Search Past Institutes

2013
Listen to the process that one of the largest school systems in North Carolina undertook when bringing administrative partners together to create an intentional plan for inclusion between the Title I and Exceptional Children PreK programs.  From embracing the NAEYC/DEC joint position statement, conducting a cross-sector program self-assessment, developing administrative agreements for balanced classroom configurations, to implementing a series of connected professional development activities that supported staff in conducting embedded intervention with teams of classroom teachers, coaches,... more
2017
Scaling evidence-based prevention and wellbeing programs to achieve population-level outcomes can present unique challenges to cross-sector partners. A logic model for developing community implementation capacity will be presented and discussed in the context of efforts to scale the Triple P – Positive Parenting Program in North Carolina. Triple P offers a system of parenting and family support interventions, including an option for parents with children who have disabilities or developmental delays, modeled on a public health approach. Examples of multi-level systems data that are guiding... more
2013
Recent national and state initiatives have focused on moving states and local communities toward developing an aligned early childhood professional development system for all personnel who provide services to young children and their families.   This is easier said than done. The current fragmentation of early childhood programs has been years in the making and is devilishly hard to undo. Drawing upon an implementation science framework, the presenters share tools and resources that states and communities can use to assist them in reaching this goal.  Note:  This session is based on an... more
2016
Research demonstrates that dialogic reading enhances language development substantially more than traditional storybook reading, including the language of children with disabilities and English Language Learners. Come learn the intentional Dialogic Reading PEER and CROWD strategies to incorporate this foundational practice in your classroom or home on a daily basis.
2015
States’ revisions to QRIS have provided a natural mechanism to examine and define quality for early childhood programs and inclusive preschool services. Through supports from initiatives such as the Race to the Top – Early Learning Challenge, Illinois and Delaware will share their progress in expanding access for children with disabilities to high quality programs using a portfolio approach, self-assessment, and professional development. Come share your State’s strategies and challenges in assuring high quality, inclusive early childhood programs and services through the QRIS lens. An... more
2014
We believe that high-quality, inclusive learning environments are best for young children (0 – 5 years) with and without disabilities. However, education and caring for children in inclusive settings can be extraordinarily challenging. It is difficult to meet the diverse needs of children, families and colleagues, and the demands of partner-regulators, and school districts. In this roundtable we will share some of those challenges, and generate a collection of strategies and wisdom for going forward in our work. The voices of teaching professionals, inclusion specialists, therapists,... more
2013
We believe that high-quality, inclusive learning environments are best for young children (0 – 5 years) with and without disabilities. However, education and caring for children in inclusive settings can be extraordinarily challenging. It is difficult to meet the diverse needs of children, families and colleagues, and the demands of partner-regulators, and school districts. In this roundtable we will share some of those challenges, and generate a collection of strategies and wisdom for going forward in our work. The voices of teaching professionals, inclusion specialist, therapists, and... more
2012
We believe that high-quality, inclusive learning environments are best for young children (0 – 5 years) with and without disabilities. However, education and caring for children in inclusive settings can be extraordinarily challenging. It is difficult to meet the diverse needs of children, families and colleagues, and the demands of partner-regulators, and school districts. In this roundtable we will share some of those challenges, and generate a collection of strategies and wisdom for going forward in our work. The voices of teaching professionals, inclusion specialist, therapists, and... more
2016
For many children with emotional and behavioral problems, outside time can be fraught with anxiety, frustration, conflict, and even fear. This session explores ways in which parents and teachers can develop a more acute awareness of the difficulties encountered by these children and assist them in having more successful outdoor experiences.
2017
Do you have the knowledge and skills to promote young children’s social-emotional development? To recognize when there is a risk for mental health issues that may interfere with development?  Presenters will share competencies established by mental health professional organizations for the early care and education workforce.  Participants will interact with resources, such as free ‘e-modules,’ designed to move the workforce toward competence in the areas of social-emotional development, early brain development, self-regulation, toxic stress, and relationships.  Presenters will then discuss... more

Pages