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2017
The purpose of this presentation is to provide an overview of a curriculum framework that blended theory and practice from early childhood and early childhood special education to support all young children in early childhood settings. The presenter will describe four elements of the curriculum framework including assessment, scope and sequence, activities and instruction, and progress monitoring. Participants will leave with at least specific strategy that will be useful for them to plan, implement, and evaluate evidence-based practices in inclusive settings. Opportunities for viewing high... more
2015
One of the hallmarks of being a professional field of practice with a united commitment to a competent and accountable workforce is having a set of agreed upon practice standards that guide practitioners and families about the most effective ways to improve learning and enhance outcomes for young children and their families.  The 2014 DEC Recommended Practices represent the practice standards for EI/ECSE. DEC seeks your input and involvement with the dissemination and product development plan to ensure that the 2014 DEC Recommended Practices are understood and implemented across the broad... more
2016
Many inclusive early childhood programs have multiple funding streams with multiple sets of guidelines and accountability requirements.  This session focuses on finding common ground among these seemingly disparate sets of demands to build high quality inclusive programs for the benefit of ALL children and families.  Come and contribute your ideas for what resources can support your efforts to bring together the best of EHS/HS, ECSE/EI and Pre-K to support high quality inclusion in your workplace.
2018
This session will provide participants with an evidence base for using virtual Communities of Practice (CoP) and online platforms as tools to offer, support and extend professional development and training opportunities. The Head Start Disabilities Inclusion Network, facilitated by the National Center on Early Childhood Development, Teaching and Learning (NCECDTL), will be highlighted as an example. Best practices and lessons learned from the Network for sharing and exchanging of knowledge, onboarding and engaging members, facilitating and sustaining, and monitoring and evaluating CoPs will... more
2015
In recent years, assessment requirements for young children with and without disabilities have increased.  In early childhood programs, these additional requirements are complicated by the fact that policies and requirements for early childhood programs differ across funding agencies.  To facilitate quality services and inclusive programs for all children, states would benefit from collaborative policies and practices across early childhood programs that result in appropriate and useful assessment systems.  This session will provide a framework for a comprehensive and aligned assessment... more
2014
The field of early childhood is challenged by policies that differ across funding agencies.  This is evident in the disparate requirements established for child assessment across state-funded infant/toddler and preschool programs, Head Start and Early Head Start programs, and early intervention/early childhood special education programs.  The result can be challenges for teachers who face assessment requirements that seem excessive, may not be designed to match the service delivery model, may not be appropriate for all children, and may not produce timely and useful information for guiding... more
2014
What does planning and developing a new subdivision of homes have to do with providing quality early intervention, Part C services?  Come and discover. During the first half of this session we will explore the homes by describing the essential foundational pillars, recommended and agreed upon practices and the various service delivery approaches all coming together to create a quality “house”.   In the second half we will explore a new resources title the “Early Intervention Workbook: Essential Practices for Quality Services” and how this workbook and the additional resources can be used by... more
2015
This session will feature an overview of stakeholder-oriented processes and resources (e.g., self-assessments leading to action planning, guidance on financing) to facilitate an intentional process of building inclusive communities, from both a state and local lens.  Participants will have an opportunity to visit interactive stations where they can talk about the tools, and explore their potential application with community partners. 
2016
Provision of professional development to early childhood sites can be achieved in a number of ways. Participants will learn about one project, San Francisco Inclusion Networks, and its practice-based coaching model. Come learn how to use the Inclusive Classroom Profile and the data it provides to guide your professional development and technical assistance. This workshop will also high-light  examples of working with public and private early childhood sites to develop systems to sustain inclusive practices. Ample time for discussion will be provided and participants will receive sample tools... more
2012
Communities across the country have used a self-assessment process, the Community Perceptions of Inclusive Practices, to identify their strengths and needs and develop plans to promote high quality early childhood inclusive services.  The process brings community partners (Head Start, early childhood special education, child care, families, etc.) together in a safe environment to share their diverse perspectives on inclusion.  The data from these dialogues are used to facilitate relationships, prioritize action plans, provide targeted cross-system professional development, monitor progress,... more

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