A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | |
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1 | Title (Not All Inclusive) | Hours | Content Key | Focus Age | Content Specific | Curriculum Able to be adapted | |||||||||||||||
2 | Training | ||||||||||||||||||||
3 | ACES 101 and 102 (Adverse Childhood Experiences Institute) | n/a | ACES | Full Age Span | x | ||||||||||||||||
4 | Assessment, Observation and Planning in Early Childhood | 2 | Professional Practices | Birth - 5 | x | ||||||||||||||||
5 | Brain Development | TBD | Brain Development | Full Age Span | x | ||||||||||||||||
6 | Brave Spaces and Conversations to Promote Equity | TBD | Equity | Full Age Span | x | ||||||||||||||||
7 | Bringing the Protective Factors Framework to Life in Your Work: Concrete Supports in Times of Need | 3 | Protective Factors | Full Age Span | x | ||||||||||||||||
8 | Bringing the Protective Factors Framework to Life in Your Work: Introduction Module | 3 | Protective Factors | Full Age Span | x | ||||||||||||||||
9 | Bringing the Protective Factors Framework to Life in Your Work: Knowledge of Parenting and Child Development | 3 | Protective Factors | Full Age Span | x | ||||||||||||||||
10 | Bringing the Protective Factors Framework to Life in Your Work: Parental Resilience | 3 | Protective Factors | Full Age Span | x | ||||||||||||||||
11 | Bringing the Protective Factors Framework to Life in Your Work: Social and Emotional Competence of Children | 3 | Protective Factors | Full Age Span | x | ||||||||||||||||
12 | Bringing the Protective Factors Framework to Life in Your Work: Social Connections | 3 | Protective Factors | Full Age Span | x | ||||||||||||||||
13 | Bringing the Protective Factors Framework to Life in Your Work: Two Days | 18 | Protective Factors | Full Age Span | x | ||||||||||||||||
14 | Challenging Behaviors or Stress Responses? | TBD | Professional Practices | Full Age Span | x | ||||||||||||||||
15 | Data Decision-Making made easy | TBD | Professional Practices | Full Age Span | x | ||||||||||||||||
16 | Domains of Learning , From Planning to Progress Monitoring | TBD | Professional Practices | Birth - 8 | x | ||||||||||||||||
17 | Early Childhood Nutrition | 2 | Nutrition | Birth - 8 | x | ||||||||||||||||
18 | Early Childhood Physical Activity | 2 | Physical Activity | Birth - 8 | x | ||||||||||||||||
19 | Effective Teaming | TBD | Professional Practices | Full Age Span | x | ||||||||||||||||
20 | Equitable and Interesting Classroom Practices: Applying the Cycle of Intentional Teaching and Learning (wonder-observe-reflect-respond). | 6 | Professional Practices | Birth - 8 | x | ||||||||||||||||
21 | Executive Function - The basics | TBD | Professional Practices | Full Age Span | x | ||||||||||||||||
22 | Executive Function, Executive Skills and Executive Dysfunction | TBD | Professional Practices | Full Age Span | x | ||||||||||||||||
23 | Flexible Teaching | TBD | Professional Practices | Full Age Span | x | ||||||||||||||||
24 | Flip-It | 3 | behavior | Birth - 8 | x | ||||||||||||||||
25 | Getting to Know Me, Getting to Know You, and How We Can Use the Information to Ponder, Plan, and Prevent | TBD | Relationships | Full Age Span | x | ||||||||||||||||
26 | Health and Wellness for adults | TBD | Professional Practices | Full Age Span | x | ||||||||||||||||
27 | Interest Driven Learning Framework - Session 1 of 3 | 6 | Curriculum | Birth - 8 | x | ||||||||||||||||
28 | Interest Driven Learning Framework - Session 2 of 3 | 6 | Curriculum | Birth - 8 | x | ||||||||||||||||
29 | Interest Driven Learning Framework - Session 3 of 3 | 6 | Curriculum | Birth - 8 | x | ||||||||||||||||
30 | Introduction to Coaching Early Childhood Professionals | 12 | coaching | Birth - 8 | x | ||||||||||||||||
31 | Introduction to the Newly Revised Early Learning Guidelines: A Child Development Resource for Educators of Children Ages Birth Through Eight | 1.5 | ELG | Birth - 8 | x | ||||||||||||||||
32 | Lesson Plan Development in Early Childhood | 2 | Professional Practices | Birth -5 | x | ||||||||||||||||
33 | Misbehavior or Stress behavior? | 3 | Professional Practices | Full Age Span | x | ||||||||||||||||
34 | Music, Physical Activity, the Arts and Brain Development and Planning | 1.5 | Professional Practices | Birth - 8 | x | ||||||||||||||||
35 | Music, Physical Activity, and Culturally Responsive Practices. | 3 | Professional Practices | Birth - 8 | x | ||||||||||||||||
36 | NYS Pyramid Model Module 1a - Birth to Age 8:: The Development of Social Emotional Skills in Young Children | 4 | Pyramid | Birth - 8 | x | ||||||||||||||||
37 | NYS Pyramid Model Module 1b - Birth to Age 8: The Language of Behavior | 2 | Pyramid | Birth - 8 | x | ||||||||||||||||
38 | NYS Pyramid Model Module 1c - Birth to Age 8: Nurturing and Responsive Relationships | 4 | Pyramid | Birth - 8 | x | ||||||||||||||||
39 | NYS Pyramid Model Module 1d - Family Childcare: Responsive Environments, Schedules, and Routines | 2 | Pyramid | Birth - 8 | x | ||||||||||||||||
40 | NYS Pyramid Model Module 1d - Infant Toddler: Responsive Environments, Schedules, and Routines | 2 | Pyramid | Infants and Toddlers | x | ||||||||||||||||
41 | NYS Pyramid Model Module 1d - Preschool: Responsive Environments, Schedules, and Routines | 2 | Pyramid | Preschool | x | ||||||||||||||||
42 | NYS Pyramid Model Module 2a - Family Childcare: Teach, Practice, Promote: Intentionally Supporting Social Emotional Development | 3 | Pyramid | Birth - 8 | x | ||||||||||||||||
43 | NYS Pyramid Model Module 2a - Infant Toddler: Intentional Teaching of Emotional Literacy | 2 | Pyramid | Infants and Toddlers | x | ||||||||||||||||
44 | NYS Pyramid Model Module 2a - Preschool: Teach, Practice, Promote: Intentionally Supporting Social Emotional Development | 3 | Pyramid | Preschool | x | ||||||||||||||||
45 | NYS Pyramid Model Module 2b - Infant Toddler; Promoting Positive Peer Interactions | 2 | Pyramid | Infants and Toddlers | x | ||||||||||||||||
46 | NYS Pyramid Model Module 2b - Preschool; Connection, Self Regulation, & Problem Solving: Targeted Teaching of Social Emotional Skills | 3 | Pyramid | Preschool | x | ||||||||||||||||
47 | NYS Pyramid Model Module 2b -Family Childcare; Connection, Self Regulation, & Problem Solving: Targeted Teaching of Social Emotional Skills | 2 | Pyramid | Infants and Toddlers | x | ||||||||||||||||
48 | NYS Pyramid Model Module 3a - Infant Toddler; A Relationship Based Approach to Understanding Challenging Behavior | 2 | Pyramid | Infants and Toddlers | x | ||||||||||||||||
49 | NYS Pyramid Model Module 3a - Preschool; A Relationship Based Approach to Understanding Challenging Behavior | 2 | Pyramid | Preschool | x | ||||||||||||||||
50 | NYS Pyramid Model Module 3a -Family Childcare; A Relationship Based Approach to Understanding Challenging Behavior | 2 | Pyramid | Birth - 8 | x | ||||||||||||||||
51 | NYS Pyramid Model Module 3b - Infant Toddler; Challenging Behavior: Responding and Supporting through Individualized Interventions | 2 | Pyramid | Infants and Toddlers | x | ||||||||||||||||
52 | NYS Pyramid Model Module 3b - Preschool; Challenging Behavior: Responding and Supporting through Individualized Interventions | 2 | Pyramid | Preschool | x | ||||||||||||||||
53 | NYS Pyramid Model Module 3b -Family Childcare; Challenging Behavior: Responding and Supporting through Individualized Interventions | 2 | Pyramid | Birth - 8 | x | ||||||||||||||||
54 | NYS Pyramid Model Parents Interacting with Infants (PIWI) - Training of Facilitators | 6 | Pyramid | Infants and Toddlers | |||||||||||||||||
55 | NYS Pyramid Model Positive Solutions for Families - Training of Facilitators | 6 | Pyramid | Preschool | x | ||||||||||||||||
56 | NYS Pyramid Model Practice-Based Coaching for Center/Schools | 12 | Coaching | Birth - 8 | x | ||||||||||||||||
57 | NYS Pyramid Model Practice-Based Coaching for Family and Group Family Child Care Coaches | 12 | Coaching | Birth - 8 | x | ||||||||||||||||
58 | Professional Learning Community: Nutrition, Physical Activity, and Wellness to meet the needs of Children, Families, and Providers. | 6 | Professional Practices | Birth - 8 | x | ||||||||||||||||
59 | Reflecting on Anti-Bias Education in Action- The Early Years an In Depth Overview | 6 | Equity | Birth - 8 | x | ||||||||||||||||
60 | Reflecting on Anti-Bias Education in Action- The Early Years an Overview | 3 | Equity | Birth - 8 | x | ||||||||||||||||
61 | Roadmap to NYS Pyramid Model Implementation : Session 2: Becoming an Implementing Program (Center Based) | 1 | Pyramid | Center/School | x | ||||||||||||||||
62 | Roadmap to NYS Pyramid Model Implementation: Session 2: Becoming an Implementing Program (Family/Group Family Child Care) | 1 | Pyramid | Birth - 8 | x | ||||||||||||||||
63 | Roadmap to NYS Pyramid Model Implementation: Session 3 - Overview of the Pre-Planning Tool | 1 | Pyramid | Birth - 8 | x | ||||||||||||||||
64 | Roadmap to NYS Pyramid Model Implementation: Session 3 - Overview of the Pre-Planning Tool (Family/Group Family Child Care) | 1 | Pyramid | Birth - 8 | x | ||||||||||||||||
65 | Roadmap to NYS Pyramid Model Program Wide Implementation - Introduction to the Pyramid Model | 1 | Pyramid | Birth - 8 | x | ||||||||||||||||
66 | School Climate | TBD | Professional Practices | Full Age Span | x | ||||||||||||||||
67 | Senses - What do you mean there are 8? | 2 | Professional Practices | Full Age Span | x | ||||||||||||||||
68 | Sensory Processing, Temperaments and Cultural Identities – An in-Depth Exploration of Respectful Classroom Practices | 6 | Professional Practices | Birth - 8 | x | ||||||||||||||||
69 | Sensory Processing, Temperaments and Cultural Identities – An Introduction to Respectful Classroom Practices | 3.5 | Professional Practices | Birth - 8 | x | ||||||||||||||||
70 | Early Childhood Nutrition | 2 | Nutrition | Birth - 8 | x | ||||||||||||||||
71 | Early Childhood Physical Activity | 2 | Physical Activity | Birth - 8 | x | ||||||||||||||||
72 | Temperament and Sensory Preferences, why do they matter? | 2 | Professional Practices | Full Age Span | x | ||||||||||||||||
73 | Tools and Strategies to support teaching and learning. | 4 | Professional Practices | Birth - 8 | x | ||||||||||||||||
74 | Using the CBK to Supervise Staff and Identify Professional Development Needs - Session 1 | 3 | CBK | Birth - 8 | x | ||||||||||||||||
75 | Using the CBK to Supervise Staff and Identify Professional Development Needs - Session 2 | 3 | CBK | Birth - 8 | x | ||||||||||||||||
76 | Using the CBK to Supervise Staff and Identify Professional Development Needs - Session 3 | 3 | CBK | Birth - 8 | x | ||||||||||||||||
77 | Using the CBK to Supervise Staff and Identify Professional Development Needs - Session 4 | 3 | CBK | Birth - 8 | x | ||||||||||||||||
78 | Using the Revised Early Learning Guidelines to Support Culturally Responsive Practice - 90 min | 1.5 | ELG | Birth - 8 | x | ||||||||||||||||
79 | Using the Revised New York State Early Learning Guidelines to Support Social and Emotional Development 90 Min | 1.5 | ELG | Birth - 8 | x | ||||||||||||||||
80 | Valid, Reliable, Evidence-Based, Research-based; What do they mean?? | 2 | Professional Practices | Full Age Span | x | ||||||||||||||||
81 | Coaching | ||||||||||||||||||||
82 | Community Of Practice: Coaches of Early Childhood and School Age Programs (multiple sessions based on Needs Assessment) | 1.5 | coaching | Birth - 8 | |||||||||||||||||
83 | Group Coaching sessions | TBD | Professional Practices | Full Age Span | x | ||||||||||||||||
84 | Individual Coaching sessions | TBD | Professional Practices | Full Age Span | x | ||||||||||||||||
85 | Leadership Coaching | TBD | Professional Practices | Full Age Span | x | ||||||||||||||||
86 | Family Groups - Positive Solutions for Families | ||||||||||||||||||||
87 | Family Groups - Positive Solutions for Families | 7 | Pyramid | Preschool | x | ||||||||||||||||
88 | ITA and Consultation | ||||||||||||||||||||
89 | Intensive Technical Assistance (ITA) | TBD | Professional Practices | Full Age Span | x | ||||||||||||||||
90 | Additional | ||||||||||||||||||||
91 | Needs Assessment Session | TBD | Professional Practices | Full Age Span | x | ||||||||||||||||
92 | Content for individualized Professional Development developed based on needs assessment | ||||||||||||||||||||
93 | Content for individualized Coaching developed based on needs assessment | ||||||||||||||||||||
94 | Content for group Coaching developed based on needs assessment | ||||||||||||||||||||
95 | |||||||||||||||||||||
96 | |||||||||||||||||||||
97 | |||||||||||||||||||||
98 | |||||||||||||||||||||
99 | |||||||||||||||||||||
100 |