Untitled - Capital District Child Care Coordinating Council [PDF]

WELCOME W

e have been focused on creating an annual catalog that is easy to use and that reflects the interests and values of early childhood and school-age child care providers. As a result we hope that the Instructional Suite offers quality, relevant, professional development opportunities that are a good fit for you. Formed by a group of child care center directors who demonstrated a deep commitment to the community, the Capital District Child Care Council’s founding vision was to bring educational opportunities to all early childhood and school-age child care providers. We are hopeful that today our work lives up to this legacy by ensuring that we not only enhance knowledge, but we build partnership with and among child care providers. As you explore this catalog, we urge you to remember that the education you will receive is as much about the people you will meet as it is about the instructional content. Training offerings include a combination of academic theory and practical application, as we are dedicated to providing you with opportunities for hands-on, real-life experiences. We feel that learning enlarges the world around us and helps us to grow in our professional endeavors; as classroom teachers, family child care providers, school-age providers, administrators, trainers, and instructional coaches alike. The Instructional Suite is an annual publication meaning that all training offerings will be available throughout the year at various locations as published in the quarterly registration schedule. We hope that we have provided something for everyone and are eager to hear which trainings you find enjoyable. Please contact us with ideas and requests as we embark on this journey together.

TRAINING DESCRIPTIONS AGES & STAGES QUESTIONNAIRES The Ages & Stages Questionnaires, Third Edition (ASQ-3) is an easy, family-friendly tool designed to help you screen children for risks. In this workshop, we’ll become familiar with the ASQ using several approaches, such as group discussions, modeling skills, and practicing the ASQ with a test subject. We’ll learn about the five developmental domains, including gross/fine motor skills and social-emotional skills, and discuss parents’ tendencies when they report about their own children. We’ll work through the ASQ step-by-step, and talk about follow-up measures, such as how to have positive conversations and share age-appropriate intervention strategies with families. Finally, we’ll cover how to teach an introductory ASQ seminar to the staff in your program. Of course, not every family is alike. A family’s historical culture, for instance, may or may not encourage self-feeding. The ASQ-3 takes all these differences into account. It’s not a diagnostic tool or an ongoing assessment, but a way to point families and child care providers in the right direction. As a result of learning the ASQ, you’ll better understand the risk factors for developmental delays which will help you identify the skills you need to provide the best learning experience. You’ll strengthen the home-family connection, empowering families to find the services they need to support their child’s development.

ENGAGING ENVIRONMENTS Even in the middle of a busy day, with constant demands to meet routine caregiving needs, child care providers want to see toddlers playing and interacting successfully with their friends. In an engaging classroom, each learning area will invite a child to independently explore. A well-arranged environment where a child plays daily or weekly can be like a friend – or even a “third teacher.” How can we create environments that welcome children to play and learn? In this workshop, we’ll use discussion, slides, group activities, and hands-on activities to explore the subject of room arrangement: how child care providers can create an environment that encourages children to move about freely, explore, and engage. We’ll discuss some environmental cues, such as a large open space vs. small, designated spaces, which can send certain messages about exploration and creativity. We’ll explore a “Play Tray” demonstration together and talk about how Play Trays help children build different developmental skills. We’ll also walk through the New Teacher Checklist together.

OCFS

1, 3

CBK

1, 2, 3, 4

ELG

D1, D2, D3, D4, D5

CDA

2, 3, 4, 6, 7, 8

2 HOURS; 0.20 CEU FAMILY/GROUP, CENTER

All trainings for the year are listed in this catalog–mailed annually. You may only register for trainings listed on the enclosed registration schedule–mailed quarterly. The registration schedule contains dates, time, location and ID numbers. Different trainings from this annual catalog will be offered each quarter. To register, you may use the enclosed registration schedule, download one from our website to print and mail in, or register right online.

OCFS

1, 3

CBK

1, 4

ELG

D1, D2, D3, D4, D5

CDA

1, 2, 3, 8

2 HOURS; 0.20 CEU FAMILY/GROUP, CENTER

SEE PAGE 33 FOR TRAINING TOPIC INDEX

Children who benefit from well-arranged classrooms will facilitate their own learning, and enjoy developing the skills for which they are ready. CDCCCC.ORG | 518.426.7181

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SCIENCE WITH BABIES Infants may not be ready for big science projects, like erupting volcanoes or solar system mobiles; but they are natural-born scientists! They use their five senses to explore the world around them. They develop theories about how their world works, test hypotheses (using their fingers and toes), and share discoveries with their friends. Science is often overlooked for infants and toddlers, however there are many fun, safe and exciting ways to present the concepts of science to little children. In this training, we’ll learn to spot the naturally scientific exploration in children’s play, and encourage it.

OCFS

1, 3

CBK

1, 4

ELG

D1, D2, D3, D4, D5

CDA

2, 8

2 HOURS; 0.20 CEU FAMILY/GROUP, CENTER

Through discussion, lecture, and video, we’ll explore the importance of learning with infants, paying special attention to how they teach themselves using their five senses, testing cause and effect. We’ll discuss the scientific method, and the many schema, or frameworks for understanding, that children develop as they learn. We’ll consider the materials and activities we can use with small children, such as sensory balls and “Brain Building Basics.” We’ll develop a scientific language to use with infants as we explore. Infants aren’t too young for science.

GROWING FAMILY ENGAGEMENT We value the diversity in our communities. Educators and caregivers communicate with many kinds of families, from a variety of cultures—and we each have our own communication styles. It’s important for all families to engage in their children’s education, and feel comfortable communicating with the people teaching them. As educators, it’s our job to set up good communication with families. We can make our classrooms welcoming, encourage learning at home, and support families when it’s time for children to transition to other schools or communities. Through lecture, group discussions, video, and personal reflection; we’ll explore ways to form good connections with families. We’ll look at some of the characteristics that make up a family (diversity of parental makeup, languages, special health care needs) and the exclusive information parents can offer about their children. We’ll list specific activities and events that can help us welcome everyone, as well as tools for helping parents continue the learning process at home. We’ll talk about how to make sure different cultures and family structures are both respected and represented in the learning environment, in part through looking at case studies of educators who are building family involvement. This workshop will help you develop positive relationships with families – and ensure that children learn well in childcare settings and at home.

3

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OCFS

3, 4, 5

CBK

2

CDA

4

SAC

13

2 HOURS; 0.20 CEU FAMILY/GROUP, CENTER, SCHOOL-AGE, PARENTS, LEGALLY EXEMPT

HIDDEN HAZARDS ON THE PLAYGROUND Taking children to the playground is a fun way to extend classroom learning to the outdoors. As much as we can, we want to keep our kids safe from injury, while allowing enough freedom for fun and learning. Do you know what to look for to keep children safe? Some injuries, like cuts and bruises, are minor and inevitable. The goal of this workshop is to help you reduce serious injury. Through lecture, discussion in groups, hands-on activities, and demonstrations, we’ll look into the various ways children are most commonly injured at different developmental stages, and where on the playground those injuries happen most often. We’ll go deeper in a study of playground equipment and the potential for accidents related to each kind, looking especially at hazards that are the most serious or life-threatening. Some incidents only allow a few seconds or minutes for rescue. We’ll also consider other concerns, such as the surfacing material under the equipment and the location of the playground itself (what it borders). A ranking system will help us organize equipment according to risk.

OCFS

1, 2, 3, 7

CBK

1, 5

ELG

D1

CDA

1, 2, 8

SAC

3, 9

2 HOURS; 0.20 CEU FAMILY/GROUP, CENTER, SCHOOL-AGE, PARENTS, LEGALLY EXEMPT

This workshop will help you develop strategies for your program that keep children safe, and the working knowledge you need to prevent injuries as children explore the fun and challenging equipment on a playground.

LANGUAGE DEVELOPMENT AND LITERACY IN THE CLASSROOM Even before children use words to talk, they’re communicating with the people around them. Before they read and write, they flip through books and scribble “words” in crayon. How can we identify and encourage these literary skills at each developmental stage? Through lecture, group discussions, games, hands-on exercises, and demonstrations, this workshop will help you creatively build on the language skills children already have and encourage the next steps in literacy. First we’ll look at a case study of budding literacy skills in a child’s home, then look in detail at the various developmental stages from newborn to 36 months. There are many different language development and writing milestones we can look for at each stage, including the way children tend to speak and the number of words they typically know at a given age. We’ll talk about how literacy is learned, and study principles for encouraging literacy through activities and materials in the classroom.

OCFS

1, 3

CBK

1, 4

ELG

D5

CDA

2, 8

2 HOURS; 0.20 CEU FAMILY/GROUP, CENTER, PARENTS, LEGALLY EXEMPT

A literacy-friendly child care program can encourage a lifelong love of reading and writing, and prepare children for grade school. Join us to learn how you can support the early language skills of the children in your program!

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SUPPORTING DIVERSITY The families we serve come from diverse experiences, cultures, and communities. How can we recognize this diversity and make strong connections with the variety of families in our programs? We want to take an approach that is genuinely respectful of families’ language, culture, needs, and priorities. In this workshop, we’ll use discussion, lecture, games, times of personal reflection, and hands-on exercises to gain an understanding of diversity and some effective strategies to use in our programs. We’ll define diversity and other important concepts (like the difference between stereotyping and prejudice), talk about what infants and preschool children see and know, and learn how to have effective conversations with children about diversity. We’ll explore positive ways to create a multicultural classroom, helping children understand and value the differences among their classroom peers and the friends they have yet to meet.

OCFS

1, 3

CBK

2, 4

ELG

D2

CDA

3, 4, 5

1.5 HOURS; 0.15 CEU FAMILY/GROUP, CENTER, PARENTS, LEGALLY EXEMPT

Through this workshop, you’ll make a plan for your program to help children value their own families ethnic and cultural identity, and gain confidence in your program’s ability to welcome all children and support their families’ cultures. Positive experiences playing with diverse classmates can change children’s outlook for years to come. You can be a part of growing children toward positive adult understandings of diversity.

POSITIVE GUIDANCE / CHALLENGING BEHAVIORS We can help children learn about their own emotional needs and provide appropriate outlets for self-expression. In this workshop, we’ll use small-group activities, lecture, and demonstrations based on participants’ real-life encounters to practice offering proactive strategies to the children in our care. We’ll start with talking about some of the difficult behaviors we personally see in our learning centers, and then discuss the underlying needs—including the need to use the bathroom. We’ll list both ineffective and positive, effective methods for helping children form better habits, and we’ll discuss the challenge of working with families around these behaviors. We’ll also look at ways to structure the classroom that can help children avoid these behaviors – variety in the types of activities, for instance, or ideas for handling the transitions between activities. We want to monitor children’s needs, and create a supportive environment for developing and practicing acceptable social interactions. This workshop will help you help child care providers to help children make positive changes. Come learn with us about how children can break their old habits and form new ones.

5

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OCFS

1, 3, 7

CBK

1, 4

SAC

6, 12

2 HOURS; 0.20 CEU SCHOOL-AGE

USING THE SACERS We want our programs to be fun and safe for children at all developmental stages. The SACERS rating tool can help us see where we’re succeeding and where we need to make changes. How does it work? In this workshop, we’ll introduce you to the SACERS tool, its purpose, and all the benefits it can offer to you and the spaces where you teach. The SACERS is divided into seven subscales, with 49 items all together, so it provides the opportunity to look at a variety of program aspects—including your furnishings, health policies, activities like arts & crafts, and your schedule. We’ll talk about how to do an honest self-assessment using SACERS and how to set goals that are realistic but desirable for your program We’ll spend time discussing case studies and definitions, brainstorming ideas, and working through planning sheets to help you prepare for your own SACERS evaluation. We’ll also have time for personal reflection and a Q&A.

OCFS

1, 3

CBK

1, 3, 4

SAC

2, 7, 10, 14

2 HOURS; 0.20 CEU SCHOOL-AGE, PARENTS

As a result of our time together, you’ll know more about providing environments that help children learn and play better at each developmental stage. SACERS is a great tool; come explore how to use SACERS to your advantage.

SPECIAL HEALTH CARE NEEDS Children in our care may have special health care needs and diagnoses. We want to be thoughtful and accommodating to these children and their families. What’s the best way to go about this? Our first task in this workshop will be to define and identify special health care needs, including common childhood diagnoses more often, and the challenges we usually associate with these diagnoses. Emphasis will be placed on the Autism spectrum and certain other learning disabilities like ADHD. We’ll take a deeper look at the specific characteristics of children on the Autism spectrum, as well as those who have other special health needs; and we’ll look at some of the sensory, visual, auditory, tactile, and smell/taste accommodations we can make to help all children learn and grow in our programs.

OCFS

1, 3, 4, 5

CBK

1

SAC

2, 5, 7, 14

2 HOURS; 0.20 CEU FAMILY/GROUP, CENTER, SCHOOL-AGE, PARENTS

This workshop will help you better understand the children in your care with special health care needs, so that they feel they’re welcomed and their needs are met. We want to see them playing and working to their full potential.

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BUILDING ADULT RESILIENCE As adults we face many challenges. Sometimes life knocks us down. But we all want to be healthy and happy, and adult caregivers need to successfully manage their own stress as they support children facing their own challenges. How do we get back up and keep going? People who can bounce back from hard times have resilience – strong protective abilities that help them succeed, despite the odds. Through small-group activities, lecture, and personal reflection, we’ll explore the topic of resilience while learning practical ways to strengthen our protective abilities. We’ll focus on several aspects of our lives in which we can learn tools to help us be resilient, including relationships, our internal beliefs about ourselves, the strength of our self-control, and our ability to initiate. For example, in our discussion of relationships, we’ll talk about how it helps us to have someone who’s like a mentor.

OCFS

1

CBK

1, 6

CDA

3, 6

SAC

12

2 HOURS; 0.20 CEU FAMILY/GROUP, CENTER, PARENTS, LEGALLY EXEMPT

We hope you’ll leave this session with a better sense of how you can build your own resilience – as well as the benefits to the children in your care, who will model their responses to stress on the adults they see every day. Come learn about how to “build your bounce” with us!

BUILDING EMOTIONAL REGULATION Everybody experiences emotions. Every day, what we feel affects the way we act and speak. Children who can name and regulate their emotions are more resilient – they bounce back more easily, and are better able to control their actions. When preschoolers learn how to manage their frustration, they tend to grow into school-age children who cooperate better with their peers and have fewer tantrums and emotional outbursts. Teachers who help children learn how to regulate their emotions are putting them on the path to becoming older students and then adults with strong, positive coping skills. In this workshop, we’ll be defining emotional regulation and talking about why it’s so vital for children. Through lectures, hands-on activities, and discussion, we’ll explore how preschoolers can build this skill. We’ll look at some of the attitudes and actions that characterize children who know how to regulate their emotions, the components of emotional “literacy,” and how to help children talk about their emotions more easily. We’ll also discuss some triggers for children, and together we’ll learn and practice fun, simple strategies that help children know when they’re getting upset, when they are upset, and how to take action to resolve their problems. Join us for this vital time of learning how to help children cope with the emotions we all feel.

7

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OCFS

1

CBK

1

ELG

D2

CDA

3

2 HOURS; 0.20 CEU FAMILY/GROUP, CENTER, PARENTS, LEGALLY EXEMPT

STRENGTHENING CHILDREN’S RESILIENCE THROUGH SOCIAL–EMOTIONAL LEARNING As children learn how to manage their emotions, they need to learn specifically how to manage the stresses of social life: interacting one-on-one with other children and integrating with a group or class. As adults we sometimes forget that children may not know how to handle stressful situations or challenges on their own: how to share or play well with others, sit still, and listen. Through discussion, participant presentations, hands-on activities, and personal reflection, we’ll explore resilience and how it relates to social-emotional learning, as well as practice strategies to support social-emotional learning in the classroom. We’ll look specifically at the several kinds of risk factors for children, as well as the several kinds of protective factors – both internal and external – that give children extra support in stressful times. Then we’ll take an extended look at what positive social and emotional development look like, and practical ways to help children grow in emotional health and positive relationships with others. All the social-emotional skills children learn will build their ability to bounce back from stressful situations.

OCFS

1

CBK

1

ELG

D2

CDA

3

2 HOURS; 0.20 CEU FAMILY/GROUP, CENTER, PARENTS, LEGALLY EXEMPT

As a result of teaching these skills, you’ll see children who can pay attention, play with others, problem-solve bumps in the road with others, and listen. And they’ll grow toward socialemotional wellness and positive social skills as adults. As Fredrick Douglass said, “It is easier to build strong children than to repair broken [people].” Join us as we learn how to help children be resilient in a group setting by using their social and emotional skills!

FAMILY–STYLE DINING: WHERE THE WILD THINGS EAT Meal and snack times present an opportunity to positively influence children’s development and teach good habits. In this course, we’ll learn how to create family-style mealtimes in a program setting, and how to talk to children in ways that prevent picky eating, obesity, and other health concerns. We’ll learn how to help children develop positive food relationships and habits. Through lecture and activities we’ll define family-style dining and learn about its benefits. To visualize family-style dining in a child care setting, we’ll demonstrate a dining activity and engage in discussion of how to include children in meal preparation and nutrition choices, as well as learning to identify four ways a child can take responsibility for their own food choices. We’ll also develop nutrition activity lesson plans for our own programs.

OCFS

1, 2

CBK

1, 5

ELG

D1, D2

CDA

1, 3, 4, 8

2 HOURS; 0.20 CEU FAMILY/GROUP, CENTER, PARENTS, LEGALLY EXEMPT

Family-style dining has a critical impact on children’s socialemotional wellness, and children who are included in choosing, preparing, and cooking will come away with a heightened sense of autonomy and independence in their food choices.

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8

MENU PLANNING: AND THE FORK RAN AWAY WITH THE SPOON Anyone can learn how to offer nutritious snacks and meals. The Child and Adult Food Program (CACFP) and NYS Office of Children and Family Services (OCFS) offer guidelines that help teachers and child care providers carefully and thoughtfully plan menus. Together, we’ll use the CACFP Healthy Child Meal Pattern as a reference for learning about nutrition and meals for children. Through class discussions and lecture, we’ll learn about the benefits of good nutrition, how to read labels, and how to spot whole grains. We’ll talk about our own classrooms and kitchens, our favorite foods, and recipes we already use. We’ll find out how to meet the appropriate guidelines for childhood nutrition in the classroom, including which foods we should avoid and which of the many foods we can serve regularly. And, we’ll practice writing menus in a team activity so we can apply the information we’ve learned.

OCFS

1, 2, 5

CBK

1, 5, 7

ELG

D1, D11

CDA

1, 3, 4, 8

2 HOURS; 0.20 CEU FAMILY/GROUP, CENTER, PARENTS, LEGALLY EXEMPT

This workshop will give you confidence about menu-planning and grocery-shopping for your program, as well as writing menus that comply with CACFP regulations.

PHYSICAL ACTIVITY: CHICKA, CHICKA, ZOOM, ZOOM We want to see children healthy and happy – and if they’re not active, they’re at a greater risk for obesity and other health concerns. Movement in childhood is doable, no matter the environment. And, it has tremendous whole-body benefits: physical activity helps children develop balance, learn large and small motor skills, grow their young brains, and navigate important social interactions, like inviting other children to play. In this workshop, we’ll consider how we can structure physical activity within the spaces available to us. We’ll work on a template that will make it easy to plan physical activities in the future, and talk about policies that encourage physical activity, so it isn’t necessary to spend time training our whole staff. We’ll discuss our own experiences with the childhood games we liked and disliked, and together we’ll participate in examples of both structured and unstructured activities. We’ll specifically look at recommendations from the American Academy of Pediatrics, U.S. Department of Health and Human Services, and the American Heart Association Physical activity looks different now than it used to. Children face a lot of challenges, like all those screens. Staying active is important and we can commit to it. The policies and lesson plans you take away from this workshop will help children have fun being physically active – and they’ll be healthier as a result. Join us, and take heart – you can include physical activity in your program, and it doesn’t have to be a lot of work.

9

CDCCCC.ORG | 518.426.7181

OCFS

1, 2, 3

CBK

1, 4, 5

ELG

D1, D2

CDA

1, 2, 3, 4, 8

2 HOURS; 0.20 CEU FAMILY/GROUP, CENTER, PARENTS, LEGALLY EXEMPT

FOOD ALLERGIES We often think of allergy-safe food as being difficult to plan and prepare. It can be challenging to find safe substitutes – especially foods that are just as nutritious as the allergenic foods we’d ordinarily serve, like peanut butter. But in this workshop, through lecture, discussion, and hands-on activities like reading labels, you’ll learn how to provide safe, healthy, child-friendly food for everyone in your care. The class will cover two primary topics: recognizing and responding to an allergic reaction, and preparing safe foods, minimizing the risk of cross-contact and dangerous food allergy events. We’ll learn how to pay attention to the unique ways children report reactions to troublesome foods, and how to evaluate the safety of our child care spaces. We’ll read some food package labels together, discuss the eight most common food allergens, and demonstrate lesson plans for food preparation and safety. Depending on class size, we may also include an active food demonstration.

OCFS

1, 2

CBK

1, 5

ELG

D1, D2

CDA

1, 3, 8

SAC

3, 4

2 HOURS; 0.20 CEU FAMILY/GROUP, CENTER, SCHOOL-AGE, PARENTS, LEGALLY EXEMPT

We hope you’ll sign up and grow in the confidence that you can provide a safe environment for children with food allergies. You can provide meals and snacks everyone can enjoy together!

INFANT FEEDING: NOURISHMENT FOR THE FIRST YEAR We want to safely support families who’ve made the choice to breast feed, along with other food choices families make for their littlest members. In this workshop, we’ll learn about infant nutrition and eating development, plan sample menus, and learn how to support families’ food choices for infants. This is a hands-on class, incorporating sample scenarios, examining of food storage containers, sampling homemade vs. store-bought infant food, and playing a menu game. We’ll study the ways babies signal hunger and fullness, and learn how to tell when babies are ready to transition to solid food. We’ll practice the safe handling and storage of breast milk. We’ll have sample menus available that meet the appropriate regulations, and we’ll review the process to become CACFP-certified “Breastfeeding Friendly.”

OCFS

1, 2, 5

CBK

1, 5, 7

ELG

D1, D2

CDA

1, 3, 4, 8

2 HOURS; 0.20 CEU FAMILY/GROUP, CENTER, PARENTS, LEGALLY EXEMPT

Meeting the needs for nutrition and feeding will help infants develop many different skills, including fine and gross motors skills and the swallow reflex. Your confidence in this area will have a deep influence on the babies in your care – into early childhood and beyond.

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10

HOW TINY HUMANS FILL TINY TUMMIES Our actions and children’s expectations at mealtime can affect the kinds of eaters they become. We may not realize how often we actually encourage picky eating. But it’s important for children to taste and enjoy a variety of healthy foods. Through storytelling and discussion, we’ll lay out the ways we accidentally encourage picky eating, as well as strategies for discouraging picky eating with the children in our care, such as including them in meal preparation. We all want to know how children naturally prefer to fill their tummies and how we can encourage good choices!

OCFS

2

1.5 HOURS; 0.15 CEU FAMILY/GROUP, LEGALLY EXEMPT

Eating a healthy and varied diet can be expensive, so we also offer an introduction to the CACFP program and how it can support high-quality, nutritious food choices through monthly reimbursements. Enjoy a food tasting/demonstration that can easily be recreated in your program. This workshop will help you help the children in your care become good eaters now and in the future.

CACFP INFORMATION SESSION Good nutrition is important for growing brains and bodies – but it can be expensive for child care providers. Child and Adult Care Food Program (CACFP) is a program that can make healthy foods affordable.

OCFS

2, 5

1.5 HOURS; 0 CEU FAMILY/GROUP, LEGALLY EXEMPT

The purpose of CACFP is to improve the health and nutrition of preschool-age children, with a special focus on preventing obesity. CACFP will reimburse qualified programs for snacks and meals that meet certain CACFP requirements. In this free introductory workshop, we’ll provide the information you need to work with a sponsor, join the program, and we’ll discuss the different kinds of foods that go into the reimbursable meals and snacks. It’s easy to keep records of each child’s attendance and the foods you offer using an online program called Minute Menu. We’ll review the Minute Menu system, the two tiers of reimbursement plans, and the reimbursement schedule.

2017 CACFP ANNUAL TRAINING: TRANSITION TO A BETTER CACFP EXPERIENCE The CACFP has changed how it manages online records. Participants of the CACFP will appreciate the new, simplified KidKare system. We’ll review the new online system as well as the meal pattern changes to the CACFP that begin in October of 2017. This course is for current CACFP participants only. CACFP participants, come learn how getting your reimbursements can be simpler and easier.

11

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OCFS

2, 5

1.5 HOURS; 0 CEU CACFP PARTICIPANTS

MATH COUNTS! Even very young children can learn math! Child care providers have many opportunities to teach the most basic skills and concepts to very small children. These early math skills are important for young children; they’ll build on these skills in grade school and into adulthood. In this workshop, we’ll use lecture, discussion, and hands-on math activities to learn how to foster math skills in young children in a developmentally appropriate manner. The NCTM (National Council of Teachers of Mathematics) recommends five content areas for teaching math: numbers and operations, algebra, geometry and spatial sense, measurement, and data analysis and probability. That sounds complex, but children can learn the basic concepts easily. For example, the simple activity of playing with building blocks can teach shapes, sizes, sorting, and spatial awareness.

OCFS

1, 3

CBK

1, 4

ELG

D3, D4

CDA

1, 2

SAC

2

2 HOURS; 0.20 CEU FAMILY/GROUP, CENTER, LEGALLY EXEMPT

This workshop will first help you review basic mathematical concepts yourself, since you’re an important part of the equation. Then we’ll help you plan and execute activities that help young children discover mathematical concepts through their play. We’ll specifically be using the NYS Early Learning Guidelines. Join us and learn how easily you can make math fun for the children in your program.

BEYOND SCIENCE! Science may seem like a subject just for older kids, but infants and toddlers can learn many rudimentary concepts. How can we make our program a place that encourages a love and learning of science? Children are eager to learn about their world. In this workshop, we’ll begin with our own experiences and how science has been fun for us as facilitators. Then, through discussion, lecture, and hands-on activities, we’ll look at how young children can best discover early science concepts. There are four science subjects that children can explore in their play: life sciences, physical sciences, earth and space sciences, and ecology. We’ll discuss ways to set up your classroom to foster an interest in the exploration of these four areas, as well as how you can encourage observations, questions, and other ways of exploring the world around us. We’ll be using the NYS Early Learning Guidelines as a reference.

OCFS

1, 3

CBK

1, 4

ELG

D3, D4

CDA

1, 2

SAC

2

2 HOURS; 0.20 CEU FAMILY/GROUP, CENTER, LEGALLY EXEMPT

When you use developmentally appropriate tools and activities to teach science to small children, they develop many skills that help them navigate their world.

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12

LET’S MOVE! PHYSICAL DEVELOPMENT Physical activity helps children build many different survival and motor skills, fosters social interaction skills, improves thinking and self-esteem, and has many other benefits. So how do we give children an active start in our programs and make it fun? In this workshop, we’ll first look at children’s physical developmental stages, from infants’ basic reflexes to older children’s more complex skills, like locomotor movements (running, hopping, skipping), learning how to control objects, and even sports skills. We’ll discuss how we define active play, and how to incorporate it into our childcare centers using toys, equipment, games, and big and small activities. It’s also important to incorporate active play with cognitive concepts such as colors, shapes, numbers, and letters. We’ll share some examples of exciting physical activities for your whole group indoors, as well as many outdoor possibilities for small children. Through small group discussions, hands-on games, personal reflection, and lecture, we’ll learn together how to help kids see physical movement as a natural part of their play.

OCFS

1, 3

CBK

1, 4

ELG

D1

CDA

1, 2, 8

SAC

9

2 HOURS; 0.20 CEU FAMILY/GROUP, CENTER, LEGALLY EXEMPT

Your role as a caregiver is vital. The physical activity skills you teach now will benefit children for years to come.

LOVE IT OR LIST IT! ROOM ARRANGEMENT A child care program is more than just a room full of toys. A well-arranged room helps children explore, discover, and grow. How can we create inviting spaces for very young children? Most child care rooms are organized around Interest Learning Centers. In this workshop, we’ll look at how to arrange play and learning areas for infants/toddlers or preschoolers while also meeting the basic needs of the adults caring for them; and we’ll consider daily routines and caregiver interactions as part of the program’s environment. There are many different aspects of creating a developmentallyappropriate environment for young children, including the layout of spaces for infants and toddlers, a consideration of sensory comfort for adults and children, storage issues, open-ended materials, noise levels, using learning spaces to accommodate specific subjects and skills, and considering the environment from a child’s eyelevel. We’ll look at specific Interest Learning Centers in-depth to see what materials would be appropriate for each one. A well-organized classroom sends positive messages to young children about themselves and their abilities. Together we’ll design an environment where children can safely explore and learn.

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OCFS

1, 3

CBK

1, 4

ELG

D1

CDA

1

SAC

7

2 HOURS; 0.20 CEU FAMILY/GROUP, CENTER, LEGALLY EXEMPT

ENVIRONMENTAL RATING SCALES SERIES FOUR SESSIONS At times, it can be important to pull back from the everyday details of your child care program and take an honest look at its overall quality. But this can be a much easier task if you have a plan. The Environment Rating Scales (ERS) is a set of tools you can use to break down an evaluation of your whole program into its different facets, so you can see the strengths of your program as well as the areas where you need to grow.

OCFS

CBK

1, 2, 3, 4 1, 2, 3, 4, 5, 6, 7

8 HOURS; 0.8 CEU FAMILY/GROUP, CENTER, LEGALLY EXEMPT

In this series of four courses, through lecture, small group discussions, case studies, hands-on activities, and practice with videos, you’ll learn how to use the ERS to assess your early childhood program and develop an action plan to help you improve it. ERS assessments also help QUALITYstarsNY providers celebrate growth as they achieve the scores needed for Three-Star level or higher, and make decisions about continuous quality improvement. As a result of this in-depth workshop on the ERS tools, you’ll gain confidence in your program’s overall quality and learn practical ways you can make large-scale improvements. Families placing their children will see the difference.

I: DEFINING QUALITY IN EARLY CHILDHOOD ENVIRONMENTS

We all want to run quality early childhood programs. We want the best experience for the children in our care. But what do we mean when we say “quality”? What do parents look for when they’re deciding on an early childhood program? It’s even worth asking how a child would experience quality. In the first ERS workshop, we’ll look at this idea of quality and how we define it as professional childcare providers and educators. We’ll discuss the specific components of quality child care using several different standards: New York State minimum requirements, best practices as defined by the professionals in our field, industry standards such as NAEYC and QUALITYstarsNY, and the principle of focusing on the developmental readiness of individual children. We’ll also talk about children’s three primary needs and how to meet them, as well as how we can use the ERS to evaluate our program’s efforts in meeting those needs.

II: INTRODUCTION TO THE EARLY CHILDHOOD ENVIRONMENT RATING SCALES In the second ERS workshop, we’ll introduce the four sets of environment rating scales. Each one is designed for a different segment of child care.

Each scale is divided into topical subsets. For example, the revised ERS for the Infant/Toddler age group (ITERS-S) is divided into Space and Furnishings, Personal Care Routines, Listening and Talking, Activities, Interaction, Program CDCCCC.ORG | 518.426.7181

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Structure, and Parents and Staff. Each of these topics includes several subtopics. The questions in each of these sections will help you evaluate your program’s overall strengths and weaknesses in that area. In this way, the ERS makes it easy to look at your whole program. In this workshop, we’ll also take a practical look at how to “do the math” and add up the scores for your program.

III: UNDERSTANDING THE MEANING BEHIND THE SCORE

Now you know how to use the ERS, but what do those scores mean? During the third workshop, we’ll explore the scoring system in depth – not just how to score, but understanding the meaning behind the scores. There are many factors that affect the care and education you’re able to provide for children, resulting in how well your program scores on the ERS: caregivers’ cultural preferences or beliefs, your curriculum, your building’s physical conditions, your financial situation, or even staff issues. You may not have perfect scores in every area, yet still be providing children with what they need for future success and present well-being. In this workshop, we’ll discuss how you can be informed about the choices you make, and how to minimize low scores when possible.

IV: MAKING LONG-LASTING CHANGES WITH THE ENVIRONMENT RATING SCALES

You need more than just a score – you need a plan! In the first three workshops, we defined what quality means for a child care program, studied how to assess your program using the ERS, and discussed the deeper meaning behind ERS scores. But the ERS isn’t just an evaluation tool. When you take the collected data back to your program, it can also help you make a plan for improving areas where you have weaknesses. That’s the real value of the ERS. In this workshop, we’ll help you form both short-term and longterm plans to make your program an even better growing and learning experience for the little ones in your care – with the goal of getting the highest scores on the ERS.

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INSIDE THE MIND OF PLAY Why do toddlers dump and fill, and then dump and fill containers over and over again? We’ll shed light on this and many other mysteries about childhood development in this workshop about children at play. “Play is the work of the child,” said Maria Montessori, a pioneer of early childhood education. What does that really mean? Together, we’ll discover what it means developmentally when children talk to themselves while “feeding the baby,” or many of the other things we see and hear when children are at play, fully engaged with their materials.

OCFS

1, 3

CBK

1

ELG

D3

CDA

5, 8

2 HOURS; 0.2 CEU FAMILY/GROUP, CENTER

Through group discussions, lecture, case studies, and videos, we’ll dissect the many moving parts and different types of children’s play, from infancy to school-age. Videos and photos will provide a springboard for us to break down and discuss the developmental stages of play, as well as the skills children are practicing as they “work.” And we’ll get to the bottom of the filland-dump mystery. This course will provide you with the knowledge to advocate for children and their right to play in your program. Join us for this important conversation about the skills children develop while they play!

SCIENCE FOR PRESCHOOLERS Children naturally have a sense of wonder and awe about living objects like puppies and insects, and natural phenomena like rain and shadows. By observing nature and manipulating objects in their environment, children are developing the skills of a young scientist. How can we encourage this? In this workshop, we’ll use a combination of group discussions, lecture, video, and case studies to discuss the science skills young children are already practicing. Some teachers find it challenging to incorporate science activities into their programs, but children are already “doing” science – even in an activity as simple as dragging a tree branch through a puddle!

OCFS

1, 3

CBK

1, 3, 4

ELG

D4

CDA

2, 8

2 HOURS; 0.2 CEU FAMILY/GROUP, CENTER

We’ll use the NYS early learning guidelines about science standards to help us identify science skills when we see children demonstrating them. We’ll also play with science materials and toys and discuss in a full-group setting the different ways science activities can easily be introduced to children throughout the day. For example, preschoolers can easily make collections of natural objects or care for a small pet in the classroom. You’ll leave this workshop equipped with the knowledge to bring fun, easy science activities to the children in your care. Come join us and learn how to help little scientists blossom!

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CPR We all want to keep children safe. In part, that means knowing how to respond to a medical emergency. When you have a solid understanding of CPR and the associated skills, you and the families you serve can have peace of mind about the time children spend in your care. In this course, we’ll study not only CPR (cardiopulmonary resuscitation) for adults and children, but also how to respond when an infant, child, or adult is choking or goes into sudden cardiac arrest. We’re using the American Red Cross curriculum, which includes a combination of instruction, video, and hands-on demonstrations. The class facilitator will be able to observe you practicing these life-saving skills and provide helpful real-time feedback.

OCFS

CBK

2, 4, 5

4 HOURS; 0.4 CEU FAMILY/GROUP, CENTER, SCHOOL-AGE, PARENTS, LEGALLY EXEMPT

PRE-REGISTRATION REQUIRED

This course qualifies you for the American Red Cross Certification for CPR, which is valid for two years and meets the NYSOCFS regulatory requirements. Preparation is the best medicine. Come learn the critical skills you need to respond to an emergency at your program.

BLENDED LEARNING FOR CPR, FIRST AID, & AED For those who prefer independent learning, this class combines online self-study through the American Red Cross and hands-on demonstration through the Capital District Child Care Council to teach the critical skills needed to respond to and manage an emergency. Pre-register to receive a link to complete the online portion of the training then attend the in-person skills competency portion of the training with an American Red Cross authorized provider. Upon completion of the session, you will earn the American Red Cross Certification for CPR and First Aid and AED, which is valid for two years and meets the NYS OCFS regulatory requirements. Please wear comfortable clothing and bring a mat or something to kneel on for floor demonstrations.

OCFS

CBK

2, 4, 5

6 HOURS; 0.6 CEU FAMILY/GROUP, CENTER, SCHOOL-AGE, PARENTS, LEGALLY EXEMPT

PRE-REGISTRATION REQUIRED

CHILD CARE HEALTH CONSULTANT SERVICES Health consultant services include a free warm line to answer questions about common child care health issues. The child care health consultants also visit programs to develop, review, and sign-off on health care plans.

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INFANT, CHILD, CPR, FIRST AID & AED COMBO They say preparation is the best medicine. During this session you’ll learn the critical skills you need to respond to and manage an emergency. Skills covered in this course include first aid; choking relief; what to do for sudden cardiac arrest in adults, children, infants; and using an AED. Learn skills directly from the American Red Cross curriculum, which includes a combination of instruction, video, and hands-on demonstrations allowing instructors to observe you in action and provide real-time feedback on your skills. Hands-on demonstrations and practice will include cardiopulmonary resuscitation using manikins, learning to bandage wounds, first aid for burns, and proper response to sudden illness.

OCFS

CBK

2, 4, 5

6.5 HOURS; 0.65 CEU FAMILY/GROUP, CENTER, SCHOOL-AGE, PARENTS, LEGALLY EXEMPT

PRE-REGISTRATION REQUIRED

Upon completion of the session, you will earn the American Red Cross Certification for CPR, First Aid and AED, which is valid for two years and meets the NYSOCFS regulatory requirements. Please wear comfortable clothing and bring a mat or something to kneel on for floor demonstrations. There will be a 30 minute break; lunch is not provided, but there is a refrigerator and microwave available if you would like to bring a lunch.

FIRST AID Special instructions: Please wear comfortable clothing and bring a mat or something to kneel on for floor demonstrations. We want the children in our care to be safe and healthy. But accidents do happen; keeping children safe means knowing how to respond in cases of wounds, burns, sudden illnesses, or other medical emergencies. In this course, we’ll study First Aid for adults and children, including the important steps of gaining consent to help someone, lowering the risk of infection, and checking a person who is ill. Using a combination of lecture, video, and hands-on demonstrations, we’ll review and practice the action steps you can take in medical emergencies. The class facilitator will observe you practicing these simple skills and provide real-time feedback.

OCFS

CBK

2, 4, 5

3.5 HOURS; 0.35 CEU FAMILY/GROUP, CENTER, SCHOOL-AGE, PARENTS, LEGALLY EXEMPT

PRE-REGISTRATION REQUIRED

This course qualifies you for the American Red Cross Certification for First Aid, which is valid for two years and meets the NYSOCFS regulatory requirements. We welcome you to join this workshop and learn the critical skills you need to manage an emergency – giving you and the families in your community peace of mind about the time children spend in your care.

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HEALTH AND SAFETY TRAINING: COMPETENCIES FOR BECOMING A FAMILY OR GROUP FAMILY DAY CARE PROVIDER Opening a home-based child care program is a challenge and an adventure! There are many factors to consider as you get started, including children’s health, safety, and development, as well as the many regulations and requirements. This series will give you all the information you need in one place. Each section will include a video segment that illustrates what safe, healthy child care looks like within one area of competency. The topics include: • Understanding the regulations • Creating a safe environment for children, indoors and outdoors (fire safety, evacuation plans and other considerations) • Understanding how many children you can legally care for and what supervision is required • Nutrition and food safety • Awareness of child abuse, mandatory reporting and how you can protect children • Creating a healthy and sanitary environment so children stay well • Managing health care needs and policies

OCFS

CBK

2, 4, 5, 6, 7, 8, 9 5, 6, 7

15 HOURS; 1.5 CEU EXISTING & POTENTIAL FAMILY/GROUP, LEGALLY EXEMPT WHO WISH TO BECOME REGISTERED

We’ll also provide structured activities and materials to help you learn the information, as well as a copy of the NYSOCFS regulations to take home. Operating a family child care or group family child care business is a great opportunity to work from home, earn an income, and support your community. As a child care provider, you’ll get to spend time with amazing children, meet wonderful families, and learn something new every day. Join other professional childcare providers for this comprehensive series and learn how to create a safe, healthy childcare business! This series meets the NYSOCFS requirements for opening a home-based child care program. Prerequisite: Before attending this Health and Safety training, you must first attend How to Start a Family Child Care Business in Your Home, or view the online version. For more information about the prerequisite orientation, call LaToya Grimes at (518) 426-7181 x330. Once you have completed the orientation, you’ll receive the NYS Application to Become a Family Child Care Provider. Submit some or all of that application before registering for this Health and Safety course. For assistance during any part of this process, please don’t hesitate to call Arlene Schmidt at (518) 426-7181 x343.

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HEALTH AND SAFETY COMPETENCIES FOR CHILD CARE CENTERS Caring for children can be a wonderfully rewarding job and health and safety is an important aspect to creating an environment to enhance children’s development. This new, competency-based training is divided into modules that correspond with a segment of a video designed to illustrate and support each training topic. The video demonstrates what safe and healthy child care looks like within each competency area. To provide consistent and accurate information about each topic, activities are structured and participant materials are included to supplement each learning segment. A copy of the NYSOCFS regulations will be provided as part of the curriculum. Topics covered include: supervision, indoor and outdoor safety, health practices, child abuse and mandated reporting, and fire safety.

OCFS

CBK

2, 4, 5, 6, 7, 8, 9 5, 6, 7

15 HOURS; 1.5 CEU FAMILY/GROUP, CENTER

PROJECTED HOURS & AREAS

Upon completion of the series, you will have a deeper understanding of the foundations of health and safety practices required by the NYSOCFS. This information is relevant to maintaining your license and vital to the health and safety of children. This series meets the NYS OCFS requirements for child care centers.

HEALTH AND SAFETY COMPETENCIES FOR SCHOOL-AGE CHILD CARE PROVIDERS Caring for children can be a wonderfully rewarding job and health and safety is an important aspect to creating an environment to enhance children’s development.

OCFS

CBK

This new competency-based training is divided into modules that correspond with a segment of a video designed to illustrate and support each training topic. The video demonstrates what safe and healthy child care looks like within each competency area. To provide consistent and accurate information about each topic, activities are structured and participant materials are included to supplement each learning segment. A copy of the NYSOCFS regulations will be provided as part of the curriculum. Topics covered include: supervision, indoor and outdoor safety, health practices, child abuse and mandated reporting, and fire safety.

2, 4, 5, 6, 7, 8 5, 6, 7

15 HOURS; 1.5 CEU FAMILY/GROUP, CENTER

PROJECTED HOURS & AREAS

Upon completion of the series, you will have a deeper understanding of the foundations of health and safety practices required by the NYSOCFS. This information is relevant to maintaining your license or registration and vital to the health and safety of children. This series meets the NYS OCFS requirements for School-Aged child care programs.

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GETTING STARTED 101: A COMPANION WORKSHOP TO HEALTH & SAFETY THREE SESSIONS The Health and Safety series required by NYSOCFS offers the information you need to legally open a child care program in your home. But that’s just the beginning! What else do you need to know to create a safe, healthy, fun learning environment for children – and a business that works? This companion series covers three primary topics: curricula, Developmentally Appropriate Practice (DAP), and the business side of child care.

I.

In the first workshop, we’ll look at what it means to have a curriculum and what components it includes. Children learn through play and following their interests! Through lecture and discussion, we’ll consider diverse subjects like challenging behaviors and forming templates to make lesson planning easy. We’ll be following the New York State Early Learning Guidelines (ELG).

II.

In the second workshop, we’ll focus on DAP, which means learning principles of caring for children related to how they’re learning and growing at each age or stage of their development. We base our programs for young children on what we know about young children, meeting them where they are – their age and their individual personalities. In this workshop you’ll learn how to apply this principle to your planning and interactions with the children in your care.

III.

In the final workshop, we’ll focus on the responsibilities of starting your own business, from getting an employee ID number to commercial liability insurance. We’ll also look at how to ask for childcare fees, paying self-employment taxes, marketing your new program, and the difference between policies and contracts. At the end of this workshop we’ll have a special presentation about the Child and Adult Care Food Program and how you can benefit from reimbursements for snacks and meals. At the end of this workshop, offered exclusively by the CDCCC, you’ll have an array of resources at your fingertips to help guide you through curriculum development, as well as the knowledge to legally and efficiently run your small business. Starting a child care program is a big responsibility, but you don’t have to do it alone.

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OCFS

1, 2, 3, 4, 5

CBK

1, 4, 5, 7

ELG

D3

CDA

1, 5, 6

7 HOURS; 0.7 CEU FAMILY/GROUP

ECO-HEALTHY CHILD CARE: LET’S GO GREEN Sometimes it seems like toxic chemicals are hiding in everything – water bottles, toys, craft supplies, and many other items we use every day. We want to protect the children in our care from these toxins! The first few years of a child’s life are critical in shaping his or her future health. Research links many common chemicals to various health concerns ranging from asthma to learning disabilities. In this workshop, we’ll work through Eco-Healthy Child Care, a nationally-recognized curriculum, to help your program reduce children’s exposure to environmental toxins.

OCFS

CBK

2, 4 5

2 HOURS; 0.20 CEU FAMILY/GROUP, CENTER, SCHOOL-AGE, PARENTS, LEGALLY EXEMPT

We’ll consider the details of pesticides, the types of plastic to avoid, and how to determine if a product contains lead. Learn the surprising risks of certain art supplies and how to avoid those as well. We’ll also look at larger-scale concerns such as air quality, the construction of your building (flooring and playground equipment), and how to best manage garbage and recycling. Small steps to reduce toxins can make a big difference in a child’s health. Come learn cost-effective and simple techniques to reduce toxins and make your program as healthy, safe, and green as possible.

FIRE SAFETY Children are fascinated by fire and they associate it with many happy memories – birthdays, campfires, fireworks, and other occasions. But over 49,000 fires are started by children every year and many don’t know how to act in a fire, even after visits from firefighters and other community programs. How can we prevent children from “playing with fire,” and help them take the steps to be safe when one occurs? In this workshop, we’ll begin with considering preschool children’s perceptions of fire and their fire-related skills, as well as safe practices for families such as avoiding lighters that look like toys. Then we’ll take an in-depth look at the very effective Play Safe! Be Safe! fire prevention program. On most questions of fire safety, children using Play Safe! Be Safe! are much more likely to understand and remember the instructions that keep them safe than children who’ve only experienced other community fire prevention programs. We’ll also talk about how facilitators can approach the topic of fire prevention and safety skills most effectively.

OCFS

2, 3, 4

CBK

5, 7

ELG

D1

CDA

1, 2

2 HOURS; 0.20 CEU FAMILY/GROUP, CENTER

Accidental fires are scary. But you can use the principles in this workshop with confidence, knowing you’ve given the children in your program the best tools to play safe and be safe!

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DISASTER PREPAREDNESS We hope a disaster will never strike any child care program. But in case it does, we need to be prepared. When we know what to do in an emergency, we can keep our businesses running – and even save lives. Millions of people are affected by disasters every year, whether natural or human-made. That includes children! In this workshop, we’ll talk about what constitutes a disaster and we’ll study the particular risks in your geographical area. For example, some areas are more prone to flooding, and some to heatwaves or tornadoes. To help you prepare, we’ll look at the community resources you might need, supplies you should have on hand, and what it means to shelter in place. We’ll look specifically at the regulations for sheltering and evacuation; and you’ll have a chance to evaluate your own program’s plans.

OCFS

4, 5, 7

CBK

5, 7

CDA

1, 5, 6

SAC

3, 6, 14

2 HOURS; 0.20 CEU FAMILY/GROUP, CENTER, SCHOOL-AGE, PARENTS, LEGALLY EXEMPT

The confidence of having a plan can help you nurture the children in your care even in dire circumstances and help reduce fear, anxiety, and losses to your business. You’ll leave this workshop knowing you have the tools to weather the storm.

MEDICATION ADMINISTRATION TRAINING (MAT) When children are away from home, they often still need medications. How do child care providers give those medications safely and legally? Becoming MAT certified allows you to provide continuous care to children with medication needs, whether for the relief of symptoms or the maintenance of their health. In this workshop, you’ll learn the procedures and precautions you need to know to administer medications. We’ll learn about the seven routes, or ways, medication can be given, for example, orally (by mouth), topically (on the skin), or using an auto-injector such as an EpiPen®, which can save a child’s life. We’ll also study how to read medication instructions, record having given medications, and use the “Five Rights” of giving medication. Becoming MAT-certified requires taking a written exam and demonstrating to a trainer that you can safely administer a medication, so we’ll also prepare you to succeed in both parts of the testing. The exam and practical demonstration are then offered as a part of the course. Upon completion of the course, you’ll be certified to administer medications to children, meeting the requirements of NYSOCFS. The certification lasts for three years. This will be a hands-on session providing the best practice techniques, so you can offer medication services to families without worry. Leave confident in your ability to manage medications for the children in your care.

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OCFS

2, 4, 7

8 HOURS; 0.80 CEU FAMILY/GROUP, CENTER, SCHOOL-AGE

Please note that due to the nature of the class we will be unable to accommodate late arrivals. A MAT rebate of $100 is available once the class is successfully completed.

INDEPENDENT MEDICATION ADMINISTRATION TRAINING (MAT) Cost: A MAT rebate of $70 is available once the class is successfully completed. An online MAT course is available for those of you who prefer to study independently. The online portion of the course will provide the best practices for giving medications to children. Once you’ve completed the course online, you can schedule a testing time with one of our Child Care Health Consultants. The online class is available at: ecetp.pdp.albany.edu.

OCFS

2, 4, 7

8 HOURS; 0.8 CEU FAMILY/GROUP, CENTER, SCHOOL-AGE

As with the on-site training, after completing the online course and passing the tests at your appointment, you’ll be certified to provide medications to children, meeting the requirements of NYSOCFS. The certification lasts for three years.

SKILLS COMPETENCY (MAT RENEWAL) Cost: Upon successful completion of the renewal, you are eligible for the MAT Rebate of $70. Are you approaching the time when your MAT certificate will expire? It’s easy to renew with our MAT Renewal workshop.

For more information or to schedule an appointment, call (518) 426-7181 and ask to speak with a Child Care Health Consultant.

The certification for Medication Administration Training needs to be renewed every three years. The first two renewals can be completed online. To renew a third time, you need to complete an online written test and then demonstrate your medication administration skills with a MAT trainer to make sure you continue to follow the appropriate methods when giving medications.

EMERGENCY MEDICATION ADMINISTRATION (EMA) What can you do if a child is having a medical emergency, and you’re not trained to give medications? Actually, you can do a lot! Under NYSOCFS regulations, you can give certain emergency medications without being MATcertified. By preparing for these situations, you could even save a child’s life.

OCFS

CBK

2, 4, 7 5

2 HOURS; 0.20 CEU FAMILY/GROUP, CENTER, SCHOOL-AGE

In this workshop, we’ll talk about which medications can legally be given in an emergency or life-threatening situation, and we’ll consider the causes, signs, symptoms, and prevention methods associated with severe allergic reactions and asthma attacks. We’ll specifically learn about how to administer medication for these severe reactions. We encourage you to join us for this simple but vital workshop that will help you keep children safe in your center, no matter what happens.

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CHILD DEVELOPMENT ASSOCIATE (CDA) PREPARATORY PROGRAM You have the basics under your belt. How can you start the path to becoming a recognized professional in the Early Childhood Education field? Childcare Development Associate (CDA) is a nationally-recognized credential for professionals working in the early childhood field, directly caring for and teaching young children. Our 40week course will help you provide high quality environments, activities, adult/child interactions, and developmentally appropriate practice for the children in your care. The program includes traditional class lectures as well as peer networking, giving teachers the ability to turn their knowledge into practice. The CDA credential shows the families in your community a high level of commitment and professionalism. It signals readiness for leadership, the prestige of having completed a nationally-recognized program, and the dedication that families look for. Our CDA course will ensure that you’re offering high-quality care to the children in your program. Join the many childcare professionals with the confidence of CDA certification! This is a preparatory course; it provides the 120 classroom hours necessary to apply for the credential, as well as individual advisement from a qualified mentor. The Council for Professional Recognition administers the test for the CDA credential. CDA, a 40 week program, is offered every summer. For more information or to obtain applications for CDA, please call or visit our website.

NEW YORK STATE SCHOOL-AGE CARE CREDENTIAL (SAC) You’ve learned the most basic methods of working with school-age children. Now you’re ready to become a professional in your field! The New York State School-Age Care Credential is a state-wide program that helps you gain the professional recognition you deserve for demonstrating the skills you use every day on the job. It can also qualify you to be a site supervisor/director. It’s an exciting and challenging responsibility to create a rich learning environment, help children develop positive relationships, and establish routines to ensure high quality care in your program. 25

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The SAC looks specifically at fourteen areas of competency, or aspects of care, such as health and safety, guidance of children’s learning and relationships, the program’s environment and physical space, physical activity, and creativity. Within each of these areas, there are indicators that help determine the quality of care a professional offers. Ultimately, the SAC promotes positive childcare practices by providing specific standards, training, and evaluation of leaders in school-age child care. Through once-a-week classes and one-on-one advisement, the SAC workshop series can help you learn how to better meet children’s needs, reduce challenging behaviors, and gain confidence in your work. You’ll also network with other child care professionals. Working with school-age children can be one of your most important career decisions. Complete the SAC credential and prepare to be a leader in your program and your field! This is a required preparatory course and is taught by a CDCCC trainer. The credential application is administered by the Network for School Success. SAC begins each spring. For more information or to obtain applications for SAC, please call or visit our website.

SAC AND CENTER DIRECTORS’ NETWORKS CDCCC offers two amazing networking groups for directors. Comprised of both new and experienced directors working in the Capital Region, the group gathers at the request of area directors to network, share ideas, and learn from one another. The CDCCC is proud to support these groups, and we provide presentations at some of the gatherings. The topics discussed are chosen by the directors, who also enjoy sharing supplemental materials and resources with each other. For example, in the past year we’ve hosted meetings to talk about paperwork regulation and family/community engagement. We welcome site directors to join one of our growing communities for unique opportunities in professional development! Our CDA group is for directors working with infants through preschool-age children. Our SAC group is for directors working with children five years and older. Please let us know if you’d like to be involved in one of these groups. We’ll add you to the list and then advertise individual meetings as they occur.

CAPACITACIÓN EN SALUD Y SEGURIDAD PARA SER UN PROVEEDOR DE UN HOGAR DE CUIDADO INFANTIL DIURNO EN FAMILIA O DE UN GRUPO DE FAMILIA Si usted siempre ha soñado en quedarse en casa para estar con sus hijos y ser su propio jefe, operar un hogar de cuidado infantil diurno en familia o grupo de familia es una gran oportunidad para trabajar desde casa, ganar un salario y apoyar a su comunidad. Empezar su propio negocio es una gran aventura, especialmente cuando éste implica trabajar con niños. Como proveedora de un hogar de cuidado infantil diurno en familia o grupo de familia, usted tendrá la oportunidad de pasar tiempo con niños increíbles, conocer familias maravillosas, y aprender algo nuevo cada día.

OCFS

CBK

2, 4, 5, 6, 7, 8, 9 5, 6, 7

15 HORAS; 01.5 CEU FAMILIA/GRUPO, CENTRO

Mientras usted progresa en su nueva carrera, se dará cuenta de que hay muchos factores que se deben considerar, tales como la salud de los niños, la seguridad y el desarrollo, así como también las regulaciones y los requerimientos al ser dueño de un pequeño negocio. Esta capacitación basada en diferentes competencias se divide en 7 módulos, cada uno de 2.5 horas de duración, acompañado de un segmento de video diseñado para ilustrar y apoyar cada uno de los temas incluidos. El video muestra que tan seguro y saludable se ve el cuidado de niños a través de cada área de competencia. Para proporcionar información consistente y precisa sobre cada tema, se han estructurado actividades e incluido materiales para los participantes como complemento para cada segmento de aprendizaje. Como parte del programa se proveerá una copia de los reglamentos emitidos por la Oficina de Servicios para Niños y Familia del Estado de Nueva York (NYSOCFS siglas en inglés). Los temas cubiertos incluyen supervisión, seguridad interior y exterior, prácticas de salud, abuso infantil, reporte bajo mandato, y seguridad contra incendios. Al término de la capacitación, usted tendrá una comprensión más profunda de los fundamentos de las prácticas de salud y seguridad requeridos por la Oficina. Esta información es importante para mantener su licencia o registro y es vital para la salud y seguridad de los niños. Esta serie de módulos cumple con los requisitos establecidos por la Oficina para la apertura de un hogar de cuidado infantil diurno en familia.

SAVE TIME BY REGISTERING ONLINE CDCCCC.ORG | 518.426.7181

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COMBO DE RCP Y PRIMEROS AUXILIOS Se dice que la preparación es la mejor medicina. Durante esta sesión usted aprenderá las habilidades cruciales que se necesitan para manejar y responder a una emergencia. Las habilidades cubiertas en este curso incluyen primeros auxilios, atragantamiento, y qué hacer cuando el corazón falla repentinamente en adultos, niños y bebés. Aprenda las habilidades directamente del programa de la Cruz Roja Americana, el cual incluye una combinación de instrucción, video y demostraciones prácticas en las que el instructor lo observará en acción y le proporcionará retroalimentación en tiempo real sobre sus habilidades. Las demostraciones prácticas y la práctica incluirán la resucitación cardiopulmonar utilizando maniquís, el vendaje en heridas, los primeros auxilios en quemaduras, y la respuesta rápida y efectiva ante una enfermedad repentina. Al término de la sesión, usted obtendrá el certificado en RCP y Primeros Auxilios de la Cruz Roja Americana, el cual tiene una validez de 2 años y cumple con los requerimientos regulatorios establecidos por la Oficina de Servicios para Niños y Familia del Estado de Nueva York (NYSOCFS siglas en inglés). Por favor use ropa cómoda y traiga un tapete o algo que le permita arrodillarse en el suelo para las demostraciones. Habrá un receso de 30 minutos. No se proporciona almuerzo, pero hay un refrigerador y un horno de microondas disponibles en caso de que usted guste traer su almuerzo. Pre-registro requerido.

CHILD AND ADULT CARE FOOD PROGRAM

OCFS

CBK

2, 4 5

6.5 HORAS; 0.65 CEU FAMILIA/GRUPO, CENTRO

CACFP

Serving healthy meals and snacks in group/family care? Get REIMBURSED! Call or visit our website for more info.

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ESCALAS DE CALIFICACIÓN DEL AMBIENTE (SERIE) FCCERS A veces, debe ser importante dejar a un ladas tareas cotidianos de su programa de cuidado de niños y echar un vistazo honesto a la calidad general de su programa. Pero esto puede ser una tarea mucho más fácil si usted tiene un plan. Las Escalas de Calificación Ambiental (ERS, por sus siglas en inglés) son un conjunto de herramientas de evaluación de observación utilizada para evaluar la calidad de los programas para la primera infancia, para una evaluación de todo el programa en sus diferentes facetas, y para que pueda ver las fortalezas de su programa así como las áreas donde necesita crecer.

OCFS

1, 2, 3, 4

CBK

1, 2, 4, 5

6.5 HORAS; 0.65 CEU FAMILIA/GRUPO, CENTRO

En esta serie de cuatro cursos, a través de discusiones, discusiones en grupos pequeños, estudios de casos, actividades prácticas y práctica con videos, aprenderá cómo usar el ERS para evaluar su programa de la primera infancia y desarrollar un plan de acción para ayudarle a mejoralo. Las evaluaciones ERS también ayudan a los proveedores de QUALITYstarsNY a celebrar el crecimiento a medida que alcanzan los puntajes necesarios para el nivel de tres estrellas o superior y toman decisiones sobre la mejora continua de la calidad.

I: DEFINICIÓN DE CALIDAD EN LOS AMBIENTES DE LA PRIMERA INFANCIA Todos queremos operar programas de primera infancia de calidad. Queremos la mejor experiencia para los niños bajo nuestro cuidado. Pero, ¿qué queremos decir cuando decimos “calidad”? ¿Qué buscan los padres cuando deciden elegir un programa o proveedor de cuidado para sus hijos? Incluso vale la pena preguntar cómo un niño experimentaría calidad.

En el primer taller ERS, veremos esta idea de calidad y cómo la definimos como proveedores de cuidado infantil y educadores. Discutiremos los componentes específicos de un cuidado infantil de calidad usando diferentes estándares: los requisitos mínimos del estado de Nueva York, las mejores prácticas definidas por los profesionales de nuestro campo, los estándares de la industria como NAEYC y QUALITYstarsNY y el principio de centrarse en la preparación para el desarrollo de los niños. También hablaremos sobre las tres necesidades primarias de los niños y cómo conocerlas, así como sobre cómo podemos usar el ERS para evaluar los esfuerzos de nuestro programa para satisfacer esas necesidades.

II: INTRODUCCIÓN A LAS ESCALAS DE CALIFICACIÓN DEL AMBIENTE DE LA NIÑEZ TEMPRANA

En el segundo taller de ERS, presentaremos los cuatro conjuntos de escalas de calificación ambiental. Cada uno está diseñado para un segmento diferente de cuidado infantil. Cada escala se divide en tópicos subconjuntos. Por ejemplo, el ERS revisado para el grupo de edad para bebés / niños CDCCCC.ORG | 518.426.7181

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pequeños (ITERS-S) se divide en espacio y mobiliario, rutinas de cuidado personal, escuchar y conversación, actividades, interacción, estructura del programa y padres y personal. Cada uno de estos temas incluye varios subtemas. Las preguntas en cada una de estas secciones le ayudarán a evaluar las fortalezas y debilidades generales de su programa en esa área. De esta manera, el ERS hace que sea fácil mirar todo el programa. En este taller, también estudiaremos de manera práctica cómo “hacer las matemáticas” y sumar las puntuaciones de su programa.

III: COMPRENDER EL SIGNIFICADO DETRÁS DE LA PUNTUACIÓN Ahora sabes cómo usar el ERS, pero ¿qué significan esas puntuaciones?

Durante el tercer taller, vamos a explorar el sistema de puntuación en profundidad - no sólo como hacer la puntuación, pero el significado detrás de las puntuaciones. Existen muchos factores que afectan el cuidado y la educación que usted puede proporcionar a los niños, resultando en cuan bien su programa califica en el ERS: las preferencias culturales o creencias de los proveedores, su currículo, las condiciones físicas de su edificio u hogar, su situación financiera o incluso situaciones personales del personal de trabajo. Es posible que no tengas puntajes perfectos en todas las áreas, pero es importante seguir proporcionando a los niños lo que necesitan para tener éxito en el futuro y bienestar presente. En este taller, discutiremos que información es relevante para las decisiones que tome y cómo incrementar puntajes bajos cuando sea posible.

IV: HACIENDO CAMBIOS DURADEROS CON LAS ESCALAS DE CALIFICACIÓN AMBIENTAL ¡Necesitas más que una puntuación - necesitas un plan! En los tres primeros talleres, definimos qué significa calidad para un programa de cuidado de niños, estudiamos cómo evaluar su programa usando el ERS y discutimos el significado más profundo detrás de las puntuaciones de ERS. Pero el ERS no es sólo una herramienta de evaluación. Cuando usted toma en consideración los datos recopilados de su programa, estos pueden también ayudarle a hacer un plan para mejorar áreas donde usted tiene debilidades. Ese es el valor real del ERS.

En este taller, le ayudaremos a formar planes a corto y largo plazo para que su programa sea una experiencia de crecimiento y aprendizaje aún mejor para los más pequeños a su cuidado, con el objetivo de obtener las puntuaciones más altas en el ERS.

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MATEMÁTICA PARA NIÑOS Incluso los niños muy pequeños pueden aprender matemáticas! Los proveedores de cuidado infantil tienen muchas oportunidades de enseñar las habilidades y conceptos más básicos a niños muy pequeños. Estas habilidades matemáticas tempranas son importantes para los niños pequeños; son la base de las habilidades en la escuela primaria y en la edad adulta. En este taller, usaremos discusiones y actividades prácticas de matemáticas para aprender a fomentar las habilidades matemáticas en niños pequeños de manera apropiada para el desarrollo. El NCTM (Consejo Nacional de Maestros de Matemáticas) recomienda cinco áreas de contenido para la enseñanza de matemáticas: números y operaciones, álgebra, geometría y sentido espacial, medición, análisis de datos y probabilidad. Eso suena complejo, pero los niños pueden aprender los conceptos básicos fácilmente. Por ejemplo, la simple actividad de jugar con bloques de construcción puede enseñar formas, tamaños, clasificación y conciencia espacial.

OCFS

1, 3

CBK

1, 4

ELG

D3, D4

CDA

1, 2

SAC

2

2 HORAS; 0.20 CEU FAMILIA/GRUPO, CENTRO

Este taller te ayudará a revisar los conceptos matemáticos básicos, ya que eres una parte importante de la ecuación. Luego te ayudaremos a planificar y ejecutar actividades que ayuden a los niños pequeños a descubrir conceptos matemáticos a través del juego. Usaremos específicamente las Pautas de Aprendizaje Temprano del NYS (ELG). Únase a nosotros y aprenda con qué facilidad puede hacer la matemática divertida para los niños en su programa.

CIENCIA PARA NIÑOS La ciencia puede parecer un tema sólo para los niños mayores, pero los bebés y niños pequeños pueden aprender muchos conceptos rudimentarios. ¿Cómo podemos hacer de nuestro programa un lugar que fomente el amor y el aprendizaje de la ciencia? Los niños están ansiosos de aprender acerca de su mundo. En este taller, comenzaremos con nuestras propias experiencias y cómo la ciencia ha sido divertida para nosotros como proveedores. Luego, a través de discusiones, y actividades prácticas, veremos cómo los niños pequeños pueden descubrir los primeros conceptos científicos. Hay cuatro temas de ciencias que los niños pueden explorar en su juego: ciencias de la vida, ciencias físicas, ciencias de la tierra y el espacio, y la ecología. Discutiremos maneras de configurar su centro u hogar para fomentar el interés en la exploración de estas cuatro áreas, así como cómo puede alentar las observaciones, preguntas y otras formas de explorar el mundo que nos rodea. Utilizaremos las Guías de Aprendizaje Temprano del NYS( ELG) como referencia.

OCFS

CBK

1, 2, 3, 4 1, 2, 3, 4, 5, 6, 7

8 HORAS; 0.80 CEU FAMILIA/GRUPO, CENTRO

Cuando se utilizan herramientas y actividades apropiadas para el desarrollo para enseñar ciencias a los niños pequeños, desarrollan muchas habilidades que les ayudan a navegar por su mundo.

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DESARROLLO FÍSICO EN LOS NIÑOS La actividad física ayuda a los niños a desarrollar muchas habilidades diferentes de supervivencia y motoras, fomenta las habilidades de interacción social, mejora el pensamiento y la autoestima, y tiene muchos otros beneficios. Entonces, ¿cómo podemos dar a los niños un comienzo activo en nuestros programas y hacerlo divertido? En este taller veremos primero las etapas del desarrollo físico de los niños, desde los reflejos básicos de los bebés hasta las habilidades más complejas de los niños mayores, como los movimientos locomotores (correr, saltar, galopar), aprender a controlar los objetos e incluso las habilidades deportivas. Discutiremos cómo definimos el juego activo, y cómo incorporarlo en nuestros centros u hogares de cuido usando juguetes, equipo, juegos y actividades. También es importante incorporar el juego activo con conceptos cognitivos tales como colores, formas, números y letras. Compartiremos algunos ejemplos de emocionantes actividades físicas para todo su grupo en el interior, así como muchas posibilidades al aire libre para niños pequeños. A través de discusiones en grupos pequeños, juegos prácticos, reflexión personal y discusión en grupo, aprenderemos juntos cómo ayudar a los niños a ver el movimiento físico como una parte natural de su juego.

OCFS

1, 3

CBK

1, 4

ELG

D1

CDA

1, 2, 8

SAC

9

2 HORAS; 0.20 CEU FAMILIA/GRUPO, CENTRO

Su papel como proveedor es vital. Las habilidades de actividad física que enseña ahora beneficiarán a los niños en los próximos sus años.

COMO ORGANIZAR UN CENTRO U HOGAR PARA PROVEER SERVICIOS A NIÑOS Un programa de cuidado de niños es algo más que una habitación llena de juguetes. Un area bien organizada ayuda a los niños a explorar, descubrir y crecer. ¿Cómo podemos crear espacios que inviten a jugar a los niños pequeños? La mayoría de los centros de cuidado infantil están organizados alrededor de las áreas de aprendizaje o áreas de interés. En este taller, veremos cómo organizar áreas de juego y aprendizaje para bebés, niños pequeños o preescolares, y también satisfacer las necesidades básicas de los adultos que las cuidan; Y consideraremos las rutinas diarias y las interacciones del proveedor como parte del ambiente del programa. Hay muchos aspectos diferentes para crear un ambiente apropiado para el desarrollo de los niños pequeños, incluyendo el diseño de espacios para bebés y niños pequeños, problemas de almacenamiento, materiales apropiados, niveles de ruido, uso de espacios de aprendizaje para acomodar temas específicos y habilidades, y considerando el ambiente desde el nivel de vista de un niño. Veremos las áreas de aprendizaje o áreas de interés en profundidad para ver qué materiales son apropiados para cada uno. Un área bien organizada envía mensajes positivos a los niños pequeños sobre sí mismos y sus habilidades. Juntos diseñaremos un ambiente donde los niños puedan explorar y aprender con seguridad. 31

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OCFS

1, 3

CBK

1, 4

ELG

D1

CDA

1

SAC

7

2 HORAS; 0.20 CEU FAMILIA/GRUPO, CENTRO

REGISTRATION POLICIES PRE-REGISTRATION & PAYMENT All registrations must be paid in advance. Payment by Visa, MasterCard, check, purchase order, cash, money order or signed Educational Incentive Program (EIP) awards are accepted. Pre-registration is recommended. Registration at the door will be accepted only if seating is available and all fees must be paid at that time. Please call in advance to check on available seating. MEMBERSHIP RATES Payment at the member rate is only available when your current membership number is noted or when membership payment is made along with the registration fee. REFUNDS & CANCELLATIONS Refunds will only be given if the Council is notified 1 week prior to the workshop date. Please send a substitute in your place if you cannot attend. The Council reserves the right to cancel any workshop with no enrollment. Workshops with no enrollment will be cancelled 24 hours in advance. If you wish to attend a workshop without pre-registering, please call the Council to confirm the class has not been cancelled or rescheduled. Workshops may also be cancelled due to inclement weather. For workshop cancellations, call 426-7181, log on to www. cdcccc.org, listen to Radio 810 WGY, or watch WNYT 13, WTEN 10, CBS 6, Capital News 9, or WXXA Fox 23. Refunds or credit to attend a future workshop will be issued.

EDUCATIONAL INCENTIVE PROGRAM (EIP) Scholarship funding to participate in this training may be available through the Educational Incentive Program (EIP). For more information or to apply for a scholarship, please visit www.ecetp.pdp.albany.edu. You may also contact EIP at [email protected] or 800-295-9616. If you have received an EIP, please sign it and mail it to the Council along with your registration. If you have applied for, but have not received the EIP, please remit payment. When the Council receives your signed EIP, you will be reimbursed in the original form of payment in 2 to 4 weeks. CONFIRMATIONS Confirmation of registration is sent by email to the email address provided on the registration form. CHILDREN We are unable to accommodate children during workshops and conferences. PHOTOS Photos of workshops may be taken for use in Council marketing and on the internet. Please alert your presenter if you do not wish to be photographed.

MAKING CONNECTIONS 2017 ANNUAL CONFERENCE | HILTON GARDEN INN

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ON-SITE TRAINING CALL US & WE COME RUNNING We come to you to address your individualized concerns and challenges. Call Heather Sweet at ext. 347 to learn about on-site training and scheduling.

TRAINING TOPIC INDEX OCFS

NYSOCFS REGULATION AREAS (OCFS) Principles of childhood development 1. Nutrition and health needs of children 2. Child day care program development 3. Safety & security procedures, including communication between parents and staff 4. Business record maintenance and management 5. Child abuse and maltreatment identification and prevention 6. Statutes and regulations pertaining to child day care 7. Statutes and regulations pertaining to child abuse & maltreatment 8. Shaken baby syndrome

CBK

CORE BODY OF KNOWLEDGE CORE COMPETENCY AREAS (CBK) 1. 2. 3. 4. 5. 6. 7.

ELG

Child growth and development Family and community relationships Observation and assessment Environment and curriculum Health, safety and nutrition Professionalism and leadership Administration and management

NYS EARLY LEARNING GUIDELINES (ELG DOMAIN) Domain 1 (D1): Physical well-being, health, and motor development Domain 2 (D2): Social and emotional development Domain 3 (D3): Approaches to learning Domain 4 (D4): Cognition and general knowledge Domain 5 (D5): Language, communication and literacy

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CDA

CDA CONTEXT AREAS 1. 2. 3. 4. 5. 6. 7. 8.

SAC

Planning a safe, healthy, learning environment Steps to advance children’s physical & intellectual development Positive ways to support children’s social and emotional development Strategies to establish productive relationships with families Strategies to manage an effective program operation Maintaining a commitment to professionalism Observing and recording children’s behavior Principles of child growth and development

SAC CREDENTIAL SKILL AREAS 1. 2. 3. 4. 5. 6. 7.

Professionalism Child development Safety Health Self Guidance Out of school environment

8. 9. 10. 11. 12. 13. 14.

Creative Physical Cognitive Communication Social Families Operational program management

All trainings for the year are listed in this catalog– mailed annually. You may only register for trainings listed on the enclosed registration schedule–mailed quarterly. The registration schedule contains dates, time, location and ID numbers. Different trainings from this annual catalog will be offered each quarter. To register, you may use the enclosed registration schedule, download one from our website to print and mail in, or register right online.

JOIN OUR ONLINE COMMUNITY FACEBOOK.COM/CDCCCC TWITTER.COM/CDCCCC PINTEREST.COM/CDCCCC YOUTUBE.COM/CHILDCARECOUNCIL TEXT 22828 TO SUBSCRIBE TO OUR ENEWS

91 BROADWAY | MENANDS, NY 12204 | 518.426.7181

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