Chat Transcripts
Topic
Chat Session 4
Date
2025-06-10
Group ID
0Course ID
299460| {Carter, Wendy} | 06:56:12 pm | Hello hello!  |
| Rude, Linda | 06:56:39 pm | hi |
| {Carter, Wendy} | 06:57:43 pm | Can't believe we are at our last chat already! |
| Rude, Linda | 06:58:07 pm | I agree |
| Amado, Sarah | 06:58:36 pm | Hello! |
| {Carter, Wendy} | 06:58:43 pm | Hello SJ! |
| {Carter, Wendy} | 06:59:05 pm | Hi Allison! |
| Fithian Ruby, Allison | 06:59:14 pm | hi! |
| {Carter, Wendy} | 06:59:55 pm | It's turning out to be a beautiful evening after a lot of chilly rain the past couple days! |
| {Carter, Wendy} | 07:00:29 pm | Welcome Jo! |
| Schmitt, Jo | 07:00:38 pm | Hello! |
| {Carter, Wendy} | 07:01:31 pm | Hope you are all doing well today. As I said to Linda - hard to believe we are already at our last chat! |
| Amado, Sarah | 07:01:56 pm | Woohooo way to go us! |
| {Carter, Wendy} | 07:02:46 pm | Hoping to see Annie soon, but we should get started as it is after 7:00. |
| {Carter, Wendy} | 07:03:44 pm | I want to start off by going over the final assignment of the lesson plan, as I know there are some questions. |
| {Carter, Wendy} | 07:04:15 pm | I have been traveling for my regular job the past 2 days, so I apologize for any delayed responses to emails! But I thought it might be easiest to discuss it here. |
| Amado, Sarah | 07:04:59 pm | Sounds good. I am hoping to be able to use my school's template for lesson planning as we incorporate the ECIPS already and it's been Parent Aware approved as well. I hope that's OK!!! |
| {Carter, Wendy} | 07:05:19 pm | I realize the assignment directions given in the syllabus are a bit vague. Here is how I am interpreting it... |
| {Carter, Wendy} | 07:06:15 pm | You are all busy educators, so I want you to be able to make this as much of an authentic process as possible for you. So YES - if you use a different lesson plan form, that's totally fine! No need to do something that feels clunky or awkward for you. |
| {Carter, Wendy} | 07:06:32 pm | Welcome Annie - we are just starting to go over the lesson plan assignment. |
| Berres, Annie | 07:06:47 pm | yeah I already read through, ready to go! |
| {Carter, Wendy} | 07:06:58 pm | I am pretty sure you all have said at some point that you use the ECIPs in your planning already, right? |
| Berres, Annie | 07:07:05 pm | yes |
| Schmitt, Jo | 07:07:30 pm | yes |
| Fithian Ruby, Allison | 07:08:01 pm | No. I understand ECIPS as background knowledge for me as the teacher. I do not directly reference it. that is why I took the course |
| {Carter, Wendy} | 07:08:13 pm | So the idea is that you are demonstrating ways that you do use them as you are planning. It will likely look different for each of you. For sure you will want to identify the developmental domain to start. |
| Rude, Linda | 07:08:18 pm | We don't but I don't think it will be hard to implement it. |
| {Carter, Wendy} | 07:08:27 pm | Allison - thanks for reminding me of that. No worries. |
| {Carter, Wendy} | 07:10:19 pm | As you are planning your activities and thinking of the children in your group, their skills, your goals for them... then you will use the ECIPs to identify sub-components. You can choose if you want to use the numbering that is listed, or just the area. For example (I shared this with Allison in an email):Activity: puzzles and manipulatives Objective: Child can coordinate and control movement of hands and fingers to grasp and manipulate objects (which is P5 Dexterity) and if you wanted to include the indicator, that would be: P5.12 Grasps a simple puzzle piece and can place a few pieces in the puzzle. You don't have to get that specific if it doesn't fit your activity. Maybe you are wanting to work on fine motor skills using playdough. Your objective can reflect that the child is still working on strength and coordination of fine motor muscles while manipulating the playdough. |
| Rude, Linda | 07:10:58 pm | Sorry my brain is not working today as I have been home sick today. We do use it |
| Fithian Ruby, Allison | 07:11:34 pm | Puzzles are just one of many things available to the children at all time. I would not |
| {Carter, Wendy} | 07:11:40 pm | Basically, show on your lesson plan that you are incorporating the ECIPs - developmental domain areas, developmental levels, and skills you are targeting. |
| Fithian Ruby, Allison | 07:11:50 pm | "plan" puzzles in my lesson plan. This is where I get hung up |
| Fithian Ruby, Allison | 07:12:50 pm | (I understand that was just an example) |
| {Carter, Wendy} | 07:12:57 pm | That's ok Allison. You don't need to reference everything that you have out. That was just an example. Maybe it's a social emotional lesson you are doing at circle time. Maybe you are focusing on some literacy skills. That's where it will look different for everyone. |
| {Carter, Wendy} | 07:13:24 pm | What specific questions are still remaining, and I would be happy to address them. |
| Berres, Annie | 07:13:33 pm | the group goal |
| {Carter, Wendy} | 07:14:04 pm | Oh - do you mean what is listed at the top of the lesson plan form? |
| Berres, Annie | 07:14:10 pm | yes |
| {Carter, Wendy} | 07:15:01 pm | Ah - that makes sense. I think this is something that might fit for you, or it might not. Some programs might have a "theme" or focus for the week. They might list that there. You don't have to fill that in if it doesn't fit for your group. |
| {Carter, Wendy} | 07:15:13 pm | That's why this planning form is just one option. |
| Schmitt, Jo | 07:15:24 pm | Did you have a chance to look at mine? I might need to re-write some of the objectives now that I have better understanding. |
| Berres, Annie | 07:15:24 pm | ok does PA look for it? |
| {Carter, Wendy} | 07:15:49 pm | I am not sure on that, actually. I don't work directly with Parent Aware. |
| {Carter, Wendy} | 07:15:57 pm | Does anyone here do PA? |
| Schmitt, Jo | 07:16:19 pm | I don't think they do. |
| Berres, Annie | 07:16:21 pm | so the theme would be the goal? |
| Berres, Annie | 07:16:39 pm | to learn about blank? |
| Amado, Sarah | 07:17:19 pm | Does PA stand for Parent Aware? We do, but we have a Education Coordinator who knows the ins and outs about curriculum and instruction and she developed our lesson plan template. |
| Berres, Annie | 07:17:20 pm | im trying to do this right so I can turn it into PA... |
| {Carter, Wendy} | 07:17:42 pm | Yes, SJ - sorry - PA is Parent Aware. |
| Fithian Ruby, Allison | 07:17:46 pm | Me too. Taking to be able to function in PA processes |
| Berres, Annie | 07:17:54 pm | SJ would you be open to sharing if allowed? I understand if you can't |
| {Carter, Wendy} | 07:17:56 pm | Annie - if you have a PA coach, that would be a good person to ask. |
| Fithian Ruby, Allison | 07:18:06 pm | Does every domain need to be addressed every day? |
| Berres, Annie | 07:18:43 pm | I think I read four of them and you have to do movement? |
| {Carter, Wendy} | 07:18:45 pm | Thanks for the clarification. I am going to ask my Eager to Learn contact about your PA questions. If I get an answer right away tomorrow I will email the group to clarify! |
| Amado, Sarah | 07:18:45 pm | We're in the process of getting our curriculum trademarked and published, when that's official I'd be happy to send you a copy:-) |
| Berres, Annie | 07:18:55 pm | ok thanks! |
| {Carter, Wendy} | 07:19:12 pm | Oh yes - there are some PA specifications at the end of the Week 4 lecture notes document. |
| Amado, Sarah | 07:19:56 pm | You can create your own PA curriculum, but yes, there are guidelines to follow. Otherwise you have to use an approved curriculum to get the four start rating. |
| {Carter, Wendy} | 07:20:03 pm | Jo - I think the main thing for yours would be to include your info on how you are using observation and assessment in your planning. |
| Amado, Sarah | 07:20:04 pm | That's why we are publishing our own! |
| Amado, Sarah | 07:20:17 pm | *star |
| {Carter, Wendy} | 07:20:48 pm | Ok - so let's regroup. Anything else remaining for questions on this? I'm sorry it is confusing! |
| Schmitt, Jo | 07:21:43 pm | Wendy, ok I will work on that and add it. |
| {Carter, Wendy} | 07:21:39 pm | Overall, just make sure you are communicating how you are planning using observation, documentation, assessment, and ECIPs. But make it fit for your program. |
| {Carter, Wendy} | 07:22:28 pm | How are you all feeling at this point? And I will reach out to ETL and update you all once I get clarification. |
| Berres, Annie | 07:23:16 pm | I need to find a Education Coordinator........ |
| Amado, Sarah | 07:24:01 pm | Haha! Yes, shout out to Teacher Elizabeth at our school! She just went on maternity leave and I am very sad she won't be a part of my co-teaching team for next year  |
| {Carter, Wendy} | 07:24:33 pm | Ready to move on for tonight? I don't want to rush if there are other questions I can answer now. |
| Schmitt, Jo | 07:24:54 pm | I don't think I have anymore questions. |
| Rude, Linda | 07:25:05 pm | * |
| Amado, Sarah | 07:25:13 pm | * |
| Berres, Annie | 07:25:17 pm | that is always hard.... I have my partner heading back up to Duluth and am now hiring.... it's so hard ..... |
| Schmitt, Jo | 07:25:25 pm | * |
| Berres, Annie | 07:25:22 pm | * |
| Fithian Ruby, Allison | 07:25:37 pm | * |
| {Carter, Wendy} | 07:25:49 pm | Thanks for the great questions! |
| {Carter, Wendy} | 07:26:16 pm | So thinking of using the ECIPs in your lesson plan process, please share what you think are the benefits of using them. |
| Amado, Sarah | 07:27:44 pm | I think having a system like the ECIPS that are state wide helps create a foundation for early childhood education that can be utilized in different ways at each program, but creates a uniform baseline in understanding child development, goals and program planning. |
| Rude, Linda | 07:28:18 pm | It help to make sure you are covering all the areas of learning so the children benefit and they grow. |
| {Carter, Wendy} | 07:28:19 pm | Yes SJ! Foundation that is uniform, I like that - but flexible. |
| {Carter, Wendy} | 07:29:08 pm | When I was teaching, I would look back over lesson plans and note what areas I tended to use less often and try to include those. |
| Berres, Annie | 07:29:19 pm | can I just agree haha |
| {Carter, Wendy} | 07:29:38 pm | Yes! I wish there was an agree button! LOL |
| Schmitt, Jo | 07:29:44 pm | I was just going to say its a foundation for us 'teachers'. |
| Amado, Sarah | 07:29:49 pm | Yes, Wendy!! That's what we do, too. Teacher Elizabeth literally graphs them all out and creates all these data sheets that show which ECIPS we aren't using so we can incorporate them. |
| Schmitt, Jo | 07:29:59 pm | better to adapt to the kids needs |
| {Carter, Wendy} | 07:30:18 pm | Teacher Elizabeth sounds pretty amazing! |
| {Carter, Wendy} | 07:30:25 pm | Awesome data to have! |
| {Carter, Wendy} | 07:30:42 pm | What are some of the challenges you have experienced? |
| Berres, Annie | 07:30:42 pm | yeah it would be so interesting to see |
| Amado, Sarah | 07:30:54 pm | It's really nice to have someone on staff whose passion is data collection and child development. |
| Schmitt, Jo | 07:32:00 pm | For for its A LOT of information but it get it. Its hard to grasp all of it being new at it. |
| Berres, Annie | 07:32:00 pm | Some challenges I have are some ECIP domains are easier for me to remember then others.... |
| {Carter, Wendy} | 07:32:52 pm | Lots of info - but as you use it more, it becomes easier to remember, for sure! |
| Amado, Sarah | 07:32:58 pm | My challenge is that I don't like writing things down in a formal way. |
| {Carter, Wendy} | 07:33:24 pm | Have you found a solution or something workable for that, SJ? |
| Berres, Annie | 07:33:44 pm | One challenge I’ve noticed is that some areas of the ECIPs don’t always align seamlessly with nature-based education. I often find myself wishing for greater cohesiveness and clearer connections between the developmental indicators and the kinds of rich, outdoor, inquiry-driven experiences we prioritize in our program. |
| Fithian Ruby, Allison | 07:33:58 pm | I wish I could say it is helpful to me and was hoping it would be, but honestly it hasn't been really. I do think it is important to understand child development and milestones but referencing ECIPS doesn't transfer well to my approach of working |
| Amado, Sarah | 07:34:18 pm | Honestly, not yet. I'm really glad to have this assignment because I have a lesson plan I've had in my brain and have developed with the kids over the years, but now it's time to finally put it into our template! |
| Fithian Ruby, Allison | 07:34:23 pm | Agree with Annie |
| {Carter, Wendy} | 07:34:51 pm | Allison - thanks for voicing that. I hear that. |
| Amado, Sarah | 07:34:54 pm | I will say having a template makes it easier! |
| Fithian Ruby, Allison | 07:35:08 pm | I see things much more interconnected and holistically, and I feel like I am being asked to break everything up in a very unnatural way for my program. |
| Amado, Sarah | 07:35:31 pm | Also having co-teachers so we can all fill in the gaps:-) |
| Berres, Annie | 07:35:43 pm | yeah.. I can do it... and they can be vague and I can "make it work", but then sometimes I find myself asking myself? who is for? |
| {Carter, Wendy} | 07:35:59 pm | I agree with you there, Allison - I think things are interconnected. But it's important to understand the individual areas of development that make up the whole. |
| {Carter, Wendy} | 07:36:42 pm | Those are valid challenges. |
| {Carter, Wendy} | 07:37:19 pm | And, whenever we are learning something new and adding it to our practice, remember it is normal for it to feel unnatural and difficult. |
| Rude, Linda | 07:37:24 pm | When I had to change over my lesson plan to the new one that included the ECIP. it was a challenge. I have been doing these lesson plans for three years now. |
| {Carter, Wendy} | 07:37:52 pm | We are creating new connections in our thinking. Over time and with practice and refinement, it does get easier. |
| Berres, Annie | 07:37:56 pm | yeah Allison, I feel like my PA coach and I have challenges because we view things differently, and I get frustrated for the same reason like you mentioned above... |
| {Carter, Wendy} | 07:38:48 pm | I think it's also great that there are colleagues who have similar ideas and perspectives. How can you use those connections to help you understand and try something new? |
| {Carter, Wendy} | 07:39:47 pm | So putting it all together... |
| Rude, Linda | 07:40:28 pm | It was the help of a colleague to help me put my ideas into the new lesson plan format. |
| Amado, Sarah | 07:40:45 pm | Love that Linda <3 |
| {Carter, Wendy} | 07:41:07 pm | How do you think using these state standards (ECIPS), our knowledge of child development, our observation of children... how do all of these things come together to influence the engagement of children, the quality of our programming, and ultimately, the improved outcomes for children? |
| Schmitt, Jo | 07:41:49 pm | Not having a previous knowledge or educational background colleagues and coachs and other help the understanding of how things are needing to be planned/documented/observed. |
| {Carter, Wendy} | 07:42:11 pm | That's awesome, Jo! |
| Amado, Sarah | 07:42:25 pm | It's like baking a cake with all the right ingredients it will taste yummy and delicious. I hope that metaphor counts as answering your question Wendy. haha |
| Schmitt, Jo | 07:42:47 pm | SJ- |
| Schmitt, Jo | 07:42:51 pm | I like it! |
| {Carter, Wendy} | 07:42:58 pm | LOL - great metaphor, SJ! |
| Fithian Ruby, Allison | 07:43:46 pm | A common language for continuity of care when they leave your program for another |
| Schmitt, Jo | 07:43:57 pm | It is true. you need all the "ingredients" for the cake for children. It takes a village to raise kids anymore. |
| Rude, Linda | 07:44:15 pm | It also helps to make it fun and also a time of learning for the children. |
| {Carter, Wendy} | 07:44:18 pm | Good example, Allison! It does provide that consistency. |
| Schmitt, Jo | 07:45:23 pm | The village is all different kinds of people and mentors to help children gather information for what is needed in life and learning. |
| {Carter, Wendy} | 07:46:20 pm | Everyone - I continue to be so impressed with the examples and insights you have shared in the discussion board and in our chats. I can tell that each of you cares immensely about your program, children, families, and quality of education you provide. |
| {Carter, Wendy} | 07:47:00 pm | You are all doing it differently - more or less for some... but you are all working hard to use these best practices in your work, and that is wonderful. |
| Amado, Sarah | 07:47:46 pm | Thank you Wendy! |
| {Carter, Wendy} | 07:47:47 pm | I will watch for your assignments - due by Thursday end of day. I will email clarification as soon as I hear back from ETL. Thanks for your patience/understanding on that. |
| Rude, Linda | 07:47:59 pm | Thank you Wendy/ This has been a great class |
| {Carter, Wendy} | 07:48:11 pm | Please reach out via email if you have additional questions. I am happy to help!! |
| Berres, Annie | 07:48:16 pm | Thank you Wendy! |
| Schmitt, Jo | 07:48:22 pm | Thank you Wendy for you time! It has been great learning process for me. |
| Fithian Ruby, Allison | 07:48:32 pm | have a good night all |
| Amado, Sarah | 07:48:40 pm | Have a great summer!!!! Yayyyy! |
| {Carter, Wendy} | 07:48:41 pm | Thanks everyone! Have a great evening! |
| Rude, Linda | 07:48:45 pm | Good night |
| {Carter, Wendy} | 07:48:50 pm | Yay for summer! |
