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In this issue: • The Talking Classroom:
Intentionally Designing Talking and Listening Activities to Promote Oral Language Skills in Young Children
• Collaborative Training Calendar
• Training to Support Kansas Emergency Safety Interventions in Early Childhood
• KITS Early Childhood Resource Center: Spotlight on Twitter
• RUI, Sedgwick County ITS – Best Practice in the Area of Professional Development for New Employees
• Part B Coordinator’s Corner
• Let’s Look at Literacy: Building Vocabulary and Language to Support Literacy
• Part C Coordinator’s Corner
• Just For Families: Kansas Kids Ready for Learning
KITS Newsletter is published quarterly and supported through grants from the Kansas State Department of Education – Early Childhood, Special Education, and Title Programs (Grant #21013) as a part of the Kansas Technical Assistance Network (TASN) and the Kansas Department of Health and Environment – Infant Toddler Services. The opinions expressed herein do not necessarily reflect the position or policy of those agencies or the University of Kansas, and no official endorsement should be inferred. Previous issues of the Newsletter can be downloaded from: http://kskits.org/publications/newsletter.shtml
Newsletter Editor:
Karen Lawson, B.S. Project Director:
David P. Lindeman, Ph.D.
The Talking Classroom: Intentionally Designing Talking and Listening
Activities to Promote Oral Language Skills in Young Children
By 2013 KITS Summer Institute Presenter, Judith Dodson, M.A.
Introduction by Karen Lawson
Introduction: Judi Dodson, a national LETRS trainer, was the presenter for Day Four of the KITS 2013 Summer Institute. Judi worked for twenty years as a special education teacher and educational consultant. She is the author of 50 Nifty Activities for 5 Components and 3 Tiers of Reading Instruction, 50 Nifty Activities for Speaking and Listening: for Oral Language and Comprehension and The Literacy Intervention Toolkit that aligns with DIBELS and fosters engagement during intervention. Judi consults on issues related to school change, teacher knowledge and literacy achievement.
During the Summer Institute, I provided the participants with several simple, engaging activities to support and enhance oral language development of their students through frequent opportunities for speaking, listening, and responding within the classroom setting. The activities were connected to vocabulary and literacy development in addition to the development of background knowledge within the context of oral language development. The activities we learned and practiced align with the speaking and listening standards of the Common Core State Standards.
The Teacher’s Role
Learning to speak, unlike learning to read, appears to be a natural process. Students learn to speak by living in an environment that exposes them to words. When students do not get the exposure to words that others get, they are left with a burden for future learning since oral language skills lay down the foundation for literacy development.
When children have deficits in language skills, their ability to read and comprehend is compromised. Teachers’ observation of the relationship between thinking and speaking in the classroom happens on a daily basis, and teachers can begin to make a difference by simply, thoughtfully, and intentionally expanding their own language usage in the classroom. This is especially important for students who are not as exposed to rich language usage and exposure in their homes.
The Talking Classroom… concludes on Page 2Volume 22, Issue 4 Fall 2013
Page 2 of 9 Fall 2013 KITS Newsletter The Talking Classroom – concluded
Teachers can make a difference when they • develop opportunities for attention and engagement
that lead to purposeful listening and remembering. • use and model verbal reasoning processes in class
that may not be modeled orally in the home. • continue to work toward the goal of expansion and
elaboration of vocabulary and good sentence structure as the students’ ability to comprehend increasingly complex language increases.
• increase the intentional and clear use of academic vocabulary within the school day.
• help students find “talking buddies” (i.e. pairing the shy students with more talkative ones) to increase structured language interaction around words and ideas.
• ask students to find, point to, label, describe, reflect on, or retell.
• provide opportunities for direct and indirect language learning, through frequent distributed oral language practice.
• provide opportunities for building background knowledge throughout the school day.
• label as they teach by identifying things and ideas with words and verbal expansions, providing real context for new words, terms and concepts. (e.g., A throne is a large and fancy chair that is used by a king.)
• use interactive read-alouds to model thinking and stimulate engagement and oral language during read aloud time.
• choose vocabulary words thoughtfully, choosing words with high utility for their students.
The Family’s Role
Families can play an important role in the development of speaking and listening in their children. Children have an early developmental period that is considered by neuroscientists to be a sensitive zone for language development. It is best for that early period to be full of rich language stimulation. Children who do not get the exposure to words that others receive are left with a burden for future learning.
For these reasons, oral language development works best when parents are partners. Even when parents have weak oral language skills themselves, they want what is best for their children. It is our job then, to help parents understand what they can do at home to support and improve their children’s oral language skills. We need to educate parents in the connection between oral language, reading comprehension, and school achievement. Then we can give them fun, engaging activities to do with their children at home that will allow them to partner in the oral language development of their children.
Positive Teacher Talk
Teachers use a lot of language throughout any given school day. Often we are so busy with the content of what we are talking about that we find ourselves less reflective on the quality of our language. Teacher talk makes a difference to students and to the classroom climate. The quality of a teacher’s language can either encourage students’ language usage or lead to more passive communication.
We know the language that students are exposed to at home differs in terms of vocabulary complexity and the number of positive statements or affirmations they receive (Hart and Risley 1995). Some students have been well prepared for language and literacy instruction. They have been read to, spoken to, and exposed to a wide variety of vocabulary. Other students may have been exposed to a more restricted language, with shorter sentences and fewer vocabulary words.
As teachers, we can level the playing field for all students by being thoughtful and intentional about our own language in the classroom. We can model good language for our students; but, just as importantly, our language can entice students to want to more fully communicate. Something as simple as asking an open-ended question versus a more closed question, requiring only a yes or no answer, can make a big difference. For example, you might ask a student, “What do you like to do when you are outside during recess?” instead of asking, “Do you like to play outside during recess?”
Another way teachers can encourage student language usage is through the use of affirmations in the classroom. When students come from homes in which fewer affirmations are used, they are very receptive to a teacher who welcomes them into the room and finds positive and encouraging things to say throughout the day. The small gesture of greeting students with a welcome statement, when done consistently, can make the students look forward to coming into that teacher’s room each day.
Positive teacher talk can go a long way with families as well. Because of our busy schedules, we often find ourselves primarily communicating with parents by phone – and for negative reasons. Think about how much you enjoy an appreciative note in your mailbox from the principal. Parents also appreciate positive recognition about their children.
Conclusion:
Weak oral language impacts later literacy skills. When teachers work to enhance student instruction in oral language, they will be encouraged by the improvements their students make in both oral language and literacy skills. At the same time, when teachers embrace their students with words, they will create a climate that is intellectually stimulating, kind, and nurturing.
Page 3 of 9 Fall 2013 KITS Newsletter
Collaborative Calendar of Events Check the KITS Collaborative Training Calendar for information on a
variety of training events for Kansas early childhood professionals!
www.kskits.org/training
DATE EVENT / LOCATION SPONSOR / CONTACT / REGISTRATION
9/12-14 ATK - KSHA Annual Conference/ATK Expo 2013 / Topeka
Assistive Technology for Kansans & Kansas Speech Language Hearing Association http://www.atk.ku.edu/conference/index.shtml
9/13 FLIP IT Strategies for Addressing Difficult Behaviors / Newton
Kansas Assoc. for Infant & Early Childhood Mental Health www.kaimh.org
9/19 Child Abuse & Neglect Recognition and Reporting Training / Topeka
Kansas Children’s Service League https://www.kcsl.org/upcoming_trainings.aspx
9/26-27
Ataxia, Autism & Neurodevelopmental Treatment: Comprehensive Understanding for Treatment of Children with Autism and Spectrum Disorders / Topeka
Easter Seals Capper Foundation - (785) 272-4060 http://capper.easterseals.com/site/PageServer?pagename=KSTO_continuing_education
9/28 Families Together – Transition Team Empowerment Conference / Garden City
Families Together, Inc. – (620) 276-6364 http://familiestogetherinc.org/?ai1ec_event=transition-team-empowerment-conference&instance_id=205
10/1-4 and 10/14
Emergency Safety Interventions (ESI): What Early Childhood Practitioners Need To Know / 10/1 in Overland Park; 10/2 in Clearwater; 10/3 in Oakley; 10/4 in Dodge City; 10/14 at Greenbush
Space is limited. Registration and other information is available at http://www.kskits.org/~kskits/cgi-bin/CollCal/EventListing.php
10/17-18 2013 Fall KASP Convention: Celebrating 50 Years of Service to Children / Wichita
Kansas Association of School Psychologist http://www.kasp.org/
10/18-19 Kansas Autism Conference: Beyond the Diagnosis: Autism Across the Life Span / Overland Park
Kansas Center for Autism Research & Training & Johnson County Community College
http://blogs.jccc.edu/autism/registration/
10/18-19 Supporting Success for Children with Hearing Loss / Wichita
Advocates for Southern Kansas Kids who are Deaf or Hard of Hearing / https://sites.google.com/site/askkdhh1
10/19 KAEYC Professional Development Event 2013 / Manhattan
Kansas Association for the Education of Young Children http://www.kaeyc.net/KAEYC_Annual_Conference.html
10/26 Intervention for the Medically Complex Infant, Young Child & Student / Topeka
Easter Seals Capper Foundation - (785) 272-4060 http://capper.easterseals.com/site/PageServer?pagename=KSTO_continuing_education
11/5-6 KSDE Annual Conference: The Future’s So Bright / Wichita
Kansas State Department of Education http://events.ksde.org/default.aspx?tabid=771
11/6-8 37th Annual Governor’s Conference for the Prevention of Child Abuse and Neglect / Topeka
Kansas Children’s Service League https://www.kcsl.org/training_conference.aspx
11/8-10 2013 KPTA Fall Conference / Manhattan Kansas Physical Therapy Association http://www.kpta.com/
11/22 Routines-Based Interview / Topeka http://www.kskits.org/~kskits/cgi-bin/CollCal/EventListing.php
Subscribers to the KITS Infant-Toddler or Preschool Program listservs receive informational emails about professional development opportunities, job openings, and other resources. KITS listservs have several hundred preschool and infant/toddler subscribers from a wide variety of professions. Find out more or subscribe today at http://kskits.org/listserv/
Did you
know?
Page 4 of 9 Fall 2013 KITS Newsletter
Training Available to Support Implementation of Emergency Safety Interventions (ESI)
Regulations in Early Childhood The last issue of the KITS newsletter included a reminder that Kansas ESI regulations apply to preschoolers; and announced a new Virtual Kit created to direct early childhood administrators and practitioners to current information on the topic, including the recently published Emergency Safety Interventions Regulations – Emergency Safety Intervention Guidance Document (Kansas State Department of Education, 2013):
http://www.kskits.org/ta/virtualKits/kansasESI_Regs.shtml
To assist school districts in implementing the new Kansas ESI regulations, KSDE’s Technical Assistance System Network (TASN) has developed Professional Learning Opportunities to Support Positive Student Performance, a training series for the 2013-2014 school year. The complete schedule of events is available on the TASN website:
http://ksdetasn.org/cms/images/_utahstate_media/documents/TASN-ESI/TrainingMatrixOnlineVersion8-9-13.pdf
The series includes two trainings specific to the educational environments as well as the physical and developmental characteristics of preschool children, with an emphasis on prevention.
Emergency Safety Interventions (ESI): What Early Childhood Practitioners Need to Know
This free training includes the content of the regional ESI training provided across the state in the spring of 2013, with an emphasis on situations and scenarios specific to children in preschool settings. All times are 1:00 – 3:00 p.m. Dates and locations include:
October 1: Overland Park October 4: Dodge City October 2: Clearwater October 14: Greenbush October 3: Oakley
Registration and additional information can be found on the TASN and KITS training calendars at www.ksdetasn.org and www.kskits.org
Safety First: A Set of Guidelines and Procedures for Maintaining a Safe Environment
This full-day training is based on the philosophy of positive behavior interven-tions and supports (PBIS) and focuses on development of preventative strategies, first response tactics and de-escalation procedures. Goals are to prevent injuries or property damage, teach rather than punish, and provide staff, families and children with common goals, language, and strategies to use when challenging behavior occurs. Request onsite training from the TASN cadre of approved Safety First trainers at www.ksdetasn.org
If you have any questions regarding ESI or Safety First training contact
Phoebe Rinkel, TASN-KITS.
For Fall 2013 • Rogers, J. & Dawson, G. (2010).
Early start Denver model for young children with autism. NY: Guilford Press.
• Rogers, J., Dawson, G. & Vismara, L. (2012). An early start for your child with autism. NY: Guilford Press.
• Otten, K. & Tuffle, J. (2011). How to reach and teach children with challenging behavior. San Francisco, CA. Josey Bass.
ECRC Spotlight
On Twitter In addition to our Facebook presence, Kansas Inservice Training System now has a Twitter account. You can find us at https://twitter.com/kitsks and start following. Stay up to date on what the KITS team is doing, where
we are and what we have to offer by following our Tweets.
As a KITS Twitter follower, you can also see new resources added to the ECRC before anyone else. If you have any questions just contact Kim Page at [email protected]
Contact the KITS Early Childhood Resource Center
(620) 421-6550 ext. 1651 Toll free in Kansas:
(800) 362-0390 ext. 1651 Email: [email protected]. Our entire catalog is searchable
online at KITS ECRC
New To The Early Childhood Resource Center
Page 5 of 9 Fall 2013 KITS Newsletter
Rainbows United, Inc. – Sedgwick County Infant/Toddler Program 2013 Best Practice in the Area of Professional
Development for New Employees
Each year KDHE Infant-Toddler Services and KITS accept applications from Kansas local tiny-k programs in order to identify programs that demonstrate application of best practice in a component of their program. The programs awarded receive a certificate of recognition and $1,250 to use as an added resource. 2013-2014 applications will be sent to all local tiny-k programs in October. Information on previously awarded programs can be found on the KITS website http://kskits.org/resources/#Application
Sedgwick County Infant/Toddler Services (ITS) has forty direct service staff and serves all of Sedgwick County with Part C services. The majority of families served are in the Wichita metropolitan area; however, there are many rural communities and a total of 17 school districts served. ITS has divided the county into four quadrant teams for service delivery. Each quadrant has at least one OT, PT, SLP, ECSE, and social worker; and most have multiples of each discipline. The number of children served each year has gone from 943 in 2009 to 1,236 in 2012, with continued growth expected.
Replacing staff leaving the program and adding additional staff to maintain appropriate staffing of our program highlighted the need for an orientation program that 1) meets the needs of a variety of different professionals; 2) can be implemented with small groups or for one individual; 3) can be individualized to meet the needs of the new employee and; 4) gives the new employees the skills to implement our evidence based delivery model. This has led to a training/orientation package for all new ITS personnel.
For the first sixty days, new employees are involved in home visit observations with their new team members and all department staff in their discipline. They also have fourteen (14) training sessions with the coordinator, made up of PowerPoint presentations and discussions on reading assignments.
Each new employee is given an orientation manual for their reading and training sessions. This manual includes evidence-based practice readings and PowerPoint handouts for the following components: Introduction, Natural Environments, Coaching, Teaming, Parent Rights, IFSP, Transitions, and Family Service Coordination (FSC). This manual provides the basis for the training sessions in the first 60 days. The Parent Rights, IFSP and Transition sections have both best practice reading and detailed technical training on the process. The section on Family Service Coordination directs the new employee to the FSC Toolkit on the KITS website and has a PowerPoint on the definition of Medicaid billable activities for FSC.
Each new employee goes on scheduled observations with approximately twenty staff members. Each observation schedule is individualized for the new employee. They also attend all four quadrant team meetings, and attend four full department meetings in their first sixty days. This gives the new employee the opportunity to meet and interact with all department staff. Observations typically include all of the team members of the new employee’s quadrant, each ITS staff of the same discipline, and each of the quadrant social workers. The new employee will have observations of initial visits, evaluations, initial IFSPs, annual IFSPs, IFSP reviews, and transition conferences. These visits are designed to ensure that the new employee sees a variety of children at different ages. The observations allow new employees to see the practice in action. It also gives them time to build relationships with their new team members and other staff who will serve as resources in the future. This all takes place before the new employee starts fulfilling a role on their team.
After the initial training period, new employees are assigned to specific IFSP teams as either a primary service provider or as a team member. During the next sixty days they will complete coaching logs, receive feedback from the Part C coordinator, and have joint visits with the assistant coordinator for reflection and coaching opportunities.
For more information contact: Debbie Mai: (316) 260-4673 [email protected] or Lee “Paco” Price: (316) 945-7117 ext. 134 [email protected]
Lee “Paco” Price provides coaching to Kayla Eldridge during her new employee orientation.
Page 6 of 9 Fall 2013 KITS Newsletter
Part B ECSE Preschool Coordinator’s Corner Welcome back to a new school year! I hope you had a relaxing, refreshing summer and are ready to get back in the swing of another school year.
A new opportunity as been provided to me this year that is right down my alley. I am delighted to represent KSDE as the liaison for the Governor’s Mental Health Task Force. This task force has been charged with
1) Specifically determining what state agencies can do to ensure efficiencies exist across state systems to better identify, treat and support individuals with mental illness who are
a. utilizing the mental health system,
b. not being reached by appropriate mental health services, or
c. at risk for developing mental health issues.
2) Reviewing research-based protective factors and recommend community solutions that will minimize and prevent the circumstances that create or exacerbate chronic mental health conditions.
I look forward to participating on this task force and would love to hear from you about any mental health initiatives you are aware of or are participating in that I could share with the task force.
KSDE TASN Leadership Conference Early Childhood Updates
• Summer Leadership Conference Materials are posted.
• The KSDE Kan-Service application contains an IDEA Indicator 6 report that can be accessed at any time to measure current percentages for the LRE indicator. Documents on preschool LRE and inclusion resources are available on the TASN-KITS website.
• If a child is participating in a regular early childhood program, remember that collecting their participation in K-time programs will assist with the most appropriate placement. Some programs have never reported or even set up their accounts to collect K-time. This may affect your Least Restrictive Environment (LRE) calculation for Indicator 6. For more information please go to KSDE MIS and Student Data.
• Update from KSDE MIS and Student Data: Consolidation of reporting all pullout locations to a single setting code of “G” and will remove the setting code of “F”. There have been too many inconsistencies.
• The New Transition Referral System has been designed to improve the accuracy of data reported by both KDHE and KSDE. The system will contain specific referral dates for children transitioning from Part C tiny-k programs to LEA’s and/or special education cooperatives. The data provided by the local tiny-k programs for this system will include all elements of a required referral (child’s name, parent(s) name(s), address, and contact information). Districts will mark each referral as either accepted (the child resides in their district) or rejected (the child does not reside in their district), and be able to print out or save listings of accepted or rejected referrals.
Stay Tuned! At this time, KDHE is in the process of creating log-ins for the LEA users and then they will notify us when the enrollment/usage process will begin.
*Please note the new Transition Referral System does NOT eliminate the current data collection by KSDE for Indicator 12. KSDE will also continue the current process to capture other required data elements for the Part B indicator 12 collection.
The initial notice is posted and further information will be provided as it is made available.
For transition resources, webinars and other helpful items, refer to the TASN-KITS webpage: Transition from Part C to Part B.
Part B ECSE Preschool… concludes on page 7
Early Childhood Outcomes (ECO) Outcomes Web System (OWS)
Part B Indicator 7
• Do you have new EC staff or do you need to review the Early Childhood Outcomes and the four-step rating process? Review the TASN-KITS webinar: Completing Early Childhood Outcome Ratings Using the COSF.
• Need to review the Outcomes Web Systems Users Guide?
• Were you able to participate in the TASN-KITS webinar: Where Do We Go From Here? Integrating Early Childhood Outcomes (ECO): Improving Practices In tiny k and Part B/Preschool Programs? If not, watch for it to be posted on their website for webinars and training modules.
Page 7 of 9 Fall 2013 KITS Newsletter
Part B ECSE Preschool… conclusion
Other KSDE Website Resources • The KSDE Early Childhood webpage
has updates, information, reports and documents about early childhood programs, including Parents as Teachers, ECSE Part B, Kansas Pre-K, 4 Year Old At-Risk, as well as Birth to Five state early childhood documents from regional summits.
• The Kansas Early Learning Standards will be posted on the KSDE website by the end of this month! Information will be sent out to all early childhood groups so they can link to the document. Other components will be revised in the coming months, and training on the standards and future components of the document is being developed.
• Technical assistance and upcoming training opportunities are available at no cost to districts through the Technical Assistance System Network (TASN). LEAs may request assistance by clicking on the big blue button on the TASN website.
• If you need assistance locating Part B
and C contacts in Kansas refer to these online lists.
Submitted by Tiffany Smith, ECSE Part B Coordinator Kansas State Dept of Education 785-296-1944 [email protected]
Let’s Look at Literacy
Building Vocabulary and Language to Support Literacy
When teachers plan for preschool literacy instruction, they often think about young children
learning the alphabet letters and their sounds. Equally important to literacy learning, however, are young children’s oral language and vocabulary development. According to the National Early Literacy Panel (NELP, 2008), the focus of preschool literacy instruction should be in three areas; oral language development, phonological awareness, and alphabet knowledge. In the same way early childhood teachers plan for alphabet learning, they must also develop strategies for systematically targeting vocabulary and oral language development.
If you are looking for a program that is evidence-based, adaptable to a variety of curriculums, and provides specific, intentional strategies proven to support language and vocabulary growth, PAVEd for Success by Claire Hamilton and Paula Schwanenflugel may be the resource for you! This evidence-based program provides specific strategies to help teachers intentionally support young children’s oral language and vocabulary development within an early childhood classroom. This resource, which can be borrowed from the KITS Early Childhood Resource Center, presents three PAVEd strategies found to support language and vocabulary growth: conversations that build language, explicit vocabulary enhancement, and storybook reading strategies.
This book describes the rationale behind the PAVEd strategies and provides clear, concrete examples of ways teachers can incorporate these strategies into their daily lesson plans. The book incudes 24 created vocabulary units and comes with a CD of printable materials that can be used as they are presented or serve as a framework to the development of your own language and vocabulary building units.
If you haven’t already seen this recommended resource, consider checking it out from the KITS ECRC. If you would like assistance in implementing this innovative approach, KITS can support you in the implementation of this or any other early childhood practices you are interested in mastering, through our technical assistance process. To find out more and/or request technical assistance go to the KITS website.
• Hamilton, C. E., & Schwanenflugel, P. J. (2011). Paved for success: building vocabulary and language development in young learners. Baltimore: Paul H. Brookes.
• National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington DC: National Institute for Literacy.
Submitted by Chelie Nelson, Ph.D. Early Childhood Technical Assistance Specialist TASN-KITS (316) 559-4626 [email protected]
Kansas Professional Learning Opportunities to Support Positive
Student Performance
Here are some exciting resources and trainings listed on the TASN website that
support prevention, de-escalation and positive behavioral prevention strategies.
Page 8 of 9 Fall 2013 KITS Newsletter
Part C Coordinator’s Corner
New Coordinator Training “As a child you run around the house pretending to be
a superhero, and now to be doing it as a job, I feel very lucky.”— Chris Hemsworth
Kansas Infant-Toddler Services (KS-ITS) kicked off a new training program on July 11 with the ‘Super Heroes’ theme. This program is for those who are new to the local tiny-k coordinator position, and involves a series of monthly trainings to guide participants through their first year in the position. As the training was developed, we realized that Part C coordinators need to understand so many different systems that they truly need ‘super powers.’
A series of modules was developed in conjunction with KITS Infant-Toddler TA specialist, Peggy Kemp. Topics include the mission and key principles that guide early intervention, policies and procedures that govern KS-ITS, federal regulations, financial issues, quality practices and program management. Fifteen participants from eight local tiny-k programs met in Topeka for the initial training.
Part C is a complex system with growing accountability both at state and federal levels. The hope is that new coordinators will have the information and support they need to guide their staff in providing quality services in the local community. KS-ITS wants to welcome all these ‘Wonder Women’ and ‘Super Men’ as they begin their leadership roles in providing early intervention in Kansas.
OSEP Annual Determinations The Individuals with Disabilities Education Act (IDEA) requires the secretary of the US Department of Education to make an annual determination as to whether each state is meeting the requirements of the statute, based on the data submitted in the Annual Performance Report (APR) and other available information. Each state’s seventh APR was due February 15, 2013.
The outcome of that review was received in July 2013. KS-ITS is excited to announce that the Kansas Part C program obtained the determination” ‘Meets Requirements’ for 2013! This is a huge turnaround from last year’s determination of ‘Needs Intervention,’ and is the result of a tremendous investment in improvement by our entire program.
Thank you to all the local tiny-k programs for your timely responses and resolution to incidences of non-compliance. The hard work of all involved has not gone unnoticed! WAY TO GO!!!!!
The OSEP letter along with the response table is posted on the KS-ITS website under the Publications and Reports section.
Procedural Manual Training With all the recent regulatory and process changes, it was time to update the KS-ITS Procedural Manual. After the period of publication and public comment, the manual is now posted on our KS-ITS website under the Publications and Reports section.
A series of short webinars has been scheduled to discuss the manual with coordinators and local tiny-k program staff. The webinar are scheduled from 8:30 – 10:00 a.m. on the following dates.
Overview of Kansas ITS-Procedure Manual 8/14/2013 1/8/2014 9/11/2013 2/12/2014 10/9/2013 3/12/2014 11/13/2013 4/9/2014 12/11/2013 5/14/2014
To register for any KS-ITS webinar, go to the KITS Collaborative Training Calendar.
Submitted by Marcia Boswell-Carney Program Analyst [email protected] and Kelly Jorgensen Health Planning Consultant [email protected] Kansas Department of Health and Environment Infant-Toddler Services (785) 296-6135
Fall Calendar Items
• September is National Newborn Screening Awareness Month.
• October is National Down Syndrome Awareness Month and National Physical Therapy Month.
• October 5th is World Teachers’ Day.
• October 10th is World Mental Health Day.
• November is National Family Literacy Month. The third week of November is National Children’s Book Week.
• November is Assistive Technology Awareness Month. Assistive Technology for Kansans (ATK) connects people with disabilities and health conditions of all ages with the assistive technology they need to learn, work, play and participate in community life safely and independently.
Page 9 of 9 Fall 2013 KITS Newsletter
Just For Families
Kansas Kids Ready for Learning Links to Early Literacy for
Families and Providers http://www.readyforlearning.net
Emergent and early literacy will continue as an important issue addressed across the nation as research validates the importance of quality early childhood experiences. Recognizing and responding to this important issue, KITS, in collaboration with the Kansas State Board of Education and the KSDE, developed the Kansas Kids Ready For Learning website in 2005.
This website provides links to many quality early literacy websites and initiatives within Kansas and across the nation. Developed for use by parents, family members, and early childhood providers, this website is divided into eight topic sections. • Play and Young
Children • Reading to Young
Children • Language
Development and Young Children
• Writing and Young Children
• Learning to Read • Math and Young
Children • Frequently Asked
Questions • Resources
All links are age-level specific, and divided into three subsections: What We Know, Activities, and Special Needs. You will find downloadable videos, webinars, and parent practice guides; websites and articles on technology, training resources, and special needs adaptations; and so much more! New items are highlighted and the Kansas Resources section includes helpful contact information.
Kansas Inservice Training System™
Training for Early Childhood Professionals and Families
Phone: 620-421-6550 ext. 1618 Toll free in Kansas at
800-362-0390 ext. 1618 Fax:
620-421-0671 E-Mail:
[email protected] Website:
http://www.kskits.org
The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression and genetic
information in the University’s programs and activities. The following person has been designated to handle inquiries
regarding the non-discrimination policies: Director of the Office of Institutional Opportunity and Access, [email protected], 1246 W.
Campus Road, Room 153A, Lawrence, KS, 66045, (785) 864-6414, 711 TTY.
The University of Kansas
KITS 2014 Summer Institute
June 3 – 6, 2014
KSU Alumni Center, Manhattan, Kansas
We know you will want to share Kansas Kids Ready for Learning with your colleagues and family
members of the children you serve. We have posters and magnets ready for distribution to schools, libraries, childcare centers, and other facilities!
Just email KITS to let us know how many you’d like to receive.
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