Standard 5: Topics
Topics: Each of the standards has two or more components that further describe what is meant by the standard for a total of 27 components across the seven standards. This section identifies, what learners should know and be able to do based on that component to facilitate positive outcomes for children and families.
Component 5.1 Learners 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.
What Learners Should Know and Be Able to Do
Learners Who Are Competent in this Component Know and Understand:
- developmental domain curriculum frameworks,
- content domain curriculum frameworks,
- role of culture in collaboration with families, and
- cultural influences on developmental and educational expectations.
Learners Who Are Competent in this Component Are Able To:
- collaborate with families and other professionals to
- identify evidence-based developmental and content domain curricula,
- assess curricula to determine the extent to which they reflect a developmentally appropriate scope and sequence across academic and content domains,
- assess curricula for cultural responsiveness and alignment with the learning expectations of the local context, including early learning standards,
- design developmentally and culturally responsive learning experiences,
- facilitate developmentally and culturally responsive learning experiences by embedding children’s cultural references in all aspects of the learning environment, and
- communicate developmental and educational expectations with families and children.
Component 5.2 Learners use their 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.
What Learners Should Know and Be Able to Do
Learners Who Are Competent in this Component Know and Understand:
- principles of universal design for learning,
- developmental content for intervention and instruction, and related pedagogy, and
- academic content for intervention and instruction, and related pedagogy.
Learners Who Are Competent in this Component Are Able To:
- identify, create, evaluate, and apply curriculum frameworks, such as developmental curricula, academic content curricula, and state or national learning standards,
- plan universally designed learning experiences and environments to allow for access, engagement, and learning across developmental and academic content domains, and
- adhere to universal design for learning principles by
- incorporating multiple ways for children to access the curriculum content,
- use multiple methods to facilitate children’s active engagement,
- include a range of formats for children to demonstrate what they are learning.
Select a Category:
Blueprint
Activity Bank
| *New* Tip sheet: Enhancing Family-Provider Partnerships During COVID-19 | Enhancing Family-Provider Partnerships |
| Tips for Providers: Providing & Coordinating EI Remotely | Tips for Providers: What to say to Families |
| Tips for Providers: Providing & Coordinating EI Remotely (What will it look like?) | Tips for Providers: What will a Remote Visit Look Like? |
| Tips for Families: Receiving Remote EI Services | Tips for Families Flyer .pdf What is Remote EI
Consejos para Familias .pdf What is Remote EI? (Spanish) |
| Tips for Families: How to prepare for a Remote EI Visit | Tips for Families: .pdf Preparing for the Visit
TConsejos para Familias: .pdf Preparing for the Visit (Spanish) |
| ECPC Course Enhancement Modules | E-Learning Lessons, Practice Guides & Resources |
| CONNECT Modules | CONNECT Modules and Courses |
| Virginia Early Intervention Professional Development Center | Framework for reflective questioning / The Coaching Quick Reference Guide - .pdf |
| Virginia Early Intervention Professional Development Center | Tools of Trade |
| OCALI (Ohio Center for Autism and Low Incidence Disabilities) (note: you must login but it is free) | Suite of Resources for Early Childhood Professionals |
| Public Consulting Group | Use of telehealth in early intervention (IDEA Part C) |
| Protecting Student Privacy
U.S. Department of Education |
Student Privacy 101 |
| Edelman, L. (2020). Planning for the Use of Video Conferencing for Early Intervention Home Visits during the COVID-19 Pandemic | Planning for the Use of Video Conferencing for Early Intervention Home Visits during the COVID-19 Pandemic |
| CEC Hosted Webinar with Resources | Teaching Special Education Online During COVID-19 |
| National Center for Hearing Assessment & Management Utah State University | Welcome to the Tele-Intervention Learning Courses |
| Lisa Dieker & Rebecca Hines UCF - Podcasts for Part B/619 Coordinators | Series of Podcasts: teaching online, inclusion, etc. |
| National Center for Pyramid Model Innovations - May Newsletter | Pyramid in the Time of COVID-19 |