Select Page

courses

2020 Courses

Course information is below. It is filterable and searchable. You can also use the plus icon on each row to view additional information about the course.

Course Title
Instructor(s)Days/ScheduleLocationMaximum ParticipantsDescriptionObjectivesInstructor BiosAge-groups CoveredCEU
Bridging Practices to Strengthen Continued Professional DevelopmentSarah Myers2 days
Monday
Tuesday
CCC 11625This course is an interactive opportunity to explore the diversity of Oregon’s ECE workforce and bridge the practice of continued professional development between the Oregon Registry and TSPC
requirements. Participants will conceptualize the significance of both state systems and how
collaboration can enhance efforts to provide rich professional development opportunities for Oregon’s
Educators. Participating in this course will provide individuals with a strong understanding of how to
utilize Oregon Registry and Oregon Registry Trainer Program (ORTP) resources - resulting in creating an
ORO account, tracking professional development using a Professional Development Statement, and the
opportunity to explore leadership opportunities by becoming a Certified Trainer.
No Age-Related ContentNo
Collaborative Problem Solving (Application Only)Tonya Coker,
Brooke Bonanomi
3 days
Monday
Tuesday
Wednesday
CAS 11540Collaborative Problem Solving (CPS) is an evidence based, trauma informed, practice founded in neurobiology and the understanding that “children do well if they can”. Participants will develop an understanding of “skill versus will” in relation to challenging behavior as well as identify the areas addressed by the Thinking Skills Inventory in order to apply those characteristics to interventions and instruction.Understanding of the shift in thinking toward “skill vs. will” and the limits of conventional thinking and operant strategies.
Application of the CPS assessment process including completion of the CPS Assessment and Planning Tool.
Awareness of the intersection of PBIS and CPS – what the role is of each and how they work together to meet the needs of children.
Planning and preparation for CPS work to be completed in the 2019-2020 school year and beyond.
Brooke’s bio: Brooke Bonanomi has been working as an EI/ECSE Specialist with Willamette ESD for 7 years now. She has spent time as an ASD consultant, intensive classroom teacher, mentor and coach. Her journey with Collaborative Problem Solving began in her intensive classroom over 5 years ago. She is now a CPS certified practitioner and shares her passion for this model and approach to working with children with challenging behaviors with other EI/ECSE professionals around the state through her work as an external state coach.

Tonya’s bio: Tonya Coker, MA Ed. is program coordinator for Early Intervention and Early Childhood Special Education (EI/ECSE) at Willamette Education Service District in Salem, Oregon. She is a licensed special educator with a TSPC specialization in Autism Spectrum Disorders (ASD). Prior to her current role as an administrator Tonya was an ASD Specialist for over 10 years working with children Birth to age 21. She is identified as a certified trainer in the Collaborative Problem Solving (CPS) model by Massachusetts Hospital and the Think: Kids Network.
PreschoolYes
Critical Paradigm Shifts for Multicultural EducationMariana Praschnik-Enriquez2 days
Wednesday
Thursday
CAS 11725No
Early Head Start Expansion TBA2 days
Wednesday
Thursday
CAS 11825Infant/ToddlerNo
Equity and Diversity in Early LiteracyAmy Howell3 days
Monday
Tuesday
Wednesday
HCC 140 25Building an Equity Library for Early Learning Environments In celebration of the Week of the Young Child, the Children's Literature & Equity Resource Center (CLERC) at COCC's Barber Library welcomes the Early Childhood Community to an open house and workshop. We will peruse the CLERC collection, which focuses on children's literature through an anti-bias lens, learn what constitutes an equity library and understand the role of "window" and "mirror" books in classrooms. We will analyze books through an equity lens and gain tips about starting an equity library in the classroom.Infant/Toddler, PreschoolNo
Facilitating Attuned Interactions (FAN) Training for PractitionersLisa Mennet,
Diane Lostrangio
2 days
Monday
Tuesday
CAS 24725The FAN is a conceptual framework for improving the communication skills of professionals working with young children and families based on the belief that attunement is the key to responsive, effective relationships. Participants will learn to use empathic inquiry to explore parent feelings, collaborative exploration to address challenges and practice mindful self-regulation.
This training also includes 6 months of mentorship for all participating supervisors and a final 3rd day of training on January 27th, 2021. Supervisors who attend will attend will receive 6 months of virtual mentorship from trained FAN mentors, to support them in implementing the FAN within supervision with their teams.
Infant/Toddler, Preschool and School ageNo
Facilitating Attuned Interactions (FAN) Training for SupervisorsLisa Mennet,
Diane Lostrangio
2 days
Wednesday
Thursday
CAS 24725The FAN is a conceptual framework for improving the communication skills of professionals based on the belief that attunement is the key to responsive, effective relationships. The Supervisor FAN provides a mental model for integrated supervision. Participants will learn strategies to strengthen the supervisor-supervisee relationship by practicing collaborative exploration, capacity building and mindful self-regulation.
This training also includes 6 months of mentorship for all participating supervisors and a final 3rd day of training on January 27th, 2021. Supervisors who attend will attend will receive 6 months of virtual mentorship from trained FAN mentors, to support them in implementing the FAN within supervision with their teams.
Infant/Toddler, Preschool and School ageNo
Get Your Shift TogetherMariana Gabriella Praschnik-Enriquez2 days
Monday
Tuesday
HCC 26025This course will explore the implications social identities have on educators’ and service providers’ practice. Through interactive discussion and personal reflection, participants will consider how Gorski’s (2017) Paradigm shifts can be applied to their roles as educators to improve individual practice and the educational experience of students they serve.No Age-Related ContentNo
Introduccion a Entrevista Motivacional

(Motivational Interviewing , a Spanish-Language Course)
Janese Olalde2 days
Wednesday
Thursday
HCC 26025Esta introducción al taller de Entrevista Motivacional es parte de un plan de desarrollo de NWATTC diseñado para aumentar la capacidad de los proveedores para proporcionar prácticas basadas en investigaciones científicas y operar de un sistema de servicios orientado hacia la recuperación.
Los participantes tendrán una variedad de oportunidades para el desarrollo de habilidades y la práctica mediante el uso de drama, experiencias reales y ejercicios de grupo interactivo. Demostraciones de video y demostraciones vivas también se utilizarán para mejorar el proceso de aprendizaje. El entrenamiento está diseñado para profesionales que trabajan en educación, correcciones, salud mental, tratamiento al abuso de sustancias y manejo de casos.
Birth to KindergartenNo
Meeting the Needs of All Learners: Universal Design for Learning in Early ChildhoodDebra Fitzgibbons2 days
Monday
Tuesday
CAS 10425This two-day, make and take workshop uses the Universal Design for Learning framework to guide attendees to create lessons that ensure equitable access to curriculum for all learners. Expand understanding of “Tier 1” supports and explore strategies to increase engagement, and offer multiple means of representation and expression. Debra Fitzgibbons is the Coordinator for Oregon Technology Access ProgramBirth to School AgeNo
Now That I Know My Letters, How Do I Line Them Up to Write Something? Developing Writing Skills from Words to Paragraphs in Young Students in Kindergarten to Grade 2Lucy Hart Paulson,
Sharon Bellusci
2 days
Wednesday
Thursday
HCC 23025Learning to be a writer requires foundation skills in oral language, phonological processing, understanding the alphabetic principle, and executive function abilities. This course describes the writing processes, developmental expectations, and instructional and intervention strategies for developing writing for students in the early elementary grades.K-2No
Nurturing the Holistic Wellbeing of Early Childhood EducatorsRenée K. Van Norman2 days
Monday
Tuesday
CAS 24825During this workshop participants will practice skills to decrease stressors on mind/body systems to stay connected to the wonders and curiosities of teaching using evidence-based mindfulness practices and values-driven goal setting. Discussions, activities, and resources will be shared to support holistic wellbeing. Educators will create a personalized Intentional Wellbeing Plan. No Age-Related ContentYes
Preschool Promise, OPKTBA2 days
Monday
Tuesday
CAS 24625Birth to KindergartenNo
Pyramid Model: Program-Wide ImplementationMeredith Villines2 days
Wednesday
Thursday
CAS 10425Exploration of program-wide implementation of The Pyramid Model. Teams (e.g. 2-3 participants who meet the following role/description: program administrator, family member, coach, teacher, etc.) will examine the relationship between theory and practice by understanding of the critical components of readiness, implementation, and tools needed for success and sustainability.1. Develop an understanding of Pyramid Model Practices, including cultural competence, trauma-informed, and ability-affirming practices

2. Examine Critical Components of implementation
3. Discuss roles and responsibilities of the Program-wide Leadership Team

4.Utilize tools to assess readiness, buy-in, and next steps 5. Identify existing supports needed for implementation
Currently at the Oregon Department of Education, in the Office of Enhancing Student Opportunities, Meredith has worked in Early Care and Education for 20+ years. Her primary roles have been classroom teacher in inclusive childcare and preschools, Lead teacher in an Early Childhood Special education classroom, Itinerant Special Early Childhood Education Teacher and Home Visitor, behavior specialist, trainer, and part-time faculty at PCC. Meredith has a passion for supporting early educators to learn and apply knowledge about high quality inclusive practices. She is a parent and an advocate for the rights of children, especially those who are overlooked, underserved and underrepresented in today’s educational landscape.No Age-Related ContentNo
Promoting Inclusive Classroom Practices through the LEAP ModelSusan Fodell2 days
Wednesday
Thursday
CAS 24825LEAP Preschool model is a promising practice in our state. Presentation will include an overview of research-based strategies to enhance children’s engagement and support social learning across classroom activities. Site specific implementation strategies will be discussed including family engagement and implications for improved long-term educational outcomes for historically underserved students.Birth to KindergartenNo
Purposeful Play in Pre-K: Research-based Practices for Facilitating Early Literacy Development and Preventing Learning Challenges in Young ChildrenLucy Hart Paulson,
Sharon Bellusci
2 days
Monday
Tuesday
HCC 23025The learning opportunities young children have in developing early literacy skills, before formal instruction in learning to read and write, have incredible benefits in paving their way to academic success. Early learning experiences also have valuable advantages for preventing or at least reducing literacy learning challenges in the elementary grades. Framed within the Oregon’s Early Learning and Kindergarten Guidelines, this two-day course will describe early literacy development and skill expectations in the toddler and preschool years that lead to kindergarten readiness. Deepen your understanding of the early literacy skills that are the most predictive of later literacy learning, with a focus on phonological awareness, alphabet learning, and becoming a writer. Enhance your early literacy instruction using research-based, developmentally appropriate, playful, and powerful strategies to help young children develop these important skills in the earliest years. College credit may be available based on interest as the course is developed.Birth to KindergartenNo
TIPITOSKatrina Miller2 days
Monday
Tuesday
CAS 11725"TPITOS™ is the essential tool you need to ensure that infant–toddler teachers are using the Pyramid Model practices with fidelity.
Modeled after the Teaching Pyramid Observation Tool (TPOT™) for Preschool Classrooms, TPITOS is for early childhood center-based programs caring for infants and toddlers. Focusing on teacher practices and classroom environment variables, TPITOS measures how well your program’s staff is fostering responsive, nurturing relationships with children and promoting strong social-emotional development in their earliest years.
Benefits of Using the TPITOS
• Ensures effective implementation of the proven PBIS-based Pyramid Model
• Supports professional development efforts in infant–toddler settings
• Strengthens practices of individual caregivers, classroom teams, and programs
"TPITOS™ is the essential tool you need to ensure that infant–toddler teachers are using the Pyramid Model practices with fidelity. TPITOS is a tool for assessment infant-toddler teachers use of Pyramid Model practices. Participants will become familiar with TPITOS, will view and practice scoring video examples of teacher behaviors, will have the opportunity to become certified TPITOS observers (by achieving 80% reliability agreement), and will learn how to use TPITOS results for professional development and coaching.
Recommended prerequisite: Attendees should be familiar with the Pyramid Model, and have completed the CSEFEL infant-toddler modules.
NOTE: Participants are responsible for purchasing and bringing with them the TPITOS Manual and Score Sheets. Each participant will need to have their own Manual and 2 Score Sheets. They may be purchased here: https://products.brookespublishing.com/Teaching-Pyramid-InfantToddler-Observation-Scale-TPITOS-for-InfantToddler-Classrooms-Set-Research-Edition-P1123.aspx.
• Builds foundation for social-emotional competence in the critical first years of life

REQUIREMENTS: It is recommended that attendees be familiar with the Pyramid Model, and have completed the CSEFEL infant-toddler modules.

NOTE: Participants are responsible for purchasing and bringing with them the TPITOS Manual and Score Sheets. Each participant will need to have their own Manual and 2 Score Sheets. They may be purchased here: https://products.brookespublishing.com/Teaching-Pyramid-InfantToddler-Observation-Scale-TPITOS-for-InfantToddler-Classrooms-Set-Research-Edition-P1123.aspx
"1. Learn about the TPITOS, a measure for examining use of teacher practices for promoting infant/toddler social-emotional learning. 2. Learn about the TPITOS, a measure for examining use of teacher practices for promoting infant/toddler social-emotional learning 3. Meet certification standards for carrying out and scoring TPITOS observations (with 80% reliability agreement) 4. Learn about how the TPITOS can be used to measure teacher support of social-emotional development of infants and toddlers and inform professional development and coaching.Katrina Miller, LCSW, is a TPITOS Trainer for the Pyramid Model Consortium and an Infant and Early Childhood Mental Health Consultant for Morrison Child and Family Services. Katrina began her work in early childhood as an assistant in early childhood special education and therapeutic preschool settings, then later, as a child and family therapist in both home- and school-based settings. In 2005, she transitioned to her role as IECMH Consultant, where she has worked with community child care centers, family child care providers, and Head Start and Early Head Start programs. Embedded within her role as IECMH Consultant, Katrina provides training, consultation, and coaching on Pyramid Model practices and program-wide implementation.Infants and Toddlers
Practice-Based CoachingKathleen Artman-Meeker2 days
Monday
Tuesday
CAS 11825This course introduces Practice-Based Coaching (PBC), a research-based coaching model to support high-quality early care and education practices. Participants will identify and practice the essential components of PBC: coaching partnerships, goal setting, observation, and feedback. Participants will learn practical strategies for using PBC in their own work as coaches.PreschoolNo