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2018 TK Conference Sessions


Event Details   Registration Location Speakers   Plenary Info

Click the below links for complete SESSION WORKSHOP DESCRIPTIONS:

SESSION 1- 10:15am

WORKSHOP SESSION 1 10:15a.m. – 12:00p.m.

Supporting Administrators and Coaches in Serving Young Dual Language Learners and their Families

Linda Espinosa, Ph.D., Professor Emeritus of Early Childhood Education, University of Missouri, Columbia
Whit Hayslip, Early Childhood Education Consultant, Starting Smart and Strong Initiative
Elizabeth S. Magruder, M.Ed.

This session will present guidance for administrators and classroom coaches on implementing a model program for DLLs, birth to age 5. Real life examples and lessons learned from the Fresno Language Project will be woven throughout the presentation. The participants will have opportunities to interact with each other and share local best practices as well as hear how effective classroom strategies for DLLs and their families can be supported through professional development and on-site coaching.

Scaffolded Dialogic Reading Practice for Dual Language Learners in TK Classrooms (POLL)
Carola Oliva-Olson, Ph.D., Associate Professor, Early Childhood Studies, California State University, Channel Islands

This interactive session will introduce participants to the evidence-based Dialogic Reading practice. Participants will become familiar with the Personalized Oral Language Learning (POLL) strategies for oral language development. The session will focus on planning intentional and joyful learning experiences that promote new vocabulary and retelling of stories using rich, authentic, interesting and delightful storybooks in English and Spanish. Participants will use the DRDP English and Spanish Language Development domains to reflect on appropriate scaffolding and documentation of progress.

Language Development Strategies for DLL Supportive TK Classrooms
Laurie Olsen, Ph.D., SEAL Founding Director and Strategic Adviser, Sobrato Family Foundation

An effective TK classroom for DLLs is alive with language! This workshop will equip teachers with a toolkit of developmentally appropriate strategies that: invite and support participation, make the curriculum comprehensible, engage children with text and narrative, develop oral language, establish foundations of early literacy, and affirm their languages, cultures and identity. We will draw connections to Preschool Foundations and the ELA/ELD Common Core standards throughout the session.

Beginning Steps to Building Resilient Classrooms
Esmeralda Fuentes, Program Consultant, New Teacher Center
Nicole Nelson, Associate Program Director, New Teacher Center

Teachers are serving children who have experienced adversity in many different ways. Resilient students have the tools to adapt to change and work through challenging situations. In order to build resilient classrooms, we start with resilient teachers. Research tells us that resiliency is built through positive adult-child interactions. In this session, we will explore three brain states and their implications on our relationships. Participants will learn strategies to promote positive relationships and create an environment that promotes children’s resiliency.

Self-Regulation
Betsy Fox, Director, Early Learning Partnerships, New Teacher Center
Kitty Dixon, Senior Vice President, Innovation, New Teacher Center

Self-regulation describes a range of meta-cognitive skills and characteristics. In this interactive session, participants will explore the development of self-regulation and its role in learning. Participants will consider how to support the progression of self-regulation in our classrooms.

Building Effective Relationships with Culturally Diverse Families
Elia Garcia, Program Consultant, New Teacher Center
Katherine Powell, Program Consultant, New Teacher Center

Throughout this session, participants will explore the importance of incorporating culture in Early Learning classrooms to build authentic relationships with culturally diverse families. Participants will be able to articulate the importance of cultural diversity, explain the three levels of culture, and discuss the teacher’s role in building effective relationships with culturally diverse families.

Relationships: A Foundation to Social-Emotional Learning
Usha Sampath, Early Education Consultant, CPIN Region 11

Participants in this session will gain an understanding of key concepts from the Preschool Learning Foundations and Curriculum Framework Social-Emotional Development domain, Relationships strand. You will observe, read and discuss the developmental continuum for vocabulary that will guide instruction and learning in TK, and have an opportunity to practice using the Preschool Learning Foundations and Curriculum Framework to intentionally plan developmentally appropriate, cultural, and inclusive strategies for social-emotional development.

Supporting Young Immigrant and Refugee Students through Safe and Welcoming Environments
​Xilonin Cruz-Gonzalez, Director, Educator Support for Immigrant and Refugee Students, Californians Together

This session will provide teachers and site staff with knowledge, resources and tools to create supportive environments for young immigrant and refugee students. Areas covered will include: classroom-based lessons and activities, addressing mental health within the classroom and at the school site, engaging and supporting immigrant families. This session will be interactive, and participants will leave ready to meet the needs of our most vulnerable students.

SESSION 2- 1:10pm

WORKSHOP SESSION 2  1:10p.m. – 2:55p.m.

Practical and Proven Strategies for Teaching Young Dual Language Learners (POLL)
Linda Espinosa, Ph.D., Professor Emeritus of Early Childhood Education, University of Missouri, Columbia
Whit Hayslip, Early Childhood Education Consultant, Starting Smart and Strong Initiative
Elizabeth S. Magruder, M.Ed.

This session will present specific strategies for ECE teachers that address the language, social, and emotional needs of young DLLs. The Personalized Oral Language Learning (POLL) approach, which has been implemented in several districts throughout California, is based on the new National Academies of Science report. Participants will learn effective classroom strategies for DLLs and their families and have opportunities to interact with each other and share local best practices. Real life examples from the Fresno Language Project will be woven throughout.

What should we teach? Integrated TK Curriculum for DLLs
Laurie Olsen, Ph.D., SEAL Founding Director and Strategic Adviser, Sobrato Family Foundation

Young children experience the world, construct ideas and build knowledge in an integrated manner. This workshop focuses on designing TK curriculum that integrates powerful language development with learning about the world through science and social studies-based thematic units. Building upon the Preschool Foundations and looking towards Kindergarten standards, teachers will learn how to construct thematic units that touch all aspects of the day. Examples, videos and templates for planning thematic units will be shared.

It’s All About Relationships: Explicitly Teaching Relationship Skills
Janis Arnerich, Program Consultant, New Teacher Center
Katherine Powell, Program Consultant, New Teacher Center

Throughout this session, participants will explore the value of building relationships within their classrooms. Participants will be able to describe relationships skills and sub-skills as they develop in children such as sharing, helping and cooperating. Participants will develop plans for implementing strategies to foster relationships across their day.

Supporting Social-Emotional Development for ALL Children: TK Resources to Support Administrators and Teacher Leaders
Natalie Woods Andrews, Ed.D., Director, Early Learning Department, Sacramento County Office of Education, California Preschool Instructional Network (CPIN)
Stacy Sewell, Coordinator, Early Learning Department, Sacramento County Office of Education

This interactive session provides administrators, coaches, and teacher leaders with resources to support TK teachers in creating TK programs that are age and developmentally appropriate. Presenter will highlight how administrators can support the implementation of high-quality early learning environments, as well as teaching and learning experiences that support social-emotional development for ALL children.

Social-Emotional Development, Challenging Behaviors, and Building Self-Regulation
​LACOE, Head Start Division
Karina Loza, Disabilities Consultant
Cristina Preuss, Disabilities Consultant
Dr. Sandra Williams, Mental Health Consultant
Dr. Tony Wu, Mental Health Consultant

We will discuss TK students’ social-emotional development and critical milestones, and how these relate to children’s ability to regulate themselves and learn in school. We will also explore teachers’ awareness of their own emotional and behavioral states and how these factors affect teaching and learning. Participants will gain an understanding of the needs of children with challenging behaviors through a developmental framework and learn strategies that support co-regulation and foster children’s self-regulation.

The Art of Collaboration
Julie Montali, Ph.D., Twin Rivers USD
Claudia Readwright, Instructional Coach, Fresno USD

Collaborative Art is a unique approach to building social-emotional skills in the classroom. Participants will experience collaborative art methods and reflect on the wide range of benefits for young children including developing self-regulation, social interaction, as well as sparking their initiative in learning. Join us for a lively session full of creative practice and innovative thinking!

Developing Language and Mathematics: Counting and Operations
Nick Johnson, Ph.D., Postdoctoral Scholar, DREME Teacher Education at UCLA
Angela Chan Turrou, Ph.D., Senior Researcher, DREME Teacher Education at UCLA

This session explores the planned and informal spaces within classroom teaching to support students’ engagement in counting and operations (adding, subtracting, etc.). We will engage together around classroom videos and student work samples of children counting and operating on everyday objects to explore research-based ideas of student thinking and pedagogy. We highlight multiple forms of communication that build mathematical understanding, including students explaining, demonstrating with physical tools, gesturing, and creating written representation.

How to Foster a Trauma-Informed Approach in Your Work with Students
​Mary Donnelly-Crocker, Executive Director, Young & Healthy

In this session, participants will gain information and tools on addressing the needs of children who have experienced trauma. Participants will receive training in the creation of trauma-informed classrooms to enhance attention, increase executive functioning, and increase pro-social behavior and self-regulation among students. In addition, participants will receive supplies for use in daily mindfulness activities with their students, as well as modeling of best-practice approaches.

SESSION 3- 3:15pm

WORKSHOP SESSION 3  3:15p.m. – 5:00p.m.

Book Reading: How can we make it more effective for young DLLs?
​Marlene Zepeda, Ph.D., Professor Emerita, California State University, Los Angeles

This workshop will discuss myths associated with bilingual language development, describe the general stages associated with second language development, and describe and demonstrate a book reading strategy appropriate for monolingual English-speaking teachers serving Dual Language Learners.

Learning Social-Emotional Skills Through Play
Elia Garcia, Program Consultant, New Teacher Center
Janis Arnerich, Program Consultant, New Teacher Center

Throughout this session, participants will explore the value of play and its critical role in developing young children’s social-emotional skills aligned to the Preschool Learning Foundations. Participants will be able to articulate the importance of play in learning, explain the Social Emotional Learning (SEL) core competencies, identify the social emotional skills in play, and discuss a teacher’s role in supporting intentional play.

Teacher’s Role in Play to Support Dual Language Learners
Kitty Dixon, Senior Vice President, Innovation, New Teacher Center
Esmeralda Fuentes, Program Consultant, New Teacher Center

Intentional play is critical in every early childhood setting. In this session, participants will examine the role of play in support of dual language learners and discuss the teacher’s role. Participants will explore a play workshop model and consider its implementation.

Resources to Help TK Students Develop Social and Emotional Skills
Betsy Fox, Director, Early Learning Partnerships, New Teacher Center
Nicole Nelson, Associate Program Director, New Teacher Center

Social and emotional development requires more than just learning how to express feelings and emotions. It involves building independence, learning how to interact with peers and other essential life skills. We will begin this session with an overview of the key social and emotional competencies. Participants will then explore and learn about resources available to support children in developing and learning these essential competencies.

Differentiating Instruction for Children’s Optimal Social-Emotional Development
LACOE, Head Start Division
Karina Loza, Disabilities Consultant
Cristina Preuss, Disabilities Consultant
Dr. Sandra Williams, Mental Health Consultant
Dr. Tony Wu, Mental Health Consultant

Differentiated instruction is critical for young children with differing learning styles and levels of socio-emotional development. In this session, you will learn how to design lessons based on students’ learning styles and use a process for differentiated instruction that will improve students’ achievement of intended outcomes. We will additionally discuss important environmental considerations for improved classroom management and support of children with challenging behaviors.

Writing: An Integrated Module, Language and Literacy and English Language Development
Amy Lanza, Early Education Consultant, CPIN Region 11

In this session, participants will practice using the Language and Literacy and English Language Development domains of the California Preschool Learning Foundations and Curriculum Framework to intentionally plan and observe culturally and linguistically responsive routines, environments, interactions and strategies to support all children. Participants will observe, read and discuss the developmental continuum for the Writing strand of the LLD and the ELD domains and use additional resources to understand the developmental continuum of writing.

Developing Language and Mathematics: Geometry, Spatial Relations, Measurement, etc.
Angela Chan Turrou, Ph.D., Senior Researcher, DREME Teacher Education at UCLA
Nick Johnson, Ph.D., Postdoctoral Scholar, DREME Teacher Education at UCLA

This session draws from research and classroom examples to highlight the roles of informal and formal language, gesture, and representation as teachers simultaneously support language development and mathematics learning in whole group and small group settings. We will engage together around classroom videos and rich mathematics activities to explore student thinking and pedagogy. This session focuses specifically on ideas of geometry, spatial relations, measurement, and other core mathematics content for early childhood.

Supporting Student English Language and Socio-Emotional Learning through the DRDP-K (2015)
Tamarra Osborne, Project Manager DRTTA, WestEd Center for Child & Family Studies

In this hands-on workshop, we will explore the different views of the Desired Results Developmental Profile—Kindergarten (DRDP-K), with a special focus on DLLs and Socio-Emotional Development. We will look at the research behind the instrument, alignment to California’s standards, and how to use the data from the DRDP -K for lesson planning in TK classrooms. We will discuss reports available in DRDPtech that can be used to conference with parents, support student learning, and inform classroom practice.