Virtual Inclusion Collaborative State Conference

Transcription

1 Virtual Inclusion Collaborative State Conference Inclusion Matters... Be the Change! October 23-24, 2014 San Mateo County Office of Education 101 Twin Dolphin Drive Redwood City REGISTRATION DEADLINE OCTOBER 3, 2014 Sponsored by the Child Care Partnership Council, Santa Clara County Office of Education, and the San Mateo County Office of Education

2 Inclusion Matters Be the Change! Registration Opens: August 7, 2014 Deadline: October 3, 2014 We are pleased to bring the Inclusion Collaborative State Conference directly to San Mateo County using a combination of virtual and in-person strategies. Join nationally recognized educators and researchers to learn and share innovative, evidence-based strategies, tools and models to support full inclusion of young children with disabilities in diverse settings. Keynote addresses and a broad choice of session topics will be transmitted virtually from the conference s San Jose location. Local facilitators in San Mateo will guide discussions with peers from different disciplines and organizations. Who should attend? Teachers of children birth to 3rd grade, intervention specialists, special education program administrators, ECE directors, early education students - anyone involved in the care and education of children birth to age 8 with and without disabilities! Registration: Attend both days for $40, or one day for $20 (Student discount $10 per day). Light breakfast and lunch will be provided each day. To register: Certificates of Attendance will be provided at the end of each day. One CEU is available through San Jose State University for participants attending two full days, with separate registration and an additonal $60 fee. For more information contact: Dalma Sato dsato@smcoe.org (650)

3 Conference Schedule Thursday, October 23, :00 Breakfast and Registration 9:00 Welcome and Keynote Address Whit Hayslip ECE Consultant (Formerly with LAUSD) 10:00 Break 10:15 Choice of 3 Concurrent Sessions 11:45 Lunch and Keynote Mary A. Falvey, Ph.D. Cal State University LA 1:30 Choice of 3 Concurrent Sessions 3:00 Break 3:15 Reflective Session 4:30 Adjourn Friday, October 24, :00 Breakfast and Registration 9:00 Choice of 3 Concurrent Sessions 10:30 Break 10:45 Choice of 3 Concurrent Sessions 12:15 Lunch and Keynote Sharon Walsh Walsh Taylor Inc 1:45 Choice of 3 Concurrent Sessions 3:15 Break 3:30 Reflective Session 4:30 Adjourn

4 Thursday, October 23, 2014 Morning Session 10:15am - 11:45am I Can Figure This Out: Integrating Science into Inclusive Early Education Settings Learn how science content, concepts and processes can be integrated into inclusive early education settings using vignettes, hands-on experiences, and sample classroom activities. Amber Friesen, Ph.D., Assistant Professor, Early Childhood Special Education SF State University Grade Level: 3 years old to 5 years old Using Desired Results ACCESS Reports to Guide Program Planning Review the two types of Desired Results ACCESS reports to understand the information to be gained from each. Explore strategies for using the reports to plan program activities. Learn how the reports can inform the IFSP and IEP process. Grade Level: Birth to 5 years old Patty Salcedo, Project Co-Director Desired Results ACCESS; Elizabeth Schroeder, Research Associate Desired Results ACCESS Using Early Learning Foundations and Bechmarks to Meet Children s Diverse Needs This highly-interactive session will help participants build their skills in effectively using the California Early Learning Foundations to meet the needs of all children. It will offer specific guidance in strategies for including children with disabilities in Foundations based assessment and instruction. Whit Hayslip, Consultant Early Childhood Education Los Angeles, CA Grade Level: Birth to 5 years old

5 Thursday, October 23, 2014 Afternoon Session 1:30pm - 3:00pm Building Schools of Kindness and Compassion: How a Relationship Based Approach Improves Outcomes for At-Risk Children Relationship based tools and skills are very effective in building teachers capacity to support inclusion. Tools from the CSEFEL Pyramid Model and skills from Teacher Child Interaction Training are woven together to give participants improved ways to connect with each other, families and children. Grade Level: 3 years old to 5 years old Kathleen Kelley Behavioral Consultation Project Early Learning Institute; Mary Linscomb Early Learning Institute; Teri Porter A Special Place Therapeutic Preschool YWCA of Sonoma County Co-Teaching and Collaborative Partnerships for Inclusive Education to be Successful Learn how co-teaching and collaborative partnerships can facilitate inclusive education for young children with and without disabilities. Mary A. Falvey, Ph.D. Emeritus Professor, California State University Los Angeles Grade Level: 3 years old to 3rd grade Developing a Community of Practice to Improve Inclusive Preschool Programs Learn about a model for improving inclusive preschool practices by developing communities of practice among general educators, early childhood special education, and pre-service teachers. Grade Level: 3 years old to 3rd grade Janice Myck-Wayne, California State University Fullerton; Suzanne Robinson, Ph.D., California State University Fullerton

6 Friday, October 24, 2014 Morning Session 9:00am - 10:30am Holding the Bar High for ALL Students: Assessing Program Effectiveness and Student Outcomes in Inclusive Programs for Students with Moderate-Severe Learning Needs Many schools have a range of tools to assess program quality and student outcomes for the general student population. However, these tools are often not appropriate for students with moderate to severe learning needs, or for assessing the implementation quality of inclusive practices. Hear about the steps one charter network has taken to assess both implementation and student outcomes within a specialized inclusion program for students with moderate to severe learning needs. Caitlin Gallagher, School Psychologist Rocketship Education Hannah Gray, Special Education Teacher Rocketship Education; Genevieve Thomas, Director of Special Education Rocketship Education Grade Level: TK to 3rd Grade Inclusion Works! Creating Child Care Programs that Promote Belonging for Children with Special Needs Looking for resources and strategies regarding inclusive practice? This workshop is for you! Based on the book published by the California Department of Education, Inclusion Works!, there will be an overview of definitions and descriptions of inclusion evidence-based strategies for inclusive practice, and an opportunity to discuss the application of the strategies in case studies. Linda Brault, Project Director WestEd Grade Level: Birth to 3rd Grade Re-thinking Early Childhood Social Inclusion: Developing Teacher Competencies That Support and Nurture Diverse Learners and Build Classroom Community Learn new ways to think about early childhood inclusion. Work with others to generate meaningful teaching practices and strategies. Develop ideas for instructional methods that will support and nurture diverse learners and build classroom community. Grade Level: Birth to 5 years old Yoon-Joo Lee, Ed.D. Early Childhood Special Education Brooklyn College

7 Friday, October 24, 2014 Midday Session 10:45am - 12:15pm Embedded Instruction for Early Learning: Intentional Teaching to Ensure Young Children s Meaningful Access and Participation in Inclusive Classrooms Want to learn how to embed instruction in everyday activities, routines, and transitions to support young children s access, participation, and learning? We will introduce you to Embedded Instruction for Early Learning, a research-based approach to intentional teaching and embedded instruction. The interactive session will provide a ready-to-use set of materials and resources for practical application. Dr. Mary McLean Kellner University of Wisconsin-Milwaukee and Desired Results ACCESS project Dr. Patricia Snyder University of Florida and Desired Results ACCESS Project Grade Level: 3 years old to 5 years old Preparing Educators for Inclusive Education: Academic Supports, Social/Emotional Supports, and Environmental Supports In this workshop educators will be provided with professional development ideas and resources to support students in inclusive education models. Examples of ongoing support such as consultation, web-based community interaction and resources, classroom observations, progress monitoring, vertical planning, and facilitating successful transitions. Andrea Youpel, Inclusion Specialist Tustin Unified School District Ashley McAdams, Early Intervention Specialist, Tustin Unified School District Grade Level: TK to 3rd Grade Strengthening Families: Defining a New Normal An overview and history of the Strengthening Families Framework, and the Five Protective Factors. Learn the research behind the protective factors, and understand how they prevent child abuse and neglect. Explore strategies to incorporate the protective factors in your work. Barbara DeGraaf Strengthening Families State Lead Strategies Grade Level: Birth to 3rd Grade

8 Friday, October 24, 2014 Afternoon Session 1:45pm - 3:15pm Implementing Augmentative Alternative Communication/Assistive Technology (AAC/AT) in the Inclusive Classroom Technology is developing at such a rapid pace it is hard to keep up! Participants will get an overview of augmentative alternative communication and assistive technology, hands-on trials, and strategies to implement technology in the inclusive classroom. Grade Level: TK to 3rd Grade Kathy Bays, Program Manager Special Education Santa Clara County Office of Education Leslie Haverstock, Teacher of Students with Orthopedic Impairments AT Specialist, Santa Clara County of Education State of the State: Implications for the Field on Inclusive Practices Federal and State regulations emphasize serving children with special needs in natural and least restrictive environments. Hear from the Department of Developmental Services, California Department of Education-Special Education Division and Early Education and Support Service Division about inclusive practices that address these regulations. Grade Level: Birth to 3rd Grade Meredith Cathcart, Special Education Division CDE; Cecelia Fisher-Dahms, Quality Improvement CDE; Erin Paulsen, Early Start Department of Developmental Services; Sharon Walsh Walsh Taylor Incorporated Young Children s Progress in the Approaches to Learning Domain: What It Means and How to Assess It Explore the developmental domain of Approaches to Learning (ATL) and its relationship with the developmental constructs of self-regulation and executive functioning. Video examples will show children s ATL across the birth to 5 developmental continuums. The DRDP 2015 will be used to illustrate how young children s progress in the ATL domain can be assessed and supported through curriculum planning that includes all children in an early childhood classroom. Grade Level: Birth to 5 years old Peter Mangione, Co-Director WestEd