CAHELP Guide of Professional Learning Courses

Early Childhood Special Education (ECSE) Collaborative Group COMMITTEES AND GROUPS, EARLY CHILDHOOD EDUCATION

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52

The Early Childhood Professional Learning Collaborative Group meets three times a year for continuing professional development, enrichment, networking, and training. The group provides the opportunity to develop a collaborative professional network to share ideas and information regarding current research-based practices in the field. Guest speakers and training topics will be aligned with best practices and be determined by the needs and interests of the group. Topics may include preschool assessment, early intervention, IDEA transition topics, social emotional learning, community resources, and classroom practices.

Intended Audience

Early childhood special education teacher (ECSE) and support staff, Early Start and Regional Center case workers, and other early childhood special education service providers.

LCAP Priorities

 VERONICA ROUSSEAU PROGRAM SPECIALIST – (760) 646-8000 x267  veronica.rousseau@cahelp.org # 02:30 Hours

© School Climate, Pupil Engagement, Pupil Achievement, Parent Involvement, Implementing State Standards

For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52 Ages & Stages Questionnaire®: Developmental Milestones (ASQ®- 3) EARLY CHILDHOOD EDUCATION

Early and accurate identification of infants and young children who have developmental delays or disorders is key to the timely delivering of early intervention services. This training will discuss the following core components when using this universal screener: ASQ® provides reliable, accurate developmental and social-emotional screening for children between birth and age 6. ASQ has been specifically designed to pinpoint developmental progress and catch delays in young children—paving the way for meaningful next steps in learning, intervention, or monitoring. This training will discuss the following core components when using this universal screener: Overview of screening and monitoring, Advantages of including parents in the screening process, Features of the ASQ-3 and ASQ: SE-2 with learning activities, How to score and interpret the ASQ-3 and ASQ: SE-2, Referral considerations and follow-up recommendations.

Intended Audience

Early childhood educators, special education teachers, general education teachers, speech-language pathologists, paraprofessionals.

LCAP Priorities

 LINDSEY YSLAS TRAUMA-INFORMED LEAD SPECIALIST – (760) 646-8000 x268  lindsey.devor@cahelp.org # 03:00 Hours

© School Climate, Pupil Engagement, Pupil Achievement, Parent Involvement

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