Policy and Advocacy Team: Call for Team Leader

One of the most powerful tools DEC has is the ability to use our collective voice to advocate for young children with disabilities and their families. To that end, the DEC Policy and Advocacy Team helps to develop DEC’s policy recommendations to ensure that proposed legislation, regulations, and documents from the US Departments of Education and Human Services increase opportunities for all young children including children with disabilities and their families.
The Policy and Advocacy Team functions as a necessary and significant arm of the DEC Executive Office, focusing DEC’s policy and advocacy efforts by working collaboratively with the DEC Executive Office Leadership, the DEC Governmental Relations Consultant, and the Children’s Action Network (CAN) Coordinator. Division for Early Childhoods Teams are officially recognized bodies of DEC members who are supported by the DEC Executive Office. Teams reflect the formal positions of the Division for Early Childhood and participate in developing, maintaining, and evolving strategies and initiatives that are critical and center to supporting DEC’s mission and beliefs.
CAN supports DEC’s mission by encouraging members to take action on legislation and issues that already have been endorsed by DEC/CEC or issues that DEC/CEC have already provided recommendations about. The Governmental Relations Consultant and the Executive Director develop and sustain relationships with national organizations, agencies, and governmental entities.
The Policy and Advocacy Team ensures DEC has a seat at the table with important stakeholders and will provide CAN with the tools needed to engage in effective advocacy. The Team also ensures a proactive stance in the drafting of policy and legislative recommendations and issue briefs; suggests updates to the DEC policy webpages as appropriate; supports the dissemination of policy and advocacy specific information; and assists in planning DEC policy and advocacy events and resources (including policy/advocacy specific actions at the annual national conference).
                                                                                          
At this time, DEC is seeking a new Policy and Advocacy Team Leader to continue the important work of planning and supporting DEC policy and advocacy activities.
Source: Division of Early Childhood, Council for Exceptional Children

A Framework for Planning Professional Development in Emergent Literacy

Monday, April 28, 2014
1 – 1:45 p.m. EDT
Register Online Now! 

The National Center on Quality Teaching and Learning (NCQTL) hosts the Front Porch Series Broadcast Calls on the fourth Monday of each month. These calls are your opportunity to hear from national experts on current research and findings in early childhood education.

Join us for A Framework for Planning Professional Development in Emergent Literacy, April 28, 2014 at 1 p.m. EDT. Dr. Gail Joseph will moderate the call. Doctors Jeanette McCollum and Tweety Yates will present. Dr. McCollum is a faculty member at the University of Illinois, where she developed the master’s program in early childhood special education. She served as principal investigator of the Developing Early Language and Literacy in Danville (DELL-D) Project. It worked to improve emergent literacy in preschoolers from low-income families. She also works closely with the state of Illinois to implement high quality programs for young children.

Dr. Yates is an NCQTL faculty member and a research assistant professor at the University of Illinois at Urbana-Champaign. She has mainly focused her work on parent-child interaction, social-emotional development, early literacy, and professional development. She the former president of the Division for Early Childhood of the Council for Exceptional Children.

Topics for the webinar include:

  • Using a tiered framework to plan and deliver professional development, including teacher institutes, small group meetings, and coaching
  • How use of the framework reflects changes in professional development over time and supports the use of individualized classroom coaching
  • Examples from classrooms at the lowest and highest tiers of how coaching was guided by individual differences in teachers’ learning

Who Should Listen?

This broadcast call will benefit an array of audience members, including: Head Start, Early Head Start, Migrant and Seasonal Head Start, and American Indian and Alaska Native Head Start program staff, parents, directors, managers, and administrators; T/TA managers; T/TA providers; federal and Regional Office staff; and State Collaboration Offices.

Participating in the Broadcast Call

The broadcast call will be accessible only via computer. Select this link to register and to review system requirements for participation:

https://www4.gotomeeting.com/register/296336639

After registering, you will receive a confirmation email containing additional instructions on how to join the broadcast. Space is limited to 1,000 participants. This presentation will be archived in the Front Porch Series section of the Early Childhood Learning and Knowledge Center (ECLKC).

Stay Connected with #NCQTL

During and after the presentation, we encourage you to share your thoughts and experiences regarding the Front Porch Series Broadcast Callon Twitter! Include #NCQTL in your tweets to participate in the chat. If you don’t have a Twitter account, you can still follow the conversation at www.twitter.com/#NCQTL.

Questions?

You may send your questions to ncqtl@uw.edu or call (toll-free) 1-877-731-0764.

Source: National Center on Quality Teaching and Learning

DEC POSITION STATEMENT: The Role of Special Instruction in Early Intervention

1/2014

Special Instruction and Early Intervention
Part C of the Individuals with Disabilities Education Act (2004) describes an array of early intervention services, including special instruction, that are available to support families of eligible infants and toddlers with developmental delays and disabilities. The purpose of these services is to support parents and other caregivers as they interact with their children in ways that enhance the child’s development and participation in daily activities and routines (Childress, 2004; Trivette & Dunst, 2000).

Generally, early intervention services, including special instruction, focus on active caregiver-professional partnerships that are grounded in family-centered practices and guided by family priorities and outcomes written into each child’s Individualized Family Service Plan (IFSP; Part C, IDEA, 2004, Sec. 303.18). Collaborative early intervention visits with the family focus on identifying how to integrate learning strategies into family routines and how the caregiver can independently implement these strategies throughout the week when the early interventionist is not present (Sandall, Hemmeter, Smith, & McLean, 2005; Ridgley, Snyder, McWilliam, & Davis, 2011). Intervention is provided in the child’s natural environment, including places where the child and family naturally spend time (e.g., home, childcare center, local park) as well as in settings that are natural for the child’s peers who do not have disabilities. Materials, activities and routines that are familiar to the child and family are used during visits and provide the context for individualized, meaningful intervention that appropriately addresses the child’s strengths and needs (Copple & Bredekamp, 2009).

Within the framework of early intervention, special instruction is provided in accordance with these recommended practices as well as with the Agreed Upon Mission and Key Principles for Providing Early Intervention Services in Natural Environments (http://ectacenter.org/~pdfs/topics/families/Finalmissionandprinciples3_11_08.pdf).

Source: Division of Early Childhood, Council for Exceptional Children

Available at: http://www.dec-sped.org/uploads/docs/DEC%20Position%20Stmt-The%20Role%20of%20Special%20Instruction%20in%20Early%20Intervention_%20%20%20.pdf