Learning Decks
Learning Decks are professional development webinars for those who work with, or on behalf of, young children with special needs. Webinars are presented by experts in the field, last approximately one hour each, and include handouts from the presenters.
About DEC Learning Decks
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Webinars are hosted on GotoTraining.
Upcoming Learning Decks:
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One week, one day, and one hour prior to each Learning Deck, registrants will receive a link for the webinar and handouts from presenters.
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All Learning Deck sessions will be recorded, archived, and available for purchase in case participants miss a session or want to sign up for a session which they cannot attend on the date offered.
Archived Learning Decks:
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Archived Learning Deck purchases will also be sent via email. This process can take 1-3 business days.
Placing an Order:
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All Learning Decks, upcoming & archived, are available for purchase.
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Purchase orders and credit card payments are accepted.
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Orders can be placed here. You will be taken to a separate website to upload your purchase order or complete payment via credit card.
For each group order, the purchaser will need to designate a host. If the group is placing an order for a live webinar, the host will receive a link to log on to the webinar platform. All group members will need to view the webinar from the same location using the host's computer.
Please Note: Sharing a Learning Deck with one or more parties, without prior written permission from Division for Early Childhood, is a violation of copyright law.
*Membership must be verified to receive the discount.
Certificates of Attendance:
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Individual live webinar purchases include one certificate of attendance.
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Group orders and archived webinar purchases do not include certificates of attendance.
Group & Member Discounts are Available!
All Available Learning Decks
Enhancing Child and Family Outcomes through a Continuous Improvement Approach
November 12th, 2019, 3:00 - 4:00 PM EST
Description: “The DEC Recommended Practices support children’s access and participation in inclusive settings and natural environments and address cultural, linguistic, and ability diversity. They also identify key leadership responsibilities associated with the implementation of these practices.” – DEC Recommended Practices 2014
Continuous improvement is a common aspiration of many educators. What’s less common is the lack of dedicated processes and protocols to ensure it is effectively practiced. An approach developed by Johns Hopkins University faculty provides a coherent way to engage stakeholder teams in continuous improvement. Regardless of which evidence-based practice leadership is considering, this approach will help leaders develop ongoing routines that: build high-performance teams, use processes and protocols that will drive changes to practice, and focus on implementation fidelity within a team-based continuous improvement cycle. In this webinar, participants will learn about the four high leverage drivers that distinguish the Dynamic Impact approach from traditional Plan Do Study Act (PDSA) cycles and will have an opportunity to reflect and compare Dynamic Impact with their own practices for continuous improvement.
Participant Outcomes: Participants will leave the webinar understanding how the Dynamic Impact approach increases a team’s capacity for high performance, focuses on the fidelity of implementation of evidence-based practices, and provides protocols and processes for planning, needs assessment and root cause analysis, strategy selection, and progress monitoring within a cycle of continuous improvement.
Focus Age Group: 0 - 8
Presenters: Jennifer Dale, EdD, Cecilia Leger
JENNIFER DALE, EdD, is the Program Administrator for Johns Hopkins University Center for Technology in Education (JHU-CTE), leads research and evaluation projects related to general and special education across the Center. She provides technical assistance to state and local teams in the Dynamic Impact approach to support systems change.
CECILIA LEGER, is an Early Childhood Program Quality Specialist for Johns Hopkins University Center for Technology in Education (JHU-CTE), provides development and technical support for Maryland’s early intervention data systems. She helps to foster systemic change through the use of high-quality early childhood data to inform practice and policy.