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:
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).
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You may send your questions to email@example.com or call (toll-free) 1-877-731-0764.
Source: National Center on Quality Teaching and Learning
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