Welcome to the Importance of the Kentucky Early Childhood Standards and Kentucky Early Intervention Services (KEIS) Assessment Data course. This course is for Kentucky Early Intervention Services (KEIS) providers only.
Course Length: This course will take approximately 1.5 hours to complete.
Course Requirements: To complete this course, participants are required to pass a 10-question multiple-choice quiz and a final short essay question. Please note that grading of the essay question can take up to 3 business days. A grading rubric is provided along with the final essay question to help guide you in responding.
You will receive an email notification from our Learning Management System upon receiving a passing grade on the essay. If your essay does not receive a passing grade, you will receive an email from the Course Facilitator with suggestions on revising the essay and resubmitting for regrading. If it has been more than 3 business days since you completed all components of the course (including the essay) and you have not received an email, please contact sally.dannenberg@uky.edu for assistance.
Course Significance: Throughout the emergency planning courses, the importance of checklists has been mentioned. These lists make the plan easy to comprehend and update. This video reviews the main types of checklists that should be included in your emergency plan, and how to maintain them.
Learning Objectives: At the end of the course, you will be able to: · Describe the purpose of the final checklists · Describe the main types of checklists you should maintain
Course Significance: The effects of emergencies and disasters have become more serious and more frequent. Emergencies often affect an entire community. To improve our preparedness, it is vital that we engage with other members of our communities. This video describes the key questions that should be addressed in your emergency planning.
Learning Objectives: At the end of the course, you will be able to: · Define the concept of whole community approach as it relates to emergency planning · Describe the benefits of taking a whole community approach to emergency planning · Describe the principles of the whole community approach to emergency planning
Course Significance: The whole community approach to emergency planning involves forming relationships with different types of organizations. These relationships can take many forms. A Memorandum of Understanding (MOU) will identify what can be expected from each organization before, during and after an emergency. This video describes the key topics that should be included in your MOUs.
Learning Objectives: At the end of the course, you will be able to: · Describe the purpose of a Memorandum of Understanding · Describe the main components of a Memorandum of Understanding
Course Significance: When an emergency occurs, the need to communicate is immediate. Preparing the messages that need to be communicated in various situations will help you respond rapidly when you need to. This video describes the key components of what should be communicated when an emergency affects your organization.
Learning Objectives: At the end of the course, you will be able to: · Recognize the importance of communications during and after an emergency · Describe the key audiences for communications during and after an emergency · Describe the types of information that should be communicated to each audience during an emergency
Course Significance: Fires can happen in any building, especially one where food is being prepared and served. Several steps can be taken to reduce the risk of fire and minimize the damage if a fire occurs. This video describes the key actions that should be included in your plan to ensure that you adequately protect the people and building in your care. Learning Objectives: At the end of the course, you will be able to: · Describe the reasons for developing fire emergency procedures · Describe the key elements to be included in your fire emergency procedures
Course Significance: Your organization probably serves seniors who have conditions that could lead to medical emergencies. Being prepared for these medical emergencies can save lives. This video describes the key components that should be included in your plan to ensure that anyone who might have a medical emergency in your building will receive the best care possible.
Learning Objectives: At the end of the course, you will be able to: · Describe the reasons for developing medical emergency procedures · Describe the key elements to be included in your medical emergency procedures
Course Significance: Several emergencies would require an organization to evacuate its building. Your organization serves seniors who may need extra help in an emergency evacuation. Having a plan that accounts for this can mean the difference between a safe evacuation and serious injury or death. This video describes the key components that should be included in your plan to ensure everyone can evacuate in a timely manner.
Learning Objectives: At the end of the course, you will be able to: · Describe the reasons for developing evacuation procedures · Describe the key elements to be included in your evacuation procedures
Course Significance: What happens when an emergency forces your building to shut down? How can your staff do their jobs? Emergency remote working procedures are often key to ensuring your essential functions can be performed during or after an emergency. This video describes the key actions that should be included in your Continuity of Operations Plan to ensure that your staff can perform their essential functions if they don’t have access to your facility. Learning Objectives: At the end of the course, you will be able to: · Describe the reasons for developing emergency remote working procedures · Describe the key elements to be included in your emergency remote working procedures
Course Significance: Many emergencies can cause a disruption to your normal operations. How can you continue to provide services to your clients when that happens? This video describes the key actions that should be included in your plan to ensure that you can continue to perform your essential functions during and after an emergency. Learning Objectives: At the end of the course, you will be able to: · Describe the reasons for developing a Continuity of Operations Plan · Describe the key elements to be included in your Continuity of Operations Plan
Course Significance: Several types of emergencies require people to shelter in place. The seniors your organization serves will need to know the safest place to be in that type of emergency. This video describes the key components that should be included in your plan to ensure everyone who might be in your building can shelter in place safely if needed.
Learning Objectives: At the end of the course, you will be able to: · Describe the reasons for developing shelter-in-place procedures · Describe the key elements to be included in your shelter-in-place procedures
Course Significance: An emergency plan is only useful if the people who play a role in implementing it understand it. This video highlights the key elements to consider when designing an emergency plan to ensure its usefulness when it is needed.
Learning Objectives: At the end of the course, you will be able to: · Describe the key elements of an emergency plan · Describe the types of lists to be maintained as part of an emergency plan · Describe the types of policies & procedures to be maintained as part of an emergency plan
Course Significance: Every organization needs to have an emergency plan. This introductory video will explain why the emergency plan is so vital to any organization that provides services to seniors.
Learning Objectives: At the end of the course, you will be able to: · Define what an emergency is · Distinguish between an emergency and a disaster · Describe the importance of having an emergency plan
This training introduces concepts of developmentally appropriate practices supported by the Early Childhood Environment Rating Scale 3rd Edition (ECERS-3). It is intended for early childhood administrators and preschool teachers interested in learning more about utilizing developmentally appropriate practices in the preschool setting. This training will help you understand the basics of how the ECERS-3 is used in Kentucky, obtain resources that support quality practices in the preschool classroom, and gain knowledge of developmentally appropriate concepts that support a high-quality environment.
Course Details
Target Audience
All Staff
Learning Environment
Preschool
Training Level
2
Core Content Subject Area
Health, Safety, and Nutrition
Learning Environment and Curriculum
Core Content Competency
Identify current health trends in society using research-based knowledge and information.
Assist in planning and implementing developmentally and functionally appropriate individual, small, and large group activities, which include teacher-designed and child-initiated experiences based on the needs and interests of all young children.
This training continues our journey in advancing equity in early childhood and focuses on the topic of culturally responsive interactions for children. This training builds on what you have learned in Advancing Equity in Early Childhood – Awareness and Respect. In this training, you will continue to reflect on your own attitudes, beliefs, and biases as you learn strategies to provide positive interactions that support children’s development and welcome each child’s unique background. Trainees will learn the importance of building each child’s identity and belonging, strategies for positive and emotionally supportive interactions, and how to prevent and respond to negative interactions such as stereotypical or biased thinking. Trainees will continue to self-reflect to consider their background, culture, knowledge, and biases and implement an improvement goal relating to interactions. This training is geared towards infant, toddler, preschool, or school-age staff.
An application activity will be required for the completion of the training and will focus on creating a goal to support children through culturally responsive interactions.
Demonstrate behavior that communicates the importance of each child.
IMPORTANT INFORMATION
This course requires the successful completion of an application activity before completion of the course. The application activity will be reviewed by the course facilitator and feedback will be provided within 3 working days of submission. After successful completion of the course and all required activities, credit will be entered into ECE-TRIS within 10 calendar days.
Friendships and relationships in school not only contribute to a sense of belonging and enjoyment, but can also enhance students’ communication, academic engagement, and create opportunities for learning within and beyond the classroom. The absence of such satisfying relationships with peers can lead to loneliness, isolation, disengagement, and dissatisfaction with school. Students with complex communication challenges are likely to be even more isolated without strong peer bonds. Join language arts teacher Marcus and Sonja, a special ed co-teacher in his classroom, as they discuss how to implement peer-mediated strategies for non- or minimally speaking students.
