What Is Autism?
Laura Prendergast, Stephanie Burns • McLENNAN 207

The latest data show that 1 in 36 children in the U.S. are diagnosed with Autism Spectrum Disorder (ASD), and their developmental differences often begin during the early years. At this session, learn with what autism is, what early signs you might see in young children, and how to support children in your classrooms with diagnosed or suspected ASD by providing positive responsive care. 

Best fit for: All
Practitioners – Core Competency Area 1: Child Growth and Development
Practitioners – Core Competency Area 2: Responsive Interactions and Guidance

Teacher-Family Relationships: How to Form & Maintain Positive Connections When the Going Gets Tough
Cathy Guttentag • McLENNAN 208

Parents and other family caregivers are our valuable partners in providing high quality, nurturing care and education to young children. Relationships between teachers and families may feel warm and harmonious, or uncomfortable and frustrating. Conversations about developmental concerns, cultural differences, or parenting practices can be hard for both parents and teachers. This featured session will focus on these relationship connections – how to start off on the right foot, and navigate challenging situations that may arise.

Best fit for: All
Practitioners – Core Competency Area 7: Family and Community Relationships
Administrators – Core Competency Area 6: Instituting Family and Community-Centered Programming

Reigniting the Flame: Love Teaching Again!
Melissa De la Garza • TEXAS NORTH 113

This session will help participants rediscover their passion for Early Childhood Education. Through music, movement, and hands on activities, participants will learn to:

• Reconnect with their decision to became educators
• Celebrate the successes of their students
• Develop a positive mindset by using Gratitude journaling
• Turn negatives into positives
• Use positive affirmations, random acts of kindness
• Use mindfulness and self compassion
• Cultivate a supportive network and
• Seek out professional development

Best fit for:
Practitioners – Core Competency Area 2: Responsive Interactions and Guidance
Practitioners – Core Competency Area 3: Learning Environments, Planning Framework, Curriculum, and Standards

Note: This session repeats on Thursday at 8 AM.

Effective Strategies of Great Teachers: Best Practices
Jasmine Davis, Donna Moody • TEXAS NORTH 114

In this training teachers will increase knowledge and skills about best practices needed to support infant and toddler development. Teachers will also explore their role in responsive caregiving and fostering an environment that encourages inclusion, culturally appropriate practices, and healthy social emotional development.

Handout: Schedules, Routines

Best fit for: Teachers
Practitioners – Core Competency Area 2: Responsive Interactions and Guidance
Practitioners – Core Competency Area 6: Diversity and Dual Language Learners

¡La Importancia de las Conversaciones Tempranas con Bebés y Niños Pequeños!
Diana Avila, Elizabeth Diaz • TEXAS NORTH 115

Esta capacitación interactiva en persona está diseñada para que los maestros aprendan cómo obtener una comprensión más profunda de la colección de actividades Circle mediante la exploración de conocimientos clave y algunas estrategias de enseñanza para apoyar el desarrollo linguistico de los niños pequeños desde el nacimiento hasta los 36 meses. Los participantes también participarán en actividades para explorar los recursos de la red CLI Engage de especialistas en bebés y niños pequeños en Texas.

Best fit for: Infant and Toddler Teachers and Administrators
Practitioners – Core Competency Area 1: Child Growth and Development
Practitioners – Core Competency Area 4: Supporting Skill Development

Nota: Esta sesión también se ofrece en inglés los jueves a las 3 PM.

Strive for Five Conversations to Accelerate Language Comprehension
Keisey Fumero, Ashley Love • TEXAS SOUTH 116

In this featured session, educators will learn to scaffold children’s language productions so that all children can participate and contribute meaningfully to classroom conversations. Strive for Five approaches support children with limited language or challenge students who are ready to focus on abstract thinking. We will explore multiple strategies, including scaffolding, reflective practice, and writing

Best fit for: Pre-K/K
Practitioners – Core Competency Area 1: Child Growth and Development
Practitioners – Core Competency Area 2: Responsive Interactions and Guidance

Addressing Burnout Among Early Childhood Professionals: Strategies for Sustained Motivation
Xuan Li, Rick Rochester • TEXAS SOUTH 117

It is reported that nearly half of early childhood professionals are burnt out in Texas (National Association for the Education of Young Children, 2024). For example, research has shown that teachers with higher levels of stress and emotional exhaustion are more likely to leave their jobs (Grant et al., 2019). The presentation aims to provide child care directors, owners, and providers with strategies for motivating their staff to work consistently in the center by creating a positive and conducive working environment.

Best fit for: Administrators
Administrators – Core Competency Area 2: Business and Operations Management
Administrators – Core Competency Area 4: Maintaining a Healthy and Safe Environment

Tackling Transitions with Infants and Toddlers
Angela Magers • TEXAS SOUTH 118

Do you need ideas for transitions with infants and toddlers?  Want to gain tools to tackle transitions and make them fun, engaging, and support individual needs?  Come explore strategies to support smooth transitions.  Discover techniques for promoting positive relationships, communication, and emotional regulation in young children during times of change.  Explore learning activities that span multiple domains while gaining practical skills for planning and implementing seamless transitions to enhance and promote healthy development.

Best fit for: Infant and Toddler Teachers
Practitioners – Core Competency Area 2: Responsive Interactions and Guidance
Practitioners – Core Competency Area 3: Learning Environments, Planning Framework, Curriculum, and Standards

Cognitive Transitions: Making Every Moment Count
Heather Brenton• RANGER 106/107

A significant amount of time in a preschool classroom is spent in transition. All throughout the day children move from the carpet to centers, from the tables to line up, from outside to inside etc… These moments spent in transition offer great opportunities for learning. In this session we will be digging into the countless ways that we can make every moment count!

Best fit for: Pre-K/K
Practitioners – Core Competency Area 3: Learning Environments, Planning Framework, Curriculum, and Standards

Strategies for Responding to Children’s Cues
Melissa Ply • RANGER 108/109/110

Observing children can provide information to adults that can allow them to adjust to individual needs, provide appropriate guidance, and determine if a child would benefit from a low, medium, or intense scaffolding strategy to increase the children’s skill sets.

Handout: Scaffolding handout

Best fit for: Teachers
Practitioners – Core Competency Area 2: Responsive Interactions and Guidance

From the Cradle to the Classroom: Supporting Early Childhood Environments for Success
Lauren Gomez • McLENNAN 207

In this session, we will discuss the connections between the home-to-school-to-community environment and its impact on early childhood development. We will explore developmentally appropriate practices that connect early literacy and create actionable steps to ensure the these connections are maintained in our learning environments. And finally, we will explore professional development opportunities and resources to support early childhood best practices.

Handout: Session Slides

Best fit for: All
Practitioners – Core Competency Area 3: Learning Environments, Planning Framework, Curriculum, and Standards
Practitioners – Core Competency Area 7: Family and Community Relationships

The Sounds of Childhood: Including Children’s Perspectives in Curriculum
Bethene Edwards • McLENNAN 208

Often early childhood educators rely on standards and guidelines set by educational organizations, adult agendas and adult perspectives of what play and education for young children should entail. Children’s perspectives are often overlooked in creating environments and curriculum. What if we invited young children to the table and really listened to their ideas and thoughts? How can we, as teacher researchers, gain insights from children into what children need? How would this change the way we design curriculum and our learning environments? In this session participants will explore these ideas to gain an understanding of children’s experiences in the classroom. Through video case studies and small and large group discussion participants will have an opportunity to learn perspectives from children and directly apply that knowledge to their classroom practices.

Best fit for: All
Practitioners – Core Competency Area 1: Child Growth and Development
Practitioners – Core Competency Area 3: Learning Environments, Planning Framework, Curriculum, and Standards

Texas ITSN Summit: Kickoff, Part 1
Texas ITSN Team and Beth Hancock • McLENNAN 209

Specialists support educators who serve a wide range of abilities. Discover ways to support children with developmental differences in infant and toddler classrooms.
Note: Restricted to registered attendees for the Texas ITSN Summit.

Best fit for: Infant and Toddler Specialists
CC

Autism Workshop: Challenging Behaviors
Laura Prendergast, Marielle Matheus, Christine Hall • TEXAS NORTH 113

Many children exhibit behavioral challenges at some point in their development and children with autism may show behaviors that are hard for teachers to understand and respond to. In this session, we will provide practical strategies to figure out why a child may be engaging in a specific behavior and how to respond from an inclusive perspective

Best fit for: All
Practitioners – Core Competency Area 1: Child Growth and Development
Practitioners – Core Competency Area 2: Responsive Interactions and Guidance

Note: This session repeats on Thursday at 8 AM.

Counting 1,2,3: Unpacking a Developmental Continuum for Scaffolding Early Number Concepts
Brian Mowry • TEXAS NORTH 114

This session examines the research-based progression of number sense skills outlined in the revised 2022 Texas Pre-K Guidelines. Participants will examine video-taped examples of children progressing through this continuum and engage in small and large group discussions supported by lecture with research documentation to more clearly understand how these skills unfold in problem-solving scenarios embedded within teacher-guided instruction and play-based inquiry. The presenter will share hands-on activities appropriate for scaffolding, play, and practice centers.

Best fit for: Pre-K/K
Practitioners – Core Competency Area 4: Supporting Skill Development
Administrators – Core Competency Area 5: Implementing a Developmentally Appropriate Curriculum and Environment

Participación de los Padres Basada en los Resultados de las Evaluaciones
Elizabeth Gasca, Domonique Jefferson • TEXAS NORTH 115

El uso de datos de evaluación para seleccionar actividades específicas de CLI Engage Family Resources permite a los maestros asociarse con los padres e involucrar de manera más efectiva a las familias en el desarrollo de sus hijos. Durante esta sesión, mostraremos actividades y recursos basados en evidencia para que los educadores los compartan con las familias. Esto guiará a las familias en la implementación de lecciones, metas y objetivos alineados con los estudiantes en el hogar.

Best fit for: All
Practitioners – Core Competency Area 1: Child Growth and Development
Practitioners – Core Competency Area 7: Family and Community Relationships

Nota: Esta sesión también se ofrece en inglés los viernes a las 8 AM.

Hosting Family Events – Language, Literacy, and STEM
Keisey Fumero, Stephanie Bernard • TEXAS SOUTH 116

In this featured session, educators will learn to host family education events that support family engagement for children in preschool to Grade 1 that empower parents to become a key conversation partner in their child’s daily routines. Educators receive access to an English/Spanish set of materials for hosting family events that promote Strive for Five conversations, such as the “Talking is Teaching” family video. Educators will be provided a menu of 6themes, activities, and sample facilitator scripts for explaining how to extend early learning at home using CLI created materials and resources. Educators will learn to utilize these same materials to set up hands-on learning stations at their events to provide families with opportunities to practice guiding their child’s learning.

Best fit for: All
Practitioners – Core Competency Area 1: Child Growth and Development
Practitioners – Core Competency Area 7: Family and Community Relationships

Behavior Management in the Preschool Classroom
Francisco Razo • TEXAS SOUTH 117

This session will help practitioners understand the causes of undesirable behaviors in preschool age children, provide them with strategies to prevent this kinds of behaviors, and practice techniques to respond to non desirable behaviors.

Best fit for: Pre-K/K
Practitioners – Core Competency Area 1: Child Growth and Development
Practitioners – Core Competency Area 2: Responsive Interactions and Guidance

Timely Transitions
Lara Pauley • TEXAS SOUTH 118

This session will give participants information about the value of maximizing transition times while minimizing the number of transitions. Participants will gain knowledge about the characteristics of appropriate transitions and will get many ideas for transitions they can put into practice immediately!

Handouts:

• Rhymes-Jack in Box Bears Mitch the Fish
• Song Lyrics Rags Birds Donut
• Transition Activities Handout

Best fit for: Teachers and Specialists
Practitioners – Core Competency Area 2: Responsive Interactions and Guidance

Letter Knowledge
Vanessa Moran, Adriana Sepulveda• RANGER 106/107

Participants will explore the various components of letter knowledge, including letter names, letter features, and letter sounds, as well as how to include children’s names and environmental print in playful, intentional ways. Participants will also explore ways to incorporate letter activities in learning centers, small group activities, and the classroom environment as a whole. Participants will learn the importance of using both formal and informal letter knowledge assessments to determine what children already know and to help them plan for meaningful letter experiences in the classroom based on children’s needs.

Handouts:

• Module 6 Fundamentals of Letter Knowledge
• Name Sort – CAC
• Letter Wall Ideas

Best fit for: Pre-K/K
Practitioners – Core Competency Area 3: Learning Environments, Planning Framework, Curriculum, and Standards
Practitioners – Core Competency Area 4: Supporting Skill Development

Play Matters: Unlocking the Power of Play in Early Childhood
ReShaun Webb • RANGER 108/109/110

Join me for an illuminating session as we delve into the transformative role of play in early childhood development. Interactive presentation, we will explore how play serves as a vehicle for learning, creativity, and holistic growth in young children.

Best fit for: Teachers
Practitioners – Core Competency Area 1: Child Growth and Development

Improving Turnover With Effective Servant Leadership
Amanda McElroy • McLENNAN 207

In this training, participants will learn how implementing the Servant Leadership Model can positively influence teacher job satisfaction, reducing turnover in early childhood programs. Participants will also learn the competencies and characteristics of the Servant Leadership Model and how they can be applied to the daily life of an early childhood program leader.

Best fit for: Administrators
Practitioners – Core Competency Area 9: Professionalism and Ethics

It All Begins with a Book: Supporting Book Themed Project-Based Learning
Amy Wingfield• McLENNAN 208

It’s never too early. Some parents begin reading, singing to and talking to their babies even before birth. So, it shouldn’t come as a surprise that Supporting Early Literacy should begin in the infant classroom and continue to be an important, essential part of a child’s education. We could be and should be one of the most influential in creating a love for learning and literacy in a child’s life. It really could all begin with a book. Let’s spend some time together learning why early literacy is so important. We’ll review a few new stories and rediscover a few old, loved favorites. We’ll explore ways to assess, observe, create centers and lesson plans around book themes that support skill development across all developmental domains.

Best fit for: All
Practitioners – Core Competency Area 1: Child Growth and Development
Practitioners – Core Competency Area 4: Supporting Skill Development

Texas ITSN Summit: Kickoff, Part 2
Texas ITSN Team and Beth Hancock • McLENNAN 209

Specialists support educators who serve a wide range of abilities. Discover ways to support children with developmental differences in infant and toddler classrooms.
Note: Restricted to registered attendees for the Texas ITSN Summit.

Best fit for: Infant and Toddler Specialists
CC

Autism Workshop: Visual Supports
Laura Prendergast, Amanda Miller • TEXAS NORTH 113

One of the most recommended strategies for children with ASD is the use of visual supports. However, it can be a challenge to figure out what kinds of visual supports to use and how to incorporate them into your classroom routines with an individual child or your whole class. In this session,we will dive into what visual supports are and how they can be used to greatly improve a young child’s understanding and ability to communicate. Visual support examples will be available to participants at the conclusion of this session.

Best fit for: All
Practitioners – Core Competency Area 1: Child Growth and Development
Practitioners – Core Competency Area 2: Responsive Interactions and Guidance

Conciencia Fonológica: Escucho y Aprendo
Viry Nieto, Mildred Bautista • TEXAS NORTH 114

La conciencia fonológica es uno de los tres predictores clave para el éxito en la lectura. En esta sesión, los participantes aprenderán sobre la importancia y los beneficios de facilitar las actividades diarias de conciencia fonológica con estudiantes de prekínder y mejorar las habilidades de alfabetización en las aulas de español.

Best fit for: Pre-K/K
Practitioners – Core Competency Area 3: Learning Environments, Planning Framework, Curriculum, and Standards
Practitioners – Core Competency Area 4: Supporting Skill Development

Nota: Esta sesión se repite el jueves a las 10 AM.

Responding to Reading with Reactions, Retelling, and Writing
Heather Varon, Juan Pablo Lugo • TEXAS NORTH 115

Participants will learn ways to support children through literature by retelling or reenacting to stories, relating to the information, and responding through writing. This session will allow teachers to participate in hands-on activities they can take back to their classrooms and use with their children. We will look at the PreK guidelines and make connections that we are building a foundation of critical thinking necessary for success in upper grades.

Handouts:

• Speech Bubble
• Characters
• 15 Must Have Books for PK

Best fit for: Pre-K/K Teachers
Practitioners – Core Competency Area 3: Learning Environments, Planning Framework, Curriculum, and Standards
Practitioners – Core Competency Area 6: Diversity and Dual Language Learners

Play, Learn, Thrive: Nurturing Social and Emotional Skills in Prekindergarten Children
Darcy Dycha, Twyla Vogler • TEXAS SOUTH 116

Join us for a fun-filled session packed with learning and hands-on activities to support prekindergarten children’s social and emotional development. Participants will explore key areas of social and emotional development, identify key areas of support across the early childhood years, and understand the lasting impact of these skills on lifelong development. Walk away energized and ready to implement classroom and family resources designed to foster crucial social and emotional skills.

Best fit for: Pre-K/K
Practitioners – Core Competency Area 4: Supporting Skill Development
Practitioners – Core Competency Area 7: Family and Community Relationships

Inclusion! Strategies for working with young children with Special Needs
Molly Dye • TEXAS SOUTH 117

Children with Special Needs can be in many early childhood classrooms and they are often unidentified. Learn strategies to include children in the daily activities of the classroom using strategies that will benefit all students. Strategies addressed in this presentation will primarily address students with ADHD and Autism.

Best fit for: Teachers and Administrators
Practitioners – Core Competency Area 2: Responsive Interactions and Guidance
Practitioners – Core Competency Area 3: Learning Environments, Planning Framework, Curriculum, and Standards

The Wonderful World of Infants and Toddlers
Pamela Arnold • TEXAS SOUTH 118

This workshop offers participants an interactive exploration of the world of infants and toddlers. Through hands-on experiences, participants will engage in activities focused on room arrangement and stimulation techniques designed to promote growth and development in young children.

Best fit for: Infant and Toddler
Practitioners – Core Competency Area 1: Child Growth and Development
Practitioners – Core Competency Area 3: Learning Environments, Planning Framework, Curriculum, and Standards

Playgrounds Have Centers, Too
Carrie Casey• RANGER 106/107

Explore how to bring learning centers outside and utilize use zones to maximize opportunities. Use zones function much as centers do in the classroom, grouping different types of play together and facilitating the environment’s safe, flexible, creative exploration. In this session, participants will explore different ways to demark use zones, switch out uses, and get the most out of the outdoor learning space.

Best fit for: All
Practitioners – Core Competency Area 3: Learning Environments, Planning Framework, Curriculum, and Standards
Administrators – Core Competency Area 4: Maintaining a Healthy and Safe Environment

Promoting Early Childhood Programs
Rebecca Matz, Jennifer Bruning • RANGER 108/109/110

Join us to explore promoting early childhood programs in partnership with families.

Best fit for: Administrators
Administrators – Core Competency Area 1: Establishing and Maintaining an Effective Organization
Administrators – Core Competency Area 5: Implementing a Developmentally Appropriate Curriculum and Environment