Step Back from the End of Your Rope – Strategies to Guide Children During Challenging Times – We will discuss guidance strategies and techniques to use during challenging times. We will also explore techniques for observing and assessing challenging behaviors. These strategies
and skills will assist you during those times when you feel you are at the end of your rope. Set 2, CKC O 3 hours & UGB 3 hours, 3 to 6 hours, Infants / toddlers, Preschool, School age
Observing Children in Child Care Settings – Learn why it is important to observe children. Do you know there are several different observation techniques you can use to observe development, behaviors, and play development? This will be an in depth class on standardized assessment instruments, and professional practice. Be prepared to do an observation practicum of the children in your care between the 2 class sessions. You will learn how to use your observations and assessments to plan your program activities. Set One; 10 Hours; CKC OA
Play Power – Strategies to Support Learning Through Play – We will explore play strategies that are important to the growth and development of young children. Participants will develop skills in observing-casual vs focused observing and Facts vs opinions. Use these observing skills to develop strategies to support and encourage children’s learning through play. Set Two; 3 to 6 hours; CKC LEC and OA; Ages All
Implementing Developmental Screening Using the Ages and Stages Questionnaire-Third Education (ASQ-3) – The importance of screening and early intervention cannot be over emphasized. Oregon’s child care providers, home visitors and other learning and development professionals are in a unique position to identify developmental delays early. In this interactive, practical, hands-on session, participants will explore current health and early learning policies promoting developmental screening and examine implementation of developmental screening using the Ages & Stages Questionnaire (ASQ) including the ASQ Oregon website. Participants will also explore strategies to expand skills for engaging families around screening results and build capacity to navigate community resources and make referrals. Set Two; 6 hours; CKC OA
Observing and Assessing Children’s Play to Meet your Programs Play Philosophy – Use the Play Checklist and Planning Form to evaluate the children’s play, Use the form to plan activities that will help children move to the next developmental stage of play. You will be able to use these tools to collaborate with families, co-workers and referral specialists, and evaluate your program philosophy. You will develop a system to evaluate your play-based program. Set Three; 3 – 6 hours; CKC OA and LEC
Comparing and Evaluating Observation and Assessment Tools and Techniques – Compare several different observation and assessment tools. Evaluate how each tool may work for the ages of children in your program, cultural considerations and purpose for observing. Critical exam and practice using tools that may fit programs needs. Make a plan to use the observation and assessment tools that you have selected for your program. Set Three; 6 to 10 Hours; CKC OA; All Ages
Joyce McCoy
Exploring observation strategies to meet QRIS standards This class will explore observation tools to meet the Quality Rating Improvement System (QRIS) standards. We will also examine strategies to implement observations and assessments into your program. Participants will examine the ASQ screening tool that can be used to meet the QRIS standards.1-3 hours Set 2 (CKC) Observation & Assessment, Ages NOT APPLICABLE
Observations Using Video and Other Technology – This class will examine using high-tech methods to observe children and staff. Videos, photos, and other methods will all be discussed. Set 2; 6 hours; OA, Trainer Joyce McCoy
Using Anecdotal Records as a Strategy for Observing Young Children – This training focuses on using the strategy of keeping anecdotal records on children to help guide the provider in developmental assessment and planning. How to keep anecdotal records and then how to use anecdotal records will be discussed. Sharing information with parents during conferences and meetings will be practiced.
Set Two Standards; 3 – 6 hours; Observation & Assessment; No Age-Related Content
Using Functional Behavioral Assessments as a Strategy to Support Young Children with Difficult Behaviors – This class will examine assessing the behavior of young children who are exhibiting difficult behaviors by using the Functional Behavioral Assessment Model. Participants will have the opportunity to practice taking data for FBA’s and using the information to develop a plan to support the child. Partnering with parents and experts will also be explored. Set Two Standards; 3 – 6 hours; Observation & Assessment; No Age-Related Content
Using Timed Sampling Observations and Checklists as Methods to Document Children’s Behavior. Come explore two observation methods, timed sampling and observation checklists. Practice and examine the techniques of timed observation and checklists. Participants will explore how to apply what is learned in the observation, in their own setting. 3 to 6 hours Hours Set 2; OA, no age
Leadership: Assessing the Staff, the Program, and Yourself – This training will cover self-evaluation as an assessment and quality improvement tool. Observation tools for self-evaluation and employee evaluation will be explored as well as writing and implementing parent surveys that provide meaningful feedback. This is the seventh training of an eight-part series on leadership. Each class is stand-alone and can be taken in any order. Set 2; 6 hours; 2 hours OA, 4 hours PM; Trainer Joyce McCoy