Regional Meetings for Teachers of the Deaf Spring 2014 North Carolina Office of Early Learning & Exceptional Children Division Regional Meetings for Teachers of the Deaf Spring 2014

Statewide Professional Development & Technical Assistance System http://nceln.fpg.unc.edu/

Transition Update

Guiding Practices for Transition Revised from 2009 version: Based on revised Part C policies To include information from Catchment Area Transition Plans Interagency Transition Agreement from Part C to Part B

Catchment area transition plans were initiated in 2011 – they are local interagency agreements between CDSAs and LEAs that they serve. Purpose was to standardize the practices at the local level for transmitting notification data and the process for invitation to transition planning conferences.

The state now has an agreement between DHHS and DPI outlining agreed upon processes that mirror those on the catchment area transition plans.

Developed the Q&A for Procedural Safeguards – because there were so many questions about how to talk with families without ‘scaring them.’ (this document should be in their handouts – it’s posted on the wiki)

Transition from Infant Toddler Program Indicator 12 Of the children who were enrolled in the Infant Toddler Program, what percentage were served by their third birthday? Compliance Indicator = 100% target Indicator 12 is a compliance indicator. The federal government sets the target – 100%. Of those children enrolled in Infant toddler program and considered to be potentially eligible for Part B. State had to come up with definition for ‘potentially eligible.’ Definition of potentially eligible is ‘all children enrolled in Part C.’

These data represent the percent of children that we placed by their third birthday if they had previously been served by the infant-toddler program. Implementation of training and guidance materials have had a positive impact on data, statewide.

Foundations for Early Learning & Development Identifying professional development needs for schools systems and the early intervention program Stakeholder input helped to identify priorities for training and resources needed to implement into teacher/practitioner practices

Foundations PD Priorities Cross walk with the Common Core and State Standards for Kindergarten Aligning formative assessment practices with NC DPI Falcon training and the Foundations Incorporating the notion of “learning progressions” which align with the KEA Embed Foundations into current PD initiatives Focus on instructional practices

Regional Administrative Overview Sessions Eight regional sessions: Share resources to communicate about the Foundations for Early Learning & Development Communicate DPI’s plan to provide LEAs with professional development materials Share resources for developing LEA implementation plans Provide resources to administrators to communicate with school leadership about the ELDS and the cross walk to the Common Core Provide LEAs with professional development materials to infuse the ELDS and the NC Teacher Standards into high quality early childhood practices Encourage intentional LEA implementation plans for implementation across programs within LEAs to promote accountability and program improvement

Summer Institute Foundations Training Modules For the program trainers……

Seven Training Modules 90 Minute Modules PowerPoints Handouts Recommended delivery in professional learning community sessions over the course of 12 to 15 months

General Overview Modules Understanding the Foundations for Early Learning and Development 2. Conducting formative assessment with young children guided by learning progressions

Instructional Practices Modules 3. Behavioral Expectations and Classroom Rules 4. Building Positive Relationships 5. Classroom Design 6. Schedules and Routines 7. Giving Directions and Feedback

Instructional Practices Modules Include…… Teacher fidelity checklists for each practices to measure growth before and after Strategies to engage families Formative assessment activities

Instructional Practices Modules Include…… 4) Strategies for children with race or cultural differences 5) Strategies for children with severe disabilities 6) iPoints documents