2017 Sessions

Sessions are still being added to the 2017 Institute. Please check this page frequently for updates.

Providing Coaching for Practice Change: Supporting Teachers to Implement Evidence-Based Practices

Type: Concurrent
Target Audience: Professional Development Providers, Practitioners, Local Administrators
Topic: Inclusive Practices

How do you support teachers to implement evidence-based practices with fidelity?  In this session, we will explore the implementation of practice-based coaching and how it can be delivered within inclusive programs to ensure the implementation of Recommended Practices.  The session will include a discussion of coaching challenges and strategies.

DEC Recommended Practices:
  • All

Rigor in Preschool and Kindergarten for ALL Children

Other Speakers:
Type: Concurrent
Target Audience: Practitioners, Families, Local Administrators
Topic: Inclusive Practices

What is evidence-based practice and what does it look like early childhood?  Can appropriate practice and rigor coexist?  What does rigor look like for children in various stages of development?  Specific strategies will be shared to support early educators.  A number of “turn and talk” opportunities will be utilized to encourage participants to process information and share knowledge with others.  Participants will have the opportunity to use information gained to think about plans for next steps in their local classrooms/schools.  Participants may choose to further enhance knowledge gained in this session by scheduling a demonstration classroom guided observation to see rigor in action.  Information will be shared about the NC Office of Early Learning’s Pre-K/K Demonstration Program, where visits to inclusive preschool and kindergarten classrooms are available to observe evidence based practices.

DEC Recommended Practices:
  • Assessment
  • Environment
  • Instruction
  • Interaction
  • Transition

Strategies for Financing Preschool Inclusion

Other Speakers:
Type: Concurrent
Target Audience: All
Topic: Systems and Policies

Providing inclusive environments for preschool children with disabilities can be a challenge, yet it is a requirement under the Individuals with Disabilities Education Act (IDEA). Intentional collaboration and braided funding with early childhood partners can create high-quality programs that support inclusive opportunities. This session will highlight finance strategies and funding mechanisms that may be used to create inclusive early childhood environments.  Participants will have an opportunity to discuss challenges, share successes and preview tools that may be used to support the financing of inclusive programs.

DEC Recommended Practices:
  • Leadership
  • Environment
  • Family
  • Instruction
  • Interaction
  • Teaming and Collaboration

Structures and Resources for Developing State and Local Cross-Sector Professional Development Partnerships

Type: Concurrent
Target Audience: Local Administrators, State Administrators
Topic: Systems and Policies

It takes a village to prepare and support the early childhood workforce if we are to meet our goal of increasing high quality inclusion options for young children with disabilities (0-5).  However, too often professional development at state and local levels is provided in siloes that are sector specific.  This session provides resources and examples that illustrate innovative strategies and structures for promoting and delivering cross-sector professional development.  The partnership examples include those among and between Head Start/Early Head Start, State and Local Education Agencies, child care, pre-k, preschool disabilities, and Institutions of Higher Education.

DEC Recommended Practices:
  • Leadership
  • Teaming and Collaboration

Systems Barriers to Reducing Early Childhood Suspension and Expulsion

Other Speakers:
Type: Concurrent
Target Audience: Practitioners, Local Administrators, State Administrators
Topic: Systems and Policies

In early childhood, there is a troubling trend of young children being suspended and expelled at significant rates. Specifically, those children who most need access to high quality programs are the least likely to attend and the most likely to be suspended or expelled. Being suspended and expelled leads to poor outcomes, including disengagement from the educational systems, antisocial behaviors, and risk for entering the juvenile justice systems. To address these issues, it’s important to understand the system facilitators and barriers to reducing suspension and expulsions. This session will discuss federal policies (i.e., IDEA, Head Start, Child Care, ESSA), along with strategies to reduce the systemic barriers to reducing suspension and expulsion. Participants will be actively engaged in discussion about the supports needed to implement evidence-based practices that can support practitioners in reducing suspension and expulsion.

DEC Recommended Practices:
  • Leadership

Tales from the Field: Making Sense of Teaching Dual Language Learners

Type: Concurrent
Target Audience: Practitioners, Local Administrators
Topic: Inclusive Practices

This highly interactive session builds off of the authentic experiences of its participants. The presenter will introduce a series of relevant and contemporary issues related to teaching dual language learners, briefly explaining the related language acquisition and development theories. Participants will then have an opportunity to share observations and insights from their own classrooms while we collectively explore solutions to perceived obstacles. Each segment will conclude with practical tips and strategies that participants can adapt for use in their daily practice.

DEC Recommended Practices:
  • Instruction

Teaching Functional Skills to Infants and Toddlers with Severe Disabilities

Type: Concurrent
Target Audience: Professional Development Providers, Practitioners, Families
Topic: Inclusive Practices

What is “functioning” in an infant or toddler with severe-profound disabilities? This session will identify functional skills within different routines, focused on engagement, independence, and social relationships. We will explore how professionals can promote evidence-based parenting and instructional practices to foster functioning. Finally, participants will see how principles of applied behavior analysis, so often used in decontextualized ways, can be used in playful, ordinary routines

DEC Recommended Practices:
  • Environment
  • Family
  • Instruction
  • Interaction

Teaching Self-Regulation Skills to Promote Adaptability and Resilience in Young Children

Other Speakers:
Type: Concurrent
Target Audience: All
Topic: Inclusive Practices

Self-regulation has become recognized as a key area of early child development that prepares children for success in school and beyond.  Yet, specific skills and strategies for promoting self-regulation development within early childhood settings may not be clear.  This session will describe key self-regulation skills that can be taught to young children systematically and intentionally without any specific curriculum, including children with social-emotional challenges and developmental delays.  A variety of instructional methods including use of puppets, small group activities, and role plays will be demonstrated in the session through video and modeling.  Interactive discussion will encourage brainstorming about how to build this component of instruction and coaching into the classroom.

DEC Recommended Practices:
  • Instruction
  • Interaction

The Importance of Looking, Listening and Learning from Your Work: Relationship-Based, Reflective Practice

Type: Concurrent
Target Audience: Professional Development Providers, Practitioners
Topic: Professional Development

Relationships impact other relationships. This simple statement offers a powerful tool for early intervention professionals who are seeking to handle the array of questions, surprises, and dilemmas that arise in a single day of working with very young children and their families. Creating relationships within which staff are supported to do their best thinking helps them to do the same with families. Parents who experience this type of relationship with staff are better equipped to build nurturing relationships with their very young children. This session will explore the foundations of relationship-based and reflective practice, explore the benefits and challenges of implementing reflective into your work and practice using the “Look, Listen and Learn” model approach in working with families.

DEC Recommended Practices:
  • Leadership
  • Family
  • Interaction
  • Teaming and Collaboration

The Intersection of Implementation Science and Inclusion

Type: Concurrent
Target Audience: Professional Development Providers, Practitioners, Local Administrators, State Administrators
Topic: Inclusive Practices

Let’s make DEC Recommended Practices the national standard for individualizing practices with children 0-5 in inclusive settings, embraced by ALL sectors of early childhood professionals. Using an implementation science framework, participants will create an action agenda for improving the likelihood that young children with disabilities experience high quality inclusive practices.

DEC Recommended Practices:
  • Leadership
  • Instruction
  • Teaming and Collaboration

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