I just got pinged for a work meeting from 1:30MT to 2:00 MT that I need to attend. I’ll hop back on afterwards. Sorry about that!

Danielle thanks for sharing. That was powerful.

I can share also if needed.

A family story: https://www.nytimes.com/2014/03/09/magazine/reaching-my-autistic-son-through-disney.html

6.6 Candidates use responsive interactions, interventions, and instruction with sufficient intensity and types of support across activities, routines, and environments to promote child learning and development and facilitate access, participation, and engagement in natural environments and inclusive settings.6.7 Candidates plan for, adapt, and improve approaches to interaction, intervention, and instruction based on multiple sources of data across a range of natural environments and inclusive settings.

1.3 Candidates apply knowledge of biological and environmental factors that may support or constrain children's early development and learning as they plan and implement early intervention and instruction.

2.2 Candidates communicate clear, comprehensive, and objective information about resources and supports that help families to make informed decisions and advocate for access, participation, and equity in natural and inclusive environments.

1.2 Candidates apply knowledge of normative sequences of early development, individual differences, and families’ social, cultural, and linguistic diversity to support each child’s development and learning across contexts.

2.1 Candidates apply their knowledge of family-centered practices, family systems theory, and the changing needs and priorities in families’ lives to develop trusting, respectful, affirming, and culturally responsive partnerships with all families that allow for the mutual exchange of knowledge and information.2.2 Candidates communicate clear, comprehensive, and objective information about resources and supports that help families to make informed decisions and advocate for access, participation, and equity in natural and inclusive environments.2.3 Candidates engage families in identifying their strengths, priorities, and concerns; support families to achieve the goals they have for their family and their young child’s development and learning; and promote families’ competence and confidence during assessment, individualized planning, intervention, instruction, and transition processes.

4.4 Candidates, in collaboration with families and other team members, use assessment data to determine eligibility, develop child and family-based outcomes/goals, plan for interventions and instruction, and monitor progress to determine the efficacy of programming.

I agree about the importance of data. Our school team just made a decision about my child. I disagreed and asked about data and they have not been able to show it.

Sorry I forgot to respond to your email about attending. I’m interested if that’s still available

What’s the best way to let you know what we want to sign up for?

peggy@dec-sped.org

soooooo cute!!!!