GOOD, BETTER, BEST: BUILDING EARLY CHILDHOOD PROGRAMS
THAT SUPPORT EACH YOUNG LEARNER
AGENDA
I.
Introductions
NAME
CONTACT INFORMATION
Patti Blasco
Teaching Research Institute
Western Oregon University Monmouth OR
(503) 838-8783 blascop@wou.edu
Frank Porter Graham Child Development Institute
University of North Carolina Chapel Hill NC
(919) 966-6635 camille.catlett@unc.edu
University of Toledo Toledo OH
(419) 530-4118 laurie.dinneveil@utoledo.edu
Frank Porter Graham Child Development Institute
University of North Carolina Chapel Hill NC
(919) 843-5418 tracey.west@unc.edu
Camille Catlett
Laurie Dinnebeil
Tracey A. West
II.
Overview of the Paraprofessional Preservice Program Improvement
Grants (http://ectacenter.org/search/projresults.asp)
A) Be designed to ensure that paraprofessional students develop knowledge and skills in
the following areas:
1) Collaborating and working effectively with licensed and certified professional
practitioners, as appropriate.
2) Implementing social-emotional and behavioral interventions and classroom
management practices.
3) Implementing instructional strategies to support early development and learning or
academic achievement.
4) Using technology to enhance children’s development and access to natural learning
opportunities or improve student achievement and participation in the general
education curriculum.
5) Observing and collecting data for progress monitoring.
6) Communicating effectively with children and families.
7) Assisting in the implementation of transition plans and services across settings from
EI to preschool, preschool to elementary school, elementary school to secondary
school, and secondary school to postsecondary education or the workforce, as
appropriate.
B) Working with children and families from diverse cultural and linguistic backgrounds,
including English learners with disabilities and high-need children with disabilities and their
families.
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C) Be designed to include field-based preservice preparation opportunities in high-need
LEAs, high–poverty schools, or low-performing schools, including the persistently lowestachieving schools.
III.
Lessons Learned About Associate Degree Programs
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IV.
Articulation
Difference between knowledge and application to coursework
Preparing ECE professionals for a variety of positions
Workload of community college faculty members
Resources (or lack thereof) available to community college faculty members
The nature of the student population and its impact on program participation and
completion
Lessons Learned About Getting Explicit and Intentional
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Make sure that every component of the course syllabus is aligned and consistent with
goals and objectives of the course
Be specific about course assignments—make sure that they reflect the course goals and
objectives
Instead of adding new goals and objectives to a course, embed EI/ECSE content into
course components
Don’t assume that all students follow a specific sequence in program completion
Many faculty members report a solid understanding of content related to EI/ECSE
However, these faculty members also report difficulty finding and embedding resources
related to that content
V.
Lessons Learned About Resources
VI.
So What’s Changed?
a. Course syllabi have better alignment across components
b. The program better addresses critical course content related to EI/ECSE
c. Course assignments are more specific and better assess students’ knowledge and skills
related to EI/ECSE content
VII. Discussion
This handout may be downloaded at http://fpg.unc.edu/presentations/good-better-best-buildingearly-childhood-programs-support-each-young-learner-0
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Getting Explicit and Intentional
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Step
Considerations
Examine sequence
of field
experiences
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Provide a sequence of professional development to support changes in content and process
Identify priorities for change and deconstruct/reconstruct courses to intentionally reflect
priorities: The priorities of SCRIPT-NC include incorporating evidence-based practices that
support children and families who are culturally, linguistically, and ability diverse (CLAD).
Establish the
 Who takes this course? Where does it fall in the sequence of the
context for the
program?
course
Describe the gist
 What are the major concepts students should take away from this
of the course
course?
Review the course  Does the course title match the gist?
title and
 Does the course description match the gist?
description
 Do the course title and description match the values for CLAD?
Review the
 Do the objectives/outcomes match the gist?
objectives/
 Do the objectives/outcomes reflect the values for CLAD?
learning outcomes
 Are the objectives/outcomes measurable? Are they reasonable?
Review the
 Do the assignments provide opportunities to measure achievement of
assignments
each learning objective/outcome?
 Do the assignments incorporate opportunities for both knowledge
acquisition and knowledge application? Do any of them presume prior
knowledge or experience?
 Do the assignments occur in a logical sequence?
 Do the assignments match the gist? Reflect the values for CLAD?
Instructional
 Does the sequence of instruction flow logically?
sequence and
 Do the instructional resources (activities, readings, handouts, guest
resources
speakers) consistently reflect program values for CLAD?
 If there is a text, does it support the objectives/outcomes and the
values?
 Are field experiences thoughtfully aligned with course experiences to
promote discussion, reflection, and evidence-based practices?
Examine overall
 Are there gaps in content not covered by any courses?
instructional
 Is there unnecessary overlap between courses?
sequence
What is the sequence and scope of the experiences?
Are a variety of experiences provided?
Adapted from work by Crosswalks, Camille Catlett (2013) and SCRIPT-NC (2013)
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RESOURCES TO SUPPORT THE PROCESS
CONNECT Modules http://community.fpg.unc.edu/connect-modules
 Overview of CONNECT
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http://community.fpg.unc.edu/connect-modules/resources/videos/CONNECT-Video-Ad
CONNECT Resource Library http://community.fpg.unc.edu/connect-modules/resources
CONNECT Instructor Supports http://community.fpg.unc.edu/connect-modules/instructor-supports
CONNECT Modules for Instructors
http://community.fpg.unc.edu/connect-modules/instructor-community
Early Childhood Learning and Knowledge Center http://eclkc.ohs.acf.hhs.gov/hslc
 National Center on Cultural and Linguistic Responsiveness
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic
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National Center on Quality Teaching and Learning
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/Disabilities
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15 Minute In-Services (expansions, asking questions, engaging children in conversations)
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/center/practice/ISS/ISS-library_T.html
National Professional Development Center on Inclusion http://npdci.fpg.unc.edu/
 DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for
Early Childhood (DEC) and the National Association for the Education of Young Children
(NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute.
http://npdci.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion
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Research synthesis points on practices that support inclusion. Chapel Hill: The University of
North Carolina, FPG Child Development Institute, Author.
http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCIResearchSynthesisPointsInclusivePractices-2011_0.pdf
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Evidence-based practice landing pads
http://npdci.fpg.unc.edu/resources/quality-inclusive-practices-resources-and-landing-pads
Paraprofessional Preservice Program Improvement Grant Websites
 Heartland Equity and Inclusion Project http://www.hcc.cc.il.us/heip/
 Kirkwood Community College curriculum maps http://www.kirkwood.edu/site/index.php?p=33656
 The Partner Project
o
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http://m.utoledo.edu/healthsciences/grants/partnerproject/
o http://www.youtube.com/channel/UCpLcAeRH3HTInvMhjbVpBxQ
Preparing Early Childhood Professionals for Inclusion
http://www.centeroninclusion.org/PEPI/PEPIenhancements.htm
SCRIPT-NC http://scriptnc.fpg.unc.edu
o Landing Pads http://scriptnc.fpg.unc.edu/resource-search
Video Libraries
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Results Matter video library
http://www.cde.state.co.us/resultsmatter/RMVideoSeries_EarlyIntervention.htm#top
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University of Northern Iowa Empowering Preschool Quality
o http://www.uni.edu/coe/regentsctr/epq/search (to view clips online)
o http://www.uni.edu/coe/regentsctr/epq/dvd-order-form (to order free DVDs)
 Video Library http://www.ecetp.pdp.albany.edu/videolibrary.shtm
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