139 Cultural Diversity – The term given to a range of peoples or societies with different ethnicities, racial identities, economic classes, family structures, languages, religious/spiritual beliefs, and political beliefs, all living in a specific region. Culturally Responsive Practice – A pedagogy that recognizes the importance of including students' cultural references in all aspects of learning. Some of the characteristics of culturally responsive teaching are positive perspectives on parents and families; communication of high expectations; learning within the context of culture; student-centered instruction; culturally mediated instructions; reshaping the curriculum; and teacher as facilitator. (The Education Alliance, Brown University15 ) Developmental Screening – A short standardized assessment used to identify children who are potentially at-risk for a developmental delay. Developmentally Appropriate Practice (DAP) – A fundamental approach for all who work with young children. It is designed to promote young children’s optimal learning and development. Its three core considerations include: 1) knowing about child development and learning; 2) knowing what is individually appropriate; and 3) knowing what is culturally important. (National Association for the Education of Young Children) Family, Friend, and Neighbor (FFN) Care – Refers to a broad range of child care arrangements provided in the home of the child or caregiver, by extended family members, friends, neighbors and other unrelated adults, for a fee, or free. Family, friend, and neighbor care is also often referred to as kith and kin, informal care, unregulated and license exempt child care, or relative care (Arizona’s BUILD Initiative, CLASP, Families and Work Institute: Sparking Connections Report) Formative Assessment – Assessment designed to monitor progress toward an objective and used to guide curricular and instructional 15 http://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml decisions. Examples include observation data, portfolios, and student work samples. Inclusion and Diversity – The phrase “each child” or “all children” is used to emphasize that every competency, component, and indicator is meant to include all children: those with developmental delays or disabilities, those who are gifted and talented, those whose families are culturally and linguistically diverse, those from diverse socioeconomic groups, and those with individual learning styles, strengths, and needs. Individualized Education Plan (IEP) – A written statement for each child with a disability that is developed, reviewed, and revised in a meeting in accordance with federal regulations. It includes statements of the child’s present levels of academic achievement and functional performance; measurable annual goals; s p e c i a l education and related services; and other related information (U.S. Department of Education). An IEP, used for children starting at age 3, focuses on the educational needs of the child. Individualized Family Service Plan (IFSP) – A written statement that, among other things, outlines the early intervention services that a child and family will receive. It includes the child’s present levels of functioning and needs, family information, results or outcomes expected, and early intervention services (National Dissemination Center for Children with Disabilities). An IFSP, used for children from birth through age 2, focuses on the child and family and the services that a family needs to help them enhance the development of their child. Individualized Healthcare Plan (IHP) – A written document for a child whose healthcare needs affect or have the potential to affect safe and optimal program attendance and performance. The document outlines the provision of child healthcare services intended to achieve specific child outcomes.