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Quality Inclusive Practices Checklist 7KLV LQVWUXPHQW LV GHVLJQHG WR DVVHVV TXDOLW\ LQFOXVLYH SUDFWLFHV ZLWKLQ HDUO\ FKLOGKRRG HQYLURQPHQWV 7KH IHDWXUHV XVHG WR GHILQH KLJKTXDOLW\ LQFOXVLYH HDUO\ FKLOGKRRG SURJUDPV DQG VHUYLFHV DUH Access Participation DQG Supports '(&1$(<& 7KH IUDPHZRUN IRU WKLV FKHFNOLVW EXLOGV XSRQ WKHVH IHDWXUHV $FFHVV 3DUWLFLSDWLRQ DQG 6XSSRUWV DUH PHDVXUHG E\ D YDULHW\ RI HYLGHQFHEDVHG LQGLFDWRUV &OLFN RQ highlighted terms WR DFFHVV D IXOO JORVVDU\ GHILQLWLRQ &OLFN RQ WKH ZRUG ³WRROER[´ XQGHU WKH WR DFFHVV DUWLFOHV RQOLQH DSSOLFDWLRQ DFWLYLWLHV DQG UHVRXUFHV WKDW VXSSRUW NQRZOHGJH RI WKH LQVWUXPHQW LQGLFDWRUV 'HYHORSHG WKURXJK Heartland Equity and Inclusion Project DQG VXSSRUWHG E\ WKH 86 'HSDUWPHQW RI (GXFDWLRQ 2IILFH RI 6SHFLDO (GXFDWLRQ 3URJUDPV 26(3 2SLQLRQV H[SUHVVHG KHUHLQ DUH WKRVH RI WKH DXWKRUV DQG GR QRW QHFHVVDULO\ UHSUHVHQW WKH SRVLWLRQ RI WKH 86 'HSDUWPHQW RI (GXFDWLRQ 2EVHUYDWLRQ ,QIRUPDWLRQ 6HWWLQJ 1DPH $GGUHVV 3KRQH 1XPEHU 'LUHFWRU 3ULQFLSDO 'DWH 5HYLHZHU

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Page 1: Quality Inclusive Practices Checklist Inclusive Practices Checklist 7KLV LQVWUXPHQW LV GHVLJQHG WR DVVHVV TXDOLW\ LQFOXVLYH SUDFWLFHV ZLWKLQ HDUO\ FKLOGKRRG HQYLURQPHQWV XVHG WR 7KH

Quality Inclusive Practices Checklist

7KLV�LQVWUXPHQW�LV�GHVLJQHG�WR�DVVHVV�TXDOLW\�LQFOXVLYH�SUDFWLFHV�ZLWKLQ�HDUO\�FKLOGKRRG�HQYLURQPHQWV���7KH�IHDWXUHV�XVHG�WR�GHILQH�KLJK�TXDOLW\��LQFOXVLYH�HDUO\�FKLOGKRRG�SURJUDPV�DQG�VHUYLFHV�DUH�Access��Participation��DQG�Supports �'(&�1$(<&����������7KH�IUDPHZRUN�IRU�WKLV�FKHFNOLVW�EXLOGV�XSRQ�WKHVH�IHDWXUHV��$FFHVV��3DUWLFLSDWLRQ��DQG�6XSSRUWV�DUH�PHDVXUHG�E\�D�YDULHW\�RI�HYLGHQFH�EDVHG�LQGLFDWRUV���&OLFN�RQ�highlighted terms�WR�DFFHVV�D�IXOO�JORVVDU\�GHILQLWLRQ����

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

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

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�# Children Enrolled: ____________ # Children with Disabilities:

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

BBBBB�:KLWH��QRW�+LVSDQLF��������������������������������BBBBB�0XOWL�UDFLDO�BBBBB�+LVSDQLF�RU�/DWLQR�BBBBB�1DWLYH�+DZDLLDQ�RU�3DFLILF�,VODQGHU�

Diversity of Home Languages (list):�

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

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

Page 3: Quality Inclusive Practices Checklist Inclusive Practices Checklist 7KLV LQVWUXPHQW LV GHVLJQHG WR DVVHVV TXDOLW\ LQFOXVLYH SUDFWLFHV ZLWKLQ HDUO\ FKLOGKRRG HQYLURQPHQWV XVHG WR 7KH

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Access $�ZLGH� UDQJH�RI�DFWLYLWLHV�DQG�HQYLURQPHQWV�DUH�SURYLGHG� IRU�HYHU\�FKLOG�� �6WUDWHJLHV�VXSSRUWLQJ�DFFHVV� LQFOXGH� WKH� UHPRYDO� RI� SK\VLFDO� EDUULHUV� DQG� SURPRWLQJ� OHDUQLQJ� DQG� GHYHORSPHQW� LQ�PXOWLSOH�ZD\V���'(&�1$(<&��������

A. Universal Design )XOO� SDUWLFLSDWLRQ� IRU� DOO� FKLOGUHQ� LV� VXSSRUWHG� LQ� WKH� SK\VLFDO� HQYLURQPHQW� WKURXJK� DFFHVV� DQG�HTXLWDEOH� RSSRUWXQLWLHV� LQ� DOO� SURJUDP� DFWLYLWLHV�� � �0HDVXUHV� DGDSWHG� IURP� &RQQ�3RZHUV�� &URVV��7UDXE��+XWWHU�3LVKJDKL����������

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

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

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

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

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

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

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B. Universal Design for Learning (UDL)

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

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

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

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

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

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

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Participation

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Defining Feature of Inclusion

Strength Challenge

Access

Participation

Supports

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