Assessment

For infant/toddler and preschool teachers, and family child care providers: Learn about different tools that assess development and learning environments to inform and improve practice.

Ages and Stages Questionnaires, Third Edition (ASQ-3): Overview (Feb. 20)

This training will provide an overview of the Ages & Stages Questionnaires, Third Edition (ASQ-3). Participants will recognize the importance of early developmental screening; explore the five domain areas (communication, gross motor, fine motor, problem-solving, and personal-social); and discuss the implementation of a screening program.

Ages and Stages Questionnaires: Social-Emotional, Second Edition (ASQ:SE-2): Overview (Feb. 23, March 9)

This training will provide an overview of the Ages & Stages Questionnaires: Social-Emotional, Second Edition (ASQ: SE-2). Participants will discuss screening of social-emotional development; explore the ASQ: SE-2; discuss the use of the ASQ: SE-2 along with another screening measure that provides information on communication, motor, problem-solving, and adaptive behavior skills; and discuss the use of the ASQ: SE-2 as part of an overall screening program.

Developing an Intentional Environment Using the ECERS Tool (March 28)

Participants will Review ECERS subscales and items to gain a deeper understanding of the tool; build competency toward integrating ECERS components into daily practice to develop a purposeful environment; and explore All About ECERS-R as a resource to support the intentional environment.

Desired Results Developmental Profile (2015) (Feb. 27, March 30)

The Desired Results Developmental Profile (2015) workshop is designed for educators and providers to learn more about the DRDP (2015) content and strategies. This workshop will provide teachers with the opportunity to gain a greater understanding of the English language development (ELD) measures, increase observation skills, and learn some time-saving tips. Explore resources available to increase your ability to observe, teach, and interact with children daily.

DRDP (2015) Infant Toddler (Feb. 16)*

The Desired Results Developmental Profile (2015) is an assessment instrument developed by the California Department of Education for young children and their families. It is based on the previous DRDP instruments and includes refinements made over the past several years with new elements that are essential to quality early childhood education. It aligns with the California Department of Education's Early Learning and Development Foundations.

DRDP Meaningful Observation (Jan. 13)

Developed specifically for teachers, this full-day training focuses on the Desired Results Developmental Profile and its use in the classroom. Teachers will gain skills in observation and assessment, and learn about the purpose of observation, observing and collecting evidence, organizing an observation system, and receiving and reflecting on documentation.

DRDP Planning with Data (Dec. 1, Jan 19, Feb. 13, March 2)

This full-day training provides the opportunity to learn about using Desired Results Developmental Profile (DRDP) results to plan for individual children and groups of children, looking in-depth at how to plan for small and large groups of children as well as how to individualize for specific children, and utilizing the foundations and framework in the planning process.

Interactions Matter through the CLASS Lens (Feb. 13)

How effective are your teacher-child interactions, and how do you measure them?  Participants will learn how the CLASS tool is organized; what the CLASS tool measures; how to promote children's social and cognitive development; and the importance of effective daily interactions. Research tells us that children in classrooms that score higher on the CLASS tool make greater gains in language development, early literacy development, math cognition, and social-emotional development. Through hands-on activities and guided conversations, teachers will gain a deeper understanding of emotional support, classroom organization, and instructional support domains.

Learning Environments through the ECERS Lens (Jan. 16)

This workshop is designed to engage new and experienced teachers in creating and sustaining a rich learning environment for all children. Presenters will start with the basic terms and conceptual framework of the ECERS-R, a research-based program evaluation and improvement tool; with reference from All About the ECERS-R, a detailed guide. Participants will learn about intent and how to implement kept items and indicators within their classroom setting; gain hands-on experience utilizing these high-quality practices and prepare for implementation into daily routine; and leave the workshop with the ability to identify various components of the ECERS-R tool, build competency toward integration of the ECERS-R subscales into daily practice, and utilize ECERS resources.

Learning Environments for Infants and Toddlers (March 14)*

This workshop provides participants with an overview of the Infant/Toddler Environment Rating Scale (ITERS). Review key concepts of the scale, identify supplemental resources, and explore the importance of high-quality environments for infants and toddlers. Participants will develop a deeper understanding of the role of structural quality — such as physical environment, schedule, and materials for learning —in children's development and learning; learn to measure the quality of infant-toddler child care environments using video vignettes; and be provided with opportunities to ask questions so they return to their programs more confident and informed.

Maximizing Instruction through the CLASS Lens (Feb. 15)

In this workshop, early childhood educators will explore strategies to manage behaviors, ensure children are engaged to maximize learning time, follow student's interests, and have clear learning objectives. Participants will deepen their knowledge to enhance instructional techniques to have greater outcomes for children. Participants will have hands-on opportunities and guided discussion to develop next steps to implement in their classroom.

Supporting Cognitive and Language Development through the CLASS Lens (Jan. 10)

This workshop provides an opportunity to support staff members with the CLASS Instructional Support Domain to deepen their understanding of instructional support interactions to expand children's knowledge and encourage their participation; learn strategies to support interactions that promote concept development, quality of feedback and language modeling; and intentionally plan activities that will utilize CLASS Instructional Support dimensions.


* For infant/toddler educators