Standard 3: Multimedia Illustrations
Application to Evidence-Based Practices for Adult Learners: The videos and video vignettes can be used primarily to demonstrate a practice/topic/concept and thus, align with the evidence-based practice for adult learners of illustration. Some are informational and relate to the practice of introduction.
Component 3.1
| Component and Title | Key Content | Duration | Link |
| 3.1 Finley’s Parent-Teacher Conference | A parent-teacher conference for which the meeting occurred during the half-hour before preschool began. The mom brought two of her children, her preschooler, and infant, along with her. The video illustrates a variety of practices, including using engaging open-ended questions, active listening, positive ways to share information with families, having strengths-based discussions, and sharing photo and video documentation with families. | 11:03 | View |
| 3.1 CONNECT Video 3.1:
The Teacher’s Viewpoint |
Shawanda, a teacher in a community-based childcare program shares a dilemma about collaborating with a speech therapist to address the learning goals of David, a 4-year-old boy in her class. | 1:50 | View |
| 3.1 CONNECT Video 3.2: The Therapist’s Viewpoint | Ashley, a speech therapist shares her view on collaborating with a teacher in a community-based childcare program to address the goals of David, a 4-year-old boy with language delays | 1:09 | View |
| 3.1 CONNECT Video 3.3:
Conversation with Examples of Attending and Active Listening |
Andi, a Head Start teacher, and LeeMarie, a speech therapist, have a conversation about collaborating to address the learning goals of a 4-year-old child in Andi’s classroom. This is part one of a three-part conversation highlighting examples of attending and active listening communication strategies. | 2:38 | View |
| 3.1 CONNECT Video 3.4: Conversation with Examples of Seeking and Verifying Information | Andi, a Head Start teacher, and LeeMarie, a speech therapist, have a conversation about collaborating to address the learning goals of a 4-year-old child in Andi’s classroom. This is part two of a three-part conversation highlighting examples of seeking and verifying communication strategies. | 2:39 | View |
| 3.1 CONNECT Video 3.5: Conversation with Examples of Joining and Supporting | Andi, a Head Start teacher, and LeeMarie, a speech therapist, have a conversation about collaborating to address the learning goals of a 4-year-old child in Andi’s classroom. This is part three of a three-part conversation highlighting examples of joining and supporting communication strategies. | 3:13 | View |
| 3.1 Janella’s Story | The video illustrates how an Early Interventionist worked with members of a transdisciplinary team and the family to help 27-month-old Janella make her choices known and participate in play and family routines. | 11:33 | View |
| 3.1 Overview of Using Technology to Support Families in Early Intervention | This video provides an overview of how video conferencing can be used to conduct team early intervention meetings that include both professionals and families. | 6:54 | View |
| 3.1 Video and Video Conferencing to Enable Team Meetings over Distances | This video illustrates several ways that video and video conferencing are being used to enhance supports for families and team functioning. | 6:54 | View |
| 3.1 Using Facetime to Enhance Team Collaboration | Kate, a physical therapist, and Lori, a developmental specialist, illustrate how video conferencing is being used to help practitioners who work in different locations better collaborate to support families. | 4:50 | View |
Component 3.2
| Component and Title | Key Content | Duration | Link |
| 3.2 Using Video Reflection and Coaching at SD27J Preschool | Description of how video is used for self-reflection and coaching at a Preschool in Brighton, CO. | 5:48 | View |
| 3.2 Using the iPod Touch and iPhone to Record Video and Photographic Documentation | Three teachers discuss and illustrate how they use the iPhone and iPod Touch to record, watch, and share video and photographs as part of child observation. | 3:53 | View |
Component 3.3
| Component and Title | Key Content | Duration | Link |
| 3.3 Transitions: A Community Perspective on Transitioning into Kindergarten | Transition to kindergarten strategies by each collaborative partner is highlighted. Head Start educators work with receiving schools to understand school readiness and alignment between the program and kindergarten. The perspectives of parents, children, teachers, program coordinator, principal, and superintendent are presented. | 12:56 | View |
| 3.3 Transition at Age 3 | The families' experiences and feelings about transition and how they collaborate with providers, despite differences among systems (such as early intervention and preschool special education and Early Head Start and Head Start), are shared. | 30:23 | View |
| 3.3 CONNECT Video 2.2: The Family’s Viewpoint | Rosemary, the mother of Tamiya, a two-year-old girl turning three with developmental delays, shares her view on the upcoming transition of her daughter into a childcare program. | 2:27 | View |
| 3.3 CONNECT Video 2.1: The Teacher’s Viewpoint | Melanie, a teacher in a community-based childcare program shares a dilemma about the transition of Tamiya, a two-year-old girl turning three with developmental delays, joining her classroom. | 1:55 | View |
| 3.3 CONNECT Video 2.3: Highlights of a Home Visit | The preschool teacher makes a home visit before the child starts preschool to build rapport with the mom, gather information, and share information about what the first day of school will be like. | 3:03 | View |
Select a Category:
Blueprint
Activity Bank
| *New* Tip sheet: Enhancing Family-Provider Partnerships During COVID-19 | Enhancing Family-Provider Partnerships |
| Tips for Providers: Providing & Coordinating EI Remotely | Tips for Providers: What to say to Families |
| Tips for Providers: Providing & Coordinating EI Remotely (What will it look like?) | Tips for Providers: What will a Remote Visit Look Like? |
| Tips for Families: Receiving Remote EI Services | Tips for Families Flyer .pdf What is Remote EI
Consejos para Familias .pdf What is Remote EI? (Spanish) |
| Tips for Families: How to prepare for a Remote EI Visit | Tips for Families: .pdf Preparing for the Visit
TConsejos para Familias: .pdf Preparing for the Visit (Spanish) |
| ECPC Course Enhancement Modules | E-Learning Lessons, Practice Guides & Resources |
| CONNECT Modules | CONNECT Modules and Courses |
| Virginia Early Intervention Professional Development Center | Framework for reflective questioning / The Coaching Quick Reference Guide - .pdf |
| Virginia Early Intervention Professional Development Center | Tools of Trade |
| OCALI (Ohio Center for Autism and Low Incidence Disabilities) (note: you must login but it is free) | Suite of Resources for Early Childhood Professionals |
| Public Consulting Group | Use of telehealth in early intervention (IDEA Part C) |
| Protecting Student Privacy
U.S. Department of Education |
Student Privacy 101 |
| Edelman, L. (2020). Planning for the Use of Video Conferencing for Early Intervention Home Visits during the COVID-19 Pandemic | Planning for the Use of Video Conferencing for Early Intervention Home Visits during the COVID-19 Pandemic |
| CEC Hosted Webinar with Resources | Teaching Special Education Online During COVID-19 |
| National Center for Hearing Assessment & Management Utah State University | Welcome to the Tele-Intervention Learning Courses |
| Lisa Dieker & Rebecca Hines UCF - Podcasts for Part B/619 Coordinators | Series of Podcasts: teaching online, inclusion, etc. |
| National Center for Pyramid Model Innovations - May Newsletter | Pyramid in the Time of COVID-19 |