Reflective Action Planning Tool

1. Child Development and Learning

Professionals understand the impact of different theories and philosophies of early learning and development on assessment, curriculum, instruction, and intervention decisions. Professionals apply knowledge of normative developmental sequences and variations, individual differences within and across the range of abilities, including developmental delays and disabilities, and other direct and indirect contextual features that support or constrain children’s development and learning. These contextual factors as well as social, cultural, and linguistic diversity are considered when facilitating meaningful learning experiences and individualizing intervention and instruction across contexts.

1.1: Demonstrate an understanding of the impact that different theories and philosophies of early learning and development have on assessment, curriculum, intervention, and instruction decisions. (e.g., Compares and contrasts recommendations for family engagement from two different theoretical perspectives, based on a family case study or case conference.)

1.2: Apply knowledge of normative sequences of early development, individual differences, and families’ social, cultural, and linguistic diversity to support each child’s development and learning across contexts. (e.g., Interprets a developmental assessment to prepare a summary that reports child’s strengths and needs as well as provides implications for intervention and instruction.)

1.3: Apply knowledge of biological and environmental factors that may support or constrain children's early development and learning as they plan and implement early intervention and instruction. (e.g., Determines home-based activities in conjunction with families, that support children’s development/learning; Provides information on activities that take into account the resources generally available to families in the community and are little- to no-cost.)

1.4: Demonstrate an understanding of characteristics, etiologies, and individual differences within and across the range of abilities, including developmental delays and disabilities, their potential impact on children’s early development and learning, and implications for assessment, curriculum, instruction, and intervention. (e.g., Designs a lesson plan with differentiated instruction options and an embedded learning opportunity for a student in with an IEP; Supports a family to reflect on natural routines for embedding opportunities to practice requesting during a home visit.)

2. Partnering with Families

Professionals use their knowledge of family-centered practices and family systems theory to develop and maintain reciprocal partnerships with families. They apply family capacity-building practices as they support families to make informed decisions and advocate for their young children. They engage families in opportunities that build on their existing strengths, reflect current goals, and foster family competence and confidence to support their children’s development and learning.

2.1: Apply knowledge of family-centered practices, family systems theory, and the changing needs and priorities in families’ lives to develop trusting, respectful, affirming, and culturally responsive partnerships with all families that allow for the mutual exchange of knowledge and information.(e.g., Collaborates with a family to discuss strategies tailored to meet the family’s needs; Shares information in the family’s home language.)

2.2: Communicate clear, comprehensive, and objective information about resources and supports that help families to make informed decisions and advocate for access, participation, and equity in natural and inclusive environments. (e.g., Uses effective communication strategies such as attending, listening, and asking clarifying questions, to exchange information with a family).

2.3: Engage families in identifying their strengths, priorities, and concerns; support families to achieve the goals they have for their family and their young child’s development and learning; and promote families’ competence and confidence during assessment, individualized planning, intervention, instruction, and transition processes. (e.g., Collaborates with a parent to co develop goals and supports that build on the child’s strengths across applicable contexts (e.g., home, childcare, school, community outings, etc.)

3. Collaboration and Teaming

Professionals apply models, skills, and processes of teaming when collaborating and communicating with families and professionals, using culturally and linguistically responsive and affirming practices. In partnership with families and other professionals, candidates develop and implement individualized plans and successful transitions that occur across the age span. Professionals use a variety of collaborative strategies while working with and supporting other adults.

3.1: Apply teaming models, skills, and processes, including appropriate uses of technology, when collaborating and communicating with families; professionals representing multiple disciplines, skills, expertise, and roles; and community partners and agencies. (e.g., Invites an audiologist to collaborate as part of the team to develop and implement supports and technology that help a child who is deaf or hard of hearing recognize and respond to caregiver and teacher cues in group settings.)

3.2: Use a variety of collaborative strategies when working with other adults that are evidence-based, appropriate to the task, culturally and linguistically responsive, and take into consideration the environment and service delivery approach. (e.g., Periodically meets with interpreter to share information on unfamiliar vocabulary that may be used and to ask for feedback on ways to be more culturally aware and responsive when working with the family.)

3.3: Partner with families and other professionals to develop individualized plans and support the various transitions that occur for the young child and their family throughout the birth through 8 age span. (e.g., Gathers family input about prior transitions to support effective future transition planning.).

4. Assessment Processes

Professionals know and understand the purposes of assessment in relation to ethical and legal considerations. Professionals choose developmentally, linguistically, and culturally appropriate tools and methods that are responsive to the characteristics of the young child, family, and program. Using evidence-based practices, professionals develop or select as well as administer informal measures, and select and administer formal measures in partnership with families and other professionals. They analyze, interpret, document, and share assessment information using a strengths-based approach with families and other professionals for eligibility determination, outcome/goal development, planning instruction and intervention, monitoring progress, and reporting.

4.2: Develop and administer informal assessments and/or select and use valid, reliable formal assessments using evidence-based practices, including technology, in partnership with families and other professionals. (e.g., Engages family in routines-based interview to identify their resources, priorities, and concerns; in a transdisciplinary assessment model, observes child in play along side other professionals, takes observation notes, and analyzes notes to make recommendations; uses informal classroom based measures and validated screening or progress monitoring tools (including digital platforms) to analyze data and make instructional and support recommendations.)

4.3 Analyze, interpret, document, and share assessment information using a strength-based approach with families and other professionals. (e.g., Uses observation notes to develop a strengths-based, jargon free report that summarizes assessment results.)

4.4: In collaboration with families and other team members, use assessment data to determine eligibility, develop child and family-based outcomes/goals, plan for interventions and instruction, and monitor progress to determine efficacy of programming. (e.g., Uses assessment information to develop goals/outcomes for an IEP/IFSP in collaboration with professionals and families.)

5. Application of Curriculum Frameworks

5.1: Collaborate with families and other professionals in identifying an evidence- based curriculum addressing developmental and content domains to design and facilitate meaningful and culturally responsive learning experiences that support the unique abilities and needs of all children and families. (e.g., Develops a plan that includes strategies and materials that ensure children’s cultural backgrounds and experiences are embedded in all aspects of the learning/home/community environment.)

5.2: Use knowledge of early childhood curriculum frameworks, developmental and academic content knowledge, and related pedagogy to plan and ensure equitable access to universally designed, developmentally appropriate, and challenging learning experiences in natural and inclusive environments.(e.g., Designs an activity plan that explicitly details how the principles of universal design for learning and ensuring challenging learning experiences are addressed.)

6. Using Responsive and Reciprocal Interactions, Interventions, and Instruction

Professionals plan and implement intentional, systematic, evidence-based, responsive interactions, interventions, and instruction to support all children’s learning and development across all developmental and content domains in partnership with families and other professionals. Professionals facilitate equitable access and participation for all children and families within natural and inclusive environments through culturally responsive and affirming practices and relationships. Professionals use data-based decision-making to plan for, adapt, and improve interactions, interventions, and instruction to ensure fidelity of implementation.

6.1: In partnership with families, identify systematic, responsive, and intentional evidence-based practices and use such practices with fidelity to support young children’s learning and development across all developmental and academic content domains (e.g., Provides a rationale for selecting practices or strategies to use with children and families based on the best available evidence and the collective wisdom and experience of the field).

6.2: Engage in reciprocal partnerships with families and other professionals to facilitate responsive adult-child interactions, interventions, and instruction in support of child learning and development (e.g., Discusses a strategy—such as modeling or active listening—with families, classmates, and/or professionals, offering meaningful and relevant information that builds on their existing knowledge).

6.3: Engage in ongoing planning and use flexible and embedded instructional and environmental arrangements and appropriate materials to support the use of interactions, interventions, and instruction addressing developmental and academic content domains, which are adapted to meet the needs of each and every child and their family (e.g., Jointly develops a plan based on a family's priorities, to embed learning activities into the natural activities and routines of the child and family's day).

6.4: Promote young children’s social and emotional competence and communication, and proactively plan and implement function-based interventions to prevent and address challenging behaviors (e.g., Conducts an observation in a natural setting paying attention to elements of the environment that may support or hinder children's social and emotional competence).

6.5: Identify and create multiple opportunities for young children to develop and learn play skills and engage in meaningful play experiences independently and with others across contexts (e.g., Develops a plan to provide children with multiple opportunities to engage in sustained play within meaningful interactions across peers, adults, and contexts).

6.6: Use responsive interactions, interventions, and instruction with sufficient intensity and types of support across activities, routines, and environments to promote child learning and development and facilitate access, participation, and engagement in natural environments and inclusive settings (e.g., Collects baseline and ongoing data on children's perofrmance and uses that data to analyze strategy [teaching/intervention] effectiveness).

6.7: Plan for, adapt, and improve approaches to interactions, interventions, and instruction based on multiple sources of data across a range of natural environments and inclusive settings (e.g., Develops a plan that includes specific details for collecting peformance data, implement the plan, and then reflect on how support (instruction/intervention) can be adpated to promote continued progress on specific child and/or family outcomes).

7. Professional and Ethical Practice

Professionals identify and engage with the profession of early intervention and early childhood special education (EI/ECSE) by exhibiting skills in reflective practice, advocacy, and leadership while adhering to ethical and legal guidelines. Evidence-based and recommended practices are promoted and used by professionals.

7.1: Engage with the profession of EI/ECSE by participating in local, regional, national, and/or international activities and professional organizations. (e.g., Attends a local professional meeting or event regarding early intervention/early childhood special education).

7.2: Engage in ongoing reflective practice and access evidence-based information to improve their own practices. (e.g., Identifies and reviews online websites for evidence-based resources for early interventionists/early childhood special educators).

7.3: Exhibit leadership skills in advocating for improved outcomes for young children, families, and the profession, including the promotion of and use of evidence- based practices and decision-making. (e.g., Completes a literature review on a selected evidence based practice and presents salient facts to classmates/professionals in an informal or formal [conference] way).

7.4: Practice within ethical and legal policies and procedures. (e.g., Demonstrates behavior in group settings, classrooms, home visits, the community, etc. that reflects relevant codes of ethics.)