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2017
Every student has strengths but these may get overlooked as we focus on needs and difficulties.  Learn how to systematically and intentionally observe students as “at potential” vs. “at risk”!!  Use the TOPS (Teachers Observation of Potential in Students) to see and document student’s strengths to plan strength-based instructional experiences.  Reflect with your colleagues on how a strength-based approach to children and learning impacts classroom practices!
2018
Every student has strengths but these may get overlooked as we focus on needs and difficulties.  Learn how to systematically and intentionally observe students as “at potential” vs. “at risk”!!  Use the TOPS (Teachers Observation of Potential in Students) to see and document student’s strengths to plan strength-based instructional experiences.  Reflect with your colleagues on how a strength-based approach to children and learning impacts classroom practices!
2017
How can we help teachers and program leaders understand more about how children spend their time in school?  This is particularly important when we think about children with special needs in inclusive settings.  How do we know that such children are having meaningful experiences?  How do we move from token inclusion to authentic inclusion?  In this session, we will introduce and discuss the EduSnap, a tool that provides a minute-by-minute picture of how children spend their day in school, allowing educators to examine the degree to which those experiences are similar or different when... more
2020
Reggio Emilia is a small town in Northern Italy where parents, educators, and citizens have worked together for more than fifty years to create and provide an outstanding public system of care and education for children three months to six years of age. Reggio Emilia is able to achieve tailor-made programming to foster both the cognitive and social development of ALL children. Vividly illustrated through slides and video from the world-renowned inclusive early childhood programs this conference session will cover: children with “special rights” as competent, families as partners, teachers as... more
2012
Do you have practical experience in providing inclusive services to children in your community? If so, your voice is needed in a guided conversation to share the facilitators and barriers to local inclusion and the finance strategies for making it happen. Learning from each other, we will explore the administrative considerations, community partners, service delivery models and settings, funding streams and costs, and supports for including young children with disabilities, focusing particularly on resources for local collaborations. This session was on the program of the 2011 Inclusion... more
2017
This special Pre-Institute Workshop will provide participants with concrete strategies that address challenging behavior across roles and in a range of inclusive settings, including Early Head Start, Head Start, Child Care, PreK, and Special Education classrooms. Participants will learn the reasons children engage in challenging behavior and identify strategies to employ to address these behaviors effectively.  In addition, presenters will cover policies and practices on preventing suspension and expulsion and provide helpful resources Come prepared to actively engage colleagues. Video... more
2012
As a recipient of a grant from the Center on the Social and Emotional Foundations for Early Learning (CSEFEL), North Carolina established a collaborative state planning team. This presentation provides an overview of North Carolina's efforts to sustain and grow the use of the CSEFEL Teaching Pyramid Model across NC. NC/CSEFEL partner agencies' representatives will share their activities and initiatives designed to support implementation of the model. Challenges and lessons learned will be shared and discussed.
2015
This session explores how early childhood professionals can support families and partner with early intervention (EI) providers when a child’s screening results indicate the need for assessment.  Learn strategies for discussing assessments with families and engaging parents in EI services.  Participants will also identify methods to collaborate with EI providers when services are delivered at an early childhood site. Finally, participants will review the IFSP and discuss how it relates to their work with children and families.
2016
In this session we will discuss potential challenges and solutions with early language and literacy assessment with young children who are dual language learners (DLLs).  Participants will receive resources for assessing and developing early oral and written language in young DLLs, and learn about different and effective classroom models that can best use these resources.
2016
Ever thought about using music for inclusion programming? This session will address how to make environmental adaptions and create expanded opportunities for all children to learn through music in the outdoor environment. Take away evidence-based facts, innovative ideas, practical suggestions, and a renewed understanding of the value that music making may bring to children with disabilities, their families, and friends.

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