymembers and friends impact the family.

433 3.0

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310=4 Home-based program=3 Transition Program=1Practicum Sem.=6 Instructional Program Parent-to-Parent=6Other=SWSS295= I Consulting Program IEP/ IFS P=1SSWSS200=1 Center-based Exper. Assessment PlanEDSP301=1

''t... 1. k )

i/EtT COPY tiV1 Lii3LE

Intern *.valuation of Personnel Preparation Activities: Family-Centered Service Delivery

Instructions: For each item below please rank the degree to which you perceive each skill to be useful for earlyinterventionists according to the following scale: 1= not useful; 2= somewhat useful; 3= useful; 4= very useful;5= exceptionally useful. In addition, for each item rank the amount of opportunity you received on the itemaccording to the following scale: 1= insufficient; 2= somewhat sufficient; 3= sufficient; 4= very sufficient; 5=exce tionall sufficient.

Famil -Centered ServDelly Usefulness port ty

11. Ability to define/redefine a professional's role when working with familiesdepending on the situation. 4.25 3.25

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310=4 Home-based program=4 Transition Program =2Practicum Sem.=4 Instructional Program Parent-to-Parent=4Other =EDSP322=1 Consulting Program=2 IEP/IFSP=2

Center-based Exper.=1 Assessment Plan

12. Ability to recognize a variety of roles/levels of involvement for familiesdepending on the situation.

425 4.25

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310=4 Home-based program=5 Transition Prograsn=4Practicum Sem.=5 Instructional Program=2 Parent-to-Parent=7Other=EDSP301 Consulting Program=1 IEP/IFS P=4

Center-based Exper.=3 Assessment Plan

13. Knowledge about systems. other than the educational system, that familie 4.0 3.13

of young children with special needs typically encounter (e.g., respite care,health services, social services, medicaid).

Which program component(s) provided you with the opportunity tobegin developing compctence in this area (circle all that apply)?Coursework PracticumEDSP 310=3 Home-based prograrn=2 Transition Program=2Practicum Sem.=4 Instructional Program Parent-to-Parent=4Other=EDSP301=1 Consulting Program=1 IEP/IFSPEDSP302= 1 Center-based Exper.=1 Assessment Plan=1

14. Knowledge of parent's perceptions of professionals (their role, do's, don'ts). 4.0 3.25Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310=2 Home-based prograrn -3 Transition Program=1Practicum Sem..5 Instructional Program =l Parent-to-Parent=4Other=EDSP301=1 Consulting Program=1 IEP/ IFS P=1

Center-based Exper.=1 Assessment Plan

15. Ability to define/redefine the term "support" based upon individual familycoping styles and circumstances. 4.25 3.63

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310=5 Home-based program=4 Transition Program =2.Practicum Sem.=5 Instructional Program=1 Parent-to-Parent=7Other Consulting Program=1 IEP/IFSP=4

Center-based Exper.=1 Assksment Plan=2

2 1,

Spring 1991

Intern Evaluation of Personnel Preparation Activities: Family-CenteredInstructions: For each item below please rank the degree to which you perceiveinterventionists according to the following scale: 1= not useful; 2= somewhat5= exceptionally useful. In addition, for each item rank the amount of opportunityaccording to the following scale: 1= insufficient 2= somewhat sufficient: 3=exceptionally sufficient.

Service Delivery

each skill to be usefuluseful: 3= useful:

you receivedsufficient: 4= very

Usefulness

for early4= very useful:

on the Itemsufficient; 5=

OpportunityFa lt7mrr.7znee'rea SerriceMver7

1. Knowledge of the principles of Family-Centered services. 4.2 4.6Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework Practicum3=EDSP 310 1=Instructional Program1=TransitIon Program4=EDSP 311 1=Consulting Program 1=Parent-to-Parent2=Practicum Sem. 1 -Center -based Exper. 1=IE.P/IFSPOther own family experience 1=Assessment Plan/Comp. Evaluationand LINCS

2. Ability to translate family-centered principles into practice.Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?

4.2 3.2

Coursework Fraction=EDSP 310 2=Instructional Program2=Trantaion Program2=EDSP 311 3-Consulting Program 4 =Parent -to -ParentI - Practicum Sem. 2=Center-based Exper. 3=IEP/IFSPOther home visiLs 2=Assessment Plan/Comp. Evaluation

3. Ability to identify policies and practices that support/supplant family-centered service delivery.

4.6 4.4

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework Practicum3=EDSP 310 I-Instructional Program1=Transition Program3=EDSP 311 1=Consulting Program 3- Parent -to- Parent2=Practicum Sem. 1- Center -based Exper. 2=1EP/IFSPOther own family 2-Assessment Plan/Comp. Evaluation

SRS experience

4. Ability to promote the acquisition of knowledge, skills, and confidence ofparents to describe their child's strengths and needs.

4.25 3.0

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework Fraction=1=EDSP 310 1=Instructional Program1=Transition Program2=EDSP 311 2=C,onsulting Program 3=Parent-to-Parent2=Practicum Sem. 2- Center -based Exper. 3=IEP/IFSPOther 10 yrs. pecyho. then. 2- Assessment Plan /Comp. Evaluation

10 yrs. spe. educator5. Ability to promote the acquisition of knowledge, skills, and confidence ofparents to identify and carry out goals for their child/family.

4.2 2.8

Which program componential provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework Fraction=1=EDSP 310 1=1nstructional Programl*Transition Program1=EDSP 311 1=Consulting Program 3=Parent-to-Parent2:Practicum Sem. Center-based Expci. 22RIEP/IFSPOther. L1NCS, Parent-to-Parent 1- Assessment Plan/Comp. Evaluation

rl 4i ! 44

BEST COPY AVAILABLE

IIntern Evaluation of Personnel Preparation Activities: Family - Centered Service Delivery

Instructions: For each item below please rank the degree to which you perceive each skill to be useful for earlyinterventionists according to the following scale: 1= not useful; 2= somewhat useful: 3= useful: 4= very useful;5- exceptionally useful. In addition, for each item rank the amount of opportunity you received on the (ternaccording to the following scale: 1= insufficient: 2= somewhat sufficient: 3= sufficient; 4= very sufficient; 5=exceptionally sufficient.

Family-Centered Service Delivery I Usefulness Opportunity

6. Ability to coordinate the delivery of multidisciplinary services throughcollaboration with teams which consist of parents and other professionals(e.g., special educators speech and language pathologists, occupational andphysical therapists, medical personnel. and social workers).

3.8 3.6

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework Practicum1=EDSP 310 1-Instructional Prograrn2=Transition Prog.3=EDSP 311 3=Consulting Program 1=Parent-to-Parent1=Practicum Sem. 2 -Center -based Exper. 3=1EP/1FSPOther. Pract. Col. Course 3=Assessment Plan/Comp. Evaluation

1-Team Proj., Jacques Class

7. Ability to design early intervention plans that are shaped by familypriorities and information needs, as well as by child characteristics anddiagnostic concerns.

4.0 3.0

Which program components) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework Practicum1=EDSP 310 Instructional Program 1=Transition Prog.3=EDSP 311 Consulting Program 2=Parent-to-Parent1=Practicum Sets. Center-based Exper. 51EP/IFSPOther. Pract./Personal Exper. 1-Assessment Plan/Comp. Evaluation

8. Ability to understand the impact of f".mily events on interactions betweenprofessionals and family members. 4.4 3.4

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework PracticumEDSP 310 1=Instructional Program1=Transition Prog.EDSP 311 Consulting Program 3 =Parent -to- ParentPracticum Sem. Center-based Exper. 1351EP/IFSPOther. Pract./Personal Exper. 2-Assessment Plan/Comp. Evaluation

9. Ability to recognize and respond to situations in which the cost of accept-ing help may outweigh the actual benefits if the help. 4.0 1.0

Which program components) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework Practicum2=EDSP 310 Instructional Program Transition Program1=EDSP 311 Consulting Program Parent-to-Parent1=Practicum Sem. laCenter-based Exper. 1=1EP/1FSPOther. Assessment Plan/Comp. Evaluation

10. Ability to recognize how the perceptions of immediate /extended family 4.25 3.0members and friends impact the family. .

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework Practicum2=EDSP 310 1-Instructional Program Transition ProgramlsEDSP 311 Consulting Program 1-Parent-to-Parent2sPracticum Sem. Center-based Exper. IndEP/IFSPOther: Life & SRS &

1

p. EvaluationCorn. Ser. Prov., LINCS, 30l'Asaegement

Plan /Comp.an

9EST COPY AVAILABLE

Intern Evaluation of Personnel Preparation Activities: Family-Centered Service Delivery

Instructions: For each item below please rank the degree to which you perceive each skill to be useful for earlyinterventionists according to the following scale: 1= not useful; 2= somewhat useful: 3= useful; 4= very useful:5= exceptionally useful. In addition, for each item rank the amount of opportunity you received on the itemaccording to the following scale: log insufficient; 2= somewhat sufficient: 3= sufficient: dis very sufficient: 5=exce g tiotudl sufficient.

F .. y-Centered fie ce De I very Usefulness

11. Ability to define /redefine a professional's role when working with familiesdepending on the situation. 4.2 3.2

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework Practicum2=EDSP 310 1=Instructional Program1=Transition Prog.2=EDSP 311 1=Consulting Program 2-Parent-to-Parent2=Practicum Sem. 2.Center -based Exper. 1331EP/IFSPOther:1ndep. Study 1=Assessment Plan/Comp. Evaluation

12. Ability to recognize a variety of roles/levels of involvement for familiesdepending on the situation. 4.2 3.8

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework Practieum2=EDSP 310 Instructional Program 1=Transition Prog.2=EDSP 311 1=Consulting Program 2-Parent-to-Parent2=Practicum Sem. 1- Center -based Exper. aulEP/IFSPOther 2-Assessment Plan/Comp. Evaluation

13. Knowledge about systems, other than the educational system, thatfamilies of young children with special needs typically encounter (e.g., respitecare, health services. social services, medicaid).

4.6 23

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework Practicum13tEDSP 310 Instructional Program Transition Program1=EDSP 311 Consulting Program 1=Parent-to-Parent1=Practicum Sem. 1=Center-based Exper. IEP/IFSPOther. Pract./Pers. Experience Assessment Play. /Comp. EvaluationL1NCS, 301,302,312/313

14. Knowledge of parent's perceptions of professionals (their role, do's,don'ts). 3.4 2.6

Which program component(s) provided you with the opportunity tobegin developing competence in this area (circle all that apply)?Coursework Practicum226EDSP 310 Instructional Program Transition Program2=EDSP 311 1=Consulting Program Parent-to-Parent3=Practicum Sem. Center-based Exper. IEP /IFSPOther. Col. Course., 301 1=Assessment Plan /Comp. Evaluation

15. Ability to define/redefine the term 'support" based upon individual familycoping styles and circumstances.

4.25 3.5

Which program component(s) provided you with the opportunity tobegin developing competence to this area (circle all that apply)?Coursework Practieum2=EDSP 310 1=Instructional Progratn1=Tralusltion Prog.2=EDSP 311 1=Consulting Program 2-Parent-to-Parent2=Practicum Sem. 1- Center -basal Exper. 1IEP/IFSPOther 301 1=Assessment Plan/Comp. Evaluation

31,,.

1§ P. PY AVAILABLE

Part II

Please identify 3 experiences you had this year that you feel have helped youmore clearly understand what it means to be a family-centered professional.

Comprehensive evaluation process.

Home visits.

Working with one family in particular to design IEP goals, set up service delivery plan. andmeeting child's needs and parent's needs.

Meeting a variety of parents that have been raising children with handicaps and sharingmy experiences with them within educational nuclear.

My experiences in 2 coursed ("Ethics" and Susan Hagagi's) of being "confirmed" in myassement of old ways of special education delivery and the need for new ways of doing this-i.e. family centered practice.

The horrible experience I had in my second practicum site where family centered practice isdefer.

Parent-to-parent prac.

Prac. site.

Home visit for prac experience

Classes, seminar-constantly.

311

Practicum.

Parent-to-parent.Please list 3 recommendations for changing the EEE/Infant program relatedto the preparation of family-centered early interventionists.

This topi was mentioned in every single class and sometimes became quite repetitive. Itshould be used in context of what the course is dealing with rather than being thrown in aspart of a course.

What is the curric. course about-we did a little of everything rather than really focusing onon a topic and getting a great deal of useful info. from it.

Very improtant to take into consideration each student's present level of experience andknowledge and excuse them from repeating and give opportunities for them to make betteruse of time and energy.

The Parent-to-Parent part of the Practicum was very unnecessary for me and a greathardship to my family.

Delete practicum seminar (-too many added hours and very thin return,or give full 30 forit.)

Since it was so difficult to find me a Parent-toParent family-and then the one found wasn'tso needy, why not be more flexible? I would have liked to pick my own family to work with.Specifically. a family I had begun a relationship with, but then school took away my timeto spend with their kids.

Need to educate students to know signs of stress (of abuse etc) so that proper referral can bemade or interventionist knows how to listen and respond.

Briefly discuss the extent to which the Parent-to-Parent experience differedfrom other practicum experiences as it relates to your development as afamily-centered early interventionists.

It was very family focused rather than child focused.

It dealt with some very personal issues-felt less like a "professional".

I question the reality of this piece in the fact that this type of set-up is unrealistic. Noteacher/ early interventionist can spend five hours a week with a family. Is there some wayto make it more real. We need to learn to meet family's needs in a way that will be useful inthe future. For example, I would not be a baby-sitter, or person take family food shopping,etc... how would I be able to help the family meet these needs.. we should practice thesethings.

The gift of Parent-to-Parent for me was meeting Debbie and then my entry into LINCs.Since my professional affiliation with SRS had a parent-to-parent component the parentto parent experience was redundant otherwise, of it is an abuse of family centeredphilosophical practice to mistreat one's own family or ruin one's own health in order toaccommodate a preconceived plan-right?

Much too much repitition in the program.

More support and supervision is need.

No opportunity to finalize experience or to evaluate midterm or second semesterexperience.

Frustrating.

I felt that my Parent-to-Parent experience was not worthwhile. I was with a family whoonly "needed: me for child-care, and certainly could have paid for a baby-sitter. Also. 3hours a week should be the absolute maximum required. Journal-if its going to be requiredwe ought to get feedback on it.

Because our logs were taken and kept for months, then returned I'm very resentful ofhaving to transcribe-also I lost the flow when my log was taken-In my district I visitfamilies frequently and am invested in a family centered approach.

3 1.

Spring 1990

TRAINEE EVALUATION OF OVERALL EEE TRAINING PROGRAM

1. Knowledge of the stages and sequencesof sensorimotor, cognitive, motor,language, and socioemotionaldevelopment in young children, andknowledge of handicapping and at riskconditions and their potential impactupon the child and the family.

2. Ability to identify and articulate the"best" practices involved in thedevelopment, implementation,monitoring and evaluation ofcomprehensive, interdisciplinary earlyintervention service delivery modelsthat address the developmental,educational, and socioemotional needsof young children at risk or withidentified handicaps, and their families.

3. Ability to identify, develop, modify, andevaluate curricula that enhance the 1)child's development and skillacquisition through appropriatelearning activities and promotion ofpositive family-child interactions; and2) family's ability to access and utilizeinformal and formal resources, provideappropriate caregiving, and promotemutually satisfying family-childrelationships.

4. Ability to plan, develop, implement,monitor and evaluate 1F-SPs/IEPs foryoung children at risk or withidentified handicaps and their families,that are effective in meeting theirdevelopmental, educational andsocial/emotional needs.

3

UsefulnessAmount ofTraimag

5.0 3.5

4.75 3.75

5.0 3.75

5.0 3.25

5. Ability to develop and implement acomprehensive child find system,including procedures for promotingcommunity awareness and interagencyreferrals. The child find system willalso include appropriate screeningmeasures and a tracking system foridentifying and monitoring youngchildren at risk or with handicaps.

6. Ability to administer state approvedassessment instruments (bothstandardized tests and ecologicalassessment in the home) to determineSEA regulations. In addition, traineesmust demonstrate their ability toadminister and interpret the results ofother formal and informal assessmentused for IFSP/IEP's development andevaluation.

7. Ability to analyze the family ecologyto identify those developmental,psychosocial and environmental stimuliaffecting parenting, social interactionsand family relationships.

8. Ability to provide technical assistance,consultation and training as part of atransdisciplinary team providing familyfocused services to young children atrisk or with identified handicaps.

9. Ability to coordinate the delivery ofmulti-agency services throughcollaboration with transdisciplinaryteams consisting of parents, specialeducators, speech and languagepathologists, and health care, mentalhealth, and social services providers forplanning, developing, implementingand evaluation IFSP/IEPs for youngchildren at risk or with identifiedhandicaps.

5.0 3.0

5.0 3.25

4.5 1.75

5.0 3.5

5.0 3.75

10. Ability to identify federal, state andlocal policies and describe their impactupon: 1) current local practices forproviding family focused services, and2) implementation of "best practices"for young children at risk or withhandicaps, and their famlics. Traineeswill also be able to coordinate thedcevelopment, implementation, andevaluation of local early interventionprograms.

4.5 3.0

Spring 1992

TRAINEE EVALUATION OF OVERALL EEE TRAINING PROGRAM

1. Knowledge of the stages and sequencesof sensorimotor, cognitive, motor,language, and socioemotionaldevelopment in young children, andknowledge of handicapping and at riskconditions and their potential impactupon the child and the family.

2. Ability to identify and articulate the"best" practices involved in thedevelopment, implementation,monitoring and evaluation ofcomprehensive, interdisciplinary earlyintervention service delivery modelsthat address the developmental,educational, and socioemotional needsof young children at risk or withidentified handicaps, and their families.

3. Ability to identify, develop, modify, andevaluate curricula that enhance the 1)child's development and skillacquisition through appropriatelearning activities and promotion ofpositive family-child interactions; and2) family's ability to access and utilizeinformal and formal resources, provideappropriate caregiving, and promotemutually satisfying family-childrelationships.

4. Ability to plan, develop, implement,monitor and evaluate IFSPs/IEPs foryoung children at risk or withidentified handicaps and their families,that are effective in meeting theirdevelopmental, educational andsocial/emotional needs.

UsefulnessAmount ofTraining

4.75 3.25

4.25 3.75

4.75 3.75

4.7 3.3

5. Ability to develop and implement acomprehensive child find system,including procedures for promotingcommunity awareness and interagencyreferrals. The child find system willalso include appropriate screeningmeasures and a tracking system foridentifying and monitoring youngchildren at risk or with handicaps.

6. Ability to administer state approvedassessment instruments (bothstandardized tests and ecologicalassessment in the home) to determineSEA regulations. In addition, traineesmust demonstrate their ability toadminister and interpret the results ofother formal and informal assessmentused for IFSP/IEP's development andevaluation.

7. Ability to analyze the family ecologyto identify those developmental,psychosocial and environmental stimuliaffecting parenting, social interactionsand family relationships.

8. Ability to provide technical assistance,consultation and training as part of atransdisciplinary team providing familyfocused services to young children atrisk or with identified handicaps.

9. Ability to coordinate the delivery ofmulti-agency services throughcollaboration with transdisciplinaryteams consisting of parents, specialeducators, speech and languagepathologists, and health care, mentalhealth, and social services providers forplanning, developing, implementingand evaluation IFSP/IEPs for youngchildren at risk or with identifiedhandicaps.

4.5 2.5

4.25 3.25

4.5 3.6

4.25 2.75

5.0 3.75

10. Ability to identify federal, state andlocal policies and describe their impactupon: I) current local practices forproviding family focused services, and2) implementation of "best practices"for young children at risk or withhandicaps, and their famlies. Traineeswill also be able to coordinate thedcevelopment, implementation, andevaluation of local early interventionprograms.

4.5 4.0

Summer 1991

LABEL HERE

Department:

INSTRUCTOR EVALUATION FORM

Special Education CaponeCo

EDSP 311ucx

Directions to Students: On each line circle the number which seems to you the most appropriatefor the instructor you are rating. The highest possible rating for an item is 5. the lowest is 1. with 3gradations between. To aid you in making your marking, note the three descriptions for each item.one at the left for the best rating, one at the right for the poorest rating, and one in the middle for

the average rating.DO NOT SIGN YOUR NAME PLEASE RATE EACH ITEM HONESTLY.

L Objectives Clarified by Instructor

5 (9) 4(2) 3 2 1

Objectives clearly Objectives somewhat Objectives very vague

defined vague or indefinite or given no attention

2. Organization of Course

5 (10)Course exceptionally wellorganized; subject matteragreement with courseobjectives

3 Knowledge of Subject

5 ( 11) 4

Average:

4 ( 1)

Average:

Is well informed.; showswide background

4. Interest in Subject

5 (10)Alert, interested.radiates naturalenthusiasm

4.82

3Course satisfactorilyorganized; subject matterfairly well united toobjectives

4.91

2 1

Organization very poor;subject matter frequentlyunrelated to objectives

3 2Background seems Does not know materiallimited

Average: 5.0

4 (1) 3Mildly interested

Average: 4.915. Assignments

5 (7) 4.5 (1) 4 (3)Clear, reasonable,coordinated with class work

6. Ability to Arouse Interest

5 (9)Interest among studentsusually runs high

3

Average:

4 (2)

Occasionally indefiniteand unrelated to class work

4.82

3

2Subject seems tobore him

2

Confused, often madelate, with no relation tothe work of the course

1

Students seem onlymildly interested

Average: 4.82

Majority of studentsinattentive most ofthe time

7. Skill in Guiding the Learning Process

Gives student opportunityto think and learn indepen-dently, critically, andcreatively

8. Presentation of Subject

5 (9)Understandable. inter-esting and effective

9. Fairness in Grading

5 (11)Fair and impartial; gradesbased on several evidencesof achievement

10. Willingness to Help( 11)

4 (2) 3Gives student someopportunity to develophis academic resourceson his own initiative

Average: 4.82

4

4

(2) 3Fairly understandableand interesting

Average: 4.82

4

3Partial at times, gradesbased on a few evidencesof achievement

Average: 5.0

2Little or not attention tostudent ideas: ignores ordiscourages original andindependent effort

2Is vague, involvedand monotonous

2 1

Frequently showspartiality, grades basedvery limited evidencesof achievement

3 2 1

Instructor willing to helpstudents

11. Attitude Toward Students(11) 4

Shows a positive Interestand ready friendlinesstoward the students

12. Personal Attention to Student

(10) (1)

Gives close personalattention to and recog-nition of students'product: examination.term paper, theme.notebook

Instructor usually willingto help students

Average: 5.0

Instructor unwillingto help students

3 2

Usually courteous, Frequently disagreeablefriendly and and overbearingagreeable

Average: 5.0Product

13. General Estimate of the Teacher

Reads students' papersbut does not commentgenerously or helpfully

Average: 4.91

5 (11) 4

Very superior teacher Average teacherAverage: 5.0

14. General Estimate of the Course

5 (6) 4 (5)One of the most interesting.informative, useful.personally helpful courses

2

Invariably pushesreading and judgmentsoff onto reader orassistant; reads students'work superficially

1

3About average ininterest, usefulness. etc.

Average: 4.55

Very poor teacher

2 1

One of the least interestinginformative, useful,personally helpful courses

OPEN ENDED QUESTIONSEDSP 311 - Capone

1. What to you were the most beneficial aspects of this course?

Access to different types of screening instrumentsAll of the resources given to the class

the opportunity to do the things we were being taught to doscreening, comp. eval.working with familiesintro. to many different assessment toolsresources given

the readingsthe assignments

developing an evaluation plan and administering a screening devicehelped to clarify subject matter

clariying eval. process the whole picture involving family-centered,whole child, ongoinggetting to know new tools

positive and negative aspects of each assessment tools (for 0-3),allowed to show our bias.helpful working with at least one other person this enabled us tobounce ideas off of each other

covered a wide range of tests

learned about available testswill be useful information

instructor's knowledge and involvement in the field

excellent facilitation of class discussion and presentation of materialit was nice to work in teams for two of the projects

abundance of resources; up to date info.change to practice using tests and learn about othersexpand ideas on use of comp. eval. and comp eval. report writingnew perspectives on family in assessment process

2 4, -I- ; , 1

2. What aspects of the course do you feel should be improved upon or deleted?Please indicate reason for improvement or deletion.

Wish readings could be discussed more in classmore discussion and less lecture, if possible

Perhaps have one major project to work on throughout the semester and/oran exam. The six weeks was a very short amount of time for three projects(especially coordinating with students from many areas). However, theprojects were very interesting and it was fun to work in teams.

More input from families

Assignments could have been more clearly defined in handouts

I enjoy having parents come in. Maybe having a parent discuss in moredetail their perceptions of the evaluation plan.

3. Do you feel that additional activities should be added to the course? If so,please indicate these activities.

Glossary of terms, abbreviations and the differences/similarities between

Well done.

Useful to have assignments discussed before last class, with other studentsto share the process.

4. Would you recommend this course to other students? Why?

Yes! Very useful practice and informative.

Yes Very informative.

Yes, if they were interested in young children and the assessment process.

Yes, is excellent information for all Early Ed. people.

Yes. The course was very informative and also allowed me the opportunityto experience a wide range of testing instruments.

Yes, I already have. I feel that this course has changed my direction to amore family-centered approach during the ongoing assessment process.Very important!

Yes.

3

Yes, It should be required of educators in general and K-12 prospectiveeducators in particular. (Some form of the course) - so that the educatorswould have exposure to the information about EEE and intervention.

Definitely especially as an intro. to the program and philosophiesassociated with (family-centered, whole child approach).

Yes. I felt it gave a good basic background to the assessment process.

3 4-)

8/10/92

Total Respondents: 8

Response Set:

M1CROTEST SURVEY

Frequency Tabulation

EDSP 311 - Capone

A = ExcellentB = GoodC = SatisfactoryD = FairE = Poor

Response Weight: A = 05B = 04C = 03D = 02E = 01

Missing N Mean SD MDN

1) OBJECTIVES CLARIFIED BY INSTRUCTORTotal f: 6 1 1 8 4.63 0.74 5.0Total %: 75.0 12.5 12.5

2) ORGANIZATION OF COURSETotal f: 8 8 5.00 0.00 5.0Total %: 100

3) KNOWLEDGE OF SUBJECTTotal f: 8 8 5.00 0.00 5.0Total %: 100

4) INTEREST IN SUBJECTTotal f: 8 8 5.00 0.00 5.0Total %: 100

5) ASSIGNMENTSTotal f: 4 2 2 8 4.25 0.89 4.5Total %: 50.0 25.0 25.0

6) ABILITY. TO AROUSE INTERESTTotal f: 7 1 8 4.88 0.35 5.0Total %: 87.5 12.5

7) SKILL IN GUIDING THE LEARNING PROCESSTotal f: 6 2 8 4.75 0.46 5.0Total %: 75.0 25.0

8) PRESENTATION OF SUBJECTTotal f: 7 1 8 4.88 0.35 5.0Total %: 87.5 12.5

9) FAIRNESS IN GRADINGTotal f: 5 2 1 7 4.71 0.49 5.0Total %: 71.4 28.6

3 Zg

Missing N Mean SD MD N

10) WILLINGNESS TO HELPTotal f: 7 1 8 4.75 0.71 5.0Total %: 87.5 12.5

11) ATTITUDE TOWARD STUDENTSTotal f: 5 1 1 1 7 4.57 0.79 5.0Total %: 71.4 14.3 14.3

12) PERSONAL ATIENTION TO STUDENT PRODUCTTotal f: 5 2 1 7 4.71 0.49 5.0Total %: 71.4 28.6

13) GENERAL ESTIMATE OF THE TEACHERTotal f: 5 3 8 4.63 0.52 5.0Total %: 62.5 37.5

14) GENERAL ESTIMATE OF THE COURSETotal f: 4 3 1 7 4.57 0.53 5.0Total %: 57.1 42.9

EDSP 311Summer, 1992Angela Capone

1. What to you were the most beneficial aspects of this course?

The information given us on current research, as compiled by the instructor; the assessment toolswe can use in intervention.

Notebook was exceptionally well organized very beneficial to have assignments right up front.

In class group experiences.Chance to use knowledge and solidify learning.

Variety of assessments looked at and discussed. Purposes they are used for, etc.

The course helped me realize how much more there is to learn and become excited aboutlearning more.

The chance for "hands on" experiences with assessment tools and the foundation that was laidbeforehand.

Information was very useful and applicable to my work.

2. What aspects of the course do you feel should be improved upon or deleted? Pleaseindicate reason for improvement or deletion.

She needs to clarify her assignments better and provide sample work. I felt the assignmentswere nebulous at times.

None.

Improvement in clarity of assignments

Discussion of Projects should be done earlier in course to allow more time for completion

More time to complete projects requiring coordination with a child and parents

Examples of parent interview a comprehensive would have been beneficial.

Sorry - no suggestions for improvement or deletion, except more information earlier in thecourse so projects can be started sooner (problem of a 6 week course)

3

EDSP 311 - continved

3. Do you feel that additional activities should be added to the course? If so, pleaseindicate these activities.

No not for a 6 week period

An example of comp. eval. done in the class and with the class.

No - course is full for time allotted.

Information on doing comprehensive report given earlier in course.

Absolutely not there was a lot to work on.

4. Would you recommend this course to other students? Why?

Yes! !! Informative, encouraging, lots to build on, good resources to take with me, practical an_cltheoretical nicely balanced.

Ye^

Absolutely anyone interested in working with infants in a professional capacity should look intothis course.

Yes, anyone involved with young children should know some of this information (especiallyvalue of observations)

Yes - It gave me an excellent foundation in assessment and evaluation of infants and reallyhelped me to look at tools with a more critical eye than before.

Yes. It is useful, fun and informative.

3