Early Childhood Community of Practice Meetings

Our EC CoP typically meets the 2nd Wednesday of the month during the school year at 3:30 for approximately one hour. The purpose of these meetings is to connect early childhood professionals around the state by providing them with announcements, trainings and events, and information related to a chosen topic which they can discuss and share. During each meeting, REACH MS shares announcements sent to them from around the state as well as trainings and other events in the state that are specific to supporting pre-k children as well as early elementary students. Each meeting has a topic that is decided upon by CoP participants or chosen from a list of requests and contains about 15-20 minutes of best practice, strategies, examples, etc. related to this topic. CoP participants are encouraged to ask questions, make comments, and provide additional examples related to the given topic.

Each CoP is recorded so that those unable to participate live can have access to the information. Contact hour certificates (1 hour) are available by request for live participation in the EC CoP meetings. For more information about EC CoP meetings, to obtain a pdf copy of a previous meeting, or to receive a contact hour certificate, email Brittany Herrington at brittany.herrington@usm.edu.


Early Childhood Extended Year Programming

This CoP includes a variety of ideas and recommendations for summer and/or beginning fall instruction offered to young students including distance learning and face-to-face programming. Topics discussed include logistics, curricula, and readiness for the new school year.


Incorporating Literacy Skills Throughout the Day in Early Childhood

This CoP will provide strategies to use in the classrooms as well as to share with families regarding how to teach literacy all day long. Information will be provided on the use of visuals, books, and other forms of print as well as how to integrate literacy with other content areas.


Resources and Strategies to Support Distance Learning in Early Childhood

This CoP will provide resources and MDE procedure updates as well as strategies that can assist schools and parents with learning at home We will discuss questions and collaborate together in efforts to help each other help students.


Engaging Parents of Young Children

This CoP will provide resources and examples of different ways to engage parents of our youngest learners. The types of information that are crucial to sharing with parents will be discussed.


Help Me Exercise My Cognitive Skills

This CoP will provide information on the types of experiences that use and increase cognitive skills (i.e., play, connecting experiences, making choices, problem-solving) and activities that can be implemented in the classroom or at home to build these skills.


Executive Functioning Skills in Early Childhood

This CoP will provide information on fun experiences that can be incorporated in the classroom to increase executive functioning skills.


Early Intervention Delivery Models in Mississippi Schools

This CoP will provide information on the different ways schools in Mississippi currently provide special education (including just speech-language) services to preschool children.


The Impact of Communication on Behavior

This CoP will overview the relation of communication development to behavior and provide ways to alter language and pair other types of communication with language for better understanding in efforts to decrease inappropriate behaviors.


The Impact of Social-Emotional Development on Behavior

This CoP will overview the relation of social-emotional development to behavior, provide a list of important social-emotional skills to teach young children, and offer strategies to utilize to assist children who experience underdeveloped or negative social-emotional skills.


Replacement Behaviors in Young Children

This CoP will stress the importance of replacement behaviors in young children, provide a general list of broad replacement behaviors, and guide participants in selecting specific replacement behaviors that meet the needs of individual children.