Early Childhood

UW ECHO in Early Childhood increases the capacity of early childhood professionals to identify and implement best practices in areas that include early literacy, transitions, behavior support and identification, and referral detection.

Network participants include case managers/family service coordinators, general educators, home daycare providers, paraeducators, related service providers (OT’s, PT’s, SLP’s, etc.), school administrators, school directors, school counselors, school psychologists, social workers, special educators, state agency staff and all others interested in improving outcomes for students in the early childhood setting.

UW ECHO in Early Childhood is a collaboration with the Wyoming Department of Education and the Wyoming Department of Health.

Sessions are on Thursdays, bi-weekly,
1:00 p.m. to 2:15 p.m. MT
via Zoom video conferencing technology.

Early Childhood Learning Session Topics: Spring 2017 to Fall 2018

LEARNING TOPICS - SPRING 2019

Session information subject to change, please check back regularly.

*Registration encouraged but not required to attend sessions*
Registrants will receive session handouts and materials prior to the scheduled meeting time.

January 10

Assessing the Needs of Families of Children with Special Needs or Vulnerabilities

Understanding that a path to helping children is to help their families, we need to figure out what families need. This session will present the concept of talking to families about their daily routines with their children, as a needs assessment method. We introduce the idea of a routines-based conversation, which is similar to but less involved than the evidence-based Routines-Based Interview. Participants will have a guide to help them have these conversations with families.

Presenters:
Robin McWilliam, Ph.D., Professor, University of Alabama; Department Chair, Special Education and Multiple Abilities; Director, Evidence-Based International Early Intervention Office (EIEIO)
Cami Stevenson, Assistant Administrator, Multnomah Early Childhood Program, University of Alabama; Research Associate, Evidence-Based International Early Intervention Office (EIEIO)

January 24

The Comprehensive Service Provider

When a child and his or her family receive services, someone should function as the comprehensive service provider. The CSP is the one person on the team who addresses the whole child and family, not bound by the boundaries of a professional discipline. This session will deal with the concepts of functioning, routines (following up on the first session), and family consultation (collaboration). Participants will have a guide for assuming the role of CSP in contacts with families.

Presenters:
Robin McWilliam, Ph.D., Professor, University of Alabama; Department Chair, Special Education and Multiple Abilities; Director, Evidence-Based International Early Intervention Office (EIEIO)
Cami Stevenson, Assistant Administrator, Multnomah Early Childhood Program, University of Alabama; Research Associate, Evidence-Based International Early Intervention Office (EIEIO)

February 7

Engaging Children with Disabilities in Inclusive Preschool Classrooms

Engaging children with special needs in preschool settings requires a commitment to a combination of relationship-based approaches, curriculum-based assessment and curriculum planning.  However, even with well--developed lesson plans, early childhood professionals must be prepared to scaffold instruction and present "just right" challenges, in the moment, to all children.  By examining the sensory, motor, cognitive, social and emotional needs of children as they related to planned activities, presentation of materials and even classroom organization, both written lesson plans and spontaneous interactions can better support each child's development.  

Presenter:
Tiernan McIlwaine
Consultant, University of Wyoming, College of Education,
Department of Elementary and Early Childhood Education

February 21

Classrooms Including Children with Special Needs

All children should be engaged when they are in group care such as child care, Head Start, and preschool. Maximizing opportunities for engagement involves having functional goals, using effective teaching, providing integrated therapy, organizing the space and the adults, and having a stimulating environment. This session will describe how consultants (e.g., itinerant professionals), directors, and teachers can implement these five elements. Participants will have checklists to use as they work with classrooms.

Presenters:
Robin McWilliam, Ph.D., Professor, University of Alabama; Department Chair, Special Education and Multiple Abilities; Director, Evidence-Based International Early Intervention Office (EIEIO)
Cami Stevenson, Assistant Administrator, Multnomah Early Childhood Program, University of Alabama; Research Associate, Evidence-Based International Early Intervention Office (EIEIO)

March 7

Building Positive Strength-Based Teams, Part 1

Children thrive in environments where the adults model positive relationships and create communities based on trust and respect. In this workshop, we will examine the impact that toxic stress in a classroom has on young children's brain development and social-emotional skills. We will explore strategies for enhancing your professional skills to help you communicate effectively with your co-workers and parents.

Presenter:
Susan MacDonald, M.Ed.
Professionally Certified Coach, Author of Inspiring New Perspectives

March 21

Building Positive Strength-Based Teams, Part 2

Children thrive in environments where the adults model positive relationships and create communities based on trust and respect. In this workshop, we will examine the impact that toxic stress in a classroom has on young children's brain development and social-emotional skills. We will explore strategies for enhancing your professional skills to help you communicate effectively with your co-workers and parents.

Presenter:
Susan MacDonald, M.Ed.
Professionally Certified Coach, Author of Inspiring New Perspectives

April 4

Getting Ready, Set, Go! Strategies for Communicating with Families

Positive engagement with parents is a goal of all early childhood educators and providers. Join us to explore Getting Ready – a straightforward and evidence-based approach that builds effective parent-provider partnerships to support young children’s development. In this first session, you will learn about two basic communication strategies to open the door and focus parents' attention on what is important for their child’s learning. Opportunities to try these strategies in concrete ways will be discussed.

Presenters:
Susan Sheridan, PhD; George Holmes University Professor and Director, Nebraska Center for Research on Children, Youth, Families, and Schools
Cynthia Kritenbrink, MS; Early Childhood Coach for Getting Ready
Katie Zabel; Early Childhood Coach for Getting Ready

*Session Registration*

April 18

Getting Ready, Set, Go! Partnering with Families for Child Success

This session builds upon the previous one, embellishing the important foundation of communication and working to build partnerships with parents. In this session, two new strategies will be presented that move early childhood educators from communicating with parents to actively supporting their roles as partners and collaborators. Specific methods for combining the Getting Ready strategies in all types of interactions with families (structured and unstructured) will be explored.

Presenters:
Susan Sheridan, PhD; George Holmes University Professor and Director, Nebraska Center for Research on Children, Youth, Families, and Schools
Cynthia Kritenbrink, MS; Early Childhood Coach for Getting Ready
Katie Zabel; Early Childhood Coach for Getting Ready

*Session Registration*

May 2

TBA