cultural, linguistic, & ability diversity (clad)...

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Cultural, Linguistic, & Ability Diversity (CLAD) Inventory

Developed through the Supporting Change & Reform in Inclusive Personnel Preparation (SCRIPP) Grant

U.S. Department of Education, Office of Special Education Programs (OSEP) January, 2015

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Cultural, Linguistic, and Ability Diversity (CLAD) Inventory

Table of Contents

Page Introduction ............................................................................. 4 References ............................................................................... 6 Instructions ............................................................................. 7 CLAD Charts ............................................................................ 9 CLAD Action Plan ................................................................. 15 CLAD Profile .......................................................................... 18 Summary ................................................................................ 19 Clad Inventory Program Environment (PE) 1. Barrier free ................................................................... 22 2. Child’s ability to focus ................................................... 22 3. Diversity ....................................................................... 23 4. Seating ......................................................................... 23 5. Outside learning environment ...................................... 23 6. CLAD Displays ............................................................. 24 7. Family information area ................................................ 24 8. Restrooms .................................................................... 25 Learning Equipment and Materials (LE/M) 9. UDL materials/equipment ............................................. 26 10. Low tech assistive technology ...................................... 26 11. High tech assistive technology ..................................... 26 12. Technology ................................................................... 27 13. CLAD instructional........................................................ 27 Learning Experiences (LE) 14. Meeting individual needs .............................................. 28 15. Visual schedules .......................................................... 29 16. Access to IFSPs/IEPs .................................................. 29 17. Implementing IFSPs/IEPS ............................................ 29 18. Documenting IFSPs/IEPs ............................................. 30 19. RTI ............................................................................... 30 20. Teaching strategies for dual language learners ........... 30

Page Social Skills/Behavior/Interactions (SS) 21. Diverse play groups ..................................................... 32 22. Support PBIS ............................................................... 32 23. TEAMWORK with PBIS ............................................... 33 24. Methods of communication .......................................... 33 25. Quiet area .................................................................... 34 Family Engagement (FE) 26. Family information ....................................................... 35 27. Strategies to communicate .......................................... 35 28. Families as resources .................................................. 35 29. Community resources .................................................. 36 Program Administration (PA) 30. Communication methods ............................................. 37 31. Translated materials .................................................... 37 32. “People-first language” ................................................ 38 33. Translators ................................................................... 38 34. Family feedback and suggestions ................................ 38 35. Community resources .................................................. 39 36. Transitions ................................................................... 39 37. New staff orientation .................................................... 39 38. Professional development ........................................... 40 39. Positive behavioral support plan .................................. 40 Glossary ................................................................................ 41 Program Administrator Questions ...................................... 46 Teacher Questions ............................................................... 49

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Acknowledgments The Cultural, Linguistic, and Ability Diverse (CLAD) Inventory was developed through the Supporting Change and Reform in Inclusive Personnel Preparation (SCRIPP) grant from the U.S. Department of Education, Office of Special Education Programs (OSEP). The CLAD Inventory was developed to enhance the field experiences of pre-service teachers. The inventory helps early childhood programs to identify the current practices related to cultural, linguistic, and ability diversity and to determine areas for growth. This instrument can be adapted and used in any early childhood setting.

Many individuals were involved in the development of the CLAD Inventory. We want to recognize in particular:

Camille Catlett, SCRIPP Lead Consultant from Frank Porter Graham Child Development Institute, who provided us with vision and expertise which was invaluable to our process. Camille helped us to understand the importance of intentionality in our thinking when considering cultural, linguistic and ability diversity.

Participants in our SCRIPP Enhancement Group (SEG) for their contributions and commitment to the development of the CLAD

Inventory: Jacqui Carr Gouveia, Robin Cunconan-Lahr, Melanie Eisenhour, Trieste Kennedy, Christina Lincoln, Suzanne Mulhern, Bina Patel, Anu Sachdev, Mel Sivells, Tana Strike, and Janette Zuk.

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Cultural, Linguistic, and Ability Diversity (CLAD) Inventory Introduction The Cultural, Linguistic, and Ability Diversity (CLAD) Inventory is an instrument developed to examine early childhood environments and practices that support children and families who are culturally, linguistically, and ability diverse. This tool is organized by defining features identified in the Joint Position Statement on Inclusion of the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) and the National Association for the Education of Young Children (NAEYC)1. The position statement describes Access, Participation, and Supports, as defining features of high quality inclusive practices for children with disabilities. In addition, the CLAD Inventory integrates the DEC principles of respect, value, and support for all families as stated in the DEC Position Statement – Responsiveness to ALL Children, Families, and Professionals Integrating Cultural & Linguistic Diversity into Policy & Practice2. Taken together, these evidence sources identify practices for supporting the full participation of each young child with particular attention to those who are culturally, linguistically, and ability diverse and their families. The Cultural, Linguistic, and Ability Diversity (CLAD) Inventory will help you to:

1. Examine the quality of inclusive classrooms using three key features, Access, Participation, and Supports in early childhood environments and practices.

2. Examine how, and to what extent, policies, procedures, and systems in early childhood programs support cultural, linguistic, and ability diversity.

3. Identify areas for professional development that strengthen the knowledge and skills of personnel related to cultural, linguistic, and ability diversity in early childhood settings.

The CLAD Inventory enables users to assess the quality of daily classroom routines, activities and environment from 0 (not practiced) to 3 (practices that reflect the highest quality). The CLAD Inventory has six categories with multiple qualitative descriptors in each of six areas:

1. Program Environment 2. Learning Equipment and Materials 3. Learning Experiences 4. Social Skills / Behavior / Interactions 5. Family Engagement 6. Program Administration

5

1

Program Environment

2

Learning Equipment and

Materials

3

Learning Experiences

4

Social Skills / Behavior /

Interactions

5

Family Engagement

6

Program Administration

The CLAD Inventory purposefully highlights the inclusion features, Access, Participation and Supports, as they relate to the various items in each category. The CLAD Inventory has a CLAD Inventory Inclusion Features: Strengths and Areas of Growth Chart for tallying Access, Participation, and Supports to assess the quality of inclusion at each site on page 13.

Access Participation Supports

Some of the subcategories in the CLAD Inventory require input from program administrator as well as teachers. Program administrator and teacher questions are included to collect additional information on pages 46-54.

1NAEYC/DEC. (2009). Early Childhood Inclusion: A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute.

2DEC. (2010). Responsiveness to ALL Children, Families, and Professionals: Integrating Cultural and Linguistic Diversity into Policy and Practice. .Missoula, MT: Division for Early Childhood.

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References The following works were instrumental in designing the CLAD Inventory: DEC. (2010). Responsiveness to ALL Children, Families, and Professionals: Integrating Cultural and Linguistic Diversity into Policy

and Practice. Missoula, MT: Division for Early Childhood. DEC. (2005). DEC Recommended Practices: A Comprehensive Guide for Practical Application in Early Intervention/Early Childhood

Special Education..Missoula, MT: Division for Early Childhood. Follari, L. (2015). Valuing Diversity in Early Childhood Education.Boston:Pearson. Harms, T., Clifford, R., & Cryer, D. (2005) Early Childhood Environment Rating Scale – Revised, New York, NY: Teachers College

Press. Harms, T., Clifford, R., & Cryer, D. (2003) Infant/Toddler Environment Rating Scale – Revised, New York, NY: Teachers College

Press. NAEYC/DEC. (2009). Early Childhood Inclusion: A Joint Position Statement of the Division for Early Childhood (DEC) and the National

Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute.

Nollsch, M. (2011). Practica site evaluation checklist (personal communication).Heartland Early Childhood Paraeducator Grant. Cedar Rapids, IO: Kirkwood Community College.

Sandall, S., Hemmeter, M. L., Smith, B. J., & McLean, M. E. (2005).DEC recommended practices: A comprehensive guide for practical application in early intervention/early childhood special education. Missoula, MT: Division for Early Childhood.

Soukakou, E. P. (2007). Assessment of classroom quality in inclusive preschool settings: Development and validation of a new observation measure. Unpublished D.Phil. Thesis. Department of Education, Oxford University.

Watson, A.& R. McCathren. (2009). Including Children with Special Needs: Are You and Your Early Childhood Program Ready? Beyond the Journal-Young Children on the Web. http:// journal.naeyc.org/files/yc/file/200903/BTJWatson.pdf

Wills, D., Darragh-Ernst, J., Presley, D. (2012). Quality inclusive practices checklist. Normal: Heartland Community College, Heartland Equity and Inclusion Project.

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Instructions The Cultural, Linguistic, and Ability Diversity (CLAD) Inventory may be used by individuals in early childhood environments to examine current practices related to cultural, linguistic, and ability diversity. The Inventory also examines the Inclusion features of Access, Participation and Supports. You may arrange for an independent observer to conduct the inventory or choose to use this tool to complete an inventory of your own program. Independent observers will need to make arrangements with the program administrator and classroom teacher to schedule a time to complete the Program Administrator and Teacher Questions in person or in writing. Please read the following instructions carefully prior to conducting classroom observations. Administration of the Cultural, Linguistic, and Ability Diversity Inventory

1. Read the entire CLAD Inventory and familiarize yourself with its components prior to the observation. 2. The CLAD Inventory is designed to be used in early childhood environments. Please allow approximately two hours to complete

the inventory. 3. Additional time is needed to conduct the Program Administrator and Teacher Questions.

a. Program Administrator Questions may be completed by the observer during a 20-30 minute interview (by phone or in person) with Program Administrator. Alternately, Program Administrators may choose to write their answers before or after the observation and send them to the observer via email or fax.

b. Teacher Questions may be completed by the observer during a 20-30 minute interview (by phone or in person) with the Teacher. Alternately, Teachers may choose to write their answers before or after the observation and send them to the observer via email or fax.

4. Enter as much of the data on the Profile page 18 as possible prior to the classroom observation. a. Use the Score column to rate each item and write additional information in the Comments column. b. A separate copy of the CLAD Inventory should be used for each classroom.

5. Write your comments in pencil to allow for any changes. 6. The Clad Inventory categories breakdown as follows.

a. Program Environment (PE1 – PE8) is noted through direct observation. b. Learning Equipment and Materials (LE/M 9 - LE/M13) requires the review of educational materials and their use. c. Items listed under Learning Experiences (LE14 – LE20) and Social Skills/Behavior/Interactions (SS21 – SS25) require

the observation of activities and actions. Allow sufficient time to obtain accurate assessments of both of these categories.

d. Complete Family Engagement (FE26- FE29) and Program Administration (PA30 –PA39). 7. Observe quietly and try not to interact with children and staff. 8. Remain objective throughout the observation and record only what you see and hear.

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9. If you have additional questions during the observation, write them in the Comments column. If necessary, make arrangements for a convenient time to discuss your questions with the teacher.

Scoring of the Cultural, Linguistic, and Ability Diversity Inventory Score the CLAD Inventory as follows:

a. Each sub category has a predefined scoring scale (0 – 3). b. If any sub category is scored less than 3, please add comments to explain the scoring. c. All scores must be based on what was observed and reported in the Program Administrator and Teacher Questions. d. Calculate the totals on the Summary as detailed on page 19.

When CLAD Inventory is being used at multiple sites, enter Program Administrator’s answers on each Summary sheet.

1

Program Environment

(PE)

2


Materials (LE/M)

3


(LE)

4


Interactions (SS)

5

Family Engagement

(FE)

6


(PA

Maximum

___/21 ___/15 ___/21 ___/15 ___/12 ___/30 * ___/114

Tally each one of the Inclusion features; Access, Participation, and Supports highlighted in category items as follows:

a. Take all Access features listed in each item and total the score from each sub category. b. Take all Participation features listed in each item and total the score from each sub category. c. Take all Supports features listed in each item and total the score from each sub category. d. List the total amount for each feature in the Summary on page 19.


Maximum

___/ 21 ___/ 54 ___/ 36

___/111

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Using Results of the CLAD Inventory to Understand the Quality of CLAD Practices in the Classroom You may choose to use the results of the CLAD Inventory in the following ways: 1) Create visual profiles of Optimal Scoring for

CLAD Categories and Inclusion Features or 2) Complete CLAD Inventory List of Strengths and Areas of Growth chart.

1a. Create a visual profile on the Optimal Scoring for CLAD Categories chart by marking your score for each category: Program Environment, Learning Equipment & Materials, Learning Experiences, Social Skills/ Behavior/ Interactions, Family Engagement and Program Administration.

0

5

10

15

20

25

30

Program Environment Learning Equipment& Materials

Learning Experiences Social Skills/Behavior/Interactions

Family Engagement ProgramAdministrator

Scoring

Optimum Scoring

Optimum Scoring

Optimal Scoring for CLAD Categories

CLAD Categories

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1b. Create a visual profile on the Optimal Scoring for CLAD Inclusion Features by marking your score for each category: Access, Participation and Supports.

0

10

20

30

40

50

60

ACCESS PARTICIPATION SUPPORTS

Optimum Scoring

Optimum Scoring

Optimal Scoring for CLAD Inclusion Features

CLAD Inclusion Features

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2a. The CLAD inventory results identify the strengths (items with a score of 3) and areas for growth (items scored less than 3) in each of the six inventory categories. CLAD Inventory List of Strengths and Growth Areas Chart

CLAD Inventory CATEGORIES

CLAD Inventory

Items

STRENGTHS What CLAD practices were observed?

List Items that scored 3.

AREAS FOR GROWTH What CLAD practices scored

less than 3? List the Items that scored 0, 1, and 2.

PROGRAM ENVIRONMENT

(PE)

PE1 PE2 PE3 PE4 PE5 PE6 PE7 PE8

LEARNING EQUIPMENT

AND MATERIALS (LE/M)

LE/M9 LE/M10 LE/M11 LE/M12 LE/M13

LEARNING EXPERIENCES

(LE)

LE14 LE15 LE16 LE17 LE18 LE19 LE20

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SOCIAL SKILLS / BEHAVIOR /

INTERACTIONS (SS)

SS21 SS22 SS23 SS24 SS25

FAMILY ENGAGEMENT

(FE)

FE26 FE27 FE28 FE29

PROGRAM ADMINISTRATION

(PA)

PA30 PA31 PA32 PA33 PA34 PA35 PA36 PA37 PA38 PA39

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2b. The CLAD inventory results identify the strengths (items with a score of 3) and areas for growth (items scored less than 3) in each of the items for the CLAD Inventory Inclusion Features: List of Strengths and Growth Areas Chart. CLAD Inventory Inclusion Features: List of Strengths and Growth Areas Chart

INCLUSION FEATURES

CLAD Inventory

Items

STRENGTHS What Inclusion Features were

identified? List Items that scored 3.

AREAS FOR GROWTH What Inclusion Features could be

improved? List the Items that scored 0, 1, and 2

ACCESS

PE1 PE2 PE4 PE5 PE8 SS25 FE27

PARTICIPATION

PE6 LE/M9 LE/M10 LE/M11 LE/M12 LE/M13 LE14 LE15 LE17 LE18 LE19 LE20 SS21 SS22 SS23 SS24

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PARTICIPATION (continued)

FE26 FE28

SUPPORTS

PE7 FE29 PA30 PA31 PA32 PA33 PA34 PA35 PA36 PA37 PA38 PA39

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Enhancing Program Quality Upon completion of the CLAD Inventory, you have identified the current practices related to cultural, linguistic, and ability diversity. The following suggestions are presented to assist you with a plan for growth in the CLAD areas scoring less than 3 and to enhance program quality:

1. Celebrate the CLAD areas of strength by sharing with families and staff. 2. Use the results from the CLAD Inventory to create an Action Plan for areas of growth.

ACTION PLAN

INVENTORY CATEGORIES

AREAS FOR GROWTH ACTION STEPS IDENTIFY RESOURCES TIMELINE COMPLETION

STATUS

Program Environment

(PE)


Materials (LE/M)


(LE)

16

Social Skills/ Behavior/

Interactions (SS)

Family Engagement

(FE)


(PA)

Inclusion Feature ACCESS

17

Inclusion Feature PARTICIPATION

Inclusion Feature SUPPORTS

3. Look to the following resources for additional information and guidance: a. NAEYC

National Association for the Education of Young Children is the nation’s leading voice for high quality early childhood education for children from birth to age 8.

http://www.naeyc.org/ b. DEC

Division for Early Childhood, a division of Council for Exceptional Children, is an international membership organization for those who work with or on behalf of young children with disabilities. http://www.dec-sped.org/

c. Your local agencies (county / state) that provide Early Intervention to infants and toddlers and services to

preschoolers with, or at risk for, development delays or disabilities.

This document was produced under U.S. Department of Education, Office of Special Education Programs No. H325N110013. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted.

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CLAD Profile

Cultural, Linguistic, Ability Diversity (CLAD) Inventory Profile

Program Name

Date

Address

Time

City: Age Level: Zip: Room Number:

County: Director: Phone #:

Email:

Teacher: Phone #:

Email:

Program serves:

□ Infant /Toddler □ Preschool □ Kindergarten

Observer Name:

Identify how/when the Program Administrator and Teacher Questions will be completed:

Program Administrator Contact □ By phone □ Face-to-Face □ Written

Time:Location:

Completion Date:

Teacher Contact □ By phone □ Face-to-Face □ Written

Time:Location:

Completion Date:

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Summary

CLAD Categories Directions: Add the numbers in each of the six categories and record them below.

1

Program Environment

2


Materials

3


4


Interactions

5

Family Engagement

6


Maximum

___/21 ___/15 ___/21 ___/15 ___/12 ___/30* ___/114

Program Administrator Questions Completed □ Yes □ No

When CLAD Inventory is being used at multiple sites, enter Program Administrator’s answers on each Summary.

Teacher Questions Completed □ Yes □ No

Inclusion Features Directions: Tally the number of each feature with a score of 0-3 and record them below.


Maximum

___/ 21 ___/ 54 ___/ 36 111

20

0

5

10

15

20

25

30

Program Environment Learning Equipment& Materials

Learning Experiences Social Skills/Behavior/Interactions

Family Engagement ProgramAdministrator

Scoring

Optimum Scoring

Optimum Scoring

Optimal Scoring for CLAD Categories

CLAD Categories

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Comments:

0

10

20

30

40

50

60

ACCESS PARTICIPATION SUPPORTS

Optimum Scoring

Optimum Scoring

Optimal Scoring for CLAD Inclusion Features

CLAD Inclusion Features

Scoring

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The items in the CLAD Inventory are intended to represent only a sample of indicators that might demonstrate cultural, linguistic, and ability diversity in early childhood settings. The inventory is not intended to be exhaustive and observers are encouraged to indicate other items that represent CLAD policies and practices. Program Environment (PE)

Item Description Score Teacher Questions Comments PE1. The inside learning environment is barrier free to allow all children and adults access (i.e. wheelchairs, walkers). ACCESS

Includes, but not limited to: wide pathways to allow for

uninhibited movement throughout the room

uncluttered floors to allow easy access to all areas of the classroom and bathrooms.

Note: Children’s toys or learning activities that are on the floors are not considered clutter.

0. The learning environment has three or more barriers or areas that are not easily accessible.

1. The learning environment has two barriers or areas that are not easily accessible.

2. The learning environment has one barrier or area that is not easily accessible.

3. The learning environment is barrier free. All areas are easily accessible.

Observer’s Comments Identify Areas for Grow

PE2. The learning environment supports a child’s ability to focus. ACCESS

Includes, but not limited to: visual components

o organized materials o clutter free spaces o organized wall/table

displays o well lit spaces in

classroom auditory components

o manageable noise levels olfactory components

o odor free spaces in classroom

0. The learning environment has none of the listed components.

1. The learning environment has one component.

2. The learning environment has two components.

3. The learning environment has all three components.

Observer’s Comments Identify Areas for Growth

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Item Description Score Teacher Questions Comments PE3. There is diversity in the observed group of children.

The demographics refer to: more than one ethnicity

and/or race more than one language

spoken (including Braille and American Sign Language)

children with disabilities

There is representation of: ethnicity and/or race more than one language ability diversity other

Are there children who are culturally, linguistically and ability diverse in your classroom?

o Did you observe any children with disabilities in the room? What type?

o Identify ethnicity and/or race.

o Identify languages spoken.

o Did the teacher have to provide information about disabilities?

PE4. Seating options address stability, motor, and sensory needs in the classroom. ACCESS

Includes, but not limited to: Soft cushions, bean bags High and low chairs Chairs with stable sides Bolsters, stability ball Seat cushions used for

support, stability and/or sensory needs

1. Seating options are available but not used to address stability, motor and sensory needs.

2. Seating options are used to address stability, motor and sensory needs.

3. Seating options are used in multiple, flexible ways to address stability, motor and sensory needs.

How do you provide flexibility in the seating options for children with stability, motor, and sensory needs?


PE5. The outside learning environment is barrier free to allow all children and adults access. ACCESS

Includes, but not limited to these accessibility elements: wide pathways to allow for

uninhibited movement. ramps barrier free surfaces, such

as paved

0. Outside learning environment has no accessibility elements.

1. Outside learning environment has one accessibility element

2. Outside learning environment has two accessibility elements

3. Outside learning environment has three accessibility elements


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Item Description Score Teacher Questions Comments PE6. Classroom includes visual elements that represent the children’s cultural, linguistic and ability diversity (CLAD). PARTICIPATION

Classroom visuals include, but not limited to: cultural elements

o pictures of more than one ethnicity and/or race

o artifacts in the room linguistic elements—more

than one language (including Braille and Sign Language) o labels o visual schedules

ability diversity elements-other than typically developing individuals.

images reflect children of diverse abilities

0. The classroom does not include CLAD elements.

1. The classroom has one visuals item that represents CLAD.

2. The classroom has two visuals that represent CLAD.

3. The classroom has three or more visuals that represent CLAD.

Observer’s Comments o Describe CLAD elements: o Cultural: o Linguistic: o Ability:

Identify Areas for Growth

PE7. Classroom family information area includes cultural, linguistic and ability diverse elements.

SUPPORTS

Family information area includes elements such as: cultural elements

o community events o community services

linguistic elements o availability of translators o announcements in home

language ability diversity elements

o early intervention information

o support groups

0. Family information area does not include CLAD elements.

1. Family information area includes one CLAD element.

2. Family information area includes two CLAD elements.

3. Family information area includes three CLAD elements.

Observer’s Comments o Describe CLAD elements: o Cultural: o Linguistic: o Ability:

o Center Family Information

Area


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Item Description Score Teacher Questions Comments PE8. Classroom sinks and restrooms include elements that accommodate children with varying abilities. ACCESS

Classroom sinks and restrooms include: child-sized toilets and

sinks stability bars area wide enough to allow

wheelchair to turn completely around

modifications to adult sinks and toilets including: stools, non-skid surfaces and handrails

adapted fixtures including faucets, soap dispensers, hand towels, and trashcans

.

0. Classroom sinks and restroom are not child-sized, stability bars are not available, and wheelchair cannot turn around.

1. Classroom sinks and restrooms are child-sized and have modifications where needed.

2. Classroom sinks and restrooms are child-sized.

3. Classroom sinks and restrooms are child-sized, have stability bars, and a wheelchair can turn completely around.

Observer’s Comments o Where is the restroom

located? Identify Areas for Growth

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Learning Equipment and Materials (LE/M) Item Description Score Teacher Questions Comments

LE/M9. A variety of universally designed learning (UDL) materials/equipment are available that allow all children to equally participate. PARTICIPATION

Includes, but not limited to: computers

o touch screen o adaptive keyboards o adaptive mouse

balls and other toys o multiple sizes/textures

scissors o regular o adaptive

pens, pencils, crayons, markers o various sizes o with grips o without grips

puzzles o with knobs and without

knobs

0. Not Practiced 1. The classroom has two or

less universally designed learning materials or equipment.

2. The classroom has three or four universally designed materials/equipment.

3. The classroom has five or more universally designed materials/equipment.

Observer’s Comments o List materials/equipment:


LE/M10. Low Tech Assistive Technology is available to all children including those who have IFSPs/IEPs. PARTICIPATION

Includes, but not limited to: slant boards walker pencil grips visual schedules choice boards communication boards

0. Relevant Low Tech Assistive Technology is not available.

2. Relevant Low Tech Assistive Technology is available for children with IFSPs/IEPs.

3. Relevant Low Tech Assistive Technology is available for the benefit of all children.

Do you have children with IFSPs/IEPs who require Low Tech Assistive Technology? Please give examples.

What training have you had in the use of Low Tech Assistive Technology?

Observer’s Comments o List Low Tech Assistive

Technology used. Identify Areas for Growth

LE/M11. High Tech Assistive Technology is available to all children including those who need support (according to their IFSPs/IEPs).

PARTICIPATION

Includes, but not limited to: screen reader extra-large mouse switches screen magnifiers

0. Relevant High Tech Assistive technology is not available.

2.Relevant High Tech Assistive Technology is available for children with IFSPs/IEPs

3.Relevant Low Tech Assistive Technology is available for the benefit of all children.

Do you have any children with IFSPs/IEPs who require High Tech Assistive Technology?

What training have you had in the use of High Tech Assistive Technology?

Observer’s Comments o List High Tech Assistive

Technology used. Identify Areas for Growth

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Item Description Score Teacher Questions Comments LE/M12. Technology is intentionally used in the classroom to support children.

PARTICIPATION

Includes, but not limited to: computer

o tablets o notebooks o smart boards

CD player o listening to a variety of

languages computer screen

o watching videos of diverse individuals

o watching a documentary about children from other countries

0. Technology is not available and/or used in the classroom to support children.

3. Technology is intentionally used in the classroom to support children.

If not observed, score according to teacher’s answer to follow-up question.

How do you intentionally use technology to support children?

Observer’s Comments o List Classroom

Technology and how it is used.


LE/M13. Learning environments are equipped with instructional resources that represent CLAD.

PARTICIPATION

Cultural, linguistic, and ability diversity resources include, but not limited to the following categories: books – bilingual, culturally

diverse, board books toys games music – other cultures,

different languages dolls clothing-native dress,

career uniforms instruments art supplies appropriate computer

software sensory play range of accessible play

options o -riding toys o -climbing opportunities

other

1. 1 to 3 CLAD resource categories are observed.

2. 4 to 6 CLAD resource categories are observed.

3. Has more than 7 CLAD resources are observed.

Observer’s Comments o List types of CLAD

resources observed Identify Areas for Growth

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Learning Experiences (LE) Item Description Score Teacher Questions Comments

LE14. Planned learning experiences are evidence-based, meeting individual needs, and reflecting responsiveness to the cultural, linguistic, and ability diversity of the children and their families.

PARTICIPATION

Universal Design for Learning (UDL) is an example of an evidence-based practice that supports experiences that allow meaningful participation for all children. Examples include: cultural diversity

o backgrounds are respected

linguistic diversity o books, music, etc.

offered in more than one language

ability diversity o sensory o large-print handouts

provided when needed o assistive technology (high and low)

Note: Look for displayed lesson plans.

0. Not Practiced 3. Planned learning

experiences meet individual needs.

Score according to teacher’s answer to follow-up question.

How is CLAD integrated into lesson planning?

Observer’s Comments o Identify learning

experiences & explain CLAD relevance.


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Item Description Score Teacher Questions Comments LE15. Visual schedules with activity names and pictures are posted and used in interactive and flexible ways to guide children throughout the day’s learning experiences and support transitions. PARTICIPATION

Visual schedules: are used to guide and

transition children are flexible to

accommodate changes in routine

are flexible to accommodate the needs of individual children

Refer to Glossary Definition

for Transitions Between Activities.

0. No visual schedule 1. Classroom has a visual

schedule but it is not used to guide and transition children throughout the day.

2. Classroom has a visual schedule and it is used to guide and transition children throughout the day.

3. Classroom has a visual schedule and it is used to guide and transition children throughout the day with flexibility for the group or individuals.


How do you provide flexibility in the visual schedule for the group and individual children who are culturally, linguistically, and ability diverse?

Observer’s Comments o Does the teacher use the

visual schedule? Identify Areas for Growth

LE16. Teachers have access to children’s IFSPs/IEPs.

Teachers have copies of IFSPs/IEPs in their classrooms.

0. Teachers do not have access to IFSPs/IEPs.

3. Teachers have access to IFSPs/IEPs.

Do teachers have access to children’s IFSPs/IEPs; if so, where are they located?


LE17. Teaching staff implements components of the IFSPs/IEPs within the planned experiences.

PARTICIPATION

Includes, but not limited to: activities/strategies that

address goals identified on children’s IFSPs/IEPs o created by teacher o suggested by

therapist/specialist

0. Not practiced 3. Teaching staff implements

elements of the IFSPs/IEPs within planned learning experiences.


How are the IFSPs/IEPs component implemented in the lesson plans?

Observer’s Comments o List the planned learning

experiences. Identify Areas for Growth

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Item Description Score Teacher Questions Comments LE18. Teaching staff collects documentation relating to IFSPs/IEPs.

PARTICIPATION

Teaching staff collects: observational records additional documentation

indicated on IFSPs/IEPs work samples

0. Not practiced 3. Teaching staff collects

documentation relating to the IFSPs/IEPs.


What documentation is collected to support the IFSPs/IEPs?


LE19. Teaching staff uses an RTI approach that includes: formal assessment, instruction and tiered interventions/supports, and collaboration and data-based decision making in planning experiences for children with widely varying learning needs. PARTICIPATION

Refer to Glossary Definition for RTI…. Figure 1

0. RTI not being used in classroom.

2. Some of the RTI components are used in classroom.

3. RTI used in classroom. Note: Observer’s score

should reflect on teacher’s answers to question as well as observation.

What do you know about RTI?

If you know about RTI, how do you use RTI in the classroom?

Observer’s Comments


LE 20. Teaching strategies incorporate the home language of the children.

Teacher assist children whose home language is other than English (Dual Language Learners) by using strategies that include: speaking slowly taking time to listen

carefully to child’s efforts with English and para-phrase back what you heard

expanding the child’s efforts with English with phrases/ sentences

using a more melodic cadence and intonation

focusing on concrete objects

using shorter phrases and

0. Teaching strategies that incorporate the home language are not evident.

1. Teachers use one item. 2. Teachers use three items. 3. Teachers incorporate

more than three items.

Do you have any children whose home language is other than English? If so, what is their home language?

What Dual Language Learners’ teaching strategies do you use in your class?

Observer’s Comments


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(continued) PARTICIPATION

sentences using gestures and simple

hand signs allowing “code

switching”(ability to switch languages when talking)

thematic or project approach (planning an in-depth study of a particular topic)

providing instructions in home language

other

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Social Skills/Behavior/Interactions (SS) Item Description Score Teacher Questions Comments

SS21. Teachers support the interactive play of children who are culturally, linguistically, and ability diverse. PARTICIPATION

Examples: Strategies for supporting interactive play of children who are culturally, linguistically, and ability diverse include: Observing and responding

to facial and body language

Facilitating social development by providing feedback, modeling, teaching, and using other types of guided support (i.e. using visuals, redirecting).

Interpreting and providing natural consequences for children’s verbal and non-verbal communication

Joining in and expanding on children’s focus, actions, and intention during exploration and play

0. Interactive play between children who are culturally, linguistically, and ability diverse is not supported.

1. One strategy to support interactive play between children who are culturally, linguistically, and ability diverse is used.

2. Two strategies to support interactive play between children who are culturally, linguistically, and ability diverse are used

3. Three or more strategies for interactive play between children who are culturally, linguistically are used.

Give examples of how you support interactive play between children of diverse backgrounds.

Observer’s Comments .


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SS22. Teaching staff intentionally supports children’s positive interactions and behaviors. PARTICIPATION

Positive behavior support strategies include: giving children positive

attention for prosocial behavior

defining and teaching positive social expectations. (Such as flexibility and frustration tolerance).

applying individualized proactive “front-end” interventions vs. reactive, “back-end” interventions.

implementing classroom preventive practices (provide choices, well-organized learning centers, limit number of children in centers, adapt schedules as necessary.)

0. No positive behavior support strategies are evident.

1. Teaching staff uses one positive behavioral support strategy.

2. Teaching staff uses two positive behavioral support strategies.

3. Teaching staff uses three or more positive behavioral support strategies.

Note: Observer’s score should reflect teacher’s answer to question as well as observation.

What strategies does the teaching staff use to support positive behavior?


Item Description Score Teacher Questions Comments SS23. Effective positive behavior support utilizes teamwork among teaching staff. PARTICIPATION

Positive behavior support teamwork strategies include: teaching staff regularly

meets to discuss positive behavior strategies for children

classroom positive behavior plans are developed as a team, including specialists

lead teacher/supervisor observes and gives feedback to staff regarding positive behavior support.

teaching staff attend workshops, webinars, conferences about positive behavior support.

0. Positive behavior support teamwork is not evident.

1. One positive behavior support teamwork strategy is used.

2. Two positive behavior support teamwork strategies are used.

3. Three or more positive behavior support teamwork strategies are used.

How do you ensure that your teaching team understands and practices positive behavior support strategies?

Observer’s Comments o Identify behavioral

supports. Identify Areas for Growth

SS24. Teaching staff uses multiple 0. Teaching staff uses What are the multiple Observer’s Comments

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Teaching staff uses multiple evidence-based methods of communication to meet each child’s learning style. PARTICIPATION

methods of communication including : Verbal -- rephrasing giving examples defining explaining translating clarifying providing terminology

Non-verbal – gesturing signing (with American

sign language) using facial expression using pictures

mostly one method of verbal communication.

1. Teaching staff uses varied methods of verbal communication.

2. Teaching staff uses varied methods of verbal communication and mostly one method of non-verbal communication.

3. Teaching staff uses varied methods of both verbal and non-verbal communication.

evidence-based methods of communication used by teaching staff to meet each child’s learning style?

o Identify techniques used. Identify Areas for Growth

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Item Description Score Teacher Questions Comments SS25. Classroom space has a “quiet area” in addition to the book area.

ACCESS

This quiet area is for children to : regroup remove themselves from

sensory overload relax self-regulate

Note: Removal to quiet area is not used as a negative consequence.

0. Classroom does not have “quiet area” in addition to the book area.

3. Classroom has a “quiet area” in addition to the book area.

How is the “quiet area” used in your classroom?

Observer’s Comments o Describe quiet area.


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Family Engagement (FE) Item Description Score Teacher Questions Comments

FE26. Teaching staff seeks relevant

information from families to: enhance learning and

development of their children

to identify their values and goals

PARTICIPATION

Families provide information about the child’s: strengths development learning style food/eating routines home language culture religious preference family’s priorities other needs/supports

0. Teaching staff does not provide tools or process by which families share information about their children.

3. Teaching staff provides tools and process by which families regularly share information about their children.


How do families provide information related to their child’s culture, language and abilities?


FE27. Teaching staff uses a variety of strategies to communicate with families who are culturally, linguistically, and ability diverse. ACCESS

Strategies and modes of communication include: translators technology family of same language phone e-mail face-to-face log books white boards assistive technology

0. Teaching staff does not use various communication strategies.

3. Teaching staff uses various communication strategies.


What strategies do teaching staff use to communicate with families who are culturally, linguistically, and ability diverse?


FE28. Teaching staff involves families as resources to integrate cultural, linguistic, and ability diverse experiences (CLAD). PARTICIPATION

Teaching staff encourages parent participation in CLAD experiences. Families are utilized as resources to problem-solve CLAD issues. Resources include: language books(Braille) and songs culture artifacts traditions/celebrations learning strategies used

at home

0. Teaching staff does not involve families as resources in CLAD experiences.

3. Teaching staff encourages families to participate in CLAD experiences.


What types of experiences have families been invited to share in the classroom?


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Item Description Score Teacher Questions Comments FE29. Teaching staff makes community resources available to support families who are culturally, linguistically, and ability diverse. SUPPORTS

Teaching staff provides resources and contact information such as: early intervention IU information advocacy & support

agencies support groups/hotlines counseling culturally relevant

organizations

0. Teaching staff does not make community resources available to support CLAD families.

3. Teaching staff makes community resources available to support CLAD families.


What types of community resources are made available?


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Program Administrator (PA) Item Description Score Program Administrator

Questions Comments

PA30. Communication occurs in ways that meet the needs of families who are culturally, linguistically and ability diverse.

SUPPORT

Family and staff communicate through methods that are appropriate to families who are culturally, linguistically, and ability diverse. These include, but are not limited to: print/ large print email website face-to-face using translators phone Braille audio home language other

0. Communication does not meet the needs of families who are culturally, linguistically, and ability diverse.

1. Communication is provided in one way to meet the needs of families who are culturally, linguistically, and ability diverse.

2. Communication is provided in two ways to meet the needs of families who are culturally, linguistically, and ability diverse

3. Communication is provided in three or more ways to meet the needs of families who are culturally, linguistically, and ability diverse.

Are program materials available in a variety of ways to families who are culturally, linguistically and ability diverse?

Examples: preferred learning style o visual (in preferred

language) print electronic video

o audio (in preferred language) phone

o tactile (in preferred language) Braille


PA31. Programs inform families that translated and adapted materials are available, and provide them as needed. SUPPORTS

Materials include: application forms policy & procedure guides general information

handouts surveys announcements transition information

0. Program does not inform or provide families with translated or adapted materials.

1. Program does inform families about translated and adapted materials but cannot always provide them as needed.

3. Program does inform families about translated and adapted materials and provides them as needed.

Are families informed that materials will be translated for them?


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Item Description Score Program Administrator Questions Comments

PA32. All materials for families contain “people-first language” and language that reflects culturally responsive practices. SUPPORTS

Refer to Glossary Definition

for People-First Language

0. Materials for families do not contain “people-first language” and language that reflects culturally responsive practices.

2. Materials show some evidence of using “people-first language” and language that reflects culturally responsive practices.

3. All materials for families contain “people-first language” and language that reflects culturally responsive practices.

Do printed materials use language that is sensitive to the cultures of the families, including “people-first language”?


PA33. Registration, family interviews, and other meetings are conducted in languages other than English and translators/interpreters are used as needed. SUPPORTS

0. Registration, family interviews, and other meetings are only conducted in English and translators/interpreters are not available.

3. Registration, family interviews, and other meetings are conducted in languages other than English and translators/interpreters are used as needed.

Is a translator or American Sign Language interpreter used for written materials and at meetings when needed?


PA34. Program seeks family feedback and suggestions regarding the culturally, linguistically and ability diverse responsive practices of the Center. SUPPORTS

Program seeks feedback: verbally by surveys by interviews by focus groups

0. Program does not seek family feedback and suggestions regarding the culturally, linguistically and ability diverse responsive practices of the Center.

3. Program seeks family feedback and suggestions regarding the culturally, linguistically and ability diverse responsive practices of the Center.

How are feedback and suggestions obtained from the families?


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PA35. Program provides families with community resources related to cultural, linguistic, and ability diversity (CLAD). SUPPORTS

Program provides: early intervention IU information advocacy & support

agencies support groups/hotlines counseling culturally relevant

organizations family literacy ESL

0. Program does not provide families with community resources.

1. Program provides all families with same community resources.

3. Program provides families with community resources that are specific to the needs of each family.

What types of community resources are made available?


PA36. Program informs families with information related to transitions in their home language. SUPPORTS

Transitions include: program to program classrooms to classrooms early intervention to school

age IEPs to IFSPs sending and receiving professionals

Refer to Glossary Definition for Transitions Between Programs.

0. Program does not provide information related to transitions.

1. Program does provide families with information related to transitions in English only.

2. Program provides families who are linguistically diverse with information related to transitions in the home language.

3. Program provides families who are linguistically diverse with information related to transitions in the home language, and also a cultural mediator / interpreter for families who might need help understanding the process.

How do you provide information about transitions in home language of the families?


PA37. Program has an orientation process for new teaching staff that addresses working in an inclusive classroom.

Orientation process includes: providing information

about inclusion written materials and

resources related to inclusion

observation of inclusive

0. Program does not have an orientation process for new teaching staff that addresses working in an inclusive classroom.

2. Program provides some information for new

How does the program provide orientation for new teaching staff on inclusive classrooms?


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SUPPORTS

practices within classroom teaching staff that addresses working in an inclusive classroom.

3. Program has an orientation process for new teaching staff that addresses working in an inclusive classroom.


PA38. Program has a comprehensive and ongoing process for teaching staff development related to high-quality inclusive environments that support children who are culturally, linguistically, and ability diverse (CLAD). SUPPORTS

Comprehensive plan includes: access to specialists interaction with specialists workshops and seminars access to professional

journals

0. Program does not have a comprehensive and ongoing process for teaching staff development.

1. Program has professional development in one CLAD area

2. Program has professional development in two CLAD areas

3. Program has a comprehensive and ongoing professional development in all CLAD areas.

Describe the staff development related to CLAD.


o PD for culturally thoughtful and responsive environments and interactions

o PD for supporting Dual Language Learners

o PD for children of diverse ability to be fully included.

PA39. The center has a Positive Behavior Support (PBS) plan in place. SUPPORTS

Refer to Glossary Definition for Transitions

0. Center does not have a Positive Behavior Support plan in place.

3. Center has a Positive Behavior Support plan in place.

Are you familiar with Positive Behavior Support (PBS)?

How do you use Positive Behavior Support?


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Glossary Definitions for CLAD Cultural, Linguistic and Ability Diversity To support the full potential of each young child, it is important to consider the many dimensions in which that child may be unique. Three essential dimensions to consider are cultural, linguistic, and ability diversity (CLAD). The National Association for the Education of Young Children (NAEYC) defines culture as including “ethnicity, racial identity, economic class, family structure, religious and political beliefs” and other dimensions that profoundly influence each child’s learning, development and relationship to family, program, and community. Thus, cultural diversity refers to the ways in which individuals and/or groups may be the same or different based on those dimensions. Linguistic diversity refers to differences in verbal, nonverbal, and written communication. This includes differences in language, dialect, and mode of expression (spoken, signed, written, and Braille). Ability diversity refers to individual differences in knowledge and skills across domains (cognitive, communication, physical, social-emotional). These include variations that may range from individuals with significant delays to individuals who are gifted.

Access/Participation/Supports: These are the defining features of high quality inclusive practices for children with disabilities as stated in the NAEYC/DEC Joint Position Statement. Access means providing a wide range of activities and environments for every child by removing physical barriers and offering multiple ways to promote learning and development. Participation means using a range of instructional approaches to promote engagement in play and learning activities, and a sense of belonging for every child. Supports include professional development, incentives for inclusion, communication and collaboration among families and other ways to ensure high quality inclusion.

Assistive Technology: A range of strategies used to promote children’s access to learning opportunities. Assistive technology ranges from making simple changes to the environment and materials to helping a child use special equipment. (NPDCI, 2011) Low technology or High technology used by individuals in order to perform functions that might otherwise be difficult or impossible for them to equally participate.

Low Tech Assistive Technology Examples include: o slant boards o walker o pencil grips o visual schedules o choice boards o communication boards

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High Tech Assistive Technology Examples include: o screen reader o extra-large mouse o switches o screen magnifiers

Culturally Responsive Practices: Strategies that acknowledge, respond to, and celebrate the cultural characteristics,

experiences and perspectives of children and families from diverse backgrounds.

Early Intervention (EI): Special education services (Part C of IDEA) for 0-3 year-old infants and toddlers who have a developmental delay or disability and their families.

Evidence Based Practice: A decision-making process that integrates the best available scientific research evidence with

family and professional wisdom and values.

Individual Family Service Plan (IFSP): Written document required by Part C of IDEA that guides the early intervention process for children ages 0-3 with disabilities. Contains information about services, providers, locations, and the chosen goals to support a child’s development and to enhance the family’s capacity to support the child’s development.

Individual Education Plan (IEP): Written document required by Part B of IDEA for children between the ages of 3 and 21 that

contains information about services, locations, and chosen goals to support a child’s development and learning. The IEP is developed by a team of parents, general and special educators, and related service providers.

Inclusion (official definition of DEC and NAEYC): Early childhood inclusion embodies the values, policies, and practices that

support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports (DEC/NAEYC 2009).

Intermediate Unit (IU): A regional agency in Pennsylvania that provides special education services to local educational

agencies for students age three to twenty one, including curriculum, technology and information services, human resources, instruction, and professional development.

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Participation: Range of instructional approaches used to promote engagement in play and learning activities and a sense of belonging for every child inclusive of cultural, linguistic, or ability diversity. (DEC/NAEYC, 2009). See Access/Participation/Supports.

People First Language: People first language emphasizes the person, not the disability. Using people first language shows

respect and promotes positive attitudes towards individuals who have disabilities. Example: Joey has autism instead of Joey is autistic.

Positive Behavior Supports: A comprehensive set of strategies meant to redesign environments in such a way that problem

behaviors are prevented or inconsequential, and to teach students new skills within educational environments. Use of positive behavioral support involves: Define and teach positive social expectations (such as, flexibility and frustration tolerance). Acknowledge and reward positive behavior. Apply proactive ‘front-end ’interventions vs reactive, back-end interventions. Provide a user-friendly school environment in which ALL the adults who interact with children understand their unique

difficulties. PBIS requires TEAMWORK. Collect data to use in determining appropriate responses. The primary goal of data collection is to achieve the fullest

possible understanding of the child and the school environment in which he or she functions. Provide intensive, individual interventions (when necessary) for children in collaboration with parents.

Response to Intervention (RTI): “RTI is a framework that can be used in early childhood to help practitioners connect children’s formative assessment results with specific teaching and intervention strategies. RTI is designed to improve instructional practices for all children and includes both foundational instructional practices as well as the provision of additional supports for children with varying learning needs such as children with learning difficulties, children with challenging behaviors, children who are dual language learners, and children with disabilities. The key components of an RTI approach in early childhood are: 1) formative assessment, 2) instruction and tiered interventions/supports, and 3) collaboration and data-based decision making.” (NPDCI, 2012)

National Professional Development Center on Inclusion (NPDCI). (2012). Response to intervention (RTI) in early childhood: Building consensus on the defining features. Chapel Hill: University of North Carolina, Frank Porter Graham Child Development Institute. Retrieved from http://npdci.fpg.unc.edu

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Supports: Professional development, incentives for inclusion, and opportunities for communication and collaboration among families and professionals are in place to support high quality inclusion. (NAEYC/DEC, 2009) See Access/Participation/Supports.

Transitions Between Activities: Practices that help children anticipate and accept changes from one activity to another; e.g.

predictable routines, familiar rituals, picture schedules, and specific prompts.

.

Figure 1 The Continuum of Instruction and Interventions/Supports within Response to Intervention in Early Childhood Response to Intervention in Early Childhood: January 2012 http://npdci.fpg.unc.edu

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Transitions Between Programs: Intentional set of activities that promote communication between sending and receiving practitioners and engage families in collaborative planning with the goal of preparing children and families for a change in settings or programs.

Universal Design for Learning (UDL): UDL is a framework for guiding educational practice that provides flexibility in the ways

information is presented, how students respond and demonstrate knowledge and skills, and in the ways they are engaged. UDL considers the diverse learning styles of all children as well as their cultural, linguistic, and ability diversity so that instructional barriers are reduced and curriculum is accessible and engaging for all.

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Culture, Linguistic and Ability Diversity (CLAD) Inventory Program Administrator Questions

The Cultural, Linguistic and Ability Diversity (CLAD) Inventory is an instrument designed to assess cultural, linguistic, and ability diverse practices in early childhood environments. This tool is aligned with the Joint Position Statement between the Division for Early Childhood (DEC) (within Council for Exceptional Children, CEC) and the National Association for the Education of Young Children (NAEYC) (1), which describes Access, Participation, and Supports as defining features of high quality inclusive practices for children with disabilities. In addition, the CLAD Inventory embeds DEC principles of respect, value, and support in the context of culture and language to promote the meaningful, relevant, and active participation of all families. The Program Administrator Questions are very important to provide essential information on the Early Childhood Program and their policies. Please provide the observer 30 minutes to meet with you and review your program’s important cultural, linguistic and ability diversity information.

Question Response

Are program materials available in a variety of ways to families who are culturally, linguistically and ability diverse? Please give examples. Review Item PA30 and Glossary

Are families informed that materials can be translated for them? Please give examples. Review Item PA31

Do printed materials use language that is sensitive to the cultures of the families, including “people-first language”? Please give examples. Review Item PA32 and Glossary

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Is a translator or ASL interpreter used for written materials and at meetings when needed? Please give examples. Review Item PA33

How are feedback and suggestions obtained from the families? Review Item PA34

What type of community resources are made available? Review Item PA35

How do you provide information about transitions? Review Item PA36

How does the program provide orientation for new teaching staff on inclusive classrooms? Review Item PA37

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Describe the professional development related to cultural, linguistic and ability diversity for your teaching staff. Review Item PA38

What processes are in place to ensure that all teaching staff follows the center’s Positive Behavior Support plan? Review Item PA39

Name: School / Agency: Phone Number:

50

Culture, Linguistic and Ability Diversity (CLAD) Inventory Teacher Questions

The Cultural, Linguistic and Ability Diversity (CLAD) Inventory is an instrument designed to assess cultural, linguistic, and ability diverse practices in early childhood environments. This tool is aligned with the Joint Position Statement between the Division for Early Childhood (DEC) (within Council for Exceptional Children, CEC) and the National Association for the Education of Young Children (NAEYC) (1), which describes Access, Participation, and Supports as defining features of high quality inclusive practices for children with disabilities. In addition, the CLAD Inventory embeds DEC principles of respect, value, and support in the context of culture and language to promote the meaningful, relevant, and active participation of all families. The Teacher Questions are very important to provide essential information on the classroom program and the children enrolled. Please respond to each question either by phone with observer or email, whichever is convenient for you. Contact information for observer is and email

Culture, Linguistic and Ability Diversity (CLAD) Inventory Teacher Questions

Question Response

Are there children who are culturally, linguistically and/or ability diverse in classroom? Review Item PE3 and Glossary

How do you provide flexibility in the seating options for children with stability, motor, and sensory needs?

Review Item PE4 and Glossary

Do you use Low Tech Assistive Technology with all children? Please give examples.

Look for definition in Glossary

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Question Response Do you have any children with IFSPs/IEPs who

require Low Tech Assistive Technology? Please give examples.

Review Item LE/M10 and Glossary What training have you had in the use of Low

Tech Assistive Technology?

Do you have any children with IFSPs/IEPs who require High Tech Assistive Technology?

Please give examples. Review Item LE/M11 and Glossary

What training have you had in the use of High

Tech Assistive Technology?

How do you intentionally use technology to support children? Review Item LE/M12

How is cultural, linguistic, and ability diversity (CLAD) integrated into lesson planning? Review Item LE14 and Glossary

How do you provide flexibility in the visual schedule for the group and individual children who are culturally, linguistically, and ability diverse?

Review Item LE15

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Question Response

Do teachers have access to children’s IFSPs/IEPs? Where are they located? Review Item LE16

How are IFSPs/IEPs elements implemented in the lesson plans? Review Item LE17 and Glossary

What documentation is collected to support the IFSPs/IEPs? Review Item LE18

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Question Response What do you know about RTI?

Review Item LE19 and Glossary What formative assessment do you use with

each child? If you can, describe a tiered intervention

instruction used in your class. Do you collaborate and use data-based

decision making in your instructional planning? Please give examples.

Review Item LE19 and Glossary If you know about RTI, how do you use RTI in

the classroom? Please give examples. Review Item LE19 and Glossary

Do you have any children whose home languages are other than English? If so, what are their home languages?

What DLL teaching strategies do you use in

your class? Review Item LE20

Give examples of how you support interactive play between children of diverse backgrounds.

Review Item SS21 and Glossary

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Question Response

What strategies does the teaching staff use to support positive behavior?


How do you ensure that your classroom team understands and practices positive behavior support strategies?


What are the multiple evidence-based methods of communication used by teaching staff to meet each child’s learning style?

Review Item SS24

How is the “quiet area” used in your classroom?

Review Item SS25

How do families provide information related to their children’s culture, language and abilities? Review Item FE26

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Question Response

What strategies does the teaching staff use to communicate with families who are culturally, linguistically, and ability diverse?

Review Item FE27

What types of experiences have families shared in the classroom?

Review Item FE28

What types of community resources are made available to families who are culturally, linguistically, and ability diverse?

Review Item FE29

Would you like additional information on a specific topic? Please list areas of interest.

Name: School / Agency: Classroom Number: Phone Number:

cultural, linguistic, & ability diversity (clad)...

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