This is a tentative list and is being updated continuously. Please check back for additional details as we move along in the planning process.

MONDAY, OCTOBER 12, 2:40PM TO 4:30PM

Following the Opening Session, participants will convene by the following content areas for a facilitated discussion that will explore the most pressing issues in Head Start

and how they impact individuals, staff, programs and our collective Head Start community. Directors and Executive Directors

Fiscal Operations Health/Mental Health/Nutrition Services

Family & Community Partnerships Education Services Disabilities Services

Early Head Start Services Parents

Session Primary Category Secondary Category

TUESDAY, OCTOBER 13, 9:00AM TO 11:30AM

New Grantee Session – Planning for Success in the First Year John Tschoe and Heather Wanderski, Region V Office of Head Start Through the Designation Renewal System, replacement awards and new efforts such as the Early Head Start and Child Care Partnerships Initiative, the Head Start community is expanding to include an increasing number of organizations that are implementing Head Start for the very first time. Along with experiencing the excitement and opportunity of building a new Head Start program from the ground up, new grantees face a number of potential risks and challenges as they navigate the first year start-up and implementation phases. This session will focus on addressing both the opportunities and challenges as well as strategies new grantees can implement to plan for success in their first year.

Leadership Issues Early Head Start Child

Care Partnerships

Leadership Academy Follow-Up – Teachers Learning and Collaborating Jessica Moore and Timothy Adams, STG International This session is for people who have previously attended a TLC training or are a TLC facilitator. Join your colleagues to discuss effective strategies to support successful planning, training, rollout and implementation of this unique Practice Based Coaching approach. This session will be an open and engaging session, in which we will explore and respond to some of the unique challenges of preparing staff as well as management, in all aspects of the TLC approach. Lastly, we will also share successful strategies used during all phases of TLC implementation. Learning Objectives: By the end of the session participants will be able to:

1. Share and learn about successful strategies for preparing, training and supporting TLC implementation and facilitators

2. Explore and discuss challenges/barriers of preparing, training and supporting TLC facilitators 3. Learn specific nuts and bolts of TLC group and individual sessions

Coaching and Mentoring

Supporting Kindergarten Transitions Monshari Chandler, Bonita Lacey, Cynthia Hillyer, Charletta Mosley, and Gretchen Hengemuhle, PICA Head Start Transitioning to kindergarten can be a stressful process for children and their families. In order for transition to happen seamlessly and stress free relationships need to be established and nurtured between parents, Head Start staff, and school districts. In this session participants will get information about the importance of working collaboratively with schools to facilitate successful transitions. Hear in detail from a panel of Head Start staff and Minneapolis School staff how they successfully developed a working relationship that supports children and families transitioning to kindergarten. Participants will have an opportunity for questions and answers with the panel. Learning Objectives: By the end of the session participants will be able to:

1. Identify team members and stakeholders to work collaboratively towards successful school transition 2. Develop strategies to facilitate transition activities to support Head Start and kindergarten teachers 3. Identify strategies to involve families during the transition process to the new school

School Readiness

Culture of Safety – Part 1 Michelle Evans, Ametta Reaves and Carla Aronhalt, STG International This interactive session will explore the 10 Actions to create a culture of safety. The 10 actions represent the most prominent science-informed injury prevention strategies for early childhood education and care programs. The ten actions include: Using data to make decisions, Actively supervise, Keep environments safe and secure, Make playgrounds safe, Transport children safely, Report child abuse and neglect, Be aware of changes that impact safety, Model safe behaviors, Teach families about safety, and Know your children and families. THIS IS A FULL DAY SESSION – WILL CONTINUE IN THE AFTERNOON. Learning Objectives: By the end of the session participants will be able to:

1. List the 10 actions to create a culture of safety 2. Examine how to use their Head Start Management Systems to integrate these 10 actions into all program

activities in order to reduce injury risks and ensure safety of all children

3. Identify strengths within the 10 actions as well as key areas of focus as individualized to the grantee

Leadership Issues

Challenging Behaviors – Pyramid Approach Tammy Funnell and Lillian Mallinson, STG International This session will focus on individual classroom strategies, as well as, reviewing a program-wide plan that you can use to support children’s challenging behavior. The session will include discussion and learning activities on how to effectively incorporate prevention and promotion strategies at the grantee and classroom level. Learning Objectives: By the end of the session participants will be able to:

1. Understand why early prevention and promotion are important 2. Discuss key elements for successful implementation of program-wide approaches 3. Incorporate classroom strategies to support social-emotional skills for children birth – 5 years old

Education Services

Eat Healthy, Stay Active! How one Head Start engaged its community to fight childhood obesity Jackie Rivera and Mernell King, Central Missouri Community Action Head Start Obesity and its related health problems have become a serious problem for children in America. Central Missouri Community Action Head Start has brought together their students, staff, parents, community, and university medical students to address this issue that affects our community's most vulnerable students- children living in poverty. Over a period of 16 weeks children, staff, and parents are educated on nutrition, the need for physical activity, shopping on a budget and limiting screen time. Participants are encouraged to make small changes that make a big difference. Learning strategies include classroom experiences, parent trainings, and family activities. Medical students gain firsthand experience on understanding poverty, calculating BMIs, administering The Newest Vital Signs, and motivational interviewing. This presentation will include data results, photos, video, and stories on how this low literacy childhood obesity prevention project has changed the lives of everyone it has touched. Learning Objectives: By the end of the session participants will be able to:

1. Participants will become familiar with the Eat Healthy, Stay Active! Project 2. Participants will identify ways they can implement a low literacy obesity prevention project in their

community 3. Participants will learn strategies to obtain community involvement and engage families

Health Services

Responding to Changing Community Needs and Best Practice Karen McNamara, Office of Head Start – Region V Programs remain strong by developing well-established systems that adapt quickly as new trends, regulations and community needs arise. This session will look at the characteristics of strong organizations from a regulatory and oversight perspective, highlighting elements that set highly successful organizations apart from others. Learning Objectives: By the end of the session participants will be able to: Identify the current and potential changes impacting Head Start services Identify the characteristics of highly successful organizations Consider strategies to strengthen organizational systems

Leadership Issues

Cross-Cultural Communication Brian Kendall, Yusuf Abdurahman, Ilyas Afrah, Willie Dominguez and KaYeng Vang, Parents in Community Action - Head Start Session attendees will leave with a greater understanding of what they have seen or may reasonably expect to see from members of the Somali, Hmong, or Latino communities in their respective service areas. This understanding will reduce unnecessary suspicion and the possibility of causing or taking offense where none is intended. Just as significantly, attendees will come away from this session with a perspective and strategies that can improve their communication with people of different cultural and linguistic backgrounds. Learning Objectives: By the end of the session participants will be able to:

1. Identify common cultural characteristics of the Somali, Hmong, and Latino communities 2. Communicate more effectively -- and avoid common misunderstandings -- when dealing with people of these and

other cultural and linguistic backgrounds 3. Understand and say useful phrases in Somali, Hmong, and Spanish

Staff Development

Data, Data, Data! Simplifying the Process Tanya Bezy and Billi Nicholas, PACE Community Action Agency Observations, assessments, data collection – OH MY! Data collection can be time consuming. This interactive session will provide teachers and home visitors with time-saving tips to collect meaningful data that supports children’s assessments. Help is available to prevent falling behind on documentation. Participants will learn to improve program outcomes through quality data collection. Strategies for framing your message when sharing data with parents, community members, and Policy Council will also be covered. Learning Objectives: By the end of the session participants will be able to:

1. Connect school readiness goals with child assessment data 2. Implement time-saving tips on collecting the documentation needed to assess children 3. Incorporate strategies for sharing data with community, policy council, and parents

Data Management

Innovation at an Organizational Level: Achieving Excellence Through Innovation Dr. Timothy Nolan and Yolanda Winfrey, Center for Leadership Excellence, Inc. Innovation is the lifeblood of an organizational. In our work, there is no way to be truly excellent without constant innovation. Fail to innovate and you become less and less relevant. Innovation is both art and science. Explore what it takes to have an innovative organization. Leave with an action plan to pursue organizational excellence through creative innovation. Learning Objectives: By the end of the session participants will be able to:

1. Learn what innovation is and what it takes to accomplish it organizationally 2. Examine the leadership skills necessary to foster organizational innovation

3. Develop a plan to move toward a culture of innovation

Leadership Issues

Fathers, Co-Parenting, And Father Involvement Rebecca Kaufman, MSW, Fatherhood Research & Practice Network Research suggests that high quality coparenting relationship between fathers and mothers positively influences father involvement and father-child relationships. This workshop presentation will detail the importance of healthy coparenting relationships within the context of healthy childhood development. The presenter will summarize the existing literature on coparenting relationships, present new research findings, and share promising questionaires that can be used to assess the quality of coparenting relationships. Learning Objectives: By the end of the session participants will be able to:

1. Explain why coparenting relationships are important for father involvement and child development 2. List at least two dimensions of coparenting relationships 3. Describe why it is important to use outcome measures to assess coparenting relationships

Parent, Family and Community Engagement

What Takes Place during Ohio's State-Wide Coaching Program? Suggestions for best practices to promote transformational change Melissa Weber-Mayrer, Rachel Schachter, Shayne Piasta, Laura Justice and Ann O’Connell, The Ohio State University Coaching has become a common component of early childhood language and literacy professional development (PD; Landry et al. 2011; Neuman & Cunningham, 2009). This session will describe what occurred during individualized coaching sessions in a state-wide model. Using the theories of adult learning, participants will discuss and build their understanding of how best to promote high quality PD interactions that support educator learning. This session stresses the potential importance of individual experiences for educators and relationship building between educators and coaches. In addition, this session will provide opportunities for learners to analyze coaching data, participate in conversations of how adults learn, and begin to conceptualize how PD, perhaps in the form of coaching, may look in their own setting. Learning Objectives: By the end of the session participants will be able to:

1. Characterize the variability in coaching experiences of early childhood teachers based on evidence collected through a state-wide literacy-based coaching model

2. Identify the content of instruction that coaches focus on during coaching and the strategies that coaches use when supporting early childhood educators during literacy coaching

3. Discuss similarities/differences of a state-wide PD model and their own experiences with coaching as a form of professional development

4. Recognize key theories of adult learning and understand how to integrate those theories into personalized coaching for individual educators

Coaching and Mentoring

Understanding Autism - an Overview for Families & Professionals Apryl Levy, The Resource Center for Autism & Developmental Delays During the autism overview, participants will identify the core characteristics of autism spectrum disorder. They will learn what the typical signs and symptoms of ASD are. We will explore how autism impacts a child’s social interaction, communication, and behavior. Finally, participants will appreciate the wide range of behavior across the autism spectrum. Learning Objectives: By the end of the session participants will be able to:

1. Identify the core characteristics and signs/symptoms of ASD 2. Describe how autism impacts social communication and interaction 3. Describe how autism impacts behavior

Special Needs

How to Effectively Monitor and Measure Progress on New OHS Five-Year Grants Aaron Lieberman, Melissa Field and Andrew Davis, Shine Early Learning This session will walk through the process of setting clear measurable five-year goals for your program that you can use in regular quarterly planning, self-assessment, and annual grant re-submissions. The guidance from OHS has dramatically increased the scrutiny and importance of these five-year goals, and the session will help participants use the process of setting, measuring and reviewing long-term goals into a productive continuous improvement effort – instead of a chore! Use the information in this session to help you begin to tame the data monster and make sure that you have a process and framework in place to looks at the most important data at the right time. Learning Objectives: By the end of the session participants will be able to:

1. Articulate understanding of how use of data will play a part in both setting and tracking long-term goals 2. Build quantifiable measures related to program goals, and set benchmarks/targets over the course of five years 3. Articulate how quarterly check-ins on goal-related metrics and program data can enhance planning and

programmatic self-assessment practices THIS SESSION WILL BE REPEATED ON WEDNESDAY MORNING

Program Management

Making the Best of Transitions Barbara O'Laughlin, and Sintia Morales, University of Illinois at Chicago Have you heard the expression, “the only constant is change”? Transitions occur with children and families throughout the year. How quickly children adjust across settings increases their success, enhances school readiness, and social-emotional skills. Let’s explore ways to prepare and support families as children move to a new classroom or school environment. Learning Objectives: By the end of the session participants will be able to:

1. Define transitions 2. Practice strategies that support families and children through transitions 3. Identify resources available on transition

Behavior Management

Read Aloud Wow! Best new Books for Preschool Children Isabel Baker, The Book Vine for Children Good children’s books are the backbone of quality education. Do you want to increase vocabulary? Do you need more science and math books in the classroom that are both entertaining and educational? Do you need tips for extending good books throughout the curriculum? Join us! Learning Objectives: By the end of the session participants will be able to:

1. Effectively plan for book selection and sharing time with their students 2. Identify strategies to integrate quality books into the daily routine of the classroom 3. Identify connections between books and science, math and art

Education Services

Smile Take a Deep Breath and Teach! Renee Sutherland, Knox County Head Start Participants will explore the idea that for children to be able to change their behavior, the adult first must be willing and able to change how they perceive the child’s behavior. Participants will explore the origin of their own trigger thoughts and learn to utilize the Conscious Discipline® Skills of Composure, Positive Intent and Empathy to override these old messages, allowing them to be more effective at managing challenging behaviors. Learning Objectives: By the end of the session participants will be able to:

1. Identify the three Brain States of the of Conscious Discipline® model 2. Identify their own trigger thoughts 3. Demonstrate the skills of “Composure”, “Positive Intent” and “Empathy”

Conscious Discipline®

Session Primary Category Secondary Category

TUESDAY, October 13, 2:00PM TO 4:30PM

Fiscal Updates and Uniform Guidance Belinda Rinker, Office of Head Start New Uniform Administrative Requirements, Cost Principles and Audit Requirements for Head Start awards became effective on December 26, 2014. As grantees implement the new Uniform Guidance it is important to recognize new opportunities and challenges. The Uniform Guidance is part of a changing fiscal landscape that includes new reporting requirements, more funding sources and an outcomes-based emphasis on meeting identified goals and objectives. This session will highlight a broad range of current fiscal issues that impact grantees.

Fiscal

Comprehensive Systems for Ongoing Monitoring in Early Head Start-Child Care Partnership Programs STG International Staff and Federal Staff Intended Audience: EHS-CCP Directors and Content Area Managers The design of Early Head Start – Child Care Partnership (EHS-CCP) programs adds a new level of complexity to ongoing monitoring and grantee oversight. This session will address the development and enhancement of comprehensive ongoing monitoring to ensure the success of partner sites and family child care homes as well as support the development of strong practices. Learning Objectives: By the end of the session participants will be able to:

1. Describe the components of comprehensive ongoing monitoring 2. Identify effective strategies for monitoring of partners and delegates 3. Identify strategies for follow-up of monitoring activities

Early Head Start Child Care Partnerships

Culture of Safety – Part 2 Michelle Evans, Ametta Reaves and Carla Aronhalt, STG International Continuation of morning session.

Leadership Issues

Innovation Boot Camp: Becoming an Innovator Dr. Timothy Nolan and Yolanda Winfrey, Center for Leadership Excellence, Inc. Innovation is the key to personal and professional success. Come and learn concepts to enable you to better understand innovation. Develop skills that will enable you to TRIPLE your personal and professional creativity. Then develop skills to enable you to move a great idea forward into an impactful innovation. Leave with an action plan to be a more effective innovator! Learning Objectives: By the end of the session participants will be able to:

1. Define Innovation and what it takes to be innovative 2. Dramatically increase your personal and professional creativity 3. Leave with action steps to be a more effective innovator back on your job and in your personal life

Leadership Issues

Practice Based Coaching Leadership Academy 2.0 Scott Elliott and Tammy Funnell, STG International PBC LA 2.0 will support programs who have previously participated in a Practice Based Coaching Leadership Academy in discussing, exploring and analyzing their program’s status with implementation of PBC. Participants will share and discuss the successes and challenges they’ve experienced across implementation of the various PBC models, sharing successes, identifying systemic barriers and brainstorming resources and strategies for continued progress toward full implementation. PBC LA 2.0 will employ a variety of including training and technical assistance approaches, including large group and small group discussions, sharing experiences across programs and PBC coaching models, as well as, brainstorming potential strategies and solutions in the context of Head Start systems and services. Participating programs will update and modify their PBC Implementation Plans, as needed and as indicated. Learning Objectives: By the end of the session participants will be able to:

1. Articulate their program’s current status with PBC implementation, including both successes and challenges 2. Identify and articulate systemic solutions to address barriers to full implementation of Practice Based Coaching 3. Articulate specific ‘next steps’ and/or strategies for full and sustained implementation

Coaching and Mentoring

Updating Hearing Screening Practices for Children 0-3 Years of Age William Eiserman, Early Childhood Hearing Outreach Initiative (ECHO) A young child with an undetected hearing loss does not have full access to language which presents major obstacles to literacy, socialization, and school readiness. Otoacoustic Emissions (OAE) screening is the most effective, objective method to screen hearing with children 0 - 3 years of age. Presenters will provide extensive information and resources on conducting OAE screening along with detailed information on causes and types of hearing loss, an evidence-based screening and follow-up protocol, and steps involved in implementing a comprehensive hearing screening program screening program. Learning Objectives: By the end of the session participants will be able to: Describe the types and degree of hearing loss

1. Identify the steps in conducting an otoacoustic emissions (OAE) hearing screening and recommended follow-up for children who do not pass

2. Access resources for implementing a comprehensive hearing screening program

Health

Are You a Dataphobe? Turning Data into Action Dan Schaefer, Cincinnati-Hamilton County Community Action Agency Today’s teachers are inundated with various types of data i.e. children’s portfolios, observations, checklists and anecdotal notes. As teachers receive the data it can be overwhelming for them to understand their role in how to interpret this information. Reviewing data can be both time consuming and daunting work to translate information gained into meaningful action that will lead to instructional change. This workshop will provide administrators and teachers with a friendly and systematic process for reviewing and responding to this overwhelming data received. Learning Objectives: By the end of the session participants will be able to:

1. Describe data driven educational decision making 2. Have an understanding of basic data literacy 3. Construct meaningful data meetings that build on classroom reflective practice

Data Management

Bringing the Five Essentials Supports Framework to Early Education to Better Generate Continuous Improvement Debra M. Pacchiano, Ph.D., Stacy B. Ehrlich, Ph.D. and Amanda G. Stein, Ph.D., Ounce of Prevention Fund Research in early education settings K-12 confirms that leadership and organizational conditions are key levers to high-quality implementation and continuous quality improvement of teaching, learning and family engagement practices and outcomes. This session will introduce participants to a framework of five essential organizational supports—Effective Instructional Leaders, Collaborative Teachers, Supportive Environments, Involved Families, and Ambitious Instruction – empirically linked to and predictive of continuous improvement versus stagnation in educational settings (Bryk et al, 2010), and a set of surveys— The Five Essentials-Early Ed—being developed by the Ounce of Prevention Fund and the UChicago Consortium on Chicago School Research that will measure these essential supports in early education settings. These surveys will give voice to the experiences and perspectives of staff and parents. In the near future, leaders will be able to this data to inform how they conceptualize, plan, and generate continuous quality improvement by strengthening the organizational conditions in which teachers and practitioners work every day with children and families. Learning Objectives: By the end of the session participants will be able to:

1. Identify the five organizational supports essential to practice effectiveness and continuous quality improvement 2. Describe how the essential supports of instructional leadership and collaborative teachers are the driver and

vehicle of continuous quality improvement

3. Anticipate how they will be able to use data from the Five Essentials-Early Ed surveys to inform continuous quality improvement planning in the near future

Does Ethical Behavior PAY? Kristen Walley, Rasmussen College Does ethical behavior pay? Find out as you define ethics, explore how this can impact your workplace, and learn to spot triggers that may cause unethical behavior. Participants will explore the NAEYC Code of Ethical Conduct and apply the teachings to case studies in order to create a plan of action to promote ethical behavior among coworkers. Learning Objectives: By the end of the session participants will be able to:

1. Define common terms related to ethics 2. Give examples of Ethical and Unethical behavior, identify characteristics of environments with ethics 3. Apply the NAEYC Code of Ethical Conduct in the participant’s work environment

Staff Development

Supporting Students with Disabilities in the Head Start Classroom Michelle Brahaney, Monroe County Intermediate School District This session will give early childhood teachers and leaders a “toolkit” of strategies when working with children with disabilities. The strategies are appropriate for all children but particularly helpful for young children with disabilities. Inclusive classrooms can be challenging for the early childhood teacher, by implementing tiered strategies the environment can be structured in a way that honors developmentally appropriate practices while providing supports for children with disabilities. Learning Objectives: By the end of the session participants will be able to:

1. Understand characteristics of young children with disabilities 2. Identify universal supports within the preschool classroom to support all children

3. Implement a process to consider strategies that can be used to develop a plan for a specific child who is struggling to meet behavior or learning goals

Special Needs

Taking Early Literacy Skills Off the Table in Preschool Classrooms: An Integrated Early Literacy & Motor Skill Curriculum Tricia Biancone, and Dr. Jackie Goodway, The Ohio State University Department of Teaching This interactive session will have participants on their feet as they move through engaging, effective, and developmentally appropriate ways to integrate early literacy and motor skill intervention and instruction in early childhood education settings. Empirical and conceptual support for an integrated intervention delivery model and risk factors associated with delayed development in early literacy and motor skills will also be presented. Drawing from intervention principles in early literacy and motor skill development and literature in neuroscience, an integrated curricula model will be presented as a promising practice to improve child outcomes. The session will address the developmental process of fundamental motor skills that include locomotor skills (e.g. running, hopping, and jumping), object control skills (e.g. throwing, catching, and kicking), and early literacy skills (e.g., phonological awareness, alphabet knowledge, language skills). The national recommendations for supporting the development of motor and emergent literacy skills and promoting physical activity in early childhood will be discussed. Participants will engage in hands-on activities with literacy materials (e.g., letters, picture cards) and motor skill equipment (e.g., balls, hoops, beanbags) common in early childhood education settings. Learning Objectives: By the end of the session participants will be able to:

1. Understand the evidence base regarding the prevalence of early literacy and motor skill delays in children from low-SES backgrounds, the effects of these delays on overall well-being and educational outcomes, and the importance of early identification and effective intervention

2. Recognize the overlaps and parallels between intervention principles in early literacy and motor skill development that position the two as promising partners in effective integrated intervention

3. Gain an applied understanding of the pedagogical content knowledge and specialized content knowledge required to deliver integrated curricula targeting the improvement of early literacy and fundamental motor skills and leave with examples and ideas for classroom implementation

Education Services

Designing Natural and Traditional Playgrounds that Create Outdoor Classrooms Clark Kugler, The Adventurous Child Discover the key factors of planning an outdoor play environment that uses the playground as a teaching extension with natural and man-made materials. We will discuss ways to optimize play space usage through learning centers, traffic flow patterns, creative play, and accessibility. Time will be spent exploring what activities are easier to do outside using both natural and man-made learning centers. Learning Objectives: By the end of the session participants will be able to:

1. State (3) goals related to their playground that will help them construct natural and traditional outdoor play environments

2. Name at least (2) Early Learning and Development Standards from the math and science areas that they can easily meet using their traditional or natural playground

3. Execute changes in their outdoor environments, use concrete ideas to organize and modify their existing space, and help children to benefit from providing more manipulatives on the playground

Facilities

Practice Based Coaching Mary Goedde, Andrea Boberg, Jenny Patterson and Billie Deig, Community Action Program of Evansville The session will provide participants with a description of Practice Based Coaching (PBC). The trainers will consist of coaches, Education Director and Director of Children’s Services. They will share information about how PBC can be implemented into any Head Start/Early Head Start program. Tools and strategies utilized by the program will be shared with participants. Participants will learn how to implement professional development to ensure maximum outcomes for our children and families. Learning Objectives: By the end of the session participants will be able to:

1. Set Practice Based Coaching goals 2. Implement various coaching strategies 3. Formulate plan to measure outcomes

Coaching and Mentoring

Designing & Implementing Comprehensive Systems, Strategies & Supports for Young dual Language learners and their Families in EHS/Head Start Rozlyn Grant, M.Ed., The Centers for Families & Children Participants will experience in detail how a Head Start program began development and implementation of a Dual Language Support program. They will learn of the time line developed. How families are incorporated in the program as well as activities developed by teachers to teach children and share with families. Learning Objectives: By the end of the session participants will be able to:

1. Understand the importance of a DLL support program and the benefits of being bilingual 2. Explain and understand the steps taken to develop a DLL support program & PLA 3. Explain DLL support programs details and options and the families they serve

Dual Language Learners

Active Implementation to Achieve Outcomes for Children and Families Laura Louison, Implementation Specialist, National Implementation Research Network Despite significant success in the development and evaluation of evidence-based interventions to ensure school readiness for vulnerable and at risk children, implementation and scaling up of these interventions remain a challenge in many communities. This session will outline the core components and best practices associated with successful implementation, and how the development of aligned infrastructure to support Active Implementation can assure high quality program and service delivery for HS children and families.

Leadership Issues

Supporting Parental Mastery-Finding Buried Treasure Deb Widenhofer, Baby TALK I want to be able to better support the parents in our program! During this session, participants will think about finding the “buried treasure” of each family’s strengths. We will explore the concept of supporting parental mastery in an effort to strengthen the parent-child relationship and build confidence and a sense of competence in parenting and parent-child interactions. Learning Objectives: By the end of the session participants will be able to:

1. Describe the steps to supporting parental mastery 2. Verbalize the impact this will have on parents and families 3. Identify tools to support parent-child engagement

Parent, Family and Community Engagement

Program Governance: "Being a Partner in the Decision-Making Process" Mable Jones, M.ED, The Jones Connection The participants in this session will specifically focus on OHS regulations and requirements pertaining to Program Governance in a Five-Year Project Period as stipulated in the Performance Standards and the 2007 Head Start Act. Board of Directors, Policy Council/Policy Committees and Key Management Staff will gain greater awareness and enhance leadership to include fiduciary responsibility and enhance their leadership skills as decision makers and to safeguard Federal funds of the Head Start/Early Head Start Program. Learning Objectives: By the end of the session participants will be able to:

1. Understand their roles and responsibilities as decision-makers while serving on the Board of Directors/Board of Education and Policy Council/Committees

2. Gain greater awareness and enhance leadership to include fiduciary responsibility 3. Participate in leadership development, decision-making, program development as well as in community and state

organizing activities

Parent, Family and Community Engagement

Session Primary Category Secondary Category

WEDNESDAY, OCTOBER 14, 9:00AM TO 12:00PM

DIALOGUE – Executive Directors, Directors, and Regional Office Staff

Leadership Issues

Family Child Care Option and Environments in Early Head Start-Child Care Partnerships STG International Staff and Federal Staff Intended Audience: All FCC providers, Education Managers Family Child Care is a unique option with its own distinct characteristics. This interactive session will allow providers to dive deeply into topics related to this option and build camaraderie with other providers. It is also appropriate for those considering the FCC option. Learning Objectives: By the end of the session participants will be able to:

1. Explain this unique option

2. Cite regulations applicable to this option

3. Identify application of environments, school readiness, emotional support and isolation, and health and safety

topics to this unique program option.

Early Head Start Child Care Partnerships

Data/Research Track Part 1: Questions To Ask Yourself and the Answers You Need to Succeed in Building a Statewide Head Start Data Infrastructure Peter Mulhall and Bala Mutyala, University of IL, Center for Prevention Research and Development Aggregating statewide data has many positive benefits and demonstrates the great work we do with children and families. Learn how Illinois has begun to build a statewide data infrastructure that provides technical assistance to individual programs to support their continuous quality improvement efforts, provides a strategy to assist in storing data, and is using aggregated data as a powerful public relations strategy. Discover how you might replicate the Illinois strategy including what you need to get started, questions to think about and lessons learned.

Part 2: Development of Minnesota’s Child Outcomes Monitoring System: Approach and Findings Matthew Hendricks, PhD., Assistant Professor of Economics, Tulsa University and Gayle Kelly, Executive Director, Minnesota Head Start Association Dr. Hendricks will share the approach used to develop a Child Outcomes Monitoring System for the Minnesota Head Start Association. The Child Outcomes Monitoring System provides local grantees with Fall and Winter Checkpoint analysis of child outcomes data as well as End of School Year analysis of outcomes and factors influencing child outcomes. This session will provide an opportunity for questions and discussion about the value of developing a statewide, voluntary system to aggregate child outcomes across diverse grantees within a State.

Effective Program Planning: Working Together to Achieve your Goals Wendy Bowe, Eileen Storer-Smith and Carla Aronhalt, STG International The Head Start planning system and its related activities are an essential part of program operations. Thoughtful planning has always been critical to Head Start success, it is even more important as programs shift from an indefinite grant period to a five-year project period. This session will focus on using the Foundations of Excellence: Planning in Head Start as a resource to support the planning process and development of program, school readiness and family engagement goals. Learning Objectives: By the end of the session participants will be able to:

1. Become better program planners in context of the five year project period 2. Use the Foundations of Excellence: Planning in Head Start to understand the difference between goal, objectives

and outcomes 3. Connect the dots between program goals, school readiness goals and see how family engagement fits into the

picture

Leadership Issues

REMEDIES: A How to Session on Increasing Quality Teacher Child Interactions – Part 1 Ruth King, Michelle Donovan and Heather Nusbaum, STG International This session will lead participants through exploration and active experiences to strengthen their knowledge and sharpen their skills in supporting classroom staff on how to increase quality adult child interactions as defined by the CLASS tool. We will take a closer look at key areas such as transitions, free play, and the use of behavioral markers as well as address balance across all Domains. We will ask for and address greatest needs in strengthening this area and participants will leave with increased knowledge and strategies to make a difference with every teacher. Learning Objectives: By the end of the session participants will be able to:

1. Examine strategies to support the increase of quality teacher child interactions recognizing the need for balance across all Domains

2. Identify key transition times throughout the early childhood day and examine methods to maintain quality interactions through those transitions

3. Recognize behavioral marker opportunities in common classroom toys, materials and equipment and identify strategies to use with teachers regarding quality teacher child interactions during free play

Education Services

Keeping All Children Safe: Get Active in the Zone! Jenny Buehler and Scott Elliott, STG International Join us for an interactive learning session designed to inform participants about six strategies that can be immediately implemented into the learning environment to keep all children safe. Learn how effective placement of staff can improve safety and support more intentional interactions. Learn the techniques of zoning and identify resources that will support planning for safe environments. Leave the session with realistic examples and strategies that can be used to keep infants, toddlers, and preschoolers safe. Learning Objectives: By the end of the session participants will be able to:

1. Learn the definition and benefits of using zoning in the learning environment 2. Identify Active Supervision strategies and classroom practices designed to keep children safe that are appropriate

to the infant, toddler, or preschool learning environment 3. Recognize the role of intentional planning in implementing safe environments

Safe Environments

Wellness at Work: Healthy Practices to Be Your Best When Working with Children Jamie Bonczyk, M.A., Parents in Community Action, Inc. Head Start Research has shown that Early Childhood staff that engage in worksite wellness initiatives feel more confident in talking with children and families about the importance of nutrition, physical activity and general wellness. Come to this session to learn low or no cost ideas for engaging staff in healthy practices. This session will feature large group, small group and hands-on opportunities to develop more tools to put into your personal tool belt. Learning Objectives: By the end of the session participants will be able to:

1. Explain how investing in staff wellness pays off for children and families 2. Relate how the hands-on activities and discussions apply to the work they do with children and families 3. Choose an area of wellness that they can personally affect in their workplace

Staff Development

How to Effectively Monitor and Measure Progress on New OHS Five-Year Grants Aaron Lieberman, Shine Early Learning This session will walk through the process of setting clear measurable five-year goals for your program that you can use in regular quarterly planning, self-assessment, and annual grant re-submissions. The guidance from OHS has dramatically increased the scrutiny and importance of these five-year goals, and the session will help participants use the process of setting, measuring and reviewing long-term goals into a productive continuous improvement effort – instead of a chore! Use the information in this session to help you begin to tame the data monster and make sure that you have a process and framework in place to looks at the most important data at the right time. Learning Objectives: By the end of the session participants will be able to:

1. Articulate understanding of how use of data will play a part in both setting and tracking long-term goals 2. Build quantifiable measures related to program goals, and set benchmarks/targets over the course of five years 3. Articulate how quarterly check-ins on goal-related metrics and program data can enhance planning and

programmatic self-assessment practices

REPEAT OF TUESDAY MORNING SESSION

Leadership Issues

Pre-School RAGE: The Roots and the Remedies! Phillip Hamberg, L.M.S.W, L.M.F.T., Michigan Family Resources; Head Start for Kent County The number of pre-school children expressing rage in the classroom is definitely on the increase! This workshop answers the questions: What is the difference between anger and rage? Where does the rage come from? What can be done in the classroom? How can parents be involved? What are the dangers of contagious emotion with teachers who do not fully understand why they feel hopeless, helpless, and angry themselves? This is an intense workshop intended for the intermediate and advanced pre-school professionals, both administrative and classroom staff. Learning Objectives: By the end of the session participants will be able to:

1. Define the difference between Anger and Rage 2. Explain at least 6 different ways to deal with rage in the classroom 3. Know how children “contage” the teachers with intense emotions and for what purpose

Behavior Management

Fiscal Monitoring, Analysis for Executives Karl Eck, Wipfli LLP This session will provide an overview of some key accounting terms and explain how those terms are applied in analyzing your organization’s financial situation. Additionally insight will be provided on reading your audited financial statements, monthly financial reports, organizational-wide budgeting and there will be a case study. Learning Objectives: By the end of the session participants will be able to:

1. Know what to look for in audited financial statements 2. Analyze your monthly financial reports better 3. Come away with a better understanding of organizational-wide budgeting

Fiscal

Enhancing the Dance of Attunement via Conscious Discipline Renee Sutherland, Knox County Head Start Development of secure attachment between babies, toddlers and their caregivers is critical to every child's positive social emotional growth. In this interactive training, participants will develop a better understanding of both attachment and attunement and the critical role they play in creating a blueprint for each child's future relationships, and will explore effective strategies for strengthening attachment and attunement with children at home and in the classroom. Learning Objectives: By the end of the session participants will be able to:

1. Examine three different attachment styles and how they are formed when the infant/toddler experiences distress 2. Evaluate and practice the skill of attuned communication with the goal of improving their attunement skills 3. Identify the four parts of a Brain Smart Start to help caregivers attune with the children in their care

Conscious Discipline® Infant/Toddler Services

Learning Projects from Low Cost Materials Bev Schumacher, Learning Props Learning is richest when programs, children and families have the “props” to work with. When working with families it is key to demonstrate to them that learning experiences can result with the resources they have in their homes and communities. This session will challenge each participant to explore learning opportunities using low cost resources. Learning Objectives: By the end of the session participants will be able to:

1. Identify safety issues such as small parts, sharp edges, sanitation when using repurposed materials 2. Enlist families and staff members to save materials that can support family and student learning opportunities 3. Engage students and their families in at least 3 learning activities created from low cost and repurposed materials

Education Services

How Strong Mothers and Strong Fathers Build Stronger Kids and Programs J Michael Hall, Strong Fathers - Strong Families

There is a mandate in Head Start to engage more fathers and families. Most programs believe this is a good idea but are not always sure how to make it happen. This workshop will help directors and staff understand the specific strengths that moms and dads bring to a child’s development and how to tap those strengths to improve child outcomes while building a stronger program. Learning Objectives: By the end of the session participants will be able to:

1. Describe how father engagement positively impacts learning outcomes for children 2. Identify how fathers provide specific strengths to children in the way that they relate to children and parent 3. Identify the barriers to great father engagement and best practices to overcome those barriers

Parent, Family and Community Engagement

More Than Big Kids in a Room: Presentation Strategies for Adult Learners Jo-Lynnis Moore Turner and Roshanda Cotton, Neighborhood Centers Inc. If you believe that adult learners are more than big kids in a room this is the session for you! This session will assist you in understanding the adult learner by increasing your awareness of effective presentation strategies which will impact your delivery of phenomenal trainings and presentations. Learning Objectives: By the end of the session participants will be able to:

1. Describe the four dynamics of adult learners 2. Differentiate between holistic and single tasks perspectives 3. Examine their own practices through self-reflection and review strategies that will result in successful, engaging

presentations

Staff Development

Self-Assessment: Developing a Systematic Program Plan Rebecca Spiridis, Spiridis Consulting and Gretchen Jurgens, Two Rivers Head Start Agency Developing a systematic program plan for self-assessment is essential for continuous quality improvement throughout the 5-year grant period. Presenters will focus on employing a self-assessment process, rather them an annual event. This interactive session will encourage participants to reflect on current practices and reframe a new program plan for self-assessment. Learning Objectives: By the end of the session participants will be able to:

1. Describe the connection between self-assessment, on-going monitoring and aligned monitoring within the cycle of continuous quality improvement through the five year grant period

2. Identify key stakeholders and their roles and responsibilities in the on-going monitoring and self-assessment process

3. Formulate a systematic program plan for self-assessment which includes analysis of outcomes, planning and implementation

Leadership Issues

Head Start A-Z Session: Governance Gwen Shavalier, STG International Head Start Program Governance is one of the 10 management systems within Head Start programs. Each of the 10 systems plays a critical role in supporting quality Head Start services that lead to positive outcomes for children and families. New directors and leaders will want to become familiar with the unique characteristics of Head Start Program Governance so they can actively ensure that their program’s overall governance system is effective and strong. Learning Objectives: By the end of the session participants will be able to:

1. Describe the origins of Head Start Program Governance 2. Identify the composition of the governance structure and the roles and responsibilities as outlined in the 2007

Head Start Act 3. Describe how the three governance entities work collaboratively and gain knowledge of Program Governance

Tools

Leadership Issues Parent, Family and

Community Engagement

Session Primary Category Secondary Category

WEDNESDAY, OCTOBER 14, 1:30PM TO 4:30PM

Organizational Designs and Shifts Barbara Haxton, Ohio Head Start Association and Dr. Timothy Nolan By any analysis it is clear that Head Start programs will be undergoing major changes in the coming months and years in their service delivery systems, their program models and their general way of doing things. While we have had consistent changes in Head Start service requirements over the years we appear now to be in a warp speed of change. Head Start people are quick to catch on and quick to adapt but the breadth of changes we are about to undergo may be among the straws that broke the proverbial back. This session will look at the changes we have incorporated within the last five years, and will project the changes for the next five years. Management systems must be continually adjusted; staff must be provided ongoing training; monitors must know what they are doing; leadership is much more challenging and within all of this the organization’s culture must be addressed. If the culture doesn’t change with the times, the agency will fail. We will look at change, culture shift and agency design in this afternoon session. Learning Objectives: By the end of the session participants will be able to:

1. Describe the dynamics of change on organizational design 2. Identify the impact of an organization’s culture on its operations 3. Describe how an agency must consciously look at and design its own organizational culture

Leadership Issues

Data/Research Track Part 3: Midwest Expansion of P-3 Child-Parent Centers Arthur Reynolds, PhD., University of Minnesota As the first early childhood program funded through Title I, the Child-Parent Centers are known as one of the most effective social programs. A scale up of a significantly revised and expanded program model began in 2012 under an Investing in Innovation Grant from the U. S. Department of Education. The Preschool-to-Third-Grade (P-3) Program is described as a school reform model with implications for Head Start and for sustaining early childhood gains. Part 4: Early Projects from the NORC Early Childhood Research and Practice Collaborative Marc Hernandez, NORC at the University of Chicago The NORC Early Childhood Research and Practice Collaborative launched in Spring 2015 with the goal of fostering research-practice partnerships that apply rigorous research methods and the latest developmental science to pressing needs and problems practitioners face from the local to national levels. In this session, Hernandez will discuss the Collaborative’s first two projects: 1) a collaboration with the Region V Head Start Association and NHSA to document and then develop a web-based tool to formatively assess PFCE activities among HS and EHS programs, and 2) a partnership with the Kenneth Rainin Foundation to improve Oakland, CA children’s oral language, literacy, math and social-emotional outcomes so as to ensure that Oakland becomes a “City of Readers.” This session will describe how the ideas for these projects were jointly generated, their scopes of work, and results to date.

REMEDIES: A How to Session on Increasing Quality Teacher Child Interactions – Part 2 Ruth King, Michelle Donovan and Heather Nusbaum, STG International Continuation of morning session.

Education Services

Boosting School Readiness Through Parent, Family, and Community Engagement Missy Hahn and Barbara Becker, STG International In this session, we will set the stage for developing positive goal-oriented relationships with families through the use of the PFCE interactive simulations. Relationships at all levels throughout your program are key to achieving outcomes. Staff and managers in your programs can practice and review strategies for engaging families from the beginning, goal setting with families and identifying strengths during challenging times. Family outcomes directly influence children’s achievement of school readiness outcomes. Learning Objectives: By the end of the session participants will be able to:

1. Identify key components of the PFCE Simulation Series and use them to practice relationship-building strategies in line with the PFCE Framework

2. Identify intentional choices about what to discuss with family members and how to respond to their feedback 3. Practice strategies to use strengths-based attitudes to partner with families during challenging times that will

support stable partnerships with families

Parent Family and Community Engagement

School Readiness

Fiscal Trends Belinda Rinker, Office of Head Start Regional and national oversight of grantees includes grantee reports, regular contact, onsite visits, monitoring and audits. This session uses multiple data sources to identify Regional and national fiscal trends, including monitoring findings. Results will be discussed in the larger context of what they mean for grantee fiscal operations and how grantees can implement policies and procedures to avoid fiscal challenges.

Fiscal

Center-Based Option and Environments in Early Head Start-Child Care Partnerships Federal Staff Intended Audience: Center-based staff and Education Managers in EHS-CCP It is an exciting time for Early Head Start – Child Care Partnership (EHS-CCP) programs and center-based environments within the EHS-CCP programs are at differing phases of implementation. This interactive session will allow participants to become familiar with various practices around environments and the center-based option in general. Learning Objectives: By the end of the session participants will be able to:

1. Describe the integrated approach to implementation 2. Identify key characteristics of center-based programming within the EHS-CCP context 3. Identify application of health and safety, indoor and outdoor environments, and school readiness topics to the

EHS-CCP center-based option

Early Head Start Child Care Partnerships

Business 101- Leadership Development for Supervisors Alpha Jackson and Dana Garner, Trinity United Church of Christ Child Care Center All participants will gain new knowledge on how to inspire staff to be productive, in the work place. This training will help anyone in a position of leadership to better demonstrate caring as well as courage, and to use individualized strategies to meet individualized personalities-at work and in life. Learning Objectives: By the end of the session participants will be able to:

1. Develop effective strategies to solve staff issues and problems 2. Support realistic goals created by participants, in the area of Leadership and staff “MIND SET” 3. Identify resources, as a take away that will help empower their work with people, as it relate to creating win/win

outcomes during conflict

Supervision

Human Resources: Your Role in Staff Recruitment, Selection, Retention and Supervision Lee Ann Murphy and Lorri Bernier, STG International In this session, Head Start leaders will review what they need to know, do and oversee regarding human resources management. After a brief overview of major federal and state laws and regulations regarding human resources, participants will consider effective strategies for recruiting, growing, and retaining qualified staff. Learning Objectives: By the end of the session participants will be able to:

1. Identify their roles in staff recruitment, selection and retention 2. Identify Human Resources regulations that pertain to their programs 3. Identify strategies to strengthen their supervision system

Program Management

Talking to Parent about Tough Topics - How to Use Motivational Interviewing Holli Seabury, McMillen Center for Health Education Learn how you can more effectively communicate with parents, especially when trying to encourage a change in behaviors. Motivational Interviewing techniques will help you re-frame your communication to achieve better results. This session will use your real-life examples to teach the concepts of Motivational Interviewing and the OARS approach. You will leave with techniques you can start using tomorrow to motivate parents to make positive changes! Learning Objectives: By the end of the session participants will be able to:

1. Understand what Motivational Interviewing is, and how the techniques used differ from a typical conversation 2. Describe how to use the different components of OARS in practice 3. Demonstrate how to use the circle chart approach in Motivational Interviewing

Parent, Family and Community Engagement Health

Head Start Enterprise System - HSES Fran Majestic and Theresa Rowley, Office of Head Start, Division of Program Operations The session will provide a deep dive into the use and functionality of the Head Start Enterprise System (HSES), including grant applications and amendments, managing correspondence, users, contacts, locations, services, enrollment, and more. Report availability and use will also be covered. Participants are invited to ask questions and provide suggestions. This session is primarily targeted for Directors and Managers responsible for HSES related activities.

Data Management

Take It Outside! Creating a Nature-Based Learning Environment Pamela Harwood, Ball State University, Kay Gordon, Transition Resources Corp., and Tyanne Vazquez, TRC Head Start This interactive workshop will present the process of designing and building an outdoor, nature-inspired classroom that is guided by a research-based foundation for creating nurturing outdoor spaces for preschool children and educators. A literature review will provide supportive, evidence-based data as to why it is important to "green" our traditional playgrounds. Case studies presented will further evidence this need and give best practice exemplars to emulate. The design principles and simulation workshop illustrations will provide educators and administrators of Head Start programs cost-effective and attainable concept strategies for their own use in creating an outdoor nature-based learning and play environment. A concluding design opportunity will be given to craft a solution unique to participant’s own physical site, philosophy, vision of the space, and design principles articulated. Learning Objectives: By the end of the session participants will be able to:

1. Understand the importance of providing young children with a nature-based learning environment 2. Discover effective qualitative research methods for designing, documenting and supporting children's learning

with nature in an outdoor environment 3. Understand the process of designing and building an outdoor, nature-inspired classroom that is guided by a

research-based foundation

Facilities

Engage and Inspire Staff through Effective Program Leadership Michelle Brahaney and Katie Bourbina, Monroe County Intermediate School District The purpose of this session is to coach current early childhood leaders through a process to identify theories of educational leadership and organization dynamics. The theoretical perspectives will be explained through lecture with real-life examples. The session will quickly transition from theory to practice where participants will have an opportunity to identify their own personal leadership style. Leaders will have an opportunity to reflect upon their current practice and in small groups discuss specific strategies to address difficult situations and identify strategies to address such situations. Learning Objectives: By the end of the session participants will be able to:

1. Understand and apply theories of educational leadership 2. Reflect upon their own leadership style in order to build on personal strengths to engage and inspire staff 3. Identify strategies to resolve conflict and build consensus

Building Emotional Intelligence Donna Russotto, M.A. Ed, MDSCCAA Early Childhood Program Everything we do with children and families is done most effectively through the connections we build. Can I be present enough to mindfully listen, be open, make eye contact, and take a non-judgmental stance? We understand clearly the reasons why these things are so vitally important to the work we do but, how do we deliver such traits? This workshop goes to the next level to teach how to stay connected through self-inquiry. Delivering services from the executive function of the brain looks more balanced and whole. Learning Objectives: By the end of the session participants will be able to:

1. Identify keys to creating Emotional Intelligence 2. Define Self-Regulation 3. Express the Power of Perception

Child Development

Getting Dads Through the Door J Michael Hall, Strong Fathers - Strong Families Strong Fathers-Strong Families, LLC has worked with over 160,000 fathers in schools and Head Starts around the country. Our success in bringing fathers to centers and campuses has been based on a lot of past trial and error and we have proven how to be successful time and time again. This presentation will take into account 15 years of best practices that programs can use immediately to better serve fathers and families. These best practices have been used successfully in program in all types of settings (urban, suburban, rural and even frontier locations) and have been developed through lots of hard work and the input of seasoned Head Start professionals. Participants will learn how father engagement positively impacts learning outcomes for children. Learning Objectives: By the end of the session participants will be able to:

1. Identify how father engagement positively impacts learning outcomes for children 2. Identify strategies to build staff buy in and support for positive father engagement 3. Identify best practices for building and promoting sustainable father engagement activities and events

Parent, Family and Community Engagement

Session Primary Category Secondary Category

THURSDAY, OCTOBER 15, 9:00AM TO 10:45AM

Using Outcomes to Measure Quality in Head Start Emmalie Dropkin, National Head Start Association Over the past year, NHSA's Investing in Impact Working Group has been at work discussing how to approach outcomes measurement in Head Start. This work grows more relevant every day, as we've seen Continuous Quality Improvement integrated in the NPRM for the Head Start Program Performance Standards and as we discuss how to reform the Designation Renewal System so it's truly focused on programs struggling to offer quality services. Join Emmalie Dropkin from the National Head Start Association for a discussion of the Investing in Impact work so far, NHSA's new DRS Outcomes analysis, and how your program can be involved in efforts toward common measurement.

Leadership Issues

Effective Agreements Belinda Rinker, Office of Head Start Learn how to plan, draft and implement effective agreements. Today’s funding opportunities often anticipate the use of partnerships or similar collaborative agreements to support the delivery of high quality, comprehensive services. An effective agreement supports legal and fiscal compliance and fully informs all parties of their respective rights and responsibilities. This interactive session will provide foundational information for developing effective agreements of all types, with added emphasis on Early Head Start – Child Care partnership agreements.

Fiscal Program

Management

Chicago Teen Mom Summer Jobs Program: Using Head Start & Youth Positive Programming to Empower Teen Moms Elizabeth Stover, Roopa Seshardri, Andrew Fernandez and Earline Alexander, Chicago Department of Family & Support Services During this session we will discuss the City of Chicago’s Teen Mom Summer Job Program, a pilot program that built on Head Start/Early Head Start, combining principles of positive youth development, youth mentoring, and youth employment, to engage teen moms across a range of activities to support their growth as parents and as young women. The City brought researchers into the program design process early, in order to design a program that could be easily evaluated and improved upon. The program evaluation showed that the program had had a statistical impact despite its relatively short length (seven weeks). Teens had experienced increase parental confidence and decreased stress, and reported overall improved well-being. Learning Objectives: By the end of the session participants will be able to:

1. Describe cross‐discipline programming, its benefits and challenges 2. Identify benefits of bringing researchers into program design 3. Verbalize principles of positive youth development and its place in two generational programming

Parent, Family and Community Engagement

Planned Language Approach Follow-Up Lydia Zapata and Barbara Becker, STG International This session offers continued learning for participants of a Regional Planned Language Approach event. Come review key aspects of the Planned Language Approach and discuss your progress with implementation. Explore resources to strengthen continued implementation. Learning Objectives: By the end of the session participants will be able to:

1. Review the key aspects of PLA 2. Link resources to key aspects of PLA 3. Plan next steps for continued PLA implementation

Dual Language Learners Education Services

ERSEA – The Gateway System Kim Larson and Eileen Storer-Smith, STG International Systems thinking provides a fresh perspective and a big picture lens that taps into a higher level of analyzing, problem solving, and strategizing. As a leader, it is important to design a strong ERSEA system and continuously work to improve the system. The five year cycle stipulates programs evaluate progress, measure outcomes and show impact on children, families and community. For this reason we are more compelled to thoughtfully and inclusively consider what the data from Community Assessment is telling us about our programs. In this session we will examine what the Head Start Performance Standards tell us about ERSEA and the important elements of the Community Assessment. Learning Objectives: By the end of the session participants will be able to:

1. Understand the importance of ERSEA as the system to ensure programs implement practices to assess their communities, recruit, and enroll children and families who are most in need.

2. Understand the value of the Community Assessment as part of the ERSEA system. 3. Understand the leader’s role in effective implementation of ERSEA.

Program Management

Supporting School Readiness and Success for Young African American Boys Jessica Moore and Jenny Buehler, STG International Research has shown that African American (AA) boys are more likely to be singled out for punishment and are expelled or suspended at disproportionately higher rates than white boys, even in preschool. How can teachers and parents creatively work together to nurture and support AA boys toward school readiness and later school and life success? Many boys of color are perceived by educators as problematic which poses a significant barrier to their school readiness. In order to successfully engage and work with AA boys, teachers and parents must commit to creating culturally and developmentally responsive environments, learning strategies that build on AA boys ‘funds of knowledge,’ challenging personal and professional biases, adopting responsive methods, and infusing new knowledge and attitudes into their curriculum, program planning, and parenting practices. By addressing biases and stereotypes, and recognizing and building on boy’s strengths, teachers and staff can help AA boys develop important skills, knowledge, attitudes, and behaviors to succeed in school and beyond. Learning Objectives: By the end of the session participants will be able to:

1. Articulate disparities in the treatment of African American boys in preschool 2. Identify strategies to nurture and support African American boys 3. Plan strategies to engage parents to create culturally responsive environments

Avoiding Stress in the Classroom - A Strength Based Approach Steven Erwin, Kaplan Early Learning Participants will gain an understanding how strengthening their protective factors and promoting positive relationships can reduce everyday stress. Working in small groups participants will have an opportunity to reflect, discuss and explore the impact of stress in an early childhood classroom. This presentation will provide strategies that can strengthen resilience in adults and children there by reducing stress. Learning Objectives: By the end of the session participants will be able to:

1. Identify and recognize factors that can create stress. 2. Explore how stress impacts health and cognitive abilities. 3. Identify and strengthen children and adults ability to adjust to stress.

Behavior Management

Head Start A-Z: Self Assessment Gwen Shavalier and Lorri Bernier, STG International Program managers use the Self-Assessment to take stock. While ongoing monitoring helps programs answer the question, “Are we doing things right?” Self-Assessment focuses on the big picture, helping programs answer the question “Are we doing the right things?” During the annual Self-Assessment, staff, leaders, parents, and partners reflect on annual and multiyear data. They begin by looking at what is working in the program, acknowledging successes and progress and considering how to apply successful practices to other areas of the program. They compare data across content areas to address higher-level systemic issues. Self-Assessment helps the program determine if they are doing everything they can to benefit the children and families they serve. Learning Objectives: By the end of the session participants will be able to:

1. Identify Recommended Practices for Self Assessment 2. Correlate the link between Ongoing Monitoring, Self Assessment and Planning 3. Recognize the phases of Self Assessment and Identify uses for available Self Assessment Tools

Program Management

Creating Safe Environments for Children Laura Nikolovska, Kids in Danger (KID) What every parent or childcare professional needs to know… You might believe that buying a popular brand name product, using a hand-me-down product that has already been “kid-tested”, or buying an expensive product means that it will be safe. But not all toys and nursery products are tested adequately for safety and some products can pose hidden hazards. This session will give an overview of specific product hazards, review recent recalls, and give parents and caregivers of young children potentially lifesaving information. Participants will leave with 3 steps to safety and important tools to keep children safe from dangerous and recalled products. Learning Objectives: By the end of the session participants will be able to:

1. Verbalize understanding of product safety and methods to report an unsafe product 2. Identify resources to alert consumers to new legislation in child product safety and how it affects them 3. Identify resources to educate individuals about dangerous children’s products 4. List and describe the “3 steps to safety” and other safety resources

Safe Environments

Jump Start-Early Reading/Writing Skills to Help Prepare children for Kindergarten Rozlyn Grant, M.Ed., The Centers for Families & Children While attending this workshop participants will see the urgency and importance of implementing early literacy skills while in Head Start through large group big book readings. This presentation will literally teach participants how to implement these strategies daily through developmentally appropriate, authentic interactions and activities. Learning Objectives: By the end of the session participants will be able to:

1. Define/Explain early literacy skills (alphabet knowledge, comprehension, phonemic awareness, rhyming, alliteration, oral language, vocabulary)

2. Develop lesson plans that implement early literacy skills through big book readings using the Before, During and After book reading strategies.

3. Assess gains in early literacy skills through vocabulary assessment.

School Readiness

Intentionally Involving Fathers in Head Start/Early Head Start Latiche Bush-Lake, Centers for New Horizons, Inc. Fathers play a vital role in the healthy development of their children; thus engagement of father and father figures in early care and education settings is critical. This workshop will present an overview of this emerging topic and provide participants with strategies and activities to implement in their Early Head Start and Head Start programs. Learning Objectives: By the end of the session participants will be able to:

1. Understand fathers’ vital contributions to healthy child development. 2. Properly communicate with fathers to maximize involvement and maintain an environment where fathers feel

valued. 3. Develop fun and engaging father involvement activities and events.

Parent, Family and Community Engagement

Exploring the Link Between Family & Child Outcomes Peter Huffaker, CCR Analytics Struggling with how to connect the data you collect on your children with the data you collect on your families? Join CCR Analytics to explore a case study of a Head Start program linking child assessment data with family outcomes data. We will review a framework for doing integrated child and family data analysis, present the insights derived from the integrated analysis, and discuss how to use the data to guide program choices. This workshop will be lively and interactive. Come prepared to engage. Learning Objectives: By the end of the session participants will be able to:

1. Learn the details of a Head Start case study integrating child outcomes and family outcomes data 2. Develop understanding of the framework for using this type of integrated analysis in your program 3. Identify the pitfalls of using this type of integrated child and family data analysis

Data Management

Engaging Parents in STEAM through the Monarch Butterfly Jacquelyn Ledezma and Maricela Martinez, El Valor Participants will learn about STEAM and how the monarch butterfly can be used to cover each area. A brief review of the monarch life cycle will be provided so participants can have the basic concepts. Hands on activities will be provided for each area of STEAM. Parent engagement would be encouraged through home activities. Learning Objectives: By the end of the session participants will be able to:

1. Identify components of STEAM 2. Recognize links between Monarch Butterfly project and STEAM 3. Identify strategies to engage parents in the Monarch Butterfly project

Parent, Family and Community Engagement

Innovative Solution for Curriculum Design Kathy Tirey, Hamilton County ESC Head Start Although each program is unique, there are some common best practices and key teaching strategies that we at HCESC wanted to ensure were being implemented in all classrooms and for all of our children and families. During the 2014-15 school year, we designed and implemented a general comprehensive curriculum with embedded assessment that was used in all of our preschool programs. This curriculum design addressed Head Start and State rating system requirements. We would like to share with others our rationale for doing this, our successes and challenges, and our plans as we look toward the future. Learning Outcomes By the end of the session participants will be able to:

1. Examine an innovative solution to the multi-faceted challenges facing Head Start programs 2. Identify successful ways to support both new and experienced teachers around curriculum design 3. Verbalize new strategies to enhance their instruction and assessment 4. Identify strategies to use of technology to enhance curriculum implementation

Education Services