1. 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

2. Statewide Professional Development & Technical Assistance System

3. Transition Update

4. 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

5. 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.

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

7. 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)

8. 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.’

9. 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.

12. 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

13. 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

14. 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

15. Summer Institute Foundations Training Modules
For the program trainers……

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

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

18. 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

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

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