the pyramid model - university of...

Volume 20, Issue 3 Summer 2011 In this issue: •

• The Pyramid Model: Promotion, Prevention and Intentional Intervention in Early Childhood Programs

• Collaborative Calendar • 2011 KITS Summer Institute • Cottonwood Elementary– A

Best Practice Award Recipient’s Story

• Part B Coordinator’s Corner • Part C Coordinator’s Corner • KITS Early Childhood Resource

Center • DEC Annual International

Conference: Initiate, Evolve, Transform

• Thirsty This Summer? Choose Water…

KITS Newsletter is published quarterly and supported through Part B, IDEA Funds from the Kansas State Department of Education (Grant #21013). The opinions expressed herein do not necessarily reflect the position or policy of the State Department of Education, or the University of Kansas, and no official endorsement should be inferred. 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 Pyramid Model: Promotion, Prevention and Intentional Intervention in Early Childhood Programs Preventing problem behavior and promoting social-emotional growth in young children is an important component of early childhood education. In the last decade, research on outcomes for children with severe problem behavior and behavior disorders has demonstrated that “early childhood is a critical period for the onset of emotional and behavioral impairments” (New Freedom Commission on Mental Health, 2003, p. 57). Evidence also suggests that behavior problems identified during the preschool years often persist, and that adolescents identified as having emotional disturbance have a history of problem behavior that began during the preschool years (Campbell, 1995).

For preschoolers identified with clinical levels of disruptive disorders, fifty percent or more have been found to display problematical levels of challenging behaviors into the school years (Campbell, 1995; Lavigne et al., 1996). Poor social-emotional development has been linked to poor academic achievement and poor success in school. Preventing such gaps in achieve-ment and potential negative outcomes has become of paramount importance for early educators and caregivers.

There is a growing emphasis on early intervention related to challenging behavior in order to prevent negative social-emotional outcomes for children (Department of HHS, 2000; Shonkoff & Phillips, 2000). A promising approach for delivering early behavior prevention and intervention efforts within early childhood programs is through the use of the Pyramid Model (Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003). This tiered framework of promotion, prevention and intentional intervention involves using effective strategies in building relationships with children, providing a supportive environment in which to learn routines and expectations, and targeted social skills intervention and teaching. Additionally, it supports and identifies more intensive individualized interventions for children who display severe and consis-tent problem behavior.

A growing community of practice has developed over the last ten years around the application of the Pyramid Model in early childhood programs that serve infants, toddlers, pre-schoolers, and families in both center settings and through home visiting programs. In this short time period, demonstrations have shown improvements in child social emotional outcomes and decreases in challenging behavior (Fox & Strain, 2011). The Pyramid Model… continued on Page 2

The University of Kansas

of 11 Summer 2011 KITS Newsletter, kskits.org The Pyramid Model… continued

Improvements have also been noted in teachersʼ competencies and skills in the use of Pyramid Model practices, and their repor-ted confidence in supporting children with challenging behavior (Jack & Broyles, 2011). While the fundamental practices of the Pyramid Model hold true across age groups and settings, the specific skills and competencies needed by teachers and practi-tioners may require modifications or adaptations that are tailored to different aspects of implemen-tation and to specific ages or educational settings.

The implementation of the Pyra-mid Model may also require adaptations to certain practices in order to support the inclusion of children with disabilities. Often-times, teachers will try to simply adapt skills that may seem comfortable or familiar to them, while not using practices that are more complex or unfamiliar. Teachers should plan for specific instructional strategies to promote social emotional development for all children in inclusive settings. These strategies could include: • Providing additional visual cues

as prompts for expectations or routines,

• Adapting materials so that child-ren have more than one way to participate in an activity,

• Providing “scripts” for play or peer-to-peer interactions,

• Providing multiple modes of representation for emotional literacy activities (e.g., puppets, flannel boards, auditory stories),

• Adult or peer modeling or proxi-mity support for more complex activities or routines.

The pyramid framework promotes every childʼs success by syste-matically identifying children who might need more support and matching instruction to each

childʼs level of need. While such modifications may require addi-tional planning or time to teach, it is the best way to ensure that each childʼs needs are being met to the greatest extent possible. When these practices are implemented with fidelity, improvements in child social and emotional outcomes and fewer instances of challenging behavior are achieved (Fox & Strain, 2011; Jack, Fox & Messmer, 2011).

Additional information, supports and materials focusing on the Pyramid Model and evidenced-based practices for supporting social-emotional development in young children can be found at: • Technical Assistance Center on

Social Emotional Intervention for Young Children (TACSEI) www.challengingbehavior.org

• Center on the Social and Emotional Foundations for Early Learning (CSEFEL) www.vanderbilt.edu/csefel/

These websites provide information that early childhood educators can use as the basis for application of best practices as they go about their everyday practice and teach-ing young children.

References: Campbell, S. B. (1995). Behavior problems in preschool children: A review of recent research. Journal of Child Psychology and Psychiatry, 36, 113–149.

Department of Health and Human Services (2000). Report of the surgeon generalʼs conference on childrenʼs mental health: A national action agenda. Retrieved June 1, 2007, from http://www.surgeongen eral.gov/topics/cmh/childreport.html

Fox, L., Dunlap, G., Hemmeter, M.L., Joseph, G.E., & Strain, P.S. (2003). The teaching pyramid: A model for supporting social com-petence and preventing challenging behavior in young children. Young

Children, 58, 48-52.

Fox, L., & Strain, P.S. (March, 2011). Systems Change in Early Inter-vention: PBS as a Statewide Approach. Presentation at the 8th Annual International Conference on Positive Behavior Support. Denver, CO.

Lavigne, J. V., Arend, R., Rosenbaum, D., Binns, H., Christoffel, K. K., Kaufer, K., & Gibbons, R. D. (1998). Psychiatric disorders with onset in the preschool years: Stability of diagnoses. Journal of the American Academy of Child and Adolescent Psychiatry, 37, 1246-1254. Academy Press.

Jack, S.L. & Broyles, L. (March 2011). Invited Workshop at the 8th Annual National Training Institute on Effec-tive Practices: Supporting Young Childrenʼs Social/Emotional Develop-ment. Clearwater, FL.

Jack, S.L., Fox, L., & Messmer, B. (March 2011). Using Data-Based Decision-Making for PW-PBS in Community Early Childhood Pro-grams. Presentation at the 8th Annual International Conference on Positive Behavior Support. Denver, CO.

New Freedom Commission on Mental Health (2003). Achieving the promise: Transforming mental health care in America. Final report. DHHS Pub. No. SMA- 03-3832. Rockville, MD: U.S. Department of Health and Human Services

Shonkoff, J. P., & Phillips, D. A. (Eds.) (2000). From neurons to neighborhoods: The science of early development. Washington, DC: National. Submitted by Susan L. Jack, Jack Consulting Group, 2012 KITS Summer Institute Presenter

of 11 Summer 2011 KITS Newsletter, kskits.org

The Collaborative Calendar of Events View at www.kskits.org/training

DATE EVENT/CITY CONTACT / REGISTRATION

7/20/11 Seamless Preschool to Elementary Transitions: The Role of Elementary Principals - Internet

https://www1.gotomeeting.com/register/933535569

8/3/11 Define Your ECE Programʼs Culture: Starting the School Year Right - Internet

https://www1.gotomeeting.com/register/326153248

8/11/11

Practical Strategies for Treating Complex Pediatric Feeding Disorders: Treating the Whole Child - Kansas City

www.childrenstlc.org

8/27/11 Enhancing Inclusive Child Care Programs for Children with Autism - Manhattan

Mindy Robbins RCMHD Smart Start 1.785.776.4779 ext. 273 [email protected]

9/8/11 2011 Kansas MTSS Symposium - Wichita

http://www.cvent.com/events/2011-mtss-symposium/event-summary-862633c8a6c44aa29940e785eb3af68d.aspx

9/10/11 Enhancing Inclusive Child Care Programs for Children with Autism - Norton

ChildCare Aware of Northwest Kansas 785.625.3257 888.351.3589 [email protected]

9/27/11 Birth to Five Regional Summits 2011 – Transition Planning Through Teamwork - Dodge City

(Formerly Part C Early Childhood Regional Meetings & the Birth to Five Administrators' Summit) https://www.surveymonkey.com/s/QTY67PK

9/28/11 Birth to Five Regional Summits 2011 – Transition Planning Through Teamwork - Newton

https://www.surveymonkey.com/s/QTY67PK

10/4/11 Birth to Five Regional Summits 2011 – Transition Planning Through Teamwork - Emporia


10/5/11 Birth to Five Regional Summits 2011 – Transition Planning Through Teamwork - Topeka


11/6/11 Parents as Teachers Conference 2011 – Early Childhoodʼs Role in the Education Continuum - St. Louis, MO

http://www.parentsasteachers.org/training/conference/register

11/18/11 Part C Coordinators Meeting - TBA

Registration - TBA

1/23/12 Part C Regional Meetings - ITV

Registration - TBA

4/13/12 Part C Coordinators Meeting - TBA

Registration – TBA

6/1/12 Family Service Coordination Training - TBA

Registration - TBA


2011 KITS Summer Institute: Proving Again That Learning Can Be Fun! Who knew learning about implementing differentiated learning opportunities in developmentally appropriate early education settings would be so much fun? When the topic was selected for this yearʼs Summer Institute (SI), there was some discussion about just who would want to spend their first week of summer vacation learning about intentional instruction to improve early childhood outcomes in literacy, social-emotional competency, and early math? As it happens, the topic appealed to a diverse population of professionals from tiny-k networks, preschool programs, special education cooperatives, Head Start, and community childcare programs. SI participants gathered at the KU Alumni Center in Lawrence June 7-10. Early childhood faculty from six partner universities, invited guests from the State Interagency Coordinating Council, Kansas Department of Health and Environment, Kansas State Department of Education and members of the KITS team rounded out the participant list.

If youʼve never attended a KITS Summer Institute (SI), itʼs structured like an intensive summer college course. Participants enroll for two credit hours and work with their university instructor to develop and complete a course project that relates to their professional interests. University faculty members are interactive participants available throughout the week. Even with tuition costs, itʼs an amazing deal. KITS provides lodging in a residence hall, meals, materials, and a subsidy of $50 to cover travel for participants who live more than fifty miles away. For participants who prefer a hotel to the dorm, a $200 stipend is paid toward their expenses.

Prior to arriving, participants receive the course outline, recommended and optional readings, a networking list, and a list of items that will be available in the always-popular SI bookstore. KITS provides a selection of books, DVDs and CD-ROMs on topics that support and extend the SI course content at discounted prices. Participants receive a $10 coupon to apply to their bookstore purchases.

As the evidence base for early literacy, math, and social-emotional interventions for young children is still in the emerging stage of development, the KITS team knew that identifying potential presenters could present a challenge. A review of current literature and the opportunity to hear presentations by several prominent researchers at national conferences during the year helped us identify a list of cutting edge speakers. We were extremely gratified when each of our invited presenters agreed to participate. The SI line up was stellar.

The presenter for Day One, Tuesday, June 7, was Karen Stoiber, Ph.D., from the University of Wisconsin-Milwaukee. Karenʼs presentation was called “What We Do Matters: Utilizing a Theme Based Curriculum, Differentiated Small Group Instruction, and Family Literacy Centers to Improve Emergent Literacy Skills”. Karen shared necessary components of an early literacy curriculum for 3-5 year olds based on evidence-based practices, multi-tiered instruction, family literacy and involvement, and professional development. She provided examples and video clips to illustrate strategies for book reading, vocabulary building, small group instruction, and involving families in reading to their children.

Karen urged us to use SOAP every day to be sure we are providing well-planned opportunities for pre-schoolers to develop skills in Sound awareness, Oral language, Alphabet knowledge, and Print awareness. You can learn more about Karenʼs work with Project EMERGE by downloading her presentation at the 2010 CRTIEC Summit at: http://www.crtiec.org/rti_summit/ 2010/15-stoiber.shtml.

On Day Two, Wednesday, June 8, our presenter was Laura Justice, Ph.D., from Ohio State University. Lauraʼs presentation was titled “Developing Emergent Literacy Through Systematic, Explicit, and Highly Meaningful Literacy Events”. With her colleague Anita McGinty, Laura used current research findings suggestive of the specific skills most strongly predictive of early reading success to develop an early language and literacy curriculum called Read It Again – PreK! http://www.myreaditagain.com/

2011 Summer Institute Presenter, Laura Justice.

Since the Read It Again-PreK curriculum is available to download at no cost, Laura spent most of her time teaching us about the factors that make literacy and language learning challenging for some students, and KITS Summer Institute 2011… continued on page 5


KITS Summer Institute 2011… continued intentional instructional strategies for improving out-comes for those children, largely in the context of storybook reading. As with all of the SI presenters, emphasis was on developing a first tier of quality instruction and quality interactions for all students, with additional tiers of instructional support for children who do not respond to the core curriculum.

Thursday, June 9: Day Three of this yearʼs SI was Kansas Day! So named because we looked no further than our own back yard to find experts on “Supporting the Social and Emotional Develop-ment of Infants, Toddlers, and Preschool Children Through a Tiered Model of Prevention and Intervention”. We invited a panel of presenters to address research-to-practice issues with infants and toddlers in the morning session and 3-5 year olds in the afternoon session. In addition to working in Kansas, our presenters also have a common affiliation with the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) http://csefel. vanderbilt.edu and/or the Technical Assistance Center for Social Emotional Interventions (TACSEI) http:/challenging-behavior.org/

Judy Carta, Ph.D., University of Kansas, led the infant-toddler morning presentation. Among Judyʼs current research projects is the development of a tiered model of intervention to support social-emotional outcomes for infants and toddlers based on the Pyramid Model. Also presenting were Judyʼs colleagues: Kathleen Baggett, Ph.D., Associate Research Professor, and Kathryn Bigelow, Ph.D., Assistant Research Professor, and Linda Broyles, Director of Early Childhood Services from the Southeast Kansas Community Action Program (SEK-CAP). Linda has been implementing the Pyramid Model program-wide in Head Start classrooms for nearly ten years, and is collaborating with Juniper Gardensʼ researchers to assist in the development of a similar model for infants and toddlers. Susan Jack, early childhood behavioral consultant, was the after-noon speaker on “Creating Classrooms that Work for

Every Child: Implementing the Pyramid Model in Inclusive Settings”.

Day Three was a rich blend of theory, research and practices supporting prevention and intervention to promote positive social-emotional outcomes for all children from infancy to school age. The morning presenters shared examples of effective screening and assessment practices for the infant-toddler population currently available or in development. All presenters utilized content from the CSEFEL training modules available at http://csefel.vanderbilt.edu/resources/train ing_modules.html.

Friday, June 10, the fourth and final day of SI, was to have featured Robin Hojnoski, Ph.D. from LeHigh University, who was to present on the development of early mathematical understanding and using systematic data collection and analysis to make instructional deci-sions. Unfortunately, bad weather prevented her from flying into Kansas City in time for her presentation. The good news is that Robin will be coming to Kansas this fall, so watch for these announcements.

Day Fourʼs presentation was on implementation of the Kansas Multi-Tier System of Supports (MTSS) model, an initiative of the Kansas State Department of Education. Misty Goosen, Ed.S., KITS Project Coor-dinator, is a member of the Kansas MTSS Core Team, Early Childhood Team, and Materials Development Team. Misty provided us with a “Primer for Early Childhood Professionals on the Kansas Multi-Tier System of Supports.” Jason Jones, M.Ed., fellow Kansas MTSS Core Team member and leader of the Early Childhood Team, assisted in the presentation. Misty and Jason showed participants the importance of understanding the basic components of Kansas MTSS, its similarities and differences from other response-to-intervention models, and current plans for integrating early childhood research and practices into the framework of the Kansas MTSS. Many materials have already been developed and are available online at http://kansasmtss.org/

As always, the KITS Summer Institute provided an opportunity to rediscover the thrill of learning something new that you know will improve your practices, and an impetus to share what youʼve learned with kindred

spirits. Thanks to everyone who participated in making the 2011 KITS Summer Institute a success! Submitted by Phoebe Rinkel, M.S., KITS TA Coordinator [email protected]

of 11 Summer 2011 KITS Newsletter, kskits.org Best Practices Improve Transition Process Editorʼs Note: The Cottonwood Elementary Early Childhood Special Education Program is one of two programs to receive the 2010-11 Best Practice Award. See http://kskits.org/resources/2010_2011winners.shtml

The Cottonwood Elementary Early Childhood Special Education Program in Paola is part of the East Central Kansas Special Education Cooperative (ECKSEC). It was recognized as a “best practice” in the area of Transition from Part C to Part B at the 2011 Annual Meeting of the Kansas Division for Early Childhood. This program serves children in the Paola school district, where approximately 75% of the special needs students participate in a transition process between infant and toddler services and the preschool.

In the past few years, the team at Cottonwood has implemented many changes in the transition process, with the ultimate goal of providing best practices in a friendly yet professional manner. Prior to these changes, approximately ten percent of all transition appointments were not atten-ded by parents or guardians so had to be rescheduled. In addition, the team noted that sometimes parents seemed confused by the steps in the transition process; did not always know who to contact with questions; did not understand all their choices in services and placement; and did not seem fully prepared for the initial individualized education plan (IEP) meeting when the child turned 3 years of age.

In order to improve parent or guardian involvement and collaboration, the Cottonwood team decided to revise the program goals for transition procedures. These goals were the catalyst for the development of a brochure, which outlined: • steps for parents to take in the evaluation process, • expectations parents should have during the process, and provided • a place for parents to write and keep track of important dates.

The team also developed a “mock IEP” with specific explanations of each section. This was developed with room to write questions so the first-time parent or guardian in an IEP would be more familiar with the process, understand each part, and be able to prepare their questions in advance.

A book, in the form of a social story that both children and parents could follow, was developed to share at the 90-day transition meeting. This story gives a short glimpse of the Cottonwood program.

Once the preschool staff implemented these procedures, a system-wide training was prepared for all coop preschools and infant-toddler services. This single training helped the ECKSEC have a greater level of cohesion among the different programs involved.

Submitted by Suzy Wilcox, ECSE Teacher Cottonwood Elementary 913-294-8050 or [email protected]

New CONNECT Module on Assistive Technology

Interventions Now Available

Meet Ms. Mary, a family childcare provider, who cares for Sophie, a two year-old girl with language and physical delays. Learn how Ms. Mary is working with Sophieʼs mother, Holly, and her speech therapist, Karen, to understand how to use assistive technology to help Sophie increase her access to, and participation in everyday activities.

CONNECT Modules are free online modules that include high quality videos, handouts and activities based on real life, practice-focused dilemmas. http://community.fpg.unc.edu/connect-modules

Join KITS on Facebook!

Search for us as Kansas Inservice Training System or click on the Facebook logo at the bottom

of our home page: http://www.kskits.org.

Lori Feigh, Jennifer Siders, Suzie Wilcox and Kim Hurd accepted the award at the 2011

KDEC Annual Meeting.


Part B ECSE Preschool Coordinatorʼs Corner

Kansas State Department of Education (KSDE)

Early Childhood Special Education (ECSE)

Please go to the new webpage on the KSDEʼs Special Education Services, Early Learning Service Unit (ELSU) for updated informa-tion for ECSE. This includes Part B ECSE contacts across the state and KDHE Part C tiny-k contacts. http://www.ksde.org/Default.aspx?tabid=4745.

If you would like to add or update Part B ECSE contact information, please contact Beccy Strohm at

[email protected]

Transition from Part C to Part B ECSE Preschool –

Part B Indicator 12 KSDE and the Kansas Depart-ment of Health and Environment (KDHE) are in the process of finalizing their Memorandum of Agreement (MOA) for the Individuals with Disabilities Edu-cation Improvement Act (IDEA) requirements, including children transitioning from Part C Infant-Toddler Services to Part B Early Childhood Special Education. The MOA regarding Early Childhood Transition will be dis-cussed at the 2011 Leadership Conference for Special Educa-tion Administrators, Education: Where IDEAs Connect in Wichita at the Hilton Airport Hotel on July 28 & 29.

Please register for the conference on the KSDE website at

http://www.ksde.org/Default. aspx?tabid=2332

Early Childhood Outcomes

Outcomes Web System (OWS)

Part B Indicator 7 Remember the deadline to enter data in OWS for this year will be in July 31, 2011 for all students entering or exiting on or before June 30, 2011.

Please visit the KITS website to review the updated OWS User Guide - now available on the web with links for easier access. http://kskits.org/ta/ECOOutcomes/Index.shtml

There are other resources, in-cluding COSF rating examples and quality rating forms for ad-ministrators, data entry staff and direct service providers to assist with verification of your program data.

Early Childhood Special

Education Indicator Technical Assistance

Please go to the TASN website to request Individualized Technical Assistance or to get information regarding the State Performance Plan (SPP) Indicator Improve-ment Resources, public reports and other useful links. http://ksdetasn.org/cms/

There are many resources available regarding Early Child-hood Transition (Indicator 12), Early Childhood Outcomes (Indi-cator 7) and Least Restrictive Environment (Indicator 6) for Early Childhood, as well as the other Part B Indicators.

Save These Dates! Birth to Five Regional

Summits: Transition Planning Through Teamwork

September 27- Dodge City

September 28- Newton October 4- Emporia October 5- Topeka

These summit meetings are the result of combining the Part C Early Childhood Regional Meet-ings typically held in August and the Birth to Five Administrators Summit held in September.

The morning will focus on local community programs discussions and plans for smooth transitions for children and families who may access more than one early child-hood program or move from one program to another.

This work is best done through local team attendance. Please forward the Save the Date information to your partners and ask them to plan to attend as a team.

The afternoon will be a focused session, particularly around the requirements for Part C to Part B transitions, and will also include discussions around the MOA with Parts C and B.

All are welcome to stay for the day to attend the afternoon ses-sion. More details and registration information will be sent out later this summer. Submitted by Tiffany Smith, Early Childhood Part B ECSE Coordinator 785-296-1944 or [email protected]


“Good Vibrations” We hope you are enjoying your summer. We certainly are! We have recently received good news from the determinations letter from the Office of Special Education Programs (OSEP). It states:

“The Department has determined that, under IDEA sections 616(d)(2)(A)(i) and 642, Kansas meets the requirements of Part C of IDEA. The Departmentʼs determination is based on the totality of the Stateʼs data and information, including the Stateʼs FFY 2009 APR and revised SPP (including targets and improvement activities for each year through FFY 2012), other State-reported data, and other publicly available information… We commend Kansas for its performance.”

We hope to continue those good vibrations through the end of this summer as we prepare for our Verification Visit from OSEP, scheduled for the week of August 22.

With determinations and verifications in mind, we turn our thoughts to our reason for being: the families and children we support.

Families are the compass that guide us.

They are the inspiration to reach great heights, and our comfort when we occasionally falter.

- Brad Henry

The primary goal of early intervention is to engage the family and build their capacity to provide an environment that will allow their child to develop and learn. This requires that the family is actively involved and a part of the decision making process. Decisions must be in alignment with the familyʼs values and goals. The process must be flexible enough to support the familyʼs preferences on how they want to be involved.

Procedural Safeguards The process of sharing Procedural Safeguards is set up to insure child and family rights and provide equality of opportunity, full participation and work toward the highest level of self-determination possible. This process, mandated by federal require-ments, helps assure that the family is an active participant and is in place to better support their child.

The procedural safeguards may be found at: http://ksits.org/download/part_c_manual/

15Section_XIII-Procedural_Safeguards.pdf.

Part C Coordinatorʼs Corner

New Child and Family Rights Brochure

Kansas Infant Toddler Service/tiny-k has introduced the new Child and Family Rights brochure to the local coordinators. This brochure is a result of the new procedural safeguards and the complaints process recently published in the provider manual. As soon as these new brochures are printed, each local network will receive a supply by mail. A notification will go out on the list serve to let everyone know when to begin using them.

The upcoming Child and Family Rights brochure has a lot of information in it and may be a bit intense for some families to follow. Our local programs are to make sure each family is educated on a level that fits the needs of the individual family.

Complaints Brochure An additional brochure has been developed to assist families in understanding their rights. It is the Complaints Brochure and is currently available to families and providers at http://www.ksits.org/down load/ITS_Complaint_Brochure.pdf.

This brochure outlines the choices families have if they have a concern. There are four formal steps that may be utilized at any time during the process. Families are always encouraged to work with their local staff to resolve any conflicts, but they may also request:

1. Informal Complaint 2. Formal Complaint 3. Mediation 4. Due Process Hearing

The family may choose to take any one or more of the processes listed above in any order. To learn more about these steps, visit the above website and access the Complaint Brochure. If you have any questions please contact: • Kansas Infant-Toddler Services staff at:

http://www.ksits.org/contacts.htm • Families Together at:

http://www.familiestogetherinc.org/ Submitted by Sarah Walters, Part C Coordinator and Dona Marshbank, Health Planning Consultant, KDHE


Early Childhood Resource Center

NEW Items at the ECRC • Hyson, M. (2008). Enthusiastic and

Engaged Learners. New York. Teachers College Press.

• Fusion, K., Clements, D. & Beckmann, S. (2010). Focus in Prekindergarten. Washington, DC. NAEYC.

• Moomaw, S. (2011). Teaching Mathematics in Early Childhood. Baltimore, MD. Brooks Publishing.

• Gronlund, G. (2010). Developmentally Appropriate Play. St. Paul, MN. Redleaf Press.

• Paradis, J., Genesee, F. & Crago, M. (2011). Dual Language Development & Disorders. Baltimore, MD. Brooks Publishing.

• Wardell, C. & Goldenberg, D. (2011). DIAL-4: Developmental Indicators for the Assessment of Learning. San Antonio, TX. Pearson Assessment.

• Joseph, G., Sandall, S. & Schwartz, I. (2010). Trainerʼs Guide to Building Blocks for Teaching Preschoolers with Special Needs. Baltimore, MD. Brookes Publishing.

• Durand, V. (2007). Sleep Better: A Guide to Improving Sleep for Children with Special Needs. Baltimore, MD. Brookes Publishing.

• Durand, V. (2011). Optimistic Parenting: Hope and Help for You and Your Challenging Child. Baltimore, MD. Brookes Publishing.

• Zero to Three. (2007). Coming Together Around Military Families. Washington DC. Zero to Three.

• Kagan, S. & Tarrant, K. (2010) Trans for Young Children. Baltimore, MD. Brookes Publishing.

• Carta, J., Green C., Walker, D. & Buzhardt, J. (2010). Using IGDIʼs: Monitoring Progress and Improving Intervention for Infants and Young Children. Baltimore, MD. Brookes Publishing.

• Bagnato, S., Neisworth, J. & Pretti-Frontczak, K. (2010). LINKing Authentic Assessment & Early Childhood Intervention: Best Measures for Best Practices. Baltimore, MD. Brookes Publishing.

• Clements, D. & Sarama, J. (2009). Learning and Teaching Early Math: The Learning Trajectories Approach. New York, Routledge.

• Dinnebeil, L. & McInerney, W. (2011). A Guide to Itinerant Early Childhood Special Education Services. Baltimore, MD. Brookes Publishing.

• Justice, L. & Sofka, A. (2010). Engaging Children with Print: Building Early Literacy Skills through Quality Read-Alouds. New York. Guilford Press.

• Bunce, B. (2008). Early Literacy in Action: The Language focused Curriculum for Preschool. Baltimore, MD. Brookes Publishing.

• Neuman, S. & Kamil M. (2010). Preparing Teachers for the Early Childhood Classroom: Proven Models & Key Principles.

Contact the

KITS ECRC Kim Page, Coordinator 620-421-6550 ext. 1651 800-362-0390 ext. 1651

fax: 620-421-6550 ext. 1791 web: www.kskits.org/ecrc

email: [email protected] address: 2601 Gabriel,

Parsons, KS 67357

Spotlight on Importance

of Completing ECRC Satisfaction Surveys

Each time a request for a resource from the KITS Early Childhood Resource Center is filled, a satisfaction survey is included. This survey gives the KITS staff valuable information. When a borrower indicates that a tape is now available on DVD, an updated version is found and ordered. If an updated or newer version of an assessment or book becomes available, the outdated version is replaced.

The questions that involve the helpfulness of an item gives KITS staff data as to when an item has outlived itʼs usefulness and needs to be purged. Question #5 asks, “Do you have any suggestions for future ECRC purchases?”. This question is designed to give each borrower an opportunity to suggest new material. KITS staff members are always looking for new scientific research-based material.

We hope you agree that the satisfaction survey is valuable. The information garnered from the surveys helps us to keep abreast of your needs. So, please take the time to complete and return the survey each time you borrow from the KITS ECRC. Thanks! • Howes, C. & Pianta, R. (2011). Foundations for

Teaching Excellence: Connecting Early Childhood Quality Rating, Professional Development, and Competency Systems in States. Baltimore, MD. Brookes Publishing.

• Zaslow, M., Martinex-Beck, I., Tout K. & Halle, T. (2011). Quality Measurement in Early Childhood Settings. Baltimore, MD. Brookes Publishing.

• Wesly, P. & Buysse, V. (2010). The Quest for Quality: Promising Innovations for Early Childhood Programs.

• Reid, D. & Parsons, M. (2007). Positive Behavior Support Training Curriculum. Washington, DC. American Association on Intellectual and Developmental Disabilities.


DEC's 27th Annual International Conference On Young Children With Special

Needs & Their Families November 17 - 19, 2011

National Harbor, Maryland

Working in early intervention or early childhood special educa-tion? There is only one conference that can offer you this extraordinary learning experience. Join col-leagues from around the world as we explore the evidence, present practical strategies, and engage in discussions that will change the way you think. Join the Division for Early Childhood and over 300 outstanding presenters who will inspire your work with transforma-tive approaches. This compre-hensive professional development experience offers something for everyone on all the topics you need: policy, autism, recommended practices, tiered interventions, chal-lenging behavior, personnel devel-opment, research, assessment, cultural diversity, and more!

Online registration couldn't be easier and we're sure you wonʼt find a more reasonably priced inter-national conference to attend. http://dec-sped.org/Conference

Register before October 15, 2011 and save $50! That's the early bird rate and it's a great way to save money and be sure that you reserve your spot in this year's amazing conference.

If you are a DEC member, save $100 off the price of registration for this year's conference. If you are not a member, now might be a great time to join. The $100 you save will nearly cover the cost of an annual professional member-ship and you also receive all the great benefits of being part of CEC and DEC. Click here to join.

Book Announced for Seventh Annual Kansas Reads to

Preschoolers Week, November 13-19, 2011

The State Library of Kansas and the Kansas Center for the Book proudly announces Chicka Chicka Boom Boom by Kansas author Bill Martin, Jr., as

the selection for the Seventh Annual Kansas Reads to Pre-schoolers Week. Kansas First Lady Mary Brownback will serve as honorary chair for the special week, Nov. 13-19, 2011.

Author Bill Martin, Jr. is a well-known Kansas author and Chicka Chicka Boom Boom one of his best-known books. The book is described as a bright and lively rhyme, where the letters of the alphabet race each other to the top of the coconut tree. When X, Y and Z finally scramble up the trunk, however, the weight is too much, and down they all tumble in a colorful chaotic heap.

More information on the program, including ideas for activities and crafts for teachers, parents, and caregivers, can be found at: http://www.kcfb.info.

More information about the book and author is available at: http://authors.simonandschuster.com/Bill-Martin-Jr/1877108 or at: http://billmartinjr.com/bill_martin

Pioneers in Early

Childhood Education

Maria Montessori August 31, 1870 – May 6, 1952

“Free the childʼs potential, and you will transform him into the world.”

Maria Montessori was the first woman to receive a degree in medicine from the University of Rome. Known for her pioneering work in early childhood education, she was often heard saying, "I studied my children, and they taught me how to teach them.” Montessori was also the first in education to have child-sized tables and chairs made for the students. She believed that the learning environment was just as important as the learning itself. Because of this belief her schools were often peaceful, orderly places, were the children valued their space for concentration and the process of learning.

Information taken from: http://www.webster.edu/~woolflm/montessori.html


Kansas Inservice Training System

Contact KITS by…

…Phone: 620-421-6550 ext. 1618 Toll free in Kansas at

800-362-0390 ext. 1618 …Fax:

620-421-0671 …E-Mail:

[email protected]

Weʼre on the Web! http://www.kskits.org

Training for Early

Childhood Professionals and Families

The University of Kansas is an Equal Opportunity/Affirmative Action Employer and does not discriminate in its programs and activities. Federal and state legislation prohibits discrimination on the basis of race, religion, color, national origin, ancestry, sex, age, disability, and veteran status. In addition, University policies prohibit discrimination on the basis of sexual orientation, marital status, and parental status.

Make it a wonderful Kansas summer!

Thirsty This Summer? Choose Water Instead Of Pop, Sports Drinks, Caffeine Drinks

Summertime is the ideal time to encourage kids of all ages to drink more water. During hot weather children can become dehydrated but not recognize the risks. Signs include feeling lighted headed, dizzy or tired... or having dry mouth, throat, and lips.

Kids tend not to notice the heat if they are outside having fun or participating in sports. Children will cool off after being hot and sweaty by running under a sprinkler or jumping in a pool, but may not think to drink water.

The big temptation is to drink soda pop, or sports/energy drinks, just like professional athletes. The American Academy of Pediatrics encourages parents and care-givers to give children water to drink for hydration. They warn against other beverages. On May 30, 2011 the American Academy of Pediatrics issued this press release: “Energy drinks pose potential health risks because of the stimulants they contain, and should never be consumed by children or adolescents. Routine ingestion of carbohydrate-containing sports beverages by children and adolescents should be avoided or restricted, because they can increase the risk of overweight and obesity, as well as dental erosion.” http://www.aap.org/advocacy/releases/may3011studies. htm#energydrinks2

To learn more about healthy beverages for children, here is an excellent report from the University of Minnesota Extension Service: Healthy Beverage Choices: http://www.extension.umn.edu/family/w00023.pdf Submitted by: Marcia Manter, Community Development Specialist Contact: 785-235-6039 or [email protected] Links to Other Training Calendars • KCCTO child care or CDA advisor trainings: www.kccto.org • Families Together: www.familiestogetherinc.org • Childrenʼs Alliance Training Team: www.childally.org/training/training.html • ChildCare Aware of Kansas: www.ks.childcareaware.org • Capper Foundation: www.capper.easterseals.com • Council for Exceptional Children: www.cec.sped.org/pd • KSDE: www.conferences.ksde.org/ • Kansas Childrenʼs Service League: www.elearningkcsl.org • Kansas Head Start Association: www.ksheadstart.org/event

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