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May 6, 2009 - Preconference
May 7 & 8, 2009 - Conference and Exhibits
Greater Tacoma Convention Center, Tacoma, WA |
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Program at a Glance
Wednesday Preconferences
Thursday Conferences
Friday Conferences
Travel Information
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Friday, May 9, 2008
Two Options:
Chose One “D”, One “E”, One “F”, and One “G” Session
Or
Chose One “D”, One “EF”, and One “G” Session
CONFERENCE SESSION D
8:00 - 9:00
D1 Using visual Communication to Start a Conversation
D2 Communicable diseases in the news: How do You Handle Them in early Childhood Settings?
D3 Supporting Siblings of Children with disabilities
D4 Living with Autism: A Triumphant Journey
D5 Sensory Processing verses Behavior: Teasing Out The differences
D6 Dads and Families need each Other
D7 Hop to Signaroo - American Sign language for Babies and Toddlers
D8 What’s To Come?
D9 Postpartum depression in Families with Baby in niCu
D10 Building a Model of early intervention in the rural Setting
D11 Leading learning in early Care and education
D12 Community drumming and rhythm Workshop
CONFERENCE SESSION E
9:30 - 10:45
E1 Northwest Autism Center’s Domino Preschool: Teaching Communication Skills
E2 ITEIP Program Updates - What’s New, What’s Coming?
E3 Talking with Children about Special Needs... If, When, and How
E4 Using a Curriculum-Based Assessment to Monitor Program Performance
E5 Using deC recommended Practices for Program improvement
CONFERENCE SESSION F
11:00 - 12:30
F1 The loving Families Program: Creating Successful Children
F2 Life Care Planning for Young Children with Special needs
F3 Building an Active learning environment: Making the Most of Free Choice
F4 Supporting emergent Writing Skills
F5 Motivating Young Children in School: The effective use of reinforcement
CONFERENCE SESSION EF
9:30 - 12:30
eF6 Immigration “101” Basics and Beyond
EF7 Recognition and response
EF8 Interrupting Generational Poverty Barriers
EF9 Feeding Groups
EF10 Communicating effectively Through language interpreters
EF11 Activating Brain Cells, It’s Child’s Play for Preschoolers
CONFERENCE SESSION G
2:15 - 4:00
G1 Beyond The Five little Monkeys
G2 Be Prepared
G3 Counting Doesn’t Add Up to Number Sense
G4 Recognition and response
G5 Practical Strategies for Fostering Social emotional Competence
G6 Good Assessment, Good Goals, Good Practice
G7 Sex Play - What’s Normal, What’s Not and What To Do!
G8 Breaking Barriers: Concrete Tools for Working with People in Poverty
G9 Vision development: its impact on Academic Achievement
G10 Activating Brain Cells, It’s Child’s Play for Preschoolers
D1 Using Visual Communication to Start a Conversation
presented by Kerianne Christie, MA
What are the components to visual communication? How can I use it with my hearing, deaf or hard-of-hearing child? How do I introduce language to a child? This workshop will address these questions and more. Good communication is the key to working effectively with children, adults, families and caregivers. Communication is not just about the spoken or visual words you use, but also your manner of speaking, body language and the effectiveness of how you communicate. Bring your questions and join us for a discussion on what it is and how to implement visual communication with infants and Toddlers.
Who Should Attend: Parents, Teachers, Paraeducators, OTs, PTs, or SLPs, Child Care Providers, Family Resources Coordinators, Students
D2 Communicable Diseases in the News: How Do You Handle Them in Early Childhood Settings?
Presented by Robin Laurence, MS, RN, PHN, Child Care Health Program, Public Health - Seattle & King County with Dr. Tao Kwan-Gett, medical epidemiologist for the Communicable Disease, Epidemiology, and Immunization Division of Public Health - Seattle & King County.
There has been increasing media attention to MRSA (Methicillin Resistant Staphylococcus aureus) lately, as children in schools and early childhood programs are being diagnosed with it. What do you need to do when someone in your program receives a MRSA diagnosis? Can someone with MRSA be at child care or school? Hear the latest information about contagious diseases and ask questions that you may have about universal precaution procedures in your early childhood setting.
Who Should Attend: Parents, Teachers, Paraeducators, Administrators, OTs, PTs, or SLPs, Child Care Providers, Parent to Parent Coordinators
D3 Supporting Siblings of Children with Disabilities - Sibshops of Snohomish Co.
presented by Jenn Mann, Coordinator with Sandra Huber, FRC and Nancy Miller, MOT, OTR/L
Sibshops are a great place for kids who have siblings with disabilities. Through games, crafts, and fun, siblings are given the opportunity to feel that they are the most important person of the day. Trained volunteers who know what it is like to have a sibling with a disability offer undivided attention and support throughout the workshop.
Who Should Attend: All
D4 Living with Autism: A Triumphant Journey
presented by Nikki McMurtry, MA, Mt. Vernon School District with Karla Jacks, parent of CJ
Travel with CJ’s parent and teacher as they share his inspirational story of success in school and the community. His story is a testament of how working together and believing in possibilities can make a difference in the lives of children, and bring real hope to their families.
Who Should Attend: All
D5 Sensory Processing verses Behavior: Teasing out the Differences
presented by Julianne McEwen, Tacoma Learning Center, Infant Mental Health Specialist, and Licensed Marriage and Family Therapist with Mary Aten, Occupational Therapist
Participants will learn how to distinguish between sensory processing disorder and behavioral disorders. Discover how sensory issues can impact behavioral issues and how behavioral issues impact sensory issues. Learn techniques to deal with common sensory issues, behavioral issues and combined issues.
Who Should Attend: All
Click here to download this session's documents
D6 Dads and Families Need Each Other
presented by Greg Schell, M.Ed., Washington State Fathers Network
Dads make critical contributions to families. Families dynamically change dads. The challenges dads experience when a child enters their family with a disability are extensive and unique. Dads respond to these issues differently than moms. Learning how dads specifically adjust to the many challenges will be addressed. In addition to a presentation, two dads will respond to questions about their unique adjustments and some of their ongoing challenges. If time allows there will be a short video covering some related content.
Who Should Attend: All
D7 Hop to Signaroo: American Sign Language for Babies and Toddlers
presented by Nancy Hanauer, B.S. Education
Babies and toddlers do have the desire and capacity to communicate before they have the ability to speak fluently. American Sign Language (ASL) can be used as a temporary means of communication with hearing babies as young as five months old! Signing can stimulate intellectual growth, accelerate language and motor development, and reduce frustration. In addition, ASL with toddlers decreases “acting out” behaviors like biting and hitting, allows childcare providers to more readily meet the needs of special needs and bilingual children and addresses a variety of learning styles with visual, verbal, auditory and kinesthetic cues for all types of little learners!
Who Should Attend: All
D8 What’s to Come?
Presented by Natalie Vega O’Neil with Brenda Blasingame, Thrive by Five Washington
Thrive by Five Washington knows what parents and providers want! Hear the results of in-depth statewide research that shares the perspective of those who matter most and what will happen for early learning in Washington.
Who Should Attend: All
Click here to download this session's documents
D9 Postpartum Depression in Families with Baby in NICU
presented by Leslie Butterfield, Ph.D., clinical & perinatal psychologist, certified trainer for the “Bringing Home Baby”, lecturer at the Seattle Midwifery School and has served on the board of directors of the Northwest Association for Postpartum Support
This session will address the ways in which loss, grief, and mourning can be experienced by parents whose children are born with clear challenges or disabilities, or whose babies spend extended time in the Neonatal Intensive Care Unit. We will focus on how parents can be helped to maintain attachment to one another and to their child under these circumstances, and how to differentiate these states from postpartum mood disorders.
Who Should Attend: Parents, Teachers and Paraeducators, OTs, PTs, or SLPs, Child Care Providers, Parent to Parent Coordinators
D10 Building a Model of Early Intervention in the Rural Setting
presented by Darlene Keene, MS Ed with Cathy Buchanan, MSW
Children’s Village is growing beyond the dream! For the past 10 years, improving services to children with special needs and their families in urban and rural communities has been our goal. This presentation highlights the history of a unique and unified system of early intervention services that blended educational and medical services in one location, under one roof. Family success stories will be shared as well the models of early intervention services that are now shaping our growth.
Who Should Attend: All
D11 Leading Learning in Early Care and Education
presented by Gail Joseph, Ph.D., Associate Professor, University of Washington
Research demonstrates that quality early care and education (ECE) benefits children, families, and communities. From improved academic outcomes to the economic savings to schools and states, the benefits of high quality ECE experiences are irrefutable. In ECE programs, strong leadership is especially vital because directors are the stewards of quality. They are responsible for creating, implementing, and guiding the systems that promote the optimal growth and development of children. While there is consensus in the ECE field about the importance of strong leadership in ECE programs, until now, there have been no comprehensive and integrated standards for “leadership” positions, knowledge, and practices in the field of early care and education. Learn about research-based and field- validated set of integrated leadership standards mapped onto seven dimensions of ECE leadership. This is an advanced session.
Who Should Attend: Teachers, Paraeducators, Administrators, Child Care Providers, Family Resources Coordinators, Parent to Parent Coordinators
D12 Community Drumming and Rhythm Workshop
facilitated by Ray Soriano, Program Manager Skagit Islands Head Start
Drumming is a fun and powerful way for us to build community, relieve stress, rejuvenate, and express creativity. Using drums and percussion from around the world, we’ll create rhythms that feed the soul and reconnect us with the art of playing. No experience necessary, just an open spirit!
Who Should Attend: All
E1 Northwest Autism Center’s Domino Preschool: Teaching Communication Skills
presented by Dawn Sidell, BSN, RN, Executive Director
Northwest Autism Center utilizes a combination of local and State support to provide information, referral, and education to Spokane and the surrounding area on autism related issues. We will describe how NAC was able to launch Domino Project, a year-round inclusive preschool program. Domino is uniquely designed to model the marriage of health care, mental health and education in the provision of services to children, on the autism spectrum, and their families. We will describe how both private and public resources worked together to develop and implement Domino, the challenges involved in adopting this type of “multi-disciplinary” approach, and the benefits to provider and community. Learning communication and socialization is an essential objective for almost any child with autism; we will present data on communication collected in the preschool, discussing both the standardized and nonstandardized tools used for testing. We will share therapy practices, visual strategies, and personal experiences working with children on the spectrum in an inclusive environment
Who Should Attend: All
E2 What’s New? ITEIP Program Update on Regulations, Policies, Procedures and Projects
presented by Sandy Morris, Department of Social and Health Services, with Karen Walker, Department of Social and Health Services
ITEIP staff will discuss the status of the new Federal and State requirements related to the reauthorization of the Individuals with Disabilities Education Act, IDEA, Part C, State Performance Plan (SPP) activities, Child Outcome Summary Form (COSF) and general supervision and monitoring processes and activities.
Who Should Attend: All
E3 Talking with Children about Special Needs
presented by Rosanne Feder, Family Therapist, M.S. in Marriage and Family Therapy
How do we talk to children about disabilities? How do we support children in their differences? How do we answer questions that children may have about their special need(s)? How do we teach siblings about what to say when people ask “what’s wrong with your sister?” Children are naturally curious about differences, especially the ones they can see; adults need to be encouraged to be open to children’s curiosity so that they can answer their questions. Some of the hardest disabilities to talk about are the ones that you “can’t see.”
This workshop is designed to help facilitate discussion around talking with children about developmental disabilities as well as how do we discuss this within the family system. It will give participants language to use in communicating with children about special needs. The tools and concepts gathered at this workshop will help spark and ignite ideas in how to discuss special needs in a classroom.
Who Should Attend: All
E4 Using Curriculum-Based Assessment to Monitor Program Performance
presented by Marisa Macy, Ph.D., Penn State University with Kellie Horn, M.S. Early Childhood Special Education/Early Intervention, ESD 123 and Kristine Slentz, Ph.D., Professor Early Childhood Special Education, Western Washington University
This session will focus on the importance of creating and maintaining a service delivery system which is useful for families, professionals, programs, agencies, and states. Assessment is one aspect of a service delivery system and requires consideration as changes occur at the federal, state, and local levels.
Local and state agencies develop guidelines and practices to monitor program performance. This session will provide information related to policies and practices for using curriculum-based assessments as a tool to monitor program performance and child outcomes.
Who Should Attend: All
E5 Using DEC Recommended Practices for Program Improvement
presented by Chris Matsumoto, M.Ed. (Assistant Principal, Experimental Education Unit) with Brittney Lee, M.Ed
Evidence from a variety of sources supports the connection between high quality early learning experiences and later school success. The Division for Early Childhood (DEC) has identified practices - from the scientific literature and incorporating values and experiences of those who work with young children - that can help you achieve high quality early learning experiences for children with disabilities and other special needs. Recommended practices have been identified in the areas of assessment, child-focused practices, families, interdisciplinary teams, technology, policies, and personnel preparation. The practices are strongly grounded in the research literature and have been validated through a field validation with direct service providers, family members, those who provide professional development, and researchers. In this session, you will learn about the practices as well as the tools you need to assess your current program practices and what you can do to improve your practices and enhance child and family outcomes.
Who Should Attend: Teachers, Paraeducators, Administrators, OTs, PTs, or SLPs, Family Resources Coordinators
F1 The Loving Families Program: Creating Successful Children
presented by Stacey De Fries, MSW, with Beratta Gomillion
As one of eight sites in the country, the Center for Human Services is participating in the Supporting Healthy Marriage Project (SHM). SHM is the first large-scale evaluation of marriage education programs created to benefit economically disadvantaged married couples and their children. Over the course of two years, the Center for Human Services will enroll couples into the SHM study and those couples will participate in the Loving Families Program. Families will be enrolled from throughout King and Snohomish Counties. This session will emphasize the research behind the Supporting Healthy Marriage Study and teach participants how to connect families to the program. This program is based on the research of Dr. John Gottman, one of the country’s leading experts in building strong, successful relationships.
Who Should Attend: All
F2 Life Care Planning for Young Children with Special Needs
presented by Marisa Macy, Ph.D., Penn State University
Life care planning is an activity that can facilitate aspects of daily living for a child with a catastrophic injury, chronic health condition, or disability. A life care plan is an individualized, working document that describes information for the provision of appropriate services and support, and is updated regularly to capture any changes.
This session will focus on aspects of life care planning for a young child with significant needs by discussing the history, offer a model for developing and evaluating life care plans, research related to life care plans, and discuss a team approach to life care planning.
Who Should Attend: All
Click here to download this session's documents
F3 Building an Active Learning Environment: Making the Most of Free Choice
presented by Julie Ashmun, Project DATA Educational Consultant, M.Ed., BCBA with Alicia Allinger
Struggling to provide quality intervention for children with Autism Spectrum Disorders and other related disabilities during free choice playtime? This presentation will detail strategies that educators at an integrated early childhood center (The EEU at University of Washington) have utilized from evidence-based practices to make free choice time a quality intervention time.
The presenter will provide guidelines for implementing curricular modifications and adaptations, such as environmental supports (e.g., using pictures and visual cues) and simplifying activities, to meet each child’s learning needs. Additionally, this presentation provides an overview of using play scripts and play schedules and how to teach the use of these supports during free choice. This presentation also provides strategies for promoting peer interactions for children with ASD. By implementing these strategies, teachers and their classroom team will find that during free choice they have more time to teach, take data, and have fun with their students.
Who Should Attend: Teachers, Paraeducators, Administrators, Child Care Providers, Family Resources Coordinators
F4 Supporting Emergent Writing Skills
presented by Christine Cox, M.Ed, ACF Region 10 T/TA Booz Allen Hamilton
During this interactive session, participants will analyze and discuss samples of young children’s writing in order to better understand the developmental continuum and milestones for early writing. Relevant research and resources will be presented. The group will also share its collective wisdom to create teaching guidelines and essential practices to support children’s development in the domain of early literacy, with a focus on writing.
Who Should Attend: Parents, Teachers, Paraeducators, Child Care Providers, Students
F5 Motivating Young Children in School: The Effective Use of Reinforcement
Presented by Takanori Koyama MEd., with Nicole Casillas, MA and Pei-Yu Chen, MEd, Univeristy of Washington
In this presentation, you will hear an overview of the use of reinforcements and different types of reinforcers. There will be an emphasis on reinforcement-based strategies, such as modifying a reinforcement schedule, to decrease challenging behaviors and increase appropriate behaviors; and we will discuss the relationship between reinforcement, engagement, and intrinsic and extrinsic motivation.
Who Should Attend: All
EF6 Immigration “101”: Basics and Beyond
presented by Kathleen To, Manager of Linguistic Services, Swedish Hospital
Documented and undocumented, refugee and immigrant, asylee and parolee...do you know the differences? Understanding the immigration status of the foreign born families in your program will help you assess their need for services and help your program plan for inclusion of immigrant families. Basics of immigration categories and eligibility for public services will be presented. Current issues in immigration public policy and pending legislation that may dramatically impact families and programs will also be covered. Strategies on how to make your program “immigrant friendly”, how to locate and provide resources for documented and undocumented families and how to help immigrant families prepare for living in a changing political environment will be shared.
Who Should Attend: Parents, Teachers, Paraeducators, Child Care Providers, Students
EF7 RTI Goes to Pre-K: An Early Intervening System Called Recognition & Response
presented by Virginia Buysse, Ph.D and Pat Wesley, Ph.D., University of North Carolina at Chapel Hill
The goal of Recognition & Response is to create high quality early childhood classrooms in which teachers administer periodic, universal screening for all children and research-based interventions and progress monitoring for individual children who show signs of learning difficulties.
Recognition & Response involves first aligning assessment and instructional practices to state early learning standards and then ensuring that classroom assessment is tied to effective or promising instructional practices. Frequent screening and progress monitoring provide the teacher with the means to identify children who would benefit from additional instructional supports. It also allows teachers to track both the level and rate of academic growth in their students.
This session will provide a conceptual framework for an early childhood model of RTI called Recognition & Response (R&R). We will present key issues related to implementing R&R in early education programs that enroll 3-5 year-olds, and share a literacy intervention linked to screening and progress monitoring methods that can be used as part of R&R. Workshop session participants will be assisted in applying these concepts through the use of resources, small group activities, and collaborative problem-solving.
About the presenter: Virginia Buysse, Ph.D., is a Senior Scientist at the FPG Child Development Institute at the University of North Carolina at Chapel Hill. She serves as Principal Investigator on a grant to develop Recognition and Response (R&R), an early intervening system for pre-kindergarten adapted from Response to Intervention (RTI). Next year, she will serve as President-Elect of the Division of Early Childhood (DEC) of the Council for Exceptional Children. She is the co-author of Consultation in Early Childhood Settings (2005) and co-editor of Evidence-Based Practice in the Early Childhood Field (2006).
Who Should Attend: Parents, Teachers, Paraeducators, Child Care Providers, Students
Click here to download this session's documents
EF8 Interrupting Generational Poverty Barriers
presented by Donna M. Beegle, Ed.D., see Keynote Speaker for complete biography
A comprehensive understanding of the context, world view, learning and communication styles of families living in poverty is essential to breaking the cycle of generational poverty. What does living in poverty teach? What does it mean to be poor in wealthy America? Income, educational opportunities, and life experiences shape our communication and relationship styles and can create misunderstandings and missed opportunities for connection. Through sharing my journey out of “generational poverty,” my doctoral studies on generational poverty, and fifteen years working to interrupt cycles of generational poverty, I will frame the discussion of how our class/diverse cultural experiences “program” us with values and expectations that shape our abilities to relate and communicate effectively across socio-cultural barriers. This session will increase understanding of poverty and it is possible to break the cycle and help people to move forward.
Who Should Attend: All
Click here to download this session's documents
EF9 Feeding Groups: What Works and What Doesn’t Work
Presented by Gay Lloyd Pinder, SLP with Joli Labissonaire, OTR, Kellie MeMurtry, ORT and Jodi Van Vleet, SLP
Feeding groups have been a wonderful addition to treatment options and approaches in our work with children and feeding issues. This session will provide participants with the tools and knowledge they need to have successful feeding groups. You will learn how to identify which children are appropriate for a feeding group versus ones needing 1:1 therapy and why. You will gain knowledge of how to group children based on age and developmental ability as well as family dynamics. This session will offer practical ideas for menu planning and time management including set up and clean up that make such groups feasible in a therapists schedule. We will discuss how to involve parents in the groups so carry home is facilitated. This session will include ideas for paperwork that has facilitated overall efficiency, parent participation and learning and data collection. Finally, we will share information regarding billing codes which are necessary for cost effective groups. There is a $5.00 materials fee
Who Should Attend: All
EF10 Communicating Effectively Through Language Interpreters
presented by Katherine Stewart, Occupational Therapist and Research Coordinator, MS, OTR/L, Boyer Children’s Clinic
Early intervention providers are becoming more aware of how important effective and efficient professional interpreter services are for families who speak limited English. The key questions addressed in this session include how to access and effectively use professional language interpreters. After watching a videotape that illustrates the effective and ineffective use of language interpreters, the participants will break into small groups to discuss case studies of families from a variety of cultures and languages. The presenter will then facilitate a large group discussion of each of these case studies. Participants will receive handouts on Internet resources on cross-cultural care.
Who Should Attend: All
EF11 Activating Brain Cells, It’s Child’s Play for Preschoolers
presented by Joy Knight, Parent Educator, co-owner of Creation Station
Participants will make and take 9 projects using found, recycled and common materials. New ideas for your science, art, music, and circle time curriculum will be emphasized. This will be a “hands-on” experience. Through child’s play, learning happens.…describe to parents and administrators what the children are really learning while having FUN! There is a materials fee of $10.00.
Who Should Attend: Teachers and Paraeducators, Child Care Providers, Parents, Students
G1 Beyond the Five Little Monkeys
presented by Faith Sadler, M.Ed., Seattle Public Schools and Angela Notari-Syverson, Ph.D., Washington Research Institute.
Math at the preschool level includes not only numbers and operations, but also geometry, and measurement. Algebra and data analysis also play supporting roles. This presentation will share strategies for addressing all these areas of early mathematics in preschool environments that include children with special needs. These strategies will include: understanding the developmental stages of each area of mathematics, adapting activities for individual needs, embedding math into daily routines, and using picture books to promote math. Take-home activities for parents will also be shared.
Who Should Attend: Teachers and Paraeducators, Child Care Providers, Students
Click here to download this session's documents
G2 Be Prepared
presented by Robin Laurence, MS, RN, PHN, Child Care Health Program, Public Health - Seattle & King County
Your program can be prepared! Learn practical steps you can take toward having a disaster plan, teaching staff, children, and families about it, and practicing (drilling) in a meaningful way. Take-away items will include a plan developed by the Child Care Health Program of Public Health - Seattle & King County in cooperation with Seattle Emergency Management, as well as other useful tools developed especially for child care and other early learning programs.
Who Should Attend: All
G3 Counting Doesn’t Add Up to Number Sense
presented by Bill and Dee Blair
Number sense continues to be a stumbling block for many of our children. The presenters have more than 50 combined years of experience working with preschool through 2nd grade students, and they will share many fresh, practical “math” ideas in this active and fun workshop. You will learn ways to keep children engaged while internalizing the concepts of numbers; explore ways to expand and extend what you already do; add new manipulatives to your bag of tricks; and use the classroom to give kids a sense of number.
Who Should Attend: Teachers, Paraeducators, Child Care Providers, Students
G4 RTI Goes to Pre-K: An Early Intervening System Called Recognition & Response
presented by Virginia Buysse, Ph.D and Pat Wesley, Ph.D., University of North Carolina at Chapel Hill
This is a repeat of session EF7.
The goal of Recognition & Response is to create high quality early childhood classrooms in which teachers administer periodic, universal screening for all children and research-based interventions and progress monitoring for individual children who show signs of learning difficulties.
Recognition & Response involves first aligning assessment and instructional practices to state early learning standards and then ensuring that classroom assessment is tied to effective or promising instructional practices. Frequent screening and progress monitoring provide the teacher with the means to identify children who would benefit from additional instructional supports. It also allows teachers to track both the level and rate of academic growth in her students
This session will provide a conceptual framework for an early childhood model of RTI called Recognition & Response (R&R). We will present key issues related to implementing R&R in early education programs that enroll 3-5 year-olds, and share a literacy intervention linked to screening and progress monitoring methods that can be used as part of R&R. Workshop session participants will be assisted in applying these concepts through the use of resources, small group activities, and collaborative problem-solving.
Who Should Attend: Teachers and Paraeducators
Click here to download this session's documents
G5 Practical Strategies For Fostering Young Children’s Social Emotional Competence
presented by Gail Joseph, Ph.D., Associate Professor, University of Washington
This workshop will draw upon a review of current research and practical experience to describe strategies designed to support young children’s mental health by decreasing problem behaviors and increasing children’s social and emotional competence.
Participants will learn practical, evidence-based strategies to teach young children skills such as how to play with others, recognize and express feelings, be friendly and talk to peers, control anger and impulsive behavior, and problem solve conflicts. Watch real teachers implement these strategies and obtain materials to bring strategies to your program.
Who Should Attend: All
G6 Good Assessment, Good Goals, Good Practice
presented by Julie Ashmun, Project DATA Educational Consultant, M.Ed., BCBA and Shane Herriot, Project DATA Head Teacher, M.Ed.
Struggling to write goals for your students with Autism Spectrum Disorders? Come learn to use the AEPS (Assessment, Evaluation, and Programming System) and a supplement specially designed for assessing students with ASD. This workshop will help you to gather accurate assessment information and write amazing educational goals for your students.
Throughout the year, teachers are attempting to gather appropriate data about their students. The AEPS, as an assessment tool, provides information on all developmental domains for children who are age birth to 6 years old. The audience will learn about: Using assessment information from a curriculum-referenced assessment, the AEPS, and a supplement (Project D.A.T.A. Skills Checklist) designed by early childhood special education professionals, to gather accurate information concerning students’ present levels of performance and next steps. Assessing the core areas of deficit common to children with ASD. Create individual goals for effective educational programming for students with ASD. Track individual progress toward these goals/objectives with a measure that links assessment, intervention, and progress monitoring.
With better and more individualized programming for students with ASD, educators will be able to more accurately evaluate the effectiveness of their ongoing programming for children with ASD.
Who Should Attend: Parents, Teachers, Paraeducators, Administrators, OTs, PTs, or SLPs, Students
G7 Sex Play - What’s Normal, What’s Not and What To Do!
Presented by Amy Lang, Sexual Health Educator, MA, Applied Behavioral Science
Body exploration play, or sex play, is a normal part of sexual development. This type of play can be confusing - you will learn how to discern these types of interactions and get some tips for helping kids and families navigate this tricky part of early childhood.
Who Should Attend: Parents, Teachers, Paraeducators, OTs, PTs, or SLPs, Nurses/Public Health Workers, Child Care Providers, Family Resources Coordinators, Parent to Parent Coordinators
Click here to download this session's documents
G8 Breaking Barriers: Concrete Tools for Working with People in Poverty
presented by Donna M. Beegle Ed.D.
This session provides participants with the tools of oral and print culture to enhance communication skills necessary for reaching across poverty barriers. Most of our social service and education systems are set up to support people coming from a print culture orientation. Social services are often alienating to families from generational poverty that have an oral cultural world-view. How we get our information shapes how we relate to one another and how we experience the world. Many people from lower-class backgrounds get their information verbally, creating an “oral” culture thought process. Many people from middle-upper class backgrounds gain their information from reading, creating a “print” culture thought process. Understanding these different thought processes could improve communication across class barriers and increase success in the educational environment. Opportunities for improving communication and relationships are enormous when these concepts are understood and incorporated into every aspect of the service process.
Who Should Attend: All
Click here to download this session's documents
G9 Vision - Its Impact on Child Development, Academic Achievement and Attention
presented by Theodore (Ted) Kadet, Optometric Physician with Karen Richards, pediatric occupational therapist
This session will cover stages of vision development and impact of vision development on academic achievement and attention. Functional vision issues including eye tracking, eye focusing, eye alignment, eye coordination, visual motor guidance and visual perception will be discussed. Hands-on experiences for attendees will demonstrate vision dysfunctions affecting reading and general academic efficiency.
Who Should Attend: All
G10 Activating Brain Cells, It’s Child’s Play for Toddlers
presented by Joy Knight, Parent Educator, co-owner of Creation Station with Kerri Johnson, Seattle School District.
Participants will make and take 6 projects using found, recycled and common materials. New ideas for your science, art, music, and circle time curriculum will be emphasized. This will be a “hands-on” experience. Through child’s play, learning happens.…describe to parents and administrators what the children are really learning while having FUN! Materials fee is $5.00.
Who Should Attend: Teachers and Paraeducators, Child Care Providers, Parents, Students
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