Good, Better, Best Professional Development Resources That Support Each Young Learner The Presentation Team Patricia M. BlascoWestern Oregon University (OR) Camille Catlett FPG Child Development Institute (NC) Laurie DinnebeilUniversity of Toledo (OH) Tracey West FPG Child Development Institute (NC)

Introductions

Overview of 325N The programs under this focus area must enhance or redesign their curricula by: (1) incorporating evidence-based and competency- based practices and content in special education into each course; and (2) providing at least one practicum experience in a program that serves children with disabilities ages birth through five and their families.

Required Competencies to be Developed (i) Collaborating and working effectively with licensed and certified professional practitioners, as appropriate. (ii) Implementing social-emotional and behavioral interventions and classroom management practices. (iii) Implementing instructional strategies to support early development and learning or academic achievement. (iv) Using technology to enhance children’s development and access to natural learning opportunities or improve student achievement and participation in the general education curriculum.

Required Competencies (continued) (v) Observing and collecting data for progress monitoring. (vi) Communicating effectively with children and families. (vii) Assisting in the implementation of transition plans and services across settings from EI to preschool, preschool to elementary school, elementary school to secondary school, and secondary school to postsecondary education or the workforce, as appropriate. (viii) Working with children and families from diverse cultural and linguistic backgrounds, including English learners with disabilities and high-need children with disabilities and their families.

Pooling Data to Answer Questions Needs assessment was adapted from federally funded Crosswalks project Data pooled among 5 grantees Northampton Community College Tacoma Community College University of North Carolina at Chapel Hill University of Toledo Western Oregon University 2 programs administered a 36- item survey while the other 3 administered a 28-item survey

Overview of Needs Assessment Survey has 3 sections: EC and EI Content Areas, Instructional Strategies and Demographics EC and EI Content: Using a scale of 1 (Low) -5 (High), respondents indicated their current level of knowledge, emphasis on ECSE content in the courses they teach, knowledge of where to access resources related to ECSE content, and comfort teaching the content with regard to the statements Instructional Strategies: Using a scale of 0 (None) – 5 *High), respondents indicated their skills and emphasis on ECSE content and skills in the courses they teach

Who were the Participants? 116 early childhood faculty from 12 community colleges in North Carolina, Ohio, Oregon, Pennsylvania, and Washington #s of faculty respondents in each of the CCs surveyed ranged from 3 to 51 The demographics of the faculty were similar to findings from national surveys (Early & Winton, 2001; Maxwell, Lim & Early, 2006)

Faculty Knowledge and Skills: Top Areas of Need Using AT to enhance children’s development and access to natural learning opportunities Using AT to enhance children’s participation in the general curriculum Implementing transition plans Knowledge of relevant state and federal regulations Using EBPs in EI and ECSE Embedded intervention strategies Using data from progress monitoring Implementing IFSPs and IEPs Implementing social/emotional intervention strategies Implementing instructional intervention strategies

Research Question What is the relationship between faculty members' knowledge, skills and comfort level related to ECSE topical areas and the degree to which they are addressing those areas in Community College program coursework in ECE ?

Using AT to Enhance Children’s Access to Natural Learning Opportunities Levels of emphasis in courses taught were correlated to knowledge and skills (r(113) =.56, p <.01) as well as to comfort level (r(95) =.37, p<.01).

Using EBP in EI & ECSE Levels of emphasis in courses taught were correlated to knowledge and skills (r(86) =.60, p<.01) as well as to comfort level (r(85) =.59, p<.01)

Lessons Learned About Associate Degree Programs Articulation…articulation …articulation!

Lessons Learned continued Inconsistent emphasis on knowledge acquisition and knowledge acquisition + knowledge application

Lessons Learned continued Preparing ECE professionals for diverse positions

Lessons Learned continued Workload of community college faculty members Resources (or lack thereof) available to community college faculty members

Lessons Learned continued Nature of the typical student enrolled in an associate degree program

An effective teacher can have a stronger influence on student achievement than poverty, language background, class size, or minority status

The Real Early Learning Challenge: Meeting the Needs of Each & Every Child

Setting the Stage Meeting the needs of each and every child Knowledge acquisition and knowledge application Evidence-based practices Cultural and linguistic diversity

Our Work is Guided by… SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina

Using Familiar Resources in More Explicit Ways SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina

Areas of Targeted Change Program Practices PracticaCoursework

Identify knowledge, skills, and dispositions you want future graduates to have Capturing a Vision

Deconstructing/Reconstructing Courses Overview of Course Course Description Student Learning Outcomes (SLOs) Assignments Required Materials/Texts Course schedule/outline Student Learning Outcomes Assign ment

Course Title Areas of Emphasis in Course Evidence- based/Competency- based Practices (1) EC Special Education Content (6, 8, 11, 15, 16, 27) Collaboration with special education colleagues (4) Social-emotional/ Behavioral Interventions (5) Early Development/ Academic Achievement (7) Use of Technology (9, 10) Observing and Collecting Data (13, 14) Communicating Effectively with Children and Families (19, 20) Transitions (21) Culturally and Linguistically Diverse Children and Families (22,24) Alignment with DEC & NAEYC standards Introduction to Early Childhood Education Child, Family, and Community Child Development I Child Development II Child Guidance Children with Exceptionalities Language and Literacy Experiences Early Childhood Capstone Practicum Areas of Emphasis in Redesigned Syllabi

Practica Site Inventory

Identifying PD Needs Needs Assessment Program Inventory Course Redesign

Two Components of Evidence-Based Professional Development The PD content focuses on specific research-based teaching and intervening practices The PD delivery focuses on evidence-based methods for building practitioners’ knowledge and application of evidence-based practices SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina

Resources to Support the Process

CONNECT The Center to Mobilize Early Childhood Knowledge

National Center on Quality Teaching and Learning

15-Minute In-Services Expansions Thick and Thin Conversations Asking Questions Engaging Children in Conversations

15 Minute In-Services Engaging Children in Conversations Zoning: Staffing to Maximize Learning Fostering Children’s Thinking Skills Asking questions Collecting and using work samples Expansions

National Professional Development Center on Inclusion

 ACCESS  PARTICIPATION  [SYSTEMIC] SUPPORTS

Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.

Additional Resources

CONNECT NPDCI Landing Pads A sampling of evidence and resources, related to each feature, to support your learning and professional development needs Find them online at inclusive-practices-resources-and-landing- pads inclusive-practices-resources-and-landing- pads

CONNECT NPDCI 8 EBP Landing Pads Available

Heartland Equity & Inclusion Project

CONNECT Landing Pads SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina

CONNECT SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina EDU 144 Landing Pad

After 2 years, what’s changed?

Change and the Need for Transfer PD involves change Transfer - implementing skills occurs in the setting Transfer does not automatically happen New skill has to be changed to meet needs in the setting

Use of Persona Faculty developed persona of a typical scholar in their program: Provides project team with clear understanding of comprehension level of scholars Provide materials that are appealing and appropriate for reading level and knowledge acquisition

Action Plans to Go Faculty completed action plans: Intended outcomes Activities to achieve outcomes Timeline Person responsible

Practicum Checklist

Intentional Assignments Make sure that every component of the course syllabus is aligned and consistent with goals and objectives of the course Be specific about course assignments—make sure that they reflect the course goals and objectives Instead of adding new goals and objectives to a course, embed EI/ECSE content into existing course components

Designing a Follow-up Support Plan Provides opportunity to: answer question about implementation address problems collect implementation data Use evaluation measures, instruments, procedures on-going during the year