Purpose This evaluation describes efforts taken by MIECHV administrators and staff during the pandemic using data collected from 60 MIECHV staff surveys and nine statewide weekly focus groups. Description The Florida Maternal, Infant and Early Childhood Home Visiting (MIECHV) Initiative funds perinatal home visiting for pregnant women and families with infants throughout the state. Florida MIECHV has shown resilience to disasters and times of crises in the past, while generating a culture of adaptation and continuous quality improvement among local implementing agencies. Florida MIECHV responded to the COVID-19 pandemic crisis within the first few days of the first reported case in Florida by providing guidance on virtual home visits and working remotely. Assessment Findings highlight the role of administrative leadership and communication, staff willingness/morale, logistical considerations, and the needs of enrolled families who face hardships during the pandemic such as job loss, limited supplies, food insecurity, technology limitations, and stress. Home visitors support enrolled families by connecting them with resources, providing public health education and delivering evidence-based home visiting curricula virtually. They also recognized the emotional burden surrounding COVID-19 impacts and uncertainties along with achieving work-life balance by caring for their own children. Conclusion This evaluation helped in understanding the impact of the pandemic on this maternal and child health program and fundamentals of transition to virtual home visiting services. Virtual home visiting appears to be feasible and provides an essential connection to supports for families who may not otherwise have the means or knowledge to access them.

No abstract

The Florida Early Childhood Comprehensive Systems (ECCS) Impact Project focuses on improving the developmental health of infants and young children by supporting place-based community initiatives through a Collaborative Improvement and Innovation Network (CoIIN) approach. The CoIIN is a multidisciplinary team that fosters collaboration and coordination among agencies and community residents. A team at the University of South Florida conducted an independent evaluation of the ECCS Impact Project in Liberty City (LC), Miami, Florida, starting with a community assessment to gain a better understanding of local assets, needs and priorities. This community assessment was completed in collaboration with LC ECCS. Across the first two years of the initiative, the community assessment included methods such as geographic information system mapping; attending and planning meetings; conducting focus groups with parents, residents, and community providers; engaging in virtual and walking tours; and hosting interactive mapping workshops. The multimethod approach contributed to a community assessment that was comprehensive and holistic and that encompassed multiple perspectives. Results of the process included authentic engagement across community sectors and levels of influence and learning and reflection on community strengths, resources, and priorities to facilitate organization for positive change.

El enfoque por tareas en la enseñanza de la lengua extranjera ha recibido una gran atención en los últimos años. Sin embargo, existen pocos trabajos que, desde la propia práctica educativa, reflexionen sobre sus ventajas e inconvenientes. La experiencia que presentan las autoras en este artículo llena esta laguna. INTRODUCCIONEl enfoque por tareas como opción metodológica se perfila a lo largo de los años 80 dentro del enfoque comunicativo del que recoge principalmente la centración en el alumno y el concepto de competencia comunicativa. El alumno, protagonista y responsable de su propio aprendizaje, impone sus estrategias y modos preferidos de trabajo mediante la negociación que estará presente durante todo el proceso de enseñanza/aprendizaje. Habrá que determinar, como dice Breen: «[...) quién hace qué, con quién, sobre qué, con qué recursos/medios/apoyos, cuándo, por cuánto tiempo, cómo y con qué objetivo pedagógico.» (Breen 1987:25) COMPONENTES DEL ENFOQUETal y como su nombre indica, el enfoque por tareas está basado en un conjunto de tareas organizadas en torno a un tema y no en torno a un objetivo lingüístico concreto: importa así más el significado que la forma.El proceso pedagógico se planifica en unidades temáticas que tienen como objetivo-meta la realización de una tarea final relacionada con el tema en cuestión.La unidad temática comienza con la elección del tema que es el principio-guía. Debe elegirse partiendo de los intereses de los alumnos y de su nivel de conocimientos. De este modo, se garantiza una mayor motivación e implicación en el proceso. En la negociación con los alumnos, habrá que considerar que dicho tema deberá ir ligado a su experiencia personal y a su conocimiento del mundo, pero además, habrá que tener en cuenta las circunstancias y condicionantes de la situación de enseñan-za/aprendizaje.1994 by Aprendizaje,