The six TATS priority areas support districts in meeting the four State Performance Plan (SPP) Pre-K indicators.
The six TATS priority areas include:
- Curriculum and Instruction – To support districts in using research-based curriculum models in a variety of settings with a variety of populations of prekindergarten children with disabilities. A focus on language and early literacy skills must be considered and is a critical component of activities related to curriculum and instruction. SPP Indicators 6, 7, 8, 12
- Evaluation and Assessment – To assist districts in using an evaluation and assessment system which ensures that children with disabilities receive evaluation services in a timely manner based on sound principles of practice for young children with respect for cultural diversity.
- Family Involvement – Developing family partnerships and support are critical for programs for young children with disabilities. Families should be active decision-makers related to planning, implementation, and evaluation of services for their children. SPP Indicator 8
- Inclusion/Continuum of Supports – To support districts in expanding opportunities for serving children with disabilities in settings with typically developing peers. SPP Indicator 6
- Program Effectiveness/Program Quality – To assist districts in developing an evaluation system to document child outcomes and plan for program improvements. SPP Indicators 6, 7, 8, 12
- Transition – To assist districts in using a systematic process for transition so that children exiting IDEA, Part C services smoothly transition into prekindergarten services for children with disabilities and from prekindergarten services into kindergarten. SPP Indicator 12
(Click on one of the links above to explore a priority area)
Communities of Practice
In addition to information on the priority areas, TATS has also organized communities of practice around each of these. A community of practice is a group of individuals who share an interest in a particular area. The purpose of a community of practice is to share expertise, issues, and solutions, exchange knowledge, and develop individual capabilities. They also present opportunities for participants to network and learn from each other.
Membership in a community of practice is not limited to experts in that particular topic, but rather it is a learning community of individuals with shared interests from various areas of expertise and perspectives. Through participation in the communities of practice, family members and professionals share knowledge with one another and initiate collaborative actions that seek to improve outcomes for children with disabilities and their families.
Some activities of communities of practice include:
- Phone or email conferences
- Websites with information and chat boards
- Discussion forums
- Best practice briefs
If you are interested in joining one or more of the TATS Communities of Practice, click the following link: http://www.tats.ucf.edu/Forms/EnrollForm_Community_of_Practice.html to make your selection. TATS will send out broadcast emails announcing the addition of new information to the web (resources, discussions, chats) or events (teleconference, meeting).
4000 Central Florida Blvd, UCF-Teaching Academy, Suite 403, Orlando, FL 32816-1250