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X-WR-CALDESC:Events for Cox Campus
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DTSTART;TZID=America/New_York:20250508T130000
DTEND;TZID=America/New_York:20250508T143000
DTSTAMP:20260505T105133
CREATED:20240822T112928Z
LAST-MODIFIED:20250220T025745Z
UID:10000270-1746709200-1746714600@coxcampus.org
SUMMARY:Planning for Success through Strong Partnerships with Families | Ecosystem Element 9
DESCRIPTION:Session Description: All families care about their children and just like teachers\, want to support their learning. It’s essential to plan to establish strong partnerships with families from the beginning.  This element examines how sites position families as partners\, endeavor to build trusting relationships with them\, and provide multiple opportunities for them to engage and actively participate in their children’s language and literacy development. Strong family and teacher partnerships involve open communication\, respect for and celebration of differences\, commitment\, trust\, and shared power and responsibilities. Families are active collaborators and play a critical role in their children’s learning. Opportunities for engagement are driven by families’ needs and desires. \nWhy does it matter?\nFamilies are children’s first teachers and key partners in their development. Right from the start\, young children’s language and literacy are nurtured in the home through interactions with the meaningful adults in their lives – parents\, grandparents\, older siblings\, and other family members. All families teach their children many things – interests\, skills\, values\, traditions\, chores\, and activities –and all of these lessons contribute to a child’s learning and development. Research demonstrates that family support for language and literacy activities at school and at home positively impacts children’s outcomes in these areas. When families and teachers form strong partnerships\, young children make significant gains in their language\, vocabulary\, concept development\, early literacy\, and all learning. This paves the way for the development of solid reading and writing skills\, and to a life filled with voice\, self-determination\, and personal empowerment.
URL:https://coxcampus.org/event/planning-for-success-through-strong-partnerships-with-families/
LOCATION:Cox Campus | Yearlong Learning Journey Webinar
CATEGORIES:B5 Leaders,Learning Cohort,Yearlong Learning Journey
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250403T130000
DTEND;TZID=America/New_York:20250403T143000
DTSTAMP:20260505T105133
CREATED:20240822T111548Z
LAST-MODIFIED:20250220T025842Z
UID:10000269-1743685200-1743690600@coxcampus.org
SUMMARY:Intentional Supports for Dual Language Learners| Ecosystem Element 8
DESCRIPTION:Session Description: This session will explore the Ecosystem Element 8\, which focuses on intentional supports for DLL learners.  Dual Language Learners (DLLs) or emergent bilinguals\, are children learning and developing in more than one language. This element is exclusively focused on the school/site’s systematic and integrated efforts to develop an equitable environment that support DLLs through practices that enhance their learning and build on their strengths\, including their first language. Teachers are knowledgeable about dual language development and the supports they must put in place to ensure DLLs thrive. Of principal importance in these supports is the inclusion and promotion of their first language and the encouragement to families to talk\, sing\, and read with their children in their language. \nWhy is it important?\nDual language learners benefit from other educational best practices that are effective for monolingual children (those developing in only one language) but they need a little more. They benefit most when they are educated in bilingual environments or when their first language is included for instructional purposes. Research indicates that DLLs learn best when teachers make frequent cross-language connections\, and are knowledgeable of where children are in the development of all their languages. Furthermore\, bilingual development has multiple advantages – social\, cognitive\, academic\, and economic – and is a desirable outcome for all children. When children’s first language and culture are incorporated in the classroom\, their learning takes off
URL:https://coxcampus.org/event/intentional-supports-for-dual-language-learners-2/
LOCATION:Cox Campus | Yearlong Learning Journey Webinar
CATEGORIES:B5 Leaders,Learning Cohort,Yearlong Learning Journey
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250313T130000
DTEND;TZID=America/New_York:20250313T153000
DTSTAMP:20260505T105133
CREATED:20240821T203751Z
LAST-MODIFIED:20240924T172200Z
UID:10000268-1741870800-1741879800@coxcampus.org
SUMMARY:Understanding Children Through Observation & Progress Monitoring | Ecosystem Element 7
DESCRIPTION:Session Description: This session will discuss policies and practices for monitoring children’s developmental progress in all areas (with a focus on language and literacy). Following a cyclical process relying heavily on observation\, and with expected child outcomes in mind\, teachers collect information\, reflect on where children are in their development\, and use their findings to inform their caregiving and teaching. The group will explore opportunities to get to know each child better\, and to develop the nurturing relationships that support and advance learning.  view families as partners in all phases of this process\, and seek and value their input and knowledge of their children to gain a more comprehensive understanding of their development. \nWhy does it matter?\nContinuously observing children and systematically assessing their progress allows teachers to have a better understanding of how they are learning and the progress they are making toward expected developmental outcomes. This allows teachers to take supportive actions\, to plan and implement learning experiences that support children best. When teachers know what is expected of children in language and literacy development\, take the time to observe and monitor their progress\, and use the information they’ve gathered to refine their teaching\, their instruction is more effective and in turn\, we see more positive outcomes for children. The process also allows teachers to identify children who might have additional needs and may require more in-depth professional evaluation or supports. \n 
URL:https://coxcampus.org/event/intentional-supports-for-dual-language-learners/
LOCATION:Cox Campus | Yearlong Learning Journey Webinar
CATEGORIES:B5 Leaders,Learning Cohort,Yearlong Learning Journey
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250213T130000
DTEND;TZID=America/New_York:20250213T143000
DTSTAMP:20260505T105133
CREATED:20240821T203008Z
LAST-MODIFIED:20250220T025904Z
UID:10000267-1739451600-1739457000@coxcampus.org
SUMMARY:A Focus on Emergent Literacy Skills | Ecosystem Element 6
DESCRIPTION:Session Description:  This session will discuss element 6\, Emergent Literacy Skills\, which considers how teachers explicitly plan and provide curricular experiences and developmentally appropriate activities to support the development of early literacy skills. When there is a focus on emergent literacy\, teachers promote children’s awareness of the sounds of language\, recognition of letters\, development of concepts of print\, and expression through writing in the context of play-based learning activities. \nWhy does it matter?\nWell-developed skills in phonological awareness (awareness of the sounds of language)\, alphabet knowledge (knowing the letter names)\, concepts of print (awareness of print and its function) and emergent writing (young children’s first attempts to express themselves through writing) contribute significantly to a solid foundation for literacy. \n 
URL:https://coxcampus.org/event/a-focus-on-emergent-literacy-skills-ecm-element-6/
LOCATION:Cox Campus | Yearlong Learning Journey Webinar
CATEGORIES:B5 Leaders,Learning Cohort,Yearlong Learning Journey
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250109T130000
DTEND;TZID=America/New_York:20250109T143000
DTSTAMP:20260505T105133
CREATED:20240821T200116Z
LAST-MODIFIED:20250220T025937Z
UID:10000266-1736427600-1736433000@coxcampus.org
SUMMARY:Reaching Children: Integrated Planning Around Anchor Books | Ecosystem Element 5
DESCRIPTION:Session Description:  This session will explore integrated planning around anchor books and looks at the school/site’s efforts to develop curricular experiences integrated around a culturally preserving\, developmentally-appropriate anchor book with repeated reads. In this approach\, teachers plan and implement activities that connect with a selected book to extend learning throughout the day. Focus words and story-related concepts come alive at morning meeting\, center time\, small groups\, and transitions\, providing children with multiple opportunities to continue their engagement with the story and the new content. \nWhy does it matter?\nWhen teachers make connections across the day\, they support children to develop their comprehension and vocabulary\, enhance critical thinking skills\, and build world knowledge – all while creating meaningful and memorable experiences for children. The practice of planning and teaching around anchor books creates opportunities for children of all ages to connect with themselves\, each other\, and their world. As children have the opportunity to practice new vocabulary in meaningful ways\, their ability to express themselves grows and they can ask more questions\, communicate their ideas\, and advocate for themselves and others more effectively. \n 
URL:https://coxcampus.org/event/reaching-children-integrated-planning-around-anchor-books/
LOCATION:Cox Campus | Yearlong Learning Journey Webinar
CATEGORIES:B5 Leaders,Learning Cohort,Yearlong Learning Journey
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20241219T130000
DTEND;TZID=America/New_York:20241219T143000
DTSTAMP:20260505T105133
CREATED:20240821T194056Z
LAST-MODIFIED:20250220T025946Z
UID:10000265-1734613200-1734618600@coxcampus.org
SUMMARY:Nurturing Language: Viewing Children as Conversational Partners | Ecosystem Element 4
DESCRIPTION:Session Description:  \nThis element focuses on the support of children’s language development and comprehension. Oral language is made up of receptive (listening) and expressive (speaking) components. Long before they can express themselves\, young children begin to understand what is being said. This is known as receptive language. Once they begin to say sounds\, words\, and sentences in their language\, they are developing their expressive language. Children who are exposed to more than one language are very capable of learning and developing skills in each of the languages they hear. An important part of oral language development is acquiring vocabulary. Children develop strong language skills\, including vocabulary\, through their interactions with others. In this element\, teachers and other adults engage children intentionally in back-and-forth conversations to promote language and vocabulary development\, comprehension\, and critical thinking. This includes intentional interactions as teachers read books with children. \nWhy does it matter? \nOral language is a significant predictor of reading ability and strongly connected to the development of children’s cognition or thinking skills. Language includes a variety of skills\, such as the abilities to comprehend words\, put words together to form phrases and sentences\, and use words appropriately in different social contexts. Through language\, we express our knowledge\, ideas\, and feelings\, and make meaning of our world. It provides a foundation for communication and social interaction. In the midst of their responsive interactions with others\, and engagement as true conversational partners\, children develop a voice\, and use language and critical thinking skills to express themselves and advocate for themselves and others. \n 
URL:https://coxcampus.org/event/nurturing-language-viewing-children-as-conversational-partners/
LOCATION:Cox Campus | Yearlong Learning Journey Webinar
CATEGORIES:B5 Leaders,K-5 Teachers,Learning Cohort,Yearlong Learning Journey
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20241010T130000
DTEND;TZID=America/New_York:20241010T143000
DTSTAMP:20260505T105133
CREATED:20240821T190157Z
LAST-MODIFIED:20250220T030023Z
UID:10000263-1728565200-1728570600@coxcampus.org
SUMMARY:Establishing Culturally Responsive Environments | Ecosystem Element 2
DESCRIPTION:Session Description:  \nAn early learning classroom does not exist in isolation of a larger sociocultural whole. To make learning experiences more relevant and to foster children’s critical capacity to share their lives and our world\, an early learning environment must take into account children’s cultures\, prior experiences\, and frames of references. In culturally responsive and preserving classrooms\, teachers create equity as they value and integrate children’s cultures\, languages\, history\, abilities\, interests\, and identity\, and engage authentically with all children\, and their families and communities. This session will explore how to  support children to develop confidence and pride in their identity\, to acknowledge and celebrate diversity\, to recognize unfairness\, and build skills to reject injustice. \n 
URL:https://coxcampus.org/event/establishing-culturally-responsive-environments-ecm-element-2/
LOCATION:Cox Campus | Yearlong Learning Journey Webinar
CATEGORIES:B5 Leaders,Yearlong Learning Journey
END:VEVENT
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