Great Resources to Support Your Work
CONNECT Modules- Overview of CONNECT
- CONNECT Resource Library
- CONNECT Instructor Supports
- CONNECT Modules for Instructors
Evidence-based Practice Landing Pads
- Assistive Technology Landing Pad
- Embedded Instruction and Other Naturalistic Interventions Landing Pad
- Family-Professional Collaboration Landing Pad
- Scaffolding Strategies Landing Pad
- Universal Design for Learning Landing Pad
SCRIPT-NC Course Landing Pads
National Center on Cultural and Linguistic Responsiveness
- 60 minutes from catalog to classroom
- The Importance of Home Language series
National Center on Quality Teaching and Learning
- 15 Minute In-Services
- Head Start Child Development and Early Learning Framework resources
National Dissemination Center for Children with Disabilities
- Module 1: The Basics of Early Intervention
- Early Intervention clips
- Just Being Kids
University of Maine Center for Community Inclusion and Disability Studies Tip Sheets
1
Community Mapping (EDU 131- Child, Family, Community)Briefly describe the assignment and list the courses that use this assignment
Candidates will analyze the needs of the child and family featured in the CONNECT Module 4 Vignettes. Candidates will describe and align those needs with possible resources within their own community that will assist the identified family and provide an opportunity for the candidate to act as an advocate for the family.
Place a check or X under the NAEYC Standards and Supportive Skills assessed through this activity
STD = standards 1-6, SS = Supportive Skill 1-5
STD1 / STD2 / STD3 / STD4 / STD5 / STD6 / SS1 / SS2 / SS3 / SS4 / SS5
2a
2b
2c / 4a / 6b
6c
6d
6e / X / X / X
Briefly summarize candidate performance data from this key assessment. If your program has not yet collected data from this key assessment, explain why.
This assessment is new, with Spring 2013 being the first implementation. This revised assessment is also a result of the program’s work with SCRIPT-NC. Currently there is only 1 round of data. The program, however, felt that this assessment is a better representation of where the program is headed, our conceptual framework, and our work with SCRIPT-NC.
This assessment is utilized during the early portion of the candidates’ curriculum plan. EDU 131 has English and reading pre-requisites. Overall approximately 85% of the candidates either met or exceeded the expectations of this assessment. Candidates demonstrated strength in knowledge and understanding of NAEYC Standards 2a, 2c, 6b, 6e, and supportive skill 3. Candidates demonstrated areas of needed growth in knowledge and understanding of NAEYC Standards 2b and 6d.
Describe how data from this key assessment are being used to improve teaching and learning.
This assessment provides candidates with an opportunity to demonstrate their knowledge, understanding, and capacity to assist families with securing resources. Data from this assessment reflected that approximately 30% of candidates were challenged with understanding and discussing how to identify and align resources in the community with the needs of the culturally, linguistically (dual language), and ability diverse children and. The data also indicated that approximately 36% of candidates had challenges with critically analyzing the needs of the family pictured in the CONNECT modules video. With this in mind, candidates will need further opportunities, possibly embedded in the discussion forums, to practice critical analysis.
1
WRITING ASSIGNMENT: Tristin's Transition Profile
INTRODUCTION
If you are a teacher in a preschool or elementary classroom, or a child care provider in a center or family home, you may be involved with a Transition Profile for a child with special needs.
THE ASSIGNMENT
You will develop an Transition Profile for a toddler with special needs based on "Tristin's Story." Much as you did in earlier weeks, you will complete the Profile based on what you know from the scenario:
- identify Tristin's present level of development in each domain;
- identify the family's concerns;
- identify communication skills for transition
- identify classroom skills for transition
- identify social/emotional skills for transition
- identify motor/health development for transition
- identify steps to be taken to support Tristin's transition to the preschool program.
GRADING SPECIFICATIONS
The product will be graded on:
- Accuracy
- Meeting all legal requirements
- Appropriateness of levels and development suggested
Using CONNECT modules to modify existing courses for early childhood providers
Debbie Lickey and Deana Buck from the Virginia Paraprofessional Early Childhood Project share how they worked with community college faculty to embed CONNECT Modules into several courses in the program of studies.
For the introductory course, ‘Introduction to Early Childhood’, we incorporated the Connect Video: ‘Foundations of Inclusion Birth to Five’ from Module One to address the overall goal of creating a sense of inclusion as a natural part of the early childhood experience. We designed an interactive reflective activity for the students to complete that included questions such as: a. How would you feel if you had been Jay’s parents and your son had been excluded from attending school? b. Explain the desired results of early childhood inclusion. What is meant by access? participation? supports? c. How do you react to the finding that children with disabilities make adequate progress in language and cognitive development in inclusive settings compared to self-contained settings? What benefits do you think typical children gain from inclusive settings? d. How would you explain the definition of inclusion to a friend? We have worked closely with faculty members during this process.
Module Four: Family-Professional Relationships was integrated into the family partnership course: ‘Early ‘Childhood Programs, Schools, and Social Change’ to enhance existing course curriculum regarding family relationships. We used the videos, from the parent and teacher viewpoints (Videos 4.1 and 4.2), and the accompanying activity (4.1a) and handout (4.3a). The video in this module was especially powerful for students who were currently working, as they re-framed a teacher/parent challenge through the lens of the parent. Within the same course, Module Two: Transition, provided a more extensive consideration of transition and its value as part of the early childhood teaching experience. The video ‘Effective Transition Practices’ was used to introduce the concept of transitioning. Videos 2.1 and 2.2 provided the students with an opportunity to discuss their own concerns about setting up an environment for children with physical limitations and provided them with an opportunity to reflect on the parent’s point of view. Students were provided a sample transition profile (Handout 2.1 blank and 2.2 completed) and used Handout 2.3a to aid them in creating a Transition Profile for Tamiya, including supports that Tamiya might need to make a smooth transition into preschool. Using Handout 2-6, students complete the Observation Guide For Initial Class Visit, and compare ideas with others to determine what teachers need to consider in setting up an appropriate environment for all children.
Module 5: Assistive Technology was used both in the Introduction to Exceptional Children class and as a catalyst for problem solving in the course Advanced Observation and Participation, which includes a practicum experience. We used a scenario to describe a student with disabilities, challenging students to access resources related to including children with disabilities. Students use these resources to create adaptations and modifications for the classroom environment and their teaching practice within their practicum experience.
1