May 1, 2019—Preconference
May 2 & 3, 2019—Conference and Exhibits
Greater Tacoma Convention Center, Tacoma, WA

Thursday, May 2, 2019

Welcome and Keynote - 8:30 AM

Conference A Sessions - 10:30 AM–12:30 PM

A01: Early Childhood Transitions: Preparing Systems to Support Children and Families From Birth through Kindergarten!
A02: Screening Hearing and Vision in Birth to 3 Year Olds: The Three-Prong Approach
A03: Everyday Reflective Practice
A04: Parent Partnerships
A05: Early Intervention and Parent Coaching via Tele-intervention
A06: Promoting Healthy Relationships and Body Safety in Young Children of All Abilities
A07: The Power of Story-Time To Create Belonging and Safety
A08: STEAM-y Fairy Tales
A09: FIND Infant-Toddler Coach Collaborative
A10: Positive Behavior Interventions & Supports: Best Practices in Early Childhood Settings
A11: Understanding and Teaching Emotional Regulation Skills in Early Childhood
A12: Learning Games
A13: The Partnership between Early Language Development and Social Skills
A14: Writing Functional IFSP Outcomes
A15: Universal Design for Learning: Creating Inclusive Early Childhood Learning Experiences
A16: Intro to Adult Learning

Conference B Sessions - 1:30 PM–3:00 PM

B01: Obtaining Services for Children with Special Needs: A Fathers Perspective
B02: Supporting Parents of Children Receiving Early Intervention Services
B03: Supporting Independence in the Classroom with the TEACCH method: A Teacher's Perspective on Bringing Research Into Practice
B04: Language Beyond Reading: Language Deprivation and Theory of Mind
B05: Evidence Based Strategies to Teach Play Skills to Children with ASD
B06: Family Resources Coordinator Networking Session
B07: Somali Cultural Responsiveness: Best Practices in Engaging with Somali Families
B08: Consistent Inconsistency- Parent and Provider Perspectives on FASD
B09: Intentional Teaching and Embedded Learning Opportunities in Daily Preschool Routines
B10: Paint to Learn
B12: Invisible Disabilities: Providing accessibility to those with Sensory Difficulties
B13: Collaborating with Families to Provide Positive Behavior Supports for Young Children with Challenging Behaviors in Early Childhood Classrooms
B14: Successful Mealtimes with Picky Eaters
B16: Designing for Adult Learning

Conference C Sessions - 3:30 PM–5:00 PM

C01: A Road Map for Professionals to Better Support and Connect with Dads
C02: If You're Happy & You Know It Sing A Book
C03: Coaching Families in Early Intervention
C04: Risk and Adventure in the Outdoor Play Environment
C05: Constructing Cars with Young Children in Support of Mathematical Practice and the Development of Intelligence
C06: Keeping Our Children Safe
C07: Progressing from New Foundation of Quality Standards to Early Achievers- What’s New for Infants and Toddlers?
C08: Making Sense of Art: Engaging the Senses to Create Accessible Art Activities
C09: Reinforcement and Redirection: A Positive Approach
C10: Supportive Classrooms for Diverse Learners: Proficiency and Collaboration in a Digital Age
C11: Structuring Effective Peer Support and Social Connections in New Parent Groups
C12: Engaging Families and Communities in Children's Early Learning through Kaleidoscope Play & Learn
C14: The Importance of Teaching Imitation as Part of an Early Intervention Program
C15: Using Positive Behavior Support to Address Challenging Behaviors at Home
C16: Assessment for Adult Learning




8:30 AM Welcome and Keynote


10:30 AM–12:30 PM Conference A Sessions

A01: Early Childhood Transitions: Preparing Systems to Support Children and Families From Birth through Kindergarten!, presented by Sue Rose (bio), MA, Dept. of Children, Youth, and Families, with Vanessa Allen, E Renae Antalan, Karin Gantz, Cathy Garland, Amber Havens, Tania May, Tammy McCauley (bio), MA, DCYF/ESIT
Early childhood professionals and programs are strategically positioned to ensure smooth and effective transitions by offering individualized support to families and children. Individualized supports are more readily implemented as we increase systemic capacity to communicate, collaborate, and empower families to advocate before, during, and after transitions across multiple early childhood settings. An engaging panel of practitioners and parents will offer a combination of evidence-based strategies, current resources, and experience-based recommendations to develop, implement, and sustain family-centered, culturally responsive, and developmentally appropriate transition practices.

WA State Early Learning Core Competency: Families and Community Partnerships

Age Group Addressed: Birth through Age 8

Who Should Attend: All

Learning Objectives:

  • 1. Understand how transitions affect young children and their families in unique ways.
  • 2. Explore the benefits of collaborating with families to determine which strategies will be most effective and reassuring based on the strengths and needs of the family.
  • 3. Identify strategies to facilitate family-centered transitions across multiple early childhood settings.
  • 4. Reflect on how specific skills and concepts within child development domains influence the individual child’s transition experience.
  • 5. Become familiar with resources to support young children and their families as they experience change.

This is an Intermediate session. Not applicable.

Materials Provided: Handouts




A02: Screening Hearing and Vision in Birth to 3 Year Olds: The Three-Prong Approach, presented by DeEtte Snyder (bio), PhD, Washington State School for the Blind, with Kristin Ching (bio), MA, Center for Childhood Deafness & Hearing Loss
Come review, or learn, a subjective approach to screening for vision and hearing in young children. The tool is called the Three-Prong Approach and was developed by the Washington Sensory Disabilities Services (WSDS) for the service provider agencies within the ESIT program to screen children for vision and hearing concerns. It is critical to screen for vision and hearing prior to any evaluation of developmental delay. Knowing the hearing and vision status of children is not just important for children's learning potential, but to validate your approach to service provision. You will leave the training prepared to use information gained from parent interview (including review of existing medical records), developmental skills, and direct observations to identify children at risk for hearing loss or vision problems. This approach will also prepare you to make appropriate referrals or diagnostic testing from medical providers and educational services, such as teachers of the deaf/hard of hearing (DHH)or teachers of the blind/visually impaired (BVI).

WA State Early Learning Core Competency: Child Growth, Development and Learning

Age Group Addressed: Birth to Age 3

Who Should Attend: All

Learning Objectives:

  • Develop familiarity with high risk factors for vision and hearing loss in young children.
  • Learn to use parent interview, a developmental skills checklist, and observation to identify children at risk for sensory loss.
  • Make appropriate referrals for diagnositic medical and educational follow up.

Materials Provided: Handouts




A03: Everyday Reflective Practice, presented by Bridget Lecheile (bio), PhD, Washington Association for Infant Mental Health, with Kristi Armstrong (bio), MS, Washington Association for Infant Mental Health
Reflective practice is the regular consideration of how one’s beliefs, values, and responses impact behavior, interactions, and relationships with others, in order to deepen professional competence and promote effective practice. Developing reflective capacity is a lifelong process that requires intentionality. This workshop focuses on building capacity for personal and professional reflection, in order to enhance interactions and practice with young children and families. We will explore skills that support reflective practice, such as slowing down, self-awareness, critical thinking, and self-compassion. After completing this workshop, participants will be able to 1) define reflective functioning, 2) describe the purpose and benefits of reflective practice, and 3) identify strategies for incorporating reflection into daily experiences and practice with young children and their families.

WA State Early Learning Core Competency: Professional Development and Leadership

Age Group Addressed: Birth through Age 5

Who Should Attend: All

Learning Objectives:

  • Define reflective functioning.
  • Describe the purpose and benefits of reflective practice.
  • Identify strategies for incorporating reflection into daily experiences and practice with young children and their families.

Materials Provided: Participants will receive handouts with key points from the presentation.




A04: Parent Partnerships, presented by Debbie Jackson, Birth to Three Developmental Center, with Anthony Gayle
This session will give family members attending the conference the opportunity to meet other family members, share resources and experiences. This session will also include a special guest speaker that will inspire families in their role as parents of special needs children. This will be a fun interactive session with fun giveaways and a special parent luncheon following the presentation.

WA State Early Learning Core Competency: Families and Community Partnerships

Age Group Addressed: Adults

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Family Resources Coordinators, Interested Professionals

Learning Objectives:

  • Network with other parents attending the conference
  • Learn about statewide resources
  • Introduction for conference



A05: Early Intervention and Parent Coaching via Tele-intervention, presented by Molly Poole (bio), M.Ed., Kindering, with Lisa Greenwald (bio), PhD, Kindering, Rachel McKee (bio), MS, Kindering
Tele-intervention is a service delivery model that is used to provide skilled therapy to children and their families, via a video conferencing model. Parent coaching in the context of early intervention is uniquely suited to this effective method of service delivery. Kindering, one of the largest neurodevelopmental and early intervention centers in the northwest, will share its experiences providing a variety of services via remote technology. A Special Educator, Speech Language Pathologist and Program Administrator will discuss: the benefits to children and families, research outcomes, professional guidelines, the insurance reimbursement landscape, and the benefits to individual providers and their organizations. Actual experiences with children and families will be shared.

WA State Early Learning Core Competency: Program Planning and Development

Age Group Addressed: Birth to Age 3

Who Should Attend: All

Learning Objectives:

  • 1. Attendees will be able to describe the benefits and effectiveness of providing tele-intervention in the early intervention setting
  • 2. Attendees will learn how to apply their skills working with children and families using remote technology in a secure and effective manner
  • 3. Attendees will know where to access additional resources and information about tele-intervention practices

Materials Provided: Handouts and slide copies




A06: Promoting Healthy Relationships and Body Safety in Young Children of All Abilities, presented by Rachel Nemhauser (bio), BA, Arc of King County, with Claire Tierney (bio), BA, The Arc of King County
A dynamic, progressive presentation focusing on consent, choice, safety, boundaries, assertiveness, privacy, and recognizing types of relationships, for children 8 and under both with and without developmental disabilities.

WA State Early Learning Core Competency: Health, Safety, and Nutrition

Age Group Addressed: All age groups

Who Should Attend: All

Learning Objectives:

  • Participants will understand sexual development and expectations for people with and without disabilities.
  • Participants will gain confidence and skills in the area of talking to children of all abilities about sexuality and their bodies.
  • Participants will learn to support individuals of all ages and abilities as they navigate issues around safety, sexuality, and relationships.



A07: The Power of Story-Time To Create Belonging and Safety, presented by Andrew Newman (bio), MA, Conscious Stories
Story-time is so much more than reading a book. It is rich with hidden mystery that you can use to lead children into some
of the longest standing lessons and memories of their lives.

Central to story time is the experience of self-recognition and identification with the characters in the story. Am I like the character? Or different to them? Have I faced their challenge before? Can I learn from them?

Please join in this playful exploration of story where we will discuss:
~The role of story at different times of the day.
~How you can set the atmosphere for best receptivity.
~The benefit of making up a new story to help teach a skill.
~The power of story to create safety and belonging.
~Encouraging parents to read in the last 20 minutes of the day.
~Why the repetition of favorite stories is helpful.
~Bringing the characters to life outside of storytime.
~The difference between reading with and reading to.

WA State Early Learning Core Competency: Child Growth, Development and Learning

Age Group Addressed: Birth through Age 8

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Therapists, Home Visitors, Family Resources Coordinators, Interested Professionals, Students

Learning Objectives:

  • The power of story to create safety and belonging.
  • How you can set the atmosphere for best receptivity.
  • Bringing the characters to life outside of storytime.
  • The difference between reading with and reading to.

Materials Provided: A children's book written by Andrew Newman




A08: STEAM-y Fairy Tales, presented by Vickei Hrdina (bio), MS, ESD112
Fairy tales are a ‘phenomenal’ way to provide context for early learners in science, technology, engineering, arts and math...not to mention literacy and social studies. Characters in our cherished fairy tales all confront problems that can be addressed through investigation and problem solving using the engineering design process. This workshop will lead teachers through a unit that has students investigate Goldilocks's juicy problem and design a solution based on their STEAM knowledge. Multiple examples will be provided with access to materials, and coaching for developing other fairy tales into integrated units will also be provided.

WA State Early Learning Core Competency: Curriculum and Learning Environment

Age Group Addressed: Age 5 through 8

Who Should Attend: Teachers, Administrators, Interested Professionals, Students

Learning Objectives:

  • Introduce teachers to integrated STEM in early elementary
  • Model the engineering design process with early learners
  • Provide examples of strategies and assessments for inclusivity



A09: FIND Infant-Toddler Coach Collaborative, presented by Roxanne Garzon (bio), BA, Department of Children, Youth and Families, with Luke Quinn (bio), MSW, Children's Home Society of WA
In this session Filming Interactions to Nurture Development (FIND) coaches will join a collaborative conversation about FIND coaching across the state. Topic areas will include recruitment and retention of participants in FIND, caseload management, tracking and collecting data from participants to assess impact of FIND on caregivers and program quality. Intersections of FIND with the ECE professional development system will also be explored. Participants will be active learners as they come with information to share from their infant-toddler coaching experience and learn from each other.

WA State Early Learning Core Competency: Interactions

Age Group Addressed: Birth to Age 3

Who Should Attend: Trainers, Adult Educators

Learning Objectives:

  • Explain FIND strategies related to recruitment and retention
  • Develop interview questions for collecting data from FIND participants
  • Analyze data from FIND evaluation

This is an Advanced session. Completion of FIND coach training; working as an active FIND coach




A10: Positive Behavior Interventions & Supports: Best Practices in Early Childhood Settings, presented by Elizabeth Kelly (bio), M.Ed., University of Washington, with Katelin Hobson (bio), M.S., University of Washington, Scott A. Spaulding (bio), PhD, University of Washington
This presentation provides an overview of current recommended practices for positive behavior interventions & supports (PBIS) in early childhood classrooms. PBIS is an evidence-based framework for preventing and responding to students’ challenging behaviors, and teaching new skills.

WA State Early Learning Core Competency: Curriculum and Learning Environment

Age Group Addressed: Birth through Age 5, Age 3 through 5

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Therapists, Family Resources Coordinators, Interested Professionals, Students, Trainers, Adult Educators

Learning Objectives:

  • Describe the basic framework of PBIS.
  • Explain the three tiers of the PBIS Pyramid Model
  • Develop a plan for implementing 3 basic classroom-wide PBIS strategies in your setting.



A11: Understanding and Teaching Emotional Regulation Skills in Early Childhood, presented by Sharon Loudon (bio), BA, Educatonal Service District 105
This presentation will focus on supporting class participants in increasing their understanding of how young children move between emotional states. Participants will also learn the value of using visual tools within classroom and home environments to increase a young children's capacity to more independently regulate their bodies. A "make and take it" activity will be created by each participant.

WA State Early Learning Core Competency: Child Growth, Development and Learning

Age Group Addressed: Age 3 through 5

Who Should Attend: All

Learning Objectives:

  • Increase understanding of the concept of emotional regulation.
  • Build working knowledge of teach emotional regulation to prescoolers using visual tools.
  • Create a visual tool to take with you to support a student(s) in moving between affective states.

This session has a $10 materials fee.

Materials Provided: Each participant will receive a handout and a take home activity they have created for their classroom/home visiting.




A12: Learning Games, presented by Susan Anderson-Newham (bio), MS, Pierce County Library System
Playing games is one life’s pleasures. It has also proven to be a fun and effective way to learn. In this workshop, participants will engage in a variety of learning games both large motor and small. They will discuss what they learned from the games and have a chance to share learning games they have successfully employed with their children. Wear comfortable clothes and come ready to play!

WA State Early Learning Core Competency: Curriculum and Learning Environment

Age Group Addressed: Age 3 through 5

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Home Visitors, Family Resources Coordinators, Interested Professionals, Students

Learning Objectives:

  • Participants will identify learning that happens (or could happen) during many different games.
  • . Participants will play a number of fun games and activities that are appropriate for young children.
  • Participants will have the opportunity to share games and fun activities that they have successfully played with children.

Materials Provided: Handouts




A13: The Partnership between Early Language Development and Social Skills, presented by Kerianne Christie (bio), MA, Center for Childhood Deafness and Hearing Loss, with Krissy Walker (bio), 20 years experience in education field, Childhood Deafness Hearing Loss Center
Early language and social skills are inherently intertwined. This presentation will break down developmental milestones into age-appropriate activities geared towards helping children achieve goals and be active participants in family and peer interactions.

WA State Early Learning Core Competency: Child Growth, Development and Learning

Age Group Addressed: Birth to Age 3

Who Should Attend: All

Learning Objectives:

  • Identify early communication and social-emotional developmental milestones
  • Explain the difference between structural language and pragmatics
  • Understand the connection between social skills and language and how to facilitate one when the other is lacking

This is an Intermediate session.

Handouts:




A14: Writing Functional IFSP Outcomes, presented by Adrienne O'Brien (bio), M.Ed., Early Support for Infants and Toddlers
This session is designed for all early intervention providers; educators, therapists, FRCs and more! Come learn best practice in writing high quality, functional IFSP outcomes that will support caregivers to make a difference in a child's developmental trajectory.

WA State Early Learning Core Competency: Program Planning and Development

Age Group Addressed: Birth to Age 3

Who Should Attend: Teachers, Administrators, Therapists, Home Visitors, Family Resources Coordinators, Interested Professionals

Learning Objectives:

  • Understand what functional outcomes are and why they are important to use in Early Intervention.
  • Describe effective strategies for gathering information from families.
  • Identify when to write a child and family focused outcome and when to write an FRC outcome.
  • Identify the components of a functional outcome and learn how to write one.

This is an Intermediate session.

Handouts:

Materials Provided: power point slides and handouts will be provided




A15: Universal Design for Learning: Creating Inclusive Early Childhood Learning Experiences, presented by Kristin Leslie (bio), MA, Special Education Technology Center, with Sarah Kinsella (bio), MA, Special Education Technology Center
Young children entering school for the first time have many different physical and learning needs. How can the teachers meet the needs of a classroom full of diverse learners? How can we support children regardless of their ability so that each child can have the opportunity to participate in a broad range of activities and contexts? Universal Design for Learning (UDL) facilitates an inclusive preschool environment by ensuring equitable access and meaningful participation through flexible and creative approaches within developmentally appropriate activities. Lesson plans that incorporate UDL strategies and assistive technology tools bring us closer to creating an inclusive classroom environment. This class explores practical application of UDL principles within a preschool routine.

WA State Early Learning Core Competency: Child Growth, Development and Learning

Age Group Addressed: Age 3 through 5

Who Should Attend: All

Learning Objectives:

  • Participants will gain an understanding of the key principles of Universal Design for Learning.
  • Participants will identify ways to provide multiple means of representation, expression and engagement in a preschool classroom
  • Participants will explore resources to support implementation of assistive technology tools and UDL principles.

Materials Provided: Handouts, charts/tables, core vocabulary board.




A16: Intro to Adult Learning, presented by Beth Pitts, KCR / AmeriCorps, with Debbie Peterson (bio), BA, Because it Takes a Village, Michelle Roberts (bio), Department of Children, Youth and Families, Diana Stokes (bio), EDS: Curriculum and Instruction, Department of Children, Youth, and Families
This session can stand alone or be part 1 of 6. Whether you are considering becoming a trainer and want to attend all sessions, or you are looking for a refresher or shared understanding of a particular topic – these sessions can provide resources and information for trainer success. Led by DCYF Trainer Advisory Board members, this session will be an overview of adult learning by focusing on understanding your audience. At the end of this session you will be able to describe learning styles and apply the characteristics of adult learners.

WA State Early Learning Core Competency: Professional Development and Leadership

Age Group Addressed: Adults

Who Should Attend: Teachers, Administrators, Therapists, Healthcare Staff, Home Visitors, Interested Professionals, Trainers, Adult Educators

Learning Objectives:

  • Explain the learning styles of adult learners.
  • Develop a plan for future training opportunities to incorporate what was learned.
  • Evaluate personal reflection and develop faciliation skills.

Materials Provided: Curriculum hand-outs


1:30 PM–3:00 PM Conference B Sessions

B01: Obtaining Services for Children with Special Needs: A Fathers Perspective, presented by Nelson Rascon (bio), MS, DadsMOVE, with Eddie Sanchez, The Fathers Network, Tim Schutz, Washington Dads
Raising a child and getting them the services they need is a tough job. Getting those services for children that require special services and supports because of their unique health or behavioral needs is even tougher. We will be discussing what it’s like to travel this road from a father’s perspective. We’ll present a brief overview of the work or our organizations with the majority of the session spent hearing from a panel of fathers, each with a different perspective, talking about the challenges they faced on this journey.

WA State Early Learning Core Competency: Families and Community Partnerships

Age Group Addressed: All age groups, Adults

Who Should Attend: All

Learning Objectives:

  • Understanding the unique challenges of special needs children.
  • How fathers process differently.
  • How to more effectively reach fathers.

Materials Provided: Handouts, pens




B02: Supporting Parents of Children Receiving Early Intervention Services, presented by Rachel Nemhauser (bio), BA, Arc of King County
The first few years of raising a child with an intellectual and/or developmental disability can be very emotional and overwhelming. In this session participants will meet a panel of culturally diverse parents of children receiving Early Intervention services. Facilitated by Arc of King County Parent to Parent Supervisor Rachel Nemhauser, this panel will explore the variety of emotions and experiences families have, and how their Early Intervention providers can best support them.

WA State Early Learning Core Competency: Families and Community Partnerships

Age Group Addressed: Birth to Age 3

Who Should Attend: All

Learning Objectives:

  • Participants will gain a deeper understanding of the emotions, fears, myths and realities of parents who have children receiving EI services.
  • Participants will understand how cultural differences can impact this experience for families whose children are receiving EI services.
  • Participants will learn how to effectively and sensitively support families from diverse backgrounds who have children receiving EI services.



B03: Supporting Independence in the Classroom with the TEACCH method: A Teacher's Perspective on Bringing Research Into Practice, presented by Carina McGee (bio), M.Ed., Issaquah School District
The TEACCH method for supporting independence in young children with disabilities is an evidence-based model that has been used to classrooms around the country. TEACCH uses structured teaching strategies to promote independence and engagement with functional school routines. This presentation will focus on Issaquah School District's experience with bringing this method into working classrooms. Focus will be on experiences designing work systems, schedules, and physical classroom structures.

WA State Early Learning Core Competency: Program Planning and Development

Age Group Addressed: Age 3 through 5, Age 5 through 8

Who Should Attend: Teachers, Administrators, Interested Professionals, Trainers, Adult Educators

Learning Objectives:

  • Participants will gain perspective about bringing the TEACCH method into classrooms
  • Participants will develop a plan for supporting student independence in their own settings
  • Participants will be able to reference ways to evaluate strategies used in their own settings and name ways to adjust classroom structures accordingly

This is an Intermediate session. Participants should have basic knowledge of the principles of behaviorism, particularly positive reinforcement and prompting hierarchy.




B04: Language Beyond Reading: Language Deprivation and Theory of Mind, presented by Cassie Owens (bio), MS, Hearing Speech and Deaf Center, with Anna Dodd, Hearing, Speech and Deaf Center, Karen Philo-House, Hearing, Speech and Deaf Center
Why is having good quality conversation with a deaf, deafblind, and hard of hearing child important? Research indicates many deaf children are delayed in the development of Theory of Mind (ToM), which is the ability to understand themselves in contrast to what others think, feel, believe, know, and want. What are the long term impacts of underdeveloped ToM skills? What is language deprivation? How do we know if children’s Theory of Mind is developing or not? We will share information from research about the mutual impact ToM and language have on each other, how to identify and assess ToM, and lastly explore strategies on how families and educators can encourage ToM development. There will be an activity for the participants followed by discussion.

WA State Early Learning Core Competency: Interactions

Age Group Addressed: Birth through Age 5

Who Should Attend: All

Learning Objectives:

  • Explain Theory of Mind
  • Explain how to assess Theory of Mind
  • Identify at least two strategies to help develop Theory of Mind



B05: Evidence Based Strategies to Teach Play Skills to Children with ASD, presented by Catherine Borges (bio), M.Ed, BCBA, LBA, University of Washington
Among others, one of the defining characteristics of autism spectrum disorder (ASD) includes challenges seen in development of social skills ie. play skills for all children with ASD. Research identifies that play is an important skill set for children, as engagement in high quality play skills leads to positive outcomes across a variety of domains. Teaching play skills is a pivotal skill and critical to a child’s development. This presentation identifies effective, evidence based strategies to teach young children a variety of play skills in education, home, and clinic settings. Procedures to embed teaching and learning goals into functional play will also be discussed. Lastly, data collection systems and methods for data based decision making will be explored.

WA State Early Learning Core Competency: Curriculum and Learning Environment

Age Group Addressed: All age groups

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Therapists, Home Visitors, Interested Professionals

Learning Objectives:

  • Learn about evidence based strategies to teach play to students with ASD
  • Understand how to embed teaching and learning goals into functional play
  • Develop collections systems that will help make data based decisions



B06: Family Resources Coordinator Networking Session, presented by Carol Hall (bio), MA, ESD 112, with Tammy McCauley (bio), MA, DCYF/ESIT, Sue Rose (bio), MA, Dept. of Children, Youth, and Families
An opportunity for Family Resources Coordinators to meet and get new ideas and strategies for their work. The session will include a parent panel, table talks, Q & A, and resources.

WA State Early Learning Core Competency: Families and Community Partnerships

Age Group Addressed: Birth to Age 3

Who Should Attend: Family Resources Coordinators

Learning Objectives:

  • Participants will meet FRCs from around the state of Washington and have an opportunity to share ideas and strategies.
  • A parent panel will engage in conversation with the participants reflecting on Family Resources Coordination
  • Tried and true resources will be provided to FRCs along with new resources.

This is an Intermediate session. Participants should be working in Washington State as registered Family Resources Coordinators.




B07: Somali Cultural Responsiveness: Best Practices in Engaging with Somali Families, presented by shukri olow (bio), MA, King County
The Somali Cultural Responsiveness training begins with the history and background of Somalis, a look at the education system in Somalia and how it differs, some challenges Somalis face in education and beyond and how Somali's overcome those challenges, and best practices in family engagement. Participants also receive a list of resources in the community. I also incorporate activities in between sections that will further support the content and ideally give educators tools and skills to incorporate in their classrooms and learning environments.

WA State Early Learning Core Competency: Families and Community Partnerships

Age Group Addressed: All age groups

Who Should Attend: All

Learning Objectives:

  • To understand the cultural background of Somali children and their families served by our EI providers.
  • To improve communication and better engage Somali children and their families.
  • To understand and apply culturally relevant practices when serving Somali families.

Materials Provided: a handout will be provided as well as a pre-and post training survey.




B08: Consistent Inconsistency- Parent and Provider Perspectives on FASD, presented by Michelle Stiller Bradley (bio), MA, Wonderland Developmental Center, with Julie Gelo (bio), BS, NOFAS WA State and University of Washington
Did you know FASD (fetal alcohol spectrum disorder) is the leading cause of intellectual disabilities in the U.S.? Did you know FAS (fetal alcohol syndrome) often occurs before a woman even knows she is pregnant? Michelle Stiller Bradley and Julie Gelo will share knowledge and personal experience based on their dual-roles as parents of children with FASD and professionals working to better the lives of children and families living with this disability. Causes, prevalence, behavioral presentation, and strategies to support children and families will be discussed. Most importantly, attendees will hear what it's REALLY like to raise children with FASD.

WA State Early Learning Core Competency: Child Growth, Development and Learning

Age Group Addressed: Birth through Age 8

Who Should Attend: All

Learning Objectives:

  • Attendees will be able to recognize behavioral markers of FASD.
  • Attendees will learn what supports are most valuable to parents/caregivers of children with FASD.
  • Attendees will be able to identify causes and prevalence of FASD.

Materials Provided: handouts




B09: Intentional Teaching and Embedded Learning Opportunities in Daily Preschool Routines, presented by Mai Smith (bio), M.Ed, Edmonds School District, with Trina Chang, University of Washington
Providing various types of lessons to students is a crucial part of every teacher’s job. However, it can be challenging for young children to remain engaged in teacher-led activities for extended periods. Fortunately, preschoolers can learn not only from teacher-led activities, but also from learning opportunities that are embedded in daily routines. For example, snack and play times are excellent opportunities for children to develop communication, social, and academic skills. This presentation will discuss why intentional teaching and embedded learning opportunities are important, and will provide examples of how teachers can include such techniques in their curriculums.

WA State Early Learning Core Competency: Child Growth, Development and Learning

Age Group Addressed: Age 3 through 5

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers

Learning Objectives:

  • Participants will understand why intentional teaching and embedded learning opportunities are important when teaching young children
  • Participants will be able to identify teaching strategies, some of which they might already be using, that can be embedded in daily preschool routines
  • Participants will be able to use the strategies discussed in this session with their students



B10: Paint to Learn, presented by Susan Anderson-Newham (bio), MS, Pierce County Library System, with Lauren Lindskog (bio), MS, Pierce County Library, Alyssa Torrez (bio), BA, KBTC Television
Early Learning Organizations around Pierce County have been presenting “Paint to Learn” events that introduce families to early math concepts in a fun and engaging way. At this session, participants will hear the details of this initiative, and will paint together learning all the necessary steps for hosting these fun family engagement events on their own. Curriculum and resources included.

WA State Early Learning Core Competency: Curriculum and Learning Environment

Age Group Addressed: Age 3 through 5

Who Should Attend: Teachers, Administrators, Family Resources Coordinators, Interested Professionals

Learning Objectives:

  • Participants will demonstrate how a Paint to Learn event unfolds.
  • By participating in painting, attendees will discover everything necessary to host a paint to learn event on their own
  • Participants will understand the math concepts that may be learned at a Paint to Learn event and will leave with detailed curriculum.

Materials Provided: Handout and their painting




B12: Invisible Disabilities: Providing accessibility to those with Sensory Difficulties, presented by Daniela Ferdico, PsyD (bio), PhD, Cogwheel Clinic for Neurodevelopment
Dr Ferdico will take the attendee through what it is like to have a sensory disability, the different types of sensory overloads, and how to best accommodate and help those with these difficulties.

WA State Early Learning Core Competency: Health, Safety, and Nutrition

Age Group Addressed: All age groups

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Therapists, Healthcare Staff, Home Visitors, Family Resources Coordinators, Interested Professionals, Students

Learning Objectives:

  • The attendee will learn about the different types of Sensory Difficulties and related Diagnoses in youth
  • The attendee will learn about accommodations for individuals with sensory disabilities
  • The attendee will learn how to best support and provide a sensory toolbox for the their clients with sensory difficulties



B13: Collaborating with Families to Provide Positive Behavior Supports for Young Children with Challenging Behaviors in Early Childhood Classrooms, presented by Elizabeth Kelly (bio), M.Ed., University of Washington, with Scott A. Spaulding (bio), PhD, University of Washington
This presentation focuses on sharing best practices in collaborating with families to provide PBS for young children with significant challenging behaviors. Qualitative data from focus groups with early childhood educators, behavior specialists, and families about their experiences and preferences collaborating to provide contextually fit positive behavior supports will also be presented.

WA State Early Learning Core Competency: Families and Community Partnerships

Age Group Addressed: Birth through Age 5

Who Should Attend: All

Learning Objectives:

  • Explain 5 best practices for collaborating with families throughout the FBA & BIP process
  • Describe how current early childhood educators are collaborating with families regarding behavior supports
  • Develop a plan for collaborating with families throughout the FBA & BIP process

This is an Advanced session. Professionals must have prior knowledge about functional behavior assessment and behavior intervention plans.




B14: Successful Mealtimes with Picky Eaters, presented by Yevgeniya Veverka (bio), PhD, Mealtime Matters, with Molly Deutsch (bio), M.Ed., Mealtime Matters
In this presentation, we will discuss why successful mealtimes matter, how to set up your child for success, and how to react to challenging mealtime behaviors. We will discuss the typical development of picky eating and how to be proactive to prevent the development of challenging behaviors.

WA State Early Learning Core Competency: Health, Safety, and Nutrition

Age Group Addressed: Birth through Age 8

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Therapists, Interested Professionals

Learning Objectives:

  • Understand why mealtime matters
  • Understand the development of picky eating and related mealtime challenges
  • Learn proactive strategies to prevent mealtime challenges
  • Learn how to react to mealtime challenges



B16: Designing for Adult Learning, presented by Beth Pitts, KCR / AmeriCorps, with Debbie Peterson (bio), BA, Because it Takes a Village, Michelle Roberts (bio), Department of Children, Youth and Families, Diana Stokes (bio), EDS: Curriculum and Instruction, Department of Children, Youth, and Families
This session can stand alone or be part 2 of 6. Whether you are considering becoming a trainer and want to attend all sessions, or you are looking for a refresher or shared understanding of a particular topic – these sessions can provide resources and information for trainer success. Led by DCYF Trainer Advisory Board members, this session will be an overview of planning training – including writing learning objectives based on our core competencies for early learning professionals as well as considerations for the learning environment. At the end of this session you will be able to write a 3 part learning objective for adult learning.

WA State Early Learning Core Competency: Professional Development and Leadership

Age Group Addressed: Adults

Who Should Attend: Teachers, Administrators, Therapists, Healthcare Staff, Home Visitors, Interested Professionals, Trainers, Adult Educators

Learning Objectives:

  • Explain the learning styles of adult learners.
  • Develop a plan for future training opportunities to incorporate what was learned.
  • Evaluate personal reflection and develop faciliation skills.

Materials Provided: Curriculum hand-outs


3:30 PM–5:00 PM Conference C Sessions

C01: A Road Map for Professionals to Better Support and Connect with Dads, presented by Nelson Rascon (bio), MS, DadsMOVE, with Robert Hartle, Tim Schutz, Washington Dads
Our presenters will discuss how professionals (e.g., teachers, clinicians, other family support staff) can better work with and connect with fathers. In this session participants will gain a better understanding of a father’s perspective, how to reach a father struggling as a parent and why working with fathers needs a different approach.

WA State Early Learning Core Competency: Program Planning and Development

Age Group Addressed: Adults

Who Should Attend: Teachers, Administrators, Therapists, Healthcare Staff, Home Visitors, Family Resources Coordinators, Interested Professionals, Trainers, Adult Educators

Learning Objectives:

  • Understanding a fathers perspective
  • How to reach a father struggling as a parent
  • Why working with fathers needs a different approach.

This is an Intermediate session.

Materials Provided: We will have handouts of presentation and organization information.




C02: If You're Happy & You Know It Sing A Book, presented by Amanda Montgomery (bio), PhD, University of Alberta
This hands-on session for early childhood professionals working with children aged 4-8 will explore the power of using song-based picture books to support young children’s growth in early literacy. Since this aged child naturally loves to sing, move, and play with music, providing opportunities to work on phonological awareness, alphabet knowledge, vocabulary development, and fluency through joyous engagement with musical text can make a unique contribution towards supporting young children's growth in early literacy. Information on selecting age-appropriate materials, learning strategies for supporting emerging singers and readers, and exploring a wide variety of song-based texts will play a central role in this active workshop. Small group activities with singing and moving combined with a question/answer discussion will frame this active workshop for adult learners. Pedagogical ideas will be partnered with information from recent research looking at the relationship between music and early literacy to help ground participants' learning within a supported educational environment. Handouts will include pertinent ideas discussed in the session as well as a list of resources for future reference. This session would be engaging for early childhood professionals and administrators working with families with children aged 4-8 in a variety of settings including Head Start, preschool, and kindergarten/grade 1. Information on helping support family literacy through parent education with musical text is also included. It is hoped participants will return to their classrooms or childcare settings with renewed energy and motivating resources to inspire their young students towards a love of reading during daily circle time.

WA State Early Learning Core Competency: Curriculum and Learning Environment

Age Group Addressed: Age 3 through 5, Age 5 through 8

Who Should Attend: All

Learning Objectives:

  • 1) the participants will gain a better understanding of the unique role song-based picture books can play in supporting phonological awareness, alphabet knowledge, fluency and vocabulary development.
  • 2) the participant will gain hands-on singing experience with a variety of age-appropriate, song-based texts that can be used to support joyous growth in these four building blocks of early literacy.
  • 3) the participants will gain a better understanding of how to select age-appropriate song-based picture books for supporting early literacy.
  • 4) the participants will gain experience applying their new knowledge through examination and small group analyses of hardcopy song-based picture books

This is an Intermediate session. No music experience is required:)

Materials Provided: Handouts




C03: Coaching Families in Early Intervention, presented by Hailey Higdon (bio), MS, ChildStrive, with Debi Donelan (bio), MSSA, King County Developmental Disabilities Division
The purpose of this session is to help you build capacity in the families you serve by learning and practicing foundational coaching skills. This session will serve as an introduction or refresher training on the characteristics of effective coaching in early intervention.

WA State Early Learning Core Competency: Families and Community Partnerships

Age Group Addressed: Birth to Age 3

Who Should Attend: All

Learning Objectives:

  • Describe why coaching is important in early intervention.
  • Define the characteristics of coaching.
  • Develop reflective questions to use with a family you are currently working with.

Handouts:




C04: Risk and Adventure in the Outdoor Play Environment, presented by Leon Smith (bio), BA, Puddletown Playworks
Kids love to take risks! Appropriate risk-taking can be a vital part of learning boundaries, control, and self-regulation. This training will address the developmental and educational benefits of risky play as well as strategies to maintain a safe play environment. We will examine topics such as loose parts, hazards in the landscape, evaluating and managing risk, as well as communicating with parents.

WA State Early Learning Core Competency: Health, Safety, and Nutrition

Age Group Addressed: Age 3 through 5, Age 5 through 8, Adults

Who Should Attend: All

Learning Objectives:

  • To understand and be able to articulate the benefits of appropriate risky play.
  • To identify hazards in the play environment.
  • To develop a procedure for assessment and management of risks during outdoor play.



C05: Constructing Cars with Young Children in Support of Mathematical Practice and the Development of Intelligence, presented by Cora Causey (bio), PhD, University of Alabama at Birmingham
Research has shown that having opportunities to engage in physical knowledge activities, such as making cars, fosters the development of logic, leading to stronger mathematical thinking and intellectual development. (Piaget, 1954; Kamii & DeVries, 1993; Kirkland, Manning, & Osaki, 2015; VanMeeteren & Zan, 2010). In this presentation, the participants will learn about the research based investigation with four and five year olds, participate in the making of cars, and leave with their own ideas of how to incorporate these activities in their own learning environments.

WA State Early Learning Core Competency: Curriculum and Learning Environment

Age Group Addressed: Age 3 through 5, Age 5 through 8

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Interested Professionals, Students, Trainers, Adult Educators

Learning Objectives:

  • ¥ Examine the researchers’ findings of incorporating constructivist-based physical knowledge activities into classroom practice.
  • ¥ Participate in hands-on activities to understand and explore the value of using physical knowledge activities.
  • ¥ Identify criteria for using and developing activities in their own classrooms/centers/environments.

Materials Provided: The materials will be provided by the presenter at no charge.




C06: Keeping Our Children Safe, presented by Kristin Ching (bio), MA, Center for Childhood Deafness & Hearing Loss, with Christine Griffin (bio), M.Ed., WA Hands & Voices - Guide By Your Side
With the rising awareness of infant mental health and the effects toxic stress, trauma, and other risk factors that are out of our control, it can be overwhelming for parents and providers to know how to best prepare our kids to be safe. How can we work with families to equip them and build skills to help prevent these situations from occurring? This session will provide base level information with resources and practical action steps on how we, as families and professionals can work together to promote self-advocacy skills, theory of mind, and safety strategies for our children. The presenters both work in the field of Deaf Education and will present through that lens, however, the information can be applied to all children.

WA State Early Learning Core Competency: Health, Safety, and Nutrition

Age Group Addressed: All age groups

Who Should Attend: All, Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Therapists

Learning Objectives:

  • 1. Learn how a child’s communication skills affect their ability to be safe.
  • 2. Learn how to incorporate a safety statement into an IFSP, IEP, or 504 Plan.
  • 3. Know how to access resources for parents and school staff on how to talk to kids about maltreatment.



C07: Progressing from New Foundation of Quality Standards to Early Achievers- What’s New for Infants and Toddlers?, presented by Roxanne Garzon (bio), BA, Department of Children, Youth and Families, with Heather West (bio), BS, Department of Children, Youth and Families
All licensed early learning programs will have new rules in August 2019, the Foundation of Quality Standards. Begin to be familiar with how these new rules are aligned with the Early Achievers Standards and provide a progression of quality for all Early Care and Education (ECE) programs from the start. We will focus on new topic areas for all licensed programs such as Developmental Screening, Family Engagement, Learning Environments and Expulsion and relate these to Early Achievers Quality Standards in Early Achievers. The brand new Infant-Toddler Development section of the rules will be explored and compared with the Infant-Toddler Environment Rating Scale. This interactive session will involve active participation and will be facilitated by DCYF staff.

WA State Early Learning Core Competency: Program Planning and Development

Age Group Addressed: Birth through Age 5

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Interested Professionals, Students, Trainers, Adult Educators

Learning Objectives:

  • Locate the new Foundational Quality Standards
  • Explain the progression from the Foundational Quality Standards to Early Achievers Standards
  • Evaluate your current program compliance with new Foundational Quality Standards

This is an Intermediate session. Knowledge of licensed early learning programs

Materials Provided: Handouts




C08: Making Sense of Art: Engaging the Senses to Create Accessible Art Activities, presented by Tracey Gaver (bio), MA, Kindering, with Caroline Lemmens (bio), MA, Kindering
Are you ready to stimulate your little ones creativity and senses? Join us for hands-on fun with these sensory art activities!

Art is an incredible opportunity for learning. Neuroscience research is demonstrating the powerful impact of art activities on children’s cognitive, social and emotional development. Little ones learn with their whole bodies. Sensory art activities can play a very important part in that whole body learning. But often our children with special needs have difficulty participating in traditional art projects. Some children with autism or visual impairments have challenges that make it difficult for them to engage with the materials typically used in art activities. Every child deserves the opportunity to create, so in this hands-on workshop, we will explore a variety of art activities designed to encourage the use of all of our senses.

WA State Early Learning Core Competency: Curriculum and Learning Environment

Age Group Addressed: Birth through Age 5

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Therapists, Home Visitors, Students, Trainers, Adult Educators

Learning Objectives:

  • Explain why art is so important to early development
  • Experience a variety of art activities that engage multiple senses
  • Describe how to include learners of all abilities in art activities in a meaningful way



C09: Reinforcement and Redirection: A Positive Approach, presented by Brittney Andrade (bio), BA, Successful Solutions, with Kimberlee Turner (bio), MS, Successful Solutions
As children develop, their understanding of what is right and wrong does as well. It is important as educators to help them understand this distinction and to foster an environment for positive learning and growth. In this course, we will discuss what positive reinforcement and redirection are and how they can be used in an early childhood classroom to benefit children’s development. ​

WA State Early Learning Core Competency: Interactions

Age Group Addressed: Birth through Age 8

Who Should Attend: All

Learning Objectives:

  • Explain how positive reinforcement is used
  • Demonstrate the correct usage of positive reinforcement to shape behavior when working with children
  • Interpret the difference between bribing and positive reinforcement
  • Discuss effective redirection techniques with peers
  • State some reasons why positive reinforcement is a useful technique

Materials Provided: Handouts




C10: Supportive Classrooms for Diverse Learners: Proficiency and Collaboration in a Digital Age, presented by Naomi Hupert (bio), MS, Education Development Center/CCT, with Alexia Raynal (bio), MA, Education Development Center, Heather Sherwood (bio), MA, EDC
Early learning educators are increasingly facing the need to create welcoming environments for culturally diverse learners and their families. This, along with the rise of technological advancements in the classroom, is challenging the ways educators think about diversity, inclusion, and digitally-supported learning. The goal of this workshop is to help early learning educators of all expertise levels implement evidence-based practices that support the academic, social, and technological development of culturally diverse learners. These promising practices will guide educators’ selection of new media while encouraging them to embrace diverse home cultures in order to stay on track with the learning goals for their classroom.

WA State Early Learning Core Competency: Curriculum and Learning Environment

Age Group Addressed: Age 3 through 5

Who Should Attend: Teachers, Administrators, Interested Professionals, Trainers, Adult Educators

Learning Objectives:

  • Present new ways to to integrate young children’s diverse home cultures into a wide array of classroom routines and within the physical environment.
  • Help educators adopt evidence-based strategies that promote the literacy and vocabulary development for emergent bilinguals by integrating home cultures into existing classroom dynamics.
  • Communicate effective and efficient approaches for setting up technology in the classroom by strategically aligning new media with existing classroom goals.
  • Help educators develop a strategic plan to select and integrate new technologies in ways that support student learning, peer-to-peer collaboration, and teacher-child/teacher-family relationships.

Handouts:

Materials Provided: Handouts include classroom check-lists and best practices guides.




C11: Structuring Effective Peer Support and Social Connections in New Parent Groups, presented by Kintea Bryant (bio), M. Ed, PEPS (Program for Early Parent Support), with Polly Jirkovsky Gual (bio), MPH, PEPS
This session will explore the importance of social connection for new parents and increasing family wellness with peer support. We will look at how to structure and facilitate peer support within a programmatic setting and how to center social support and community as goals.

WA State Early Learning Core Competency: Program Planning and Development

Age Group Addressed: Birth to Age 3, Adults

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Therapists, Healthcare Staff, Home Visitors, Family Resources Coordinators, Interested Professionals

Learning Objectives:

  • Understand peer support as an effective model for new parents to reduce isolation, increase confidence and build community
  • Demonstrates how a universal approach for new parent support increases protective factors of family wellness within a context of diverse parenting
  • Relates parental social connection to family wellness and infant mental health

This is an Intermediate session. Familiarity with Strengthening Families - 5 Protective Factors.




C12: Engaging Families and Communities in Children's Early Learning through Kaleidoscope Play & Learn, presented by Jennifer Duval (bio), BA, Child Care Resources, with Nichole Flores, Kimberly Hoang (bio), MA, Child Care Resources
Engaging families in children’s early learning can lead to powerful outcomes for parents, caregivers, and children. Kaleidoscope Play & Learn (KPL) is an evidence-informed model that offers weekly facilitated play groups in communities across the state. Hear from the KPL Lead about practices and guiding principles used to engage with families and learn about school/community/family partnerships that can support school readiness and increase equitable access to early learning information and resources.

WA State Early Learning Core Competency: Families and Community Partnerships

Age Group Addressed: Birth through Age 5, Adults

Who Should Attend: All

Learning Objectives:

  • Learn why facilitated playgroups are perfect opportunities to engage with families around early learning.
  • Learn about the Kaleidoscope Play & Learn model and its guiding principles.
  • Discuss various strategies to support the Strengthening Families' 5 Protective Factors.



C14: The Importance of Teaching Imitation as Part of an Early Intervention Program, presented by Alice Bravo (bio), MEd, University of Washington
Children acquire many new skills by imitating others. As a result, imitation is considered a foundational developmental skill. For some children with developmental disabilities (particularly autism), the ability to imitate others does not develop naturally. This presentation will discuss what imitation is, why it is an important skill and what strategies can facilitate a child's ability to imitate.

WA State Early Learning Core Competency: Child Growth, Development and Learning

Age Group Addressed: Birth through Age 5

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Therapists, Home Visitors, Family Resources Coordinators, Interested Professionals, Students

Learning Objectives:

  • Define imitation
  • Identify why imitation is an important skill
  • Identify strategies for teaching imitation to young learners



C15: Using Positive Behavior Support to Address Challenging Behaviors at Home, presented by Gounah Choi (bio), M.Ed, University of Washington, with Katie Greeny (bio), M.Ed., University of Washington
Young children’s challenging behavior affects their learning experience, interferes with family routines, and sometimes can be dangerous to themselves and others. Although it is crucial that children receive consistent support at school and home to improve their challenging behaviors, parents often find challenging behavior as one of the most difficult issues to tackle. The purpose of this presentation is to explain how practitioners can support caregivers to implement positive behavior support at home to address challenging behaviors. Presenters will talk about a framework for coaching families and how to understand challenging behaviors. They will also provide positive behavior support strategies that families can practice at home.

WA State Early Learning Core Competency: Families and Community Partnerships

Age Group Addressed: Birth through Age 8

Who Should Attend: Parents, Foster Parents, Relative Care Givers, Teachers, Therapists, Home Visitors, Interested Professionals, Students

Learning Objectives:

  • Understand A-B-Cs of challenging behavior and explain why challenging behavior happens.
  • List effective positive behavior support strategies that families can implement at home.
  • Understand the importance of coaching and collaborating with family.
  • Describe important coaching strategies and a general framework for coaching.

This is an Intermediate session.




C16: Assessment for Adult Learning, presented by Beth Pitts, KCR / AmeriCorps, with Debbie Peterson (bio), BA, Because it Takes a Village, Michelle Roberts (bio), Department of Children, Youth and Families, Diana Stokes (bio), EDS: Curriculum and Instruction, Department of Children, Youth, and Families
This session can stand alone or be part 3 of 6. Whether you are considering becoming a trainer and want to attend all sessions, or you are looking for a refresher or shared understanding of a particular topic – these sessions can provide resources and information for trainer success. Led by DCYF Trainer Advisory Board members, this session will be an overview of assessment of learning – including feedback, activities, and questions. At the end of this session you will be able to use questions and activities to assess learning in your training.

WA State Early Learning Core Competency: Professional Development and Leadership

Age Group Addressed: Adults

Who Should Attend: Teachers, Administrators, Therapists, Healthcare Staff, Home Visitors, Interested Professionals, Trainers, Adult Educators

Learning Objectives:

  • Explain the learning styles of adult learners.
  • Develop a plan for future training opportunities to incorporate what was learned.
  • Evaluate personal reflection and develop faciliation skills.

Materials Provided: Curriculum hand-outs




Schedule-At-A-Glance
Program Search

Daily Schedules:
Wednesday | Thursday | Friday

Return to IECC website

For Additional Information
Contact:


Amanda Cardwell
Co-Conference Coordinator, Volunteer Coordinator, and Continuing Education
Diversified Services, Inc.
Stanwood, WA 98292
Email: amandacardwell@frontier.com

Mike Stewart
Conference Administrator
Boyer Children's Clinic
1850 Boyer Avenue E.
Seattle, WA 98112
Email: info@boyercc.org



Copyright © 2019 IECConference, Inc. All rights reserved. info@ieccwa.org