Free, Evidence-Based and Effective Resources to Support Your Work in Higher Education The Presentation Team Camille Catlett FPG Child Development Institute (NC) Tracie Dickson OSEP Laurie Dinnebeil University of Toledo (OH) Chih-Ing Lim FPG Child Development Institute (NC) Susan P. Maude Maude Consulting (IA) Tracey West FPG Child Development Institute (NC)

Requirements of 325N Grants Incorporate emphasis on content areas identified by OSEP evidence-based practices children of diverse abilities and inclusion Revise course syllabi Practicum with children of diverse abilities

OSEP Requirements Emphasis on Evidence-Based/Competency-Based Practices Special Education Content Collaboration with Specialized Personnel Social-Emotional/Behavioral Interventions/Classroom Management Early Development/Academic Achievement Use of Technology Observing and Collecting Data Communicating Effectively with Children and Families Transitions Serving Culturally and Linguistically Diverse Children and Families Alignment with Division for Early Childhood Recommended Practices National Association for the Education of Young Children Standards

Clarify Values and Vision Write down two things you think are essential knowledge or skills for effective early childhood professionals on post-its

Sample Graduate of the Future

Sample Graduate of the Future

Resources We’ve Created Together

SCRIPT-NC resources here

Tacoma Community College

Kirkwood CC Curriculum Map Curriculum maps on ● assistive technology ● cultural diversity ● linguistic diversity ● ability diversity ● CARA’s Kit

Kirkwood Community College Activity Maps

Toledo slides here

Recommended Practices Module Format: PDSA Plan: Learners will consider why there is a need to focus on the RP, and will acquire and apply knowledge on the RP via self-guided interactive activities. Experts and others in the field share common challenges associated with implementing the RP, and strategies for implementing it effectively. Do: Learners will have the opportunity to tie it all together in a scenario-based interactive activity. In addition, the learner will have opportunities to try out the practice in their own classroom, practicum placement, or through role-playing activities. Sit down next to Sarah, help her choose a puzzle, and you then work with her to name the shapes and colors. Ask Sarah if she would like to come with you to the dramatic play center, when she nods, you take her hand and guide her there. Remind Sarah that she can choose any center and that dramatic play still has space for one more child, you watch to make sure she chooses a center. Setting the Stage – Identify the challenge(s) (5 minutes) Lesson 1: Ask the Expert (10 minutes) Lesson 2: Gathering Information (15 minutes) Lesson 3: Taking Action (15 minutes) Lesson 4: Voices from the Field (10 minutes) Plan Do Act: Learners consider what changes they can make that will result in an improvement in their own practice. An Action Plan helps learners make changes to their practice and apply what they’ve learned in everyday practitioner settings. Act Study Study: Learners are introduced to tools and strategies that help them know if a change is an improvement. The Importance of evaluation and strategies for doing it well are also addressed. Performance Checklists for promoting use of the RPs and for practitioner self-evaluation Preview: http://rpm.fpg.unc.edu/ ECTACenter.org

Q&A slide here

Closing/farewell slide here