In this recorded webinar, Dr. Toni Linder describes the benefits of family inclusion in the assessment process for the families, for the assessment team, school district, and intervention team. The assessment process should identify more than the eligibility of the child and IEP goals. A holistic, authentic assessment should help families and professionals understand what underlying processes will lead to the development of skills, why these are important for the child's development, and what strategies will support learning. Being integral to the assessment also builds connections between home and school.
Designed for Colorado Child Find Coordinators to learn, share, and ask questions. The key pieces of this Moodle space will be organized around webinars, key resources, and a discussion board to collaborate and share.
For more information contact Marcia Blum.
This is a self-paced module presented by the Colorado Department of Education for Child Find staff, in partnership with Assuring Better Child Health and Development (or ABCD). Collaborating with primary care providers is critical to a successful Child Find program. if you don’t approach this relationship with intentionality, with a plan, your scattered attempts to coordinate will lead to frustration on both sides and many wasted man-hours.
Contact Melissa Taucher with questions.
This professional learning opportunity is based upon the Guidelines for Identifying Preschool Children for Special Education, ages three through five years old. There are two parts to the module. Part one will include going through a series of slides, reading an article and working through an evaluation planning worksheet. Throughout part one we will ask you to reference a self-assessment. Part two will be completing the self-assessment, which will allow you to reflect on the strengths and needs of your Administrative Unit as it relates to evaluating your child find process and engaging in continuous quality improvement.
Contact Melissa Taucher with questions.
This is a self-paced module on engaging with the Guidelines for Identifying Preschool Children for Special Education, ages three through five years old. The module itself contains a short series of slides describing the guidelines. Participants will then be asked to identify activities to help their team engage with this important resource.
Contact Melissa Taucher with questions.
This self-paced learning opportunity consists of four recorded webinars in partnership with Puentes Culturales. Suggested readings are also provided.
Beyond Words
Part 1: Effective Collaboration with Families, Interpreters, Translators, and Special Educators
Part 2: Teaming & Collaboration with Cultural Mediators and Cultural Liaisons
The Benefits of Bilingualism
Culturally and Linguistically Responsive Teaching of Young Dual Language Learners
Contact Marcia Blum with questions.
Module 1: Early Childhood Transition Overview
This module is an overview of transition from Early Intervention to Preschool Special Education and from Preschool Special Education to Kindergarten. We encourage you to share this link with families, classroom staff, service providers, administrators, service coordinators and other Early Intervention collaborators.
Module 2: Early Transition Preparation and Adjustment for Children and Families
Learn more about the key elements of child and family preparation and adjustment related to transition to preschool and kindergarten. This interactive module is research-based, practical, and includes downloadable transition tools and resources
Contact Marcia Blum with questions.
Welcome to Improving Assessment, Preschool Services and Supports for Culturally, Linguistically, Diverse Children in Partnership with Families. The content, materials and resources in this course are available for individual and teams to use to promote successful practices in serving culturally, linguistically, and ability diverse learners, specifically as they relate to Child Find assessments, educational services and supports in Early Childhood Education (ECE) settings.
Link to more information and to register.
This course promotes a different way of thinking in regards to developing an individualized program for a young child. Authentic assessment, connected to global outcomes and aligned with preschool standards, lays the foundation for the learning experiences that we want for all children to thrive at home, in school and in many settings throughout their communities. For children with disabilities, if the Individual Education Program (IEP) is participation-based and well written, it will be an asset to all adults working with the child as well as a testament to the child's learning and development.
Link to more information and to register.
Contact Marcia Blum with questions.
This professional learning opportunity is based upon the Guidelines for Identifying Preschool Children for Special Education, ages three through five years old. There are two parts to the module. Part one will include going through a series of slides, reading an article and reviewing case studies. Part two will be a self-assessment allowing you to reflect on the strengths and needs of your Administrative Unit as it relates to partnerships, screening efforts, and referral systems.
Contact Melissa Taucher with questions.
A data dialogue to understand Preschool Outcomes and how they fit within the CDE's Exceptional Student Services Unit's State Performance Plan (SPP) for the Office of Special Education Programs (OSEP), including the integration of the outcomes data in the AU Determination Results Matrix. This module will also explore various AU level reports on Preschool Outcomes to develop procedures for routine review and decision making based on outcomes data.
Contact Marcia Blum with questions.
For early childhood professionals, practitioners and caregivers who work with young children with disabilities. Learn about the Division of Early Childhood of the Council for Exceptional Children Recommended Practices.
Participants can self enroll for this course
Contact Marcia Blum with questions or if you are in need of a CDE LMS account log in.
The TPBA-2 is a comprehensive, easy-to-follow process for assessing four critical developmental domains—sensory motor, emotional and social, communication, and cognitive—through observation of the child's play with family members, peers, and professionals. This training is for those individuals who are joining existing trained teams, or for full teams who have a commitment to implementing and sustaining TPBA-2 practices. Please contact Marcia Blum for information.