1. Using Kansas Early Learning Standards (KELS) to Support
Young Children with IFSPs and IEPs

2. KELS Toolkits
This is one in a series of toolkit presentations developed to guide early care and education providers in appropriate and effective use of the Kansas Early Learning Standards (KELS).
As a pre-requisite to this training, participants should first be familiar with the KELS Overview Toolkit and the KELS document.
Note: Facilitators should determine in advance how to make the KELS available to participants, e.g.,
Provide link to the KELS for participants to access from their own devices during training (via their flash drive)
Provide print copies of the KELS for each participant
Provide display copies of the KELS for each table or group to use as reference during training
This training also relates to and expands on the following KELS Toolkits that participants are encouraged to explore, if they have not already:
Using KELS to Support: Assessment
Using KELS to Support: Curriculum Alignment

3. Making the connections: Conceptual knowledge and skills
How do Kansas Early Learning Standards (KELS) Support Children with an IFSP or IEP?
Making the connections:
Conceptual knowledge and skills
Guiding principles from School Readiness Framework
Kansas College and Career Ready Standards (KCCRS)
Kansas Early Learning Standards (2014 Revision)

4. Kansas Early Learning Standards
ARE designed to:
Are NOT designed to:
Recognize the importance of the early years as learning years
Serve as a guide for appropriate curriculum development/selection
Serve as a guide for creating quality learning environments and opportunities through play and planned activities
Serve as a curriculum in an early childhood program or other setting
Exclude children from a program, school, or activity
Serve as an assessment for children, families or programs
Even if you’ve seen this slide before, in the KELS Overview, it’s worth reviewing within the context of this presentation.
Standards vs Curriculum
Standards help identify what children should know and be able to do
The standards provide a lens for looking at curricula and daily activities to see if they address important areas of child development
Curriculum spells out the philosophy, methods, materials, organization, learning opportunities that will help bring about the accomplishment of the standards.
Any number of curricula or types of activities can be used to help children gain the knowledge, skills, and characteristics outlined in the standards.
Standards vs Assessment
Standards help identify what children should know and be able to do.
Assessment determines what children know and are able to do
There are a variety of developmentally appropriate methods for assessing young children.
Assessment information helps identify what still needs to be taught and /or what changes need to be make in teaching practice.

5. Learner Objectives Participants will:
Understand how KELS can be used to support legal requirements and accountability for special education services for children birth to age five.
Identify three principles of Universal Design for Learning (UDL).
Apply principles of UDL to adapt standards/goals/activities for infants, toddlers, and preschoolers with diverse learning needs and abilities.
Access additional resources to support effective use of the KELS to ensure that all young children can access, participate, and make progress in the general education curriculum/appropriate activities and routines.

6. Guiding Principles (from Kansas School Readiness Framework, 2012)
From birth, children are ready to learn. Parents, families and caregivers are children’s first teachers
Learning is a lifelong activity and every environment is a learning environment
Children’s success in school and in life is everyone’s responsibility. Communities, educational environments, families and children are ready to support success
The KELS were originally—and continue to be—based on the guiding principles you see here, from the Kansas School Readiness Framework of 2012.
Bold sections are specific to children with diverse backgrounds and abilities and clear indication of the value Kansas stakeholders place on the role of the family, school, and community in meeting the developmental, health, and learning needs of ALL children.

7. Guiding Principles (from Kansas School Readiness Framework, 2012) (continued)
School readiness involves the whole child in the context of the family and the community. This includes the child’s health and development in the following areas: physical, social, emotional, cognitive and general knowledge, communication and literacy
Integrated services are available to children, appropriate to the age, abilities, language and culture of each child
Schools are ready to support the success of each child, recognizing their wide range of cultural and linguistic backgrounds, learning experiences and differences in abilities

8. Guiding Principles (from Kansas School Readiness Framework, 2012) (continued)
A strong, direct connection exists in the early years between the quality of children’s health and experiences and their later success in school and in life. School readiness in Kansas depends on involvement from public policy, funding and system supports.

9. How are Needs of ALL Children Addressed in the Revised KELS?
Kansas Early Learning Standards (2014 Revision)
Based on current research and evidence based practices
Provide a clear statement of what young children should know and be able to do as a result of experiencing quality learning opportunities
Reflect a broad continuum of developmentally appropriate abilities and expectations
Provide common language for families and professionals to identify individual child’s strengths and needs
To reiterate: “All means all”: the KELS was developed for infants, toddlers and preschoolers of diverse abilities, languages, and cultures.

10. The Standards Are For Everyone
The Kansas Early Learning Standards help guide best practices that support learning and development in the early years, prior to Kindergarten. Because of this they are applicable to any setting where young children birth- age 5 are found. This includes in the home with their parents and family members, in a childcare or community preschool setting, in a school based program, or any of the myriad of other places throughout the community that provide support for young children and their families throughout their day.
The focus of this training is the use of standards to support children birth to 5 who are receiving special education services through IDEA Part C programs for infant-toddlers or Part B/619 programs for preschoolers. Consistent with legal requirements, professional practice recommendations, and research, these children are expected to be receiving their special education services in settings where we be if they were not identified with a developmental disability or delay. So this presentation is for adults who work in any of the settings or programs illustrated in this slide, because that’s where we expect to find infants, toddlers, and preschoolers with disabilities.

11. NAEYC: Cautions On Use of Early Learning Standards for All Children
“Standards are meant to ensure that we set high yet achievable goals for all children.…The tremendous diversity among children, including those from diverse cultural and linguistic backgrounds and those with disabilities, warrant special consideration in ensuring that the standards and their implementation and assessment work to close gaps and disparities rather than widen them.”
(NAEYC/NAECS-SDE, 2002, p. 7)
This quote comes from the NAEYC/NAECS-SDE (2002) Joint Position Statement on Early Learning Standards: Creating the Conditions for Success. (p.7).
Spell out acronyms of the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE).
Read position statement excerpt, reminding of previous slide about what KELS ARE and ARE NOT designed to do, including NOT to exclude children from schools, programs, or activities.
This position statement proposes that ELS provide the "what" but not the "how" of early education. [It goes on to say:] The "how" of learning should be aligned to the content standard through our understanding of best practices to increase the chances of attaining the goal...Likewise the content standards should inform how children's learning is assessed so that children can show proficiency... Especially critical is maintaining methods of instruction that include a range of approaches--including the use of play as well as both small- and large-group instruction--that are considered appropriate for young children (p.7).
This position statement is expanded upon in the subsequent NAEYC Position Statement on Early Childhood Curriculum, Assessment and Program Evaluation (2003) that includes the premise:
All children—whatever their abilities or disabilities—are respected and included in systems of early care and education. Curriculum, assessment, and program evaluation promote the development and learning of children with and without disabilities (p.5).

12. DEC: Cautions On Use of Early Learning Standards for All Children
“Standards…are designed to organize, prioritize, and frame what children are to learn at various stages or ages of development/education, not to dictate or limit what is taught.”
(DEC, 2007, p. 5)
DEC is the Division for Early Childhood of the Council for Exceptional Children. This statement comes from an influential 2007 DEC Paper on Promoting positive outcomes for children with disabilities: Recommendations for curriculum, assessment, and program evaluation referenced at the end of this PowerPoint and in the virtual toolkit that accompanies this training, if you would like to download the entire manuscript.

13. Quick Reflection Activity
At your table, or with a partner answer the following questions:
What is your involvement with children birth to five (including children with developmental delays or disabilities)?
How, if at all, have you incorporated the Kansas Early Learning Standards in your work with children birth to five, with and without disabilities?
What, if any, cautions or concerns do you have about how standards might be used in your work with children birth to five, with and without disabilities?
Let participants choose whether to work with their table, a small group, or a partner for this and upcoming activities.
At the end of 5 minutes begin by asking for show of hands of how many participants work in Part C? Part B/619? Head Start or other community preschool programs? District preschool programs? Childcare? Home visiting programs? Others?
Then ask for a show of hands of those currently using the KELS in any way in their practices. Ask how many are using the KELS with infants-toddlers, then infant-toddlers with IFSPs. Ask next about preschoolers, then preschoolers with IEPs. Depending on the responses, and the size of the group, you may ask for any specific examples of how KELS are being used to support children with IFSPs or IEPs. If you get examples that might not fit with the intended purpose of the standards, refer back to slide 6. If you get more than a few concerns, consider writing them on a flip chart or white board and suggest that you will revisit these at the end of the training, to see if they are still concerns, and if there are others that come up during training. If you get very few or no responses, reassure participants that they will be leaving with specific examples and lots of resources to support them in using the KELS to promote high quality inclusive services for infants and young children with disabilities or developmental delays.

14. What is Special Education for Children from Birth to Five Years Old?
IDEA Part C Services (
Infants and toddlers birth to age three
Eligible for early intervention
Individual Family Service Plan (IFSP)
Services in natural environments
IDEA Part B/619 Services (
Children three to five years of age
Eligible for special education
Individualized Education Plan (IEP)
Services in least restrictive environment
IDEA refers to the Individuals with Disabilities Education Act (IDEA) of 2004, the federal law that regulates and provides funding for special education services for children with disabilities from birth through age 21. Early care and education providers should know if an infant or young child coming into their program has an IFSP or IEP and they should receive a copy. These plans provide critical information about the family and child outcomes for infants and toddlers or the child’s goals for preschoolers. They describe the supports and services identified as necessary for meeting the outcomes or goals as well as timelines and responsibilities of the early intervention and special education staff that will work with you and the family to provide those services and supports in your setting when possible. Implementing IFSP outcomes and IEP goals is a shared responsibility. Early care and education providers will gain functional information from the IFSP or IEP that can guide their planning, interaction, and instructional strategies. Childcare providers, home visitors, or preschool teachers have valuable information to share with special education team members, including family members, regarding a child’s functional strengths and needs in daily activities and routines and progress on identified outcomes or goals.
This is NOT going to be a training on IFSPs or IEPs. Our focus is on how the KELS can be used to support infants, toddlers and preschoolers with identified developmental delays or disabilities in the most natural or inclusive setting, that is, where they would be if they didn’t have a delay or disability.
Notes:
if discussion brings up issues related to specifics about IFSPs and IEPs, refer participants to the websites provided in this slide and to resources included in the virtual toolkit.
For any questions about who receives special education services through IDEA services for birth to 5 year olds or what those service should look like, refer participants to the Infant Toddler Manual and the KSDE Process Handbook at the links provided for more information about early intervention and special education services for children birth to five in Kansas, including eligibility determination and procedures for evaluation, IFSP/IEP development, service delivery, and much more.
If discussion should turn to the role of the early care or education provider in partnering with early intervention and early childhood special education staff, refer to the section on “Partnering to Support Young Children with IFSPs and IEPs” at end of this presentation.

15. Making Connections: How KELS Support Accountability for Children with IFSPs and IEPs
Every Student Succeeds Act (ESSA)/Elementary and Secondary Education Act (ESEA)
Kansas College and Career Ready Standards (KCCRS)
Evidence-based practices
Individuals with Disabilities Education Act (IDEA)/Office of Special Education Programs (OSEP) shared indicators for birth to five services
Natural/least restrictive environments (LRE)
Early Childhood Outcomes (ECO)
Transition
Professional Practice/Program Guidelines/Standards
NAEYC
DEC
Like kids in K-12, infants and preschoolers with IFSPs and IEPs must meet all of the requirements of general and special education when it comes to accountability, so NCLB/ESEA and IDEA. That includes striving to meet both National Association for the Education of Young Children (NAEYC) guidelines and the Council for Exceptional Children’s Division for Early Childhood (DEC) Recommended practices. The DEC Recommended Practices have been recently updated and are available online now, with lots of new practical resources that you can find in the Virtual Toolkit for this presentation. Specific programs also have their own guidelines, such as the Head Start Child Outcomes Framework, and the Parents as Teachers Quality Standards, for example.
Quickly review ideas of how early learning standards support NCLB/ESEA, IDEA/OSEP, and professional practice/program guidelines, e.g.:
Every Student Succeeds Act (ESSA)/Elementary and Secondary Education Act (ESEA) callled for:
common core standards: the KELS is aligned with our KCCRS for kindergarten reading, math, and character development
research and evidence-based practices: the KELS are informed by the most current research and evidence based practice literature for children birth to five
Individuals with Disabilities Education Act (IDEA)/Office of Special Education Programs (OSEP)
What children birth to 5 years should know and be able to do to be fully included (access, participate and make progress) in natural/least restrictive environments
Aligned with Early Childhood Outcomes and curriculum based assessments required for use in the ECO ratings process
Common expectations/language to promote a continuum of services birth to 5, transition process from Part C to Part B/619, family involvement in child’s learning
Professional Practice/Program Guidelines/Standards
Informed by developmentally appropriate practice (NAEYC)
Guided by principles of integrated services appropriate for differences in abilities, language, and culture (DEC)
Domains align with Head Start outcomes framework; school readiness involves whole child within context of family and community (Head Start)

16. Making Connections: How KELS Can Support Part C and Part B/619 Requirements
There is no requirement that IFSP outcomes or IEP goals are linked to standards for infants, toddlers, and preschoolers receiving special education in Kansas
There are requirement that infants, toddlers and preschoolers with IFSPs and IEPs receive their special education services in natural and inclusive settings
There are requirement for teams to work together to
identify age-expected, immediate foundational, and foundational skills
in developmental areas related to the Early Childhood Outcomes (ECO)
create a smooth process for families and children who transition at age from family-centered early intervention to special education services
in their school district
RE: the first bullet—although there are no federal or state level requirements for linking EC IEP goals to standards, we are aware that some local districts have made this a requirement, so be aware that this is a local option for school districts.
There ARE requirements that infants and preschoolers with developmental delays or disabilities who are receiving service funded by the IDEA receive their early intervention and special education services in natural environments and settings where they would be if they did not have an identified developmental delay or disability, AND that they can access, participate, and show progress in developmentally appropriate activities within these settings.
There ARE also requirements for teams (family members, early care and education providers, early intervention practitioners, special education staff, and others who know the child and family) to collaborate in gathering information on functional age-expected, immediate foundational and foundational skills across developmental areas that contribute to assessing child progress in 3 outcome areas and reporting results to the U.S. Office of Special Education Programs.
These outcomes address:
1. Positive social-emotional skills (including social relationships),
2. Acquisition and use of knowledge and skills (including early language/communication, and literacy for three, four, and five year olds), and
Taking appropriate action to meet needs.
There ARE also federal requirements requiring teams to ensure that every child transitioning from Part C infant-toddler services who is eligible for Part B preschool special education services has an IEP in place on or before their third birthday.
At your table or with a partner, take a few minutes to discuss your thoughts about ways in which the early learning standards are being used or could be used to support the requirements for Part C and Part B/619 programs listed in this slide.
After 5 minutes, ask for examples. Possible answers can come from previous slide, e.g.
For services in natural environments/LRE and for access, participation, and progress in developmentally appropriate activities: KELS represent what children birth to 5 years should know and be able to do to be fully included (access, participate and make progress) in natural/least restrictive environments; Informed by developmentally appropriate practice (NAEYC); Guided by principles of integrated services appropriate for differences in abilities, language, and culture (DEC)
For identifying child progress on ECO: KELS represent functional, age-expected skills and behaviors and are aligned with Early Childhood Outcomes and the (8) curriculum based assessments approved for use in the ECO ratings process. The link to an alignment of ECO with the KELS is included in the KELS Toolkit for Children with IFSPs and IEPs that accompanies this training.
For transitions: Common expectations/language promote a continuum of services birth to 5, the transition process from Part C to Part B/619, and family involvement in child’s learning.

17. Making Connections: KELS and Part C Infant Toddler Services
Mission and Key Principles for Providing Early Intervention Services in Natural Environments
Mission: “Part C early intervention builds upon and provides supports and resources to assist family members and caregivers to enhance children's learning and development through everyday learning opportunities.”
Introduce this slide by saying, “While there is no requirement or specific guidance related to the use of early learning standards in Part C Infant Toddler Services in Kansas, Kansas tiny-k programs are required to adhere to the Agreed Upon Mission and Key Principles for Providing Early Intervention Services in Natural Environments.
(Reference with link to this document is included at the end of the PPT and in the Tool Kit on the flash drive.)
Ask participants to begin to think about how the KELS might be useful within the context of providing supports and resources for family members and caregivers to enhance children’s learning and development through everyday learning opportunities (in preparation for discussion after next slide).
(Workgroup on Principles and Practices in Natural Environments, 2008, p. 2)

18. Making Connections: KELS Support for Part C Infant Toddler Services
Introduce this slide by saying, “Kansas tiny-k programs are also required to adhere to the Agreed Upon Practices for Providing Early Intervention Services in Natural Environments (2008). When we examine the practices described in this document with the KELS in mind, a number of potential connections or linkages could be made. At your table, or with a partner, take a minute to run through this checklist and identify any practices for which you have used the KELS with family members or caregivers—whether you work with young children with IFSPs or not. Circle the practices might you want to try using the KELS as a resource for families or caregivers.
After 5 min. run down the list and ask for show of hands for who has used/would consider using the KELS to support each of the selected Agreed Upon Practices, any of which might use the KELS in some manner as a resource.
Reference link for this document (with many more practices than the examples you see here) is included at end of PPT and in the Tool Kit.
(Workgroup on Principles and Practices in Natural Environments, 2008, pp. 2-15)

19. Making Connections: KELS and “General Education Curriculum” for Part B/619
For preschool children, the general education curriculum is “appropriate activities”, including “activities that children of that chronological age engage in as part of a preschool program or in informal activities.…Teachers should become familiar with [the KELS] to know what preschool age children should know and be able to do.”
(KSDE, 2011, p. 78)
Switching now to preschoolers, while there is no requirement that IEPs are linked to standards for children receiving early childhood special education services, the Kansas State Department of Education Process Handbook does make the important connection you see here between the general education curriculum and the Kansas Early Learning Standards for preschool age children. The Process Handbook goes on to clarify:
“Examples of appropriate activities include social activities, pre-reading and math activities, sharing-time, independent play, listening skills, and birth to 6 curricular measures. Federal regulations [at 34 C.F.R (b)] indicate that preschool programs for children with disabilities should have an educational component that promotes school readiness and incorporates pre-literacy, language, and numeracy skills.” (p. 78)

20. Making Connections: Linking Curriculum and Standards with the IEP for Part B/619
“…one of the cornerstones of providing services for children who have disabilities is the actual provision of those services in the least restrictive environment. In order to achieve this, special education professionals must have a sound reference point from which to work; the general early childhood curriculum and the standards on which the curriculum is based provide that reference point.”
Kansas IEP training for early childhood further clarifies and extends the connection between the standards and IEP goals, facilitated by curriculum that is aligned with the standards. [Read quotes from Kansas State Department of Education, Technical Assistance System Network (2014). IEP Training for Kansas Schools: Early Childhood- Writing IEPS for Young Children. This quote comes from slide 38 of the webinar/PowerPoint. Bold print added for emphasis on standards-linked references.]
If you are not using a commercial curriculum that the publisher has aligned with the KELS, the KELS toolkit and PPT on curriculum alignment will provide resources to assist you in the process of aligning curriculum with the standards.
[What is meant by “Least restrictive environment”? IDEA 2004 identifies it this way:
“To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. “]

21. Making Connections: Linking Curriculum and Standards with the IEP for Part B/619 (continued)
The individualized education plan (IEP) spells out the specialized instruction and related services that will be provided to enable the child to access and make progress in appropriate activities. The concept of linking standards to the IEP is to ensure that children with disabilities have access to the general curriculum. When the curriculum aligns with the standards, linking IEP goals to the general curriculum becomes easier.
(KSDE, 2014)

22. What is “curriculum” for Birth to Five?
“A complex idea containing multiple components including goals, content, pedagogy, or instructional practices…”
(NAEYC/NAECS-SDE, 2003, p. 6)
A comprehensive guide for instruction and day-to-day interactions with young children
Activities, interactions, and learning opportunities provided for young children throughout their daily routines
(DEC, 2007, p. 3, 9)
We shared the KELS description of “curriculum” earlier: The organized, planned, content of learning. It identifies a sequence of skills or knowledge that a child may exhibit and is structured around a philosophy regarding how children learn. Instructional strategies and methods are used to teach the specified content (p. 7-8).
Here’s the description of curriculum from the joint position statement from NAEYC and the NAECS-SDE (2003), a paper we mentioned earlier.
DEC, in the 2007 paper we also talked about, uses the NAEYC definition of curriculum, adding to it the bullets you see below.
This is to make clear that we are talking about “curriculum” with a small “c”; however, commercial curricula that meet these definitions would be included as well.

23. Is There “Curriculum” for Infants and Toddlers?
High quality infant/toddler programs…base their curriculum on knowledge of very early development. Thus a curriculum for children in the first years of life
is focused on relationships, communicative competencies, and exploration of the physical world, each of which is embedded in daily routines and experiences
…intentionally develops language, focusing on and building on the home language; promotes security and social competence; and encourages understanding of essential concepts about the world
(NAEYC/NAECS-SDE, 2003, pp. 9-10)
And for those of you who were already thinking about this question….Here’s what NAEYC has to say about curriculum with consideration for infants and toddlers.

24. Where Do KELS Come In?
“The main concepts or ideas embedded in the standards are targeted for all, but teams may need to alter the learning environment, provide additional supports, and/or allow children to use alternative communication devices to demonstrate knowledge and skill.”
(DEC, 2007, p.6)
And here’s what DEC has to say about the use of early learning standards, reiterating the NAEYC position that the standards set high yet achievable goals for all, but reminding us that some children will need additional supports in order to be able to access, meaningfully participate, and demonstrate progress within the curriculum.

25. Making Connections: A Universally Designed Curriculum Framework
The use of daily routines and activities as the context for learning in a universally designed curriculum framework ensures that the standards and individually targeted skills are addressed in a manner that expands, modifies, or is integral to the activity in a meaningful way
High quality learning contexts that incorporate the three principles of universal design serve as the foundation for intervention planning for all children
For children with disabilities that need additional support, accommodations are provided to ensure that these children are progressing (DEC, 2007, p. 6)
Review quote.
The DEC Outcomes paper goes on to make connections among the general education curriculum or appropriate activities and routines, early learning standards, and individually targeted skills for children who need additional support using the framework of Universal Design for Learning (UDL).
Regardless of the setting in which early care and education services are provided or the model for providing the service, the principles of universal design for learning are at the heart of an effective curriculum framework and articulate a comprehensive approach to meet the needs of all young children. (DEC 2007 p. 4-5)
With a universally designed curriculum framework, adaptations for diverse learners are integral to the goals, methods, materials and assessment components of a standards-based curriculum.
[Note: bold print added to citation for emphasis on topic.]

26. What Is Universal Design for Learning (UDL)?
UDL is a framework for providing all children equal opportunity for learning. Principles include providing multiple and flexible means of:
Representation (presenting information and content in different ways to allow for diverse learning styles in how children access information and acquire knowledge)
Action and expression (to allow diverse options for children to demonstrate what they know or have learned)
Engagement (to use children’s own interests to challenge and motivate them to learn)
Center for Applied Special Technology (CAST)
The concept of universal design for living originated in architecture but quickly made its way to education and to early education settings as a guide not only for designing environments to be more accessible for all, but also as a framework for designing curriculum and instruction to be accessible for diverse learners (see CAST website)
The term “universal” refers to the adaptations we can make to the environment, curriculum, and instruction ahead of time, because of what we know about developmentally appropriate practice, how infants, toddlers and preschoolers learn, and what children should know and be able to do based on early learning standards.
The first principle, representation, “ensures instruction, questions, expectations, and learning opportunities are provided in various formats and at different levels of complexity, addressing a range of ability levels and visual, auditory, and kinesthetic needs”. (DEC, 2007) Representation can also be thought of as “Input”, or how the child takes in information.
Action and expression: “ensures children have a variety of formats for responding, demonstrating what they know, and for expressing ideas, feelings, and preferences. In addition, children have options in their use of resources, toys, and materials, addressing individual strengths, preferences, and abilities” (DEC 2007). Action and expression can also be thought of as child “output”.
Engagement: “ensures various opportunities are presented for arousing children’s attention, curiosity, and motivation, addressing a wide range of interests, preferences, and personal styles. Engagement is then maintained by providing various levels of scaffolding, repetition, and appropriate challenges to ensure successful learning.” (DEC 2007)

27. What is Universal Design for Early Learning?
“It is designing early education settings so all children, as equal and valued members of the program, may access and engage in all learning opportunities, learn from a common curriculum according to their individual strengths and abilities, and demonstrate their learning in multiple ways.”
(Conn-Powers, Cross, Traub, &
Hutter-Pishgahi, 2006)
[Read quote.]
The link to this article is included in the virtual toolkit for this training.

28. Think of UDL as what we adults can do to ahead of time to make sure the learning environment for infants and young children—at home or in early care and education settings—is welcoming, flexible, and adaptable to meet the needs of diverse learners from the start.
The concept of universal design for living quickly expanded to universal design for learning, especially following the passage of IDEA, as we came to realize that the adaptations we make for people with special needs end up benefiting all of us, as is the situation depicted in this Michael Giangreco cartoon used with permission.

29. UDL: Getting it Right from the Start
“The practice of making adaptations to an existing curriculum framework is like adding a wheelchair ramp to an existing building rather than designing the ramp during construction. The after-the-fact method is more expensive, takes more time, and may be awkward and unsightly.” (DEC, 2007, p. 4)
Additionally, making the curriculum accessible after the fact benefits “only a small number of children at a given time or within a given activity” (DEC 2007, p.4) rather than making universal adaptations available to any child, any time, right from the start.

30. Universal Design Benefits Everyone
Ramps are a great example of an adaptation created for people with physical disabilities that are used by many people without disabilities (moms with strollers, people pulling luggage on wheels, kids on bikes, etc.) Can you think of other examples of universally designed adaptations that benefit us all (in architecture and in learning/education)?
Examples from architecture might include: automatic doors, elevators, curb cuts, hand rails in bathrooms, etc.
Examples from education might include: visual schedules, talking books, video captioning, pencil grips, etc.

31. Adaptations, Modifications, & Accommodations
“Adaptations refer to changes or modifications to activities or materials in the environment to facilitate or maximize a child’s participation.”
Accommodations
“Accommodations include any changes to materials, response modes, assessment, or instructional procedures that allow children with disabilities to fully demonstrate their knowledge and skills. Accommodations are designed to eliminate barriers.”
(DEC, 2015, p.2)
In applying principles of Universal Design for Learning we make adaptations, also known as modifications, and sometimes we also must make accommodations as well. Although there is variability in the use of these terms, the definitions here come from the 2015 DEC Recommended Practices Glossary which uses the terms modifications and adaptations interchangeably to refer to tools for helping all children participate and make progress. Accommodations, on the other hand, often refer to specially designed instruction and supports we put in place to allow infants, and young children with disabilities to access, participate and show progress on outcomes or goals within the context of daily routines, developmentally appropriate activities, and the general education curriculum for early childhood.
Let’s look at some specific examples.

32. Types of Adaptations/Modifications
These are types of modifications identified by Sandall, S. R., & Schwartz, I. S. (2008) in their book, Building blocks for teaching preschoolers with special needs (2nd ed.). Baltimore, MD: Brookes. The book comes with a CD-ROM with all of the forms included in the book to guide teams in planning, assessing, problem-solving, and developing effective adaptations and modifications as well as embedded learning opportunities for individualized instruction for young children.
(Sandall & Schwartz, 2008)

33. NCQTL Curriculum Modifications 15-Minute Inservice Suites
Thanks to the National Center on Quality Teaching and Learning (NCQTL), there is a 15-minute inservice for each of the 8 types of curriculum modifications identified by Sandall and Schwartz in Building Blocks. Each one includes tips for teachers, shown here for the inservice on “Environmental Support”, as well as “Tools for Supervisors” and “Helpful Resources”. There is also a 15 minute introduction to the Inservice Suites on Curriculum Modifications found at the link you see on this slide.
Although the types of modifications identified by Sandall and Schwartz and illustrated by the NCQTL Inservice Suites can be used with all ages, the examples in Building Blocks and on the NCQTL website are for preschool classroom settings. Let’s look at another resource for examples of adaptations for toddlers and preschoolers in early care and education settings.

34. Where Do I Find More Examples of Adaptations For UDL?
CARA’s Kit for Preschoolers (2007)
Mini posters on general adaptations and adaptations specific to learning areas including language and literacy; arts and creative expression; science and nature; water and sand; math; manipulatives; dramatic play; block play; music; and active learning and movement
CARA’s Kit for Toddlers (2012)
Adaptation matrices for activities such as music; play time; art and sensory experiences; story time; active movement; circle time; community outings; drop off/pick up; diapering/toileting; nap time; meal time; clean - up; and transition
CARA’s Kit for Preschoolers is available from DEC; CARA’s Kit for Toddlers is available from Brookes Publishing Co. References for both are included at the end of this PowerPoint. Like Building Blocks, each booklet includes a CD-ROM with planning and problem-solving forms. There is also a Consultant Guide available for CARA’s Kit.
CARA’s Kit for Preschoolers was developed originally for the diverse group of children found in a preschool classroom, including children with disabilities. The newer CARA’s Kit for Toddlers was developed for developmentally younger children (ages months) and for caregivers and professionals working in early intervention and childcare who provide services in toddlers’ homes, in family childcare homes, or in other types of group programs.

35. CARA’S KITS Types of Adaptations
Here’s a planning matrix from Cara’s Kit for preschool for a daily schedule of activities in an early care or education setting. The types of adaptations identified in CARA’S KITS are similar to those described in Building Blocks but fewer in number. Adaptations are listed on a continuum beginning with the least intrusive strategy, so first is adapting the environment, then activity, materials, requirements or instruction, and finally considering the level and type of assistance provided. The Toddler version of CARA’s KIT includes adaptations to the daily schedule and does not include an assistance category.
The way this form works is that challenging situations that arise throughout the day are identified in the column on the left. Teams or individuals brainstorm appropriate adaptations, beginning with the least intrusive adaptation they believe will work. If it’s not successful, they follow the continuum to identify the next least intrusive adaptation they think will work. The recommendation is that physical assistance for preschoolers is only used when all other forms of adaptation have not been successful.
(Milbourne & Campbell, 2007)

36. (Milbourne & Campbell, 2007)
Here is another tool used in both the toddler and preschool version of CARA’S KITS. This simple process helps you record and monitor the changes you decide to make in response to a problem situation for a group of children or for an individual child. At the top you are prompted to set a goal for improvement and then select and describe the methods of adaptation you will use, beginning with the least intrusive and progressing to increasingly more intrusive options until you meet your goal for what you would like to see happen. You’ll notice there is even a data collection component, prompting you to make a notation of the impact of your adaptation(s). It is recommended that you keep your adaptation notes with your lesson plan.
The infant-toddler version substitutes changes to schedule and routine for changes to activity and assistance.
(Milbourne & Campbell, 2007)

37. Show Me!
The virtual toolkit that supports this training includes a section called “Show me what implementation LOOKS LIKE” for adults and children. A resource you will find included there is this 12 minute video clip developed by the Center on Early Language and Literacy (CELL) to demonstrate adaptations using the continuum of least to most intrusive from the CARA’s Kits for Toddlers and Preschoolers. [If there is time, you can show the clip using the link below. If not, refer participants to the reference at the end of the PPT or in the Virtual Toolkit for this presentation.]

38. KELS Content Area: Communications and Literacy (CL) Strand: Literature Sub Heading: Key Ideas and Details
Now let’s consider an example of what universally designed adaptations might look like for curriculum activities linked with early learning standards. Here is a screenshot from the communications and literacy area of the KELS. In the Literature strand, under the subheading “Key Ideas and Details” you can locate on page 30 the continuum of related standards for infants, toddlers, preschoolers and kindergarteners.
(KELS, 2014, p. 30)

39. UDL: Multiple Means of Representation
Here is an example of how the principle of multiple means of representation (or “input”) could be used to adapt the ways children at different ages receive and understand information about key ideas and details in a story. In the left column you see a checklist of possible ways adults can adapt standards, goals, or activities for children at different ages.
Note: depending on your audience, you may not need to read through these examples, or you may select one age group from each example to review. Point out that not every activity or lesson plan needs to include the full continuum of possible adaptations.

40. UDL: Multiple Means of Action/Expression
Here is an example of how the principle of multiple means of action or expression (“output”) can be used to adapt the ways children at different ages express what they know or have learned about key ideas and details in a story.
Refer to glossary on KELS flash drive for definitions/descriptions of unfamiliar terms, e.g., “mand-modeling”, or “graduated guidance” (or insert definitions from glossary here).

41. UDL: Multiple Means of Engagement
And this is an example of how multiple means of engagement can support meaningful participation in various high interest, high preference activities where children can access information and demonstrate what they know or have learned about key ideas and details in a story.
Optional: If time, in large or small groups, ask participants to find examples of adaptations for each type on the continuum: Environment, Daily Schedule, Activity/Routine, Materials, Requirements/Instruction, and Assistance.

42. Using UDL to Make Standards Accessible: ATL/Creativity/Problem Solving (p. 13)
Refer to Handout for this activity. Now it’s your turn. At your table, or with a partner, brainstorm adaptations for either the toddler or preschool standards from the KELS related to remembering and following simple rules. Try to come up with at least 1 adaptation for each UDL category (representation, action/expression, and engagement). If you work in a group setting, it might help you to think about adaptations you would make for all kids to use, things you know some of the kids would use, and adaptations you would make for individual kids in your program who have unique needs. Check the types of adaptations you make (but we don’t expect you to come up with examples for all of them). Be ready to share at least one of your adaptations in about 5 minutes.
After 5 minutes, ask for volunteers to share toddler and preschool examples. If you get lots of good examples, you can probably skip the key on the next slide and let participants read it on their own.
Optional: This could be completed as a large group activity.

43. Using UDL to Make Standards Accessible: ATL/Creativity/Problem Solving

44. Making Connections: Summarizing UDL for Children Birth to Five
Who benefits from a universally designed framework for learning?
All infants, toddlers and preschoolers, including children with diverse languages, cultures, and abilities
Where can principles of UDL be applied?
Everywhere young children engage in developmentally appropriate activities and routines
The UDL framework parallels what early care and education providers already know about
planning for Individual differences of diverse learners (strengths and needs), and 2) the importance of the whole child
To plan for universal designs for learning, we need a deep understanding about developmental expectations for what infants, toddlers and preschoolers should know and be able to do across all domains, which is where the KELS can be a helpful resource.
The universally designed curriculum framework includes learning goals for all children—aligned with early learning standards—that are achievable but challenging. Instructional methods include varied approaches to presenting and supporting learning (e.g., visual, verbal, auditory, physical). Materials are flexible and allow for choice based on children’s interests. Assessment is authentic and ongoing and used to make instructional decisions and adjustments to learning goals, methods, and materials for groups of children as well as individuals.
Much more information about UDL is available in resources included in the virtual toolkit that supports this training.

45. Assessment and Progress Monitoring Activities and Interventions
Universally Designed Curriculum Framework
“All learners have access to and participate in the curriculum through multiple means of representation, engagement, and expression” (DEC, 2007).
Utility for intended purpose
Authentic
Family-centered/team-based
Good psychometric qualities
Feedback spirals guide instructional decisions
Assessment and Progress Monitoring
Scope= broad areas of development
Sequence= order taught/learned
Standards may serve as scope and sequence if they include all areas of development and learning
Scope and Sequence
“Curriculum” that guides day-to-day interactions;
Goals, content, instructional practices, environment, toys/materials, pedagogy
Accessible to full range of diversity represented
Activities and Interventions
Making the Connections: Remember, the standards are the “What”, the universally designed curriculum framework is the “How”. The curriculum framework described by DEC and illustrated here represents a set of practices for ensuring access, participation and progress for all learners that results in improved outcomes and leads to success in school and life.
ELS are an integral component of a comprehensive system supporting high quality early care and education for all infants and young children within a universally designed curriculum framework. Assessment information can be used for multiple purposes, the most important of which are program planning and progress monitoring, both guided by data-driven decision making. (Remind of KELS Assessment Toolkit). The “scope” in the scope and sequence is “increasingly influenced by state and federal early learning standards” (National Governor’s Association, 2010; Scott-Little, Kagan, Frelow, & Reid, 2008; Scott-Little, Lesko, Martella, & Milburn, 2007) and tiered models of instruction and intervention.
Improved Child Outcomes

47. Making Connections: KELS, Universally Designed Curriculum Framework, Tiered Systems of Support, and Children with IFSPs/IEPs
Early learning standards and a universally designed curriculum framework are critical, but not sufficient for ensuring access, meaningful participation, and progress in the general curriculum/daily activities and routines for children with IFSPs and IEPs (DEC, 2007)
For children identified with developmental delays or disabilities that prevent them from being able to access, participate and make progress in developmentally appropriate activities or the general education curriculum, even in the presence of a high quality, universally designed curriculum framework with tiered levels of support, intensive, specially designed instruction and related special education services may be necessary.

48. DEC: On Use of Standards For Individually Targeting Skills
“Individually targeted skills may also be needed …and identified based upon unique needs of children… often documented in IFSPs and IEPs for children with identified disabilities.”
“Individually targeted skills, while remaining aligned with common standards for all children, represent a substantial modification or change in terms of expectations, performance criteria, and/or form or format.”
(DEC, 2007, p. 6)
UDL can be thought of as “acts made to level the playing field and provide equal access and opportunity without substantially altering what children are expected to learn and be able to do (DEC 2007). In addition, all good teachers routinely modify instruction for individual children or groups of children based on their abilities, learning styles, and interests—also known as differentiating instruction. But when differentiated instruction within a universally designed curriculum framework is not enough, a special education evaluation can help team members identify and address the possible reasons why “a child is having difficulty accessing and participating in daily activities and routines and making progress toward the common goals in the general curriculum” (DEC, 2007, p. 8). [Read quote from slide]
So to clarify, principles of universal design for learning guide us in developing curriculum and activities for our programs and settings based on our knowledge of the needs of infants, toddlers and preschoolers as a diverse group of learners (before we even meet them). Differentiated instruction guides us in modifying the learning content, process or environment for individual children in our settings based on our observation and assessment (after we know them). Both universal design for learning and differentiated instruction are components of developmentally appropriate practice within the general education setting. For a few children who are not able to meaningfully access, participate and show progress within a UDL curriculum with differentiated instruction, early intervention or early childhood special education services may be necessary.

49. Making Connections: The KELS and IEPs for Early Childhood
Kansas IEP training and guidance makes connections between the KELS and the IEP process for preschoolers, especially related to the development of:
Present Levels of Academic Achievement and Functional Performance (PLAAFP)
IEP Goals
Link to KSDE IEP training is included in references.

50. Making Connections: KELS and the PLAAFP or Part B/619 IEPs
Preschool IEPs must include Present Levels of Academic Achievement and Functional Performance (PLAAFP). The purpose of the PLAAFP is to:
At their tables, or with a partner, ask participants to consider how the KELS could be used as a resource for any of the functions of the PLAAFP listed in the table you see here, which comes from KSDE training for early childhood IEPs.
At the end of 5 minutes, go through the list and ask for volunteers to share their conclusions and rationale.
(Do we need to add a KEY here?)
(KSDE, 2014)

51. Making Connections: KELS and Part B/619 IEP Goals
IEP goals should not be simply a restatement of the “what”
IEPs and special education services should address the “why”
“Individually targeted skills should not be simply a restatement of what is being addressed for all learners, but rather the underlying, earlier, or prerequisite skills that are necessary for a child to have access to and participate fully in the curriculum.” (DEC, p. 6)
This conclusion is emphasized in KSDE IEP training for early childhood, in the following guidance:
“IEP goals should not reflect what other children of the same age are expected to learn. For example, the IEP for a 4 year old does not need to include goal for sorting items into categories and making comparisons, because this is an indicator for all 4 year old children. However, if a child who was 4 is not able to match two identical items, the team might consider writing a goal for that skill to help support the child’s mathematical development.” (KSDE, 2014)
Remember, Individualized education plans and special education services address the reasons WHY a child is having difficulty accessing and participating in daily activities and routines and making progress toward the common goals in the general curriculum.
Other examples of IEP goals are provided in the KSDE-IEP training for early childhood that you can access at the link provided here and in the Toolkit.
More information on writing meaningful and measurable IFSP outcomes and IEP goals can be found on the KITS website, and those links are also included in the Toolkit.

52. Final Conclusions: KELS, UDL, and IDEA Services in Early Childhood
Early learning standards should be written to be consistent with principles of UDL which should guide early care and education providers in designing and implementing a continuum of adaptations and modifications for children with diverse learning styles and individual needs
Infants, toddlers and preschoolers with disabilities will still need additional intensive individualized support in order to access, participate, and show progress in developmentally appropriate activities and routines (infants/toddlers) or general education curriculum content (preschoolers)
The Center on Enhancing Early Learning Outcomes (CEELO) 2013 webinar on Early Learning Standards provides a nice summary of the take-away messages from this training. You can access the archive of the CEELO webinar at a link provided in the references section.
“First, [CEELO advocates] the early learning and development standards should be written in a manner that is consistent with universal design principles so that they are applicable for children who reflect a great deal of diversity in how they learn and develop.” Our Kansas early learning standards were developed to consider the whole child within the context of the family and the community, recognizing the wide range of cultural and linguistic backgrounds, learning experiences, and differences in abilities. To ensure that all children can access, participate, and make progress in developmentally appropriate activities and the general education curriculum in early childhood, we should apply principles of universal design for learning related to representation, expression, and engagement in designing and implementing effective adaptations and modifications in all early care and education settings.
[CEELO also concludes that ] “Children with disabilities may need additional individualized support and may make progress toward demonstrating mastery of standards in different ways from typically developing children. Additionally, the special education system and services must incorporate the early learning and development standards in meaningful ways. For instance it is important…to provide professional development that includes the standards as a meaningful part of curriculum planning and implementation, and to help practitioners see how the standards relate to/are consistent with [IDEA requirements for Part C/B619 programs].”

53. Final Conclusions: KELS, UDL, and IDEA Services in Early Childhood (continued)
Everyone who works in early care and education needs professional development on how early learning standards relate to curriculum planning for inclusive settings and legal requirements for serving infants and young children with disabilities.
(REL-NEI/CELLO, 2013)

54. Additional Information
KELS Virtual Toolkit: Using KELS to Support Children with IFSPs and IEPs. QT
I need a better understanding of this topic. Where should I begin?
How do I find out what works to support infants and young children in this area?
Show me what implementation looks like (for adults and children) in classroom and non-classroom settings?
How can I get additional training on this topic?
I would like to share this information with others, in a group setting. Is there a trainer's version of this virtual toolkit?
For those of you interested in additional information or resources related to topics and issues we’ve address in this training, here’s what’s included in the Virtual Toolkit, a professional development resource organized by your level of interest, the age range you work with, and your workplace settings.
Options:
Take participants to the website and do a quick review, pointing out the links to the articles referenced in the PPT
Let participants who have their own devices explore the toolkit, given the assignment of finding the articles referenced in the PPT
Provide a handout of the toolkit in PDF format for participants to follow along with as you take them through the toolkit online. Ask them which resources they want to see
If you made notations of questions or concerns earlier in the presentation, take time to review those now and ask participants if their concerns were addressed. If not, assure them that they will likely find information they need in the toolkit. May remind participants of additional training toolkits available on their flash drives.

55. Evaluation
What is one big idea or take home message from what you heard today
What excites you or concerns you about what you learned
Any insights from the session
How will you use what you learned from this session
Just an example of a simple evaluation that could be completed first on paper (to turn in) and then used as a wrap up discussion about next steps, if your program or agency does not have a standard evaluation for participants to complete.

56. References
Campbell, P., Kennedy, A., and Milbourne, S. (2012). CARA's Kit for Toddlers: Creating adaptations for routines and activities. Baltimore, MD: Paul H. Brookes Publishing Co. Center for Early Literacy Learning (2012). Getting kids involved: Creating opportunities for learning. Morganton, N.C.: Orelena Hawks Puckett Institute, Center for Evidence-Based Practices. CELL Video Conn-Powers, M., Conn-Powers, A.F., Traub., E.K., & Hunter-Pishgahi, L. (2006, September). The universal design of early education: Moving forward for all children. Beyond the Journal: Young Children on the Web

57. References
Division for Early Childhood (DEC) (2007) Promoting positive outcomes for children with disabilities: Recommendations for curriculum, assessment, and program evaluation. Missoula, MT: Author Division for Early Childhood (DEC) (2015) DEC Recommended Practices in Early Intervention and Early Childhood Special Education Glossary Division for Early Childhood of the Council for Exceptional Children (DEC), National Association for the Education of Young Children (NAEYC), & National Head Start Association (NHSA), Frameworks for response to intervention in early childhood: Description and implications.

58. References
Kansas State Department of Education (2011). Kansas Special Education Services Process Handbook Kansas State Department of Education, Technical Assistance System Network (2014). IEP Training for Kansas Schools: Early Childhood-Writing IEPS for Young Children Milbourne, S., & Campbell, P. (2007). CARA's Kit: Creating adaptations for routines and activities. Philadelphia, PA: Child and Family Studies Research Programs, Thomas Jefferson University. Distributed by Division for Early Childhood (DEC) National Association for the Education of Young Children (NAEYC) and National Association of Early Childhood Specialists in State Departments of Education (NAECS-SDE) (2002). Early Learning Standards: Creating the Conditions for Success. Washington, DC: National Association for the Education of Young Children

59. References
National Association for the Education of Young Children (NAEYC) and National Association of Early Childhood Specialists in State Departments of Education (NAECS-SDE) (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable, system in programs for children from birth through Age 8. Washington, DC: National Association for the Education of Young Children. National Center on Quality Teaching and Learning. 15-minute inservice suites: Highly Individualized Teaching and Learning/Curriculum Modifications. Head Start, Office of the Administration for Children and Families, Early Childhood Learning & Knowledge Center. Downloaded from practice/iss-library.html

60. References
National Governor’s Association (2010). Building ready states: A governor’s Guide to supporting a comprehensive, high-quality early childhood state system.
REL-NEI Early Childhood Education Research Alliance and Center for Enhancing Early Learning Outcomes.  (2013).  State early learning standards:  Lessons learned from applying implementation research.  Webinar archive and handouts. 
Sandall, S. R. & Schwartz, I. S. (2008). Building Blocks for Teaching Preschoolers with Special Needs, Second Edition, Baltimore, Maryland: Paul H. Brookes Publishing Co.
Scott-Little, C., Kagan, S.L., Frelow, V.S., & Reid, J. (2008). Inside the content of infant-toddler early learning guidelines: Results from analysis issues to consider, and recommendations. Greensboro: University of North Carolina at Greensboro.

61. References
Scott-Little, C., Lesko, J., Martella, J., & Milburn, P. (2007). Early learning standards: Results from a national survey to document trends in state-level policies and practices. Early Childhood Research & Practice, 9(1) Workgroup on Principles and Practices in Natural Environments, OSEP TA Community of Practice: Part C Settings (2008, February). Agreed upon practices for providing early intervention services in natural environments. Workgroup on Principles and Practices in Natural Environments, OSEP TA Community of Practice: Part C Settings (2008, March). Agreed upon mission and principles for providing early intervention services in natural environments.

62. Acknowledgement
The Kansas Early Learning Standards (KELS) Training Project, a project of the University of Kansas, Life Span Institute at Parsons, was funded through a grant from the Kansas State Department of Education with funds from the Kansas Children’s Cabinet and Trust Fund.
Leadership support for this project was provided by the Kansas State Agencies Early Childhood Leadership Team with representatives from:
Kansas Children’s Cabinet and Trust Fund
Kansas Department for Children and Families
Kansas Department of Health and Environment
Kansas State Department of Education

63. Contacts Kansas Children’s Cabinet and Trust Fund
Landon State Office Building
900 SW Jackson St., Rm. 152
Topeka, Kansas 66612 or
Kansas Department for Children and Families
Strengthening Families
555 S. Kansas Avenue
Topeka, Kansas 66603 or
Kansas Department of Health and Environment
Bureau of Family Health
Curtis State Office Building
1000 SW Jackson St., Suite 220 or
Kansas State Department of Education
Early Childhood, Special Education,
and Title Services
900 SW Jackson St. or

64. Suggested reference for this PowerPoint:
Acknowledgement
Suggested reference for this PowerPoint:
Rinkel, P., Lindeman, D.P., Mitchell, L., & Heintz, C., (2016).
Using Kansas Early Learning Standards (KELS) to Support: Young Children with IFSPs and IEPs. Life Span Institute at Parsons, University of Kansas, Parsons, KS.