KANSAS INSERVICE TRAINING Skskits.dept.ku.edu/publications/NewslettersPDF/fall98.pdf · Kansas...

Kansas Inservice Training System Kansas University Affiliated Program1

Training for Early Childhood Professionals and Families

KANSAS INSERVICE

TRAINING SYSTEMNewsletter

Volume VII, Issue 4 Fall, 1998

Kansas Inservice Training System

Program Evaluation continued on page 4

In this issue

When I was invited to submit an article explaining how wedo program evaluation, I thought the task would be easy.After all, we do it all the time. That’s my problem. Programevaluation is a part of our lives. It is an attitude of continuousimprovement, seeking connections and next steps. Programevaluation is not an event; it is on-going and individualized,yet systemic.

We have completed various evaluations of our early child-hood programs. These are completed by the early childhoodstaff and observers. We routinelyask our staff to evaluate their ownpractices. These evaluations usu-ally are completed withinstruments which can showgrowth: National Association forthe Education of Young Children(NAEYC) accreditation, Environ-mental Rating Scale, and/orhomemade checklists/matrices/rubrics. We have also focused onspecific topics: developmentallyappropriate practices (DAP),teaming, classroom environ-ments, support for literacy, andsocial skill interactions. Support for literacy, social skill inter-actions, problem solving, and family involvement are areasthat will be further evaluated this year. Any time the staffcompletes evaluations, they follow through with identifyingtheir “can do” and “next steps.” (We have adopted thisterminology because it replicates our language used inchildren’s evaluations.) There is at least one other evaluationcompleted, often times more.

Program Evaluation

Special educators are well awareof the terms IEP (IndividualizedEducation Program) and IFSP(Individual Family Service Plan).These documents describe, amongother things, the special educationand related services each studentwill receive. Young children withdisabilities are increasingly beingserved in environments with theirtypical peers. ECSE professionalsmay find it difficult to develop IEP/IFSP’s that are appropriate for suchsettings.

This year our Summer Institutetheme is “Strengthening IFSP/IEP

KITS 6th AnnualSummer Institute

Summer Institute continued on page 8

KITS Summer Institute .................. 1Program Evaluation .................... 1What's Happening? .................... 2SpecialCare Training .................. 5CLAS Resource ............................ 6Bright Futures Programs .............. 7Child Care Grant Program ........ 7Family Child Care Grant ............ 7TDAP Update ............................... 8TDAP Presenter Proposal Form .. 10

2Kansas Inservice Training System Kansas University Affiliated Program

KITS Newsletter is published quarterly (Spring, Summer, Fall, Winter) and supported by a grant from the Kansas State Departmentof Education (Grant Number 9476). The opinions expressed herein do not necessarily reflect the position or policy of the StateDepartment of Education, or the University of Kansas, and no official endorsement should be inferred.

NEWSLETTER STAFFEditor: Robin K. Bayless, M.A.

Project Director: David P. Lindeman, Ph.D.

An Equal Employment/Educational Opportunity Agency, the Kansas State Department of Education does not discriminate on thebasis of sex, race, color, national origin, disability, or age in admission or access to, or treatment or employment in, its programs oractivities. Any questions regarding the Department's compliance with Title VI, Title IX, or Section 504 may be directed to the Title IXCoordinator, who can be reached at 785-296-2424, 120 S.E. Tenth Avenue, Topeka, KS 66612-1182, or to the Assistant Secretary for CivilRights, U. S. Department of Education.

At a meeting of the Early Childhood Stakeholdersin September, it was so encouraging to listen todescriptions of dreams that had become reality.The accomplishments of programs and theexpansion of services for young children and familieswere truly remarkable. Here is a brief recap:

Publicity Campaign — Abby Baucomb was hireda few months ago to spearhead a publicity campaignabout the importance of the early years in a child’slife. In the first quarter of 1999, the KansasAssociation of Child Care Resource and ReferralAgencies (KACCRRA) will target parents, usingtheir 13,000 child care facilities (center- and home-based). Pediatricians will also receive informationabout how critical it is for families to have access toquality child care. K-State Extension will provideinformation to employers in communities aboutchild care. Kansas is above the national average forworking mothers with children under six: 70% ofthe mothers in Kansas with children under six are inthe work force and use child care. The issue ofquality child care quickly becomes an economicissue for our state, as significant changes in theavailability of quality care could affect the state’swork force — either positively or negatively.

Early Head Start — Grants were awarded to 14agencies, serving 627 new children 0-3 and theirfamilies full-time year-round in child care facilities.We are proud of the Federal-State partnership inKansas that made the program expansion possible.

Head Start — $2.5 million in state general fundswill help fill the gaps in the regular Head Startprogram (ages 3-5).

What’s Happening?News from KSDE

Health Wave — The uninsured children’s healthprogram will be known as Health Wave in Kansas.Contracts are being finalized, and SRS hopes tohave applications available November 1 for servicesto begin January 1, 1999. Applications will be sentto a centralized location, where someone will reviewthe 1-page form and decide if the family/childqualify for Medicaid or Health Wave.

Parents as Teachers — Ken Gentry reportedmore activity from new districts; recommendationsto fund four new programs will be sent to the StateBoard in October. For many districts, matchingfunds are still the problem. Another issue is thequestion of expanding to serve children until age 4.

Four-Year-Old At-Risk Preschool — 3 milliondollars fund this program to serve 1,350 childrenwho are at-risk. An evaluation system is beingdeveloped to follow children four years after theyleave the program.

Infant-Toddler Services — A new nurse hasbeen hired to work half-time with the Infant-Toddler program to strengthen ties betweenphysicians and early intervention networks. Theprogram is also contracting with the KansasInservice Training System (KITS), so it now has 0-5 coverage for training and technical assistance.

KACCRRA — The 16 resource and referralagencies are working with a consultant to developa database. They are in the second year of grants to352 family child care providers (total, $500,000).Collectively, providers received more than 13,000hours of training. The third year of grant fundingwill begin November 1. Also, there is a new grant

What's Happening? continued on page 6


Calendar of Events

Nov. 12, 1998

Nov. 13, 1998

Nov. 14, 1998

Nov. 18-21, 1998

Dec. 6-9, 1998

Feb. 18, 1999

Feb. 19, 1999

March 4-6, 1999

March 10-12, 1999

March 24, 1999

April 8, 1999

April 15-16, 1999

June 2-4, 1999

June 22-25, 1999

Robin Bayless316-421-6550 ext. 1618

Misty Goosen785-864-0725

816-931-8687

202-232-8777 or800-424-2460

407-628-3602

Gretchen Conway316-241-5150 ext. 115

Meri James316-356-5577

Esther Kottwitz785-865-0022

Jackie Dwyer316-421-8367

Sheryl Bieker785-291-3097





Natural Environments Part 2: Implementation in the CommunitySatellite downlink sites: Parsons, Garden City, Oakley, Topeka,Hutchinson, Overland Park, Salina (new site)

Developing Independence in Young Children: Effective Strategies forEarly Childhood ProgramsGarden City

3rd Annual Mid-America Conference on Children with Special HealthNeedsKansas City, MO

NAEYCToronto

DEC ConferenceChicago, IL

Recognizing Physical and Sexual Abuse in Infants and YoungChildren; Supporting the Children and Their FamiliesACCK SeminarNewton

Fostering Social Competence in Young ChildrenUlysses, Kansas

KDEC Annual ConferenceLawrence

Assistive & Educational Technology for Students with Reading,Writing and Math DisabilitiesLawrence

Linking the General Curriculum to the IEPVideo Conference Site

Navigating the Resource Maze: A SimulationACCK SeminarMcPherson

5th Annual Transitioning into Developmentally Appropriate Practices(TDAP) ConferenceWichita

Supporting Play and Exploration for Infants and Young Children withChallenges: Social, Physical, and CommunicativeACCK Summer Seminar

6th Annual KITS Summer InstituteWichita

• FOR A LIST OF TRAININGS IN YOUR AREA RELATED TO CHILD CARE, CALL KCCTO AT 785-532-7197 OR 1-800-227-3578.• FOR SPECIFIC INFORMATION AND DATES FOR FAMILY ENRICHMENT WEEKENDS, PARENT NETWORKING CONFERENCES AND

FAMILIES TOGETHER MINI-CONFERENCES CALL THE CENTER NEAREST YOU: 1-800-264-6343 TOPEKA, 1-888-815-6364 WICHITA, 1-888-820-6364 GARDEN CITY, 913-962-9657 KANSAS CITY.

DATE EVENT CONTACT PERSON


As an administrator one ofmy responsibilities is to ask thequestions that encourage peopleto think about their practices andto plan for improvement. Beforewe complete an evaluation for aspecific area, our early childhoodgroup studies the area to be surewe are aware of best practices. Itis extremely important to staycurrent with the recent literatureso we won’t miss critical changeswhich will improve our servicesto children and families.

Another role of the adminis-trator is to help make the connec-tions between various groupsand issues. We are focusing ourcontinuous improvement fundson reading. It was during theprocess of writing that applica-tion we began to ask the ques-tion, “What should our earlychildhood programs be doing tosupport literacy development?”We studied, we learned, weevaluated, we planned for im-provements, we implemented,we studied, we evaluated, weplanned for improvements, weimplemented, we evaluated . . . .Another example of connectionsmade is between the school im-provement and standards move-ment with developmentallyappropriate early childhood ser-vices. We knew we needed to beproactive in articulating howDAP supports the Quality Per-formance Accreditation (QPA)outcomes and school improve-ment efforts. We studied QPA,we evaluated our practices anddeveloped our defense of DAP,we planned for improvement,we implemented, we will studymore, we will evaluate again, we

will plan for implementation . . .In this endeavor, we are focus-ing our improvement on prob-lem solving, since that was thearea in which we struggled mostdefending our practices to our-selves.

The last leadership role I wantto mention is serving as coach.Leaders support the changes/improvements that staff mem-bers have made and then act as acatalyst to focus on the next steps.When an organization functionsin a continuous improvementmode, we never “arrive” andwe’re never finished. For somestaff new to the continuous im-provement attitude and mode ofoperation, this can be a very un-comfortable position. They ex-pect to make changes, evaluate,and say, “Good job. I’m done.”They soon realize that is not thecontinuous improvement way.Leaders must constantly evalu-ate their own coaching behav-iors. For example, I focus somuch on the next steps, I oftendon’t stop enough to celebrateaccomplishments. This is an areaof continuous improvement forme!

Regardless of how importanta role the leaders play in the im-provement process, real changewon’t occur unless teachers takeownership of the changes. That’swhy every teacher identifies herown next steps and her own ex-pectations in the areas agreedupon. It is now a very commonpractice for our teachers to betalking about next steps, plan-ning and implementing changesthat are beyond the expectationof the administration. If imple-

mentation of changes/improve-ments were dependent on ad-ministrators, change would be avery slow process. Change re-quires a very dedicated staff whohas bought into the concepts ofcontinuous improvement.

We must also realize that de-cisions we made three to fiveyears ago may not be valid deci-sions today. We have found thistrue in the area of literacy devel-opment. We originally decidedearly childhood special educa-tion (ECSE) should support qual-ity language developmentactivities but would not deliber-ately support pre-reading andwriting activities. There was littlemention of these within our ser-vices. We now realize there aredevelopmentally appropriateways for us to support literacydevelopment through ECSE ser-vices and to ignore this area willnot serve children well. Don’tworry, we aren’t doing a letter ofthe week, worksheets, and thingslike that. We have studied lit-eracy development (which is afascinating topic), realized it be-gins at a very young age (onlymonths old), evaluated our sup-port of literacy, planned forchanges, implemented changes,evaluated our practices, etc.

Please don’t think everyevaluation effort we haveundertaken has turned out well.One area we still struggle with isfamily involvement. We havecome a long way in activelyinvolving the parent in theevaluation, decision making, andstaffing process. On a day-to-day basis, we can do better withfamily involvement. I think we

Program Evaluation continued from page 1


are in a “mulling” period with some of the newinformation about family involvement and trainingand need to read more. At the same time, we’reintrigued with the idea of helping parentsunderstand their powerful role as parents, not justas parents of a child with a disability. I found aninteresting list of questions on the internet thatparents should ask about child care centers (I thinkthey apply to us too.) I’ll take these to the ECSEgroup for them to study, evaluate their practicesusing the questions and discuss their positions.But if changes are made, it will come from theteachers, not the administrators.

We believe our early childhood staff definitelyhave an attitude of continuous improvement.Projects funded through VI-B grants have beenvery supportive to our continuous improvementefforts. For this, we thank the Kansas StateDepartment of Education Student Support Servicesprocess (past and present).

The exercise of writing this article has becomea celebration for me. I hadn’t taken the time latelyto think about how much our staff has changed/improved practices, how willing they are to makeimprovements for children, and how fortunatethis organization is to have such a team! Programevaluation is an on-going, continuous improvementprocess, a way of doing business, which yieldsresults when you are working with high quality,committed staff!!!

—submitted by Zo Torrey, Assistant Director, HighPlains Educational Cooperative

SpecialCare, a new course at Kansas Child CareTraining Opportunities, has been field tested inKansas and is now ready for Kansas child careproviders. The focus of the course is expandingcaregivers’ knowledge and comfort level for caringfor children with disabilities.

A special feature of the Kansas version is anadded chapter about the Americans withDisabilities Act (ADA). Already other states arelooking to Kansas to adapt the ADA chapter totheir curriculum.

Trainers and child care providers whoparticipated in the pilot training praised theincluded videos and hands-on activities. Animportant part of the training is guest viewpointsfrom parents of children with special needs andrepresentatives of community resources.

A special feature of the participant caregiverbook is the introductory paragraph to each unit.Each is a true experience related to special carefrom a Kansas child care provider or a Kansasfamily of a child with special needs.

Participants will get this SpecialCareinformation:

√ introduction to inclusive child care,

√ getting to know children with disabilities,

√ building relationships with families,

√ including young children with disabilitiesin daily activities,

√ community service for young children withdisabilities, and

√ ADA information plus Kansas individualfamily service plans and individualeducations plans.

The course is from Child DevelopmentResources of Norge, Virginia. It was first testedand evaluated in eastern Virginia. For moreinformation, contact Carol Hockersmith at 1-800-227-3578 on Tuesday, Wednesdays, or Thursdays.

SpecialCare Is New Trainingfor Child Care Providers


available to new child care providers for $500 start-up funding forhealth/safety items and to help defray costs for the required minimumof 30 hours of training.

Professional Development Initiatives — This group has met formore than 2 years to help improve the quality of training provided tochild care providers. Committees formed include public relations,training, financing, CEUs, core competencies, and career latticedevelopment.

Healthy Child Care Kansas — This systems-building grant focuseson serving children with special health care needs in child care. Themanual they developed describes appropriate procedures under theKansas Nurse Practice Act.

Healthy Child Care America — Last spring a seminar in KansasCity brought together the medical and the child care communities.Connections established form the basis of the work that is continuingat the local level.

KCCTO Special Care Curriculum — This training is for child careproviders who wish to serve children with special needs.

SRS Childhood Services — Verna Weber administers this sectionthat includes both Child Care Services and Head Start initiatives. OnJanuary 1, 1999, a new policy will allow families receiving SRS childcare support to choose their provider.

Congratulations to everyone who has helped make these successespossible. People in Washington continue to look to Kansas as amodel for many of the partnerships that made such programs comeabout in our state.

—submitted by Marnie Campbell

What's Happening? continued from page 2

Culturally & LinguisticallyAppropriate Services (CLAS)seeks your early childhood ma-terials to compile a practical,user-friendly resource bank. Thisgrowing collection will span cul-tural and linguistic backgroundsand contain both English andtranslated materials. Funded bythe U. S. Department of Educa-tion, CLAS is collectingprint-based, video, audiotape,and multimedia materials. Thematerials will be in such areas asbehavior management, IFSP/IEPs, second language acquisi-tion, deaf/blind, and transition.The resources will be availablenationwide both in print and onthe Internet at: http://clas.uiuc.edu.

Please send CLAS your for-mal and homegrown:

• staff training materials• information packets and

parent brochures• Child Find materials• child and family assess-

ment tools• resource or curriculum

materials

For more information or tosubmit materials, contact: TheCouncil for Exceptional Chil-dren, 1920 Association Drive,Reston, VA 20191-1589, ATTN:Harriet Gray, Acquisitions Co-ordinator, Phone: 703-264-9488(voice) 703-264-9449 (TTY),Fax: 703-620-2521, email:[email protected].

An EmergingResource—CLAS

Needs You!

The Governmental Relations Committee of KansasDivision for Early Childhood (KDEC) is seekingpersons interested in developing advocacyregarding children’s issues, especially those

related to young children with special needs andtheir families. For more information contact:

Doug Bowman785-296-1329

[email protected] or

Dr. Sharon Rosenkoetter 316-241-7754 ext. 116 [email protected].


In order to address child care quality activitieswithin the State, SRS administers a statewide grantprogram. Funding for this program comes to theState as a block grant from the FederalAdministration for Children and Families. Anannual Request For Proposal (RFP) announcesavailability of monies to fund projects for childcare related activities within local communities. Itis open to public or non-profit agencies, or privatebusinesses wishing to provide employer sponsoredchild care.

Various components are available: center-basedestablishment, expansion or quality enhancement;school-age establishment; provider training; HeadStart Wrap-around; Family Resource Center;Employer-Sponsored child care. The annual TFPis distributed in September and makes fundingavailable to grantees by April-May of the followingyear. Applicants responding to this year’s RFPhave a due date of November 13, 1998.

For more information, contact Jane Weiler orKent Munzer at 785-296-3349.

Child Care and DevelopmentFund Grant Program

Family Child Care GrantProgram

In order to improve the quality of child care inKansas and to increase the number of slots availableto SRS families, SRS makes funding available toKansas Association of Child Care Resource andReferral Agencies (KACCRRA) for licensed familychild care providers. Eligible providers serveinfants, toddlers, SRS families, children with specialneeds, or providers offering alternative hours ofcare. A $500.00 start-up grant is also available fora person seeking to become a family child careprovider. 1999 will be the third year for this grantprogram.

Applications will be available statewide onNovember 1, 1998 from your local resource andreferral agency.

Contact the KACCRRA office at 785-823-3343or your local resource and referral agency formore information.

In Sumner County we have recently beenawarded grants for Parents As Teachers and EarlyHead Start. We are in the process of gearing up forthese two new programs.

Last Spring when we were writing the grantswe knew that our Wellington Public Library wouldbe an important partner. We began working withthem to create two programs for children underthree in the Wellington community. Working incollaboration with them we are beginning a ToddlerStory Time that is specifically for two year oldchildren. Our goal is to acquaint two year olds andtheir parents with the Library and its value. We arehoping to inform parents regarding appropriatebook interaction between them and their child. Wehope to raise awareness regarding early literacy.

We are also creating Toy Boxes. These toyboxes are designated by months. Each month ofdevelopment has its own box which includes toysand information specific to that particular month.Parenting resources are also included in the boxes.The library is able to check the boxes out using onlya library card.

Our Wellington Public Library had been avaluable resource. They have been very helpful sofar. If you have any questions or would likeinformation please call (316) 326-8909.

—submitted by Angie Lister-Hilt

New Programs at BrightFutures!

Really Cool Web TutorialsReally Cool Web TutorialsReally Cool Web TutorialsReally Cool Web TutorialsReally Cool Web Tutorialswww.ultranet.com/~egrlib/tutor.htm

lib.berkeley.edu/TeachingLib/Guides/Internet/

Early Childhood LinksEarly Childhood LinksEarly Childhood LinksEarly Childhood LinksEarly Childhood Linkswww.earlychildhood.com/links.html

Parents LinksParents LinksParents LinksParents LinksParents Linkswww.parentsplace.com

www.parentsoup.com

www.parenthoodweb.com/

www.parents.com

www.babybag.com/


Summer Institute continued from page 1 TDAP 1999 UpdateMake plans to attend the 6th

Annual KITS Summer Instituteto be held at Wichita State Uni-versity, June 22-25, 1999. This isa great opportunity to networkwith colleagues, other profes-sionals, and state agencypersonnel. Lodging, meals, andmaterials are provided by theKITS project. Look for more in-formation in upcomingnewsletters.

A national satellite conference

Natural Environments Part 2:Implementation in the Community

November 12, 1998

Downlink Sites in Kansas:Parsons

Garden CityOakley

Overland ParkHutchinson

TopekaSalina (new site)

For more information contact RobinBayless, 316-421-6550 ext 1618.

Development in Inclusive EarlyChildhood Programs”. Variousexperts will address the chal-lenges when writing IEP/IFSPsfor inclusive settings. Potentialday long workshops include:Effective Family Involvement inIFSP/IEP Development; Writ-ing and Evaluating IFSPs/IEPs;How Teams Can Write IFSPs/IEPs to Promote Effective Inter-vention; and Letting the “I” inIFSP/IEP Determine Appropri-ate Environments for YoungChildren with Special Needs.

The Transitioning intoDevelopmentally AppropriatePractice (TDAP) planningcommittee is working feverishlyto create another successfulconference experience. We arechanging our format this year toallow early childhood andprimary educators theopportunity to take quality timeand visit various programsacross the state. Thursday, April15, 1999, will be solely devotedto “site visits”. Preschool andprimary programs are beingselected across Kansas to provideeducators an opportunity toview DAP environments, to askquestions first hand and networkwith others in the field.

On Friday, April 16, the gen-eral conference will be held inWichita, at the Airport Hilton.Nationally recognized and localexperts will share their knowl-edge and experiences on topicsrelated to developmentally ap-propriate practice. Sessions willfocus on such topics as braindevelopment research, multipleintelligence, curriculum, systemchange, and assessment. Theoverall focus, “Getting SchoolsReady for Kids”.

We encourage you to takethis opportunity to drive aroundour state and witness first handthe good things that are goingon in education. Meet with us inWichita to celebrate our positiveimpact in the lives of children,and thus our future. Hope to seeyou there! (see flyer andpresenter proposal form onpages 9 & 10.)

—submitted by Misty Goosen,TDAP Conference Chair

This national satellite conference will focus on

effective therapeutic practices to support

children with disabilities and their families in

natural environments. Using videotape

examples, live discussion and call-in questions,

parents, therapists and early intervention

specialists will share ideas and strategies for

working in home and community settings.


Mark your calendars to attend the 5th Annual

Transitioning into Developmentally Appropriate PracticesTransitioning into Developmentally Appropriate Practices(TDAP) Conference(TDAP) Conference

April 15-16, 1999

Wichita Airport Hilton

The registration fee schedule is as follows:

Thursday, April 15 only $15 $25Friday, April 16 only $45 $55Both days $60 $70

Pre-registration, postmark Late/on-site registration, by April 1, 1999 postmark after April 1, 1999

Full day site visits are planned for Thursday, April 15, and keynote and breakout sessions arescheduled for Friday, April 16.

Direct questions to Misty Goosen, TDAP Conference Chair, KITS/KU, 1052 Dole, Lawrence, KS 66045,

785-864-0725

Send proposal to: Robin Bayless, KITS/KUAP, 2601 Gabriel, Parsons, KS 67357,

fax: 316-421-6550 ext. 1702, phone: 316-421-6550 ext. 1618

Call for Presentations

Please consider sharing your knowledge and experience with others. Thiscollaborative conference examines the common challenges faced by administrators,teachers, support staff, families, and others working with young children in preschooland primary settings.

The conference committee would like to encourage team presentations and willselect presentations for the conference from the abstracts submitted. The selectionprocess will take into consideration the following: audience appeal, innovativeness,applicability to current issues in the field, and clarity and organization of the proposalapplication.

Proposal deadline: November 1, 1998

See Presenter Proposal Form on reverse of this page.


Transitioning into Developmentally AppropriatePractices (TDAP)

April 16, 1999

Presenter Proposal Form

1. Presentation Title:

2. Description of session: Please attach a 25 - 50 word description of your session that can be printed inthe conference program.

3. Abstract of Proposed Presentation: Please attach a 200 - 300 word abstract of your proposal. Provideinformation regarding presentation content, intended purpose, scope, applicability to preschool/primary,and the educational objectives.

4. Topic: Which topic best describes your presentation.

____Brain Development ____Multiple Intelligences ____DAP Instructional Strategies

____Child Development ____Collaborative Classrooms _____Multi-Age Grouping

____Transition Other _________________________________________

5. Desired format:

____ single session (1 1/4 hour) ____ double session (2 1/2 hour)

Would you be willing to repeat your session? _____Yes _____No

6. Audiovisual Equipment Needed:

____ Overhead projector/screen ____ TV/VCR

7. Name of Presenter: _____________________________________________________________________

Position/Title/Agency: ___________________________________________________________________

Business Address: _____________________________________________________________________

Home Address: ________________________________________________________________________

Office Phone: ___________________ Home Phone: __________________ FAX: ___________________

e-mail: _______________________________________________________

(On a separate sheet, provide information in #7 for other presenters.)

Form completed by: ________________________________________ Date: __________________________

* Presenters will be offered complimentary registration to the conference on the day they present forup to three persons.


New Purchases at ECE Resource LibraryThe Kansas Early Childhood Education Resource Libraries make available, for short term loan, the latest in earlychildhood assessments, curriculum materials, and professional resources for anyone working with children ages birth tosix. Access to materials are available to: administrators, school psychologists, speech pathologists, occupational andphysical therapists, Head Start programs, classroom teachers, Parents as Teachers, Even Start Programs, preschool staff,college students studying early childhood, and special education teachers. If you are interested in receiving a catalog orborrowing materials, contact the library in your part of the state.

NCKSEC

NEKESC

NCKSEC-ECE Resource LibraryRR #1, Box 43GGlade, KS 67639785-543-2149Contact: Ed [email protected]

NEKESC-ECE Resource Library601 Woodson, P.O. Box 320Lecompton, KS 66050785-887-6711Contact: Melissa [email protected]

New MaterialsThe following materials are now available to bechecked out at the Resource Library in Lecompton:

Funded by: Preschool Grant, Section 619, Part B, I.D.E.A., Kansas State Department of Education.

The following materials are now available to bechecked out at the Resource Library in Glade:

EC-23095 Transitions (book)

EC-23096 Transition Time (book)

ECV-03083 The Whole Child--A Caregiver's Guideto the First Five Years (video)

ECV-03084- The Whole Child (video series on child 03096 development 0-5)

#1--It's the Little Things#2--By Leaps and Bounds#3--Babies are Children, Too#4--Dealing with Feelings#5--I'm Glad I'm Me#6--Listening to Families#7--Everybody's Special#8--Getting Along Together#9--Building Inner Controls#10--Respecting Diversity#11--Creativity & Play#12--Let's Talk About It#13--Growing Minds

ECV-16001- Say, Sing & Sign (American Sign 16007 Language video series) Topics: ABC,

Animals, Colors, Numbers, NurseryRhymes, Songs

CU-3000 Learning Circle: A PreschoolTeacher's Guide to Circle Time

CU-3011 Activities for Developing Pre-SkillConcepts in Children with Autism

PR-890 Autism: Information and Resourcesfor Parents, Families andProfessionals

PR-984 Preschool Children with SpecialHealth Care Needs

PR-1056.2 Guide to Accreditation by NAEYC:Self-Study Validation Accreditation

PR-1056.3 Accreditation Criteria & ProceduresPR-1056.4 NAEYC Accreditation Readiness

Survey--Getting Started Is EasyPR-1074 Guide to Federal Funding for Child

Care and Early ChildhoodDevelopment

PR-1075 Technology in Early InterventionPR-1076 Selecting Software (video)PR-1077 Young Children & Technology


Kansas Inservice Training SystemKansas University Affiliated Program2601 GabrielParsons, KS 67357

Non-Profit Organization

U.S. Postage Paid

Permit No. 56

Parsons, KS 67357

Contacting KITS:Dr. David P. Lindeman, Director

e-mail: [email protected] 316-421-6550 ext. 1713

Vera Lynne Stroup, Technical Assistance Coord.e-mail: [email protected]

phone 316-421-6550 ext. 1768Robin Bayless, Program Assistant

e-mail: [email protected] 316-421-6550 ext. 1618

Kansas Inservice Training SystemKansas University Affiliated Program

2601 Gabriel, Parsons, KS 67357or 1-800-362-0390 and the corresponding extension

Fax: 316-421-6550 ext. 1702or

Misty Goosen, Project Coordinatore-mail: [email protected] Kim, Graduate Assistant

e-mail: [email protected] of Kansas

1052 DoleLawrence, KS 66045Phone: 785-864-0725

Fax: 785-864-5323

Internet: www.cc.ukans.edu/~kits/

Developing Independence in YoungChildren: Effective Strategies for Early

Childhood Programs

Featured Speakers: JeanieSchiefelbusch & Dr. Barbara J. TerryProject SLIDE, Juniper Gardens Children’s Project

November 13, 1998Garden City, Kansas

For more information contact RobinBayless, 316-421-6550 ext 1618.

The focus will be on teaching strategies that enhance theindependent functioning and success of young childrenwith and without disabilities in preschool settings. Youwill learn strategies and routines for teaching childrenthree sets of skills including making transitions within aclassroom, participating in group instruction, andcompleting tasks independently with minimal teacherdirection. Each skill can be taught within an existingprogram without making significant changes to thecurriculum.

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