1. 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)

2. 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

3. 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

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

5. Sample Graduate of the Future

6. Sample Graduate of the Future

7. Resources We’ve Created Together

9. SCRIPT-NC resources here

10. Tacoma Community College

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

12. Kirkwood Community College Activity Maps

13. Toledo slides here

14. 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:
ECTACenter.org

16. Q&A slide here

17. Closing/farewell slide here