Created in 2007 by the Pennsylvania Office of Child Development and Early Learning (OCDEL), The Pennsylvania Key implements the work and supports the policies developed and managed by OCDEL. Learn More. >
Created in 2007 by the Pennsylvania Office of Child Development and Early Learning (OCDEL), The Pennsylvania Key implements the work and supports the policies developed and managed by OCDEL. Learn More. >Opening Remarks
Presenter: Valerie A. Arkoosh, MD, MPH, Secretary, Department of Human Services and Shante’ A. Brown, Deputy Secretary, Office of Child Development and Early Learning (OCDEL)
Audience: All Audiences
Location: Chocolate Ballroom
Keynote
Title: The Role of Culture and Behavioral Expectations
Presenters: Dr. Rosemarie Allen, MSU Denver, Associate Professor, Early Childhood Education Faculty, Georgetown University and President & CEO Institute for Racial Equity & Excellence
Description: Young children with social-emotional and behavioral concerns in child care settings may benefit from additional services such as Infant Early Childhood Mental Health (IECMH) Consultation or Early Intervention (EI). During this session, participants will learn more about IECMH and EI in Pennsylvania, including their distinct purposes, procedures, and services. Participants will gain a better understanding of what they can expect when they contact either of these programs to support the social-emotional needs of young children in their care.
Audience: Infant toddler age specific information; preschool age specific information; director specific information; teacher specific information
Location: Wild Rose B
Session A1
Title: Challenging Behaviors: Who’s the Problem, Them or You? – Part 1
Presenter: Dr. Rosemarie Allen, MSU Denver, Associate Professor, Early Childhood Education Faculty, Georgetown University and President & CEO Institute for Racial Equity & Excellence
Description: When children are engaged in persistent behaviors that are difficult to manage, adults frequently experience powerlessness, especially when working with young children they describe as defiant or oppositional. This results in harsh discipline of young children. This workshop discusses the relationship between children’s behavior and adult’s responses. It also highlights the difference between typical behavior and behaviors that challenge adults. The role of implicit bias on behavioral expectations will be discussed and strategies will be provided to prevent and address undesired behaviors.
Audience: All Audiences
Location: Wild Rose A
Documents:
Session A2
Title: When in Doubt, Reach Out: What to Expect When I Ask for Help from IECMH or EI
Presenters: Leslie Rapsey and Elizabeth Gould, IECMH Consultants and Joy Polignano, Ph.D., NCSP, EITA Consultant
Description: Young children with social-emotional and behavioral concerns in child care settings may benefit from additional services such as Infant Early Childhood Mental Health (IECMH) Consultation or Early Intervention (EI). During this session, participants will learn more about IECMH and EI in Pennsylvania, including their distinct purposes, procedures, and services. Participants will gain a better understanding of what they can expect when they contact either of these programs to support the social-emotional needs of young children in their care.
Audience: Infant toddler age specific information; preschool age specific information; director specific information; teacher specific information
Location: Wild Rose B
Documents:
Session A3
Title: Trauma Sensitive Pyramid Model
Presenters: Jeanne Frantz, Lisa Stauffer and Carrie Kitchen, The Pennsylvania Key
Description: Trauma has a significant impact of young children, their families, and even the workforce that support them. Adding a Trauma-Informed Care lens to your existing Pyramid practices will help to implement practices that promote children’s social emotional development, healing, and resilience. This includes creating nurturing and responsive relationships with children, families, and each other, as well as creating safe learning environments.
Audience: Infant toddler age specific information; preschool age specific information; director specific information; teacher specific information
Location: Empire A
Documents:
Session A4
Title: Pyramid Model Practices Overview
Presenters: Karen Neifer, EITA Consultant and Penny Cordera, IECMH Consultant
Description: The Pyramid Model was designed and based on the premise that we want to support all children in an inclusive early childhood setting where they can thrive. This session will focus on Pyramid Model prevention, promotion, and intervention practices that support social emotional development and learning. Participants will be connected with various resources as well as professional development options to expand their learning in meaningful ways.
Audience: Preschool age specific information; director specific information; teacher specific information
Location: Empire D
Documents:
Session A5
Title: Foundations of Infant/Early Childhood Mental Health
Presenters: Lindsey Van Dyke and Lauren Kryston, The Pennsylvania Key
Description: Challenging behavior inhibits healthy learning and development, derails engagement and learning, and can leave professionals feeling stuck, stumped, and even resentful. In this workshop, participants will learn to leverage the foundations of Infant Early Childhood Mental Health, connection and regulation, to reformulate challenging behavior problems. Participants will enhance their capacity to notice with soft eyes, respond effectively to challenging behavior, and reduce disengagement and resistance in their work with children and families.
Audience: Infant toddler age specific information; preschool age specific information; school age specific information; director specific information; teacher specific information
Location: Empire C
Documents:
Session A6
Title: Classroom-wide Practices to Support ALL Children and Decrease Challenging Behaviors
Presenter: Lisa Gragg, EITA Consultant
Description: Participants will learn about five research-based preventative classroom-wide practices promoted by the National Center for Pyramid Model Innovations to impact challenging behaviors and promote desirable behaviors by all children. Participants will self-assess their own classroom practices and further learn about positive classroom-wide practices to build upon what they are already doing to be more intentional and systematic with their implementation of these five preventative practices. Participants will learn about resources to support continued implementation of these practices with fidelity and will leave the session with action steps to implement these five practices within their classrooms tomorrow or next week.
Audience: Infant toddler age specific information; preschool age specific information
Location: Empire B
Documents:
Session A7
Title: Youth Behavior Reflection Tool
Presenters: Lauren Walter and Betsey Saatman, The Pennsylvania Key
Description: The Youth Behavior Reflection Support Tool (YBRST) was specifically developed for program teams to use when they are faced with challenging behaviors within their K-6 School-Age Child Care (SACC) program. The purpose of the tool is to help programs get started on looking at the behavior at hand, the youth’s needs, their current practices, sorting through their feelings, their family connection, and begin adjusting the program to support SACC students. Presenters will introduce and model use of the tool and participants will have the opportunity to use the tool with support from the presenters.
Audience: School age specific information; director specific information; teacher specific information
Location: Magnolia A
Documents:
Session A8
Title: Teaching and Implementing Routines within Routines
Presenter: Toni Miguel, Ph.D, EITA Consultant
Description: Join us in this session focused on practical strategies for early childhood teachers in teaching and implementing routines within routines. Discover effective methods to seamlessly integrate structure into the daily activities of young learners. Learn how these routines can enhance classroom management, promote independence, and create a positive learning environment for both teachers and students.
Audience: Infant toddler age specific information; preschool age specific information; teacher specific information
Location: Magnolia B
Documents:
Session A9
Title: Ages and Stages Screening Tool
Presenters: Leah Tressler, Masha Levin, and Alyssa Hegenstaller, The Pennsylvania Key
Description: This session will provide an overview of the ASQ and ASQ:SE screening tools for children ages 3 months to 5 years often used in early childhood program universal screening efforts. The session will discuss tips and best practices for administration, scoring, informed decision making and courageous conversations with families when a referral is indicated. Participants will be connected with resources as well as additional professional development options to expand their learning in meaningful ways.
Audience: Infant toddler age specific information; preschool age specific information; director specific information; teacher specific information
Location: Magnolia D
Documents:
Session A10
Title: The Growing Brain from Birth to Five Years Old: Factors Affecting Brain Growth and Development
Presenters: Colleen Kutchkus, M.S., CCC-SLP, and Jodie Holmberg, EITA Consultants
Description: The early years are critically important for brain development. It is the time of greatest opportunity to nurture positive, strong brain development and the time of greatest vulnerability. Participants will identify factors that affect brain growth and learn about the key components they can use in everyday interactions with young children to support healthy brain development.
Audience: Infant toddler age specific information; preschool age specific information; school age specific information; teacher specific information
Location: Magnolia C
Documents:
Session B1
Title: Challenging Behaviors: Who’s the Problem, Them or You? – Part 2
Presenter: Dr. Rosemarie Allen, MSU Denver, Associate Professor, Early Childhood Education Faculty, Georgetown University and President & CEO Institute for Racial Equity & Excellence
Description: When children are engaged in persistent behaviors that are difficult to manage, adults frequently experience powerlessness, especially when working with young children they describe as defiant or oppositional. This results in harsh discipline of young children. This workshop discusses the relationship between children’s behavior and adult’s responses. It also highlights the difference between typical behavior and behaviors that challenge adults. The role of implicit bias on behavioral expectations will be discussed and strategies will be provided to prevent and address undesired behaviors.
Audience: All Audiences
Location: Wild Rose A
Documents:
Session B2
Title: When in Doubt, Reach Out: What to Expect When I Ask for Help from IECMH or EI
Presenters: Leslie Rapsey and Elizabeth Gould, IECMH Consultants and Joy Polignano, Ph.D., NCSP, EITA Consultant
Description: Young children with social-emotional and behavioral concerns in child care settings may benefit from additional services such as Infant Early Childhood Mental Health (IECMH) Consultation or Early Intervention (EI). During this session, participants will learn more about IECMH and EI in Pennsylvania, including their distinct purposes, procedures, and services. Participants will gain a better understanding of what they can expect when they contact either of these programs in order to support the social-emotional needs of young children in their care.
Audience: Infant toddler age specific information; preschool age specific information; director specific information; teacher specific information
Location: Wild Rose B
Documents:
Session B3
Title: Trauma Sensitive Pyramid Model
Presenters: Jeanne Frantz, Lisa Stauffer and Carrie Kitchen, The Pennsylvania Key
Description: Trauma has a significant impact of young children, their families, and even the workforce that support them. Adding a Trauma-Informed Care lens to your existing Pyramid practices will help to implement practices that promote children’s social emotional development, healing and resilience. This includes creating nurturing and responsive relationships with children, families, and each other, as well as creating safe learning environments.
Audience: Infant toddler age specific information; preschool age specific information; director specific information; teacher specific information
Location: Empire A
Documents:
Session B4
Title: Pyramid Model Practices Overview
Presenters: Karen Neifer, EITA Consultant and Penny Cordera, IECMH Consultant
Description: The Pyramid Model was designed and based on the premise that we want to support all children in an inclusive early childhood setting where they can thrive. This session will focus on Pyramid Model prevention, promotion, and intervention practices that support social emotional development and learning. Participants will be connected with various resources as well as professional development options to expand their learning in meaningful ways.
Audience: Preschool age specific information; director specific information; teacher specific information
Location: Empire D
Documents:
Session B5
Title: Foundations of Infant/Early Childhood Mental Health
Presenters: Lindsey Van Dyke and Lauren Kryston, The Pennsylvania Key
Description: Challenging behavior inhibits healthy learning and development, derails engagement and learning, and can leave professionals feeling stuck, stumped, and even resentful. In this workshop, participants will learn to leverage the foundations of Infant Early Childhood Mental Health, connection and regulation, to reformulate the challenging behavior problem. Participants will enhance their capacity to notice with soft eyes, respond effectively to challenging behavior, and reduce disengagement and resistance in their work with children and families.
Audience: Infant toddler age specific information; preschool age specific information; school age specific information; director specific information; teacher specific information
Location: Empire C
Documents:
Session B6
Title: Classroom-wide Practices to Support ALL Children and Decrease Challenging Behaviors
Presenters: Lisa Gragg, EITA Consultant
Description: Participants will learn about five research-based preventative classroom-wide practices promoted by the National Center for Pyramid Model Innovations to impact challenging behaviors and promote desirable behaviors by all children. Participants will self-assess their own classroom practices and further learn about positive classroom-wide practices to build upon what they are already doing to be more intentional and systematic with their implementation of these five preventative practices. Participants will learn about resources to support continued implementation of these practices with fidelity and will leave the session with action steps to implement these five practices within their classrooms tomorrow or next week.
Audience: Infant toddler age specific information; preschool age specific information
Location: Empire B
Documents:
Session B7
Title: Overview of Prevent, Teach, Reinforce Options for Early Childhood
Presenters: Susan P. Zeiders, M. Ed., BCBA and Kelly Fisher and, EITA
Description: Prevent, Teach, Reinforce (PTR) is an early childhood friendly process for creating behavior plans for children who need individualized support. This session will describe the options available for use in classrooms and in homes and teach what is expected of members of a PTR team. Information will be provided for how to learn more if participants wish to learn to guide the process.
Audience: Infant toddler age specific information; preschool age specific information; director specific information; teacher specific information
Location: Magnolia A
Documents:
Session B8
Title: Teaching and Implementing Routines within Routines
Presenter: Toni Miguel, Ph.D, EITA Consultant
Description: Join us in this session focused on practical strategies for early childhood teachers in teaching and implementing routines within routines. Discover effective methods to seamlessly integrate structure into the daily activities of young learners. Learn how these routines can enhance classroom management, promote independence, and create a positive learning environment for both teachers and students.
Audience: Infant toddler age specific information; preschool age specific information; teacher specific information
Location: Magnolia B
Documents:
Session B9
Title: Ages and Stages Screening Tool
Presenter: Leah Tressler, Masha Levin, and Alyssa Hegenstaller, The Pennsylvania Key
Description: This session will provide an overview of the ASQ and ASQ:SE screening tools for children ages 3 months to 5 years often used in early childhood program universal screening efforts. The session will discuss tips and best practices for administration, scoring, informed decision making and courageous conversations with families when a referral is indicated. Participants will be connected with resources as well as additional professional development options to expand their learning in meaningful ways.
Audience: Infant toddler age specific information; preschool age specific information; director specific information; teacher specific information
Location: Magnolia D
Documents:
Session B10
Title: The Growing Brain from Birth to Five Years Old: Factors Affecting Brain Growth and Development
Presenter: Colleen Kutchkus, M.S., CCC-SLP, and Jodie Holmberg, EITA Consultants
Description: The early years are critically important for brain development. It is the time of greatest opportunity to nurture positive, strong brain development and also the time of greatest vulnerability. Participants will identify factors that affect brain growth and learn about the key components they can use in everyday interactions with young children to support healthy brain development.
Audience: Infant toddler age specific information; preschool age specific information; school age specific information; teacher specific information
Location: Magnolia C
Documents:
Compassion Satisfaction is a lifeline for any professional facing physical and emotional exhaustion that can shadow work in the helping professions. R.E.F.I.L.L. activities guide participants through experiential tasks designed to target specific areas in their personal and professional lives in order to lift the “lid” to their effectiveness and their impact on those they influence. R.E.F.I.L.L. provides six concrete strategies to help participants develop a personalized plan for identifying, transforming, and refilling depleted areas from compassion fatigue, secondary traumatic stress, and burnout in order to reconnect with purpose.