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Ellen Wenner (Retired, Forsyth Tech Community College)
Voices from the Field: Integrating CONNECT Modules as Learning Opportunities to Support
Evidence-Based Practices
http://community.fpg.unc.edu
CONNECT
Context: Increased Focus on Individualizing for Each and Every Child
CONNECT
Context: Child Care Professionals are Expected to Use Evidence-Based Practice
CONNECT
Context: Faculty and PD Providers are Expected to Incorporate EBP into their Work
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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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Two Components of Evidence-Based Professional Development
The PD contentfocuses on specific research‐based teaching and intervening practices
The PD delivery process focuses on effective methods for building practitioners’knowledge and application of evidence‐based practices
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What are some of the challenges you face every day related to educating high needs children, especially those with disabilities?
Introductions and share your everyday dilemmas
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CONNECT Modules: Free practice-focused approach
Research‐Based
Practices
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CONNECT Modules are Aligned with Personnel Prep Standards
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CONNECT Modules are Aligned with DEC Recommended Practices
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Our Target Audience
•2‐year and 4‐year college faculty
•Other professional development providers (e.g., trainers, TA specialists, coaches)
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Available Modules
Module 2: TransitionModule 1: Embedded Interventions
Module 3: Communication for Collaboration
Module 4: Family‐Professional Partnerships
Module 5: Assistive Technology Interventions
Module 6: Dialogic ReadingModule 7: Tiered Instruction
(Social emotional development & Academic learning)
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Step 1 Dilemma
Step 2 Question
Step 3 Evidence
Step 4 Decision
Step 5 Evaluation
Innovation: An Approach for Organizing Content to Incorporate EBP into PD
5 Step Learning Cycle - Process for Making Evidence-Based Practice Decisions
1Module 5: Assistive
Technology Interventions
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Family’s Perspective (Christine)
>
Step 1: Dilemma
Family child care provider’s perspective (Ms. Mary)
Family’s perspective (Holly)
Step 1: Dilemma
Step 2:Question
Step 3:Evidence
Step 4: Decision
Step 5:Evaluation
> > > >
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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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Step 3: Evidence
Definition/Demonstration of Practice
Research Policies Experience‐based knowledge
Evidence
Teaching Component
Step 1: Dilemma
Step 2:Question
Step 3:Evidence
Step 4: Decision
Step 5:Evaluation
> > > >
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Research
Step 1: Dilemma
Step 2:Question
Step 3:Evidence
Step 4: Decision
Step 5:Evaluation
> > > >
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Definition of Assistive Technology
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.
Source: CONNECT Module 5: Assistive Technology
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Demonstration of Assistive Technology Equipment
Step 1: Dilemma
Step 2:Question
Step 3:Evidence
Step 4: Decision
Step 5:Evaluation
> > > >
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Demonstration of Making Adaptations
Step 1: Dilemma
Step 2:Question
Step 3:Evidence
Step 4: Decision
Step 5:Evaluation
> > > >
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Demonstration of Using AT
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Step 1: Dilemma
Step 2:Question
Step 3:Evidence
Step 4: Decision
Step 5:Evaluation
> > > >
Experience-based knowledge
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Step 4: Decision
Step 1: Dilemma
Step 2:Question
Step 3:Evidence
Step 4: Decision
Step 5:Evaluation
> > > >
EvidenceResearch PoliciesExperience‐based knowledge
Unique Perspectives & Contexts of the Dilemma
Integrate Decision
Plan for implementation Identify, review and select strategies
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Implementation Plan
Step 1: Dilemma
Step 2:Question
Step 3:Evidence
Step 4: Decision
Step 5:Evaluation
> > > >
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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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Example of a Curriculum Map from Colleagues at Kirkwood CC
1
Examples from Other Modules
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Nancy GrausamAssistant Professor
Pennsylvania College of Technology
AAS Early Childhood Education Program
Module 1: Embedded Interventions
Child Development
Methods and Materials for Preschoolers
Young Children
with Special Needs
Methods and Materials for Infants and
Toddlers
http://youtu.be/kpBlaP15Zrg
Module 6: Dialogic Reading
CONNECT
Step 1: Dilemma
Step 2:Question
Step 3:Evidence
Step 4: Decision
Step 5:Evaluation
Dialogic Reading Strategies
Before reading …introduce the title/author, ask a question to create interest in the book
During reading …use CROWD prompts & PEER sequence
After reading …ask questions to help children recall the story & make connections to their lives
> > > >
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Video Demonstrations of the Practice
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Experience-Based Knowledge
Parent’s PerspectiveSupervising Teacher’s Perspective
Researcher’s Perspective on Dual Language Learners
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Planning tool
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Step 1: Dilemma
Step 2:Question
Step 3:Evidence
Step 4: Decision
Step 5:Evaluation
> > > >
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Performance Feedback Tool
Step 1: Dilemma
Step 2:Question
Step 3:Evidence
Step 4: Decision
Step 5:Evaluation
> > > >
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Action Planning
http://www.facebook.com/pages/CONNECT‐Modules/465314135485
Stay CONNECTed
Got tech questions?: [email protected]
http://community.fpg.unc.edu
Chih‐Ing: chih‐[email protected] Forsyth Tech CC
Ellen Wenner (Retired)
