Key Products:

• Updated in-service suites

• Guide for TTA Providers

• Updated ECLKC webpage

Connection to the FEP: Each suite identifies the component of the FEP content focuses on. Suites updated during this contract have been supportive of the house foundation.

Status: The team is working with HSICC to publish a new ISS page and individual pages for each suite. The first draft page can be viewed below. The plan is to launch nine suites plus a new page with a TTA provider's guide in Y5.

Call to Action:

• Explore the new suites as they become available. Feel free to chat with ISS content developers: Becky, Virginia, Brittney, and Saameh or ISS leads Crista and Tam if you have any questions.

• Integrate the new and existing suites as a resource in your training.

Big picture: Play the Head Start Way shares ideas and strategies to increase direct staff’s use of play to engage with children, follow children’s lead, and use social studies and creative arts to explore the world. New practice guides will outline effective practices related to social studies and creative arts that education staff can use to find joy and wonder while supporting development of children birth – 5 across program settings. 

Connection to the FEP: connected directly to all elements of the house except screening and assessment 

Status: Play the Head Start Way e-newsletter issues are underway with 4 published and 2 more in review and a related ECLKC page nearing completion; practice guides are in development with content planned to be completed Q1 and launched early in Q2 if possible.

Call to Action: refer to the e-newsletter as a resource and share any insights into elements as you would like (and feel free to contribute to any content you find interesting!); share any helpful input for social studies and creative arts topics, especially as they relate to your expertise

Key Products:

• 5Rs webpage

• 5Rs Toolkit (for recipients on ECLKC)

• 5Rs Toolkit for Regional TTA

Connection to the FEP: The 5Rs competencies support all elements within FEP by strengthening equity-focused practices within the siding.

New ECLKC eBook will include:

• Introduction to each R (with highlight video)

• Equity Commitments self-reflection and action plan

• R-specific toolkit with information and resources to strengthen leadership skills

Status:

• Introduction and the first chapter (Responsive Relationships) in HSICC QA Review

• Highlight videos in final production

• Planned submission date for all materials: December 15th

Call to Action:

• Help promote the 5Rs toolkit when it makes its debut!

• Familiarize yourself with the 5Rs competencies and resources.

• Infuse 5Rs terms and strategies into work you already do. Example: "To understand the root causes of child incidents we need to engage in reflective dialogues with our data. To see beyond the numbers, to create safe spaces to ask hard questions, and propose innovative solutions..."

Connection to the FEP: EVERY COMPONENT with special emphasis with the foundation and roof.

Status: Resources are ready for use now!

Call to Action:

• Explore the resources available online and become familiar with them.

• Reach out to the inclusion team (Jen, Brittney, Gail, and Tam if you have questions.

• Integrate disability inclusion and strategies and tools that support children with disabilities into your work (training and resource development).

Connection to the FEP: The mobile app supports all elements within the FEP, in particular the foundation and the roof as it contains resources to support effective practices and a place for coaches and coachees to document shared goals, action plan steps and reflection and feedback.

Status: The mobile app is currently in the QA process in collaboration with HSICC and will be submitted to the app stores this month. We anticipate the app will be published by the end of September/Early October.

Call to Action:

• Help promote the mobile app when available in app stores.

• Include the HSCC as a resource when talking about coaching.

• Direct prospective and current users to the HSCC landing page on ECLKC for information, joining, FAQs and contact information.

Connection to FEP Foundation, Roof, Siding: ASL has many connections to the FEP. It increases engagement and effective communication, the benefits of ASL is backed by research, can be included in individualized teaching, supports family connections (if they are Deaf or use ASL in the home), and generally promotes language and communication equity by providing children with a tool to communicate in familiar and culturally appropriate ways.

Status:

ASL webpage: hub for everything ASL!

Including instructional videos. Needs to be built

Research Notes, in review.

Front Porch is posted

Baby Talks will soon be posted.

DLL app in development.

Call to action:

Share resources! Learn ASL! Promote ASL usage will all! Communicate needs of educators to me to steer direction of resources.

Key Products:

• Leader's Implementation Manual

• Step-by-Step Guide

Connection to the FEP: The CLMs are a how-to-guide to ensure that linguistic equity- a key component of the FEP- is upheld to provide children with the environment and interactions they need to develop strong language and early literacy skills.

Status:

• Editing the CLM resources to have plain language for FPO review

• Coordinating with production team to include updated CLMs in ECKLC

• Planned completion of final CLMs on the ECKLC website-December 2025

Call to Action:

• Help promote the CLMs when they are launched :-)

• Familiarize self with updated CLMs

• Communicate that the CLMs are for everyone---not only children who are Dual Language Learners

• Connect the CLMs to the FEP and Multicultural Principles

Key Products:

• PBC Webpage update: Revising the PBC landing page to better organize the resources available and add resources developed for Coach Camp or other recent trainings.

• PBC Training Institute (PBCTI) and Coach Camp materials: Continuing to share these materials through regional trainings and the TTA meeting.

Connection to FEP: PBC, as a part of a coordinated approach to professional development, supports the effective practices outlined in the FEP.

Status: All training materials have been developed and are being disseminated through trainings throughout the year. Webpage is in development.

Call to Action:  

• Reach out to discuss any Coach Camp content that might be relevant to your trainings and work with regions (e.g., staff wellness, professional development).

• Share the updated PBC website (when it’s done!).

• Nearly 5,000 hits to the main FEP page on ECLKC during Year 4 (launched Jan 2024)

• Across all FEP ECLKC content, 11,848 page views since Jan 2024

Connection to the FEP: Content connects primarily to Highly Individualized Practices

Status: Done!!

Call to Action: Spend some time reviewing these resources to see when/where you can share them with TA providers to support programs and educators in their efforts to promote the full and active participation of young children with disabilities in everyday settings.

Resource Links

Visual Supports/Tools:

• Visual Supports

• Visual Supports for Infants and Toddlers

• Social Stories

Infant and Toddler Specific:

Infants and Toddlers with Disabilities (HUB)

• Visual Supports for Infants and Toddlers

• Training Suites on Infants/Toddlers with Disabilities (Activity Matrix, Embedded Learning, Curriculum Modifications, Routines-based Assessment and Planning)

• Tips for Working with Infants and Toddlers with Disabilities (PBC for Inclusion, Susp and Expulsion, Partnering with Part C Providers, UDL, IFSPs, Embedded Learning)

• Partnering with Part C Providers

• Specific Disabilities Fact Sheets

In-Service Suites:

• Inclusion Basics: Membership and Belonging

• Planned Instructional Sequences (PInS)

• Embedded Learning Opportunities (ELO)

• Training Suites on Infants/Toddlers with Disabilities

Day in the Life of a Disabilities Services Coordinator

Individualized Instructional Strategies

--

DTL, House!

Six elements stacked, that's a fact, ain't holding nothing back

Well....

Shake it down, shake it down, now.

Shake it down, shake it down, now.

Shake it down, shake it down, now.

Shake it down, shake it down, down, down 

Shake it down, shake it down, now.

Shake it down, shake it down, now.

Shake it down, shake it down, now.

Shake it down, shake it down, down, down 

[Repeat from the top]