professional development day august 31, 2012 9:00 am – 3:00 pm · professional development day ....
TRANSCRIPT
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Professional Development Day August 31, 2012
9:00 am – 3:00 pm
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Welcome and Introduction
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Context: Faculty are Expected to Incorporate EBP into PD
SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina
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Context: Increased Focus on High Needs Children
12% of the children being served in Head Start and Migrant Head Start Programs have an IEP.
- Office of Head Start Program Information Report (2011)
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Context: Research Evidence about Effective PD Approaches
Focused on specific instructional strategies rather than general content
Sustained over time and of considerable duration
Infused with active learning opportunities, guided practice and corrective feedback
Connected with program standards, curricula, and assessments
-Snyder, Hemmeter, & McLanglin,2012; Wei et al., 2009; Winton, 2010; Zaslow, et al., 2010
SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina
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SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina
http://community.fpg.unc.edu/connect-modules
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CONNECT
identifying specific research-based practices that have been validated through a rigorous review process
Odom, Brantlinger, Gersten, Horner, Thompson, & Harris, 2005
Evidence-Based Practice is……
A decision-making process that integrates the best available research evidence with family & professional wisdom & values Buysse & Wesley, 2006; Buysse, Wesley, Snyder, & Winton, 2006
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CONNECT
Step 1 Dilemma
Step 2 Question
Step 3 Evidence
Step 4 Decision
Step 5 Evaluation
Innovation: An Approach for Incorporating EBP into PD
5 Step Learning CycleTM - Process for Making Evidence-Based Practice Decisions
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Early Childhood Inclusion: A Joint Position Statement of DEC and NAEYC
Defining Inclusion
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… three defining features of inclusion
ACCESS PARTICIPATION SUPPORTS
- Early Childhood Inclusion: A Joint Position Statement of DEC and NAEYC, 2009
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CONNECT
Available Soon at http://npdci.fpg.unc.edu
NPDCI
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Defining Feature of Inclusion
Evidence-Based Practice CONNECT Modules
Assistive Technology
Module 5
Embedded Interventions
Tiered Instruction
Module 1
Module 7
Collaboration
Family-professional partnerships
Module 3
Modules 2 and 4
ACCESS
PARTICIPATION
SUPPORTS
Connecting Policies, Research & Practice
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CONNECT
Available Modules
Module 2: Transition Module 1: Embedded Interventions
Module 3: Communication for Collaboration
Module 4: Family-Professional Partnerships
Module 5: Assistive Technology Interventions
Module 6: Dialogic Reading Module 7: Tiered Instruction
(Social emotional development & Academic learning)
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CONNECT
Questions?
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CONNECT
Step 1: Module 5 Dilemma
Step 1: Dilemma
Step 2: Question
Step 3: Evidence
Step 4: Decision
Step 5: Evaluation
> > > >
Family child care provider’s perspective (Ms. Mary)
Family’s perspective (Holly)
Source: CONNECT Module 5: Assistive Technology Interventions
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CONNECT
Step 2: Question
For young children who have language and physical impairments, are assistive technology interventions effective in promoting learning and development?
Step 1: Dilemma
Step 2: Question
Step 3: Evidence
Step 4: Decision
Step 5: Evaluation
> > > >
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CONNECT
Step 1: Dilemma
Step 2: Question
Step 3: Evidence
Step 4: Decision
Step 5: Evaluation
Step 3: Evidence
> > > >
Definition/ Demonstration of Practice
Research Policies Experience-based
knowledge
Evidence
Teaching Component
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CONNECT
Step 1: Dilemma
Step 2: Question
Step 3: Evidence
Step 4: Decision
Step 5: Evaluation
> > > >
Research Evidence on Assistive Technology
Source: CONNECT Module 5
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CONNECT
Step 1: Dilemma
Step 2: Question
Step 3: Evidence
Step 4: Decision
Step 5: Evaluation
> > > >
Policies Related to Assistive Technology
Source: CONNECT Module 5
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CONNECT
Experience-Based Knowledge Related to Assistive Technology
Speech-Language Pathologist’s Perspective
Parent’s Perspective
Researcher’s perspective on working with diverse children
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CONNECT
Step 1: Dilemma
Step 2: Question
Step 3: Evidence
Step 4: Decision
Step 5: Evaluation
Step 3: Evidence
> > > >
Definition/ Demonstration of Practice
Research Policies Experience-based
knowledge
Evidence
Teaching Component
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CONNECT
Definition of the Practice
Step 1: Dilemma
Step 2: Question
Step 3: Evidence
Step 4: Decision
Step 5: Evaluation
> > > >
Assistive technology (AT) interventions involve a range of strategies to promote a child's access to learning opportunities, from making simple changes to the environment and materials to helping a child use special equipment. Combining AT with effective teaching promotes the child's participation in learning and relating to others.
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CONNECT
Demonstration of Assistive Technology Interventions
Going to the grocery store
Step 1: Dilemma
Step 2: Question
Step 3: Evidence
Step 4: Decision
Step 5: Evaluation
> > > >
Source: CONNECT Module 5, Video 5.5
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CONNECT
Demonstration of Assistive Technology Interventions
Going to the grocery store
Step 1: Dilemma
Step 2: Question
Step 3: Evidence
Step 4: Decision
Step 5: Evaluation
> > > >
Source: CONNECT Module 5, Video 5. 7
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CONNECT
Step 4: Decision and Implementation Plan
Step 1: Dilemma
Step 2: Question
Step 3: Evidence
Step 4: Decision
Step 5: Evaluation
> > > >
Evidence Research Policies Experience-based knowledge
Unique Perspectives & Contexts of the Dilemma
Integrate Decision
Plan for implementation Identify, review and select strategies
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CONNECT
Using EBP Decision-Making to Make a Decision about Assistive Technology
Step 1: Dilemma
Step 2: Question
Step 3: Evidence
Step 4: Decision
Step 5: Evaluation
> > > >
Source: CONNECT Module 5
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CONNECT
Step 1: Dilemma
Step 2: Question
Step 3: Evidence
Step 4: Decision
Step 5: Evaluation
Implementation Plan
> > > >
Source: CONNECT Module 5
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CONNECT
Step 1: Dilemma
Step 2: Question
Step 3: Evidence
Step 4: Decision
Step 5: Evaluation
> > > >
Step 5: Evaluation
Determine if the intervention was implemented? Determine if the intervention was effective? Summarize and use assessment results to determine if the goal(s) are met.
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CONNECT
Step 1: Dilemma
Step 2: Question
Step 3: Evidence
Step 4: Decision
Step 5: Evaluation
> > > >
Tool to Evaluate Assistive Technology
Source: CONNECT Module 5
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Patsy Pierce
SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina
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SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina
Group Work How can you infuse CONNECT
Module 5 and other AT resources/ activities into your courses?
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SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina
More Resources from
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CONNECT
CONNECT Website
Step 1: Dilemma
Step 2: Question
Step 3: Evidence
Step 4: Decision
Step 5: Evaluation
> > > >
Click through with us
Go to http://community.fpg.unc.edu/connect-modules
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CONNECT
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CONNECT
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CONNECT
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CONNECT
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CONNECT
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CONNECT
Step 1: Dilemma
Step 2: Question
Step 3: Evidence
Step 4: Decision
Step 5: Evaluation
> > > >
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CONNECT
Modules are Connected to Standards
Step 1: Dilemma
Step 2: Question
Step 3: Evidence
Step 4: Decision
Step 5: Evaluation
> > > >
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CONNECT
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CONNECT
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CONNECT
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CONNECT
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CONNECT
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CONNECT
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CONNECT
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CONNECT
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CONNECT
Selected Resources from CONNECT Module 1: Embedded Interventions
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CONNECT
The Best of
Source: CONNECT Module 1
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CONNECT
Examples of Embedded Interventions (Handouts 1.1 and 1.2)
Source: CONNECT Module 1
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CONNECT
Source: CONNECT Module 1
Video Demonstration of Embedded Interventions (Video 1.12: Rolling with Friends)
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CONNECT
Teacher’s Rights When Working with Children with Disabilities
Source: CONNECT Module 1
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CONNECT
Selected Resources from CONNECT Module 2: Transition
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CONNECT
Video Demonstration of Transition Practice (Video 2.3: Highlights of a Home Visit)
Source: CONNECT Module 2
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CONNECT
Home Visit Planning Form (Handout 2.3)
Source: CONNECT Module 2
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CONNECT
Module 3: Communication for Collaboration
Selected Resources from CONNECT Module 3: Communication for
Collaboration
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CONNECT
Observation tools (Handouts 3.1 & 3.2)
Source: CONNECT Module 3
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CONNECT
Module 3: Communication for Collaboration
Selected Resources from CONNECT Module 4: Family-Professional
Partnerships
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CONNECT
Teacher’s viewpoint (China) Family’s viewpoint (Aaron)
Dilemma Videos (Videos 4.1 and 4.2)
Source: CONNECT Module 4
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CONNECT
Evaluation Tools (Handouts 4.7 & 4.8)
Source: CONNECT Module 4
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CONNECT
Module 3: Communication for Collaboration
Selected Resources from CONNECT Module 6: Dialogic Reading
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CONNECT
Video Demonstration of Dialogic Reading (Video 6.8: Reading the Book – Carrot Soup)
Source: CONNECT Module 6
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CONNECT
Planning and Observation Tools (Handouts 6.3 and 6.5)
Source: CONNECT Module 6
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CONNECT
Module 3: Communication for Collaboration
Selected Resources from CONNECT Module 7: Tiered Instruction
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CONNECT
Video Demonstration of a Targeted Support (Video 7.14: Using an incentive system with Sammy)
Source: CONNECT Module 7
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SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina
Group Work by Site: Action Planning, Integrating Evidence, and Creating an
Implementation Plan
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SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina
Next steps and
Evaluation
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Source: http://www.flickr.com/photos/wwworks/4759535970/