Children with and without disabilities make progress, grow and develop. Preschool programs support and guide children as they take steps forward to goals that parents and teachers think are important. In 2005, the Office of Special Education Programs in the US Department of Education funded the Early Childhood Outcomes Center to help states develop a measurement process to gauge the effectiveness of special education programs based on the outcomes of children with disabilities as a result of receiving special education and related services.
Understanding the three child outcomes and learning how to accurately measure a child's early childhood outcome performance is a key focus of Network training. Support and training is also available to expand teaching practices that facilitate young children's development and learning in the early childhood outcomes areas, particularly in social-emotional development, early literacy, embedded instruction and in developing and implementing functional Individualized Educational Programs (IEPs). For more information visit Early Childhood Outcomes Resources.
Social Emotional Foundations of Early Learning
The NC SEFEL project is designed to help improve child outcomes for preschool children with disabilities and to increase opportunities for instruction in the least restrictive environment (LRE). Developed by the Center on the Social and Emotional Foundations for Early Learning, this tiered framework of evidence-based practices promotes healthy social-emotional development for ALL children birth through 5 years of age.
The SEFEL pyramid framework promotes strategies to help teaching staff build positive relationships with and among children by creating supportive learning environments, teaching children to understand and express their emotions, and use problem solving skills. The SEFEL pyramid model aligns with school-age Positive Behavior Intervention and Supports (PBIS).
The Network offers training on the SEFEL pyramid model, including training for SEFEL Coaches. For more information visit SEFEL Resources.
The North Carolina Foundations for Early Learning and Development, a common set of Goals and Developmental Indicators for children beginning at birth, is a shared vision for what children should learn before they enter kindergarten. Research shows that children who experience high-quality care and education, and who enter school well prepared, are more successful in school and later in their lives. Parents, educators, administrators, and policy makers working together can provide experiences that help children be well prepared for success in school and life.
Foundations can be used to:
- Improve teachers' knowledge of child development
- Guide teachers' plans for implementing curricula
- Establish goals for children's development and learning that are shared across programs and services
- Inform parents and other family members on age-appropriate expectations for children's development and learning
For more information visit Foundations Resources.
The Office of Early Learning (Pre-K – Grade 3) (OEL), North Carolina Department of Public Instruction (NC DPI), in conjunction with the Early Learning Network (FPG) is holding eight regional meetings in March and April for administrators to discuss plans to implement Foundations professional development for the 2014-2015 school year. This three-hour overview will provide administrators with information to present to their Superintendents, School Boards and School Principals. Administrators will be asked to identify two trainers from their districts to attend Foundations Train-the-Trainer Summer Institutes. For more information please see the Foundations Newsletter.