DEC/CEC Preparation Standards for
Early Intervention (EI)/Early Childhood Special Education (ECSE)
Below are the DRAFT Preparation Standards for Early Intervention (EI)/Early Childhood Special Education (ECSE) as of January 4, 2019. Each Draft Standard includes the title of the Standard, the Standard, and its Components (the number items).
In developing this draft, the EI/ECSE Standards Development Task Force focused on performance-based competencies essential for beginning EI/ECSE educators. The work was guided by the parameters provided through CEC and CAEP and reflects alignment with DEC’s Recommended Practices. As feedback is received, the Task Force will make revisions. As drafts become more complete, supporting documents will be completed and additional feedback will be sought.
Thank you to those who have already provided feedback on this current draft.
Draft Standard 1: Child Development and Early Learning
Candidates understand the impact of different theories and philosophies of early learning and development on assessment, curriculum, instructional, and intervention decisions. Candidates apply knowledge of individual differences, exceptionalities, normative variations within developmental domains, and other direct and indirect contextual features that support or constrain children’s development and learning. These factors as well as social, cultural, and linguistic diversity are considered when designing meaningful learning experiences and individualizing intervention and instruction within natural and inclusive environments.
- Candidates demonstrate an understanding of the impact different theories and philosophies of early learning and development have on assessment, curriculum, instructional, and intervention decisions.
- Candidates apply knowledge of normative sequences of early development, individual differences, and cultural and linguistic diversity to support each child’s development and learning within natural and inclusive environments.
- Candidates 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.
- Candidates demonstrate an understanding of etiologies, characteristics, and individual differences within and across exceptionalities and developmental delays, and their potential impact on children’s early development and learning.
Draft Standard 2: Partnering with Families
Candidates use their knowledge of family systems to develop responsive partnerships with families. They apply family capacity-building practices as they support families to make informed decisions. They engage families in opportunities that strengthen family and parent competence and confidence and support children’s development and learning.
- Candidates apply their knowledge of family systems, and the changing needs and priorities in family life to develop trusting, respectful, culturally and linguistically responsive partnerships with all families.
- Candidates provide families with comprehensive, objective information to make informed decisions about necessary resources and supports, and to advocate for access and equity in natural, inclusive environments.
- Candidates engage families in addressing their priorities and concerns, in identifying opportunities to achieve the goals they have for their family and their child’s development and learning, and in strengthening their competence and confidence during assessment, individualized planning, intervention and instruction, and transition processes.
Standard 3: Collaboration and Teaming
Candidates apply models, skills, and processes of teaming when collaborating and communicating with families and professionals, using culturally and linguistically-responsive practices. In partnership with families and other professionals, candidates plan and implement transitions that occur across the age span. Candidates will use a variety of collaboration strategies while working with and supporting other adults.
- Candidates apply models, skills, and processes of teaming, including appropriates uses of technology, when collaborating and communicating with families, professionals representing multiple disciplines and roles, and community partners and agencies.
- Candidates plan and implement, in partnership with families and other professionals, appropriate and individualized events, activities, and processes to support transitions that occur across the age span.
- Candidates will use a variety of collaboration strategies, appropriate to the environment and service delivery approach, while working with and supporting other adults.
Draft Standard 4: Assessment
Candidates know and understand the purposes of assessment including ethical and legal considerations, to choose developmentally, linguistically and culturally-appropriate tools and methods responsive to the characteristics of the child, family and program. They develop or select and administer informal measures and select and administer formal measures using evidence-based processes/approaches in partnership with families, and other professionals. They analyze, interpret, document and share strength-based assessment information with families, and other professionals for goal development, planning instruction/intervention, monitoring progress, and reporting.
- Candidates know and understand the purposes of assessment including ethical and legal considerations, to choose developmentally, linguistically and culturally-appropriate, valid, reliable tools and methods responsive to the characteristics of the child, family and program.
- Candidates develop or select and use valid, reliable tools using evidence-based processes/approaches, including technology, in partnership with families, and other professionals.
- Candidates analyze, interpret, document and share strength-based assessment information with families and other professionals.
- Candidates use assessment data to develop child and/or family-based goals, plan for instruction, and monitor progress.
Standard 5: Curriculum
Candidates use developmentally, culturally and linguistically appropriate early childhood curricula and frameworks across developmental and academic domains. Candidates plan and create universally-designed, inclusive and natural learning environments that provide each child and family with equitable access to high-quality learning experiences. Candidates collaborate with families and professionals to identify and modify curricula to provide each child with learning opportunities that meet rigorous learning standards.
- Candidates plan and facilitate culturally-responsive, meaningful learning opportunities that support the unique needs of all children and families.
- Candidates use their knowledge of early childhood curricula and frameworks to plan and implement universally-designed, appropriate and challenging learning experiences that promote children’s learning within and across developmental and academic domains.
- Candidates collaborate with families and other professionals to identify, modify, and individualize early childhood plans, curricula and frameworks to ensure equitable access to appropriate and challenging content standards for all children.
Standard 6: Interaction, Intervention, and Instruction
Candidates plan and implement intentional and systematic, evidence-based and responsive interventions to support children’s learning and development. They methodically promote children’s social-emotional competence and proactively address challenging behaviors through the use of function-based interventions. Candidates facilitate equitable access and participation for all children within natural environments and inclusive settings. Candidates use data-based decision making to plan for and continually modify and improve interactions, interventions, and instruction.
- Candidates know and use systematic, responsive, and intentional evidence-based practices with fidelity when interacting with children and families.
- Candidates plan and implement flexible instructional and environmental arrangements to support the use of interaction, intervention, and instruction that is adapted to meet the needs of all children.
- Candidates proactively promote social-emotional competence, plan and implement function-based interventions to prevent and address challenging behaviors, and aim to make challenging behaviors irrelevant, ineffective, and inefficient.
- Candidates use responsive interaction and instruction with sufficient intensity and support across activities, routines, and environments to promote child and family access, participation, and engagement in natural environments and inclusive settings.
- Candidates plan for and continually modify and improve approaches to interaction, intervention, and instruction based on multiple sources of data across a range of natural and inclusive settings.
Standard 7: Professionalism and Ethical Practices
Candidates identify and engage with the field of early intervention and early childhood special education by exhibiting professional dispositions and advocacy and leadership skills while adhering to ethical and legal guidelines. Research and evidence-based practices are promoted and used by candidates.
- Candidates identify and engage with the field of early intervention and early childhood special education.
- Candidates engage in reflective practice and access professional development to improve their own practices.
- Candidates exhibit professional dispositions and leadership skills by using ethical practices and applying legal policies and procedures in relationships and interactions.
- Candidates advocate for children, families, and the profession including the promotion and use of research and evidence-based practices and decision making.
Thank you to those who have already provided feedback on this draft. Information regarding additional feedback opportunities will be available soon.