Professional Development Past Events

2015 Early Childhood Summit: Supporting Children’s Social and Emotional Growth

More than 100 professionals from the field of early childhood participated in the 2015 Early Childhood Summit in Vail, Colorado, June 15-17, 2015. Attendees were team members and individuals representing early interventionists, preschool special and general educators, and parents/family members as well as those serving in child care, Head Start, and other community partnership roles, all there to share and promote innovative and promising approaches in social emotional development for all children birth through 5 years of age within the context of their families and communities. Mary Louise Hemmeter, Professor in the Department of Special Education at Vanderbilt University, provided guidance and inspiration in 2 ½ days of large- and small-group activities in the development of collaborative, community implementation plans, encouraging participants to think, discuss, and plan for effective use of current practices within a community of learners. In addition, panelists from a variety of state agencies shared information and resources with the group. Participants left with action plans in hand, enabling them to meet the needs of each infant, toddler, or preschooler in their respective learning environments.

2014 Early Childhood Summit:  Language, Early literacy and Family Engagement

Carol Trivett, Orelena Hawks Puckett Institute, North Carolina, interacted with attendees as she provided insight and strategies for innovative and promising approaches to working with all children, birth through 5 years of age, in all professional roles.  She addressed support of individual needs of each infant, toddler, and preschooler while emphasizing collaboration among early childhood stakeholders and families.  Along with Dr. Trivett, a panel of stakeholders presented their perspectives on stimulating and sustaining an intellectual community of learners to effectively implement strategies for working with the early childhood population.  Participants attended as individuals, as a member of their professional team (early childhood teacher, early intervention provider, early childhood special education provider, early childhood administrator, special education administrator), and/or a family member and worked collaboratively each afternoon to develop an action plan they could immediately implement in their respective roles.

2014 Special Education Directors’ Academy:  Leadership Performance, Management and Results

The Bresnahan-Halstead Center, together with the Colorado Department of Education, hosted the 2014 Special Education Directors’ Academy.  Jean Crockett, University of Florida, shared leadership strategies for performance management and results with a group of approximately 40 directors of special education programs in Colorado BOCES and school districts.  Attendees also heard from a panel of building principals as they described their experiences in working to promote the success of all students in the classroom.  Formal and informal group discussions and reflection provided direction for attendees as they prepared for the upcoming academic year.

2014 Bresnahan-Halstead Symposium:  Instructional Excellence for Improving Learner Outcomes

The 2014 Bresnahan-Halstead Symposium offered participants the opportunity to hear and interact with leading experts in the field.  Don Deshler, Stevan Kukic, Michael Epstein, Harvey Rude, and John Luckner shared strategies that blend good practice with cutting edge research and leads to “Instructional Excellence for Learner Outcomes.”  The week-long session included such topics as instructional coaching, engaging families, and designing instruction using the MTSS framework.  Not only were participants able to actively engage in discussions with the presenters in this intimate setting, but also, as a result of these discussions and on-site activities, attendees left with action plans they developed in which the innovative strategies presented could be implemented to produce the outcomes that provide success for individuals with disabilities.   

Cloud-based Transition Portfolio: Implementation of a 21st Century Cloud-based Transition Portfolio using Smartphone and Mobile Electronic Technology

The Weld RE-4 School District has partnered with High Ground Consulting Group Inc. to develop a unique method of maintaining transition-related records and materials in a highly mobile and sharable format using Spyderlink Snaptag technology. The Bresnahan-Halstead Center provided financial support to provide professional development and training to Windsor High School students, parents, and staff on the utilization of a cloud based electronic transition portfolio which will enhance those individuals’ skills and knowledge related to an evidencebased self-determination practice. This method allows students and their families to manage their critical information, including medical information, securely in the cloud where it is safe from loss, theft, fire, flood, or general accident. This product and process could speed up the process of sharing critical documents exponentially while also empowering youth with disabilities to manage the flow of information electronically.

EDSE 530: Family/Professional Partnership in Higher Education

The EDSE 530 is a required course for students seeking license and/or M.A. degree in Early Childhood Special Education. The course promotes in-depth reflection on collaboration with families of young children using a case method of instruction. The Bresnahan-Halstead Center supported hiring a co-instructor for the course, Mr. James Brennan, a parent of a child with a disability. One of the best ways for professionals to develop effective familyprofessional partnership skills is during pre-service training. With the perspective of Mr. Brenanan, this course provides students in the course with the family voice.

CPI Instructor Certification

The Bresnahan-Halstead Center supported professional development for Jennifer Lieber to obtain certification in CPI’s Nonviolent Crisis Intervention, which encourages proactive and positive strategies to diffuse aggressive and disruptive behavior. As an instructor in UNC’s Special Education teacher training program, Dr. Lieber is now able to train present to and train teacher candidates in the use of these strategies for working with students in the field.