16th Annual Birth to Three Institute

16th Annual

Birth to Three InstituteJune 11-14, 2012

Marriott Wardman Park Hotel • Washington, DC

Register

today!

R e g i s t r a t i o n B ro c h u re

Sponsored by: U.S. Department of Health and Human ServicesAdministration for Children and Families

2 Bir th to Three Institute 2012

16th Annual

Birth to Three Institute

The Birth to Three Institute (BTT)is a professional development opportunity for early childhood professionals working in Early HeadStart, Head Start, Migrant and Seasonal Head Start, American Indian/Alaska Native programs, andother group care or home visitingsettings that serve pregnant women,infants, toddlers and their families.The goal of BTT is to disseminateinformation about best practices in the field as well as research implications for improved practice.BTT is also a venue to networkwith the broader early childhoodcommunity.

Growing Minds and Hearts…Children, Families, and Communities

SCHEDULE AT A GLANCE 2012SUNDAY, JUNE 103:00pm – 6:00pm Registration

MONDAY, JUNE 11 (PRE-INSTITUTE DAY)7:00am – 5:00pm Registration and Information

8:30am – 12:00pm Pre-Institute Sessions (additional cost)

10:30am – 5:00pm Information Sessions (no additional cost)

12:00pm – 1:00pm Pre-Institute Lunch (Pre-Institute participants only)

1:30pm – 5:00pm Pre-Institute Sessions (additional cost)

TUESDAY, JUNE 127:00am – 5:00pm Registration and Information

7:00am – 8:15am Breakfast

8:30am – 10:00am Welcome and Opening Plenary

10:15am – 11:45am Track Sessions

12:00pm – 1:15pm Lunch and Regional Meetings

1:30pm – 3:00pm Track Sessions


5:00pm – 7:30pm Welcome Reception and Exhibit Fair Opening

WEDNESDAY, JUNE 137:00am – 5:00pm Registration and Information



10:00am – 6:30pm Exhibit Fair Open


12:00pm – 2:30pm Lunch and Parent Plenary


4:45pm – 5:45pm Listening Session

THURSDAY, JUNE 147:00am – 2:00pm Registration and Information


7:00am – 12:00pm Exhibit Fair Open



12:00pm – 2:00pm Lunch and Closing Plenary

TABLE OF CONTENTSKey Information . . . . . . . . . . . . . 4

Continuing Education Credits . . 7

Pre-Institute Sessions . . . . . . . . 10

Information Sessions . . . . . . . . 11

Track Sessions . . . . . . . . . . . . . . 12

Accommodations & Travel . . . 28

Registration. . . . . . . . . . . . . . . . 29

Register online at www.ehsnrc.org 3

DEPARTMENT OF HEALTH & HUMAN SERVICES

Administration for Children and FamiliesOffice of Head Start 8th Floor Portal Building1250 Maryland Avenue, S.W.Washington, DC 20024

February 15, 2012

Dear Colleagues,

On behalf of the Office of Head Start, I am pleased to invite you to register for the 16th Annual Birth to Three Institute (BTT). Our theme is Growing Minds and Hearts…Children,Families, and Communities.

Recognizing the importance of supporting quality professional development opportunities, theOffice of Head Start sees BTT as a venue for program staff to access the latest information andresources related to infant and toddler services and programs. This year we are offering a newtrack to support the work of home visitors in particular. Track E: Home Visiting will present avariety of topics ranging from safety, group socializations, and culture.

We encourage you to read through the program and select the sessions that best fit your learningneeds. There are many wonderful opportunities for engaging with colleagues in shared learningexperiences. We are certain you will enjoy this learning experience and will leave the Institutereenergized and reaffirmed in the belief that the earliest years of a child’s life matter.

I look forward to seeing you in June.

Sincerely,

Angie GodfreyInfant and Toddler Program SpecialistOffice of Head StartAdministration for Children and Families


You are invited to the 16th AnnualBirth to Three Institute!

KEY REGISTRATION INFORMATION

REGISTER EARLY FOR A CUSTOMIZEDLEARNING EXPEREINCE!You can tailor the Institute to meet your individual professional development needs! Register online or bymail and select the sessions that best fit your interests.

REGISTRATION METHODSRegistration Deadline: May 7, 2012

★ Register Online:Visit www.ehsnrc.org to register online today! Onlineregistration is the quickest, easiest registration method andincreases your chances of getting into the sessions of yourchoice. Payment methods include check, purchase order,or credit card.

Register by Mail:Use the registration forms located in the back of thisbrochure to register by mail (pages 31-34).

Register Early!Seating is limited and popular sessions fill up quickly soearly registration is strongly encouraged. Those who register before March 19, 2012 receive a discount offthe registration rate!

For more registration information, please see pages 29-30.

REGISTRATION INCLUDES…• Opening and Closing Key-Note Plenary Sessions• Parent Plenary Session• Welcome Reception • Admission to the Exhibit Fair• Opportunity to attend eight breakout sessions to suit

your unique needs• Six meals (three continental breakfasts and three

lunches)• Option to participate in intensive three-hour Closer

Look sessions on key topics• Access to the on-site Data Café

WHO SHOULD ATTEND?• Early Head Start staff (center, home-based, family

child care)• Migrant and Seasonal Head Start/Early Head Start staff• American Indian/Alaska Native Head Start/Early

Head Start staff• Federal staff• State Policymakers and staff • Early Intervention Specialists• Home Visitors• Infant/Toddler Specialists• Maternal and Child Health Specialists• Social Workers• Child Care and other early care and education

program staff• Child Care Resource and Referral staff• Community partners to Early Head Start programs

“BTT was wonderful and very thoughtprovoking. I took away incredible information that will support my learning and personal growth.”

— 2011 Birth to Three Institute Attendee


★

★

WHAT YOU NEED TO KNOW ABOUT BIRTH TO THREE INSTITUTE

DATA CAFÉThe Data Café will be available during Institute hours and will provide connection to web resources available from the EarlyHead Start National Resource Center and the Early ChildhoodLearning and Knowledge Center.

EHS VIDEO THEATERThe EHS Video Theater will featurevaluable video resources on topicsrelated to child development andprogram services. The video theateris free to all registered participants, and is another way to enhance yourlearning experience at the Institute.

CERTIFICATE OF ATTENDANCEA Certificate of Attendance will be provided at the Institute to allattendees.

BIRTH TO THREE IN SPANISH!To meet the professional development needs of participants who speak Spanish or prefer to listen to the sessions in Spanish, the Institute supports you in two different ways:

• Selected sessions presented in Spanish. • Participants can request one-on-one interpretation services for the entire

Institute. A participant can select, attend, and enjoy any session that willbe presented in English.If you need interpretation services please make a request on the registration form. All requests must be received no later than May 7, 2012.

EN ESPAÑOL: ¡BIRTH TO THREE EN ESPAÑOL!Estamos comprometidos a hacer la conferencia accesible a tanta gentecomo sea posible. Con este fin, los asistentes al Instituto Birth to Three(BTT) contarán con interpretación simultánea de manera que puedanaprovechar al máximo las sesiones de su interés. Si hablan español o si prefieren asistir a sesiones en español, BTT les apoya de dos maneras:

• Algunas sesiones se presentarán en español. • Los asistentes pueden solicitar interpretación simultánea privada durante

toda la conferencia. De esta manera podrá seleccionar, asistir, y disfrutarde cualquier sesión que se presente en inglés.Si usted necesitase interpretación por favor márquelo en la páginade inscripción a más tardar el 7 de mayo de 2012.


Join a Focus Group at Birth to Three Institute

The Early Head Start National Resource Center (EHS NRC) isseeking representatives from Early Head Start programs to participatein two focus groups during BTT.

One group will focus on EHS NRC products. We want to know how ourproducts support your work, and how they can be improved. The othergroup will focus on coaching and mentoring in Early Head Start.

If you are interested in participating in one of these focus groups, pleaseemail [email protected] and reference “Focus Groups” in the sub-ject line.

We can provide interpretation services for focus groups if requested.

EN ESPAÑOL: El Early Head Start National Resource Center (EHSNRC) está solicitando representantes de los programas EHS para participar en foros de discusión durante BTT. Una discusión se enfocará en los recursos que el EHS NRC produce.Nos gustaría saber cómo les ayudan para realizar su trabajo y cómopodemos mejorar tales recursos. La otra discusión se enfocará en capacitación y tutoría en EHS. Si está interesado en participar en uno de estos foros de discusión, sírvase comunicarse con [email protected]. Si lo desea podemos proporcionarle interpretación.

EXHIBIT FAIR Enrich your Institute experience at the Exhibit Fair with boothsshowcasing the latest products andresources to enhance your early-careservices.

Past exhibitors include:

• Book Vine For Children• ChildPlus Software• Community Playthings• Environments, Inc.• Head Start Knowledge and

Information Management Services (HSKIMS)

• HighReach Learning• Infant Massage USA• InJoy Birth and Parenting

Education• Kaplan Early Learning Company• Lakeshore Learning Materials• National Institute of Dental and

Craniofacial Research• Nursery Maid• Oral Deaf Education• Safespace Concepts, Inc.• Smart Horizons• Teaching Strategies, Inc.• The Adventurous Child• The Pin Man - Positivepins.com• Vort CorporationIf you are interested in exhibiting, please contact us at (202)638-1144 or [email protected]


UNDERSTANDING SESSION SELECTION OPTIONS

PRE-INSTITUTE DAYThe Birth to Three Pre-Instituteday is Monday, June 11, 2012 andwill feature Pre-Institute Sessionsand Information Sessions.

Pre-Institute Sessions:Pre-Institute sessions offer participants a comprehensiveoverview of critical topics. An additional registration fee of $100 is required for each Pre-Institute session which will include lunch.See page 10 for more information.

Information Sessions:There is no additional cost to attend these 1.5-hr sessions duringPre-Institute day. Lunch will not be provided for Information Session attendees. See page 11 for more information.

BIRTH TO THREE INSTITUTEThe Institute officially begins Tuesday, June 12, 2012 with anOpening Plenary and concludes on June 14, 2012 with a ClosingPlenary. During these days, you maychoose to attend Closer Look orTrack Sessions.

Closer Look Sessions: “Closer Look” sessions are three-hour long intensive and interactivesessions that span the time-frame of two regular track sessions. Participants who register for aCloser Look session cannot registerfor other sessions in that same time slot.

Track Sessions:Track sessions are 1.5 hours long and are divided into five different topical“tracks”. You may choose to attend sessions from different tracks or selectsessions from the same track throughout the Institute. Tracks are labeled A through E and are color-coded throughout this registration brochure asfollows:

TRACK A Inclusive Child Development (Literacy, Curriculum, Attachment, etc.)

TRACK B Child Health and Prenatal Services(Parental Depression, Oral Health, Nutrition, etc.)

TRACK C Family and Community Partnerships(Collaborative Partnerships, Family Engagement, etc.)

TRACK D Management and Professional Development(Reflective Supervision, Fiscal Sustainability, Family Child Care, etc.)

TRACK E Home Visiting(Group Socializations, Safety, Culture, etc.)

Session LevelsInstitute sessions are designed to meet many different professional needs,from learning about new topics to improving current skills. All sessions havebeen categorized under one of the following three learning levels:

LEVEL 1

Session will help participants make the connection between actual practice and the content knowledgethat supports it.

Appropriate for thosewho are new to EHS or just beginning to acquire knowledge in the early childhood field.

LEVEL 2

Session will provide opportunity to build and expand fundamental skills; is designed for thoseready to effectivelyapply theories in newsituations and put into practice their understanding of the topic.

Appropriate for thosewho usually have 3+years in EHS or theearly childhood field.

LEVEL 3

Session will provide complex high level content and new perspectives; is designed for those who seek to extend their knowledge, understanding, and problem solving skills inalready familiar areas.

Appropriate for those who are experienced EHSpractitioners or new toearly care programs buthave early childhoodknowledge.


LOOKING FOR A SPECIFIC SESSION TOPIC?

irth to Three Institute will offer a number

possible sessions of interest in content priority areas

B of sessions related to content priority areas identified by the Office of Head Start. To assist

with session selections, the listing below highlights some

related to:

• American Indian/Alaska Native (AI/AN) programs• Disabilities• Family Child Care (FCC) programs• Migrant/Seasonal Head Start (MSHS) programs

AI/AN

A-3 Nurtured with Words: Storytelling, LanguageDevelopment, and Learning (Page 12)

C-7 Learning Culture “By Heart”: TellingTraditional Stories to Support Identity,Family, and Community (Page 18)

DISABILITIES

A-4 “Learn the Signs. Act Early.”: CDC’s InnovativeApproach to Early Identification of YoungChildren With Autism and OtherDevelopmental Disabilities (Page 14)

A-6 Block and Trucks and Dolls, Oh My!:Intervening Through Play to Support HealthDevelopment (Page 14)

A-11 Setting the Stage for Inclusion Success: FromIdentification and Teaming to Implementationand Curriculum Adaptation (Page 20)

A-16 Growing Strong Supports for Young Childrenwith Special Needs in Military Families (Page 26)

B-6 Updating Hearing Screening Practices forChildren Birth to Three (Page 16)

E-6 Individualizing Home Visits for Parents WithIntellectual Disabilities (Page 17)

E-11 An Evidenced-Based Approach for SupportingInfants and Toddlers with Disabilities: An EarlyHead Start and Early Intervention Partnership(Page 21)

FCC

IS-1 Using Parents and Providers: Sharing the CareMaterials to Improve Family Child Care (Page 11)

IS-5 Overview of the Child DevelopmentAssociate Credential with Specific Emphasison the Family Child Care Setting (Page 11)

CL-3 A CLOSER LOOK at the Early Head Start (EHS) for Family Child Care (FCC) Project:A Framework for EHS-FCC Partnerships (Page 19)

D-4 An Introduction to the Early Head StartFamily Child Care Option: Benefits forChildren, Families, Providers, andCommunities (Page 15)

D-11 How Accreditation Supports QualityImprovement in Family Child Care Programs(Page 23)

D-12 Implementing the Head Start ProgramPerformance Standards in a Family ChildCare Home: What does it look like? (Page 23)

MSHS

A-1 Developing Written Policies on Language and Learning for Programs Serving DualLanguage Infants and Toddlers (Page 12)

B-9 The Latino Obesity Epidemic: A PracticalGuide to Early Prevention and Intervention(Page 20)

C-1 Helping Families Overcome Barriers withFamily Partnership Agreements and Referrals (Page 13)

C-8 Supporting the Needs of Newly ArrivedRefugee and Immigrant Families (Page 18)

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16th Annual

Birth to Three InstituteMonday, June 11, 2012 • Pre-Institute Day

PRE-INSTITUTE (PI) SESSIONS Pre-Institute sessions offer participants a comprehensive overview of critical topics. An additional registration fee of $100 isrequired for each Pre-Institute session. Lunch will be provided for all Pre-Institute session attendees from 12:00pm-1:00pm.

8:30am – 12:00pm

Designing Services for At-Risk PI-1Populations in Early Head Start

Looking to strengthen your family engagement efforts?This session focuses on program models and best practicerecommendations from the latest research for promotingfamily engagement with “at risk populations.” Panelists willhighlight key interventions, collaborations, and lessonslearned for building respectful and responsive relationshipswith vulnerable families and their young children.Level 2

David Jones, Office of Head Start, Administration for Childrenand Families, Carol A. Nolan, Office of Head Start,Administration for Children and Families, and Catherine C.Ayoub, National Center on Parent, Family, and CommunityEngagement, Boston, MA

1:30pm-5:00pm

PI-2 The Essence of Home VisitationThis presentation will introduce participants to guidingprinciples of home visiting that are fundamental to promoting high quality parent-child relationships, childhealth and development, school readiness, and linkingfamilies to community resources. The session will exploreways to implement key principles of home visitation.Level 2

Brenda Jones Harden, University of Maryland at College Park,College Park, MD

Fussy Babies and Stressed Parents:PI-3Supporting the Parent-Child Relationship

Participants will learn how to engage and support parentswhile concurrently building their feelings of competenceand efficacy. Using five core intervention processes, participants will discover how to read parents’ cues andmatch the response to meet the need. This session willalso explore ways to manage and appropriately use feelings in interactions with parents. These processes will aid individuals in supporting the parent-child relationship while working with families around infantcrying, feeding, sleeping and temperament. Level 2

Linda Gilkerson and Dhara Thakar, Fussy Baby Network,Erickson Institute, Chicago, IL

“The week has been wonderful, verythought provoking and I will be taking awayincredible information that will support mylearning and personal growth.



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INFORMATION SESSIONS (IS)There is no additional cost to attend these 1.5-hr Information Sessions during Pre-Institute day. Please note that lunch will not be provided for Information Session attendees.

“The Birth to Three Institute was a fabulous, instructive, and inspiring experience!”


10:30am-12:00pm

IS-1 Using Parents and Providers: Sharing the Care Materials to Improve Family Child Care

This session will demonstrate the use of Parents andProviders: Sharing the Care materials developed by ZEROTO THREE. These materials are for child care providersto share with parents to increase an understanding that early relationships have a lifelong impact and that self-awareness, careful observation, and flexible responses are key relationship-building skills.Level 2

Nikki Darling-Kuria and Jodi Whitman, ZERO TO THREE,Washington, DC

IS-2 10 Components of Quality Infant andToddler Child Care: A Tool forContinuous Quality Improvement

Early childhood experts have identified 10 evidence-basedcomponents essential to high quality infant and toddlercare. Deciding “where to start” can be challenging. Thissession will describe a system for assessing strengths anddeveloping a customized plan of signs and steps for skillbuilding, mentoring, and ongoing support for quality improvement.Level 3

Rebecca Pruett, Christine A. Chiricos, and Barbara White,Florida State University Center for Prevention and EarlyIntervention Policy, Tallahassee, FL

1:30pm-3:00pm

IS-3 Stewards of Children: A Best PracticeModel of Staff Development to PromoteChild Sexual Abuse Prevention

Stewards of Children is an evidence-based curriculumproven to be effective in increasing knowledge, improving attitudes, and positively changing adult-childprotective behavior. Participants will learn about theSeven Steps to Protecting Children and will receive information on how to complete the online Stewards ofChildren training for free. Level 2

Ennis Caldwell Baker, Orange County Head Start/Early HeadStart, Chapel Hill, NC

IS-4 Help Parents Nurture Their SensationalBabies and Grow SensationalCommunities

Every parent wants a sensational baby living in a sensational vibrant community. The Sensational BabyProgram is based on principles of infant and parent mental health to encourage secure attachments andhealthy relationships. Sensational Baby educators incorporate tools of infant massage as an approach in parenting education. This session will present key components of the Sensational Baby curriculum using fun and interactive methods. Level 1

Linda W. Storm, Infant Massage USA, Springfield, VA, andAngela M. Rau, ACTT Consulting, St. Louis, MO

3:30pm – 5:00pm

IS-5 Overview of the Child DevelopmentAssociate (CDA) Credential withSpecific Focus on the Family Child Care Setting

This session will provide an overview of the CDA National Credentialing Program and focus on obtainingthe Family Child Care credential through the CDA Assessment System.Level 2

Mary Beth Johnson, Council for Professional Recognition,Washington, DC


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Tuesday, June 12, 2012

8:00am-10:00am

OPENING PLENARYReturning to the Neighborhood (and the Neurons) 12 Years LaterThis keynote presentation will reexamine the key findings and recommendations from the groundbreakingbook From Neurons to Neighborhoods in light of policyand research developments in the intervening 12 years.What has endured? What has changed? What statements can we now affirm even more definitely?What aspects of From Neurons to Neighborhoods needmajor revising? Three themes will guide this discussion:(1) the centrality of the stress response system and the“biology of misfortune” to human development, (2) relationships with parents/teachers as the active ingredient of the environmental influence, and (3) theimportance of taking into account individual differences.Deborah Phillips, Georgetown University, Washington, DC

10:15am-11:45am

A-1 Developing Written Policies on Languageand Learning for Programs Serving DualLanguage Infants and Toddlers

A growing body of research points to a clear framework forunderstanding dual language development in infants andtoddlers. This session will provide a detailed review of biological and environmental factors that are important influences on first and second language development forchildren birth to three and will identify multiple examples of practices.Level 2

Bob Stechuk, National Center on Cultural and LinguisticResponsiveness, New York, NY

A-2 Early Moments Matter: Using the Early Moments MatterToolkit to PromoteEarly Attachment

Every child deserves caring, nurturing relationships. EarlyMoments Matter is a tool designed to provide parents andcaregivers with information and activities that encouragehealthy, two-way relationships with infants and young

children. Participants of this session will learn how to usethe Early Moments Matter toolkit to promote attachmentswith the children in their care.Level 3

Amy Hunter, Early Head Start National Resource Center, Washington, DC

A-3 Nurtured With Words: Storytelling,Language Development, and Learning

Children need to hear language in order to learn language. A classroom or home environment rich in story and conversation, initiated by caregivers and children, shapes the framework of oral language which later gives shape to literacy. In this interactive session, participants will learnstrategies for involving families and community members toincrease young children’s language immersion experiences,storytelling techniques, and resources for selecting multicultural and multilingual children’s literature.Level 1

Dovie Thomason, Dovie Thomason and Viola WhiteWaterFoundation for Indigenous Arts and Education, Harrisburg, PA

B-1 Every Child Has a Right to be SAFE:Preventing Injuries

Early Head Start programs work to keep children and familiessafe. This session will feature injury prevention actions foreveryday routines, ways to identify hazards, and practicalstrategies to reduce injuries. Participants will develop plans toreduce injuries to infants, toddlers, and their families that areapplicable to centers and home environments.Level 1

Ellen R. Schmidt, National Center on Health, Washington, DC

B-2 Growing Healthy and Strong With Little Voices for Healthy Choices

Participants in this session will learn about the resources available through Little Voices for Healthy Choices, an Office ofHead Start initiative designed to focus on music, movement,brain development, nutrition and sleep for infants, young children, their families, and communities. Participants willsample some of the Little Voices for Healthy Choices experiences,review the content included in the resources, and brainstormways to adapt and tailor the resources for use at home.Level 2

Laura Annunziata, Early Head Start National Resource Center,Washington, DC


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C-1 Helping Families Overcome Barriers With Family Partnership Agreements(FPAs) and Referrals

This session will focus on defining FPAs and referralsthrough the parent’s perspective. Participants will learntechniques to develop strong FPAs and referrals whichwill empower families to overcome barriers and supporttheir child for school readiness and life.Level 1

Melissa Almanza and Lionel Cantu, Washington State MigrantCouncil, Sunnyside, WA

C-2 Working Together: SuccessfullyCoordinating Services for Children and Families

Children and families often have several professionalsand agencies supporting them. This session will reviewhow to identify and bring community agencies togetherto work on behalf of individual children and families.Level 2

Meghan Adams, Marianne Fullam, and Chris Hunt,Community Teamwork, Inc., Lowell, MA

D-1 Growing the Hearts and Minds of Staff:Supporting Early Learning ThroughMentors and Coaches

This session will highlight lessons learned from the Early Head Start programs that participated in the EarlyLearning Mentor Coach grants funded by the Office of Head Start. The session will address the aspects of planning and implementing a mentor coaching model as a professional development system to support teachersand home visitors in providing quality infant and toddler services and to guide program improvement.Level 1

Jamie Sheehan, Office of Head Start, Administration forChildren and Families

D-2 Who's There to Protect the Child?Supporting Mandated Reporters

During this session, participants will learn about, discuss, and develop strategies to ensure consistent, confidential, and effective reporting of suspected childabuse. Participants will also learn how to plan and implement local reporting policies and procedures, overcome obstacles to reporting, and devise strategies to support mandated reporters.Level 1

Alan M. Guttman, Alan Guttman Consulting, Washington, DC

E-1 Babies Love Books: Growing LiteracySkills From Birth

Sharing books, songs, and stories with young childrenbuilds literacy skills critical for later learning. This session will describe techniques for increasing literacyoutcomes through the effective use of dialogic reading,story-telling, and singing. Strategies for engaging parentsto enhance their children’s language and literacy skillswill be included.Level 2

Tennant Y. Kirk and Josephine A. Hernandez, Save theChildren, Westport, CT

*Esta sesión también se presentará en español. Ver Sesión E-10en la página 19

E-2 Update on Early Head Start Home-Based Model Implementation for the Maternal, Infant, and EarlyChildhood Home Visiting (MIECHV)Program

This session will highlight states and communities implementing the Early Head Start (EHS) home-basedmodel as part of the Affordable Care Act’s MIECHV Program. It will also provide an update on the early stagesof the implementation of this evidence-based home visiting program. Discussion will include how federal,state, and local communities are collaborating to providehome visiting to at-risk communities and will provideEHS programs participating in the MIECHV program theopportunity to learn more about the MIECHV nationalevaluation and available technical assistance. Level 2

Angie Godfrey, Office of Head Start, Administration forChildren and Families, and Christina Benjamin, Early HeadStart National Resource Center, Washington, DC

E-3 Home Visitors' Use of Coaching toEngage Parents in Promoting ChildGrowth and Development

This session will provide an overview of coaching as amethod for Early Head Start parent engagement to promote child learning both during and between homevisits. Content will include research-based coachingcharacteristics and participants will have the opportunityto engage in group discussion and consider a case studyusing coaching practices.Level 2

Dathan Rush, J. Iverson Riddle Developmental Center,Morganton, NC


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Tuesday, June 12, 2012 (continued)

12:00pm-1:15pm

Regional Meetings and Boxed Lunch Institute attendees will meet with Regional Office federal staff to discuss topics of interest in each individual region.

1:30pm-3:00pm

A-4 “Learn the Signs. Act Early.”: CDC'sInnovative Approach to EarlyIdentification of Young Children WithAutism and Other DevelopmentalDisabilities

This interactive session will provide information aboutchild development, early warning signs of autism andother developmental disabilities, and strategies for talking with parents about their child’s developmentusing resources and materials developed by the Centersfor Disease Control and Prevention (CDC). Level 2

Camille Smith, Cheryl A. Rhodes, and Julia Whitney,Centers for Disease Control and Prevention/National Center forBirth Defects and Developmental Disabilities, Alpharetta, GA

A-5 Supporting Pre-Math Development inInfants and Toddlers

Head Start reauthorization requires an increased emphasis on language, literacy, and numeracy. This session will explore pre-math concepts and skills for infants and toddlers as well as how to improve child outcomes through individualized observations, documentation, and planning.Level 1

Beth A. Walling, Early Head Start National Resource Center,Washington, DC

A-6 Blocks and Trucks and Dolls, Oh My!:Intervening Through Play to SupportHealthy Development

Why is play important? How does play help childrenlearn? In this session, participants will discover how playsupports mastery of skills in all domains and promotesoverall healthy development. A special emphasis will be placed on nurturing play skills in children with developmental delays, disabilities, and/or social/emotional challenges.Level 2

Rebecca Parlakian, ZERO TO THREE, Washington, DC, andLorelei Emma, George Washington University, Washington, DC

*This session will be repeated; see Session A-9 on page 18

B-3 Bacteria and the Bottom Line: Lead an Oral Health Program ThatSupports School Readiness

Many Early Head Start (EHS) programs seek to lowercosts and achieve better outcomes in children’s oralhealth. In this session, participants will learn from twoEHS programs with proven approaches which resulted inhealthier children and pregnant mothers, better ProgramInformation Report (PIR) data, more productive staff, andreduced spending on oral health emergencies.Level 3

Francisco Ramos-Gomez, University of California Los Angeles,School of Dentistry, Los Angeles, CA

*This session will be repeated; see Session B-7 on page 18

B-4 Feeding Infants and Children: A HeadStart on Good Nutrition

Early Head Start providers and families establish sound nutrition and eating practices to guide children’s development. This session will include information relatingto maternal nutrition in pre-pregnancy; prenatal and postpartum periods and its impact on the lifelong health ofthe child; breastfeeding and the introduction of food for infants; parental choices and early child feeding routines;and early weight gain and risks of obesity and cardiovasculardisease in adulthood.Level 1

Michelle G. Brenner, National Center on Health, Washington, DC


C-3 Early Childhood and Child Welfare fromFederal to Local: Understanding ourPartners and Building on Collaboration

Early childhood and child welfare programs have a shared vision for positive outcomes for our country’smost vulnerable children. Participants in this sessionwill engage in a robust conversation around early childhood and child welfare. Additionally, this session will provide an opportunity to learn about the collaboration continuum and efforts to partner at the federal and local level.Level 2

Kate Stepleton, US Department of Health and Human Services,Washington, DC, and Shawna M. Rodrigues, Office of HeadStart, Administration for Children and Families

C-4 Bringing the Head Start Parent, Family,and Community Engagement (PFCE)Framework to Your Program

The new PFCE Framework commits programs to supportfamilies' well-being, build strong relationships betweenparents and their children, celebrate their unique cultures, and connect them with their community. Participants will be introduced to strategies and methodsof implementing the PFCE Framework in programs andwill explore new materials, developed by the NationalCenter on Parent, Family, and Community Engagement,that will help programs understand and integrate theconcepts introduced in the PFCE Framework.Level 2

Catherine C. Ayoub and Brandi Black-Thacker, National Centeron Parent, Family, and Community Engagement, Boston, MA

D-3 Reflective Supervision as a Vehicle forQuality Assurance: Integrating KeyRoles and Core Processes

This session will review the key components of the Reflective Supervision Model and its theoretical foundationsby describing five key supervisory roles, and will discussways the model blends responsibility for clinical work andadministrative oversight. Attention will also be given tothe potential barriers and challenges to the successful integration of roles, and ways to address these challenges.Level 2

Mary Claire Heffron, Children's Hospital and Research CenterOakland, Oakland, CA, and Trudi N. Murch, Easter SealsSouthwest Human Development, Phoenix, AZ

*This session will be repeated; see Session D-9 on page 21

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YAn Introduction to the Early HeadStart Family Child Care (FCC) Option:Benefits for Children, Families,Providers, and Communities

With flexibility of hours, support for home culture, andneighborhood locations, FCC homes often best meetthe needs of children and families, whether migrant,rural, or urban. This session will feature discussion and a video presentation about the FCC option and its benefits for children, families, providers, programs, and communities.Level 1

William Castellanos, Community Action Partnership of SanLuis Obispo County, Inc., San Luis Obispo, CA, and JessicaSager and Janna Wagner, All Our Kin, Inc., New Haven, CT,

*Esta sesión también se presentará en español. Ver Sesión D-10 en la página 21

E-4 From Theory to Practice: Using WhatWe Know About Attachment toSupport Parent-Child RelationshipsDuring Home Visits and Socializations

This session will expand on the understanding of attachment theory and how it applies to supporting parent-child relationships in the Early Head Start home-based program option. Participants will have theopportunity to learn about play-based experiences for families that are easy to reproduce and adapt. Participants will learn, play, and expand their toolboxfor supporting social/emotional development. Level 2

Laurie Phalen, Booz Allen Hamilton, Ismay, MT

E-5 Rethinking the Home-Based OptionThis session will provide discussion on home visiting as it relates to organizational structure, supervision, professional development, training, and support. Participants will be asked to reflect on the home-basedprogram option and assess the quality of services theycurrently provide. Additionally, participants will discussapproaches to service delivery, share examples of qualityinterventions and services, and explore strategies for addressing the needs of programs providing services topopulations with specific challenges. Level 2

David Jones, Office of Head Start, Administration for Childrenand Families


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Tuesday, June 12, 2012 (continued)

1:30pm-4:45pm

CLOSER LOOK SESSION

CL-1 A CLOSER LOOK at Research andProgram Data: Using Evidence toEnhance Early Head Start (EHS)

EHS leaders use evidence from a variety of sources to inform decisions related to program improvement and quality. In this session, a panel of researchers and program leaders will engage participants in a discussion of findings from recent research and the useof national research and program data for informed decision-making and program improvement.This session will be interactive, and the panel will respond to participant questions regarding the use of research and data. Level 3

Amy Madigan, Office of Planning, Research, andEvaluation, Administration for Children and Families, andSarah Merrill, Office of Head Start, Administration forChildren and Families

Moderator: Early Head Start National Resource Center,Washington, DC

3:15pm-4:45pm

A-7 What Supports School Readiness for Infants and Toddlers?

Increasingly, early childhood experts discuss the importance of supporting school readiness in infants and toddlers. In this session, participants will learn how the early discoveries of infancy and seven critical social/emotional skills work together to support schoolreadiness in infants and toddlers.Level 1

Patricia Tripp and Maureen Hickey, University ofMassachusetts Donahue Institute, Somerville, MA

A-8 Time's Up for Time Out: Evidence-Based Infant and ToddlerMental Health Practices

Is “Time Out” an evidence-based mental health practice for infants and toddlers? If not, are there more appropriate practices? This session will review evidence-based and non-evidence-based practices thatpromote infant and toddler mental health and sharestrategies for implementing evidence-based mentalhealth intervention and practices during everyday family and classroom activities. Effective partnershipsbetween practitioners, families, and mental healthproviders will also be discussed.Level 2

Lisa Goldman, Region IV, Administration for Children andFamilies, Atlanta, GA, Frances A. Davis and Allison Lane,Alexander Burke and Caldwell County Early Head Start,Morganton, NC

B-5 Implementing the Mandatory Two-Week Newborn Health Visit:Comprehensive and Family FriendlyPractices

In this session, participants will learn about a successfuland innovative approach to meeting the Head Start Performance Standards relating to the well-being ofnewborns and the unique needs of families, with specificemphasis on new mothers. Level 2

Susan Fender and Carla Ramsey, Pinal Gila Community ChildServices, Inc., Coolidge, AZ

B-6 Updating Hearing Screening Practicesfor Children Birth to Three

Otoacoustic Emission (OAE) hearing screening, usedextensively in newborn hearing screening programs, isthe most effective screening method that can be usedwith children birth to three. Participants will be provided with information on conducting OAE screenings and the resources available to help programsupdate their hearing screening practices.Level 2

William D. Eiserman and Jeffrey K. Hoffman, Utah StateUniversity, Logan, UT

“I can’t wait to get back and share all ofthis new information with my co-workers.Thank you! Thank you! Thank you!”



C-5 Increasing Father Involvement: A Light-Hearted Look into the RoleMale Caregivers Play in the Classroom

This session will consider relevant strategies for increasing male involvement in early childhood settings.Specific attention will be given to expectant and newdads, the role male classroom staff can play in increasingfather involvement, and ways programs can assess theirlevel of male friendliness.Level 3

Jerry Parr, JParr LLC, Londonderry, NH

D-5 Tools for Analyzing ManagementSystems: Use What You Have!

Session participants will discuss key management systems including planning, communication, recordkeeping and reporting, self-assessment, and monitoring.This session will probe avenues that programs can taketo analyze existing policies and procedures and identifydata to use when updating new policies and procedures.Level 1

Tatia Long, Region VI, Administration for Children andFamilies, Dallas, TX

D-6 Transforming Infant and ToddlerEnvironments Into Cultural and Linguistic Havens

This session will present key components of culturallyresponsive infant and toddler environments, includingmaking cultural connections with families. Communityengagement will also be explored in this approach toculturally and linguistically appropriate environments.Level 2

Tamira Levine and Ann Dudley-Marling, National Center onCultural and Linguistic Responsiveness, New York, NY

E-6 Individualizing Home Visits for ParentsWith Intellectual Disabilities

Successful family engagement strategies and supports areresponsive and respectful of each family’s culture, goals,and circumstances. In this session, participants will examine home visiting strategies as well as the specificsupports and etiquette for working with adults who haveintellectual challenges.Level 2

Linda Kimura, Babies Can't Wait: International Training andTechnical Assistance, Woodland, CA

E-7 Measuring Success and ReportingOutcomes

This session will take a practical look at home visiting and home visits to consider what factors enhance daily results-driven success for infants, toddlers, and their families. Participants will discuss how effective homevisiting programs are meeting their goals and how they determine and report their program impact.Level 1

Brenda Jones Harden, University of Maryland at College Park,College Park, MD

E-8

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EN ESPAÑOL: Como hacer más fáciles las conversaciones difíciles durante lasvisitas domiciliarias

Los visitadores domiciliarios con frecuencia se enfrentan aconversaciones difíciles. El temor de herir los sentimientosde los padres, de quitarles el entusiasmo de participar envisitas domiciliarias, o de causar reacciones negativa haciasus propios hijos, lleva a los visitadores domiciliarios a moderar los mensajes importantes que quieren hacerles llegar. Esta sesión presentará herramientas útiles paraconectarse con las familias y para que los bebés y los niñosde cero a tres años sean los más beneficiados. Level 2

Victoria Prieto, Early Head Start National Resource Center,Washington, DC, and Elizabeth Luján, University of CaliforniaSan Francisco, San Francisco, CA

5:00pm-7:30pm

Welcome Reception and Exhibit Fair OpeningJoin us as we kick off the Institute with an evening ofnetworking, entertainment, and refreshments in the Exhibit Hall.


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Wednesday, June 13, 2012

8:30am-10:00am

A-9 Blocks and Trucks and Dolls, Oh My!:Intervening Through Play to SupportHealthy Development

Why is play important? How does play help childrenlearn? In this session, participants will discover how playsupports mastery of skills in all domains and promotesoverall healthy development. A special emphasis will be placed on nurturing play skills in children with developmental delays, disabilities, and/or social/emotionalchallenges.Level 2

Rebecca Parlakian, ZERO TO THREE, Washington, DC, andLorelei Emma, George Washington University, Washington, DC

B-7 Bacteria and the Bottom Line: Lead an Oral Health Program ThatSupports School Readiness

Many Early Head Start (EHS) programs seek to lowercosts and achieve better outcomes in children’s oralhealth. In this session, participants will learn from twoEHS programs with proven approaches which resultedin healthier children and pregnant mothers, better PIRdata, more productive staff, and reduced spending onoral health emergencies.Level 3

Francisco Ramos-Gomez, University of California Los Angeles,School of Dentistry, Los Angeles, CA

B-8 Smiles for Life! Evidence-Based Practicefor Promoting Oral Health for PregnantWomen, Infants, and Children

Oral health is a critical component of health. Unfortunately, many pregnant women, infants, and children have poor oral health. Participants will learnabout evidence-based practices for preventing and controlling oral diseases in Early Head Start as well asresources to assist directors and staff in implementingthese practices.Level 2

Katrina Holt, National Center on Health, Washington, DC,and Kathy Geurink, Association of State and Territorial DentalDirectors, Granite Shoals, TX

C-7 Learning Culture “By Heart”: TellingTraditional Stories to Support Identity,Family, and Community

Traditional stories reassure a people of who they are andremind them of what they value and believe. This sessionwill feature demonstrations of traditional stories and exercises for caregivers to use with young children. Theseactivities will show the critical importance of validatingthe narrative style and habits of children and families fromNative and other diverse cultures, where culture still holdsthe key to identity, knowledge, and learning style.Level 1

Dovie Thomason, Dovie Thomason and Viola WhiteWaterFoundation for Indigenous Arts and Education, Harrisburg, PA

C-8 Supporting the Needs of Newly ArrivedRefugee and Immigrant Families

This session will feature strategies for using materialsand tools developed through the National Center onCultural and Linguistic Responsiveness and BridgingRefugee Youth and Children's Services partnership. Featured materials will include the new publication forfamilies with children birth to five, Raising Children in aNew Country: An Illustrated Handbook. Level 2

Tarima Levine, National Center on Cultural and LinguisticResponsiveness, New York, NY, and Lyn Moreland, BridgingRefugee Youth and Children's Services, Washington, DC

C-9 Research to Practice: MappingMechanisms of Early Head Start (EHS)Programming on Parent and FamilyCharacteristics, Parent-ChildInteraction, and Child Outcomes

This session will examine the mechanisms of EHS programming on the development of self-regulatory andlanguage skills in children at 14, 24, and 36 months ofage. The new Office of Head Start Parent, Family andCommunity Engagement Framework will be examinedto illustrate ways in which research findings can guidesystem-wide development of programming elements thatsupport parents in raising healthy children—even in theface of adversity.Level 1

Catherine C. Ayoub and Brandi Black-Thacker, National Centeron Parent, Family, and Community Engagement, Boston, MA


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D-7 Early Head Start (EHS) Impacts SchoolReadiness: Let the Data Tell Your Story!

How do EHS programs use the information gatheredabout infants, toddlers, and their families? This sessionwill feature real-life examples of an EHS program’sprocess of using data to set school readiness goals, analyze progress, and demonstrate the impact of serviceson child and family outcomes.Level 2

Ann E. Johnson, Region VII, Administration for Children andFamilies, Kansas City, MO, and Sharlene J. Mengel, TheSalvation Army, Omaha, NE

D-8 From the Ground Up: How to BuildManagement Systems SupportingQuality Services and Outcomes

Effective systems for monitoring, communication, record-keeping, and reporting are foundational to analyzing children’s progress and using data to positivelyimpact children, families, and communities. In this session, directors from a small stand-alone Early HeadStart (EHS) program and a small EHS-turned large HeadStart/EHS program will discuss how they designed systemsto support quality outcomes.Level 1

Larissa Zoot, Region I, Administration for Children and Families,Boston, MA, Lisa LaDew, Meeting Street, Providence, RI, andAmy Mitchell, Children's Friend and Service, Providence, RI

E-9 Understanding the Complexity ofEngaging Vulnerable Families

This session will provide participants with an understandingof the role(s) of a home visitor and the importance of a relationship-based approach to working with families. Thestrengths-based perspective will be highlighted as will waysto address family risk. The session will explore obstaclesfaced by many families due to language barriers, fear of deportation, and geographic and social isolation. The session will also address how these obstacles impact parentengagement.Level 2

Elizabeth Luján, University of California San Francisco, San Francisco, CA

E-10 EN ESPAÑOL: El amor de los bebés hacialos libros: El desarrollo de las habilidadesde lectura desde el nacimiento

Compartir libros, canciones y cuentos con los niños pequeños fomenta las habilidades críticas de lectura parael aprendizaje futuro. Esta sesión describirá las técnicaspara el incremento de resultados de alfabetización por medio del uso efectivo de la lectura dialógica, la narración de cuentos y canciones. Se incluirán estrategias para lograr que los padres fomenten la lecturay habilidades que desarrollen la alfabetización. Nivel 2

Tennant Y. Kirk and Josephine A. Hernandez, Save theChildren, Westport, CT

8:30am-11:45am

CLOSER LOOK SESSIONS

CL-2 A CLOSER LOOK at SchoolReadiness: What Does it Mean forEarly Head Start?

This session will examine exemplars of goals – for programs and individual children – that illustrate skillsprogression and promotion of development across the infant-toddler and preschool periods. Discussion and activities will include individualizing goals, developingimplementation plans focused on professional development in the areas of cultural competence, individual development, family support services, and transitions to preschool programs.Level 3

Carla Peterson, National Center on Quality Teaching andLearning, Ames, IA, and Sandy Petersen, Early Head StartNational Resource Center, Washington, DC

CL-3 A CLOSER LOOK at the Early HeadStart (EHS) for Family Child Care(FCC) Project: A Framework for EHS-FCC Partnerships

The EHS for FCC Project was a collaborative venturebetween the Office of Head Start and the Office ofChild Care. This session will feature a panel of presenters from the participating EHS grantees who will share their experiences and lessons learned as theydeveloped partnerships with their local child care representatives to support high-quality, comprehensivecare in family child care settings.Level 2

Lauren Akers, Mathematica, Princeton, NJ, Arturo Magana,Chicanos Por La Causa Migrant/Seasonal Head Start,Somerton, AZ, and Lee Turney, Leech Lake Band of OjibweHead Start/Early Head Start, Cass Lake, MN

Moderator: Dawn Ramsburg, Office of Child Care,Administration for Children and Families

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Wednesday, June 13, 2012 (continued)

10:15am-11:45am

A-10 Growing Hearts and Minds: DevelopingSchool Readiness Goals for ProgramsServing Pregnant Women, Infants,Toddlers, and Families

Head Start and Early Head Start programs must establishprogram goals for improving the school readiness of participating children. What does “school readiness”mean for pregnant women, infants, and toddlers? Thissession will address the regulatory requirements, highlightquality program features integral to later school success,and share pertinent resources.Level 1

Sarah Merrill, Office of Head Start, Administration for Childrenand Families

A-11 Setting the Stage for Inclusion Success:From Identification and Teaming toImplementation and CurriculumAdaptation

Children learn and develop differently and at varyingrates. For some children, special education services arewarranted. This session will review the special educationprocess; ways to effectively team with parents, serviceproviders, and Part C; and will explore the characteristics of quality inclusive environments which support individualization for infants and toddlers.Level 1

Beth Anne Mulkin and Tamara Lynn Racino, ChautauquaOpportunities, Inc., Dunkirk, NY

B-9 The Latino Obesity Epidemic: A Practical Guide to Early Prevention and Intervention

Obesity is now one of the most common chronic medicalconditions of childhood, and particularly threatens the health and life expectancy of Latino Americans. Expectant mothers hold the key to the well-being of thenext generation. Participants will explore the factors underlying this epidemic, understand the consequencesof excessive body weight, and learn new strategies tohelp families and children achieve a healthy lifestyle.Level 2

Joshua Kolko, La Clinica Del Pueblo, Washington, DC

B-10 Safe Sleep Guidelines for Families and Caregivers

A safe sleep environment can reduce the risk of allsleep-related infant deaths including sudden infantdeath syndrome (SIDS). Participants will learn aboutcurrent trends and new recommendations regardingsupine position, firm sleep surfaces, immunizations,breastfeeding, and pacifiers. The discussion will also include information about what sleep-related activitiesshould be avoided.Level 2

Robert A. Darnall, Dartmouth-Hitchcock Medical School,Lebanon, NH


C-11 Tips and Tools for Partnering WithFamilies to Support Infant and ToddlerSocial/Emotional Health

Healthy parent-child relationships are the foundation foryoung children's mental health. Family partnerships canstrengthen parents’ abilities to support these relationships.This session will provide concrete strategies and resourcesfor building strong family partnerships, overcoming barriers,and supporting infant and toddler social/emotional health.Level 2

Deborah F. Perry, Georgetown University, Washington, DC,and Mary A. Mackrain, Michigan Department of CommunityHealth, Birmingham, MI

D-9 Reflective Supervision as a Vehicle forQuality Assurance: Integrating KeyRoles and Core Processes

This session will review the key components of the Reflective Supervision Model and its theoretical foundations by describing five key supervisory roles, and discuss ways the model blends responsibility forclinical work and administrative oversight. Attentionwill also be given to the potential barriers and challenges to the successful integration of roles, andways to address these challenges.Level 2

Mary Claire Heffron, Children's Hospital and Research CenterOakland, Oakland, CA, and Trudi N. Murch, Easter SealsSouthwest Human Development, Phoenix, AZ

D-10 EN ESPAÑOL: Una introducción a la opción del Cuidado Infantil Familiar: Los beneficios para los niños,proveedores, y las comunidades

La flexibilidad en el horario, el apoyo a la cultura del hogary localidades cerca al domicilio hacen que los hogares delCuidado Infantil Familiar frecuentemente sean la mejor

opción para cumplir con las necesidades de los niños y lasfamilias migrantes, rurales, o urbanas. En esta sesión habrádiscusión y presentación de un video acerca de la opción delCuidado Infantil Familiar y sus beneficios para los niños, lasfamilias, proveedores, programas, y comunidades. Nivel 1

William Castellanos, Community Action Partnership of SanLuis Obispo County, Inc., San Luis Obispo, CA, and MariaCastro, Santa Cruz County Office of Education, CentralCalifornia Migrant Head Start, Santa Cruz, CA

E-11 An Evidence-Based Approach forSupporting Infants and Toddlers withDisabilities: An Early Head Start (EHS)and Early Intervention Partnership

When home visitors serve children with disabilities, evidence shows the importance of strong partnershipswith Part C (Early Intervention) providers. This sessionwill explore evidence based practices home visitors canemploy to best support infants, toddlers, and families intheir natural environment. Level 2

Dathan Rush, J. Iverson Riddle Developmental Center,Morganton, NC

E-12 Infusing Multicultural Principles into the Home-Based Program Option

The Multicultural Principles for Head Start Programs is a resource to help programs reflect on and implement culturally responsive practices. Using the Home Visitor’sHandbook for the Head Start Home-Based Program Option,participants will be led through a systematic approach tointentionally implementing the multicultural principles.Level 2

Anne Dudley-Marling, National Center on Cultural andLinguistic Responsiveness, New York, NY, and Ruth Kie, Puebloof Laguna Head Start Program, Pueblo of Laguna, NM

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Wednesday, June 13, 2012 (continued)

12:00pm-2:30pm

PARENT PLENARYand LUNCH

Rediscovering Life’s Promise: FamiliesImpacted by DepressionThe inspirational testimonies and candid conversations with Early Head Start (EHS) parentsare always a highlight at Birth to Three. This year’sParent Plenary centers on depression and at-riskfamilies. EHS research confirms what EHS staffknow, that programs serve families at alarming riskfor depression. Parental depression puts young children at risk. Research also shows that EHS programs can – and do – make a difference! Thefamilies in this session will describe how depressionimpacted their parenting and how they became engaged with an EHS program at a time when manyactivities seemed hopeless. Finally, they will discusshow staff offered them meaningful support and madelasting impressions through their difficult journeys.Moderator: Amanda Perez, Early Head Start NationalResource Center, Washington, DC

3:00pm-4:30pm

A-12 Enhancing Parent-Child RelationshipsThrough Music Making

Through video and interactive music and movement experiences that draw from cross disciplinary research andpractice, this session will address the sequence of musicdevelopment for children birth to three. Supportivestrategies that enhance parent-child relationships usingmusic and movement will be introduced.Level 1

Lili M. Levinowitz, Rowan University, Glassboro, NJ

B-11 Growing Healthy Babies: SupportingBreastfeeding Success in Early HeadStart (EHS)

This session will explore the compelling benefits ofbreastfeeding for EHS families. Participants will considerlow breastfeeding rates in EHS, discuss common barriersto breastfeeding success, and identify supportive partnersin their communities. Presenters will introduce a cost-effective, evidence-based model that builds on existing program strengths to improve breastfeeding outcomes.Level 2

Krista Olson, Stacy Brown, and Dyahnee M. Goosby,Family Support Hawaii, Kailua Kona, HI

C-12 Collaboration Is Key: InterventionsSupporting Parents of Infants andToddlers in Child Welfare and Court

Judges, child welfare, and health professionals areuniquely qualified to advocate for court-involved infantsand toddlers and address the co-occurrence of child maltreatment, substance abuse, domestic violence andparental mental illness. Session participants will learnhow the Court Teams for Maltreated Infants and Toddlers Project addresses the needs of this vulnerablepopulation.Level 1

Kimberly P. Diamond-Berry, ZERO TO THREE,Washington, DC

C-13 Reflective Practices for EngagingFamilies With Infants and Toddlers

This session will explore hands-on tips and tools to support staff's use of reflective practices to experience,process, and plan together with families for positive outcomes. This session will emphasize the impact andimplications of staff's internal beliefs and experiences aswell as those of families.Level 2

Mary A. Mackrain, Michigan Department of CommunityHealth, Birmingham, MI


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YD-11 How Accreditation Supports Quality

Improvement in Family Child Care(FCC) Programs

What does accreditation mean and how it can supportquality in family child care programs? In this session,participants will learn how accreditation supports EarlyHead Start programs in meeting the Head Start ProgramPerformance Standards and quality improvement infamily child care settings. Additionally, the session will share information about the steps providers musttake to demonstrate compliance with national FCC accreditation standards.Level 2

Barbara Sawyer and Eva Daniels, National Association forFamily Child Care, Salt Lake City, UT

D-12 What Can the Program InformationReport (PIR) Data Tell Us About EarlyHead Start (EHS)?

The PIR survey for EHS contains a wealth of annualprogram data. This session will provide an overview ofthe history of and current trends in this data, followedby an open discussion regarding current and future opportunities for data collection, quality improvement,and linking to other data systems.Level 2

Fran Majestic and Theresa Rowley, Office of Head Start,Administration for Children and Families

D-13 Systems of Support for the Infant andToddler Workforce

The National Center for Child Care Professional Development Systems and Workforce Initiatives (PDWCenter) is funded by Office of Child Care and Office ofHead Start. This session will provide an opportunity forinformation sharing about the goals of the PDW Centerand the needs of the infant and toddler workforce.Level 2

Linda G. Gillespie, ZERO TO THREE, Washington, DC

E-13 Tending Your Safety Net: EnhancingHome Visitor Safety Awareness and Response

Take time to consider what it takes to feel safe and besafe as a home visitor. What can programs do? Duringthis session, participants will share insights and learnfrom others’ experiences. There will also be an opportunity to learn strategies for engaging in productive program discussions around inherent homevisiting safety issues.Level 2

Mary Foltz and Charles Smith, Portland State University,Portland, OR

E-14 Home Visiting 101: Connecting With Families

An integral part of a home visitor’s role is to support theparent-child relationship. This interactive workshop, ledby two veteran home visitors, will provide participantswith strategies to connect with parents and make use ofmaterials found in the home. Level 1

Donna Cummings and Bernadette Hornung, Bradford-TiogaHead Start, Blossburg, PA


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Thursday, June 14, 2012

8:30am-10:00am

A-13 The Cultural Context of ExecutiveFunction in Infants and Toddlers

Relationships are the foundation for early learning and development; adults play a key role in supporting children’s emerging executive function skills. This session will explore the cultural context in which executive function skills develop for infants and toddlersand the role adults play in developing these skills.Level 2

Faith Lamb-Parker and Tarima Levine, National Center onCultural and Linguistic Responsiveness, New York, NY

A-14 Growing Hearts and Minds: DevelopingSchool Readiness Goals for ProgramsServing Pregnant Women, Infants,Toddlers, and Families

Head Start and Early Head Start programs must establish program goals for improving the school readiness of participating children. What does “schoolreadiness” mean for pregnant women, infants, and toddlers? This session will address the regulatory requirements, highlight quality program features integralto later school success, and share pertinent resources.Level 1

Sarah Merrill, Office of Head Start, Administration for Childrenand Families

B-12 Successfully Integrating Fathers Into aPrenatal Curriculum

Focusing on the process of integrating fathers into apregnancy curriculum, this session will present the qualitative and quantitative data collection performedin preparation for reformatting a curriculum. In addition, the presentation will consider how to interpretthis data while incorporating fathers into the family’spregnancy.Level 2

Jason P. May and Frances A. Davis, Alexander Burke andCaldwell County Early Head Start, Morganton, NC

B-13 What Works: Using Evidence- andPractice-Based Interventions toSupport Social/Emotional Health

High quality programs include the use of research-basedpractices and interventions that promote social/emotionalhealth. This session will provide an overview of threetypes of interventions that are effective for infants, toddlers, and their families: Mental Health Consultation,The Pyramid Model, and Incredible Years.Level 1

Neal M. Horen, National Center on Health, Washington, DC

C-14 Critical Partnerships: Professionals andParents Working Together to SupportFirst and Second LanguageDevelopment

Language development is central to every child’s identity,relationships, and school readiness. Effective support of language development depends on the critical partnership between professionals and parents, especiallywhen families speak different languages. This session will feature practical strategies for building first and second language development and effective language collaborations with families.Level 2

Karen N. Nemeth, Language Castle LLC, Newtown, PA

D-14 Implementing the Head Start ProgramPerformance Standards (HSPPS) in aFamily Child Care Home: What Does itLook Like?

Is it possible to meet the HSPPS in a family child caresetting? Absolutely! Many providers meet and exceedboth HSPPS and state licensing requirements to providehigh-quality, comprehensive care for infants and toddlers. Participants in this session will hear and seemany examples of how this option can be successful forchildren, families, providers, and programs.Level 2

Angie Godfrey, Office of Head Start, Administration forChildren and Families, and Betsi Closter, Fairfax County HeadStart, Fairfax, VA

D-15 Developing and ImplementingManagement Systems to Ensure theProvision of High Quality Early HeadStart Services

Management systems are the cornerstone of providing highquality services to children, families, and pregnant women.This session will define the requirement for developing and implementing management systems and strategies forsupporting staff in the provision of high quality services.Level 3

Perry Davis, Training and Technical Assistance Services,Hickory, MS

D-16 Demystify the Process: The ChildDevelopment Associate (CDA)Credential

The experience of obtaining the CDA credential can bedaunting for family child care providers, teachers, and theagencies that support them. This session will demonstrate afail-safe, step-by-step method and timeline to facilitate theprocess. Bilingual handouts will be shared that simplify thewriting and documentation process.Level 2

Maria Castro, Santa Cruz County Office of Education, CentralCalifornia Migrant Head Start, Santa Cruz, CA

E-15 The Bagless Home VisitorLearning how to support their child’s learning in all domains without the home visitor’s bag of “tricks” can create pride and self-confidence in every parent’s parenting skills. In this session, new and experiencedhome visitors will learn through lecture, hands-on participation, and sharing, how to encourage parents touse what they have in their homes to develop theirchild’s skills and increase their parenting self-confidence.Level 2

Janice R. Mitchell, Silver Lake Head Start, Staten Island, N

8:30am-11:45am

CLOSER LOOK SESSIONS


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CL-4 A CLOSER LOOK at Working WithFamilies Facing Adversity andDepression: A System-WidePreventative Mental Health Approach

This session will offer an overview of how Head Startand Early Head Start programs can work with familiesfacing adversity, including depression, violence, povertyand other difficulties. The session will examine tools todevelop and implement an evidence-based, system-wide,preventive training and mental health consultation system. Directed at program leaders, family service workers, teachers, and parents, this session will includeprinciples and strategies for relationship-building and forengaging providers and parents.Level 3

Catherine C. Ayoub and Brandi Black-Thacker, NationalCenter on Parent, Family, and Community Engagement,Boston, MA

CL-5 A CLOSER LOOK: EnhancingOutcomes of Children and Familiesthrough High Quality Home VisitingServices and Intentional Staff SupportSystems

Participants will learn, share experiences, and discuss keyquestions from the home visiting field. Specific attentionwill be given to how Early Head Start (EHS) home visitors promote school readiness; how EHS programs use the community assessment and other data to ensureservices are provided to families who will most benefit;and how to support families experiencing extreme stress.Additionally, the session will address how supervision canbuffer the daily experiences of EHS home visitors and ensure that both the supervisor and the home visitor receive the support needed to provide high quality homevisiting services. Level 2

David Jones, Office of Head Start, Administration for Childrenand Families, Douglas J. Quiett, West Ed, Sausalito, CA, andMargaret Mascarenaz, Pueblo of Laguna Head Start, Pueblo ofLaguna, NM


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Thursday, June 14, 2012 (continued)

10:15am-11:45am

A-15 Understanding the Link BetweenCurriculum and Assessment for Infantsand Toddlers

To understand what infants and toddlers learn duringeveryday moments of play, caregivers need to take time toobserve, reflect on what they see and hear, and occasionallydocument it with notes or photos. Documentation helpscaregivers understand infants’ thinking, guides in curriculum planning that supports “next steps” in learning,and supports ongoing assessment. Through clips of infants’play, participants will deepen their understanding of thelink between curriculum planning and assessment.Level 2

Mary Jane Maguire-Fong and Margie Perez-Sesser, WestEd,San Francisco, CA

A-16 Growing Strong Supports for YoungChildren With Special Needs in MilitaryFamilies

This presentation will highlight the special circumstancesof infants and toddlers with special needs in military families. Participants will learn strategies that support resilience through family driven, relationship-based, inclusive supports. Military and community resources willalso be shared with emphasis on effective navigation ofsystems and systems advocacy.Level 2

Kathleen Mulrooney and Jennifer Hollahan, ZERO TOTHREE, Washington, DC

B-14 The Power of Birth: Community-BasedDoula Programs in Early Head Start(EHS)

The time surrounding birth is a critical period in the development of a young family. Programs that use community-based doulas for support in pregnancy andchildbirth have demonstrated dramatically increasedbreastfeeding, fewer labor and delivery complications,fewer medical interventions, and increased well-being for mothers and babies. This session will describe thecommunity-based doula model and the essential components of the program. In addition, participants will consider the value and challenges of integrating community-based doulas into EHS.Level 2

Jeretha McKinley, HealthConnect One, Chicago, IL, andConnie Robers and Donna Goldsmith, Rock-WalworthComprehensive Family Services, Inc., Beloit, WI

B-15 Providing Prenatal Services to Homeless Families

Access to prenatal care is especially challenging forwomen who are homeless and/or residing in a shelter.Participants in this session will examine comprehensiveservices vital to reducing infant mortality rates and improving infant outcomes as well as the importance ofcontinuity of care and providing a continuum of services,including Early Head Start, to reach these goals.Level 2

Janie Bordner, Low Birth Weight Development Center, Dallas, TX


C-15 The Importance of Fathers in School Readiness

Recent data shows that children do better in school whenthey have an involved father. Session participants will review statistical data, learn ways to promote fatherhoodin their program, and develop ideas for encouraging morefathers to play a significant role in their children's lives.Level 3

Debra J. Gass and Josh Miller, Brattleboro Town SchoolDistrict, Brattleboro, VT

D-17 Supporting Infant and ToddlerDevelopment in Group Care ThroughOnline Modules

Research supports the relationship between the qualityof care and education of staff in early care programs. Inthis session, participants will preview online professionaldevelopment modules prepared and piloted by ZEROTO THREE with infant-toddler program directors,teachers, and family care providers that focus on key elements of quality infant and toddler group care.Level 1

Donna R. Britt, Early Head Start National Resource Center,Washington, DC

D-18 Bringing Life and Longevity to Trainingand Technical Assistance

Program leaders will leave this session with informationand techniques for working with consultants and usingtheir training and technical assistance resources in morestrategic ways. Participants will be introduced to newly designed web-based and interactive materials they canshare with program leaders to strengthen the link betweentraining and technical assistance and program change.Level 1

Karen Pucciarelli and Stacy Dimino, National Center onProgram Management and Fiscal Operations, Waltham, MA

E-16 Group Socialization: A Recipe for Success

This session will illustrate a framework for planning andimplementing group socializations that engage children,empower parents, and grow an Early Head Start community. Participants will learn how to encouragegenuine parent participation in supporting children’slearning through interest-based group socializations.Level 1

Donna W. Bumgarner and Deborah A. Williamson, FamilyInfant and Preschool Program, Taylorsville, NC

E-17 Home-Based Strategies to SupportSchool Readiness

During this interactive session, participants will discoverhow school readiness initiatives and goals apply to home-based programs serving infants and toddlers in EarlyHead Start. The group will discuss strategies and usefultechniques to support the parent’s role, the home visitor’srole, and the importance of data collection and analysis.Level 1

Debbie McBee and Rob Colombini, STG International,Alexandria, VA

12:00pm-2:00pm

CLOSING PLENARYand LUNCH

Closing Plenary (To Be Announced)The Birth to Three Institute’s Closing Plenarykeynote speaker will be announced soon! For the latest Birth to Three Institute program updates, visit our website at www.ehsnrc.org

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Accomodations and Travel Information


You’ll be staying in the heart of Washington, DC where a multitude of cultural attractions and social activities are easily accessible by foot, taxi, or Metro. For more information about the sights and sounds of our nation’s capital, visit www.washington.org or see the concierge desk at the Marriott Wardman Park Hotel upon arrival.

THINGS TO KEEP IN MIND…• The average June temperature

in DC can climb to 90˚ during the day and fall to 70˚ in theevening.

• The hotel is large and the temperatures in the meetingrooms may vary; we recommend wearing layers and comfortable shoes.

• To maximize your Institute experience, please plan your arrival and departure arrangements according to the Institute schedule: • Pre-Institute sessions are

offered on Monday, June11th, starting at 8:30am

• If not attending Pre-Instituteday, the full body of the Institute begins on Tuesday,June 12th at 8:30am and endson Thursday, June 14th at2:00pm.

HOTEL INFORMATIONMarriott Wardman Park Hotel2660 Woodley Rd., NWWashington, DC 20008Phone: 202-328-2000Reservation Line: 800-228-9290www.marriott.com

Closest Metro Station: Woodley Park (Red Line)

Visit www.wmata.com for maps and information about riding Metro.

Reservations:You must make hotel reservations directly with the hotel by May 18, 2012.The hotel requires a one-night deposit or major credit card to hold the reservation. When making your reservation, reference “Birth to Three Institute” to receive the rate of $224 + 14.5% tax per night for single/doubleoccupancy while available.

AIRPORTS AND GROUND TRANSPORTATION Three airports service the Washington, DC Metro area*:

Ronald Reagan Washington National Airport (DCA)About 9 miles from hotel; 20 minutes driving time; and $30 taxi fareMetro Accessible: Yes (Yellow & Blue lines)www.metwashairports.com/national

Washington Dulles International Airport (IAD)About 23 miles from hotel; 40 minutes driving time; and $65 taxi fareMetro Accessible: Nowww.metwashairports.com/dulles

Baltimore Washington International Airport (BWI)About 33 miles from hotel; 1 hour driving time; and $70 taxi fareMetro Accessible: Nowww.bwiairport.com

Super Shuttle provides transportation services between all area airports andhotels. Contact 1-800-BLUE-VAN or visit www.supershuttle.com for more information on services and rates.

* Please note that distance, driving times, and fees are approximate. Each attendee is responsible for his/her own travel, hotel accommodations, and meals not covered by Institute registration.


REGISTRATION INFORMATIONREGISTER ONLINE TODAY!Registering online is the best way to ensure that you will get into the sessionsof your choice!

• Visit http://www.ehsnrc.org to register online.• Online payment methods include check, purchase order, or credit card.• Online registration is available until May 7, 2012.

REGISTER BY MAILYou may register by mail using the forms on pages 31-34. Each participantmust pre-register for sessions in each time block. Please indicate both your1st, 2nd, and 3rd choices in each time period. We will make every effort to accommodate your 1st choice. Participants who have not made selections during pre-registration may only choose from among sessions thatare not full when they arrive on site.

• Payment methods include check (payable to ZERO TO THREE), purchaseorder, or credit card.

• Mailed registration forms must be postmarked no later than May 7, 2012.Mail to: EHS NRC @ ZERO TO THREE

c/o Sun Trust BankPO Box 79768Baltimore, MD 21279-0768

Will Your Organization’s Finance Department Process Your BTT Registration?If so, there may be a delay of up to 2 weeks from the time you submityour registration form to your finance department and when we receiveit. Register early to ensure we receive your forms on time and to increaseyour chances of getting into the sessions of your choice.

REGISTRATION FEESRegistration with payment received/postmarked by March 19, 2012 .........$475

Registration with payment received/postmarked after March 19, 2012 .....$495

Registration using a purchase order (P.O.) ....................................................$495*

*Must be paid in full by May 31, 2012; Registration using a P.O. is $495 regardless of registration date and does not include any additional processing feesthat may be incurred.

ADDITIONAL FEESAdditional fees are required for the Pre-Institute Sessions and/or Continuing Education Credits. Each Pre-Institute session costs $100.

Pre-Institute Morning Session (includes lunch)....................................$100

Pre-Institute Afternoon Session (includes lunch) .................................$100

Continuing Education Credits ..............................................................$45

REGISTRATION CONFIRMATION:You will receive a registration confirmation via e-mail. If you donot receive a confirmation within 4 weeks of submitting your registration form online or by mail,please call (202) 638-1144 or e-mail [email protected]

SUBSTITUTION POLICY:• Registrations may be substituted

to another person eligible for thesame rate through May 7, 2012.

• Requests for substitutions postmarked/received afterMay 7, 2012 will be charged a$35 processing fee (per person).

• Substitutions must be in writing.E-mail (recommended) to [email protected] mail to: EHS NRC @ ZERO TO THREEAttn: Birth to Three Institute c/o Renita Street1255 23rd St., NW, Suite 350Washington, DC 20037


REGISTRATION INFORMATION (continued)CANCELLATION POLICY:• Registration cancellations postmarked/received through May 7, 2012 will

be charged a $35 processing fee (per person).• Registration cancellations postmarked after May 7, 2012 will not be re-

funded.• Cancellations must be in writing. E-mail (recommended) to

[email protected] or mail to: EHS NRC @ ZERO TO THREEAttn: Birth to Three Institutec/o Renita Street1255 23rd St., NW, Suite 350Washington, DC 20037

CHECKING IN AT BIRTH TO THREE INSTITUTE:Registration materials will be available at the Birth to Three Institute registration desk located at the Marriott Wardman Park Hotel during registration hours listed on the Schedule at a Glance on page 2.

ADDITIONAL NEEDS & SPECIAL REQUESTS:Please include requests for specialdietary and/or interpretation services when registering. All requests must be received by May 7, 2012.

EN ESPAÑOL: OTRAS SOLICITURES ESPECIALESLas solicitudes de dietas especiales o de interpretación se deben hacercuando se inscriba. Todas las solicitudes se deben enviar no mástarde del 7 de Mayo de 2012.

Photo Credits: page 5, 6, 11, 17, 20, 21, 23, 25, 26, 27, and 30, EHSNRC


REGISTRATION FORM (Must be postmarked by May 7, 2012)

A. CONTACT INFORMATION

First Name Middle Name/Initial Last Name Preferred Badge Name

Job Title

Program Name

Organization/Grantee Name

Address

City State Zip Code

Daytime Phone Fax E-mail Address (REQUIRED for registration confirmation)

Emergency Contact Information:

Name Phone Number

B. SPECIAL REQUESTS

1.) Dietary Needs (please specify): ______________________________________________________________________________

2.) Additional Needs (please specify): ❏Wheelchair Accessibility ❏Assisted Listening Device ❏ Sign Language

❏ Other ___________________________________________________________________________________________________

3.)¿Requiere servicios de interpretación al español? ❏ Sí ❏ No

Ver la página 5 para mayor información sobre los servicios de interpretación durante la conferencia.

C. Please Tell Us: Share your background with us so that we may better serve your needs

1. Type of Program❏ EHS ❏ MSHS ❏AI/AN ❏ Head Start ❏ Child Care ❏ FCC ❏ Other ________________________________________________

2. Your Region❏ I ❏ II ❏ III ❏ IV ❏V ❏VI ❏VII ❏VIII ❏ IX ❏ X ❏ XI (AI/AN) ❏ XII (MSHS) ❏ N/A

3. Your Program Model (check all that apply)❏ Center-Based ❏ Home-Based ❏ Family Child Care ❏ Combination ❏ Other/Non-EHS ___________________________________________

4. Your Primary Role (check only one)❏ EHS/MSHS/HS Program Administrator (e.g., Director, Manager)❏ Direct Service Staff (e.g., Teacher, Home Visitor, FCC Provider)❏ Parent/Family Member❏ State-based Infant/Toddler Specialist

❏ Child Care Program Administrator ❏ Federal Staff (Regional, Central Offices, Fellows)❏ Regional or State TA Network❏ Other ______________________________________________

5. How did you hear about the Birth to Three Institute?❏ Save the Date Postcard ❏ E-mail ❏At a training/conference_________________________________________

❏ ECLKC/ACF Website ❏ EHS NRC website ❏ Other______________________________________________________

Online registration is recommended! To register online, please visit

www.ehsnrc.org

TO REGISTER BY MAIL:• Complete this form; type or print clearly• Complete a separate form for each registrant• Include full payment • Mail to: EHS NRC @ ZERO TO THREE

c/o Sun Trust BankPO Box 79768Baltimore, MD 21279-0768


D. FEE SUMMARY Please check the appropriate boxes

Registration Fee (please choose one)

❏

❏ BTT Registration with payment postmarked after March 19, 2012: . . . . . . . . . . . . . . . . . . . . . . . . .$ 495.00

❏ BTT Registration with purchase order . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$ 495.00

BTT Registration with payment postmarked by March 19, 2012: . . . . . . . . . . . . . . . . . . . . . . . . . . .$ 475.00

Registration Fee Amount $ _____________________

Pre-Institutes (Cost per Pre-Institute session is in addition to registration fee and includes lunch)

❏ PI-1: Designing Services for At-Risk Populations in Early Head Start . . . . . . . . . . . . . . . . . . . . . . . .$ 100.00

❏ PI-2: The Essence of Home Visitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$ 100.00

❏ PI-3: Fussy Babies and Stressed Parents: Supporting the Parent-Child Relationship . . . . . . . . . . . . .$ 100.00

Pre-Institute Fee Amount $ _____________________

Sub Total $ _____________________

Continuing Education Credits

❏ Continuing Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$ 45.00

Continuing Education Fee $

TOTAL DUE $

_____________________

_____________________

E. PAYMENT Please choose one

❏ Check (made payable to ZERO TO THREE; reference “Birth to Three” in the memo)

❏ Purchase Order (P.O. registration fee is $495) P.O. Number ___________________ (Please attach copy of P.O.)

❏Visa ❏ MasterCard ❏ American Express ❏ Discover

Cardholder Name (please print clearly) Authorizing Signature

Card Number Expiration Date

Card Security Code (must provide this number for registration to be processed)

F. BILLING ADDRESS Please provide billing information if different from your contact address

Organization Name Attention To:

Billing Address

City State Zip Code

Daytime Phone Fax Email Address

For Office Use Only

Check #________________________________________________ Date Processed ________________________________________

Amount Rec’d ___________________________________________ Staff Initials____________________________________________

Date Rec’d______________________________________________ Invoiced ______________________________________________

Authorization #__________________________________________ Amount ______________________________________________


TRACK SESSION SELECTIONS Please attach this page to your Registration Form

First Name Last Name

Please identify your first, second, and third choices for sessions in each time block. ❏ First Choice ❏ Second Choice ❏ Third Choice

MONDAY, JUNE 11, 2012 : Pre-Institute DayPre-Institute Sessions (Additional cost; lunch included)8:30am – 12:00pm

❏ ❏ ❏ PI-1: Designing Services for At-Risk Populations in Early Head Start1:30pm-5:00pm

❏ ❏ ❏ PI-2: The Essence of Home Visitation❏ ❏ ❏ PI-3: Fussy Babies and Stressed Parents: Supporting the Parent-Child RelationshipInformation Sessions (No additional cost; lunch not included)10:30am-12:00pm

❏ ❏ ❏ IS-1: Using Parents and Providers: Sharing the Care Materials to Improve Family Child Care❏ ❏ ❏ IS-2: 10 Components of Quality Infant and Toddler Child Care: A Tool for Continuous Quality Improvement1:30pm-3:00pm

❏ ❏ ❏ IS-3: Stewards of Children: A Best Practice Model of Staff Development to Promote Child Sexual Abuse Prevention ❏ ❏ ❏ IS-4: Help Parents Nurture Their Sensational Babies and Grow Sensational Communities3:30pm-5:00pm

❏ ❏ ❏ IS-5: Overview of the CDA Credential with Specific Focus on the Family Child Care Setting

TUESDAY, JUNE 12, 2012 10:15am-11:45am

❏ ❏ ❏ A-1: Developing Written Policies on Language and Learning for Programs Serving Dual Language Infants and Toddlers❏ ❏ ❏ A-2: Early Moments Matter: Using the Early Moments Matter Toolkit to Promote Early Attachment ❏ ❏ ❏ A-3: Nurtured With Words: Storytelling, Language Development, and Learning❏ ❏ ❏ B-1: Every Child Has a Right to be SAFE: Preventing Injuries❏ ❏ ❏ B-2: Growing Healthy and Strong With Little Voices for Healthy Choices❏ ❏ ❏ C-1: Helping Families Overcome Barriers With Family Partnership Agreements and Referrals❏ ❏ ❏ C-2: Working Together: Successfully Coordinating Services for Children and Families❏ ❏ ❏ D-1: Growing the Hearts and Minds of Staff: Supporting Early Learning Through Mentors and Coaches❏ ❏ ❏ D-2: Who's There to Protect the Child? Supporting Mandated Reporters ❏ ❏ ❏ E-1: Babies Love Books: Growing Literacy Skills From Birth**❏ ❏ ❏ E-2: Update on EHS Home-Based Model Implementation for the MIECHV Program❏ ❏ ❏ E-3: Home Visitors' Use of Coaching to Engage Parents in Promoting Child Growth and Development1:30pm-4:45pm CLOSER LOOK SESSION (Three-hour session)

❏ ❏ ❏ CL-1: A CLOSER LOOK at Research and Program Data: Using Evidence to Enhance Early Head Start 1:30pm-3:00pm

❏ ❏ ❏ A-4: “Learn the Signs. Act Early.”: CDC's Innovative Approach to Early Identification of Young Children With Autism and Other Developmental Disabilities

❏ ❏ ❏ A-5: Supporting Pre-Math Development in Infants and Toddlers❏ ❏ ❏ A-6: Blocks and Trucks and Dolls, Oh My!: Intervening Through Play to Support Healthy Development*❏ ❏ ❏ B-3: Bacteria and the Bottom Line: Lead an Oral Health Program That Supports School Readiness*❏ ❏ ❏ B-4: Feeding Infants and Children: A Head Start on Good Nutrition❏ ❏ ❏ C-3: Early Childhood and Child Welfare from Federal to Local: Understanding our Partners and Building on Collaboration❏ ❏ ❏ C-4: Bringing the Head Start Parent, Family, and Community Engagement Framework to Your Program❏ ❏ ❏ D-3: Reflective Supervision as a Vehicle for Quality Assurance: Integrating Key Roles and Core Processes*❏ ❏ ❏ D-4: An Introduction to the EHS FCC Option: Benefits for Children, Families, Providers, and Communities**❏ ❏ ❏ E-4: From Theory to Practice: Using What We Know About Attachment to Support Parent-Child Relationships During Home Visits

and Socializations❏ ❏ ❏ E-5: Rethinking the Home-Based Option3:15pm-4:45pm

❏ ❏ ❏ A-7: What Supports School Readiness for Infants and Toddlers?❏ ❏ ❏ A-8: Time's Up for Time Out: Evidence-Based Infant and Toddler Mental Health Practices❏ ❏ ❏ B-5: Implementing the Mandatory Two-Week Newborn Health Visit: Comprehensive and Family Friendly Practices❏ ❏ ❏ B-6: Updating Hearing Screening Practices for Children Birth to Three❏ ❏ ❏ C-5: Increasing Father Involvement: A Light-Hearted Look into the Role Male Caregivers Play in the Classroom ❏ ❏ ❏ D-5: Tools for Analyzing Management Systems: Use What You Have!❏ ❏ ❏ D-6: Transforming Infant and Toddler Environments Into Cultural and Linguistic Havens❏ ❏ ❏ E-6: Individualizing Home Visits for Parents With Intellectual Disabilities❏ ❏ ❏ E-7: Measuring Success and Reporting Outcomes❏ ❏ ❏ E-8: EN ESPAÑOL: Como hacer más fáciles las conversaciones difíciles durante las visitas domiciliarias

*This session will be repeated **This session will be repeated in Spanish


TRACK SESSION SELECTIONS (continued)WEDNESDAY, JUNE 13, 20128:30am-11:45am CLOSER LOOK SESSIONS (Three-hour sessions)

❏ ❏ ❏ CL-2: A CLOSER LOOK at School Readiness: What Does it Mean for Early Head Start?❏ ❏ ❏ CL-3: A CLOSER LOOK at the EHS for FCC Project: A Framework for EHS-FCC Partnerships8:30am-10:00am

❏ ❏ ❏ A-9: Blocks and Trucks and Dolls, Oh My!: Intervening Through Play to Support Healthy Development❏ ❏ ❏ B-7: Bacteria and the Bottom Line: Lead an Oral Health Program That Supports School Readiness❏ ❏ ❏ B-8: Smiles for Life! Evidence-Based Practice for Promoting Oral Health for Pregnant Women, Infants, and Children❏ ❏ ❏ C-7: Learning Culture “By Heart”: Telling Traditional Stories to Support Identity, Family, and Community❏ ❏ ❏ C-8: Supporting the Needs of Newly Arrived Refugee and Immigrant Families❏ ❏ ❏ C-9: Research to Practice: Mapping Mechanisms of Early Head Start Programming on Parent and Family Characteristics, Parent-

Child Interaction, and Child Outcomes ❏ ❏ ❏ D-7: Early Head Start Impacts School Readiness: Let the Data Tell Your Story!❏ ❏ ❏ D-8: From the Ground Up: How to Build Management Systems Supporting Quality Services and Outcomes❏ ❏ ❏ E-9: Understanding the Complexity of Engaging Vulnerable Families❏ ❏ ❏ E-10: EN ESPAÑOL: El amor de los bebés hacia los libros: El desarrollo de las habilidades de lectura desde el nacimiento10:15am-11:45am

❏ ❏ ❏ A-10: Growing Hearts and Minds: Developing School Readiness Goals for Programs Serving Pregnant Women, Infants, Toddlers, and Families

❏ ❏ ❏ A-11: Setting the Stage for Inclusion Success: From Identification and Teaming to Implementation and Curriculum Adaptation❏ ❏ ❏ B-9: The Latino Obesity Epidemic: A Practical Guide to Early Prevention and Intervention ❏ ❏ ❏ B-10: Safe Sleep Guidelines for Families and Caregivers❏ ❏ ❏ C-11: Tips and Tools for Partnering With Families to Support Infant and Toddler Social/Emotional Health❏ ❏ ❏ D-9: Reflective Supervision as a Vehicle for Quality Assurance: Integrating Key Roles and Core Processes❏ ❏ ❏ D-10: EN ESPAÑOL: Una introducción a la opción del Cuidado Infantil Familiar: Los beneficios para los niños, proveedores,

y las comunidades❏ ❏ ❏ E-11: An Evidence-Based Approach for Supporting Infants and Toddlers with Disabilities: An EHS and EI Partnership❏ ❏ ❏ E-12: Infusing Multicultural Principles into the Home-Based Program Option3:00pm-4:30pm

❏ ❏ ❏ A-12: Enhancing Parent-Child Relationships Through Music Making❏ ❏ ❏ B-11: Growing Healthy Babies: Supporting Breastfeeding Success in Early Head Start❏ ❏ ❏ C-12: Collaboration Is Key: Interventions Supporting Parents of Infants and Toddlers in Child Welfare and Court❏ ❏ ❏ C-13: Reflective Practices for Engaging Families With Infants and Toddlers❏ ❏ ❏ D-11: How Accreditation Supports Quality Improvement in Family Child Care Programs❏ ❏ ❏ D-12: What Can the PIR Data Tell Us About EHS?❏ ❏ ❏ D-13: Systems of Support for the Infant and Toddler Workforce❏ ❏ ❏ E-13: Tending Your Safety Net: Enhancing Home Visitor Safety Awareness and Response❏ ❏ ❏ E-14: Home Visiting 101: Connecting With Families

THURSDAY, JUNE 14, 20128:30am-11:45am CLOSER LOOK SESSIONS (Three-hour sessions)

❏ ❏ ❏ CL-4: A CLOSER LOOK at Working With Families Facing Adversity and Depression: A System-Wide Preventative Mental Health Ap-proach

❏ ❏ ❏ CL-5: A CLOSER LOOK: Enhancing Outcomes of Children and Families through High Quality Home Visiting Services and IntentionalStaff Support Systems

8:30am-10:00am

❏ ❏ ❏ A-13: The Cultural Context of Executive Function in Infants and Toddlers❏ ❏ ❏ A-14: Growing Hearts and Minds: Developing School Readiness Goals for Programs Serving Pregnant Women, Infants, Toddlers, and Families❏ ❏ ❏ B-12: Successfully Integrating Fathers Into a Prenatal Curriculum❏ ❏ ❏ B-13: What Works: Using Evidence- and Practice-Based Interventions to Support Social/Emotional Health❏ ❏ ❏ C-14: Critical Partnerships: Professionals and Parents Working Together to Support First and Second Language Development❏ ❏ ❏ D-14: Implementing the Head Start Program Performance Standards in a FCC Home: What Does it Look Like?❏ ❏ ❏ D-15: Developing and Implementing Management Systems to Ensure the Provision of High Quality EHS Services❏ ❏ ❏ D-16: Demystify the Process: The Child Development Associate Credential ❏ ❏ ❏ E-15: The Bagless Home Visitor10:15am-11:45am

❏ ❏ ❏ A-15: Understanding the Link Between Curriculum and Assessment for Infants and Toddlers❏ ❏ ❏ A-16: Growing Strong Supports for Young Children With Special Needs in Military Families❏ ❏ ❏ B-14: The Power of Birth: Community-Based Doula Programs in Early Head Start❏ ❏ ❏ B-15: Providing Prenatal Services to Homeless Families❏ ❏ ❏ C-15: The Importance of Fathers in School Readiness❏ ❏ ❏ D-17: Supporting Infant and Toddler Development in Group Care Through Online Modules❏ ❏ ❏ D-18: Bringing Life and Longevity to Training and Technical Assistance❏ ❏ ❏ E-16: Group Socialization: A Recipe for Success❏ ❏ ❏ E-17: Home-Based Strategies to Support School Readiness

http://eclkc.ohs.acf.hhs.gov

www.ehsnrc.org

The Early Head Start National Resource Center (EHS NRC) was created in 1995 by the Office ofHead Start (OHS), Administration for Children and Families (ACF). We are housed at ZERO TOTHREE, National Center for Infants, Toddlers, and Families. The EHS NRC is a storehouse ofearly childhood expertise that promotes the building of new knowledge and the sharing ofinformation by:

• Linking and actively engaging the Early Head Start and the Head Start community throughopportunities in coordination with the Office of Head Start’s online Early Childhood Learningand Knowledge Center, to share resources and learn from one another in a variety of venues

• Creating, collecting, and disseminating information relevant to comprehensive early childhoodprograms that is timely, accessible, and easy to use

• Providing professional development opportunities for the Early Head Start and Head Startcommunity through face-to-face meetings and state-of-the-art distance learning experiences

www.zerotothree.org

ZERO TO THREE is a national, nonprofit organization that informs, trains, and supportsprofessionals, policymakers, and parents in their efforts to improve the lives of infants andtoddlers.

Our mission is to promote the health and development of infants and toddlers.

This conference was funded, in part, through a contract (HHSP23320100009YC) with theDepartment of Health and Human Services (HHS) (Administration for Children andFamilies/Office of Head Start). The views expressed in written conference materials and byspeakers and moderators at this conference, do not necessarily reflect the official policies of HHS,nor does mention of trade names, commercial practices, or organizations imply endorsement by the U.S. Government.

PRESORTFIRST CLASS MAIL

U.S. POSTAGE PAID

DULLES, VAPERMIT NO. 299

1255 23rd Street, NW, Suite 350Washington, DC 20037

DATES TO REMEMBER:

• Early registration deadline: March 19, 2012

• Registration deadline: May 7, 2012

• Interpretation & special needs requests deadline: May 7, 2012

• Hotel reservation deadline: May 18, 2012

16th Annual Birth to Three Institute

Documents