The purpose of the ´"Hear" We Go: Important information for service providers working with young children who are deaf/hard of hearing´ is to inform professionals regarding hearing impairment, the impact of hearing loss on development, and the necessity of appropriate intervention and rehabilitation.

Participation is limited to Head Start and GSRP classroom staff, as well as Coordinators and program support. Participants will be to effectively utilize the Woven Word shared approach called dialogic reading. Participants will learn the contents of the kit and the recommended manner in which it is to be used. They will understand how the components support such skills as emergent literacy, paying attention and noticing, and prosocial language and friendship skills. They will learn how these skills fit into the Head Start Outcomes framework and Head Start performance standards. To register, contact Linda Ehrstine (517) 540-6846.

This course has a closed registration process. Participants will become familiar with the language of the 6+1 Trait Writing Model, review stages of process writing in the early grades, and examine teacher strategies to support emergent writing skills.

To provide a full day quality training program for childcare providers focused on the topics of Conscious Discipline and the Five Protective Factors.

The Early On Conference is to increasse the knowledge base of parents and professionals who work with young children in the Mecosta-Osceola ISD service area. Efforts will be advanced to increase coordination and collaboration bwtween parents and all the agencies serving young children in the service area.

The Early On Conference is to increasse the knowledge base of parents and professionals who work with young children in the Mecosta-Osceola ISD service area. Efforts will be advanced to increase coordination and collaboration bwtween parents and all the agencies serving young children in the service area.

A one-day conference focusing on the social, emotional and developmental needs of infants and toddlers, including their care and education in group settings. Current research, best practices, and the components of high quality programs will be presented.

A one-day conference focusing on the social, emotional and development needs of infants and toddlers, including their education and care in group settings. Topics include current research, best practices, working with families, and the components of high quality programs.

A one-day conference focusing on the social, emotional and developmental needs of infants and toddlers, including their education and care in group settings. Topics include current research, best practice, working with families, and the components of high quality programs.

Keynote plenary sessions given by Dr. Joshua D. Sparrow will be concerned with the effects of media on children and discipline. Breakout sessions will cover a variety of topics relevant to the care and education of young children. The target audience is teachers and caregivers of young children.

Creating a System for Successful Leadership In early childhood and Child Care Programs for coordinators and administrators. This workshop will discuss licensing, policies, procedures and forms, helping to create staff and parent handbooks.

The purpose of the Early On Annual Conference targets Early On coordinators, providers in the field who work with families of chidlren ages birth to three with disabilities or delays and parents. Participants will have the opportunity to network with colleagues and to engage in learning about innovative and practical strategies for early intervention. Sessions and in-depth seminars feature content on lagugae acquisition, boundaries for home visitors, the Autistic brain, connecting Early On with foster care, transdisciplinary practice, working with traumatized youth and more.

The Annual Early Childhood Training pre-conference and conference will offer Head Start directors, staff and parents from around the state learning opportunities in the areas of community partnerships, family partnerships, parenting skills, managment skills and education. Questions? Call 517.374.6472 or go to www.mhsa.ws

A one-day conference focusing on the social, emotional, cognitive and development needs of infants and toddlers, including their education and care in group settings. Topics include heuristic play, language and literacy, brain development, child observation and assessment, temperament, working with families, and the components of high quality programs.

The purpose of the Early On Annual Conference targets Early On Coordinators, providers in the field who work with families, of children ages birth to three with disabilities or delays and parents. Participants will have the opportunity to network with colleagues and to engage in learning about innovative and practical strategies for early intervention. Sessions and in-depth seminars feature content on impacting language acquisition, compassion fatigue, updates on community supports, addressing diversity in the families served through Early On, attachment in the early years, working with premature babies and their families, and supporting the social-emotional health of infants and toddlers.

A one-day conference focusing on the social, emotional, cognitive and development needs of infants and toddlers, including their education and care in group settings. Topics include brain development, language and literacy, temperament, working with families, observation and assessment, environments, standards, and the components of high quality programs.

The purpose of this conference is to provide health care service delivery for the 0-3 year old population and their families and to increase the skill and knowledge base of childhood specialists who work with families of young children with hearing loss.

This conference is geared towards professionals, students and parents in the early childhood field. Workshops and presentations will cover topics that pertain to anyone working with young children, ie. nutrition, behaviors, art and creativity, and play among others.

This conference is an opportunity for Early Childhood Practitioners to enrich their professional skills. Each participant will receive information and training in skills of preventing early childhood failure in educational endeavors. Speakers will address a variety of topics that address the many aspects of prevention of failure for young children. The conference topics will include technology training, behavior interventions training, play therapy, language development, family issues, administrative issues, assessment training, sensory integration issues, and various disabilities issues.

Magazine feature articles don’t just provide facts and events, rather they zoom in on a particular, interesting aspect of the topic and provide the reader with a new perspective or angle. This session will provide an overview of what is important to teach in this challenging unit of study for second graders. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

The conference is an opportunity for Early Childhood Practitioners to enrich their professional skills. Each participant will receive information and training in skills of preventing early childhood failure in educational endeavors. Speakers will address a variety of topics that review the many aspects of prevention of failure for young children. The conference topics will include music, behavioral issues, literacy, parents, motor moms and dads, special education para-pros, play, school readiness, community resources, speech and language development, positive character, school and home visit safety, administrative issues, wellness, make and take it, and family issues.

Target Audience: All WMISD, MOISD, MISD and MLISD LETRS trainers, K-3 General and Special Education and Title 1 Teachers. Learn about the 3-Tier Reading Model for Instruction, Assessment and Interventions. Use this model in your child study team interventions.

This conference will provide best practices for looping and multiage for K-6 teachers and administrators. Topics include: management, balance literacy, learning centers, integrating math and literature, thematic instruction, flexible grouping, authentic assessment and more.

This conference is an opportunity for Early Childhood Practitioners to enrich their professional skills. Each participant will receive information and training in skills of preventing early childhood failure in educational endeavors. Speakers will address a variety of topics that speak to the many aspects of prevention of failure for young children. The conference topics will include technology training, behavior intervention training, play therapy, language development, family issues, administrative issues, assessment training, sensory integration issues, and various disabilities issues.

IACET conference

IACET Conference for Kindergarten Teachers on building skills for success in the kindergarten classroom, including tricks of the trade and early learning centers.

IACET conf. by SDE (Approved Provider # 2563) Program number 5657.

Participants will examine how to make sense of text, apply the thinking to their own classroom, use current comprehension research and learn how to encourage students to monitor their own comprehension.

"Active Learning" is an innovative approach to helping children with multiple impairments thrive, learn and grow developed by Dr. Lilli Nielson. Participants will understand the philosophy of Active Learning, learn how to implement active learning principles with children who have multiple impairments, learn how to use the equipment featured in the training and understand how Active Learning can help a child improve self care and play skills.

The expected outcomes for participants include utilizing the knowledge gained about the benefits of having ADD/ADHD to help educate parents whose children have been diagnosed with ADD/ADHD. The knowledge gained regarding the benefit of having ADD/ADHD will guide teachers and parents in developing effective discipline tools for home and school. This workshop will also enable parents and teachers to work together effectively to teach and nurture children with ADD/ADHD. Questions? Please call 517.374.6472

Series of Six. Attendance not mandatory for all sessions, but highly recommended. These workshop sessions are designed so that the practicing teacher has an opportunity to learn: 1. Interpretation of Word Study 2. Informal Reading Assessment results 3. Make It-Take It.

The two-day presentation will provide detailed, current information on the nature of ADHD in children and adolescents. A new theory of ADHD will be presented that provides a much more enriching, comprehensive and dignifying view of the disorder than does the current clinical conceptualization of ADHD as an attention deficit. This view also has a number of important implications for the treatment of ADHD.

This class will focus on the essential organization, planning, operations, and ongoing quality improvement for pre-school and childcare centers.

Participants will be provided with the knowledge and skills necessary to help sustain life and minimize consequences of injury or sudden illnesses until advanced medial assistance arrives. Participants will be able to indentify and eliminate potentially hazardous conditions, recognize emergencies, and make appropriate decisions for first aid care. Target audience includes preschool teachers, parents, and Great Start staff.

ORIGINAL PROGRAM# 63R090

This training is for K - 2nd Grade teachers currently using Readers Workshop in their classrooms. Having students in reading clubs help students read like adult readers immersing themselves in topics and ideas they care about. Reading clubs support and extend the work done in the Reading Workshop. To register, please visit www.oakland.k12.mi.us and click on the Professional Development link.

Join us for a day of exploring how to transition from a half day kindergarten program to a full day program. A six member team of experienced kindergarten teachers who have made this transition has worked with Oakland Schools to plan a day for you to assist as you begin your new year teaching a full day kindergarten program. As a participant you will be provided with a resource binder constructed by our study team that will provide support getting your classroom up and running in September. To register, please visit www.oakland.k12.mi.us and click on the Professional Development link.

Through this five-day training, participants will gain a greater understanding of Conscious Discipline® and how to implement it. Participants will learn how to identify which state a child is in and how to respond to that state to strengthen the relationship and increase positive cooperation.

Deepen understanding of the ‘what’ and ‘why’ of writer’s craft in creating the genre of memoir. Memoir is a form of autobiography used to record thoughts or actions for future reference or reflection. They are usually written in a first person narrative and are often very descriptive with attention to details of places and emotions. Participants will learn how to identify and analyze memoir as a genre; write a first person narrative with descriptive attention to details of places and emotions; develop lesson plans to teach the genre of memoir in writing; and review mentor texts to use in teaching memoir.

Deepen understanding of the ‘what’ and ‘why’ of writer’s craft in creating the genre of personal narrative. There are many types of narratives (sometimes called recounts with a twist). The basic purpose of a narrative is to entertain but they may also teach or inform. Personal narratives take everyday small moments and turn students into storytellers. Participants will learn how to identify and analyze the genre of personal narrative; write a personal narrative taking an everyday small moment and telling a story; and develop lesson plans to teach the genre of personal narrative in writing.

The use of mentor texts provides models of writer´s craft. Using exemplary models provides a structure to write within. The architecture of the conference provides a structure for teaching writers´ craft. Participants will learn how to use the mentor texts and use the architecture of the conference to provide a structure for teaching writers´ craft. Questions? Call 517.244.1251

Deepen understanding of the ´what´ and ´why´ of writer´s craft. Focus will be on the ´how´ of poetry writing, and in building students experience with writing poetry. Participants will learn to plan for and teach literacy in this area; review texts to support teaching and learning; and implement and report on application.

Deepen understanding of the ‘what’ and ‘why’ of writer’s craft in creating the genre of realistic fiction. Realistic fiction is real kids with real problems solved in a realistic manner in a real world setting. If a story is excellent, it has more than one great characteristic. Therefore, realistic stories can often have humor, a sense of adventure, or perhaps even danger. Participants will learn how to identify and analyze realistic fiction as a genre; write a piece of realistic fiction using one or more characteristic of the genre; develop lesson plans to teach the genre of realistic fiction in writing; and review mentor texts to use in the teaching of realistic fiction.

Revisit the establishment of a writing workshop environment. The focus of this session will be writing personal narrative (Small Moments) and the teaching approach of guided writing (Conferring). Participants will learn how to establish the writers´ workshop format; how to write a first person narrative with descriptive attention to details of places and emotions; review mentor texts to use in teaching Small Moments; and use the architecture of a conference to plan Conferring. Questions? Call 517.244.1251

Deepen understanding of the ‘what’ and ‘why’ of writer’s craft in creating the genre of non fiction writing. A number of organizational schemata will be used to craft the genre. Many examples of children’s writing will be used as resources for classroom teachers. Participants will learn how to teach non-fiction writing by explicitly examining organizational schemata such as compare and contrast, categorization, beginnings and endings, literacy devices; and to review mentor texts to use in teaching non fiction writing.

Revisit the approach of guided writing in small groups or 1 on 1 (conferring). Participants will review how to use the architecture of a conference to plan conferring; practice role play conferring from a video tape; and analyze parts of a conference from video clips. Questions? Call 517.244.1251.

This session will move the perspective of the writer to consider the audience in personal narratives. Audience helps to shape the voice of the writer. Participants will learn how to identify and analyze the perspective of writers in mentor texts, and model and guide writing to develop a sense of audience in young writers. Questions? Call 517.244.1251

This workshop will cover strategies for working with infants, toddlers and their families through the use of relationship based approaches for successful outreach, engagement and intervention services.

The High/Scope Curriculum´s research-based practices and theories are designed to help professionals monitor, rate, and respond to instructional practices educators implement in their classrooms. The goal of this experience is to provide supervisors with in-depth information on best practice using the High/Scope Curriculum. Moreover, the administrators will rate performance of teachers using the High/Scope Program Quality Assessment (PQA) and build training programs to reduce "gaps" in performance and standards reported in the PQA.

Understand the importance of the caregiver-infant/toddler relationship and temperament in social-emotional development. Identify the four major attachment styles in infants and their caregivers.

Through didactic presentations, observation and discussion of video materials, participants will: 1. Understand the impact of maternal depression and trauma/anxiety on parenting and early parent-child relationships. 2. Recognize patterns of individual differences in parent-child attachment relationships when the caregiver experiences depression, trauma, or anxiety. 3. Practice assessment skills through use of videotape assessments of parent-child interaction. 4. Become familiar with evidence-based attachment-focused infant mental health interventions. Registration information can be found at www.oakland.k12.mi.us.

This program is for Oakland County Kindergarten through 2nd Grade Staff. This program will examine current research about how children learn, focusing on sensory stimulation, active motor functioning, and experiences. For registration information, please visit www.Oakland.k12.mi.us and follow the Professional Development link.

The objective of this series of workshops it to share creative ideas for math, art, music, reading, language and centers based around monthly pre-school themes. Some activities will be "make and take" in order to give tangible examples and experience.

The Baby Signs Program leads to better communication, accelerates the acquisition of oral language, stimulates intellectual development, enhances self-esteem, and strengthens the bond between parent and infant. The class will provide an introduction to the program, address research, and discuss benefits. Specific instruction in making the signs that babies use will be given, including signs for: mealtime; bedtime; bath time; pets; park; getting dressed; feelings; outside; farm; safety; zoo; and birthday.

Participation is limited to Early On and Special Education Staff, mostly from Livingston County, but some outside participants if space allows. Participants will be trained in how to administer, score and intrepret the Battelle Developmental Inventory, 2nd Edition to children birth to three years old. To register, contact Gina Coopersmith @ ginacoopersmith@livingstonesa.org or (517) 540-6809.

Participants will learn how to incorporate reading strategies for preschool-kindergarten students, they will learn how to maximize children´s interest in reading, they will learn to utilize alphabet and phonemic awareness activities, they will learn about different learning styles, learn to use drama, play, songs, and poetry to increase reading skills of all students and discover outstanding children´s literature. Each participant will receive an extensive resource handbook specifically designed for this seminar.

Open to Washtenaw County Head Start Staff. Staff will be examining how language and communication, sensory integration and other developmental issues may effect individual students behaviors. Intervention strategies effecting individual student behaviors will be examined. Participant will also learn to write and implement a FBA-BIP.

This day long workshop is for child care providers, educators, and parents of young children. Topics will include: Conscious Discipline, Technique to improve communication skills, engaging preschoolers in language and literacy experiences, and using cooking and science.

To improve the quality of care for children ages 0-5 in the Mecosta-Osceola school districts by offering a monthly workshop where parents and child care providers can gain up-to-date information on issues concentning young children. Each workshop will also give participants the opportunity to ask questions, voice their concerns and obtain support from other participants and professionals. The monthly workshops will be tailored to the needs of attending particpants.

Participants will learn the many facets of relationship building involved in programs for young children. They will also be learning ideas and strategies to effectively embed the early learning expectation throughout the activities and experiences in a typical preschool daily routine as it relates to the MI Early Childhood Standards of quality, 2005. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

Learn highly practical strategies, tools and techniques for strengthening early literacy skills in your kindergarten classroom.

This program is limited to Farmington Public School Early Childhood staff. Participants will learn developmentally appropriate practice and it´s impact on Positive Behavior Support. They will also learn about and access Child Find Services.

Participation is not limited to a specific group. Participants will learn about the value, benefits and importance of block play; gain knowledge of the concepts children learn through block play; prepare and set up a block area; talk to children about blocks and encourage them to be creative in their play; and learn how to avoid problems in the block area. To register, contact Lori L. Gnegy @ www.childcare4c.com or (517) 548-9112.

This is a comprehensive five-day Institute with a follow-up sixth day. The one-day follow-up initial Institute is designed for new parent educators who have been serving families for at least three months to provide technical assistance and answer questions based on their experiences in the field.

The Institute covers: euroscience research on early development and learning (prenatal through age 3), sequences of early childhood development, effective instructional personal visits, facilitation of parent-child interaction, ideas for parent group meetings, ways to provide connection to community resources, service to diverse families, red flags in areas of development, hearing, vision and health, and recruitment and program organization.

The Born to Learn Curriculum: Prenatal to 3 Years, award-winning video series, parent handouts, prepared visit plans (for monthly, bi-weekly and weekly visits), and resources for parent educators.

Prerequisite: Born to Learn™ Institute certified staff for 0-3 Parents as Teachers held at Bay-Arenac ISD in November 2004.

This is a follow-up session to the comprehensive five-day Born to Learn™ Institute session held at Bay-Arenac ISD in November 2004 and is designed for parent educators who have been serving families for at least three months to provide technical assistance and answer questions based on their experiences in the field.

The Institute covers:

• neuroscience research on early development and learning (prenatal through age 3)
• sequences of early childhood development
• effective home visits
• facilitation of parent-child interaction
• ideas for parent group meetings
• ways to provide connections to community resources
• service to diverse families
• red flags in areas of development, hearing, vision and health
• recruitment and program organization

Increase your awareness of boys: how they learn, how to educate them based on brain science research, and hot to create the ultimate classroom that supports the physical, social, emotional and cognitive development of boys.

Have you been wondering what all the talk about brain development is about? Would you like to learn how the activities, interactions, and environment you provide children with each day impacts how their brain develops? Join us for an evening of brain development 101! You´ll learn what happens in a child´s mind when they interact with stimulating, developmentally appropriate activities in a safe, secure environment, and the impact this has not only on their childhood, but on their entire life! For more information or to register for this class please contact Lisa Wiley at (989)729-3603 or lisa.wiley@baker.edu

Participants will learn to recognize the similarities and differences among the types of activities and practical strategies to ease the transition for international children who come to their programs. To register, visit www.oakland.k12.mi.us and click on the Professional Development link.

Be Their Hero Summit 2009: Developing Numeracy for Life Presented by Bob Sornson, Ph. D. Practically all young children can develop a solid understanding of basic number concepts and values. With the right sequence of enjoyable kinesthetic and manipulative activities, we can help children truly understand and appreciate mathematics for life.

Be Their Hero Summit 2009: Improving Motor Skills to Enhance Learning for Life. Many children lack the fundamental movement experiences which are important for early learning success. In this lively workshop you will learn practical ideas to help every child develop sensory-motor systems such as balance, bilateral motor and visual motor skills which will support early learning success.

Registration is restricted. This workshop aims to inform participants about the various predictable stages that working teams typically progress through. Included in the presentation will be active experiences for participants to practice active listening and two way communication for optimal team productivity and morale.

Research, strategies and techniques for professionals working with children from birth to age 5. Learn about recent research in early literacy and brain development, and explore strategies that encourage and support literacy development in young children.

Participants will understand the dynamics of neglect and its impact on the developing child. Participants will learn a basic framework for trauma intervention with children.

This professional development workshop is intended for individuals who provide care and education for children, birth to age 8. Content areas include brain development, teaching strategies that maximize brain development, brain compatible learning environments, music and development.

This session has a closed registration. Participants will explore elements of Professional Learning Communities; examine assessments and instructional practices for PK, K and Grade One and initiate plans for developing a BLAP that focuses on high student achievement in the early grades.

Teachers will learn dozens of classroom-proven strategies to enhance the development of early and emerging literacy skills in preschool and kindergarten programs; they will learn how to build foundation literacy skills in areas of language, print and phonological awareness.

Contact Candy Sorenson, 734.975.1840, x 11 to register for this workshop. This one-day workshop is for professionals to gain knowledge and skills to effectively manage inappropriate behavior in children.

This training is for West Bloomfield staff only. This training will teach about active listening, how to create and adhere to norms, team development, personal goal setting and how to measure progress toward optimal work performance and environments.

This course will cover subjects to help parents and educators strengthen and develop new skills when working with preprimary aged special education children. Topics such as communicating and conflict negotiation will be covered.

The Caring Counts with Kids series was developed by the State of Michigan´s Child Care Expulsion Prevention Program. The training provides a standardized, 4-part training series for child care providers, parents, and other early childhood professionals.

The Caring Counts with Kids was developed by the State of Michigan´s Child Care Expulsion Prevention Program. The training provides a standardized, 4 part training series covering the following topic: The Foundations of Social Emotional Developement, Challenging Behavior, Conflict Resolution, and Caring for the Caregiver.

Students will learn to: Create a safe environment for children in your home; Assess continually the safety of the indoor and outdoor environment; Provide and maintain a hygienic environment; Recognize symptoms of illness in children; Select furniture and materials that are developmentally appropriate for the children in your program; Create specific areas in your home for different types of activities; Organize and display materials in ways that invite children to explore and play with them; Use what you know about individual children to promote their physical development; Use daily routines and interactions with children to promote their physical development; Recognize some typical behaviors of children; Use what you know about children to promote their cognitive development; Recognize typical behaviors that are related to communication; and Use what you know about children to promote their communication skills.

Students will learn to: Interact with children in ways that promote creative thinking; Establish an atmosphere in your home that encourages creativity; Recognize some typical characteristics of children at different stages; Use what you know about children to promote a sense of self; Recognize some typical behaviors of children from infancy through school age; Use what you know about children to promote their social development; Recognize some typical behaviors of children from infancy through school age; Use age-appropriate positive approaches to guide children’s behavior; Work with families to share information about each child and the families’ goals for their children; Develop and maintain partnerships with families; Complete observation notes that are objective, accurate, and complete; Develop a system for regularly observing and recording children’s behavior; Recognize your skills and abilities; and Identify the standards that apply to your program.

To train early childhood educators in the use of performing art techniques with their children.

CONTACT PERSON: Saginaw Valley Regional 4C, Penny Apsey, 989-497-0680. The goal of this training is to educate childcare providers working with children ages birth-10, on age appropriate math and science activities to enhance their curriculum.

CONTACT PERSON: Saginaw Valley Regional 4C, Penny Apsey, 989-497-0680. The goal of this training is to educate childcare providers working with children ages birth-10, on age appropriate math and science activities to enhance their curriculum.

The annual Early Childhood Conference is designed to share information through a dynamic keynote address and informative workshops. These workshops provide the opportunity for participants to deepen their understanding of expanding early childhood knowledge, to develop skills and sharpen their ability to use effective learning approaches with young children, and to network with colleagues about challenges and successes of providing high quality programming for young children.

This training will focus on the critical role of play in development.

This presentation will discuss young children´s exposure to trauma and symptoms that may develop as a result.

The goal of this workshop is to show you that knowing how to recognize and support a parent suffering from PPD is essential for knowing how to keep our children safe and to make sure they are developing optimally from birth. This workshop will benefit anyone who works with parents or children.

This workshop will focus on identifying challenging behaviors in young children using the Positive Behavior Support approach. For registration information, please visit http://www.oakland.k12.mi.us and follow the Professional Development link.

Participants will learn: basic facts about challenging behavior, strategies to prevent unacceptable behavior, ideas to teach alternative appropriate behavior. This program is targeted for child care professionals and early elementary teachers.

This training is for early childhood general and special education staff. Participants will learn the risk and protective factors in children’s lives, as well as the relationship between risk factors and behavior. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

Participants will explore the Peddlesfoots curriculum, designed for preschoolers--3 to 5 years, where young children learn nine positive character traits through experiences. Saginaw County´s T.R.U.E. Initiative (PCEP Grant, 2006) consists of training, curriculum and evaluation aimed at teachers, parents, and various community groups.

This class is open to all interested participants. Participants will overview common childhood disabilities, disorders and difficulties and how to develop effective programs and teaching skills for children with special needs. Classes will meet on Tuesday nights from 5:30 - 8:20 beginning on January 10th through April 25. Contact Treneice at 906-353-4600 for registration information.

Day three of a six part series on supervision designed to give early childhood supervisors an opportunity to gain knowledge and support in the context of reflective communication. In this session participants will learn how to look at written observations of children as a means for meaningful feedback dialogue.

Day six of a six part series on supervision designed to give early childhood supervisors an opportunity to gain knowledge and support in the context of reflective communication. In this session, participants will discuss the difficulty of change and the necessity of asking mediational questions to foster change. Particpants will practice an Observation/Feedback experience.

Examination of current research and theories on the physical, cognitive, social and emotional development of children from conception through adolescence. Includes discussion of practical applications for parenting, child care and education.

Participants will understand the immediate and long-lasting impact of trauma (including child abuse, neglect, witness of violence and natural catastrophic events) on early childhood brain development.

This course has a closed registration process. Participants will receive training to engage in an in depth examination of what children under stress experience and how to best support our students who experience stress.

You will increase your awareness of why challenging behaviors occur, what are some strategies that will assist in preventing these behaviors and how to develop self-control in children who seem to need power. You will also increase your awareness of boys and girls, how they learn; how to educate them based on brain research and how to create the ultimate environment that supports boys and girls needs.

This training will include Kindergarten through 3rd Grade Teachers and staff. Classroom meetings help meet the needs of students to be valued and accepted. When they are presented on a regular basis stress is reduced, emotional safety is preserved and deep learning becomes the rule rather than the exception. Classroom meetings enable classes to develop trust, respect and empathy for each other amidst diverse opinions. They provide positive social bonding and strengthen relationships at all levels.

Diagnosic systems for disturbances of attachments- an overview of classification systems. Integrating findings from reseach to the assessment of a clincial case and the formulation of a treatment plan

Diagnosstic systems for distrubances of atachment. An overview of current classification systems for relationship distrubances.

CIERA Summer Institute; "Closing the Achievement Gap: Teaching Every child to Read." Design programs and straatigies that target the reading process and achievement levels of the children in the classroom. How to put the newest research results into action. Develop early literacy programs that meet the needs of the students.

Day two of a six part series on supervision designed to give early childhood supervisors an opportunity to gain knowledge and support in the context of reflective communication. This session will explore metacognitive tools for conducting mediational dialogue. Participants will discuss the nature of the coaching relationship.

This program is for preschool staff. Participants will learn what a stereotype means, the different types of stereo types and examine personal biases while also learning the misconceptions that lead to stereotypes. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

Participants will come away with information that will enhance the quality of life for the young children they care for and will assist in ensuring these children are ready to succeed in their K-12 educational experiences.

This conference will provide child care givers with information and tools to create holistic, integrated programs for children and their families.

Learn to recognize social-emotional milestones in infants and toddlers. Examine and understand the components of social-emotional competency.

IACET Sponsored July 17-18, 2003 Program Number 3348 East Lansing Michigan

"IACET COURSE"

"IACET Course"

IACET

Creating "KinderGardens" Where All Children Can Bloom!

One to one conferring is at the heart of the writer’s workshop. The writing process is an internalized conversation. Hearing the teacher talk allows children to internalize these conversations and, in the end, they are able to talk with themselves in the midst of their writing. Join us for four evenings of sharing about conferring and its role in the writers workshop. Participants will become familiar with the architecture of conferring and predicting what to confer on using Primary Units of Study. To register, please visit www.oakland.k12.mi.us and click on the Professional Development link.

Participation is limited to K-2nd Grade teachers using Lucy Calkins´ Primary Writing Units of Study. One-to-one conferring is at the heart of the writer´s workshop. The writing process is an internalized conversation. Hearing the teacher talk allows children to internalize these conversations and, in the end, they are able to talk with themselves in the midst of their writing. This conversation occurs within any skilled writer as they shift their thinking back and forth from drafting to re-reading or between passion-hot and critic-cold. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

This program is limited to preschool staff. Participants will have the opportunity to practice a 6 step conflict resolution process and learn about ways to implement the process in their own classrooms. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

Participants will learn stategies to help children develop the ability to solve problems when in conflict situations. The following central ideas and practice will be offered: Child Development Review; Prevention Strategies´ Personal Conflict Background; Conflict Styles; Six Steps for Resolving Conflicts; Reframing Children´s Statements; Transforming Negatives to Positives; Learning and Consequences; and Practice the Steps.

Participant will decrease problem behaviors while developing social intelligence and improve the quality of relationships by building a school family

Through this session participants will gain a greater understanding of Conscious Discipline and how to implement it in their own life and at work. Conscious Discipline can be used as a classroom management program that empowers teachers, parents, and children. This session will focus on Conflict Resolution in classroom and Self Regulation.

This training is for Berkley staff only. This program is for Lamphere School District personnel only. Conscious Discipline is a comprehensive classroom management program and a social, emotional curriculum based on current brain research, child development information and developmentally appropriate practices. It has been specifically designed to make changes in the behaviors and responses of teacher first. Teachers in turn will then affect the behaviors of their students.

This workshop is open to all preschool and early elementary teachers in the CCISD service area. Participants in this workshop will learn several different brain-based techniques to provide a safe, orderly environment for learning in their classrooms. Call Loret at 482-0331 for registration information.

Conscious Discipline© is a comprehensive classroom management program and a social-emotional curriculum based on current brain research, child development information, and developmentally appropriate practices. It has been specifically designed to make changes in the behaviors and responses of teachers first. Teachers in turn will then affect the behaviors of their students.

This workshop is intended only for Waterford School District Teachers. Conscious Discipline© is a comprehensive classroom management program and a social-emotional curriculum based on current brain research, child development information, and developmentally appropriate practices. It has been specifically designed to make changes in the behaviors and responses of teachers first. Teachers in turn will then affect the behaviors of their students.

Conscious Discipline© is a comprehensive classroom management program and a social-emotional curriculum based on current brain research, child development information, and developmentally appropriate practices. It has been specifically designed to make changes in the behaviors and responses of teachers first. Teachers in turn will then affect the behaviors of their students. This workshop is intended only for Waterford School District Teachers.

This program is for Lamphere School District personnel only. Conscious Discipline is a comprehensive classroom management program and a social, emotional curriculum based on current brain research, child development information and developmentally appropriate practices. It has been specifically designed to make changes in the behaviors and responses of teacher first. Teachers in turn will then affect the behaviors of their students. Participants must attend 8 out of 9 sessions to qualify for SB-CEUs.

Conscious Discipline is a comprehensive classroom management program and a social, emotional curriculum based on current brain research, child development information and developmentally appropriate practices. Because this course has the same content as Conscious Discipline offered previously, participants will be unable to claim credit for both. Topics in this part include Module 1 – Composure, and Module 2, Encouragement. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

Conscious Discipline is a comprehensive classroom management program and a social, emotional curriculum based on current brain research, child development information and developmentally appropriate practices. Topics in this part include Module 1 – Composure, and Module 2, Encouragement. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

Conscious Discipline is a comprehensive classroom management program and a social, emotional curriculum based on current brain research, child development information and developmentally appropriate practices. Topics in this part include Module 1 – Composure, and Module 2, Encouragement. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

This is a continuation of Conscious Discipline. Topics in this part include Module 3 – Assertiveness including saying “no” and being heard, setting limits; Module 4 –Choices, opposing structure, developmental delays, picture rule cards, power of free will and Module 5 –Positive Intent, resistance and cooperation, what the child wants delivering positive intent and role playing.

This is a continuation of Conscious Discipline. Topics in this part include Module 3 – Assertiveness including saying “no” and being heard, setting limits; Module 4 –Choices, opposing structure, developmental delays, picture rule cards, power of free will and Module 5 –Positive Intent, resistance and cooperation, what the child wants delivering positive intent and role playing.

This is a continuation of Conscious Discipline. Topics in this part include Module 6 – Empathy, emotional intelligence and strategy to help the angry child, Module 7 – consequences, internalization, becoming brain smart, rewards.

This is a continuation of Conscious Discipline. Topics in this part include Module 6 – Empathy, emotional intelligence and strategy to help the angry child, Module 7 – consequences, internalization, becoming brain smart, and rewards.

This program is limited to Oakland County prek-3 general education and special education staff who have completed the Conscious Discipline series. Participants must attend both days to receive credit. This program will present a targeted review of the 7 principles of Conscious Discipline, helping teachers plan and implement programs for the next school year, and how CD can work for parents at home. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

This offering is open to general education teachers employed by Rochester Community Schools. Teachers will become familiar with the Conscious Discipline management program and social-emotional curriculum.

Registration for this workshop is now closed. Conscious Discipline© is a comprehensive classroom management program and a social-emotional curriculum based on current brain research, child development information, and developmentally appropriate practices. It has been specifically designed to make changes in the behaviors and responses of teachers first. Teachers in turn will then affect the behaviors of their students. Registration for this workshop is now closed.

By invitation only. This workshop is intended for staff who have completed Conscious Discipline. Classroom meetings help meet the needs of students to be valued and accepted. When they are presented on a regular basis stress is reduced, emotional safety is preserved and deep learning becomes the rule rather than the exception. Classroom meetings enable classes to develop trust, respect and empathy for each other amidst diverse opinions. They provide positive social bonding and strengthen relationships at all levels. Classroom meetings act as a vehicle to integrate content standards and benchmarks as well as helping children develop speaking, listening and problem-solving skills.

Participants will deepen their knowledge of content area learning objectives in early childhood classrooms, with a focus on the use of non-fiction books. Participants will also learn specific techniques to strengthen the relationships among the teacher, child, and family that are key to learning success.

This session is for preschool and kindergarten teachers. Topics will include collaboration between preschool and kindergarten teachers, areas of need, and improvement of instruction.

This session is for preschool teachers. Topics will include at-risk factors and assessing preschool children.

This workshop will feature demonstrated effective techniques for nonviolent Crisis Prevention Intervention (CPI). Additional techniques will be taught on personal defense strategies to keep interactions at a verbal level. This workshop will be helpful to educators who serve all ages: Early Care & Education, Before & After School, Recreation, Alternative Education, Adult Education, Youth Program Coordinators, Coaches, Counselors and more! Please visit the MACAE website for more information at: http://www.macae.org or call 517-706-5024.

Contact Connie Macek for more information, 989-249-8774. This is a training for teachers and child care providers on creating a welcoming out of home environment for children ages birth to 3.

A NEW Bev Bos seminar for preschool educators with every single example classroom-proven with preschoolers. Highly practical ideas and innovative strategies to strengthen your entire preschool program. How to design activities that fully develop your preschoolers´ skills in language, math, science, art, and music. Demonstrations, displays and a NEW resource handbook full of activities designed specifically for preschoolers.

Bev Bos seminar for preschool educators with every single example classroom-proven with preschoolers. Highly practical ideas and innovative strategies to strengthen your entire preschool program. How to design activities that fully develop your preschoolers´ skills in language, math, science, art, and music. Demonstrations, displays and a resource handbook full of activities designed specifically for preschoolers.

Dozens of classroom-proven ways to stimulate learning and creativity in your preschool program will be shared along with highly practical suggestions for developing your preschoolers’ skills in language, math, science, art, and music. Learn how to set up kid-centered activities that stretch students’ minds and give them confidence as problem solvers. Seminar offered by BER. Questions? 800-735-3503 or www.ber.org

Bev Bos seminar for preschool educators with every single example classroom-proven with preschoolers. Highly practical ideas and innovative strategies to strengthen your entire preschool program. How to design activities that fully develop your preschoolers´ skills in language, math, science, art, and music. Demonstrations, displays and a resource handbook full of activities designed specifically for preschoolers. To register or for more information go to www.ber.org or call 1-800-260-8180.

Educators will learn highly practical ideas and innovative strategies to strengthen your entire preschool program! Learn ways to design activities that fully develop your preschoolers´ skills in language, math, science, art, and music.

Bev Bos seminar for preschool educators with every single example classroom-proven with preschoolers. Highly practical ideas and innovative strategies to strengthen your entire preschool program. How to design activities that fully develop your preschoolers´ skills in language, math, science, art, and music. Demonstrations, displays and a resource handbook full of activities designed specifically for preschoolers. To register or for more information go to www.ber.org or call 1-800-260-8180.

Increase your awareness of risk factors that contribute to failure, develop practical strategies to support social competence building, and learn how to reduce disruptive behaviors and design an environment that is safe, positive and predictable.

This conference will include a morning seminar presented by Laurie Nickson on Brain Development and how it impacts early childhood development. In the afternoon participants will choose two selections from an offering of eight workshops. Topics include: 1. The Ages & Stages Questionnaire, part 1 and 2(assessment) 2. Taming the TV Tiger (Linking lanugage and literacy to PBS programming) 3. True Colors (understanding relationships) 4. Baby Speech (early childhood development) 5. Positive Discipline 6. Art and creative expression in ECE. 7. Fine motor development 8. Music and movement education

This workshop is intended for individuals who provide care and education for children from birth to age 8. The program will focus on environments for young children that encourage exploration and creativity and brain-enriching environments.

This training takes participants farther into the implementation and integration of the Creative Curriculum for Preschool into classroom instruction. Teachers have additional time for planning and exploration of the eleven interest areas. During this training participants will receive information on the philosophic bases upon which the Creative Curriculum was developed, learn how to use the Creative Curriculum, get involved in planning for implementation of the curriculum and review the eleven interest areas and explore implementation ideas and strategies.

Topics include portraits of child development and looking at development on a continuum; temperament; curriculum goals and objectives; setting up the environment; responsive planning; linking curriculum and assessment; observing, documenting and evaluating learning; and sharing information with and planning with famiies.

Organization of the Creative Curriculum based on Brain Research. How Children Develop and Learn - Linking Curriculum and Assessment. Looking at Development on a Continuum. The Teacher’s Role. The Importance of Observing Young Children and Assessing Children’s Learning. Responsive Planning for Individual and Groups of Children. Guiding Children’s Learning through Intentional Teaching. Small Group Learning Experiences. Exploring Content in the Interest Areas.

Organization of the Creative Curriculum based on Brain Research. How Children Develop and Learn - Linking Curriculum and Assessment. The Assistant Teacher’s Role. The Importance of Observing Young Children and Assessing Children’s Learning. Responsive Planning for Individual and Groups of Children. Guiding Children’s Learning through Intentional Teaching. Small Group Learning Experiences. Exploring Content in the Interest Areas. Using on-line tools at the Creative Curriculum.net website. On-line tools for reporting student progress on the developmental continuum, reports for analyzing classroom data and planning for individual students. Planning small activities based on student needs. Hands on practice with cc.net.

Early childhood educators will be provided with an overview of the Creative Curriculum and its utilization. Participants will learn how to best use this tool, as well as the assessment piece that provides useful outcome information.

The Creative Curriculum for preschoolers offers teachers a framework for planning and implementing a developmentally appropriate program. In addition to in-depth exploration of the curriculum, teachers will become familiar with the observation and assessment tools asociated with the curriculum.

Open to Washtenaw County Head Start staff members only. Attendees will understand higher levels of Creative Curriculum, relationship building, and defining Empowerment. Additional outcomes include: what it means to work with families, how to develop effective strategies for helping families and develop skills to set goals and monitor goal progress. The session also includes a roundtable discussion from community partnerships organizations.

Using on-line tools at the Creative Curriculum.net website. On-line tools for reporting student progress on the developmental continuum, reports for analyzing classroom data and planning for individual students. Planning small and large group activities based on student needs. Learning how to connect with parents using the on-line portfolios.

This course addresses creative teaching methods and curriculum development with an emphasis on encouraging and supporting creative self-expression and problem solving skills in children. Students plan, implement and evaluate learning experiences that are creative, integrative and activity based. Students will learn a sound theoretical base for creativity in all of the curriculum areas. Developmentally appropriate activities, environments and curricula which promote creativity in young children will be discussed. Teachers will learn ways to enhance their own creativity.

Registration will be at www.misd.net, in Course offerings. Program open to Educators. Program will focus on Emerging Psychiatric Issues in Youth and Issues of Addiction in Youth.

FOR MORE INFORMATION, PLEASE CONTACT CONNIE MACEK, 989-399-7487. This training includes classroom design elements that support child development as well as the teaching of appropriate behavior and social skills.

This meeting will provide an opportunity for Kindergarten teachers across Van Buren County to discuss current issues and share strategies. Specifically, this meeting will be address the following topics: -Legislative Update on Kindergarten Issues -Best Practices in Determining Kindergarten Readiness -Strategic Scheduling: Making the Most of the Day -Full or Half Day? What Experience and Research Tells Us -Pros & Cons of Retention -Strategies to Manage Behavior -Students with Autism Spectrum Disorder: Special Education Processes and Programming

This training is designed to enhance the understanding of the challenges faced by providers/teachers and parents as they form working relationships to support the child with disabilities. Participants will explore the unique dimensions, which complicate the partnerships from both the parent and the professional perspectives. In addition participants will gain insights about negotiation and practice effective communication strategies to promote the partnership. The overall goal of this training is to enhance the confidence and competence as provides and parents collaborate on behalf of the child with special needs or a disability.

This course is open to Detroit Public School participants only. Participants will examine strategies for phonelogical awareness for early literacy instruction. They will create materials to support early literacy instruction.

The IDA (Infant/Toddler Developmental Assessment) builds a graphic portrait of a child´s strengths and concerns in eight developmental domains. Participants completing the third day of this training will review these phases. This training tool involves parents as partners in all aspects of the assessment. At the end of the 3-day training plus the completion of the two required video tapings of the children between the ages of 6 months to 32 months and the accompanying interview of their caregiver, along with the respective integrative health and parent reports and asccessory paperwork, participants will possess the basic skills necessary to complete the IDA.

This two-day workshop, taking place at the Farmington Training Center, is designed to provide follow-up training for educators who have attended a three-day or 4 ½ day Developmental Observation Workshop. Participants will have administered 25 Gesell Assessments and are ready to review all aspects of the assessment. In addition to observation, parent interaction and children´s academic performances, the participants will now be able to add a standardized developmental assessment to their bank of information. For registration information, please call the Gesell Institute at 203-777-3481 or visit their website at www.gesellinstitute.org

This three-day workshop, taking place at the Farmington Training Center, is for teachers and specialists who are working with children 4 through 6 years of age. The focus of the workshop is on the ages and stages of child behavior as measured through the standard procedure of a Gesell Developmental Assessment. Content will include child development research, developmental philosophy applied to classroom, and observational skills in understanding the behavior of children ages 4 through 6 years. For registration information, please call the Gesell Institute at 203-777-3481 or visit their website at www.gesellinstitute.org

This two-day workshop, taking place at the Farmington Training Center, is designed to provide follow-up training for educators who are working with children 4 through 6 years of age. The focus of the workshop is on the ages and stages of child behavior as measured through the standard procedure of a Gesell Developmental Assessment. Participants will gain knowledge that will be helpful as they make decisions about appropriate educational expectations for young children. For registration information, please contact Sue Williams at 248-489-3808 or susan.williams@farmington.k12.mi.us

This two and ½ day workshop, taking place at the Farmington Training Center, is designed to provide follow-up training for educators who have attended a three day Kindergarten Workshop for children 4 to 6 years of age and now want to learn the assessment for children 6 to 9 years of age. Participants will gain knowledge that will be helpful as they make decisions about appropriate educational expectations for young children. For registration information, please call the Gesell Institute at 203-777-3481 or visit their website at www.gesellinstitute.org

This 4 ½ day workshop, taking place at the Farmington Training Center, is for teachers and specialists who are working with children 4 through 9 years of age. The focus of the workshop is on the ages and stages of child behavior as measured through the standard procedure of a Gesell Developmental Assessment. Content will include child development research, developmental philosophy applied to classroom, and observational skills in understanding the behavior of children ages 4 through 9 years. For registration information, please call the Gesell Institute at 203-777-3481 or visit their website at www.gesellinstitute.org

Dozens of practical ideas for strengthening the academic program in your kindergarten classroom. Presented by the nation´s leading trainer of kindergarten teachers, Valerie Welk. Practical ways to incorporate the five key elements of Reading First in your kindergarten classroom. How to keep your kindergarten child-centered while balancing increased academic expectations. Demonstrations, displays and an extensive kindergarten resource handbook full of practical kindergarten materials and teaching strategies.

Participants will learn dozens of practical ideas for strengthening the academic program in their kindergarten classroom, they will learn to incorporate the five key elements of "Reading First" in their program, and learn how to keep their program child-centered while balancing increased academic expectations. Each participant will receive an extensive resource handbook specifically designed for this seminar.

This course has a closed registration process. Participants will examine the impact of language on learning, explore principles of shared leadership, and review principles of cognitive coaching.

Developing Numeracy-Practically all young children can develop a solid understanding of basic number concepts and values. Teachers will learn the right sequence of enjoyable kinesthetic and manipulative activities, we can help children truly understand and appreciate mathematics for life. The Motor Skill Development Plan-Many children today do not develop the motor skills needed for basic, much less optimal, success in the early years of school. These children may have difficulty sitting still, maintaining attention, balancing, catching a ball, running, skipping, listening, or using visual-motor skills for cutting, coloring, drawing and printing. Along with language and behavior skills, these motor skills are an important part of the foundation of early learning success. In this active workshop we will explore the importance of developing these skills and learn to easily match appropriate activities to a child’s skill level.

This program is for Farmington Schools Early childhood staff only. As a result of taking this program, participants will identify essential components of developmentally appropriate practice, plan ways to apply essential developmentally appropriate practice into their teaching, and refine teaching skills to include reflective listening.

For Mecosta and Osceola County community teachers, agencies and parents. This one-day session will consider strategies for fostering brain and cognitive development for the very young child through physical, social-emotional and developmental connections.

Participants will learn about the Devereux Early Childhood Assessment for Infants and Toddlers. Participants will learn how to score, use and implement the Assessment tool. Participants will learn how to incorporate the DECA I/T into their daily practice and use with young children. They will learn how to best use the results to plan for the individual child.

Prevention of early learning difficulties is an important educational strategy. Participants will learn why, how to administer the DIBELS assessment, and be able to analyze and interpret data from the DIBELS.

The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of standardized, individually administrered measures of early literacy development. They are designed to be short (one minute) fluency measures used to regularly monitor the development of pre-reading and early reading skills.

Participants will: understand why prevention of early learning difficulties is an important educational strategy; learn how to administer the DIBELS assessment and be able to analyze and interpret DIBELS data. Questions? Call 517.244.1251.

Learn the theory behind the prevention of early learning difficulties and why prevention is an important educational strategy, learn how to administer the DIBELS assessment, and learn to analyze and interpret DIBELS data. Questions? Call 517.244.1251

This training is specifically for Tuscola County. Teachers will learn to use DIBELS, a set of quick, screening assessments designed to identify and monitor the progress of students most at risk for reading failure. DIBELS is research-based and the data available shows it to be effective in improving student achievement in literacy and in predicting achievement on standardized tests.

This training is specifically for Tuscola County. Teachers will learn to use DIBELS, a set of quick, screening assessments designed to identify and monitor the progress of the students most at risk for reading failure. DIBELS is research-based and the data available shows it to be effective in improving student achievement in literacy and in predicting achievement on standardized tests.

Teachers will learn to use DIBELS, a set of quick, screening assessments designed to identify and monitor the progress of students most at risk for reading failure. DIBELS is research-based and the data available shows it to be effective in improving student achievement in literacy and in predicting achievement on standardized tests.

To help K-2 teachers understand how to differentiate instruction and manage the issues unique to teachers of very young students. Each participant will leave with an understanding of the importance of differentiating curriculum beginning in kindergarten and multiple strategies for differentiating instruction in all content areas in K-2 classrooms, as well as a good understinding of the basic principles of differentiation in order to continue to develop differentiated lessons for more and more of their curricula.

This session will strengthen our knowledge base of what constitutes a Small Moment story and how to guide our students towards successful Small Moment writing experiences. To register, please visit www.oakland.k12.mi.us and click on the Professional Development link.

Learn ways to reduce behavior problems and increase positive behaviors; understanding ADD/ADHD; encourage self-discipline and build responsibility in young children.

At this seminar you will learn how to strengthen children´s cooperative, responsible and independent behavior; effectively halt misbehavior; create a positive, child-centered, supportive environment; effectively work with children who are difficult to challenging; increase family involvement and support; communicate with young learners in ways that reduce power struggles and increase cooperation; create behavioral consequences that are meaningful and effective. Each participant will receive an extensive resource handbook specifically designed for this seminar.

This seminar will teach proven strategies for working with young children who are angry, difficult or challenging.

A focus on Clinical assessment of disturbed Parent-child relationships. A review of the research identifying parenting behavior correlates of attachment disorganization.

"Disturbed Attachment: Little People Disorders - Big People Problems" is designed to help the professional caregiver understand the nature of attachment, the various disturbances of faulty attachment and the life results of each attachment pattern.

This presentation will cover Understanding Issues of Diversity in Preschool Programs. Participants will examine personal belief systems, communicating with diverse families and challenges to supportive communication.

This presentation will cover Supporting Diverse Learning Styles in Early Childhood Classrooms. Participants will leave with an understanding of diverse learning styles and learning practices. We will also learn how to recognize individual cultures and explore our own cultural scripts.

Teachers will learn practical strategies for guiding children and "secrets" of classroom management. They will learn ideas to stimulate thinking, reinforce skills, create multi-level learning activities. Highlights include brain research for the classroom, creating & managing learning centers, songs and chants, and games to reinforce math skills.

This workshop will provide opportunities for county-ide planning for 2006-07 activities. Year long goals will be developed and playgroup organization will be completed.

This day is provided for early childhood care givers and educators. A variety of topics will be covered including literacy, behavior, preschool classroom management, brain development and more.

This program is open to Detroit Public Schools Principals only. Participants will identify Headstart, Preschool, and Kindergarten procedures, guidelines, and licensing requirements.

Participants will discuss the most recent breakthroughs in Brain Research. Emphasis wil be placed on Early Childhood, headlines, brain scans, gender and the effect on movement and emotions. Specific discussion will center on neurons and networks, synpase, and neurotransmitters. Issues of nature/nurture, attachment, critical periods, risk factors, and protective factors will be addressed.

The goal of this conference is to offer information on the latest research and best practices in early childhood education. There are sessions of interest to all participants in addition to sessions designed specifically for parents, agency personnel, early childhood educators, day care providers and medical professionals. This will be an opportunity for residents of northern Michigan to hear excellent presenters without having to travel great distances.

The goal of this conference is to offer information on the latest research and best practices in early childhood education. There are sessions of interest to all participants in addition to sessions designed specifically for parents, agency personnel, early childhood educators, day care providers and medical professionals. This will be an opportunity for residents of northern Michigan to hear excellent presenters without having to travel great distances.

The goal of this conference is to offer information on the latest research and best practices in early childhood education. There are sessions of interest to all participants in addition to sessions designed specifically for parents, agency personnel, early childhood educators, day care providers and medical professionals. This will be an opportunity for residents of northern Michigan to hear excellent presenters without having to travel great distances.

Early childhood educator training to enhance the abilities of directors and teachers of preschool - 3rd grade. Participants will learn new ideas for telling stories, discipline methods and thinking routines. Contact Kathi Pearson for more details and registration: 989-868-4809. Workshop will be held at St. Michael´s Lutheran Church and School located at 3455 S Van Buren, Richville, MI 48758.

Early childhood educator training to enhance abilities of directors and teachers preschool - grade 3. Participants will learn new ideas for helping tell stories to students. Everyone will gain tools to be used immediately. Contact Gloria Fahlsing 810-732-1842 for workshop registration. Workshop will be held at St. Paul Lutheran School 402 S Ballenger Hwy, Flint, MI 48532

Sessions will be offered in Early Childhood Education Curriculum including: Language, Literacy, Social/Emotional, Math, Science, Approaches to Learning, Creative Arts, and Physical Health & Safety. Assessment, Integration, Lesson Plans, Individualization, Small Groups, Active Learning, and Family Connections will also be highlighted.

This is our annual Early Childhood conference open to all.

The conference will focus on strategies to increase short and long term retention and effective ways of applying guidance and discipline for children with challenging behaviors.

This year´s conference will focus on strategies to celebrate childhood and family life through music and other content areas.

Early childhood educators will take part in this two-day conference focusing on Key Steps to Healthy Behavior for Children and Families. Top early childhood experts will foucs on healthy behavior, while integrating family-supportive, hands-on, age appropriate, cross curricular thinking.

This two-day conference brings together top early childhood experts in the field of math and science. Math and science is the focus because of the growing realization that the foundation for numeracy and scientific thinking must be nurtured at a young age.

For all early childhood educators, this two-day conference brings together top early childhood experts focusing on Movement, Music, and Minds.

Using the information gained from the Literacy, Language and Brain Development session, teachers will modify preschool curriculum and activities to address the needs of students.

The Early Childhood Directors Academy will provide a 6 part training series entitled Transforming Leadership. This 6 part series is designed to help early childhood directors use reflection and self-awareness to build successful program.

Participants will deepen their understanding and practice of supporting children´s learning through effective work with families. Family literacy, advocacy, effective family/school attitudes, and communication will be highlighted.

The Early Childhood Conference is a professional growth opportunity for those working in childcare through 3rd grade in schools in the MI District of the Lutheran Church MO Synod. The theme, Healthy You-Healthy Me, encourages our workers to not only care for others but also care for themselves. Participants will have the opportunity to attend breakout sessions that offer strategies for promoting emotional, spiritual, and physical health in themselves as well as others.

Educators at Tecumseh Public Schools Patterson Elementary will investigate the NAEYC Accreditation Guideline and pursue this as a program. This professional development will bring in guest speakers on a variety of topics relevant to their program. These workshops will also coordinate Early Childhood Education Services and continue offering professional devlopment to the staff regarding Early Learning Success Initiatives as a district.

Tecumseh Public Schools will investigate the Early Childhood Standards for Quality for Prekindergarten,coordinate their Early Childhood Education Services and continue offering professional development to the staff regarding the Early Learning Success Initiative as a district. Guest speakers will present a variety of topics relevant to their program throughout the year.

This training is for early childhood administrators. Participants will leave with a understanding in what leadership is in Early Childhood, the challenges in Early Childhood and structured leadership. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

MOISD employees, under the Great Start Readiness Grant, will increase literacy integration in the classroom environment.

This session is for KPS pre-kindergarten teachers only. In conjunction with the Early Reading First grant, three presenters will be facilitating curriculum work focusing on LeapFrog, Pebble Soup, and Creative Curriculum.

This workshop will introduce participants to Meeting Mechanics, which is a time efficient, integrated process for addressing the needs of children with intensive behavior. This effective meeting approach leads staff through the steps of a functional assessment in order to create a behavior intervention plan. The 45 minute process results in a well coordinated action plan that leaves staff with strategies to use with the child who is struggling behaviorally as well as task for participants to complete to facilitate the implementation of the plan. Then participants will work through the book Promoting Children’s Social Competence. Promoting Children’s Social Competence is designed to create consistency with Positive Behavior Supports for Early Childhood throughout the classroom or program. Participants will receive the book, which is a wonderful resource for activities as well as professional development. A CD with video vignettes is included.

Participation is limited to Oakland County preschool staff only. This series will focus on the development of early childhood skills for young children. Topics will include Motor Development, Writing, and Mathematics. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

This is our annual Early Childhood Program that is open to all educators, with a variety of national and local presenters.

This is our annual Early Childhood Program that is open to all educators, with a variety of national and local presenters.

Participants will learn new techniques related to sensory integration, improve their knowledge and skill in the use of Easy IEP and learn about the building school safety manual.

The purpose of this roundtable is to provide a forum for discussion and sharing among COOR Area providers and teachers in the Early Childhood area. This first session will set the foundation of format and help identify topics for future discussions which will include common purpose, curriculum, and instruction in the area of Early Childhood. Participants will discuss best practice, MDE requirements in this area, and future direction. As an initial discussion, the group will be asked to discuss applications of learning from the September 2, 2009 Common In-Service presentation on Brain Research and Instruction.

The purpose of these sessions is to provide a forum for discussion and sharing among COOR Area providers and teachers in the early childhood area. Discussions will include common purpose, curriculum, and instruction with curriculum people and teachers in the area of Early Childhood. Participants will discuss best practice, MDE requirements in this area and future direction.

This summit, which is open to educators and the community, is designed to introduce participants to the relationship between early childhood development and community well being, to promote understanding of early brain development and the caregivers´ role in this process and to engage educators and community members in collaboratively becoming involved in early childhood initiatives in Ionia County.

This series is for professionals working with children Infancy through Preschool The purpose of this series is to demonstrate how research in Early Childhood Teaching supports positive learning experiences in the Early Childhood Classroom. In Session 1 participants will learn about Positive Guidance and promoting healthy emotional development. In Session 2 participants will learn ways to have transitions run smoothly. In Session 3 participants will discuss and understand the areas of Infant and Toddler Development; and, in Session 4 Students will review state guidelines for quality learning environments, curriculum, and teaching practices. To register, please visit www.oakland.k12.mi.us and click on the Professional Development link.

This series is for professionals working with children Infancy through Preschool The purpose of this series is to demonstrate how research in Early Childhood Teaching supports positive learning experiences in the Early Childhood Classroom. In Session 1 participants will learn about working with large group time in the classroom. In Session 2 participants will learn about working with small group time in the classroom and adult-child interactions. In Session 3 participants will discuss and understand the Open Art and the benefits of Sensory Activity Exploration; and in Session 4 Students will discuss and understand what a stimulating classroom environment is and will create an action plan for enhancing the classroom environment.

Contact person, Connie Macek, 989-249-8774. The development of concepts on how block & dramatic play promote development. Presentation on Mathematical, Literacy, and learning concepts. Tools to analyze block & dramtic play environments.

Professional development surrounding best practices in Early Childhood Education. This is for new and seasoned Early Childhood Professionals. The workshop facilitator is a certified High Scope trainer with over 25 years in the field.

Early Childhood Education Day 2 focuses on Child Observation and Assessment and what is the optimal routine for early learners.

Contact person, Connie Macek, 989-249-8774. This training shows participants how sensory activities promote children´s development.

For more information, please contact Connie Macek, 989-249-8774. This workshop offers training in music and movement from a music education perspective. The teacher´s role in promoting activities which reach children on many learning levels.

Contact person: Connie Macek, 989-249-8774. This workshop provides assistance and information in promoting scientific discovery and learning. Learn how discovery promotes development and how to create a scientific environment.

Contact person, Connie Macek, 989-249-8774. Training in music education, discovery, and promoting learning in many different learning styles. Participants learn how to create a music, movement, and scientific environment for learning.

Cross Country Education Conference on Early Developmental Disorders Resulting from Abuse. One day seminar describes brain research, brain development and neuropsychological of early developmental disorders.

This day is provided for early childhood care givers and educators. Sessions include Pre-writing skills, Theory Psychology and Children, a literacy Make-it-Take-it, Child Care Center LIcensing Rule Changes and more.

Learn to train staff on the best practices in working with pregnant mothers, and children ages 0-3 and their families. Participants will learn the differences between Head Start and Early Head Start, processes and communication with community leaders; data collection for reporting; human resources; governance; and ERSEA (eligibility, recruitment, selection, enrollment and attendance). Participants will also learn techniques for working in early childhood education and development, health services, infant mental health, disabilities, child safety and nutrition. Questions? Call 517.374.6472

Opening session will provide participants with an epidemiological overview of special populations of infants and toddlers. The overall purpose is to discuss relevant issues related to the neurodevelopmental assessment of infants and toddlers with special needs and their families. The conference will alert clinicians to a variety of issues related to intervention for children with special needs and their families. Issues to be discussed include models of service delivery, models of team functioning, intervention with caregivers, intervention in a variety of settings, specific intervention suggestions, and measuring program efficacy. Common problems faced in early intervention will be discussed with participant involvement encouraged. One of the major distinctions between previous legislative initiatives to meet the needs of developmentally delayed children and current mandates is the degree to which the family is recognized as crucial to the success of early intervention activity. The conference will include a review of attachment principles starting from the first moments after birth and focus on the importance of early and appropriate family assessment/involvement.

This 2-day workshop provides an overview of assessment and diagnostic issues regarding special populations of infants and toddlers (including drug-exposed infants, fetal alcohol syndrome, low birthweight and premature infants). Issues include models of service delivery, models of team functioning, intervention in the home, center or intensive care nursery, and specific intervention suggestions related to special populations.

Powerful Early Intervention Strategies to Help Young Children with Developmental Problems and Challenging Behaviors. Dozens of practical strategies that improve the attention, behavior and social skills of young children. Proven, proactive, positive management techniques to maximize learning and minimize tantrums, disruptions and distractions. Demonstrations, examples, modeling, and an extensive resource handbook packed with ready-to-use techniques, activities and ideas you can implement immediately in your own classroom or program. For more information or to register go to www.ber.org or call 1-800-735-3503.

The Early Learning Success Institute (ELSI)is a comprehensive, research-based early intervention program designed to break the cycle of academic failure. Strategies and program procedures will be explored.

The Early Learning Success Institute Followup is a followup to the Summer 2009 Institute. Participants will share feedback and discussion regarding their successes in the program implementation. Further leadership and collaboration will be shared. For further information, please contact Kevin Magin at 734-334-1449.

The Early Learning Success Institute (ELSI) is a comprehensive, research-based early intervention program designed to break the cycle of academic failure. Strategies & program procedures will be explored. For further information, please contact Rebecca Garbus at (734) 334-1549

This one-day program is designed to educate birth to five year old providers on pre-literacy development. Participants will learn to identify pre-literacy skills and will learn tools for incorporating early literacy skills into their classroom instruction and assessment.

Participants in this day long workshop will share and network with their peers around the county to learn new strategies to incorporate literacy into their programs. They will also learn to use Blackboard as a tool for communicating their curriculum development work.

Participants will understand the neurological process of early human development and its relationship to literacy. They will increase their knowledge regarding essential experiences in the first years of life for children to become successful learners. Participants will learn strategies and emergent literacy activities for children age-birth through five years.

This session has a closed registration process. The goal of the program is to equip kindergarten teachers with enhanced knowledge and skills in providing early literacy instruction.

Participants will gain an understanding of early childhood programming in the state of Michigan, the role of early intervention home visitors as it relates to child-school success, and the role parents play in preparing their children for school.

Participants will increase the awareness of genetic resources throughout Michigan and to improve early identification, referral, and medical management of children with genetic conditions and/or birth defects.

Early On - The Process is designed to provide a general overview of the Early On Process to those who are working in "Early On". Topics include: The IFSP process including timelines, eligibility, referral, evaluation, outcomes, early intervention services, service coordination, transition, and the documentation of information.

SE/EO Staff of Oakland County can register at susan.mcintyre@oakland.k12.mi.us for this workshop. This workshop is designed specifically for any ancillary staff who have local district responsibilities in early intervention. Topics will include: overview of Part C of IDEA and Early On; the philosophy behind Early On; the IEP/IFSP process including timelines, eligibility, referral, evaluation, and services; child outcomes; compliance indicators; and reporting requirements.

This training is for Early On Service Coordinators who are required to complete both Part C and Michigan Special Education paperwork. The training will address the IFSP process from referral to writing the IFSP with outcomes and services in natural environments. Federal and state requirements will be discussed with strategies for implementing the requirements in Hillsdale County. Progress reviews, transition planning, and child outcome reporting will be discussed as will timeline requirements. The new state IFSP/IEP forms will be utilized. The importance of obtaining consistent, timely data for state and federal reporting purposes will be highlighted. Participants will learn how to complete the documents accurately and how doing so will assist Hillsdale County in moving towards compliancy.

Participants will gain understanding of the role of Early On in Genesee County. Knowledge and skill in connection between Early On and special education. Referral process of children birth to three and services for families and students.

The purpose of the Early On Annual Conference is to offer participants individual and collaborative opportunities to enhance the many facets of their work with children, families and interagency partners in the Early On community. Our focus this year is understanding development through multiple perspectives and supporting development through teaming. Keynote and workshops will build skills and competencies of attendees in theoretical foundations, technical expertise and working with others in the Early On community. Participants will leave this conference knowing new ways to generate energy, enthusiasm, and effectiveness of their early intervention team.

This training is for all Early On personnel who are working with families either as an evaluator, a service coordinator, or a service provider. This training will cover: 1. The State Performance Plan (SPP) Indicator #7: 45 Day Timeline. Federal and state requirements will be discussed along with strategies for implementing the requirements in service areas. Additional information will be included about how this indicator is related to child and family outcomes, as well as local challenges. 2. SPP Indicator #1: Timely services includes information about federal and state requirements with strategies for implementing the requirements addressing local challenges. 3. SPP Indicator #8: Transition requirements for making a meaningful transition for children leaving Early On will be discussed with emphasis on the necessary steps that are required. Methods and procedures for making transition planning a family-friendly process will be addressed.

These professional development seminars are one day workshops, providing resources for teachers and families in the area of: Early Literacy, Parent/Infant Relationships, and Cognitive Development.

The Early On Institute is designed to provide a general overview of the Early On system to those who are new to working in Early On. Topics include: history of Part C of IDEA, the philosophy behind Early On, the IFSP process including timelines, eligibility, referral, evaluation, outcomes, early intervention services, and service coordination. Also included is "The Dance of Partnership", a presentation on the relationship between parents and service coordinators/providers.

The Early On® Institute is designed to provide a general overview of the Early On system to those who are new to working in Early On. Topics include: history of Part C of IDEA; the philosophy behind Early On; the IFSP process including timelines, eligibility, referral, evaluation, outcomes, early intervention services, and service coordination. Also included is “The Dance of Partnership”, a presentation on the relationship between parents and service coordinators/providers.

The Early On Institute is designed to provide a general overview of the Early On system to those who are new to working in Early On. Topics include: history of Part C of IDEA; the philosophy behind Early On; the IFSP process including timelines, eligibility, referral, evaluation, outcomes, early intervention services, and service coordination. Also included is “The Dance of Partnership,” a presentation on the relationship between parents and service coordinators/providers.

The Early On® Institute is designed to provide a general overview of the Early On system to those who are new to working in Early On. Topics include: history of Part C of IDEA; the philosophy behind Early On; the IFSP process including timeliness, eligibility, referral, evaluation, outcomes, early intervention services, and service coordination. Also included is the “The Dance of Partnership”, a presentation on the relationship between parents and service coordinators/providers.

This training is for Early On Service Coordinators who are required to complete only Part C paperwork. The training will address the IFSP process from referral to writing the IFSP with outcomes and services in natural environments. Federal and state requirements will be discussed with strategies for implementing the requirements in Hillsdale County. Progress reviews, transition planning, and child outcome reporting will be discussed as will timeline requirements. The new state IFSP/IEP form will be utilized. The importance of obtaining consistent, timely data for state and federal reporting purposes will be highlighted. Participants will learn how to complete the documents accurately and how doing as will assist Hillsdale County in moving towards compliancy.

This training is for Early On personnel who are working with families either as an evaluator, a service coordinator, or a service provider. The training will cover: history and rationale for procedural safeguards, resolving conflict, required procedural safeguards used throughout the IFSP process, and the definition of what constitutes a "record."

This offering is for KPS Pre-Kindergarten teachers only. Three presenters will be offering topical professional development in relation to the Early Reading First grant. Teachers will be using assessment data in conjunction with learning how children learn, concepts of print and phonemic awareness, the role of oral language in literacy, and assessing early literacy.

Diane Zedan 734-994-8100 x1531 Foundations in Effective Practices for Young Children with ASD - Addressing organizational supports, instructional supports, and people supports necessary to create a highly effective learning environment for young children with ASD.

Diane Zedan 734-994-8100 x1531 Advanced Training for Improved Outcomes, with an Emphasis on Applied Behavior Analysis and other Evidence Based Practices - Emphasizes evidence based practices to support student progress, primarily the use of intensive teaching strategies such as applied behavior analysis (ABA).

Diane Zedan 734-994-8100 x1531 Increasing Learning Opportunities for Young Children with ASD in the Classroom: Structuring Play and Communication Opportunities

Limited to Livonia schools employees. Teachers will study Education Through Music, a language-based program in which song, movement and interactive play promote emotional, social, cognitive and musical development. The experiences are founded in solid brain research and are related to increased literacy and pattern making abilities. The songs are based on the English language and designed to promote the study of sound and the acquisition of language through artful teaching. Together with movement, the song experience games build the imagaic system and symbolization processes, thereby laying the foundation for the building of intelligence.

Early childhood and elementary teachers will study the Education Through Music (ETM) curriculum developed, tested, and implemented for more than 40 years in numerous schools internationally. Song experience games form the core material of ETM.

Early childhood educators will study the Education Through Music curriculum. This curriculum is founded in solid brain research and related to increase literacy and pattern making abilities.

This four-day institute series is intended for elementary level educators teaching readers at the Kindergarten, first or second grade levels. The purpose is to provide basic literacy content and instruction and instructional adaptations that can be made to ensure that all struggling readers benefit from instruction.

This four-day institute series is intended for elementary level educators teaching readers at the Kindergarten, first or second grade levels. The purpose is to provide basic literacy content and instruction and instructional adaptations that can be made to ensure that all struggling readers benefit from instruction.

This course is for K – 2nd Grade General and Special Ed. teachers. Participants will learn about theoretical frameworks for each of the five big ideas of reading instruction, instructional strategies effective for each of the five ideas, and how to use the adaptation framework as it applies to each of the ideas. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

This professional development experience will prepare lead teachers/site directors of Head Start preschool classrooms to manage day-to-day operations, including transportation, nutrition, disability services, licensing, family support, time management, decision making, and curriculum. All program content areas will be reviewed. The third and final day of the training will focus on the role of lead teachers as intentional planners who prevent behavior problems by proactively building relationships, and approach children’s learning through an ongoing system of assessment and planning for each child. Participants will learn the specific responsibilities of their position through lecture, discussion, practice, presentations, and question and answer opportunities.

This presentation, for Early Childhood Educators, will integrate knowledge about effective practice for teaching young children with and without disabilities. As a result of this presentation, participants will be able to create classroom environments for effective teaching and learning, actively involve families in curricula design and implementation, develop the IEP/IFSP process to incorporate children´s interests and needs, and embed learning opportunities throughout the day.

The goal of this 15th annual regional conference is to provide quality continuing education, to enhance the skills of early childhood educators, children’s service providers, parents of young children and community members. The education offered to the conference participants will be used to enhance the quality of life for young children and assist in ensuring children are ready to succeed in their K-12 educational experiences.

This interactive session identifies specific effective techniques that educators and speech language pathologists can use within the classroom and the clinic to accelerate the emergent and early literacy achievements of children with developmental and environmental risks. Three domains are addressed: vocabulary, phonological awareness and print knowledge.

Researchers in early literacy have identified five major components involved in producing competent readers. This workshop will introduce participants to these five “big ideas” and then focus on “Phonological Awareness” one of the critical areas of instruction for three and four year olds. Ms. Maldonado will provide practical, strategies, for developing these important skills, that are easy to implement and will be fun for your students.

Tried and tru lessons for a lively story time. See dozens of kid-tested science experiments. Use nursery rhymes to jumpstart beginning math, science and communication skills. See how to link your activities and lessons to the standards. How to plan activities that tap into the multiple intelligences. See a simple story-writing process that encourages everyone to start writing. Each participant will receive an extensive resource handbook specifically designed for this seminar.

Participants will learn pre-reading and reading multisensory activities to steer young children down the road to success!

Are you ready for the summer? School is out and the sun is hot! What are your plans for engaging the children in your care all summer long? How about cooperative games where everybody wins! Research shows that children who have a high level of cooperation skills, improve their self-esteem and increase academic achievement. Come learn how to provide children with these opportunities in the summer whose impact will last a lifetime. If you would like more information or if you would like toregister for this class please contact Lisa Wiley at (989)729-3603 or lisa.wiley@baker.edu.

Learn how to create a child-centered classroom; plan science activities that encourage exploration, experimentation and discovery; encourage family involvement.

Learn strategies for enhancing the development of the young learners´oral language, writing and reading development. Learn ideas for combining literacy, development and play, plus much more.

Participants will learn strategies to help first graders become more successful learners. Learn techniques for improving instruction in all first grade curriculum areas.

This targeted one day training addresses a number of topics: ensuring that all services, as stated on the IFSP, are delivered; the 6-month review discusses child progress is documented; and the requirements for making a meaningful transition for children leaving early intervention are met with the necessary steps and services. It is recommended that each participant bring a child’s file that shows on-going service delivery, 6-month reveiws and a transition plan. Documentation in all areas will be required.

Participants will look at the impact of trauma on a young child’s brain. Young children and complex trauma will be explored through attachment, affect regulation, behavior and neurodevelopment. Training will provide an overview of core elements of intervention with young children exposed to trauma.

Join early childhood professionals in learning the essentials of literacy instruction in early childhood environments. Learn new techniques for shared read alouds, specifically the "Push In" Method. Gain knowledge of shared writing experiences beyond traditional dictation. Learn how to assist children in becoming self-regulated learners. Discover how to effectively teach small groups with young children, appropriately deliver alphabet instruction, and how to guide phonemic understanding with young children. Learn how to assess and analyze children´s name writing experiences.

Join early childhood professionals in learning recent early literacy research focusing on oral language development that is essential to the development of reading skills. Learn innovative classroom techniques to promote oral language development in the early learning environments through play, small group instruction, and large group activities. Investigate new techniques to assess children´s literacy skills and evaluate classroom literacy practices.

Attendees will be trained to present workshops for caregivers pertaining to early childhood literacy. Participants will: know three types of workshops to offer parent and caregiving communities to influence early childhood literacy; learn specific techniques to enhance storytime by incorporating information for caregivers and gain practical knowledge on developing a strong presence of the library in early childhood literacy communities. Questions? Call 517.335.3077.

Participants will learn the importance of dramatic play and partnerning books with classroom activities for children´s literacy growth.. They will learn how music is the great organizer for literacy learning and how to engage children through activities to the world of books.

This workshop is geared for the Early Childhood Educator. Topics will include discipline, behavior management, punishment, control, ingredients to authority, usable strategies, and problem solving.

Parents and teachers of young children know that media violence affects young children just by observing the play and behavior children choose to imitate. At this workshop you will become aware of the amount of violence in the media to which young children are exposed and learn reasons why violence seems to dominate some programming. Discover ways to become more aware of what children are watching and discuss guidelines for TV viewing. Discuss strategies and receive resources for assisting families to establish TV viewing skills. For more information or to register for this class please contact Lisa Wiley at (989)279-3603 or lisa.wiley@baker.edu

MVU

This session will provide early childhood professionals with ways to expand and enrich the approach to science by understanding and incorporating the concepts of multiple intelligences into everyday practice. Learn how to build a foundation from science inquiry and explore strategies for engaging children in hands-on investigations and inexpensive experiences. Discover how to incorporate science standards into your program and how to put the "fun" back into the fundamentals of science.

Facilitating Preliteracy Development: A natural extension for professionals working with preschoolers, kindergartners, and first graders Conference participants will: 1. understand skills that provide foundations for later reading development. 2. understand rationale for emphasizing both form (phonological awareness and letter knowledge) and meaning (comprehension). 3. become acquainted with the stages of development in the various domains of preliteracy. 4. learn about formal and informal techniques for assessing preliteracy skills. 5. become aware of numerous kinds of experiences and specific activities that foster a range of preliteracy skills in young preliterate children. This conference will be led by Anne van Kleeck, Ph.D. Anne van Kleeck is a Professor and Department Head in the Department of Communication Sciences and Disorders at the University of Georgia, where she also teaches and conducts research on various aspects of language development and language disorders in children. In the last several years, her research has focused on preliteracy development, with particular interest in the interaction strategies used by parents during book sharing that foster text comprehension by promoting abstract language abilities. 8:30--10:00: Domains of preliteracy development 10:15--11:30: Stages of preliteracy development 1:15--3:30: Assessing preliteracy skills... Presented by Kent Area Speech-Language and Hearing Association & Calvin College To register, contact Judy VanderWoude, Communication Arts and Sciences Dept., Calvin College, 957-6289 or 957-6283

This training works with an individual service area (Hillsdale County) through the Early On process from Child Find to assessment, service provision, transition, discussing intake or referral forms, IFSP forms, 6 month review or update forms, outcome review forms, transition forms, and exit forms, and the ways they are used. The discussion will address both the content and the process involved.

This workshop will enhance skills for observing child interaction; interviewing skills; routine-based interview; and skills for obtaining developmental histories. It is a pre-requisite for IDA (Infant Toddler Developmental Assessment) training.

Participants will learn about the benefits of family literacy, explore the essential components of a quality family literacy program, gain techniques for working with parent groups, gather ideas to support parent and child interaction and acquire techniques to transfer learning and literacy to the home environment.

The IDA (Infant Toddler Development Assessment) is a multidisciplinary tool used with infants and toddlers from 2 to 36 months of age. It presupposes knowledge and skill in infant/toddler development, assessment and the capacity to build relationships with families. To ensure that all participants are prepared to fully engage in all aspects of the IDA training, becoming competent evaluators, the Family-Centered Skills for Evaluating Young Children pre-requisite workshop, or its equivalent, must be taken prior to the IDA training. This workshop encompasses best practices in assessment, family interviews, developmental history, and strength based observation.

The purpose of this two day conference is to improve the clinical skills of mental health clinicians who work with children and adolescents in a variety of settings including schools, hospitals, child welfare agencies, and outpatient services. This conference is co-sponsored by the Michigan Association for Play Therapy, Life Guidance Services, and the Michigan State University School of Social Work.

Learn teaching strategies and activities for teaching reading, writing and math skills in first and second grades. Lessons and classroms activities will be modeled, teachers will be shown assessment techniques, samples and tools.

This conference has been designed to meet the specific needs of first and second grade teachers. Each session has been developed by the experienced first and second grade teachers who will present the session at the conference. Extensive resource handbook included!

Teachers will learn strategies and activities for teaching reading, writing and math skills in grades 1-2. Lessons and classroom activities will be modeled and teachers will be shown techniques, samples, and tools.

This one-day seminar will teach strategies to strengthen reading and writing in 1st grade, and present proven strategies for enhancing the entire first grade program.

This is a training of 2-person teams for using an in-home, research-validated, skill-building program for families and teachers. It is intended to teach 3 and 4 year old children to learn pro-social adaptive behaviors, how to get along with their peers and teachers, and how to appropriately interact in the learning environment. It includes proactive strategies and universal screening and a home-based intervention. To register, please email Oakland Schools Registration Central at: RC@oakland.k12.mi.us

This is a training of 2-person teams for using an in-home, research-validated, skill-building program for families and teachers. It is intended to teach 5 and 6 year old children to learn pro-social adaptive behaviors, how to get along with their peers and teachers, and how to appropriately interact in the learning environment. It includes proactive strategies and universal screening and a home-based intervention. To register, please email Oakland Schools Registration Central at: RC@oakland.k12.mi.us

This program is for PreK – Kindergarten staff. This workshop will help staff prepare children for formal reading and writing in school. For registration information, please visit www.Oakland.k12.mi.us and follow the Professional Development link.

Writing development for pre-K and kindergarten students.

Vocabulary is the topic covered by Foundations: LETRS© (Language Essential for Teachers of Reading and Spelling) is for any K-3 classroom, Title one, Reading or Special Education teacher. Learn to make better teaching decisions by deepening your understanding of literacy instruction. Questions? Call 517.244.1251.

This Foundations: LETRS© (Language Essential for Teachers of Reading and Spelling) will cover Comprehension, and is for any K-3 classroom, Title one, Reading or Special Education teacher. Participants will learn to make better teaching decisions by deepening their understanding of literacy instruction. Questions? Call 517.244.1251.

An introduction to Foundations: LETRS© (Language Essential for Teachers of Reading and Spelling) is for any K-3 classroom, Title one, Reading or Special Education teacher, and introduces the five essential components of reading required by Reading First: fluency, phonics, vocabulary, phonemic awareness, and comprehension. Also included in the content is writing and assessment for early intervention. Teachers will learn to make better teaching decisions by deepening their understanding of literacy instruction. Questions? Call 517.244.1251.

Specifically designed to cover Phonemic Awareness in Foundations: LETRS© (Language Essential for Teachers of Reading and Spelling. This activity is for any K-3 classroom, Title one, Reading or Special Education teacher. Also included in the content is writing and assessment for early intervention. Teachers will learn to make better teaching decisions by deepening their understanding of literacy instruction. Questions? Call 517.244.1251.

Specifically designed to cover Assessment in Foundations: LETRS© (Language Essential for Teachers of Reading and Spelling. This activity is for any K-3 classroom, Title one, Reading or Special Education teacher. Also included in the content is writing and assessment for early intervention. Teachers will learn to make better teaching decisions by deepening their understanding of literacy instruction. Questions? Call 517.244.1251.

This Foundations: LETRS© (Language Essential for Teachers of Reading and Spelling) will cover Fluency, and is for any K-3 classroom, Title One, Reading or Special Education Teacher. Participants will learn to make teaching decisions by deepening their understanding of literacy instruction. Questions? Call 517.244.1251

MI LETRS© (Language Essential for Teachers of Reading and Spelling) is for any K-3 classroom, Title One, Reading or Special Education teachers. This nine module series introduces the five essential components of reading required by Reading First: fluency, phonics, vocabulary, phonemic awareness, and comprehension. Also included in the content is writing and assessment for early intervention. Teachers will learn to make better teaching decisions by deepening their understanding of literacy instruction. Participants will receive a partial certification in MI LETRS© upon completion of the course.

Specifically for teachers of grades 3-6, this activity focuses on fluency. Participants will learn to make better teaching decisions by deepening their understanding of literacy instruction. Questions? Call 517.244.1211

This Foundations: LETRS© (Language Essential for Teachers of Reading and Spelling) will cover Phonics, and is for any K-3 classroom, Title one, Reading or Special Education teacher. Participants will learn to make better teaching decisions by deepening their understanding of literacy instruction. Questions? Call 517.244.1251.

This Foundations: LETRS© (Language Essential for Teachers of Reading and Spelling) will cover Spelling, and is for any K-3 classroom, Title One, Reading or Special Education Teacher. Participants will learn to make teaching decisions by deepening their understanding of literacy instruction. Questions? Call 517.244.1251

Specifically designed to cover Writing in Foundations: LETRS© (Language Essential for Teachers of Reading and Spelling. This activity is for any K-3 classroom, Title one, Reading or Special Education teacher. Also included in the content is writing and assessment for early intervention. Teachers will learn to make better teaching decisions by deepening their understanding of literacy instruction. Questions? Call 517.244.1251.

Specifically for teachers of grades 3-6, this activity focuses on phonemic awareness. Participants will learn to make better teaching decisions by deepening their understanding of literacy instruction. Questions? Call 517.244.1211

Specifically for teachers of grades 3-6, this activity focuses on vocabulary. Participants will learn to make better teaching decisions by deepening their understanding of literacy instruction. Questions? Call 517.244.1211

Specifically for teachers of grades 3-6, this activity focuses on comprehension. Participants will learn to make better teaching decisions by deepening their understanding of literacy instruction in order to make enhanced teaching decisions to teach strategies for deepening comprehension. Questions? Call 517.244.1211

Four Block Training is designed to enable teachers to initiate a four block structure of balanced literacy for early elementary classrooms. The "four blocks" include guided reading, self-directed reading, writing and working with word. Each "block" incorpor-ates skills and teaching strategies that create increased learning successes for all students.

The holiday season is almost upon us! Soon your home will be cluttered with plastic containers, boxes, whatchamacallits, and doo-dads! What to do with them all? Save them! What we might consider to be trash or recyclables, children see as possibilities; tools to express their creativity. Come learn how to support the creative process in children with no or little money. Who knows, maybe you will see new potential in the stack of newspapers you´ve been meaning to recycle! For more information or to register for this seminar please contact Lisa Wiley at (989)729-3603 or lisa.wiley@baker.edu

We will focus on developing and implementing functional Individual Educational Plans and Individual Family Service Plans. Participants will learn how to develop participation-based, functional goals and objectives. Topics will include using a needs based assessment in order to gain family input, understanding the family ecology, and how to service children effectively in natual environments. To register, please visit www.oakland.k12.mi.us and click on the Professional Development link.

This course has a closed registration process. This workshop will focus on the values that form the basis of the innovative approach to early childhood education, developed through the forty-year experience of the Reggio Emilia municipal infant-toddler centers and preschools in Reggio Emilia, Italy. This philosophy has been inspired by Dewey, Piaget, Vygotsky, Gardner, and Bruner.

This program is for Preschool staff. This program will help participants understand how children develop socially and emotionally, how children develop the capacity to experience, express and gain self control over their emotions and social interactions, as well as how to teach children the skills to resolve conflicts and develop healthy relationships. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

This interactive learning project will increase the genetics competency of Early On families & providers to improve early identification, referral and medical management of children with genetic conditions and birth defects. The project will also increase Early On providers awareness of genetic resources within Michigan as well as foster improved communication between these two service groups.

A three-day workshop for teachers and specialists who are working with children ages 4 through 8 years. The focus is on ages and stages of child behavior as measured through the standard procedure of a Gesell Developmental Assessment.

Staff will be trained in the Gesell Developmental Observation Assessment for Kindergarten students.

This conference is intended for individuals who provide care and education for children from birth to age 8. The conference will focus on gender differences in learning styles and how to create appropriate, supportive learning environments for girls.

Understand how girls learn best based on current research. Explore best practices for educating girls appropriately and successfully and learn how to create an environment that supports their unique development, learning styles and needs.

This seminar is designed for parents and child care providers. Learn how to KISS - Keep Infants Sleeping Safely, how to prevent Shaken Baby Syndrome, and discover steps to infant safe sleep and how you can use them in your home or care program. Support the development of healthy infant sleep routines and safe practices, and take the "Safe Sleep Pledge". For more information or to register for this seminar contact Lisa Wiley at (989)729-3603 or lisa.wiley@baker.edu

Sponsored by the MI Head Start Association, the goals of this program are to deliver a family-focused, interactive and integrated training approach that capitalizes on the expertise and experience of both the participants and the facilitator-instructors; sensitize those who work with children and/or families to the causes, dynamics and consequences of domestic violence and other abuse issues on the child and family; and to promote communication and collaboration between Head Start and other area service providers to result in improved local practice around domestic violence.

This family-focused, interactive and integrated training will capitalize on the expertise and experience of both the participants and the facilitator-instructors; sensitize those who work with children and/or families to the causes, dynamics and consequences of domestic violence and other abuse issues on the child and family; and promote communication and collaboration between Head Start and other area service providers to result in improved local practice around domestic violence. Sponsored by the MI Head Start Association.

We can make a choice to reduce the number of children who experience early learning failure. Hear from experts in the field about programs and practices that effectively help the young child succeed.

We CAN make a choice to reduce the number of children who experience early learning failure. Hear from experts in the field about programs and practices that effectively help the young child succeed.

Play group instruction is provided to targeted families through collaboration with sponsoring agency personnel. Play groups, within the context of storytelling, are facilitated by qualified early childhood personnel. Play groups are convened twice for instructional implementation. Follow-up play groups with agency personnel are provided on a monthly basis. Practice play groups will be divided into sections of ten to twelve families practicing parent-child interactions.

This program is for Preschool staff. This program will focus on the purpose and key elements of group time, practical strategies for planning and facilitating group time to meet development needs, how young children respond to change, how, what and why it is important to plan for effective transitioning, and rules, routines, and rituals that can minimize challenges. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

A young child´s mind develops at a phenomenal rate! This interactive workshop takes a peek at the early stages of brain development and how caregivers can encourage the healthy growth of a young child´s mind. Discover simple, straight forward ways to boost brain power with fun activities that create connections in the child´s mind. From this workshop, you will leave with a "toolbox" of brain-friendly activities and ideas that will build the foundation for a child´s success-not only for their childhood, but for their entire life! If you are interested in more information or to register for this course please contact Lisa Wiley at (989)729-3603 or lisa.wiley@baker.edu

This program is for Kindergarten - 2nd grade staff. Participants will be presented with ideas to help them plan for independent reading workshops in their own classrooms. Topics will include overview of components and structure of reading workshop, the role of guided reading in the model, and sampling a unit of study.

Contact person: Loretta Schultz @ Saginaw Valley 4C. The audience will increase their knowledge about the recent brain research and learn how the brain functions and develops. They will become aware of what they can do to maximize the first years of a child´s life.

The audience will increase their knowledge about recent brain development research. The participants will be able to present this information to their staff, peers, parents and the general public.

This class is aimed at but not limited to Farmington Public Schools Early Childhood staff as part of the 120 hours of coursework required for obtaining a Child Development Associate Certification through the Council for Professional Development. Participants will gain information on how children develop numerancy skills and participate in designing activities for their classrooms that are developmentally appropriate to their age group. They will also learn about the stage of cognitive development as viewed by modem theorists, and use this information to assess development in their students and plan appropriate activities. Participants will also gain knowledge about the sequence of speech development in order to identify and meet individual children´s needs.

Participants will gain an understanding of what components should be included in a small group time in an early childhood classroom. The participants will gain an understanding of how to generate ideas and how to plan small group times. The participants will plan a small group time and discuss their plans. They will be able to name and discuss the sources and components of effective small group times; and use these sources and components to plan and carry out small group times in their early childhood classrooms.

Do you have questions about how to guide young children´s behavior? Are you curious as to how to prevent inappropriate behavior? Discover the tools you need to teach children about behavior in a way that protects their self-esteem and builds their confidence. In this seminar, we will discuss and learn about: *Why young children display challenging behavior *Techniques for addressing challenging behavior *Tools for preventing difficult behavior *Skills to teach young children the behavior skills needed to make their lives (and ours) better *The role of self-esteem in guiding behavior *Creative problem solving to promote consistent communication with parents *Community resources that support our work with young children. To register for this class please contact Lisa Wiley at (989) 729-3603 or lisa.wiley@baker.edu

Training in the H.E.L.P. for developmental curriculum for children birth to 3 years of age. The workshop is designed to meet program needs and uses hands-on activities, games, and humor to cover: detailed procedures for using HELP as a curriculum-based assessment; methods for effectively implementing and coordinating the use of HELP with parents, teachers, assistants, and clinicians; and techniques for incorporating HELP with the use of exciting new approaches such as assistive technology, PECS, social stories, work sampling, video learning, and structured teaching.

Early childhood teachers will examine strategies to help children learn to write correctly and easily. Topics will include imitation, copying, independent writing, early focus on high frequency letters, lessons and activities, multi-sensory manipulatives, and review and mastery.

This program is for people that work with 0-6 year old children in group settings such as preschool, playgroups, etc. Participants will learn how to identify children´s conversational styles, implement six steps to following the child´s lead, use five steps to ensure that no child is left out of group interactions, and develop actions plans which participants can implement. Participants will also learn to support literacy initiatives and support peer interactions.

This program is for people that work with 0-6 year old children in group settings such as preschool, playgroups, etc. Participants will learn how to identify children´s conversational styles, implement six steps to following the child´s lead, use five steps to ensure that no child is left out of group interactions, and develop actions plans which participants can implement. Participants will also learn to support literacy initiatives and support peer interactions.

Open to invited Washtenaw early childhood specialists. The program will focus on: early childhood interactions, how to foster and enrich children´s social, language, and literacy development.

This program will prepare current and future early childhood teachers and caregivers to enhance the early literacy outcomes of young children by improving teachers´ knowledge of early literacy development, and their skills in teaching early literacy to young children from birth thru age 5. Day 3 will cover the importance of phonological and phonemic awareness, curriculum and setting challenging but achievable literacy goals for all children.

This program will prepare current and future early childhood teachers and caregivers to enhance the early literacy outcomes of young children by improving teachers´ knowledge of early literacy development, and their skills in teaching early literacy to young children from birth thru age 5. Day 4 will cover understanding how rich curriculum studies support language development, the connections between play and literacy-learning, defining and promoting print awareness and book handling skills. Day 5 will cover how writing supports print awareness, alphabet knowledge and phonemic awareness and defining alphabetic principle and strategies to teach the alphabet.

This program will prepare current and future early childhood teachers and caregivers to enhance the early literacy outcomes of young children by improving teachers´ knowledge of early literacy development, and their skills in teaching early literacy to young children from birth thru age 5. Day 2 will cover playing, reading and writing.

This program will prepare current and future early childhood teachers and caregivers to enhance the early literacy outcomes of young children by improving teachers´ knowledge of early literacy development, and their skills in teaching early literacy to young children from birth thru age 5. Day 1 will cover creating a literacy rich environment, assessment and talking.

The goal of the 17th Annual regional conference is to provide quality continuing education, to enhance the skills of early childhood educators, children´s service providers, parents of young children and community members. The education offered to the conference participants will be used to enhance the quality of life for young children and assist in ensuring children are ready to succeed in their K-12 educational experiences. Participants will learn the value of their early childhood care and education roles in the optimal growth and development of young children. They will learn advocacy skills to promote their early childhood professions, and services for children and families.

The Wyandotte School District in conjunction with other downriver schools and the community will present a parenting day on March 18, 2006. School psychologists will conduct parent workshops, have booths, and conduct various other activities related to the welfare of children. See www.daspweb.com for additional information.

Dr. McGee will demonstrate and review strategies necessary for high quality dramatic play and retelling of selected stories with a focus on oral language, vocabulary development, higher order thinking and comprehension. Teachers will have an opportunity to make and take activities for small and whole groups. This is Dr. McGee´s second presentation to our area teachers. Her workshops have been consistently rated as most outstanding by our teachers with immediate practical applications.

The goal of the training program is to provide all participants with the theoretical and practical tools necessary to implement a high quality preschool program. Upon completion of the full 4-week training program, participants will have a full understanding of the High/Scope educational approach. They will have planned activities and teaching strategies within their teaching teams for the upcoming school year. They will have specific content knowledge on how to promote language and literacy and conflict resolution skill development in their classrooms. Registration is limited. Please contact the Foundation at 734-485-2000 Ext. 218 for further information.

The goal of the training program is to provide all participants with the theoretical and practical tools necessary to implement a high quality preschool program. Upon completion of the full 4-week training program, participants will have a full understanding of the High/Scope educational approach. They will have planned activities and teaching strategies within their teaching teams for the upcoming school year. They will have specific content knowledge on how to promote language and literacy and conflict resolution skill development in their classrooms. Registration is limited. Please contact the Foundation at 734-485-2000 Ext. 218 for further information. Prerequisite: Week 1

The goal of the training program is to provide all participants with the theoretical and practical tools necessary to implement a high quality preschool program. Upon completion of the full 4-week training program, participants will have a full understanding of the High/Scope educational approach. They will have planned activities and teaching strategies within their teaching teams for the upcoming school year. They will have specific content knowledge on how to promote language and literacy and conflict resolution skill development in their classrooms. Registration is limited. Please contact the Foundation at 734-485-2000 Ext. 218 for further information. Prerequisites: Week 1 & Week 2

The goal of the training program is to provide all participants with the theoretical and practical tools necessary to implement a high quality preschool program. Upon completion of the full 4-week training program, participants will have a full understanding of the High/Scope educational approach. They will have planned activities and teaching strategies within their teaching teams for the upcoming school year. They will have specific content knowledge on how to promote language and literacy and conflict resolution skill development in their classrooms. Registration is limited. Please contact the Foundation at 734-485-2000 Ext. 218 for further information. Prerequisites: Week 1, Week 2, & Week 3

The COR training is an observation-based instrument providing systematic assessment of young children´s knowledge and abilities in all areas of development. The preschool COR is used to assess children ages 2-1/2 to 6 years of age. The COR is presented in 6 broad categories. Teachers will learn to write brief notes that describe significant episodes of behavior, as well as recording their notes on computer in a systematic rating system.

The goal of the training program is to provide all participants with the theoretical and practical tools necessary to implement a high quality preschool program with an emphasis on language and literacy. Upon completion of the full 4-week training program, participants will have a full understanding of the High/Scope educational approach. They will have planned activities and teaching strategies within their teaching teams for the upcoming school year. They will have specific content knowledge on how to promote language and literacy and conflict resolution skill development in their classrooms. Registration is limited. Please contact the Foundation at 734-485-2000 Ext. 218 for further information.

The goal of the training program is to provide all participants with the theoretical and practical tools necessary to implement a high quality preschool program with an emphasis on language and literacy. Upon completion of the full 4-week training program, participants will have a full understanding of the High/Scope educational approach. They will have planned activities and teaching strategies within their teaching teams for the upcoming school year. They will have specific content knowledge on how to promote language and literacy and conflict resolution skill development in their classrooms. Registration is limited. Please contact the Foundation at 734-485-2000 Ext. 218 for further information. Prerequisite: Week 1

The goal of the training program is to provide all participants with the theoretical and practical tools necessary to implement a high quality preschool program with an emphasis on language and literacy. Upon completion of the full 4-week training program, participants will have a full understanding of the High/Scope educational approach. They will have planned activities and teaching strategies within their teaching teams for the upcoming school year. They will have specific content knowledge on how to promote language and literacy and conflict resolution skill development in their classrooms. Registration is limited. Please contact the Foundation at 734-485-2000 Ext. 218 for further information. Prerequisite: Week 1 and Week 2

The goal of the training program is to provide all participants with the theoretical and practical tools necessary to implement a high quality preschool program with an emphasis on language and literacy. Upon completion of the full 4-week training program, participants will have a full understanding of the High/Scope educational approach. They will have planned activities and teaching strategies within their teaching teams for the upcoming school year. They will have specific content knowledge on how to promote language and literacy and conflict resolution skill development in their classrooms. Registration is limited. Please contact the Foundation at 734-485-2000 Ext. 218 for further information. Prerequisite: Week 1, Week 2, and Week 3

This session has a closed registration. The objective of the program is to provide the participants with a thorough understanding of High/Scope through active workshops and printed resources, develop and refine teaching skills, and become a High/Scope certified teacher.

Key experiences describe what children do. They are a guide to observing, supporting, and planning children´s activities. In this workshop, you will learn what the key experiences are, why they are important, and how to recognize and support them in your classroom. Registration is limited. Please contact the Foundation at 734-485-2000 Ext. 234 for further information.

Learn techniques to promote positive social-emotional development in infants and toddlers.

The program will provide guidelines and techniques from the Love and Logic program that includes natural consequences in both the school and home environments. Sessions will focus on consequences of negative behavior, pitfalls regarding positive guidance, and methods to improve classroom management. Participants will learn specific techniques to positively guide the behavior of children, current practices, how to potentially modify their practices to instill a greater sense of responsibility in the classroom, and how to construct a toolkit for future use.

This training will focus on child obesity-obesity trends, acceptance within society, and what can be done to change the trends. Emphasis will be placed on understanding early brain structure and brain functioning. ther topics to be covered include: intentional planning by teachers-daily structured movement activities; research based information to guide adult and child nutrition practices and improve nutrition choices

IACET conference by SDE (Approved Provider # 2563) Program Number 5700.

This program is designed to increase the participants understanding of the major causes of behavior challenges. To offer the participants some practical solutions that can be applied immediately to help children develop self-control. Participants will be able to evaluate what type of caregiver they are; become familiar with the brain development of toddlers, the stages of social play for toddlers and the way toddlers view the world. Participants will learn behavioral techniques as well as the principles that underline these behavioral techniques and about appropriate curriculum ideas for toddlers.

The IDA (Infant/Toddler Development Assessment) builds a graphic portrait of a child’s strengths and concerns in eight developmental domains. This tool involves parents as partners in all aspects of the assessment. At the end of the 3-day training plus the completion of the two required video tapings of children between the ages of 6 months to 32 months and the accompanying interview of their caregiver, along with the respective integrative health and parent reports and accessory paperwork, participants will possess the basic skill necessary to complete the IDA.

The Infant-Toddler Developmental Assessment builds a graphic portrait of a child´s strengths and concerns in eight developmental domains. This tool involves parents as partners in all aspects of the assessment. The 4th Day IDA is an optional follow-up day to the first three days of IDA training for those evaluators who have spent time in the field utilizing this tool. It is intended to hone the evaluator´s skills and expand their knowledge base in the utilization of the IDA.

The IDA (Infant/Toddler Developmental Assessment) builds a graphic portrait of a child´s strengths and concerns in eight developmetnal domains. This tool involves parents as partners in all aspects of the assessment. At the end of the 3-day training plus the completion of the two required video tapings of children between the ages of 6 months to 32 months and the accompanying interview of their caregiver, along with the respective integrative health and parent reports and accessory paperwork, participants will possess the basic skills necessary to complete the IDA.

This one-day seminar is packed with ideas to enhance students´ development and build a strong foundation for learning.

Participants will learn what research says about early childhood education. They will gain an understanding of what a child centered early childhood environment looks like, of why play is important in early childhood classrooms and about multiple intelligences theory. They will become familiar with the 9 principles of the "Ooey Gooey" philosophy and investigate how the work of early childhood "masters" such as Montessori, Vygotsky, and Piaget influence what we do as early childhood practitioners and more.

This idea-packet conference offers sessions topics such as accelerating the literacy skills of your struggling first grade readers; providing an effective writing program for emergent writers in first grade; linking literacy and math, and much more.

This two-day conference will offer session topics such as: "Jump Start" your kindergarten students with strategies for spelling, writing and reading the first month of school; making the most of every kindergarten minute; helping kindergarten students master high-frequency words and much more!

Teachers will be modeled second grade lessons and classroom activities; will learn strategies and activities for teaching guided reading; will learn ideas for developing and managing literacy and math centers and more.

This idea-packed conference includes sessions such as: improving reading comprehension in 3rd grade; integrating nonfiction inquiry into your classroom; integrating art and language to build reading comprehension; building geography into your classroom.

Each session will begin with sharing – please be prepared to discuss or show something that is working well to improve student learning related to the topic of the day. Each session will include a book study component. Please Bring your Teachers Guide: The Creative Curriculum for Preschool each time and read the section before you come. Please also bring a few anecdotal notes related to what you observe students doing in the interest area we are focusing on each session. These sessions are meant to be interactive and follow a Professional Learning Community Model where we learn together as we review best practices in Early Childhood Education.

For questions regarding this session, please contact Connie Griffore, 989-497-0680. This workshop is designed to help providers meet the new and proposed licensing standards for literacy. It will train early childhood educators in a variety of literacy practices.

This course has a closed registration process. The goal of this program is to provide pre-school and kindergarten teachers with the tools that are necessary to instruct young children with special needs in a general education environment. Participants will examine strategies an dview videos depicting real-life situations.

Contact Connie Macek for more information, 989-249-8774. Participants will receive information on developing relationships through routines for infants & toddlers. As well as tools to assess their out of home care environments.

This training is for infant and toddler workers. This workshop will focus on infants and toddlers in care; what do they need and how do they learn. Participants will investigate the similarities and differences of preschool programs and infant/toddler programs and also discuss the elements of quality in the early childhood programs. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

Contact Connie Macek for more information, 989-249-8774. This workshop will help participants learn how to gauge and provide healthy and safe environments for infants and toddler.

This class is open to all interested participants. The class will give an overview of the programming requirements, administration, daily planning and curriculum components for infants and toddlers in a child care setting. Topics include staffing, relating to parents and families, incorporating developmentally appropriate curriculum, assessing developmental progress, and evaluating programs. Classes wil meet on Mondays from 5:30 - 8:20 pm from January 9 - April 24. Contact Treneice at 906-353-4600 for registration information.

Early childhood educators and parents are invited to this 2-day hands-on workshop. Participants will learn how infant massage can facilitate physical, social, and sensory development.

Early Childhood Educators, Parents, and Guardians will discover the life-long benefits that come from bonds that are loving, healthy, and secure. Participants will learn how infant massage can facilitate physical, social, and sensory development; enhance parent-child interaction; and help promote therapeutic goals.

Educators and the general public are invited to discover the benefits that come from infant massage: facilitate physical, social, and sensory development; enhance parent-child interaction; help promote therapeutic goals; and using in conjunction with therapeutic positioning and handling.

FOR MORE INFORMATION, PLEASE CONTACT CONNIE MACEK, 989-249-8774, macekc@sisd.cc Participants will understand essential components of Quality Infant and Child Care, develop/enhance initiation plans for utilizing developmentally appropriate practice for infants and toddlers. Participants will also have the opportunity to engage with other early childhood caregivers and teachers in understanding these concepts.

The IDA builds a graphic portrait of a child´s strengths and concerns in eight developmental domains. This tool involves parents as partners in all aspects of the assessment. At the end of the three-day training plus the completion of the two required videotapings of children between the ages of 6 to 32 months and the accompanying interview of their caretaker, along with the respective integrative health and parent reports and accessary paperwork, participants will possess the basic skills necessary to complete the IDA.

The IDA builds a graphic portrait of a child´s strengths and concerns in eight developmental domains. This tool involves parents as partners in all aspects of the assessment. At the end of the three-day training plus the completion of the two required video tapings of children between the ages of 6 to 32 months and the accompanying interview of their caregiver, along with the respective integrative health and parent reports and accessary paperwork, participants will possess the basic skills necessary to complete the IDA.

A seminar series which focuses in issues related to innovative-early childhood education theory, philosophy and practice including the Reggio Emilia educational philosophy.

Junior Class Learning New Zealand is a professional development consulting group specializing in staff development programs for teachers of children, ages 5-8. This seminar presents literacy based on the TO, WITH, and BY model of teaching Reading/Writing in the child´s formative years. You will be able to choose the grade level, Kindergarten, Grade 1 or Grade 2, session that best suits your needs on both days. We are pleased to offer you this opportunity to enhance your classroom instruction.

Early Childhood Educators will gain knowledge and information for practical use in classroom setting. To register for this course, please contact Ron Gratkowski at (989) 753-4340. This event will be held at the Horizon Conference Center, 6200 State Street, Saginaw, Michigan.

This workshop, for Waterford teachers only, will provide participants with a working knowledge to implement a writing launching unit of study integrating three sources: Talking, Drawing & Writing; Lucy Calkins; and Katie Ray´s work.

The goal of this program is to help childcare and pre-school teachers understand and intervene with challenging behavior of toddlers in the classroom.

This workshop is for Farmington Public Schools Staff only. This workshop is an introduction to movement-based learning. During the course of the workshop participants will learn background on the brain and how it functions, things that inhibit brain integration and learning, things that enhance learning, playful ways to use Brain Gym in the classroom, and more.

Increase your awareness of the parents´ role in their child´s education, strengthen your communication skills, explore home visiting techniques, and learn ways to build strong relationships between home and school.

The seminar is designed to increase the participants´ understanding of the mechanisms and impacts of supervision and mentorship in infant-family service programs. The seminar conceptualizes and describes supervision and mentoring as relationships for learning, characterized by reflection, collaboration and regularity. Attitudinal and practical obstacles will be identified and ways to overcome these obstacles will be practiced through role play and examination of the participants´ current practice experience.

This course in Early Childhood issues has been designed to strengthen the knowledge base in early childhood needs and issues. It also teaches the skills needed for successful support of young children in the family and in our world.

Participants will gain knowledge about children´s growth and development; positive behavior support and conflict resolution; learning styles and teaching strategies; curriculum and activities; parent education and involvement; and managing child care programs including licensing rules and regulations.

This seminar will teach proven strategies for teaching the key predictors of reading success. Included are time-efficient phonemic awareness, phonics and word study activities you can implement immediately, and video clips so you can see these outstanding strategies being used in classroom settings.

ORIGINAL PROGRAM#63R089

This session will allow all district kindergarten teachers to meet, review, and revise the curriculum and assessment tools.

This session will allow all district Kindergarten teachers to work on curriculum concerns.

This 2-day conference for Kindergarten Teachers features 4 presenters and offers 28 idea-packed sessions, including: literacy centers for kindergarten;early, emergent writing strategies;"make-and-take" musical big books, and much more.

Teachers will be modeled kindergarten lessons and classroom activities, will learn strategies and activities for teaching early literacy skills, and will learn ideas for developing and managing literacy and learning centers.

This course has a closed registration process. Participants will learn to describe the importance of learning centers in kindergarten classrooms, apply the when, where and how of learning centers, and construct or revise learning centers in their classrooms.

Target Group: WMISD Kdg Teachers. Kindergarten teachers will meet to analyze best research based instruction in literacy (TRA -Teacher Reading Academy) and mathematics, align to the GLCEs for ELA and Math and create a commonly accepted pacing guide. Teachers will create lessons and activities for skills that prepare students for competency in the Math and ELA Kindergarten GLCEs. The ultimate goal of the 3 day workshop is to create an on-line “E-Curriculum Map” for kindergarten and populate it with excellent instructional resources aligned to the GLCEs.

This session has a closed registration process. Participants will examine the Kindergarten Core Curriculum for mathematics. Teachers will review instructional materials, analyze videos, and develop classroom strategies for meeting new MDE Curriculum Outcomes.

Participants will be trained in KLP (Kindergargen Literacy Program). Participants will have lessons modeled for them to show what the program should look like in their classrooms.

This workshop is designed to strengthen the insights, skills, and resources of early childhood providers who work with families with infants and young children who have parents with a mental illness. In addition, the training will offer educational opportunities to practice and utilize as they analyze their work with families.

This one day workshop for providers working in programs that serve families with infants and young children will use reflective practice and relationship-based work when parents are challenged by cognitive impairments and/or unstable living conditions due to poverty, domestic violence, and homelessness.

To strengthen the professional’s capacity to provide quality support and intervention to families with infants and/or young children who are experiencing such challenges as parental mental illness or cognitive impairments as well as, homelessness, and other unstable living conditions. To enhance the professionals’ knowledge and use of reflective practice and relationship-based approach in their work with families

To strengthen the professional´s capacity to provide quality support and intervention to families with infants and/or young children who are experiencing such challenges as parental mental illness or cognitive impairments as well as, homelessness, and other unstable living conditions. To enhance the professionals´ knowledge and use of reflective practice and relationship-based approach in their work with families.

To strengthen the professional´s capacity to provide quality support and intervention to families with infants and/or young children who are experiencing such challenges as parental mental illness or cognitive impairments as well as, homelessness, and other unstable living conditions. To enhance the professional´s knowledge and use of reflective practice and relationship-based approach in their work with families.

A four-part series of workshops for professionals working with families with young children. Using reflective practice and relationship-based work with families of young children when parents are challenged by mental illness, cognitive impairments, and/or unstable living conditions.

To strengthen the provider´s capacity to provide quality intervention to families with infants and/or young children in situations where the parents/caregivers are experiencing a mental illness, cognitive impairment, poverty, homelessness and other unstable living conditions. To enhance the providers knowledge and use of reflective practice and relationship-based approach in their work with families.

Participants will learn research-based techniques that support children´s innate desire to communicate through speaking, listening, reading and writing.

This training is for early childhood educators. Participants will learn about speech and language development in young children, how it’s related to social emotional development, and how it impacts behavior, as will as strategies for working with children who exhibit both challenging behaviors and speech/language delays. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

The purpose of this activity is to provide an overview of a proposed common set of literacy competencies to be shared and supported by providers, programs and families in Ingham County. The competencies outline what teachers, caregivers and parents will do and what children should have in early learning experiences to support early literacy development. In depth discussion on each competency will occur through break out sessions. Participants will explore developmental milestones and opportunities for oral language development; identify read aloud techniques that enhance print awareness, phonological awareness, story comprehension and vocabulary; and identify developmental stages of writing and ways to incorporate writing into the daily curriculum.

This workshop will offer early childhood educators the opportunity to improve their awareness of the connection between songs, rhymes, finger plays and early literacy skills. New activities will be introduced that can be used in classrooms immediately.

This workshop will introduce professionals to a hierarchy of Language and Listening Signature behaviors (from the "Learn to Talk Around the Clock" program upon which to build the parent child interactions necessary to help infants and toddlers develop listening skills and spoken language at home. Professionals will use these strategies to help children with language delays as well as children who are deaf or heard of hearing. The presentation is a combination of lecture and hands-on practice. Participants will learn innovative ways to help families implement distinctive adult behaviors that will enhance their interactions with the children they serve and support through the development of language and listening; they will practice strategies for family centered practice including the use of coaching techniques with parents and learn to help families use the natural resources of their home and family to help children listen and talk.

This seminar will offer practical strategies for using Learning Centers to enhance your Pre-K-1st grade classrooms.

Learning Language and Loving It, the Hanen program for early childhood educators/teachers provides a step-by-step approach to promoting children´s social, language, and literacy development during everyday activities in early childhood settings.

This workshop is designed to provide childcare, before and after school care, early childhood, summer camp, and alternative education practitioners a hands-on experience in developing outdoor activities. This refreshing presentation will enable these professionals to bring more students outdoors and engage them in age-appropriate activities.

This workshop is designed to provide childcare, before and after school care, early childhood, summer camp, and alternative education practitioners a hands-on experience in developing outdoor activities. This refreshing presentation will enable these professionals to bring more students outdoors and engage them in age-appropriate activities.

Developing Oral Language in Young Children: Participants will demonstrate appropriate conversational skills with young children to increase children´s vocabulary and conceptual understandings. Participants will identify simple ways to create story telling centers in the classroom.

LETRS (Literacy in 3-D) is for teachers who have completed MLPP Basic, LIFT K3 or LIFT for Struggling Readers. This 6-module series introduces the five essential components (fluency, phonics, vocabulary, phonemic awareness and comprehension) of reading required by Reading First.

LETRS is part of Reading First, and is a statewide grant-funded initiative intended to help ensure that all children read well by the end of third grade. LETRS provides teachers with solid, research-based information on effective literacy instruction, including phonemic awareness, phonics, vocabulary, comprehension, fluency, spelling and writing.

Literacy in 3-D: LETRS for Train the Trainers is for active MLPP/LETRS trainers who have completed LETRS Modules 1-6 and the 3 ongoing professional development sessions. These final 3 LETRS modules complete the training on the five essential components of reading required by Reading First.

Participants will learn how to build children’s phonological awareness, letter recognition and letter/sound correspondence. Participants will also learn practical methods of helping children understand print and how it is used to carry a message.

The purpose of the Early On bi-annual Local Interagency Coordinating Council (LICC) Leadership conference is to offer participants individual and collaborative opportunities to enhance the many facets of their work with children, families and interagency partners in the Early On system. Keynote and workshops will build skills and competencies of LICC members in theoretical foundations, technical expertise and working with others in the Early On community. Participants will leave this conference knowing new ways to generate energy and enthusiasm for the vision of Early On.

This course is designed for teachers of children who have not progressed to the stage of fluent reading; classroom teachers, Title I teachers, reading teachers, and special education teachers. This course will enable teachers too observe and assess their students, and to plan and implement a balanced literacy program designed to accelerate progress toward fluent reading and writing., Both individual and group teaching approaches will be utilized.

Participants will learn specific tutorial techniques to work effectively with students reading below 2nd grade level. Each participant will receive a collection of emergent/early books that can be used with older emergent readers.

Especially for K-3 teachers who want to know about a framework designed to foster literacy in all children, including the lowest-achieving student. Participants will learn to develop a comprehensive literacy theory to support the teaching of reading and writing with K-3 students; use data to assess student needs, match teaching decisions, instructional methods and materials to the student; plan and manage a comprehensive literacy program; and apply theory to practice back in the classroom using an apprenticeship model.

Especially for K-3 teachers who are alumni’s of LIFT K-3. Participants will learn to develop a comprehensive literacy theory to support the teaching of writing with K-3 students; use data to assess student needs, match teaching decisions, instructional methods and materials to the student; plan and manage Writer’s Workshop; and apply theory to practice back in the classroom using an apprenticeship model.

Lift-Off K-3 is for teachers who are certified in Lift K-3, Lift Struggling Readers or MLPP Basic. This advanced series will include digging deeper in selected content areas (fluency, comprehension, phonemic awareness, vocabulary, phonics), peer-coaching and facilitation skills.

This advanced series, for teachers certified in either LIFT K-3 or LIFT Struggling Readers, will include digging deeper in selected content areas (fluency, comprehension, phonemic awareness, vocabulary, and phonics), peer-coaching and facilitation skills.

This session has a closed registration. This session will analyze early childhood school data for the purpose of planning strategies for school improvement.

This session is open to DPS DFT members. Please call 313-866-3770 for more information. Participants will learn strategies that promote learning literacy skills in the home.

This workshop, Oakland County 1st grade teachers only, will be tailored to 1st grade level specifics and provide participants with a unique opportunity to link literacy with science, including information on learning the components and understanding the research base. Topics include identifying accessible nonfiction texts & exploring applications in the 1st grade classroom, and more. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

This workshop, Oakland County 2nd grade teachers only, will be tailored to 2nd grade level specifics and provide participants with a unique opportunity to link literacy with science, including information on learning the components and understanding the research base. Topics include high utility vocabulary words that enhance both science and literacy learning in the 2nd grade classroom. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

This workshop, Oakland County kindergarten teachers only, will be tailored to kindergarten level specifics and provide participants with a unique opportunity to link literacy with science, including information on learning the components and understanding the research base. Topics include structure for effective science and literacy learning in kindergarten, and more. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

To help K-2 teachers plan and develop literacy centers for their classrooms guided by what MLPP assessments reveal about the learning needs of their students. Each participant will leave with multiple ideas for literacy learning centers for each MLPP assessment and understand how to manage a classroom of students working at differentiated tasks.

This seminar will teach developmentally appropriate literacy practices for preschoolers and kindergarteners.

Provide young learners the best possible start in literacy development. How to maximize your children´s interest in literature and reading in developmentally appropriate ways. Just for preschool and kindergarten educators with every example classroom-proven. Demonstrations, methods, activities, ideas, and an extensive resource handbook.

This course has a closed registration process. Participants will become familiar with traditional views on literacy, the current concepts, theories and understandings, and their application to strategies for an effective literacy environment.

Especially for LIFT K-3 alumni teachers who want to know more about a framework designed to foster literacy in all children, including the lowest-achieving students. The course will focus on writing with an emphasis on using data to assess student needs, match teaching decisions and instructional methods and materials to the student. Participants will also learn how to manage Writer’s Workshop in the classroom.

Especially for K-3 teachers who want to know more about a framework designed to foster literacy in all children, including the lowest-achieving students. The course will focus on reading and writing with an emphasis on using data to assess student needs, match teaching decisions, instructional methods and materials to the student. Participants will also learn how to manage a balanced literacy program and develop and maintain a centralized book resource.

LETRS is data-driven decision making for differentiated instruction. This three-year training program is part of the federal Reading First (NCLB) Program. Teachers will learn the 5 essential components of reading: Phonemic Awareness, Phonics, Vocabulary, Fluency, and Comprehension. Modules 1, 2, and 3 will be included in this training.

LETRS is data-driven decision making for differentiated instruction. This three-year training program is part of the federal Reading First (NCLB) Program. Teachers will learn the 5 essential components of reading: Phonemic Awareness, Phonics, Vocabulary, Fluency, and Comprehension. Modules 1, 2, and 3 will be included in this training.

LETRS is data-driven decision making for differentiated instruction. This three-year training program is part of the federal Reading First (NCLB) Program. Teachers will learn the 5 essential components of reading: Phonemic Awareness, Phonics, Vocabulary, Fluency, and Comprehension. Modules 4, 5, 6, 7, and 8 will be included in this training.

Created to help early childhood educators manage the emphasis on early literacy in the preschool classroom. Early literacy theory and practical guides for the teacher of three, four and five year olds will be discussed, reviewed and used.

Increased understanding of pre-school language and literacy development. Staff will incorporate language and literacy activities in all areas of the pre-school classroom and curriculum.

This series is for principals working toward a balanced literacy curriculum. The intent is to build a strong foundation for understanding best early literacy practices.

This session is open to DPS DFT members. Please call 313-866-3770 for more information. Teachers will be provided with many ideas and examples of ways to enrich and supplement the Open Court themes.

Reading and writing for preschoolers. Oral language and brain development of a young child.

Participants will come away with a better understanding of Play theory in early childhood development as well as learn the importance of Play in early childhood. They will understand how Play is incorporated across the curriculum throughout the day. They will learn how developmentally appropriate Play curriculums nurture all areas of human development, in particular social and emotional development and moral development. They will develop strategies and sample activities for their setting and age of the children they work with.

This series will help teachers to understand the structures of the Units for Study for Primary Writing. It will focus on preparing teachers to teach and coach young learners in writing skills. How to develop and provide mini-lessons will be explored along with conferencing with young writers, assessing student writing, and modifying and adapting lessons to students’ needs.

Learn how music, movement and literacy enhance self-esteem, ease transitions, strengthen readiness skills and develop a sense of community. Increase your knowledge and skills, and what you can offer children, by understanding and exploring the motivating power of music, movement and literature.

Have you ever gone to a training session and received great activity ideas, but then never found the time to make them? Me Too! Here´s your chance to receive developmentally appropriate activity ideas for young children and make the activities to take back to your home or child care program. Discover how these activities reflect the early curriculum basics of play, discovery, and creativity through planning. Several approaches will be presented including: developmental focus, curriculum areas, thematic, project, emergent, and integrated. To register for this class please contact Lisa Wiley at (989)729-3603 or lisa.wiley@baker.edu.

This program is limited to preschool staff Participants will learn how to identify the unique needs of individual students and support exceptionalities in their classroom. Included will be discussion on identifying and exploring school and community resources and communicating concerns to families. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

Early Childhood Educators have always incorporated many language and literacy experiences into their planning for young children. Now with the every-increasing accountability to early learning standards, what are the best ways to be intentional about integrating those standards into literacy activities and experiences? We will explore ways to incorporate literacy in small and large groups, and also in play and daily routines. Portfolio development will be addressed by determining a focus, planning for time-efficient documentation strategies and trying a variety of approaches helps teachers figure out what works best for their organizational style and is most informative about children.

This course has a closed registration process. Participants will focus on how teachers, children and parents can better understand learning processes and the development of relationships among children and adults.

This session is open to invited DPS employees only. The participants will become familiar with the goals and th epurposes of the full day Kindergarten program. They will become familiar with the Detroit Public Schools Core Curriculum Outcomes for Kindergarten, curriculum materials and activities. In addition, they will identify strategies for effective scheduling, use of data and planning to inform classroom practice.

Learn to create a kindergarten where all sudents can be successful. Learn ideas that can be adapted to the program immediately, and come away with hands-on activities to take back to the classroom.

Babies, toddlers, and preschoolers are natural scientists and mathematicians. Learn ways to foster math discovery with young children.

This workshop will teach educators how to maximize parental input into classroom interventions. Focus areas will be: 1) Object constancy and education, 2) The importance of Fathers in Development and education, 3) Working with the quickly offended parent, 4) Child development assumptions that defeat parents, and 5) Classroom corrections for the abused or neglected child.

This workshop will provide early childhood and school-aged leaders and practitioners with a proven technique for program improvement through an evaluation process. This process includes ways to improve Self Awareness (for both the director and employees); Developing clear and achievable expectations; Making self evaluations work; Establishing and setting measurable goals for the program and for each individual employee; and improving one´s ability to analyze goal progess.

We CAN make a choice to reduce the number of children who experience early learning failure. Hear from experts in the field about programs and practices that effectively help the young child succeed.

The goal/objective of this Training Conference is to offer Head Start directors, staff and parents from around the State an opportunity for continuing education and networking. By offering eight concurrent workshops over a day and a half, the conference will offer learning opportunities in the areas of community partnerships, family partnerships, disability services, health and nutrition services, management skills, mental health services, and education. Numerous exhibitors of early childhood materials will be on hand to display their products as well.

The goal/objective of this Training Conference is to offer Head Start directors, staff and parents from around the State an opportunity for continuing education and networking. By offering 8-11 concurrent workshops over a day and a half, the conference will offer learning opportunities in the areas of community partnerships, family partnerships, disability services, health and nutrition services, management skills, mental health services, and education. Numerous exhibitors of early childhood materials will be on hand to display their products as well.

This conference provides attendees with current research and practices regarding the education of young children, and information, techniques and strategies appropriate for implementation in early childhood programs, including parent involvement and education.

The conference focuses on current research ahd practices regarding the education of young children, and information, techniques and strategies appropriate for implementation in early childhood programs, including parent involvement and education.

The conference focuses on current research and practices regarding the education of young children, and information, techniques and strategies appropriate for implementation in early childhood programs, including parent involvement and education.

The conference focuses on current research and practices regarding the education of young children, and information, techniques and strategies appropriate for implementation in early childhood programs, including parent and community involvement and education.

The conference focuses on current research and practices regarding the education of young children, and information, techniques and strategies appropriate for implementation in early childhood programs, including parent and community involvement and education.

The conference focuses on current research and practices regarding the education of young children, and information, techniques and strategies appropriate for implementation in early childhood programs, including parent and community involvement and education.

The conference focuses on current research and practices regarding the education of young children, and information, techniques and strategies appropriate for implementation in early childhood programs, including parent and community involvement and education.

The conference focuses on current research and practices regarding the education and care of young children, and information, techniques and strategies appropriate for implementation in early childhood programs, including parent and community involvement and education.

This training is by OS for Clarkston staff only. The focus of this series will be on creating and maintaining classroom environments which support successful learning opportunities based on the Mi Early Childhood Standards of Quality for Prekindergarten.

This series is for Farmington Public Schools Early Childhood, preschool staff and home day care providers. Participants will apply the Michigan Early Learning Expectations to their individual classrooms to align the FPS Early Childhood curriculum and program with state standards. Topics in this part include Exploration of and practical applications for Language and Early Literacy expectations 1-6.

This series is for Farmington Public Schools Early Childhood, preschool staff and home day care providers. Participants will apply the Michigan Early Learning Expectations to their individual classrooms to align the FPS Early Childhood curriculum and program with state standards. Topics in this part include exploration of and practical application for Early Learning expectations for Creative Development and for Mathematics.

This series is for Farmington Public Schools Early Childhood, preschool staff and home day care providers. Participants will apply the Michigan Early Learning Expectations to their individual classrooms to align the FPS Early Childhood curriculum and program with state standards. Topics in this part include Early Learning Expectations for Physical Development and Safety and for Social Studies and Technology.

MI LETRS© is for any K-3 classroom, Title One, Reading or Special Education teachers, and introduces the five essential components of reading required by Reading First: fluency, phonics, vocabulary, phonemic awareness, and comprehension. Also included in the content is writing and assessment for early intervention. Teachers will learn to make better teaching decisions by deepening their understanding of literacy instruction. Participants will receive a partial certification in MI LETRS© upon completion of the course.

MI LETRS© is for any K-3 classroom, Title One, Reading or Special Education teachers, and introduces the five essential components of reading required by Reading First: fluency, phonics, vocabulary, phonemic awareness, and comprehension. Also included in the content is writing and assessment for early intervention. Teachers will learn to make better teaching decisions by deepening their understanding of literacy instruction. Participants will receive a partial certification in MI LETRS© upon completion of the course.

The full-day focus sessions will acquaint participants with current research and practices on administration, adult learning strategies, brain development, dealing with challenging behaviors, early childhood curriculum and school-age programming. (Hours: 5-15; SB-CEU range, .5 - 1.5)

The full-day focus sessions will acquaint participants with current research and practices on administration, behavior management strategies, choice theory, early childhood curriculum, multiple intelligences and stress reduction techniques.

The full-day focus sessions will acquaint participants with current research and practices on brain development, attachment theories, behavior management and guidance strategies, child development and early childhood curriculum.

The full-day focus sessions will acquaint participants with current research and strategies regarding language arts, staff interactions and supervision, conscious discipline, brain research, and math and science for young children.

The full-day focus sessions will acquaint participants with current research and strategies regarding cognitive, physical and social emotional development, literacy, learning styles, and curriculum.

The full-day focus sessions will acquaint participants with current research and strategies regarding the physical, social, emotional and cognitive development of boys; designing developmentally appropriate literacy-based preprimary classrooms; understanding infant and toddler temperaments and promoting positive social emotional growth and development; using music to promote literacy, math, science, movement and social skills; and creating high-quality out-of-school time programs.

The full-day focus sessions will acquaint participants with current research and strategies regarding children´s behavior; creating healthy work environments; engaging and involving fathers; mathematical understanding, concepts and experiences; brain research, integrated instruction and supportive environments; and developing and maintaining quality school-age programs.

The full-day focus sessions will acquaint participants with current research and strategies regarding challenging behaviors, social and emotional health in infants and toddlers, creating problem-solving classrooms, music and literacy, and school-age programming.

The full-day sessions, offered within the framework of the conference, will acquaint participants with current research and strategies regarding developmentally appropriate practice; science, literacy, math and music; challenging behaviors; quality programming; and effective leadership and administration.

The theme of the conference is Healing Relationships: Preventing the Intergenerational Transmission of Trauma. The goals of the conference are: 1) to increase the ability to identify symptoms of trauma in children birth to 36 months, 2) to become familiar with evidence-based practices to treat infants, toddlers, caregivers and families affected by trauma, 3) to improve identification of and appropriate referral for trauma experienced by caregivers, 4) to increase awareness of how trauma affects emerging developmental capacities, and 5) to improve services to infants, toddlers and families involved in child protection proceedings.

This program is for Farmington Public Schools staff only. Participants will apply the Michigan Program Standards and Early Learning Expectations to their individual classrooms to align the FPS Early Childhood curriculum and program with state standards. Participants will learn the standards and use practical applications in their daily lesson plans and activities.

Teachers will learn classroom activites, will learn strategies and activities for teaching guided reading, will learn ideas for developing and managing literacy centers and much more. Complete resource handbook provided for all sessions.

Teachers will learn classroom activities; strategies and activities for teaching guided reading; innovative ideas for developing and managing literacy centers and much more. Complete resource handbook provided for all sessions.

The goal of this conference is to offer Head Start directors, staff, and parents from around the state an opportunity for continuing education and networking. By offering 10 concurrent workshops over a day and a half, the conference will offer learning opportunities in the areas of community partnerships, family partnerships, parenting skills, management skills and education. Numerous exhibitors of early childhood materials will be on hand to display their products as well.

The goal/objective of this Training Conference is to offer Head Start directors, staff, and parents from around the State an opportunity for continuing education and networking by offering concurrent workshops over a day and a half. The conference will offer learning opportunities in the areas of community partnerships, family partnerships, parenting skills, management skills, and education. Numerous exhibitors of early childhood materials will be on hand to display their products as well.

The goal of the conference is to provide individuals working in early childhood education and care with workshops that will provide practical skills attendees can use to improve the quality of services that they provide to children throughout the state of Michigan. The Michigan Head Start Association Conference is geared towards any professional working within early childhood. This includes educators, administrators, child care providers, and family service workers. It is open to any early childhood professional working within the state of Michigan.

Exploring topics of interest to kindergarten teachers, and resources for the classroom in reading, writing, math, classroom management and much more!

This 2-day Kindergarten conference will offer 28 idea-packed session, including; interactive writing; literacy centers; connecting kindergarteners to books; math activities and much more.

Participants will come away knowing how to implement Readers´ Theater - Kindergarten style. They will know how to make the most of themes in Kindergarten. They will know handwriting hints for emerging writers, how to build a cooperative classroom, how to use glyphs and graphs to make math more meaningful, how to use poetry to motivate Kindergarteners to read and write. Learn timesaving teacher tips for classroom organization, parent communication, procedures, discipline, and how to work smarter, not harder in the Kindergarten classroom. Each participant will receive a resource handbook specifically designed for this conference.

Participants will learn to teach guided reading, they will learn about learning centers, they will learn strategies for developing phonics, teaching reading and writing, developing comprehension skills, teaching math and technology. Each participant will receive and extensive kindergarten resource handbook, specifically designed for this conference.

Choose from 29 idea-packed conference sessions, including: early, emergent writing strategies for Kindergarten; strategies for spelling, writing and reading the first month of school; leteracy with the brain in mind; how to make homework worthwhile and manageable; comprehensive resource handbook included.

State of Michigan Kindergarten Teachers Conference, program number 1337. BC# 03-117

Choose from 29 Idea-Packed Conference Sessions. A comprehensive resource handbook for all sessions, even those you don´t attend, will be provided. For complete information or to register go to www.ber.org or call 1-800-735-3503.

State of Michigan Kindergarten Convention, "Kindergarten...One Chance in a Lifetime," Program # 200384. BC#03-116

State of Michigan Kindergarten Convention, "Making a Difference in Michigan Kindergartens," Program #99502. 03-115

The focus of this conference is new researched-based best practices and fun, interactive teaching techniques exclusively desiged to meet the Michigan State Standards.

This conference focuses on new research-based best practices and fun, interactive teaching techniques exclusively designed to meet the Michigan State Standards.

MLPP training will provide essential skills in literacy assessment for early elementary educators. Participants will receive training in 9 modules and one best practice session. Topics will include Balanced Literacy, Writing, comprehension, Classroom Management of Literacy Centers, Guided Reading, and various literacy activities.

Teachers will be modeled second grade lessons and classroom activities; learn strategies and activities for teaching guided reading; will learn ideas for developing and managing literacy and math centers and much more.

The Wolf Trap Institute for Early Learning through the Arts began in 1981 as a 501(c)(3) nonprofit education program. The program employs professional artists with extensive experience and expertise in working with young childen to provide services to participating early childhood education programs for implementing arts activities and experiences for young children.

Diane Zedan 734-994-8100 x1531 Overview of Autism Spectrum Disorders - This module provides the participant with an overview of autism spectrum disorders (ASD), including current characteristics and definitions; learning characteristics associated with ASD, etiologies and research in the area of autism.

Diane Zedan 734-994-8100 x1531 Educational Strategies for Students with Autism Spectrum Disorders - This module will teach participants to use educational strategies that build upon strengths and lead to successful learning.

Diane Zedan 734-994-8100 x1531 Behavior Support for Students with Autism Spectrum Disorders - This module is a team-based training, and participants are encouraged to come as a legitimate team around a target student.

Diane Zedan 734-994-8100 x1531 Peer to Peer Support for Students with Autism Spectrum Disorders - This module will teach participants the specific steps needed to develop a peer to peer support program for students with Autism Spectrum Disorder educated in a center program and those placed on resource and cross categorical caseloads.

This two-day conference will offer session topics such as: literacy centers ideal for kindergarten; intervention strategies for struggling readers in kindergarten; making the best of shared, interactive, guided and independent writing, and much more.

Participants will learn how to use poetry to motivate kindergarteners to read and write, they will learn how to use music and movement to enhance their program, they will learn how to use social studies themes to achieve state standards, they will learn how to use the natural world to teach science, they will learn how best to use class books and wall stories and will learn strategies for achieving success with diverse kindergarteners. Each participant will receive an extensive resource handbook specifically designed for this conference.

Learn of strategies and activities for teaching writing using six traits; learn how to strengthen reading comprehension; learn classroom and behavior management techniques.

MLPP training will provide essential skills in literacy assessment for early elementary educators. Participants will receive training in 10 modules and two best practice sessions. Topics will include Balanced Literacy, Writing, comprehension, Classroom Management of Literacy Centers, Guided Reading, and various literacy activities.

The morning presentation will discuss the future of Montessori Education in the 21st Century and raise pertinent issues about what tradition and change mean to the future of Montessori Schools. The afternoon session will address the relationship between sociodramatic play and young children´s moral development, as well as the possibility of integrating sociodramatic play in the early childhood Montessori learning environment.

The morning session will compare Montessori Education tenets with Holistic Education tenets such as the learning environment, self-motivation, community, joy of learning and respect. The afternoon session will cover early childhood assessment tools used by early childhood educators, especially observation.

The goal of this 12th annual regional conference is to provide quality continuing education, to enhance the skills of early childhood educators, children´s service provides, parents of young children & community members. The education offered to the conference participants will be used to enhance the quality of life for young children and assist in ensuring children are ready to succeed in thier K-12 educational experiences. Conference participants will learn new techniques to work more effectively with young children and their families. Participants will learn the value of their edu-care roles in the optimal growth & development of young children. Participants will learn advocacy skills to promote their early childhood professions, and services for children and families. Participants will learn new ways to have fun in their work and personal life´s.

This training, for Pre-K through 3rd grade educational staff, summarizes recent brain research that links movement to learning. Participants will learn effective kid-tested lessons that teach reading, math, social studies and science kinesthetically. For registration information, please visit http://www.oakland.k12.mi.us and follow the Professional Development link.

This training is for professionals working with children Pre-K through 3rd Grade. This workshop is designed for participants to develop an understanding of whole body learning. Emphasis will be placed on learning the neurological hierarchy of development in young learners and how it relates to students learning the key concepts to handwriting. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

This series is for professionals working with children Pre-K through 3rd Grade. The purpose of this motor series is to demonstrate how research supports merging movement with academics in the classroom. In this session, participants will learn about how physical activity builds the framework for cognition and proper brain development, as well as activities that give teachers insight into helping students work at peak performance for learning and to prepare the brain for optimum learning. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

This series is for professionals working with children Pre-K through 3rd Grade. The purpose of this motor series is to demonstrate how research supports merging movement with academics in the classroom. In this session, participants will learn about how physical activity builds the framework for cognition and proper brain development, as well as activities that give teachers insight into helping students work at peak performance for learning and to prepare the brain for optimum learning. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

This series is for professionals working with children Pre-K through 3rd Grade. The purpose of this motor series is to demonstrate how research supports merging movement with academics in the classroom. This session will focus on Brain Gym; how it develops the brain’s neural pathways through movement and how the program is used and is taught in various schools. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

This series is for professionals working with children Pre-K through 3rd Grade. The purpose of this motor series is to demonstrate how research supports merging movement with academics in the classroom. This session will focus on Brain Gym; how it develops the brain’s neural pathways through movement and how the program is used and is taught in various schools. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

This series is for professionals working with children Pre-K through 3rd Grade. The purpose of this motor series is to demonstrate how research supports merging movement with academics in the classroom. In this session, participants will learn about developing sensory-motor systems to support early learning, balance, and bilateral motor and visual motor skills. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

This training is for professionals working with children pre- k through 3rd grade. Motor Moms and Dads is a program developed to help young children ages 4 through 7 develop the motor skills necessary for academic success. It proves a cost-effective way to ensure that children get the motor skill practice they need. Trained parent volunteers run the program outside of a classroom. The equipment cost is minimal. Visual Motor Integration is designed to help students improve their visual motor skills. Nancy Sornson is the author of Motor Moms and Dads and Lisa Nagy runs the Visual Motor lab at Miller Early Childhood Center. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

PFS is an experience-based program concentrating on enhancing the fundamental physical movement skills which are necessary in order for optimum academic learning to take place. Learn how to enhance the children’s physical skills in order to allow them to perform at their optimum level. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

This training is designed to give you background knowledge of the connection between movement and learning. Participants will also see how local teachers have incorporated movement throughout their day, embedded in their curriculum. Participants will leave with a CD of the PowerPoint to share with colleagues and a tool kit of many strategies to use in the classroom. Registration available at www.oakland.k12.mi.us.

This program is for Preschool staff. In this program, participants will learn about motor development milestones and how it relates to cognitive, social and emotional growth, activities to foster motor development in classrooms, pre-K Michigan standards for emotional growth, and how to help children develop a greater self-awareness, recognizing their own gender, family, race, culture and language. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

This SB-CEU training is for MOISD Michigan School Readiness Program Area Schools. Participants will engage in discussion about how adults can support children in their play, work, time and recall time.

This training is for MOISD Michigan School Readiness Program Area Schools. Participants will discuss how adults working in early childhood programs recognize and learn how to express creativity through movement.

This training is for MOISD Michigan School Readiness Program Area Schools. Participants will discuss 10 math related key experiences to expand children´s math skills and understanding.

Theories and concepts of ethnicity are explored with particular focus on their usefulness for understanding diversity in individual, family and group functioning and for applying this knowledge in multicultural family-infant mental health practice. Prevailing models of multicultural practice are examined in relation to their sensitivity to issues of ethnic diversity. Seminar content addresses issues that contribute to the relationship between cross-cultural adaptation and acculturation by examining: 1) the cultural orientation of individuals, families and groups; 2) the acculturative conflicts that often arise between generations of the same ethnic group; 3) the adjustment and acculturative strains experienced by individuals, families and groups in American society; and 4) the protective role of specific cultural values as they relate to both coping and conflict. Cross-cultural patterns are explored and implications for multicultural practice drawn from the following: family structure and kinship arrangements; family and group norms, values, and coping styles; generational and gender issues in the formulation of ethnic identity; attitudes toward health, well being and mental health; degree of acculturation within families and between groups; and help-seeking attitudes and behaviors. Throughout the seminar, attention is paid to issues of class, gender, sexual orientation, and spiritual beliefs in relation to multicultural work with individuals, families and groups. Particular attention is given to practice with people of color and recent immigrants.

This conference is a Head Start-Early Head Start staff in-service for all employees working within the Early Childhood Services division of Northeast Michigan Community Service Agency, Inc. (NEMCSA). Funding is provided to grantees through the Head Start training and technical assistance award from the Administration for Children and Families. Because staff travel from a multi-county service area, the conference event takes place over two days. This staff in-service is an annual event and the only time all 280 early childhood employees come together for professional development. The training event is part of the program’s continuous improvement plan. The selection of workshop topics is based on a comprehensive training plan resulting from staff surveys, the program’s self assessment, a strategic plan and mandated training from Head Start Performance Standards. Attendees include staff who work in the following program components- child health and development including mental health, education and early childhood including disability services, child health and safety, nutrition, and family and community partnerships. Since Head Start provides services to families living in poverty and/or those with multiple risk factors, workshop topics tend to reflect the challenges of working with this population.

This conference is a Head Start-Early Head Start staff in-service for all employees working within the Early Childhood Services division of Northeast Michigan Community Service Agency, Inc. (NEMCSA). Funding is provided to grantees through the Head Start training and technical assistance award from the Administration for Children and Families. Because staff travel from a multi-county service area, the conference events takes place over two-days. This staff in-service is an annual event and the only time all 280 early childhood employees come together for professional development. This training event is part of the program´s continuous improvement plan. The selection of workshop topics is based on a comprehensive training plan resulting from staff surveys, the program´s self assessment, a stragic plan and mandated training from Head Start Performance Standards. Attendees include staff who work in the following program components-child health and development including mental health, education and early childhood including disability services, child health and safety, nutrition, and family and community partnerships. Since Head Start provides services to families living in poverty and/or those with multiple risk factors, workshop topics tend to reflect the challenges of working with this population.

This conference is a Head Start-Early Head Start staff in-service for all employees working within the Early Childhood Services division of Northeast Michigan Community Service Agency, Inc. (NEMCSA). Funding is provided to grantees through the Head Start training and technical assistance award from the Administration for Children and Families. The selection of workshop topics is based on a comprehensive training plan resulting from staff surveys, the program´s self assessment, a stragic plan and mandated training from Head Start Performance Standards. Since Head Start provides services to families living in poverty and/or those with multiple risk factors, workshop topics tend to reflect the challenges of working with this population.

This workshop is offered to staff who provide or participate in health and developmental services for children from birth to 3 years. Topics present timely and up-to-date information about a selection of health-related issues that may affect the future and development of premature/high risk infants who required intensive care following birth.

The 2006 Tuuri Day Conference will examine issues regarding neurodevelopmental disorders in children and youth. Attendees will receive information on different causes, conditions and best-practice interventions. Special focus will be on ways for children/youth with neurodevelopmental disorders to achieve social, emotional and behavioral success.

The goal of this training is to provide participants with an understanding of how media and marketing affect very young children´s development and behavior, provide specific strategies and skills for counteracting the harm, and to promote healthy development.

Part of the Art & Craft of Writing series, participants will learn how to use mentor texts to model two forms of non-fiction, how-to and all about books. Participants will learn how to teach non-fiction writing by explicitly examining organizational schemata such as lists, description paragraphs, beginning/middle/endings, literacy devices, and mentor texts. Questions? Call 517.244.1251

Choose from 30 outstanding session topics! Literacy centers ideal for kindergarten; activities for high-achieving students; interactive writing for kindergarten students and much more.

This 2-day Kindergarten Conference is packed with 32 session, including guided reading; learning centers; math ideas; classroom and behavior management ideas and much more.

Participants will come away with lessons and classroom activities for math, technology and science, be able to provide an effective writing program for emergent writers, know ways to integrate multiple intelligences, develop literacy through shared reading, develop literacy centers and know ways to extend and reinforce classroom learning at home. Each participant will receive a resource handbook specifically designed for this conference.

This two-day Reading Conference will teach practical classroom strategies for grades 1-2. Included will be sessions on guided reading; improving writing strategies; effective use of pocket charts and big books; vocabulary and grammar development.

Choose from 31 idea-packed sessions geared toward strengthening 3rd Grade instruction. Captivating 3rd Grade readers; reading comprehension strategies; teach multiplication facts in one week and much more.

This training is for preschool and childcare directors or providers. Participants will be introduced to all major administrative components necessary to run a high quality early childhood program that includes information on record keeping, interviewing, hiring, employee evaluations, goal setting, budget and goal setting. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

Pre-school teachers, parents, and community partners will learn about obesity and its link to many health complications. They will explore how nutrition and physical activity combine to help prevent obesity, and how to provide education in early childhood settings.

This course is open to pre-registered DPS participants only. This session provides an opportunity to become familiar with the components of the Open Court Pre Kindergarten literacy curriculum. Participants will examine materials, review expectations of the program an dcompare and contrast the Pre Kindergarten Early Literacy curriculum to that of the Open Court Kindergarten Reading Series.

This training is for PreK Staff. This workshop will focus on ideas, strategies and materials for optimum interaction, involvement and learning in the outdoor learning space. Topics will include: How to embed curriculum goals based on the Early Learning Expectations (Michigan Early Childhood Standards of Quality, 2005) as children encounter novel materials, equipment and experiences in the outdoor learning environment. For registration information, please visit www.Oakland.k12.mi.us and follow the Professional Development link.

This course has a closed registration process. Participants will engage in an in depth examination of the four main components of the P.Q.A. The participants will then interpret the information to concentrate on individual goals.

This in-service focuses on early childhood and toddler activities centered around "fun." The in-service begins with baby yoga, simple art projects, games to enhance social-emotional awareness, books, child behavior, and learning on the go.

This course has a closed registration process. Participants will be able to define parent-teacher partnership, explore ways to eliminate barriers to successful partnerships, and develop ways of establishing true working partnerships.

The Parents as Teachers Born to Learn Birth to Three training is a comprehensive neuro research training designed to prepare participants as trained parent educators. Participants learn about child development, developmental screenings, how to facilitate parent support meetings, how to conduct parent and child playgroups and how to connect families with appropriate community resources.

The Parents as Teachers (PAT) Three to Five training is to prepare certified Birth to Three parent educators to successfully extend the PAT program for families with children ages three to five. Participants learn about intellectual, representational, physical and socio-moral development, how children learn, the value of play, facilitating parent group meetings, recordkeeping and professional resources.

Children must be able to hear the smallest sounds in words in order to learn to read. Come join the fun and learn how to teach “phonemic awareness”, through games, poems, songs, and finger plays.

This course has a closed registration process. Participants will be trained in school administration, in reference to participating as program director.

Diversity adds rich new threads to the fabric of our classroom and our lives. Learn about, discuss and reflect on the unique opportunites and issues that face us as we strive to create responsive, respectful and inclusive learning environments. Topics include: ethnic and cultural awareness, cultural consistency, gender awareness and gender learning, perspectives and understanding, family involvement and children with special needs.

A three-day training opportunity in which participants will learn strategies to promote student literacy skills, knowledge, and attitudes through play. This training is aligned and links to the Michigan Literacy Progress Profile and complements the Huron County Early Childhood Curriculum—Birth - Age 8.

A training program designed for people who work with children birth through age five, to improve the literacy environment and promote literacy learning for early childhood settings.

A training program designed for people who work with children birth through age five, to improve the literacy environment and promote literacy learning for early childhood settings.

Helping children learn literacy skills through print awareness, story book lesson plan demonstrations,and oral language activities. Participants will also discuss effective methods in promoting literacy in children.

Fore more information, please contact Connie Macek, 989-249-8774. Participants will receive information on the difference between playful and play-filled activities. They will learn of the adult´s role in literacy development.

The Playful Literacy and You Teacher Curriculum aims to increase: Children´s chances for success with literacy and future learning, increase early childhood professional knowledge in the area of early literacy development, increase families understanding and support of the emerging literacy process. This session is geared toward preschool teachers, child care workers, or other early childhood educators of children ages 1-5.

This workshop is for preschool teachers, child-care workers, or other early childhood educators of children ages 1-5. Participants will begin to understand and possess knowledge of how to improve the literacy environment to increase children´s chances of success with literacy and future learning.

Contact person: Connie Macek, 989-249-8774. This workshop will present an overview of playful literacy. It will familiarize adults with "play" and show participants a balanced approach to literacy.

For more information, please contact Connie Macek, 989-249-8774. Presentation of a brief overview of oral language and phonological awareness. Presentation of techniques to aid in the growth of children in these areas.

For more information please contact Connie Macek, 989-249-8774. Presentation of information to educators on print awareness, concepts of print and how oral language is related to writing.

This is Literacy training for child care providers so that they are able to support literacy learning with the children in their care.

This program is designed to improve literacy environment of and promote literacy learning for early childhood settings. Completion of this program will help you to increase children’s chances for success with literacy and future learning. It will increase the Early Childhood Professional’s knowledge in the area of early literacy development. It will help you increase the families understanding and support of the emerging literacy process for their children.

Participants will leave this session with a better understanding of print and phonological awareness and ways to increase children´s print and phonological awareness.

Three goals of Playful Literacy and You (PLaY) are to increase: Children´s chances for success with literacy and future learning. Early childhood professional´s knowledge in the area of early literacy development. Families understanding and support of the emerging literacy process.

A four-day training opportunity in which participants will learn strategies to promote student literacy skills, knowledge, and attitudes through play. This training is aligned with and links to the Michigan Literacy Progress Profile. It also complements the Michigan Curriculum Framework.

Three goals of Playful literacy and you (PLaY) are to increase: Children´s chances for success with literacy and future learning. Early childhood professional´s knowledge in the area of early literacy development. Families understanding and support of the emerging literacy process.

This series is for Oakland County teachers only. PlaY! is a training program specifically designed for people who work with children birth through age five. PlaY improves the literacy environment of; and promotes literacy learning for children in early childhood settings. The topics in this part include: Play - an overview of how play can support literacy development, and Building a playground for literacy.

This series is for Oakland County teachers only. PlaY! is a training program specifically designed for people who work with children birth through age five. PlaY improves the literacy environment of; and promotes literacy learning for children in early childhood settings. The topics in this part include: Supporting play to support children´s literacy development, and Increasing children´s oral language - Part I.

This series is for Oakland County teachers only. PlaY! is a training program specifically designed for people who work with children birth through age five. PlaY improves the literacy environment of; and promotes literacy learning for children in early childhood settings. The topics in this part include: Increasing children´s oral language - Part II, and Increasing children´s phonological awareness.

This series is for Oakland County teachers only. PlaY! is a training program specifically designed for people who work with children birth through age five. PlaY improves the literacy environment of; and promotes literacy learning for children in early childhood settings. The topics in this part include: Increasing children´s print awareness, and Supporting children´s writing development.

PlaY! Is a training program specifically designed for people who work with children birth through age five. PlaY improves the literacy environment of; and promotes literacy learning for children in early childhood settings. Topics in this part include an overview of how play can support literacy development, building a playground for literacy, and supporting play to support children’s literacy development. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

PlaY! is a training program specifically designed for people who work with children birth through age five. PlaY improves the literacy environment of; and promotes literacy learning for children in early childhood settings. Topics in this part include increasing children’s oral language, phonological awareness, print awareness, and supporting children’s writing development.

Playful Literacy and You (PLaY) is the MLPP preschool initiative. Three goals of PLaY are to increase: children´s chances for success with literacy and future learning; early childhood professionals´ knowledge in ther area of early literacy development; families´ understanding and support of the emerging literacy process. PLaY Training includes exploration of key literacy components: oral language, written language, reading and positive attitudes. It will include active participation of learners; applications for use with children birth through age 5; and suggestions for use of relevant and age-appropriate elements of the Michigan Literacy Progress Profile (MLPP).

Playful Literacy and You (PLaY) is the MLPP preschool initiative. Three goals of PLaY are to increase: children´s chances for success with literacy and future learning; early childhood professionals´ knowledge in the area of early literacy development; families´ understanding and support of the emerging literacy process. PLaY training includes exploration of key literacy components: oral language, written language, reading and positive attitudes. It will include active participation of learners; applications for use with children birth through age 5; and suggestions for use of relevant and age-appropriate elements of the Michigan Literacy Progress Profile (MLPP).

A four -day training opportunity in which participants will learn strategies to promote student literacy skills, knowledge, and attitudes through play. This training is aligned and links to the Michigan Literacy Profress Profile and complements the Huron County Early Childhood Curriculum - Birth - Age 8.

Play! Is a training program specifically designed for people who work with children birth through age 5. The goal of Playful Literacy and You! is to improve the literacy environment and promote literacy learning in early childhood settings.

Contact person, Connie Macek, 989-249-8774. This training is for people who work with children 0-5 years of age. The goal of this training is to increase literacy knowledge and application in the classroom.

A comprehensive program for positive behavior support for early educators, interventionists, and related personnel.

Participants will have an awareness of family-centered practices for children with challenging behaviors. Identify strategies to enhance use of routines to teach new and expand skills to replace challenging behaviors.

A workshop to help you identify how to respond to children with challenging behavior in a way that does not maintain or reinforce the behavior. Develop a behavior support plan for a case study child.

FOR MORE INFORMATION, PLEASE CONTACT CONNIE MACEK, 989-249-8774, macekc@sisd.cc. Participants who attend this training will understand the essential components of Positive Behavior Support, develop/enhance initiation plans for utilizing PBS. Participants will also have the opportunity to engage with other educational leaders in understanding PBS concepts.

This program is limited to educators, early childhood professionals, and parents. In this expanded version of PBS, participants will be able to identify key elements of PBS for Young Children, differentiate between PBS and traditional behavior management, develop a functional assessment of behavior and writing behavior support plans, assess learning environments through the use of the tools, and identify prerequisites, supports and resources needed for implementation. Because the material is similar to the Positive Behavior Support programs being piloted at other districts in Oakland County, participants would not be able to claim credit for more than one. For registration information, please visit www.Oakland.k12.mi.us and follow the Professional Development link.

This program is limited to educators, early childhood professionals, and parents. In this expanded version of PBS, participants will be able to identify key elements of PBS for Young Children, differentiate between PBS and traditional behavior management, develop a functional assessment of behavior and writing behavior support plans, assess learning environments through the use of the tools, and identify prerequisites, supports and resources needed for implementation. Because the material is similar to the Positive Behavior Support programs being piloted at other districts in Oakland County, participants would not be able to claim credit for more than one. For registration information, please visit www.Oakland.k12.mi.us and follow the Professional Development link.

This program is open to Oakland County Child Care Providers; Directors, Teachers and Support Staff. This workshop will help participants to understand the PBS philosophy and how it differs from traditional behavioral management, learn key social/emotional developmental milestones of children, birth to age 6, learn necessary elements to create a supportive environment for all kids, and more. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

This program is relevant to Early Childhood Educators in general and special education. This one day training will describe the PBS approach as it relates to children six years old and younger. Participants will identify key elements of Positive Behavior Support for Young Children; develop an understanding of the philosophy of PBS; assess learning environments through use of the Assessment and Planning Tool, and identify factors that influence behavior. To register, please visit www.oakland.k12.mi.us and click on the Professional Development link.

This is a pilot program designed by Oakland Schools for specific schools districts. This particular workshop is being offered to Farmington Public Schools staff only. The course content will be similar to other workshops of the same name, so participants would not be able to claim credit for more than one of these workshops. This workshop will help participants to support age appropriate development, maintain enrollment of young children in early care and educational settings, promote schools readiness, and create environments that ensure early learning.

This program, taking place at Oakland Schools is open to all. Because the material is similar to the Positive Behavior Support programs being piloted at other districts in Oakland County, participants would not be able to claim credit for both. Through positive behavior support practices, young children will be supported through age-appropriate development, maintain enrollment of young children in early care and education setting to avoid expulsion, promote school readiness, and create environments that ensure early learning. To register, please email Oakland Schools Event Management at EMRegistration@Oakland.k12.mi.us

This training, provided by Oakland Schools, is for Novi Staff only. Participants will learn about the PBS philosophy and how it differs from traditional behavior management, learn key social/emotional developmental milestones of children, birth to age 6, learn how to begin to implement PBSYC, and more.

This workshop is being offered to Hazel Park Schools staff only. This is a pilot program designed by Oakland Schools for specific school districts. The course content will be similar to other workshops of the same name, so participants would not be able to claim credit for more than one of these workshops. This workshop will help participants to support age appropriate development, maintain enrollment of young children in early care and educational settings, promote schools readiness, and create environments that ensure early learning.

Early childhood professionals and parents face difficult situations when standard approaches for responding to behavior concerns fail. Learn about Positive Behavior Supports for Young Children, a national initiative that is supported by the Sate of Michigan Department of Education, Office of Special Education/Early Intervention Services. Positive Behavior Supports is a different way of thinking about children, six years old and younger, and preventing behavior problems through building relationships, arranging environments and teaching social skills.

This training, for Early Childhood educators, Will identify key element of Positive Behavior Support, develop an understanding of PBS, assess learning environments through the use of the Assessment and Planning tool, and more. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

Learn practical, proven, proactive strategies for nuturing appropriate behaviors, encouraging self-discipline and building responsibility in your young learners.

This session is open to pre-registered DPS participants only. Poverty has a significant impact on children, families and schooling. Participants will examine current research on poverty, define poverty using a new lens, understand different types of poverty, identify and develop support systems to empower parents, explore implications for student achievement and brainstorm to design strategies for systemic change.

This session is open to DPS participants only. Participants will define and examine different types of poverty, as well as learn to identify and develop support systems for parents.

Writers make punctuation decisions to help readers understand their text and to tell them how to read it. They use punctuation in interesting ways to craft their writing. This session will explore how to do a close study of punctuation to guide young writers in making the punctuation choices necessary for their texts to convey the meaning they intend. To register, please visit www.oakland.k12.mi.us and click on the Professional Development link.

The first part of this workshop will focus on relevant issues related to developmental assessment of children birth through five years of age with special needs. Topics to be discussed include the status of infant toddler assessment; recipients of assessment activity; general and specific assessment consideration; choosing an appropriate assessment instrument; developmental domains to be assessed; and the correct interpretation and reporting of assessment results. Common problems faced by the assessor will be discussed with participant involvement encouraged. The second part of this workshop will focus on understanding caregiver issues related to children with special needs, and will alert participants to common parental/caregiver concerns and how the interventionist can enhance caregiver involvement in the educational process. In addition, a strategy for enhancing the development of communication skills in children birth through five hears of age will be discusses. This workshop will be highly clinical in nature. To register, please fill out the form located at: http://www.oakland.k12.mi.us/earlychildhood/programs/ppiregform.pdf and send it Oakland Schools.

This class will cover addressing challenging behavior focusing on identifying and defining challenging behaviors of young children by using the Positive Behavior Support (PBS) approach. Also covered will be the outdoor learning environment. This session will focus on ideas, strategies and materials for optimum interaction, involvement and learning in the outdoor learning space. Topics include how to embed curriculum goals based on the MI Early Childhood Standards of Quality, 2005.

This class will cover Fitting Together the Pieces of Literacy, focusing on the problems of short program times and long lists of tasks to prepare children for formal reading and writing in school. Also covered will be setting up the learning environment, focusing on strategies to set up an indoor environment that promotes curriculum, children´s well-being, and program quality as they relate to the MI Early Childhood Standards of Quality, 2005. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

This series will focus on the historical overview of the development of the MI Pre-kindergarten Standards of Quality and a review of the two major sections of the document, and practical classroom activities integrated throughout the presentation

Participants will review grade level content expectations and work on the development of pacing guides and assessments. This project will consist of three separate full day sessions.

This course has a closed registration process. Participants will learn classroom interventions that will relate to all students and will be specifically targeted at children with disabilities.

This session has a closed registration. Teachers will review, reflect, and refresh their knowledge of the Open Court Prekindergarten Literacy Program.

This training by Sr. Barbara Cline targets persons working with premature and sick infants who want a more appropriate evaluation tool to use along with meaningful intervention strategies. This is a full 6-hour training looking at the problems of which premature and sick infants may have as well as an assessment addressing their communciation system, understanding it, and how to interpret it to parents. The location is CCRESA Early On Training and TA, 13109 Shavey Road, Suite 4, DeWitt, Michigan.

Hands-on and interactive science workshop for Preschool and Kindergarten teachers. Science activities tie back to national science standards for preschool and kindergarten. Activities are based on the child´s need for early experiences.

Early Childhood teachers will receive training on new Dell laptops with Child Observation Record Installation. They will also receive training on new COR Assessment with High/Scope using Dell laptops (technology).

Workshop will explore current early childhood goals for 3-5 year olds; facilitate speech and language skills and stimulate perceptual motor skills related to at-risk 3-5 year olds; and develop lesson structures that will align with current expectations and school indicators.

These sessions are focused on introducing participants to the Classroom Literacy Enrichment Model (CLEM). This model builds from a child-centered foundation using classroom routines and learning centers as the platform for planning intentional literacy instructional strategies. The goal is to provide participants with research based early literacy teaching strategies and activities related to oral language, written expression, alphabetic knowledge and print concepts.

Course content examines the basic structure of pre-school or early childhood programs, teaching social skills and the use of appropriate child guidance methods in the educational setting. The course will cover: application of developmental theories to child guidance; how guidance teaches young children autonomy and self-discipline; promoting development of positive self-concept and pro-social behaviors; defining and applying appropriate guidance methods for specific situations relating to children´s behaviors, including adapting to family and cultural issues, group dynamics, and a variety of environments; and developing skills that support children in resolving conflicts.

This training is for Bloomfield schools preschool staff only. The purpose of this training is to inform participants of various assessment and curriculum options. Participants will learn about choices for curriculum and assessment in an early childhood program as well as compare these programs to the Mi Early Childhood Standards of Quality.

This series is limited to general and special education preschool educators. The purpose of this series, session 2: We will learn about the Foundation of inclusion. Participants will explore the basics of the Early Childhood Curriculum and will learn further information on frameworks: assessment, scope and sequence. Participants will also learn who to incorporated data in decision making and finally, putting the pieces of curriculum together.

This new workshop from High Scope introduces their most current work in the area of math and science in the preschool classroom. It applies the concepts defined in the High Scope key experiences as well as the Child Observation Record (COR) to identify math and science strategies and activites specifically developed with the preschool aged child in mind. Participants will: *Learn specific interaction strategies that encourage math and scienc learning *Become attuned to "math language" from children *Use the scientific process with preschool children to support their understanding of the natural world *Learn new ideas for materials that stimulate math and science activities *Create plans for every part of the daily routine that identify math and science concepts within the context of active learning.

This workshop is for Preschool Administrators, educators and paraprofessionals. This workshop will provide information and guidance for teachers and assistant personnel who will be working in preschool setting for the first time. Topics will include the learning environment; daily routines; adult/child interactions; family/parent communication; assessment strategies; and introduction to be the MI early Childhood Standards of Quality for Pre-kindergarten.

The goal of this training is to: --Provide teachers and supervisors with strategies to support development of language & literacy in young children; --Establish the connection between the High/Scope preschool language & literacy key experiences and phonemic awareness; and --Increase teachers´ awareness of the opportunities available to support emergent language & literacy skills throughout the High/Scope daily routine.

Workshop open to only invited participants and have been contacted.

The purpose of the Preschool Quality Initiative is to familiarize local preschool administrators and staff with the Michigan Department of Education Standards of Quality for Prekindergarten Programs that was adopted in 2003. Participants will learn about the history of the document and explore its contents. The two day training will have opportunities for group discussion, connections with current research, and application to local preschool programs. Each participant will conduct a thorough analysis of his or her curriculum and assessment tools and receive a stipend for purchasing materials that help align their program with the Standards of Quality.

Workshop open to only invited participants and have been contacted.

The purpose of the Preschool Quality Initiative is to familiarize local preschool administrators and staff with the Michigan Department of Education Standards of Quality for Prekindergarten Programs that was adopted in 2003. Participants will learn about the history of the document and explore its contents. The two day training will have opportunities for group discussion, connections with current research, and application to local preschool programs. Each participant will conduct a thorough analysis of his or her curriculum and assessment tools and receive a stipend for purchasing materials that help align their program with the Standards of Quality.

This two-day workshop offers participants in-depth discussion on children´s listening, speaking, reading, and writing development. Adhering to benchmarks for young children set forth by the No Child Left Behind Act, High/Scope´s staff share strategies for helping children develop their literacy skills while maintaining an active, play-based classroom. Registration is limited. Please contact the Foundation at 734-485-2000 Ext. 234 for further information.

This series is limited to Oakland County preschool staff only. This year, the series will be focused on creating and maintaining classroom environments which support successful learning opportunities based on the Michigan Early Childhood Standards of Quality for Prekindergarten. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

This program is for Oakland county preschool administrators, educators, and paraprofessionals. The focus will be creating and maintaining classroom environments which support successful learning opportunities based on the MI Early childhood standards of Quality for pre-kindergarten. The importance of understanding and planning for social/emotional development will be embedded within each topic. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

This workshop, for Preschool administrators, educators and paraprofessionals, will focus on creating and maintaining classroom environments which support successful learning opportunities based on the MI Early Childhood Standards. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

Participants will look at the normal range of development, how children fall behind, proven school programs and home factors that affect school success. In the afternoon,participants will learn how to complete informal assessment of early learning needs, as well as intervention strategies to address the developmental needs of their students.

This offering is for preschool teachers and teachers of grades K - 2. Teachers will learn strategies to avoid learning problems later and learn about the latest research regarding the early grades and learning failure. Call Loret at 906-492-0331 for registration information.

The conference is an opportunity for Early Childhood Practioners to enrich their professional skills. Each participant will receive information and training in skills of preventing early childhood failure in education endeavors. Speakers will address a variety of topics that address the many aspects of prevention of failure for young children. Conference topics include technology training, behavior interventions training, play therapy, language development, family issues, administrative issues, assessment training, sensory integration issues, and various disabilities issues.

Participants will gain a better understanding of conflict, how it happens, and how it can be prevented or minimized. Several strategies of conflict and responses to include practicing the problem solving steps as well as recognize logical, natural and punitive consequences. Worskhop will explore the important roles of adults working with young children and share ideas regarding developmentally appropriate practice for all children

The procedural safeguards required by Part C of IDEA are intended to protect the interests of families who have infants and toddlers with special needs, and the interests of the Early On system. This training will cover all the requirements of procedural safeguards including: records & confidentiality, notice/native language, consent, administrative resolution of individual hearing issues, and complaint procedures. Vignettes will be studied to aide in problem-solving some issues that may occur in practice.

The procedural safeguards (family rights) required by Part C of IDEA are intended to protect the interests of families who have infants and toddlers with special needs and the interests of the Early On system. Procedural safeguards are the checks and balances of the system, not a piece separate from the system. Early On system personnel are legally obligated to explain procedureal safeguards to families and to support an active adherence to, and understanding of, these safeguards. This training will cover all the requirements of procedural safeguards inclduing: timelines; records and confidentiality; notice/native language; consent; administrative resolution of individual hearing issues; and complaint procedures. Vignettes will be studied to aid in problem-solving some issues that may occur in practice.

This course has a closed registration process. Participants will gain information on using aggregated data to inform instruction and use anecdotal notes to complete the progress report. Measuring child growth is a must in any developmentally appropriate program.

Project AHEAD is a comprehensive program that provides services to families and child care providers of young children, ages birth to 3 years, with non-categorical disabilities (that is, any child who has a diagnosed disability or meets the state´s eligibility criteria for early intervention services). Services are delivered in the child´s natural environment including the home and child care setting.

2009 Tuuri Day Conference will examine issues regarding healthy infant development. Attendees will receive information on pre-and post-natal development in areas such as physical, mental, and oral health, and also using play and communication skills to develop social skill.

This offering is open to preschool teachers in the western U.P. Noted preschool expert Bob Sornson will share stategies for encouraging positive development in preschoolers. Call Loret at 906-482-0331 for registration information.

Participants will learn about the key findings of brain research and how to build a learning environment that encourages and supports optimal development for young children from infancy to first grade.

RDLA051: Raising Readers: Preparing Preschoolers for Success, focuses on preparing preschoolers for success by developing their early literacy skills. The theories and strategies presented are based on the latest early literacy research from Susan B. Neuman and Kathleen Roskos (2007). You´ll learn to use this research as you plan meaningful early literacy-learning experiences. These activities build on preschoolers´ prior knowledge, expand their vocabulary, and strengthen oral language development - providing them with the foundation for reading, writing, and future academic success. The course provides video examples, online interactives, and activities from PBS, and engages you and your colleagues in a collaborative learning experience. Questions? Contact PBS TeacherLine 866-864-0828 or http://vote.madonna.edu/Graduate/courselist.cfm

This workshop will focus on useful research and strategies for preschool students relating to academic readiness. Research will be presented on the strong correlation between motor development and academic success. The focus will be on gross motor skills, fine motor development as a precursor to handwriting and visual motor integration. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

This half day workshop will provide teachers and administrators in local districts the skills needed to conduct 30 minute "story-time" experiences with young children. They will also learn ways to teach the parents of young children the same skills.

RDLA044,"Read with Me: Developing Early Literacy with Children PreK)" is designed for preschool teachers and caregivers who want to have fun reading, singing, and sharing stories with children. In this course, learners will explore all the different ways they can use stories with children to develop pre-reading and pre-writing skills such as oral language and vocabulary development, phonemic awareness and reading comprehension. Learners will be engaged in a collaborative experience as they learn some different ways that multimedia can facilitate the sharing of stories with children. The course provides research-based articles, video examples from the KERA (public radio and television stations for North Texas) best practices video, Read with Me, online interactives and online and on-screen resources from PBS. Questions? Contact PBS TeacherLine 866-864-0828 or http://vote.madonna.edu/Graduate/courselist.cfm

This training is limited to 1st grade teachers. Registration for this workshop can be found at www.oakland.k12.mi.us. This series will help 1st grade teachers understand the structures of Readers Workshop. It will focus on preparing teachers to teach and coach 1st grade learners in reading skills and strategies necessary to promote lifelong reading.

This training is limited to 2nd gradt teachers. Registration for this workshop can be found at www.oakland.k12.mi.us. This series will help 2nd grade teachers understand the structures of Readers Workshop. It will focus on preparing teachers to teach and coach 2nd grade learners in reading skills and strategies necessary to promote lifelong reading.

This series will help teachers understand the structures of Readers Workshop. It will focus on preparing teachers to teach and coach young learners in reading skills and strategies necessary to promote lifelong reading.

This four day workshop is designed to help 1st and 2nd grade teachers develop a framework for teaching reading and a repertoire of strategies for enhancing 1st and 2nd grade students’ independence and skills as readers. The content will be focused around 1st and 2nd grade teachers of Reading Workshop. To register, please visit www.oakland.k12.mi.us and click on the Professional Development link.

This four day workshop is designed to help teachers at the kindergarten level develop a framework for teaching reading and a repertoire of strategies for enhancing kindergarten students’ independence and skills as readers. The content will be focused around kindergarten teachers of Reading Workshop. To register, please visit www.oakland.k12.mi.us and click on the Professional Development link.

Come and learn the last research on the brain and how to create a brain compatible learning environment that helps young children be ready for kindergarten. The day will focus on the latest research from the world of neuroscience and its applications to early childhood education. We will be looking at basic brain anatomy and how understanding brain functions influence our decisions for instructional strategies, classroom management, and daily activities for pre-school age children in our care.

RDLA056:Raising Readers: Ready to Read and Write with Digital Media demonstrates how preschool teachers and care givers can use digital media - specifically PBS programming and online resources-as a teaching tool to help young children develop essential early literacy and reading skills. Learners will explore how to use different types of stories with digital multimedia to teach young children early reading and writing skills. Learners will be engaged in a collaborative experience as they learn some different ways to share stories with children through oral storytelling, interactive read-alouds, and creating new stories together while interacting with PBS story characters in online games and activities designed to help build early literacy skills. The course provides research-based articles, video examples, online interactives, and online and onscreen resources from PBS. We suggest that learners complete RDLA051: Raising Readers: Preparing Preschoolers for Success before taking this course. Questions? Contact PBS TeacherLine 866-864-0828 or http://vote.madonna.edu/Graduate/courselist.cfm1.5

Participation is not limited to a specific group. This 19th Annual regional early childhood conference will service approximately 1,800 participants from 20 or more Michigan counties. The education offered to the conference participants will be used to enhance the quality of life for young children and assist in ensuring children are ready to succeed in their K-12 educational experiences. Conference participants will learn new techniques to work more effectively with young children and their families. To register, contact Linda Herbert (517) 548-9112 www.childcare4c.com or e-mail childcarel@aol.com

A PBS documentary produced in Michigan and being launched nationally by American Public Television, "Where Do the Children Play," explores Michigan´s greatest assets--our children and our national resources. What can be done to reclaim the creative power of play? Aided by a clip from the film, Elizabeth Goodenough, the film originator and outreach director will share lessons on the value of outdoor play as a source of innovation, collaboration and leadership. Elizabeth Goodenough has taught English and American Literature since 1976 at Harvard and Claremont colleges and at the residential college of the University of Michigan. A scholar and activist in the emerging field of children´s studies, she has published numerous articles and co-edited Infant Tongues. Contacts: Cathy Hengesbaugh (517) 546-4915 or Linda Herbert (517) 548-9112

These sessions are open to DPS participants only. The session will 1. Equip teachers in the knowledge and skills necessary to facilitate emergent literacy skills in the context of a meaningful Early Childhood Curriculum. 2. Demonstrate brain-based research best practices as a foundation for early childhood teaching methods. 3. Examine and analyze Individual and Classroom Data to inform teaching practice.

The workshop is designed so participants will become more skilled in identifying available resources and family´s needs, better able to utilize a wider range of resources within their individual communities, and more knowledgeable about the Individual Family Service Plan (IFSP) and service coordination process. The workshop consists of lectures, discussions, case presentations, videotapes and teaching activities. This workshop is designed to expand the participant´s understanding of the family´s role within the service system. Through this workshop, participants will explore: what resources are needed and available to families within the community; the impact of current federal and state laws on families´ rights and the service providers´ responsibilities; the role and participation of local agencies; and the level of collaboration necessary for effective family service program planning. Methods of identifying family´s need for resources is also reviewed along with the family´s role in early intervention and the growing parent support movement and its impact on resources and services.

This session is open to DPS Kindergarten teachers. On day one, participants will learn to organize a classroom for kindergarten students and prepare and follow a daily kindergarten classroom schedule.

This session is open to DPS Kindergarten teachers. On Day 2, participants will learn to assess students using the Brigance Assessment. They will also learn various strategies for using on-going authentic assessment.

This session is open to DPS Kindergarten teachers. On Day 3, participants will be able to demonstrate various strategies for instructing Open Court Literacy, Mathematics, Science, and Social Studies.

This offering is open to DPS Kindergarten teachers. On Day 4, participants will demonstrate understanding of age-appropriate activities, behavior, and expectations.

This course has a closed registration process. Participants will learn how to utilize the Smartboard Technology to create, teach, learn, and assess student achievement.

For more information regarding this workshop, please contact Connie Macek, 989-399-7487. Participants of this workshop will learn the current "Best Practices" for developmentally appropriate Early Childhood programming, as well as research based active learning environments to assist in scaffolding children’s development.

Learn how to build a foundation for scientific inquiry and explore strategies for engaging children in investigations and experiments by incorporating the concepts of multiple intelligences and multiple styles of learning into everyday practice.

SE/EO Staff of Oakland County can register at susan.mcintyre@oakland.k12.mi.us for this workshop. This training is for local district staff who are familiar with Early On Oakland and have attended trainings in 2007 or 2008. This workshop will review emerging priorities for 2009-2010 according to Part C of IDEA. Implementation challenges and strategies will be discussed from initial referral to IEP/IFSP and transition. We will review the CIMS-2 process for Part C. Participants will learn how to meet timelines and complete reports accurately, ensuring compliance with state and federal indicators. This is an essential update for birth to three staff.

OPEN - This pilot professional development opportunity is constructed for the purpose of providing middle school and high school teachers with reading assessment measures that provide insight into a secondary student´s reading abilities so that appropriate instruction can be determined and student achievement can be attained.

This training will address the myriad of skills necessary for Early On Service Coordinators in their roles and responsibilities of providing family-centered care as they follow the Federal mandates. These skills are analyzed, personalized, and practiced through meaningful experiences throughout the day.

This training will address the myriad of skills necessary for Early on Service Coordinators in their roles and responsibilities of providing family-centered care as they follow the Federal mandates. These skills are analyzed, personalized, and practiced through meaningful experiences throughout the day.

For more information, please contact Connie Macek, 989-799-4733. Participant´s will learn: How "Block" & "Dramatic" play promote development. Learn mathematical concepts in block play, create new settings for dramatic play and the teacher´s role in block & dramatic play.

This workshop, for Pre-K staff, will focus on ideas and strategies to set up an indoor environment that promotes curriculum, children’s well-being and program quality. For registration information, please visit http://www.oakland.k12.mi.us and follow the Professional Development link.

For more information regarding this workshop, please contact Connie Macek, 989-799-7433. Participants will learn how "Block" play promotes development, how to create an environment for "block" play, and learn mathematical concepts in the "block" area.

For more information, please contact Connie Macek, 989-249-8774. This is an inservice/training in high quality early childhood programs. Content information on the "Language" of creative art. Participants will learn: How art promotes development, creating an environment for art, and the teacher´s/caregiver´s role.

For more information, please call Connie Macek, 989-249-8774. Inservice on participating in a high quality early childhood program. Content information on the "language" of creative art; the teacher´s role in nuturing children´s sense of wonder. Participants learn: How art promotes development, creating an environment for art, what is discovery-how does it fit into a D.A.P program.

For more information, please contact Connie Macek, 989-249-8774. Inservice in participating in a high quality early childhood program. Content information on providing an environment of discovery. Participants learn: How discovery promotes development, creating an environment for discovery, and the teacher´s role in setting the stage for discovery.

For more information, please contact Connie Macek, 989-249-8774. This is an inservice in participating in a high quality early childhood program. Content information on providing dramatic play environments. Participants will learn how dramatic play promotes development, create an environment for dramatic play, and settings for dramatic play.

For more information, Please contact Connie Macek, 989-249-8774. Inservice in participating in a high quality early childhood program. Participants learn: How toys & games promote development, how to create an environment for toys & games, and the teacher´s role in promoting toy and game play.

For more information, please contact Connie Macek, 989-249-8774. Inservice in participating in a high quality early childhood program. Content information on providing music & movement for children 3-8 years of age. Participants learn: How music and movement promote development and the teacher´s role in creating an environment for music and movement.

This session is open to preregistered DPS substitute teachers only. Participants will learn to use quality trade books in instruction to support the GLCEs in the early grades.

This program is for Pre-K – 3rd grades staff. The important aspects of brain research and development will be discussed and experienced through the power of movement. Participants will also gain an understanding of what stress does to the learning system and how to immediately handle their own stress as a model for their students. For registration information, please visit www.Oakland.k12.mi.us and follow the Professional Development link.

Several objectives for participants include, Learning how the prenatal period and brain development affect social-emotional development in infants and toddlers; understanding reflective functioning and its importance in social-emotional development; understanding "shared emotions" in the development of social-emotional competence; identifying the 4 major attachment styles in infants/toddlers and adults; learning how to support a secure attachment between infants/toddlers and their caregivers; examining and understanding the components of social-emotional competency.

Understand the value of reflective practice in building relationships with families who are parenting infants and young children and apply the principles of reflective practice in discussion of work with families. Understand the importance of caregiver-child relationships, beginning in pregnancy, in social-emotional development. Learn strategies to support social-emotional development in infants and toddlers and in families with special challenges. Understand the importance of culture in social-emotional development.

Research and evidence-based practices related to the importance of music in childhood development will be the backdrop for hands-on, functional approaches to integrating music into learning at home, at school, at play, and in the community. Childcare providers, parents, and community members will learn fun, practical ways to use music to support strong deelopment of emotional competence, social interaction, physical coordination, and critical thinking. Music therapist specializing in music and child development will provide information in a user-friendly fashion that supports immediate confidence to integrate music into early childhood learning.

Workshop Contact: Rich Van Tol, 989-399-7473. The overall goal is to build a local early childhood system to prevent speech, language and communicative disorders. Participants will acquire skills in the screening, diagnosis, prevention and treatment of communicative delays.

Training is limited to early childhood classroom program staff. An early childhood classroom subteam (approximately six members) will be identified for each school district in Livingston & Shiawassee Counties. This program will provide evidence-based practices for serving young children with Autism Spectrum Disorders (ASD) in classroom settings. The critical elements of programming will be provided, including Meeting Mechanics, organizational supports, instructional supports, people supports, structured play, and intensive teaching strategies. To register, contact Michelle Gulley (517) 540-6866 michellegulley@livingstonesa.org or Amy Matthews (616) 331-3513 matthewa@gvsu.edu.

Staff development for Kindergarten teachers covering current topics.

This hands-on science training is for early childhood teachers who need creative science integration strategies and who want to learn how to make science more fun and meaningful for their students! Story Time Slime is more than just a collection of great hands-on science activities, it’s a whole new way to teach science through the medium of children’s literature. Discover why SCIENCE is the great melting pot of each and every discipline you teach, especially reading. Because of Julie Gintzler’s unique approach and classroom-tested methods, you’ll teach more science this year that you’ve ever taught before…guaranteed! Teachers will receive a packet of very useful materials for implementing these hands-on inquiry based activities.

Participants will come away know how to build a strong Kindergarten classroom environment that promotes success for every Kindergartner, they will know how to create a Kindergarten program that promotes growth in literacy and mathematics, they will know how to develop an environment and behavioral management style that enhances productivity in each child. Each participant will receive a resource handbook specifically designed for this seminar.

Participants will know how to enhance their literacy and writing centers, how to develop essential social skills with preschoolers and kindergarteners, they will discover engaging natural science activities, know how to motivate and engage their students, and be able to implement effective transition techniques providing students with a seamless day. Each participant will receive an extensive resource handbook specifically designed for this seminar.

**THIS IS A CLOSED SESSION*** CONTACT CONNIE MACEK FOR MORE INFORMATION, 989-399-7487. This workshop examines our attitudes and concepts about challenging behavior in preschool children. Helps us understand the relationship between challenging behavior and social-emotional development.

Learn proven techniques for dealing with the difficult, challenging or angry child, encouraging self-discipline and building responsibility.

This presentation consists of information and implementation assistance of the Michigan Program Quality Standards for Pre-kindergarten Programs (3 & 4 year old). To register, please visit www.oakland.k12.mi.us and click on the Professional Development link.

This presentation consists of a broad overview of the Michigan Infant and Toddler Quality Standards. This day will include a view and implementation of activity ideas and classroom guidelines for programs serving children 0-3 years of age. To register, please visit www.oakland.k12.mi.us and click on the Professional Development link.

This presentation will cover the Michigan Early Learning Expectations section of the pre-kindergarten (3 and 4 year olds) document. To register, please visit www.oakland.k12.mi.us and click on the Professional Development link.

This workshop will focus on effective storybook reading for print referencing along with the latest research in Early Childhood.

Participants will have the option to learn about Conscious Discipline Family Connections, Using Vivian Paley Approach to storytelling and writing, Using Small Groups Effectively, or Thoughtful Themes.

Participants can learn about using Michigan Early Childhood standards and creating effective portfolios for assessments.

This program is for preschool staff. Participants will learn about diverse learning styles and practices, and understand what the Universal Design for Learning is about while gaining some practical suggestions for classroom use. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

This training is for daycare and preschool staff. Participants will learn strategies for working with young English language learners, how to deal with children who do not speak and how to respond to behavior issues, participants will also learn strategies to support young ELL children in their play and how to foster friendships with ELL children. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

The objective of the Supporting Families with Young Children Conference is to acquaint participants with current research, practices and services relevant to expectant parents, young children and families. SFYC will increase the knowledge base of the participants and support and strengthen connections between families, practitioners, programs and agencies.

This training is for child care and preschool professionals. Participants will learn to understand the culture of poverty, examine different personal belief systems, and discuss the challenges to supportive communication.

Dr. David Dickinson will be presenting on the many facets of oral language development. He will present current research concerning the effects of oral language development on early literacy skills. Strategies to support the development of oral language skills in the classroom will be presented. He will address what home and classroom factors promote and support language acquisition. This workshop will investigate at length the role of oral language development as related to short and long term literacy success.

This session is designed for teachers and paraeducators working in Preprimary Impaired and Michigan School Readiness Program Classrooms. Participants will better understand their role in promoting literacy through play and how the classroom environment affects literacy.

This U.P.-wide conference is intended for individuals who provide care and education for children, birth to age 8. A variety of topics relevant to the care and education of young children will be covered.

This workshop will provide participants with skills and strategies to implement Sulzby´s storybook reading in the classroom. This component is critical in the implementation of reading workshop. Strategies for developing retelling will also be addressed. To register, please visit www.oakland.k12.mi.us and click on the Professional Development link.

Participants will learn about infant and toddler social and emotional milestones, why they are important, strategies to foster these skills in children and their environment, as well as ways to involve parents.

Participants will learn about early literacy development including ideas to bring literacy to the next generation and have fun while doing it! Great expectations, positive attitudes and sense of humor will be explored as they relate to creating learning environments in which all students can succeed.

A unique, fast paced presentation of preschool child development principles delivered in both a humorous and serious manner by one of America´s most respected child advocates.

The presenter of this session has been a motivational speaker for over 20 years. He will talk about human resource strategies, leadership, childcare management, and classroom procedures to encourage and help teachers.

Participants will learn how to communicate effectively with children. Participants will learn effective techniques to present to adult learners. Participants will develop strategies to become effective parents.

Audience includes Kindergarten teachers and paraprofessionals. We will use the resource Talking, Drawing, Writing: Lessons for Our Youngest Writers by Marilyn Horn and Mary Ellen Giacobbe, 2007. This resource will act as a guide to us as we teach young children the craft of writing by beginning with what they know through the power of talk telling our personal stories to each other. Teachers should bring their own copy of Talking, Drawing, Writing: Lessons for Our Youngest Writers to this session. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

The Teacher Reading Academy workshops will provide opportunities to learn about: the five essential components of reading and writing; classroom organization and management; grouping students by using assessment and selecting reading materials. Questions? Call 517.244.1251.

Through the Teacher Talk class, participants will learn a variety of research based strategies to promote oral language development and provide a rich and inclusive language learning environment in early childhood settings. Teacher Talk is a course offered through Hanen and is based on the Learning Language and Loving it course.

The Teacher Training Conference is a bi-annual training event to enhance staff´s knowledge and skills relating to curriculum implementation and outcomes with emphasis in areas that address curriculum, child outcomes, child health and development, disability and early literacy. For further information contact: Maria Cross at (734) 727-7631.

The Teacher´s Training Conference is a bi-annual training event to enhance staff´s knowledge and skills relating to curriculum implementation and outcomes with emphasis in areas that address curriculum, child outcomes, child health and development, disability and early literacy. For further information contact: Maria Cross at (734) 727-7631.

This seminar focuses on activity-based and child-responsive interventions that enhance early literacy development. Participants explore specific activities and teaching strategies for facilitating early literacy skills in both classroom and home settings, including ways to individualize instruction for young children with disabilities. Dr. Notari-Syverson also discusses guidelines for assessment and methods for developing Individualized Education Program (IEP) or Individualized Family Service Plan (IFSP) literacy goals and objectives.

Participants will renew their energy for the upcoming school year with new information to use, insight from national experts, sharing information with each other, reviewing breakthroughs in brain research, and learning innovative literacy strategies.

This two-day workshop focuses on dealing with challenging behavior in children entering pre-K classes.

Exchange English Language Arts resources, ideas and review English Language Arts GLECS for the Primary Grades. Learn more about the 6 + 1 Traits of Writing for the Emergent Writer and Rubrics for Emergent Writing Handwriting without Tears. If you’re using this program come and share, if not check it out! It works! Come and create your own ELA Resource Notebook to use with this year´s class! For additional information, please contact Kelly Green at (734) 334-1407.

Call 877-360-1477, Personal Power Institute to register for this workshop. Participants will: how to use the Attraction Principle to create caring communities, how to set healthy expectations for children, and techniques for turning negative experiences into positives.

Learn engaging ways to help young children develop skills in listening, language and literacy. The session is fun and interactive and the ideas can be used at home or in the classroom Participants benefit from this presentation by sharing teaching ideas that encourage developmentally appropriate differentiated instruction for young children. Teachers and paraprofessionals will learn how to help children develop skills for successful school experiences.

In this part of The Art & Craft of Writing, participants will review and learn to choose hands-on artifacts that are sensory and delight the imaginations of children; explore the kernel of an idea with oral language before writing; and experiment with language that has movement, color and passion to record the message. Questions? Call 517.244.1251

The caregiver-side of Parent/infant relationships. Attachment at the representational level. Introduction to the working model of the Child interview

Attachment at the representational level. Assessing parents´ representations of their infant: an introduction to the working model of the Child Interview. (AAI)

Explore self-reflection and defining the parameters of physical, thinking, and emotional space. Also, practice asking good questions, offering supporting words, developing a non-judgmental attitude and creating chains of genuine two-way communications and meaningful dialog. For further question please contact Lena Montgomery (734) 334-1438

The overall goal of this training is to enhance the communication and skills of parents with children with special needs and the professionals who work with the families. The training will provide background information for the district roles and responsibilities of both parents and professionals. In addition, effective communication strategies will be explored and practiced.

The Happies Baby 101: Introduction to Infant Crying: the Fourth Trimester, Calming Reflex and the Five S´s as well as Fast Food Rule: Toddler-ese. Training will be featured by Dr. Harvey Karp.

This workshop will assist attendees in empowering parents to take proper action when caring for challenging infants/toddlers, thereby decreasing their frustration level and the risk of postpartum depression and child abuse.

This course has a closed registration process. Participants attending this session will reflect on the principles of teaching with intentionality, broaden their thinking concerning developmentally appropriate practices.

This workshop will provide participants with a framework for assessing the experiences of young children in their programs. There is a middle ground between adult directed and child initiated learning experiences for preschool children. Strategies to support teachers in developing appropriate activities and to support their thoughtful and intentional use will be a focus. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

This course has a closed registration process. Participants will examine the tools for survival in a kindergarten classroom. Participants will learn all of the components (scheduling, classroom environment, transitions, lesson planning, etc.)

Participants will gain an understanding of how to set up a child centered environment for young children. The participants will learn how to fill the early childhood environment with developmentally appropriate art and science activities. The participants will understand and be able to articulate the importance of play in early childhood and gain a lot of hands-on art and science ideas.

Learners will gain knowledge of the Oregon Parent Management Training(PMTO) model, an evidence based intervention program to establish and maintain prosocial behaviors in children and adolescents.

The P.L.A.Y. (play and language for autistic youngsters) Project, Level I Workshop is an introduction to the DIR/Floortime Model used in interventions for young children with autism spectrum disorders. Participants will identify current trends and research in Autistic Spectrum Disorders (ASDs), describe how ´affect´ drives growth and development, understand the importance of neurological ´comfort zone´ and list and describe basic Development, Individualized & Relationship (DIR) intervention techniques with children with ASD. Learn effective, low cost, and efficient ways to provide intensive intervention programming for young children (18 months to 7 years) with ASDs to help them gain language and social skills.

The P.L.A.Y. (play and language for autistic youngsters)Project, Level 1 Workshop is an introduction to the DIR/Floortime Model used in interventions for young children with autistic spectrum disorders. Participants will identify current trends and research in Autistic Spectrum Disorders (ASDs), describe how ´affect´ drives growth and development, understand the importance of the neurological ´comfort zone´ and list and describe basic Developmental, Individualized & Relationship (DIR) intervention techniques with children with ASD. Learn effective, low cost, and efficient ways to provide intensive intervention programming for young children (18 months to 7 years) with ASDs to help them gain language and social skills.

The P.L.A.Y. (Play and Language for Autistic Youngsters) Project, Level 11 seminar focuses on children ages 4-8 years old with high functioning autism. Participants will learn methods to help improve children´s social skills through the use of social stories, play dates, and behavioral analysis of social deficits. Characteristics of a supportive education program for children with Autistic Spectrum Disorders (ASDs) will be explored, and participants will increase their knowledge of techniques that help children with ASD solve problems, control impulses, and improve behavior.

Audience will include Kindergarten teachers and paraprofessionals. This session will focus on play and its importance in the growth and development of young children. Children learn through play. Play is essential for children to learn and grow. The teacher’s role in scaffolding play will be highlighted as well as preparing for environments that foster play. To register, please visit www.oakland.k12.mi.us and click on the Professional Development Link.

This conference will provide information and tools to create holistic, integrated programs for children and their families.

Many of us may be planning a summer vacation this year. Whether we travel by plane, train, or automobile, the most important journey for young children to be on is The Road to School Readiness. Join us on the journey to discover what you can do to help prepare children to enter school ready to learn. Emphasis will be placed on the key developmental areas that support the acquisition of academic skills. Receive tools to use when communicating with parents about their child’s learning progress. Become familiar with area events to assist children in transitioning to Kindergarten. This training session will count towards licensing training requirements. To register for this class please contact Lisa Wiley at (989) 729-3603 or lisa.wiley@baker.edu.

This course has a closed registration process. This workshop will focus on how the environment of the classroom can provoke and inspire curiosity, investigations and learning among young children.

Participants will learn and practice skills derived from child-centered play therapy. For use with preschool children in preschool classrooms to facilitate social, emotional, behavioral and educational development. The sessions will include a brief history/theory, learning the skills, and practicing the skills in simulated play sessions.

Conscious Discipline® is a social and emotional intelligence classroom management program developed by Dr. Becky Bailey that empowers both teachers and children. It is based on brain research, child development information, and developmentally appropriate practices that give teachers answers to behavior concerns in the classroom and home. The seven skills of Brain Smart® classroom management gives you structures and language that empower teachers to interact in positive ways and make permanent changes in their classroom and the lives of the children.

Certified Conscious Discipline Trainer Amy Speidel will present this uplifting and powerful workshop that changes attitudes and provides participants with the skills and techniques that are necessary for adults to stay in control of themselves and in charge of children.

You will learn how to:

• Prevent Power Struggles
• Use Loving Guidance language effectively
• Use brain-smart strategies with your children
• Maintain Self Control in order to teach self control to children

Please visit http://www.baisd.net/ECW.htm to obtain additional information.

Learn practical strategies and activities for teaching reading and writing skills in 3rd grade classrooms. You will be given literature titles perfect for third graders, will be shown projects, activities and games designed to encourage reading and writing.

There are many learning outcomes for participants that attend the Three Day Symposium. Among the many outcomes include: Writing of outcomes that address a family´s unique need, understanding the legal requirements for tracking progress toward outcomes in IDEA Part C, knowledge of procedural safeguards as related to record keeping, and knowledge of the origin of precedural safeguards.

Day five of a six part series on supervision designed to give early childhood supervisors an opportunity to gain knowledge and support in the context of reflective communication. This session will demonstrate how to use protocols in staff meetings to provide reflective professional development.

This, program is limited to general and special ed. early childhood staffs. Participants will learn about the Vygotskian approach to early learning, identify strategies on how to scaffold young children’s learning and development, and learn how to promote self-regulation through dramatic play. For registration information, please visit www.oakland.k12.mi.us and follow the Professional Development link.

A Professional Day with Dr. T. Berry Brazelton and the national Seminar Series Faculty. Touchpoints in development: A Model for Early Intervention- Participants will understand development as containing periods of bio-behavioral shifts accompanied by frustration, disintegration and growth. Describe several predictable touchpoints for each stage of development as they relate to crying, sleep, feeding, anatomy, etc. Identify specific opportunities to provide education and intervention for parents.

The training will explore the use of the HELP (Hawaii Early Learning Profile) tools for meeting the needs of children and families. Use of the HELP, birth to 3, as a tool for development assessment, intervention, planning, and instruction with infants and toddlers and their families will be discussed. The HELP strands birth through 3 years as a re-assessment and recording tool to track developmental progress and to identify the next steps in infant and toddler development. Application to service area will be discussed.

This workshop will educate the participants about evaluating student´s thinking, feeling, and behavior. It will take the participant to the seven basic assumptions about learning. Brain development and the process of sensitization, brain arousal levels and its effect on learning, developing thought process and trauma regression, and evaluating the difficult child and how it leads to intervention will be explained.

This 2-day presentation by Michael Trout, M.A., from The Infant-Parent Institute, Inc., will focus on the normal developmental needs of infants and toddlers; how getting those needs met may be compromised by loss or trauma in early life; what the child does about it; and how that adaptation shows up in behavior both at the time and years later.

Explores the challenges children with Autism Spectrum Disorder(ASD)experience in the areas of language, communication, social interaction and play. Ideas for early identification and assessment will be provided which specifically look at these areas of impairment. Led by Patricia Prelock, Ph.D., University of Vermont. Participants will learn 1. about early indicators of autism, 2. relationship and skill-based interventions for supporting communication, social interaction and play in children with autism, and 3. how to make decisions about interventions for children with autism in collaboration with families.

The goal of the 2004 Annual Early On Conference is to offer participants individual, as well as collaborative, opportunities to enhance the many facets of their work with families and their children in Early On. Our focus "Understanding Development: Making a Difference for Children in Early On" highlights the development of outcomes that encourage child development and strategies for supporting the families´ efforts.

New Local Early On/Early Intervention Staff of Oakland County can email Sue McIntyre at susan.mcintyre@oakland.k12.mi.us for registration. This workshop will help local district staff who are new to early intervention programs understand Part C of IDEA and Early On. Federal and state requirements will be reviewed, along with strategies for local implementation during the referral, evaluation, eligibility, and IEP process.

The goal of this workshop is for participants to gain an understanding of common sensory behaviors and appropriate school and home interventions. To that end, specific behaviors will be described using a strong framework. Novel sensory strategies will be explored. A framework for appling strategies appropriately will be outlined.

The purpose of this training is to provide educators information on how to appropriately support students with Autism Spectrum disorders. Educators will learn how to support families and students with ASD by promoting social skill development and independence thru proper accommodations/modifications and visual supports.

Learn ways in which to strengthen your reading, writing, math, and science instruction for grades K-2. All activities are researched-based and designed especially for kindergarten-second grade classrooms.

Lear practical strategies for using songs, rhythm and rhyme to engage your students; to build community; and to enhance learning, even if musical talent is not one of your strenghts!

Day two of a six part series on supervision designed to give early childhood supervisors an opportunity to gain knowledge and support in the context of reflective communication. Based on the knowledge garnered from the admininstration of the Program Quality Assessments, participants will be able to plan for and implement changes in environments, daily routines, and interactions between adults and children.

This is a videoconference being provided through select sites within the State of Michigan. The workshop is to heighten awareness and understanding of the strengthening of families and the protective factors framework, as well as the benefits that come from a comprehensive and strength-based approach.

The goal of this training is to provide participants the information to correctly assess preschool children’s development using an observational assessment instrument, the High/Scope Child Observation Record. It is also the goal of the training to train participants to share COR information with parents, and to use information for daily planning. Please note that this workshop is restricted to whoever is allowed to enroll in the training.

This program, for Preschool staff, will provide a historical overview of the development of the Michigan Pre-Kindergarten Standards of Quality, as well as an in-depth review of the two major sections of the document. Day One will consist of information and implementation assistance for the Program Quality Section of the document. This day is most beneficial for preschool directors and lead teachers responsible for overall administration of a program and classroom. For registration information, please visit www.Oakland.k12.mi.us and follow the Professional Development link.

This program, for Preschool staff, will provide a historical overview of the development of the Michigan Pre-Kindergarten Standards of Quality, as well as an in-depth review of the two major sections of the document. Day 2 will focus on the Early Learning Expectations section including communicating feelings, as setting, boundaries, and expectations. For registration information, please visit www.Oakland.k12.mi.us and follow the Professional Development link.

This program, for Preschool staff, will provide a historical overview of the development of the Michigan Pre-Kindergarten Standards of Quality, as well as an in-depth review of the two major sections of the document. Day 3 will continue the Early Learning Expectations, focusing on consequences, behavior, and expressing disagreement with peers and caregivers. For registration information, please visit www.Oakland.k12.mi.us and follow the Professional Development link.

Day one of a six part series on supervision designed to give early childhood supervisors an opportunity to gain knowledge and support in the context of reflective communication. This session will review the High/Scope Progam Quality Assessment as a supervisory tool.

Almost daily, children are hearing and seeing images of violence. Participants will explore how they can address behavioral and developmental issues by creating supportive nurturing environments for children and families. Topics include: violence in our culture, violence and early development, behavioral effects, the attraction of media and guns, the importance of relationships, supportive climates, and classroom and community intervention materials.

With Vivian Paley´s approach teachers will learn a full array of state and national learning goals set for preschool aged children. These tools will help teachers to educate young children with some highlights in the role of pretend play with daily opportunities for children to dictate stories which are then acted out with classmates. Every idea; literacy, mathematical, moral and emotional is experienced in play, examined in discussion, and considered further in stories and dramatizations: representations and formats for learning that young children connect with and respond to.

The Teacher Training Conference is a bi-annual training event to enhance staff´s knowledge and skills relating to curriculum implementation and outcomes with emphasis in areas that address curriculum, child outcomes, child health and development, disability and early literacy. For further information contact: Maria T. Cross at (734) 727-7631.

This event is for Wayne County Head Start only. Participants will enhance their knowledge and skills in curriculum implementation with an emphasis on early education learning outcomes, child health, disability and early literacy for children. For further information contact, please Maria Cross at (734) 727-7631

This event is for Wayne County Head Start only. Participants will enhance their knowledge and skills in curriculum implementation with an emphasis on early education learning outcomes, child health, disability and early literacy for children. For further information contact, please Maria Cross at (734) 727-7631

Limited to the Wayne County Head Start. Designed for head start teachers in Wayne County. This all day conference will address effective strategies to building knowledge and skills of teachers working with 3-4 year old children. The sessions will include literacy skills exploration, math inquiry, language development and health care issues.

This event is for Wayne County Head Start only. Participants will enhance their knowledge and skills in curriculum implementation with an emphasis on early education learning outcomes, child health, disability and early literacy for children. For further information contact Maria Cross at (734) 727-7631

What about those boys? Rings out from classrooms around the country. If you find yourself asking these questions, this workshop is for you. Increase your awareness of boys and girls: how they learn, how to educate them based on brain science research, and how to create the ultimate environment that supports boy’s and girl’s needs.

Objectives:

• Analyze how and why boys learn differently than girls
• Learn how to sensitively support the different learning styles of boys and girls with language
• Practice techniques that nurture bonding and attachment with boys
• Learn skills and effective strategies for dealing with boys’ aggressive behavior
• Develop activities and learn how to create appropriate, supportive learning environments for boys and girls

Teachers will be modeled kindergarten lessons and classroom activities, will learn strategies and activities for teaching early literacy skills, and learn ideas for developing and managing literacy learning centers.

This seminar will teach the participants the tools to enhance classroom management. Research and evidence based strategies will be learned for handling common behavior problems. Participants will leave with solutions for getting through to children so they will listen and be respectful to the participants leading the classrooms. For further information call (800)232-4453, or at the website: www.atiseminars.org.

The purpose of this workshop is to refine and extend program participants´ understanding of and skills in working with families with caring for a special needs child. Skills to be developed include: increasing a caregiver´s understanding of their own infant and child development; training caregivers in follow-up intervention skills for the home; and involving caregivers to the level that early intervention becomes a joint venture between home and treatment program. Particular emphasis will be placed on taking into account the caregiver´s expectations for infant behavior and development, the caregiver´s recognition of the degree and severity of the infant´s developmental problems, and the selection of intervention strategies appropriate for use based on the infant´s developmental level and the caregiver´s informational needs and emotional availability. Through this workshop, participants will be given multiple opportunities to refine and/or extend their understanding of families with a special needs child. A family systems/ecological framework will inform our exploration of the impact a child with special needs has on family members and relationships. Lost dreams and grief will be considered as central themes in our work with families. The strengths and resources families bring to their experiences also will be a consistent focus. Ways to help families identify their resources, concerns and priorities will be explored. The richness which diversity in family composition, heritage and culture brings and the ways in which early intervention specialists can be respectful of family norms and values will be emphasized. Developing an in-depth understanding of one´s own response to early intervention work and to active partnership with families will be a goal of the workshop. Strategies for working with ourselves when a family challenges us and our way of practicing will be presented. Family members´ responses to us and to our interventions will also be considered. Participants are expected to be active collaborators in this workshop and to contribute their experience and expertise to their colleagues and to the workshop experience itself.

To train early childhood educators on discipline obstacles, techniques and tools to overcome these obstacles.

This course will assist participants in finding ways to improve services for children and families with special needs, and understand feelings and perceptions of these families. They will also view a video that demonstrates how people (now adults) with disabilities felt and coped as they were growing up.

Behavior management strategies for professionals working with children ages two through eight. Learn how to increase positive behavior, stop conflicts, help children solve their own problems and effectively manage the behavior of the most challenging child.

This program is for 1st grade teachers in Oakland County. Participants will learn the components of effective lesson design, using the model to write extensions to Calkins units of study along with designing two inquiry units based on the inquiry framework in Study Driven by Katie Wood Ray. For registration information, please visit http://www.oakland.k12.mi.us and follow the Professional Development link.

Katy Ray will present information and research on the topic of writing with young children and promoting writing throughout the classroom. Ms. Ray will focus on respecting children´s emergent writing skills. Techniques for teachers to promote writing with individual children, through small group instruction and in large group activities will be presented.

This conference is intended for individuals who provide care and education for children, birth to age 8. A variety of topics relevant to the care and education of young children will be covered.

This zoo-phonics day 2 workshop will enable participants to effectively teach language arts, based on phonics, taught with kinesthetics and menmonics. Day 2 workshop focuses on writing, assessment, and gives teachers an opportunity to practice integrating phonemic concepts directly to reading, spelling, writing, and literature.