community perceptions of inclusive practices (cpip ...pdfs/meetings/inclusionmtg...the specialquest...

The SpecialQuest Group, A Special Project at Napa County Office of Education Adapted from SpecialQuest Birth–Five, 2010

May 15, 2012

Community Perceptions of Inclusive Practices (CPIP)

Facilitator Resource Packet

This resource packet was prepared by The SpecialQuest Group, Napa County Office of Education and adapted from the Community Perceptions of Inclusive Practices (CPIP) tool developed by

SpecialQuest Birth–Five in 2010.

Community Perceptions of Inclusive Practices (CPIP) Facilitator Resource Packet

Table of Contents

Guidelines for Facilitating the CPIP Tool

CPIP Facilitator Version

CPIP Participant Version

Action Planning Process

Facilitating the Community Perceptions of Inclusive Practices Process


May 15, 2012

1

Context To further the SpecialQuest goal of supporting continuous improvement through learning and reflection, the SpecialQuest Birth-Five: Head Start/Hilton Foundation Training Program developed the Community Perceptions of Inclusive Practices (CPIP). This process supports communities in understanding the current context in which services are delivered to infants, toddlers and preschoolers with disabilities and their families in local programs across the community. It is intended to be a facilitated and thoughtful review of promising practices for including young children with disabilities and their families. Detailed information on how to facilitate this process and complete the rating scale and discussion is provided. The process can support a community to determine next steps in enhancing inclusive services for young children with disabilities and their families.

This process is most helpful for communities and programs that are using the SpecialQuest approach and materials.

SPECIALQUEST APPROACH In order for this process to be most effective, it is important that the process is supported by the SpecialQuest approach. SpecialQuest is designed to touch the “head, heart, and hands” of families and professionals working together to create inclusive communities for young children with disabilities and their families. This relationship- and team-based approach enhances and sustains inclusive services, family leadership skills, and integrated, collaborative service delivery. Teams participate in intensive and engaging learning experiences, which use parallel process and continuous improvement strategies. In addition, teams are supported with coaching, facilitation, and follow-up supports over time to implement high quality inclusive services. The SpecialQuest approach is built on a solid foundation of current theories of adult learning, systems change, and sustainability. The SpecialQuest approach has two components, values and design, each with separate elements, which are woven together to create successful professional development opportunities for all. SPECIALQUEST MATERIALS The SpecialQuest Multimedia Training Library supports the inclusion of young children with disabilities, from birth–five years of age, in early care and education settings. The Library is easy-to-use, comprehensive, and designed for use in a variety of professional development settings. The Library is perfect for early childhood educators, families, child care providers, inclusion specialists, early interventionists, early childhood special educators, and college and university faculty.

Additional information and resources regarding the web-based SpecialQuest Multimedia Training Library and approach can be found at www.specialquest.org.


May 15, 2012

2

Purpose of the Tool The (CPIP) tool is meant to be used over time to help communities identify how to grow capacity to support sustainable and systematic improvements in the following areas:

Including Children Birth–Five with Disabilities, Involving Families of Young Children with Disabilities, Providing Integrated Services to Infants, Toddlers and Preschoolers with Disabilities, and Supporting Implementation and Sustainability.

In each of these areas three to four promising practices are identified. The promising practices are based upon research and are structured around measuring growth as it pertains to each promising practice. The practices are not intended to be prescriptive, rather they are written to provide a context for identifying potential areas of focus for action planning. The tool is designed to encourage and recognize program improvements that may arise from implementation of specific community Action Plans with buy-in from community partners and families.

Team Make-up The tool is completed by team members representative of the community. Team members may include individuals from different early childhood systems, including:

• Head Start/Early Head Start • Child Care • College and University faculty • Early Intervention • Early Childhood Special Education • Early Childhood Technical Assistance • Family Member(s) • Health and Mental Health • Public Education Preschool System

Tips for identifying teams:

• Identify community and family members that bring a community systems-wide perspective as well as a desire to improve inclusive services for young children and their families

• Start with individuals in a current agency and existing community partners • Begin with a small group of 6 – 8 partners, then build to a larger group over time • Build on existing cross-systems teams (i.e., Local Interagency Council, Health/Mental

Health and Disability Committees, Coordinating Councils) • Ensure that families are at the table – ideally it is beneficial to have more than one

parent voice represented


May 15, 2012

3

Measuring the Degree of Implementation An important element of the tool is a scale for identifying the implementation stage that each community exhibits for the area of practice. The scale is designed to measure progress and growth, with the ultimate outcome being systemic, sustainable change. The scale does not describe action steps, but provides a structure for identifying how a particular community is moving towards sustainable and meaningful program improvement.

Tips for Facilitating the CPIP Before distributing the Community Perceptions of Inclusive Practices tool, it is recommended that the team discuss the differing levels or degrees of implementation.

For example, the first promising practice that communities are asked to consider is: “Our community has a vision, shared by families and service providers for including infants, toddlers and preschoolers with disabilities and their families.”

This practice may be: a) Not implemented – meaning that the community has not yet discussed or

implemented in any way having a shared vision for including infants, toddlers and preschoolers with disabilities and their families;

b) Partially implemented – meaning that some conversations have been had but the level of implementation may vary dramatically. It may be at any one of the following stages in regards to implementation:

• Just started making some plans for developing a shared vision • Some Individuals in the community are aware of the vision and working to

make that vision part of the community vision, • Across the community, team members are working to operationalize that

vision, • The shared vision is in place and monitoring is occurring to determine

necessary adjustments; c) Fully implemented – meaning all elements of having a shared vision are totally in

place and may have been sustained for a period of time.

Another example may be community teams working to ensure that they are increasing the involvement of family members in leadership activities. They may think that:

d) They have not yet really even talked about this (i.e., not implemented); e) Have talked about this but only had some initial planning (beginning stages of

partially implemented); f) Have had several events where family members are involved in planning and

implementation (middle stages of partially implemented); g) Have had several events and activities and are monitoring these events to see if they

have become systemic (later stages of partially implemented); h) Have strong approaches for supporting family members that have been fully and

substantially implemented for more than a year (fully implemented).


May 15, 2012

4

Completing the Community Perceptions of Inclusive Practices process will take approximately 2 – 3 hours. Please take this into account in your planning. To complete the process in this timeframe, teams will have about 5 – 10 minutes to discuss each of the practice areas and then 1 – 2 minutes to determine as a team where they think they are on the scale. At the beginning of the process, facilitators may want to also ask for a timekeeper to help teams stay on task.

Ranking is a team process that should include building consensus among the individual team member ratings. It is important that all team voices are included in the rating process. Ranking high on the scale is not the goal; tracking progress and growth is the goal.

The team should be encouraged to take notes on the discussion that led to the rating, as this may help when they starting talking about their action plans. They may use the results of this process in improving professional development for inclusion in their community.

Each team member should have their own copy of the Community Perceptions of Inclusive Practices tool. However, one final copy should be used to record the team’s rating. Facilitators will want the team to determine who is the official recorder (someone other than the facilitator should do this).

Facilitators should not be directly involved in the final rating, as this is the team’s decision. If facilitators feel like the team is not understanding the rating scale (e.g., rating themselves as fully implemented across all items), they may need to reiterate the levels using the words provided on the Facilitator version. Facilitators may even want to share a copy of the Facilitator’s version with each team member.

Action Plans and Follow-Up

The last section of the CPIP includes two important reflection questions. The wrap-up discussion of this process is intended to make linkages to developing a professional development plan on inclusion for the community based on the discussion and ratings on the four areas of the tool.

After the completion of this process, the intent is to support the development of action plans based on these discussions and ratings. An action planning form can be found at the end of this resource packet.

In addition, it is important to plan regular check-in points to review progress toward team goals. Lastly, the tool is designed to be completed annually. Teams are encouraged celebrate regularly their accomplishments and to write new action plans as a part of each assessment period.

Questions?

If you need additional support or consultation, please contact The SpecialQuest Group at [email protected] or www.specialquest.org.


May 15, 2012

Community Perceptions of Inclusive Practices – Facilitator’s Version

The Facilitator Version of the Community Perceptions of Inclusive Practices tool is

intended to help you facilitate the discussion by providing much more detailed prompts to help teams determine where they are at on the implementation scale.

These prompts should be used by the Facilitator to ask reflective questions.

5/15/12 1

COMMUNITY PERCEPTIONS OF INCLUSION (CPIP)

(FACILITATOR VERSION)

I . Including Children Birth–Five with Disabilities 1. Our community has a vision, shared by families and service providers for including infants, toddlers and preschoolers with

disabilities and their families in early childhood programs.

Implementation Stage

Characteristic/Prompt

No

t Im

ple

me

nte

d

0 Our community has not discussed our vision for including infants, toddlers and preschoolers with disabilities and their families.

1 Some community members have discussed and/or begun thinking about a vision statement, but no formal vision exists for how infants, toddlers and preschoolers with disabilities and their families are to be included in programs in our community.

2 Our community has a plan to develop a vision statement regarding including infants, toddlers and preschoolers with disabilities and their families in our community. This plan recognizes the importance of meaningful involvement on the part of all service providers and family members.

3 Service providers and families are in the early stages of engaging in a process to develop a vision statement. This process provides opportunities for all interested service providers and family members to have a voice.

4 Service providers and families are fully engaged in a process to develop a vision statement. This process provides opportunities for all interested service providers and family members to have a voice.

5 Together service providers and family members have developed and documented a vision for including infants, toddlers and preschoolers with disabilities and their families in our community programs. P

art

iall

y I

mp

lem

en

ted

6 The vision statement for including infants, toddlers and preschoolers with disabilities and their families is shared, recognized, and valued by families and service providers in our community. It is widely understood and guides program and community activities.

7 In addition to those characteristics identified in implementation stage 6, our community has a process in place where it regularly evaluates its vision statement and related activities. This process also includes making adjustments as necessary.

8 The process for supporting a well understood vision related to including infants, toddlers and preschoolers with disabilities and their families is considered a necessary element of how our community operates. The vision statement is referenced, revised, and supported by service providers and families across our community.

9 The practices in place to support a dynamic and supportive vision statement related to the inclusion of infants, toddlers and preschoolers with disabilities and their families have been successfully practiced for at least one year.

Fu

lly

Im

ple

me

nte

d

10 All elements of this practice are fully implemented, are being refined, have a process of ongoing evaluation/continuous improvement, and have been sustained with high quality for at least one year.

Notes:

5/15/12 2

2. Our community has coordinated screening, early identification, and referral procedures for all infants, toddlers and

preschoolers and their families.

Implementa

tion Stage Characteristic/Prompt

No

t Im

ple

me

nte

d

0 Our community does not have coordinated screening, early identification, and referral procedures for infants,

toddlers and preschoolers and their families.

1 Our community has discussed and/or begun thinking about developing coordinated screening, early identification,

and referral procedures for infants, toddlers and preschoolers and their families.

2 Our community has a plan to develop coordinated screening, early identification, and referral procedures for

infants, toddlers and preschoolers and their families.

3 Our community is in the early stages of engaging in a process to develop coordinated screening, early

identification, and referral procedures for infants, toddlers and preschoolers and their families.

4 Our community is fully engaged in a process to develop the coordinated screening, early identification, and

referral procedures for infants, toddlers and preschoolers and their families.

5 Our community has developed and documented coordinated screening, early identification, and referral

procedures for infants, toddlers and preschoolers and their families. Pa

rtia

lly

Im

ple

me

nte

d

6

The procedures for coordinated screening, early identification, and referrals for infants, toddlers and preschoolers

and their families is shared, recognized, and valued by our community. It is widely understood and guides our community activities.

7

In addition to those characteristics identified in implementation stage 6, our community has a process in place to

regularly evaluate the coordinated screening, early identification, and referral procedures. This process also includes making adjustments as necessary.

8

The procedures for coordinated screening, early identification, and referrals for infants, toddlers and preschoolers

and their families are considered a necessary element of how our community operates. The procedures are

referenced, revised, and supported.

9 The procedures for coordinated screening, early identification, and referrals for infants, toddlers and preschoolers

and their families have been successfully practiced for at least one year. Fu

lly

Im

ple

me

nte

d

10 All elements of these procedures are fully implemented, are being refined, have a process of ongoing

evaluation/continuous improvement, and have been sustained with high quality for at least one year.

Notes:

5/15/12 3

3. Our community recruits, enrolls and welcomes infants, toddlers and preschoolers with disabilities and their families into

inclusive early childhood programs.



No

t Im

ple

me

nte

d

0 Early childhood programs in our community do not have a formal plan to recruit, enroll and welcome infants, toddlers and preschoolers with disabilities and their families.

1 Some early childhood programs in our community have discussed and/or begun thinking about a plan, but no formal plan exists for how to recruit, enroll and welcome infants, toddlers and preschoolers with disabilities and their families.

2 Early childhood programs in our community have a plan to recruit, enroll and welcome infants, toddlers and preschoolers with disabilities and their families in early childhood programs in our community.

3 The plan to recruit, enroll and welcome infants, toddlers and preschoolers with disabilities and their families has been documented and shared across early childhood programs and families in our community. Furthermore, all community members have had the opportunity to comment about the plan.

4 Early childhood programs in our community are in the early stages of becoming involved in supporting the implementation of the plan to recruit, enroll and welcome infants, toddlers and preschoolers with disabilities and their families.

5 Early childhood programs across our community are actively involved in a recruiting, enrolling and welcoming infants, toddlers and preschoolers with disabilities and their families.

Pa

rtia

lly

Im

ple

me

nte

d

6 A process has been developed to regularly assess the successes and identify areas for improvement in the recruitment,

enrollment and welcoming of infants, toddlers and preschoolers with disabilities and their families in early childhood programs across our community.

7 In addition to those characteristics identified in implementation stage 6, our community has a process in place where it

regularly evaluates its recruitment, enrollment and welcoming activities. This process also includes making adjustments as necessary.

8 Recruiting, enrolling and welcoming infants, toddlers and preschoolers in early childhood programs in our community is

considered a necessary element of how early childhood programs in our community operate. There are processes in place to monitor, assess and update these processes to ensure their effectiveness.

9 Recruiting, enrolling and welcoming infants, toddlers and preschoolers in early childhood programs in our community is

considered a necessary element of how our community operates. Processes in place to monitor, assess and update these activities to ensure their effectiveness have been in place and proven sustainable for at least one year.

Fu

lly

Im

ple

me

nte

d

10 All elements of this practice are fully implemented, are being refined, have a process of ongoing evaluation/continuous

improvement, and have been sustained with high quality for at least one year or more.

Notes:

5/15/12 4

4. Early childhood programs in our community make adaptations to the learning environment and instructional methods to ensure that infants, toddlers and preschoolers with disabilities can fully participate in their programs.

Implementa


No

t Im

ple

me

nte

d

0 Our community has not discussed how to make adaptations to the learning environment and instructional methods to ensure that infants, toddlers and preschoolers with disabilities can fully participate in the programs in our community.

1 Some community members have discussed and/or begun thinking about how to make adaptations to the learning environment and instructional methods to ensure that infants, toddlers and preschoolers with disabilities can fully participate in the programs in our community, but no organized or formal procedures are in place.

2 Our community has a developed a plan for making necessary and appropriate adaptations to the learning environment and instructional methods to ensure that infants, toddlers and preschoolers with disabilities can fully participate in the programs in our community.

3

The plan for making necessary and appropriate adaptations to the learning environment and instructional methods to ensure that infants, toddlers and preschoolers with disabilities can fully participate in the programs in our community has been documented and shared with service providers and families. Furthermore, service providers and families have had an opportunity to comment about the plan.

4 Our community is in the early stages of becoming involved in supporting the implementation of adaptations to the learning environment and instructional methods to ensure that infants, toddlers and preschoolers with disabilities can fully participate in the program.

5 Service providers are actively involved in supporting the implementation of adaptations to the learning environment and instructional methods to ensure that infants, toddlers and preschoolers with disabilities can fully participate in the programs in our community.

Pa

rtia

lly

Im

ple

me

nte

d

6 A process has been developed to regularly assess the successes and identify areas for improvement related to the implementation of planned adaptations to the learning environment and instructional methods to ensure that infants, toddlers and preschoolers with disabilities can fully participate in the programs in our community.

7 Our community modifies its implementation of planned adaptations to the learning environment and instructional methods to ensure that infants, toddlers and preschoolers with disabilities can fully participate in the programs in our community, based on an assessment of successes and identified areas for improvement.

8

Planning for and implementing adaptations to the learning environment and instructional methods to ensure that infants, toddlers and preschoolers with disabilities can fully participate in the program are considered necessary elements of how our community operates. There are processes in place to monitor, assess, and update adaptation plans and implementation strategies to ensure their effectiveness.

9 The processes to monitor, assess, and update adaptation plans and implementation strategies for this practice have been in place and proven sustainable for at least one year. F

ull

y I

mp

lem

en

ted


Notes:

5/15/12 5

I I . Families as Partners and Leaders 1. All families of young children with disabilities in our community receive information and resources to support their child’s

development, and understand their legal rights and responsibilities.

Implementa


No

t Im

ple

me

nte

d

0 Service providers and families in our community have not discussed how to ensure that families of infants, toddlers and preschoolers with disabilities have adequate information and resources to support their child’s development, and understand their legal rights and responsibilities.

1 Some community members have discussed and/or begun thinking about how to ensure families of infants, toddlers and preschoolers with disabilities have adequate information and resources to support their child’s development, and knowledge of their legal rights and responsibilities, but no organized or formal procedures are in place.

2 Service providers and families in our community have developed a plan to ensure families of infants, toddlers and preschoolers with disabilities have adequate information and resources to support their child’s development, and knowledge of their legal rights and responsibilities.

3 The plan to ensure families of infants, toddlers and preschoolers with disabilities have adequate information and resources to support their child’s development, and knowledge of their legal rights and responsibilities has been documented and shared with service providers and families.

4 Service providers in our community are in the early stages of becoming involved in supporting the implementation of practices to ensure families of infants, toddlers and preschoolers with disabilities have adequate information and resources to support their child’s development, and knowledge of their legal rights and responsibilities.

5 Service providers in our community are actively involved in supporting the implementation of practices to ensure all families of infants, toddlers and preschoolers with disabilities, including those for whom English is not their primary language, have adequate information and resources to support their child’s development, and knowledge of their legal rights and responsibilities.

Pa

rtia

lly

Im

ple

me

nte

d

6 A process has been developed to regularly assess the successes and identify areas for improvement related to the implementation of practices to ensure all families of infants, toddlers and preschoolers with disabilities have adequate information and resources to support their child’s development, and knowledge of their legal rights and responsibilities.

7 Our community modifies its implementation of planned practices to ensure all families of infants, toddlers and preschoolers with disabilities have adequate information and resources to support their child’s development, and knowledge of their legal rights and responsibilities, based on an assessment of successes and identified areas for improvement.

8

Our community plans for and adapts implementation practices to ensure all families of infants, toddlers and preschoolers with disabilities have adequate information and resources to support their child’s development, and knowledge of their legal rights and responsibilities There are processes in place to monitor, assess, and update plans and implementation strategies to ensure their effectiveness.


ull

y I

mp

lem

en

ted


Notes:

5/15/12 6

2. All families of infants, toddlers and preschoolers with disabilities in our community are active partners in decision-making

about their child, based on their priorities and preferences.

Implementa


No

t Im

ple

me

nte

d

0 Service providers and families in our community have not discussed in any meaningful way how to ensure that families of infants, toddlers and preschoolers with disabilities are active partners in decision-making about their child, based on their priorities and preferences.

1 Some community members have discussed and/or begun thinking about how to ensure that families of infants, toddlers and preschoolers with disabilities are active partners in decision-making about their child, based on their priorities and preferences, but no organized or formal procedures are in place.

2 Our community has developed a plan to ensure that all families of infants, toddlers and preschoolers with disabilities are active partners in decision-making about their child, based on their priorities and preferences.

3 The plan to ensure that families of infants, toddlers and preschoolers with disabilities are active partners in decision-making about their child, based on their priorities and preferences in our community has been documented and shared with service providers and families. Furthermore, service providers and families have had an opportunity to comment about the plan.

4 Our community is in the early stages of becoming involved in supporting the implementation of practices to ensure that families of infants, toddlers and preschoolers with disabilities are active partners in decision-making about their child, based on their priorities and preferences.

5 Service providers and families are actively involved in supporting the implementation of practices to ensure that all families of infants, toddlers and preschoolers with disabilities are active partners in decision-making about their child, based on their priorities and preferences.

Pa

rtia

lly

Im

ple

me

nte

d

6

A process has been developed to regularly assess the successes and identify areas for improvement related to the implementation of practices to ensure that all families of infants, toddlers and preschoolers with disabilities are active partners in decision-making about their child, based on their priorities and preferences. Our community ensures families from all different socio-economic, cultural and linguistic backgrounds are active partners, based on their priorities and preferences.

7 Our community modifies its implementation of practices to ensure that families of infants, toddlers and preschoolers with disabilities are active partners in decision-making about their child, based on their priorities and preferences, based on an assessment of successes and identified areas for improvement.

8

Planning for and implementing practices to ensure that families of infants, toddlers and preschoolers with disabilities are active partners in decision-making about their child, based on their priorities and preferences are considered necessary elements of how our community operates. There are processes in place to monitor, assess, and update adaptation plans and implementation strategies to ensure their effectiveness.

9 The processes to monitor, assess, and update adaptation plans and implementation strategies for this practice have been in place and proven sustainable for at least one year. Fu

lly

Im

ple

me

nte

d


3.

Notes:

5/15/12 7

3. Families of young children with disabilities in our community are engaged in leadership opportunities through family-family

support, program and community advisory boards, and other advocacy activities.

Implementa


No

t Im

ple

me

nte

d

0 Our community has not discussed how to ensure that families of young children with disabilities in our community are engaged in leadership opportunities through family-family support, program and community advisory boards, and other advocacy activities.

1 Some community members have discussed and/or begun thinking about how to ensure that families of young children with disabilities in our community are engaged in leadership opportunities through family-family support, program and community advisory boards, and other advocacy activities, but no organized or formal procedures are in place.

2 Our community has developed a plan to ensure that all families of young children with disabilities in our community are engaged in leadership opportunities through family-family support, program and community advisory boards, and other advocacy activities.

3

The plan to ensure that families of young children with disabilities in our community are engaged in leadership opportunities through family-family support, program and community advisory boards, and other advocacy activities has been documented and shared with service providers and families. Furthermore, service providers and families have had an opportunity to comment about the plan.

4 Our community is in the early stages of becoming involved in supporting the implementation of practices to ensure that families of young children with disabilities in our community are engaged in leadership opportunities through family-family support, program and community advisory boards, and other advocacy activities.

5 Service providers and families are actively involved in supporting the implementation of practices to ensure that families of young children with disabilities in our community are engaged in leadership opportunities through family-family support, program and community advisory boards, and other advocacy activities.

Pa

rtia

lly

Im

ple

me

nte

d

6

A process has been developed to regularly assess the successes and identify areas for improvement related to the implementation of practices to ensure that families of young children with disabilities in our community are engaged in leadership opportunities through family-family support, program and community advisory boards, and other advocacy activities. Our community ensures families from all different socio-economic, cultural and linguistic backgrounds are engaged in activities.

7 Our community modifies its implementation of planned practices to ensure that families of young children with disabilities in our community are engaged in leadership opportunities through family-family support, program and community advisory boards, and other advocacy activities, based on an assessment of successes and identified areas for improvement.

8

Planning for and implementing practices to ensure that families of young children with disabilities in our community are engaged in leadership opportunities through family-family support, program and community advisory boards, and other advocacy activities are considered necessary elements of how our community operates. There are processes in place to monitor, assess, and update adaptation plans and implementation strategies to ensure their effectiveness.


ull

y I

mp

lem

en

ted


Notes:

5/15/12 8

I I I . Integrated Service Delivery System 1. Our community has a cross-agency network to plan and coordinate early childhood services, including services for young

children with disabilities and their families.

Implementa


No

t Im

ple

me

nte

d

0 Our community does not have a cross-agency network to plan and coordinate early childhood services, including services for young children with disabilities and their families.

1 Some community members have discussed and/or begun thinking about developing a cross-agency network to plan and coordinate early childhood services, including services for young children with disabilities and their families, but no organized or formal procedures are in place.

2 Our community has a plan to develop a cross-agency network to plan and coordinate early childhood services, including services for young children with disabilities and their families

3 The plan for a cross-agency network to plan and coordinate early childhood services, including services for young children with disabilities and their families has been documented and shared within our community. Furthermore, service providers have had an opportunity to comment about the plan.

4 Our community is in the early stages of becoming involved in supporting the implementation of a cross-agency network to plan and coordinate early childhood services, including services for young children with disabilities and their families

5 Service providers are actively involved in supporting the implementation of a cross-agency network to plan and coordinate early childhood services, including services for young children with disabilities and their families

Pa

rtia

lly

Im

ple

me

nte

d

6 A process has been developed to regularly assess the successes and identify areas for improvement related to the implementation of a cross-agency network to plan and coordinate early childhood services, including services for young children with disabilities and their families

7 Our community modifies its implementation of a cross-agency network to plan and coordinate early childhood services, including services for young children with disabilities and their families, based on an assessment of successes and identified areas for improvement.

8 A cross-agency network to plan and coordinate early childhood services, including services for young children with disabilities and their families is considered a necessary element of how our community operates. There are processes in place to monitor, assess, and update this network to ensure their effectiveness.

9 The processes to monitor, assess, and update the cross-agency network have been in place and proven sustainable for at least one year. F

ull

y I

mp

lem

en

ted


Notes:

5/15/12 9

2. Our community service providers have a shared understanding of each others’ roles and responsibilities.

Implementa


No

t Im

ple

me

nte

d

0 Our community service providers do not have a shared understanding of each others’ roles and responsibilities.

1 Some community members have discussed and/or begun thinking about having a shared understanding of each others’ roles and responsibilities, but no formal plan is in place.

2 Our community has a preliminary plan for ensuring a shared understanding of each others’ roles and responsibilities.

3 The plan for having a shared understanding of each others’ roles and responsibilities in our community has been documented and shared with service providers. Furthermore, service providers have had an opportunity to comment about the plan.

4 Our community is in the early stages of becoming involved in supporting the implementation of a plan for having a shared understanding of each others’ roles and responsibilities.

5 Service providers are actively involved in the implementation of a plan for having a shared understanding of each others’ roles and responsibilities P

art

iall

y I

mp

lem

en

ted

6 A process has been developed to regularly assess the successes and identify areas for improvement related to the implementation of a plan for having a shared understanding of each others’ roles and responsibilities.

7 Our community modifies its implementation of the plan for a shared understanding of each others’ roles and responsibilities, based on an assessment of successes and identified areas for improvement.

8 Having a shared understanding of each others’ roles and responsibilities is considered a necessary element of how our community operates. There are processes in place to monitor, assess, and update the plan to ensure effectiveness.

9 The processes to monitor, assess, and update the plan for this practice has been in place and proven sustainable for at least one year.

Fu

lly

Im

ple

me

nte

d


Notes:

5/15/12 10

3. For children and families jointly served, our community has coordinated systems, collaborative practices, and strategies to support ongoing communication between families and service providers.

Implemen

tation

Stage


No

t Im

ple

m

en

ted

0 Our community has not discussed or implemented coordinated systems, collaborative practices, and strategies to

support ongoing communication between families and service providers.

1 Our community has had some discussion about coordinated systems, collaborative practices, and strategies to

support ongoing communication between families and service providers, but no organized or formal practices are in place.

2 Our community has a preliminary plan for coordinated systems, collaborative practices, and strategies to support

ongoing communication between families and service providers.

3 Our community has a fully developed plan for coordinated systems, collaborative practices, and strategies to support ongoing communication between families and service providers. The plan has been shared with service

providers and families across our community.

4 Service providers and families are actively involved in the early stages of implementation of coordinated systems,

collaborative practices, and strategies to support ongoing communication between families and service providers.

5 Our community is fully engaged in the implementation of coordinated systems, collaborative practices, and

strategies to support ongoing communication between families and service providers.

Pa

rtia

lly

Im

ple

me

nte

d

6 A process has been developed to regularly assess the successes and identify areas for improvement related to the

coordinated systems, collaborative practices, and strategies to support ongoing communication between families and service providers.

7 Our community modifies coordinated systems, collaborative practices, and strategies to support ongoing

communication between families and service providers based on an assessment of successes and identified areas

for improvement.

8 The coordinated and collaborative practices for communication for children and families jointly served are considered

necessary elements of program and inter-agency operations. There are processes in place to monitor, assess,

and update the practices to ensure their effectiveness.

9 The processes in place to monitor, assess, and update the implementation strategies for this practice have been

in place and proven sustainable for at least one year. Fu

lly

Im

ple

me

nte

d

10 All elements of this practice are fully implemented, are being refined, have a process of ongoing

evaluation/continuous improvement, and have been sustained with high quality for at least one year.

Notes:

5/15/12 11

4. Our community has a coordinated transition process across systems for young children with disabilities and their families.

Implementa


No

t Im

ple

me

nte

d

0 Our community has not discussed the development or implementation of a coordinated transition process across systems for young children with disabilities and their families.

1 Some community members have discussed and/or begun thinking about how to implement a coordinated transition process across systems for young children with disabilities and their families, but no organized or formal process is in place.

2 Our community has a preliminary plan to ensure a coordinated transition process across systems for young children with disabilities and their families

3 The coordinated cross system transition process for young children with disabilities and their families has been documented and shared with service providers. Furthermore, service providers have had an opportunity to comment about the plan.

4 Our community is in the early stages of becoming involved in supporting the implementation of a coordinated transition process across systems for young children with disabilities and their families.

5 Service providers are actively involved in supporting the implementation of a coordinated transition process across systems for young children with disabilities and their families P

art

iall

y I

mp

lem

en

ted

6 A process has been developed to regularly assess the successes and identify areas for improvement related to the implementation of a coordinated transition process across systems for young children with disabilities and their families.

7 Our community modifies its implementation of a coordinated transition process across systems for young children with disabilities and their families, based on an assessment of successes and identified areas for improvement.

8 A coordinated transition process across systems for young children with disabilities and their families is considered a necessary element of how our community operates. There are processes in place to monitor, assess, and update these transition processes in order to ensure their effectiveness.

9 The processes to monitor, assess, and update adaptation plans and implementation strategies for this practice have been in place and proven sustainable for at least one year.

Fu

lly

Im

ple

me

nte

d


Notes:

5/15/12 12

IV. Implementation and Sustainability 1. Our community uses effective professional development approaches, materials, and resources to promote inclusion for

young children with disabilities and their families.

Implementa


No

t Im

ple

me

nte

d

0 Our community has not discussed professional development for inclusion to promote inclusion for young children with disabilities and their families.

1 Some community members have discussed and/or begun thinking about professional development to promote inclusion for young children with disabilities and their families.

2 Our community has a developed a preliminary professional development plan to promote inclusion for young children with disabilities and their families.

3 The professional development plan to promote inclusion for young children with disabilities and their families has been documented and shared with service providers and families. Furthermore, service providers have had an opportunity to comment about the plan.

4 Our community is in the early stages of implementing professional development to promote inclusion for young children with disabilities and their families.

5 Service providers and families are actively involved in supporting the implementation of the professional development plan to promote inclusion for young children with disabilities and their families.

Pa

rtia

lly

Im

ple

me

nte

d

6 A process has been developed to regularly assess the successes and identify areas for improvement related to the implementation of professional development on inclusion.

7 Our community modifies its implementation of professional development to promote inclusion for young children with disabilities and their families, based on an assessment of successes and identified areas for improvement.

8 Planning for and implementing adaptations related to the SpecialQuest approach, materials, and resources are in place. There are processes in place to monitor, assess, and update plans and implementation strategies to ensure their effectiveness.

9 The processes to monitor, assess, and update implementation plans and implementation strategies for this practice have been in place and proven sustainable for at least one year.

Fu

lly

Im

ple

me

nte

d


2. Our EHS/MSHS program is committed to engaging community partners in a continuous improvement process in

the effort to enhance the services for infants and toddlers with disabilities.

Notes:

5/15/12 13

2. Early childhood administrators in our community work together to support staff to promote inclusive services for young


Implementa


No

t Im

ple

me

nte

d

0 Early childhood administrators in our community have not yet discussed in meaningful ways how to work together to support staff across agencies to promote inclusive services for young children with disabilities and their families.

1 Some early childhood administrators in our community have discussed and/or begun thinking about how to work together to support staff across agencies in promoting inclusive services for young children with disabilities and their families.

2 Our community’s early childhood administrators have developed a plan for how to work together to support staff across agencies to promote inclusive services for young children with disabilities and their families.

3 The plan for how to work together to support staff across agencies in developing a shared vision for inclusive services in our community has been documented and shared with service providers. Furthermore, service providers have had an opportunity to comment about the plan.

4 Early childhood administrators in our community are in the early stages of becoming involved in supporting the implementation of how to work together to support staff across agencies to promote inclusive services for young children with disabilities and their families.

5 Service providers are actively involved in supporting the implementation of how to work together to support staff from across agencies to promote inclusive services for young children with disabilities and their families.

Pa

rtia

lly

Im

ple

me

nte

d

6 A process has been developed to regularly assess the successes and identify areas for improvement related to how to work together to support staff across agencies to promote inclusive services for young children with disabilities and their families.

7 Early childhood administrators in our community meet regularly to modify the implementation of how to work together to support staff to promote inclusive services for young children with disabilities and their families, based on an assessment of successes and identified areas for improvement.

8 Planning for and implementing how to work together to support staff across agencies in promoting inclusive services is regular and ongoing. There are processes in place to monitor, assess, and update how to work together to support staff to promote inclusive services for young children with disabilities and their families.

9 The processes to monitor, assess, and update how to work together to support staff to promote inclusive services for young children with disabilities and their families has been in place and proven sustainable for at least one year. F

ull

y I

mp

lem

en

ted


Notes:

5/15/12 14

3. Our community examines and reflects upon progress toward achieving our plans in order to enhance the quality of inclusive

services for infants, toddlers and preschoolers with disabilities and their families.



No

t Im

ple

me

nte

d

0 Our community has not discussed the need to examine and reflect upon progress to enhance the quality of inclusive services for infants, toddlers and preschoolers with disabilities and their families.

1 Some community members have discussed and/or begun thinking about examining and reflecting upon progress to enhance the quality of inclusive services for infants, toddlers and preschoolers with disabilities and their families., but no organized or formal procedures are in place.

2 Our community has a developed a plan for examining and reflecting upon progress to enhance the quality of inclusive services for infants, toddlers and preschoolers with disabilities and their families.

3 The plan for examining and reflecting upon progress to enhance the quality of inclusive services for infants, toddlers and preschoolers with disabilities and their families has been documented and shared with service providers. Furthermore, service providers have had an opportunity to comment about the plan.

4 Our community is in the early stages of becoming involved in supporting the implementation of the plan to enhance the quality of inclusive services for infants, toddlers and preschoolers with disabilities and their families.

5 Service providers are actively involved in supporting the implementation of the plan to enhance the quality of inclusive services for infants, toddlers and preschoolers with disabilities and their families.

Pa

rtia

lly

Im

ple

me

nte

d

6 A process has been developed to regularly assess the successes and identify areas for improvement related to the plan to enhance the quality of inclusive services for infants, toddlers and preschoolers with disabilities and their families.

7 Our community modifies its implementation and examines and reflects upon progress toward enhancing the quality of inclusive services for infants, toddlers and preschoolers with disabilities and their families, based on an assessment of successes and identified areas for improvement.

8

Examining and reflecting upon progress toward the plans to enhance the quality of inclusive services for infants, toddlers and preschoolers with disabilities and their families are considered necessary elements of how our community operates. There are processes in place to monitor, assess, and update these plans and implementation strategies are in place to ensure their effectiveness.

9 The processes to monitor, assess, and update plans and implementation strategies for this practice have been in place and proven sustainable for at least one year. F

ull

y I

mp

lem

en

ted


Notes:

5/15/12 15

4. Our community networks with others to share information, provide mutual support, and promote inclusive services for young




No

t Im

ple

me

nte

d

0 Our community has not discussed networking with others to share information, provide mutual support, and promote inclusive services for young children with disabilities and their families.

1 Some community members have discussed and/or begun thinking about networking with others to share information, provide mutual support, and promote inclusive services for young children with disabilities and their families, but no organized or formal procedures are in place.

2 Our community has developed a plan for networking with others to share information, provide mutual support, and promote inclusive services for young children with disabilities and their families.

3 The plan for networking with others to share information, provide mutual support, and promote inclusive services for young children with disabilities and their families in our community has been documented and shared with service providers. Furthermore, service providers have had an opportunity to comment about the plan.

4 Our community is in the early stages of becoming involved in networking with others to share information, provide mutual support, and promote inclusive services for young children with disabilities and their families.

5 Service providers from across the community are actively involved in networking with others to share information, provide mutual support, and promote inclusive services for young children with disabilities and their families.

Pa

rtia

lly

Im

ple

me

nte

d

6 A process has been developed to regularly assess the successes and identify areas for improvement related to the networking with others to share information, provide mutual support, and promote inclusive services for young children with disabilities and their families.

7 Our community modifies its implementation of networking with others to share information, provide mutual support, and promote inclusive services for young children with disabilities and their families, based on an assessment of successes and identified areas for improvement.

8 Networking with others to share information, providing mutual support, and promoting inclusive services for young children with disabilities and their families are considered necessary elements of how our community operates. There are processes in place to monitor, assess, and update these plans and implementation strategies to ensure their effectiveness.

9 The processes to monitor, assess, and update networking plans and implementation strategies for this practice have been in place and proven sustainable for at least one year. F

ull

y I

mp

lem

en

ted


Notes:


May 15, 2012

Community Perceptions of Inclusive Practices – Participant’s Version

The participant’s version of the Community Perceptions of Inclusive Practices tool is intended

to be used by community teams with the guidance from a facilitator.

The SpecialQuest Group, A Special Project at Napa County Office of Education 1

Adapted from SpecialQuest Birth–Five, 2010 May 15, 2012

OVERVIEW OF “COMMUNITY PERCEPTIONS OF INCLUSIVE PRACTICES”

Team Name: Date: The SpecialQuest approach to professional development promotes continuous improvement through learning and reflection. The "Community Perceptions of Inclusive Practices" was developed to support your communities in understanding the current context in which services are delivered to infants, toddlers and preschoolers with disabilities and their families in your programs and community. It is intended to be a facilitated and thoughtful review of "promising practices" for including infants, toddlers and preschoolers with disabilities and their families. The rating scale and discussion can assist in determining a community’s next steps in enhancing the services offered to young children with disabilities and their families.

Purpose of the Tool

The Community Perceptions of Inclusive Practices tool was originally developed to be used over the course of the three years of the SpecialQuest Birth–Five Program. The tool can help communities identify how they are growing capacity to support sustainable and systematic improvements in the following areas:

Including Children Birth–Five with Disabilities,

Involving Families of Young Children with Disabilities,

Providing Integrated Services to Infants, Toddlers and Preschoolers with Disabilities, and

Supporting Implementation and Sustainability.

In each of these areas, we have identified three to four "promising practices" are identified. The promising practices are based upon research and experience and reflect the content of the SpecialQuest curriculum. The tool is structured around measuring growth as it pertains to each "promising practice." The practices are not intended to be prescriptive, rather they are written to provide a context for action.



COMMUNITY PERCEPTIONS OF INCLUSION

Listed below are a number of “areas of reflection” for including children birth–five with disabilities in your community, involving families of young children with disabilities in community activities, providing integrated services to infants, toddlers, and preschoolers with disabilities, and developing a culture of sustainability/continuous improvement.

As a group, discuss the extent to which your community has implemented these practices. These practices are not supposed to be prescriptive, but to serve as a context for action. Please use the following scale to identify your community’s implementation stage with respect to each practice.

RANKING GUIDELINES

IMPLEMENTATION

STAGE DEFINITION Not Implemented

0 This practice has not been discussed or implemented

Partially Implemented

1 Some discussion or research regarding this practice is in place that supports preliminary development.

2 A preliminary plan to develop this practice is in place. Appropriate staff have been engaged and there has been discussion of “next steps”.

3 A plan to address this practice is fully developed, and the practice is in the beginning phase of implementation.

4 Staff are engaged in the implementation of most elements of the practice.

5 All elements of this practice are developed and are in the implementation phase.

6 Elements of this practice are implemented, assessed, and are becoming systematic.

Fully Implemented

7 All elements of this practice are fully implemented, are being assessed, and appropriate adjustments are taking place.

8 All elements of the practice are fully and substantially implemented and are sustained.

9 All elements of the practice are fully and substantially implemented and have been sustained for at least one year.

10 All elements of the practice are fully implemented, are being refined, have a process for ongoing evaluation/continuous improvement, and have been sustained with high quality for at least one year or more.

Using the above guidelines, please identify the implementation stage your community is at with respect to the following practices. The comments/examples section provides a place for you to record what is currently happening to help guide your next steps.

Reflection

Upon completion of the Community Perceptions of Inclusive Practices process, please take the time to reflect as a community on:

Based on this process, what do you see as your areas of strengths as a community? What are the areas where our community faces the biggest challenges? or

Where do we want to take action?



I. Including Children Birth–Five with Disabilities

1. Our community has a vision, shared by families and service providers for including infants, toddlers and preschoolers with disabilities and their families in early childhood programs.

0 1 2 3 4 5 6 7 8 9 10

Comments:

2. Our community has coordinated screening, early identification, and referral procedures for all infants, toddlers and preschoolers and their families.

0 1 2 3 4 5 6 7 8 9 10

Comments:

3. Our community recruits, enrolls and welcomes infants, toddlers and preschoolers with disabilities and their families into inclusive early childhood programs.

0 1 2 3 4 5 6 7 8 9 10

Comments:

4. Early childhood programs in our community make adaptations to the learning environment and instructional methods to ensure that infants, toddlers and preschoolers with disabilities can fully participate in their programs.

0 1 2 3 4 5 6 7 8 9 10

Comments:



II. Families as Partners and Leaders

1. All families of young children with disabilities in our community receive information and resources to support their child’s development, and understand their legal rights and responsibilities.

0 1 2 3 4 5 6 7 8 9 10

Comments:

2. All families of infants, toddlers and preschoolers with disabilities in our community are active partners in decision-making about their child, based on their priorities and preferences.

0 1 2 3 4 5 6 7 8 9 10

Comments:

3. Families of young children with disabilities in our community are engaged in leadership opportunities through family-to-family support, program and community advisory boards, and other advocacy activities.

0 1 2 3 4 5 6 7 8 9 10

Comments:



III. Integrated Service Delivery Systems

1. Our community has a cross-agency network to plan and coordinate early childhood services, including services for young children with disabilities and their families.

0 1 2 3 4 5 6 7 8 9 10

Comments:

2. Our community service providers have a shared understanding of each others’ roles and responsibilities, including the specific state and federal regulations and policies that guide each other’s work.

0 1 2 3 4 5 6 7 8 9 10

Comments:

3. For children and families jointly served, our community has coordinated systems, collaborative practices, and strategies to support ongoing communication between families and service providers.

0 1 2 3 4 5 6 7 8 9 10

Comments:

4. Our community has a coordinated transition process across systems that is responsive to the needs of young children (birth – five) with disabilities and their families.

0 1 2 3 4 5 6 7 8 9 10

Comments:



IV. Implementation and Sustainability

1. Our community uses effective professional development approaches, materials and resources to promote inclusion for young children with disabilities and their families.

0 1 2 3 4 5 6 7 8 9 10

Comments:

2. Early childhood administrators in our community work together to support staff across agencies and systems to promote inclusive services for young children with disabilities and their families.

0 1 2 3 4 5 6 7 8 9 10

Comments:

3. Our community examines and reflects upon progress toward achieving quality, evidence-based inclusive services for infants, toddlers and preschoolers with disabilities and their families.

0 1 2 3 4 5 6 7 8 9 10

Comments:

4. Our community networks with others to share information, provide mutual support, and promote inclusive services for young children with disabilities and their families.

0 1 2 3 4 5 6 7 8 9 10

Comments:

The SpecialQuest Group, A Special Project at Napa County Office of Education 1 Adapted from SpecialQuest Birth–Five, 2010 May 15, 2012

Action Planning Process


Community Perceptions of Inclusive Practices Reflection Upon completion of the process, please take a minute as a group, to reflect on the following questions. Based on this process, what do you see as your areas of strengths as a

community? What are the areas where our community faces the biggest challenges?

Where do we want to take action?


SpecialQuest Multimedia Training Library

SpecialQuest Action Plan Name: My/Our Action Plan will result in:

Action Steps: What Who When Resources Evaluation

This handout was adapted from the SpecialQuest Multimedia Training Library Facilitator’s Guide

community perceptions of inclusive practices (cpip ...pdfs/meetings/inclusionmtg...the specialquest...

Documents