WSTC Head Start/ECEAP/EHS Summer Institute
| Dates: | June 24 (8:30am) – June 26 (3:00pm) (20 hours of instruction) |
| Location: | Central Washington University Conference Center |
| Deadlines: | Deadline for general registration without $25 penalty from CWU is June 1, 2013. |
| Registration: | Registration Form – there is no online registration available - you must send the registration page to CWU, and pay them. |
| Cost: | Fee for WSTC is free for members, $255 for non-members (check if you’re not sure). Central Washington University also has required fees, based on room selection, meal plan, etc. |
| Credit: | CEU, Clock Hours and STARS will be available for a separate charge onsite ($50 per credit for CEU-2 credits, $3 per clock hour- 60 clock hours). |
| Information: | Email or call Katy Warren at 425-453-1227. |
It's our 26th Annual Summer Institute, which offers the opportunity for teachers and other early learning professionals to take a concentrated 20 hour course on a single subject.
Scroll down for more info!
Special thanks to our Platinum Sponsor:
We’re very excited about this year’s expanded offerings, and look forward to providing very high quality intensive 20-hour courses to our members and the Early Learning community at large.
Based on our survey of the membership and discussions with our programs and partners in Early Learning, we are offering the following nine courses at the 2013 Summer Institute:
- Mindfulness
- Nine Competency Areas for Staff Working With Families
- Immersing Children in Science & Math
- Supporting All Dual Language Learners Using the Planned Language Approach
- Poverty, Class and Race – Effective Strategies for working with families and your organization
- Observing, Assessing and Planning for Young Children
- School Readiness using the CLASS Framework – Taking it Deeper
- Health Coordinator Track
Full Course Description & Trainer Information (pdf) (scroll down for shorter version)
Registration Form – there is no online registration available - you must send the registration page to CWU, and pay them.
Fees:
- WSTC registration fee. Free for WSTC members (fee is waived, we know that everyone is struggling with sequestration and are waiving the registration fee for members & ECEAP, $255 for non-members), which goes to WSTC to pay for trainer fees and expenses, A/V, WSTC staff and meeting room costs.
- CWU conference/lodging/meal fee. Everyone must pick one package off this list. This pays for food, lodging, conference registration and staffing, and most meeting room costs.
Scholarships:
Last year we started a WSA/WSTC Conference Scholarship process to enable programs to send more folks to get the kind of high quality professional development they need at our events.
We’ll be awarding 8 scholarships of $250 each for the Summer Institute, payable to the program. Application form and information is available here – deadline is May 30, so get your application in soon!
Course Descriptions: (longer version here in pdf)
Track 1: Mindfulness - Zoe Sameth, M.S., http://zoesameth.com/
Mindfulness – a special way of paying attention – is being used with great success in the fields of education and health. Understand how mindfulness practices can help with both academic and social-emotional learning. Experience mindfulness, compassion and gratitude practices to help you and the children develop greater focus and well-being.
This intensive 3-day course training focuses on teaching participants mindfulness practices, while training them how to teach other adults (including colleagues and parents) and children mindfulness practices. Mindful relationships and communication are also fostered and practiced.
You will learn about the many benefits of mindfulness, including helping children and adults focus, self-regulate, calm and soothe themselves. Participants will also learn more about how mindfulness practices can help with cognitive/brain development as well as social-emotional learning and development. They will discuss the importance and responsibility of adults (educators and parents) being able to develop and use practices to calm and self-regulate themselves, in order to help the children develop optimally on all levels (educationally, socially, personally, etc.)
Track 2: Nine Competency Areas for Staff Working with Families - Thomas Griffin, LMSW
School Readiness, an important requirement of OHS for ALL Head Start programs, is profoundly intertwined with the Head Start Parent, Family & Community Engagement (PFCE) requirements. Both School Readiness and PFCE are ALL staff’s responsibilities. When parents feel engaged in their child’s learning, become part of the partnership with the program, feel valued by the program, then the outcome will be higher school readiness scores, and better prepared parents to advocate for their child’s education now and when the family transitions to kindergarten.
This training is designed for all line staff who work directly with families and will concentrate on skill development to enable staff to more effectively work with all families across all program options. The training will be a mix of participant-presenter interaction, activities, and dual loop learning to maximize the outcome for those who attend. The seminar will focus on the acquisition of skills necessary to fulfill the action steps outlined in the OHS PFCE release which can be reviewed on the ECKLC site. Staff are encouraged to bring examples of their own challenges they have faced in working with Head Start parents.
Opportunities for math and science lessons are numerous and quite readily available to perform throughout a day. The integration of math and science into other basic curricular components can be incorporated and experienced readily—in literature, art, centers/interest areas, outdoor explorations and activities, mealtime, transitions, normal rituals and routines, conversations, and other miscellaneous, everyday events. Because math and science often “looks different” in a preschool setting versus time in later years, teachers, caregivers, and parents can expect to apply and direct activities in a fun yet informative manner. Concepts such as number, patterns, similarities and differences, cause and effect, grouping, counting, seriation, representations, hypotheses, outcomes/results, research, inquiry, and analysis tend to combine both science and math ideas.
This session will provide opportunity to engage in a variety of activities and experiences to demonstrate science and math concepts. In addition, participants will learn how to incorporate those concepts into any curriculum while at the same time using materials that tend to be readily and/or already available in most classrooms.
Sponsored by Kaplan Early Learning company
Track 4: Supporting All Dual Language Learners Using the Planned Language Approach - Lillian Carrillo & Teresa Bockes, Head Start/EHS T&TA
Recent research shows the tremendous value of multilingualism in our global society. It also clarifies the positive impact for children of maintaining a base in their home language as a support for school readiness and long-term school success. The Planned Language Approach (PLA) helps Head Start programs to identify and implement a clear, widely understood, and well-taught collaborative approach to language and literacy teaching and learning. Presenters at this interactive session will discuss the overall approach, provide participants with a tool to guide planning, and examine key elements and strategies for implementing a PLA as part of a strong school readiness approach.
Participants will:
- Review the research on the importance of home language and how it facilitates learning in the preschool years
- Address misunderstandings about children learning multiple languages
- Explore how to select strategies and promising practices to support learning and development in dual language learners
- Examine the elements included in effective dual language classrooms
- Deepen understanding of the role family engagement plays in supporting home language
- Devise a plan that will include sharing with all staff the importance of English and home language support and its central role on children’s identity, cognitive, social-emotional, and school readiness development
Track 5: Poverty, Class and Race - Effective strategies for working with families and your organization - Deborah Northern, M. Ed.
This course will explore the dynamics of social, political and economic factors that are increasingly impacting service delivery within early learning programs. As demographics shift, needed supports for families increase, and program requirements, policies and initiatives intensify, programs will need to continue to be prepared to respond. Join this highly interactive, research-based course that will provide key information and resources. Prepare to leave with effective strategies for working within your own program as well new insights for serving the diversity of children and families in your local communities.
Track 6: Observing, Assessing and Planning for Young Children - Larry Griffin, Kaplan Early Learning
Observation and assessment play a key role in the teaching and caring for young children. An effective observation and assessment system helps teachers to learn about each child’s individual needs and interests and allows them to reflect on how best to plan experiences and activities to support each child’s development and learning.
Through this training participants will:
- Explore techniques for observing, recording, and evaluating a child's developmental progress
- Learn strategies and techniques to effectively develop and enhance child observation skills
- Strategize techniques to effectively and objectively keep records of child observation information
- Learn techniques for using child observation as a tool for collecting assessment information and for purposeful planning of activities and experiences.
Workshop activities and resources will be reflective and aligned with the systems and process of popular assessment tools used in Washington.
Sponsored by Kaplan Early Learning company
Track 7: School Readiness using the CLASS Framework- Taking it Deeper - Melissa Bandy & Katy Keehn, Head Start/EHS T&TA Office
Using effective Instructional Support strategies using the CLASS Dimensions of Concept Development, Quality Feedback and Language Modeling are essential when support children’s school readiness skills. Having multiple strategies, tools and resources available increases the teacher’s ability to not only scaffold all children’s learning, but to expand children’s language development, understanding of new concepts, as well as develop higher order thinking skills in children both in and out of the classroom.
Through this training participants will:
- Explore techniques for observing, planning and individualizing children’s learning including Dual Language Learners
- Learn strategies and techniques to effectively develop and enhance children’s language, cognition and higher order thinking skills
- Strategize techniques to effectively scaffold and support children’s learning
- Explore strategies to develop and expand language concepts for dual language learners and how they relate to executive functioning and the use of the scientific method
- Explore ways to tie new strategies into their School Readiness Action Planning, Washington’s New Early Learning Guidelines and the Head Start Child Development and Early Learning Framework
Workshop activities and resources will be reflective and aligned with the systems and process of Teachstone’s CLASS.
Track 8: Health Coordinator Track - Peggy King
Peggy King will be doing a great track designed for Health Coordinators and staff. Peggy does extensive training and consulting with Head Start and ECEAP programs throughout the northwest. She has some great ideas based on her work with programs and her expertise in public health and early childhood. The course is designed to help Health specialists be aware of rising issues and be able to work with their program, teachers, and families. Topics will include:
- Taking care of children with special health care needs: This session is on medication administration (DEL, HS, ECEAP, OSPI ) rules and regulations; what the ADA requires, and discussion of children whose special health care needs are difficult to maintain in a classroom: diabetes, seizures (with narcotics as their rescue meds) and multiple food allergies.
- Diabetes, Asthma and Allergies: Latest research and strategies.
- Access to health care: What does ‘Obamacare’ mean for all, and what should our messaging to families be? In addition, a health-care plan festival, where participants could go table to table (because not all the plans are in all the counties); or, they could present their plans.
- Classroom Environments and Hygiene: As programs are incorporated into the state’s Early Achievers system, we need to be more aware of classroom environments and how quality is assessed, as well as cleaning/sanitizing and the new bleach recommendations.
- Drug and Alcohol involvement: What is the impact on the child who comes from a household with drug and alcohol involvement? What do those children need in terms of support? What do staff need to be safe? This training will include child needs, staff safety, short and long term effects of FAS/FAE, meth and cocaine and marijuana.
Past students had great things to say about Summer Institute:
- This course was packed with information - I can't wait to go back & try in the classroom.
- I loved this conference - it was a great chance for high level learning
- Amazing and empowering!
- Loved our instructor - she was full of energy and made the class interesting and time fly!!! Great presenter - very knowledgeable and experienced, and provided good resources that I can take back and use in my work with families
- This course changed my attitude about my role as a teacher. I'm now seeing the classroom as a community, and children as competent & powerful
Thank you also to our Summer Institute Gold Sponsors!
We're looking for a few good trainers! |
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