This year’s theme is Hand in Hand: Collaborating to Support Our Babies, Toddlers, Families and Communities.

The Birth To Three Institute (BTT) is a professional development opportunity for early childhood professionals working in Early Head Start, Head Start, Migrant and Seasonal Head Start and other group care settings that serve infants and toddlers. The mission of BTT is to disseminate information and provide training that brings to life best practices, effective strategies and relevant research findings. The goal of BTT is to support the early childhood workforce in achieving high quality services for infants, toddlers, and their families. BTT is also a venue where Early Head Start professionals have an opportunity to network with the broader child care community.

On behalf of the Office of Head Start, the Early Head Start National Resource Center is inviting presentation proposals for the 15th Annual Birth To Three Institute (BTT) to be held Monday, June 20, 2011 - Thursday, June 23, 2011 in Washington, DC. Presentations that highlight the nature of collaboration efforts between Early Head Start and community agencies supporting infants, toddlers, and families – group care, foster care, and Part C, and the cultural needs of children served in MSHS and AIAN are of particular interest this year. In addition, presentations that focus on the critical nature of development in the first three years of life and the role that relationships play in promoting healthy early development is the core of the conference.

The audience for BTT includes Early Head Start, Head Start, and Migrant and Seasonal Head Start directors, administrators, teachers, home visitors, family service workers, child care, family child care, health services, and other professionals in the early education field.

A wide array of topics relevant to programs and services for infants and toddlers are welcome. Possible topics include, but are not limited to:

• Cultural diversity

• Developmentally appropriate curriculum
  • Environments and materials, literacy and numeracy, curriculum planning, individualized written plans, observations
• Dual language acquisition
  • Dual language learners
• EHS specialized knowledge
  • For home visitors, education coordinators, family service workers, classroom teachers
• Family child care
• Family engagement
  • Father involvement, teen parents, military families, homelessness, abuse/neglect, grandparents raising grandchildren, building parent partnerships
• Health
  • Sleep, nutrition, obesity prevention, oral health, safety, infant and toddler mental health
• Home-based care
  • Home visiting, group socializations
• Mental health consultation to programs
  • Challenging behaviors, loss and grief
• Overall infant and toddler development
  • Gross and fine motor, communication and language, cognitive, social and emotional, play
• Partnerships/collaborations between EHS and other group care settings
  • Cooperation and sharing of information
  • Outreach
  • Interagency collaborations
• Prenatal health
  • Breastfeeding, environmental toxins, brain development, working with pregnant mothers
• Program management and evaluation
  • Program planning & monitoring, systems building, program governance/Policy Council, risk management
• Special needs
  • Screening, assessment and outcomes, early intervention, inclusion, IFSP
• Staff training/qualifications/ management
  • Developing objective observation skills, credentialing/CDA, development of the early childhood workforce, teacher competencies, reflective supervision
• Transition planning / Continuity of care
  • From prenatal services to program options
  • Mixed-age group care
  • Part C (early intervention) to Part B (preschool)

CALL FOR PROPOSAL GUIDELINES

• Presentation proposal submissions are invited for 1.5 hour presentations.
• Presentations may be conducted in English or Spanish.
  • For presentations in Spanish, only the title and the 50-word summary should be in Spanish. See below for requirements.
• All presentations must allow time for audience questions/discussion.

RULES OF PARTICIPATION

1. No more than 3 presenters per session will be accepted.
2. The lead presenter receives a complimentary BTT conference registration (does not include lodging); additional presenters pay a $275 registration fee.
3. All presenters are required to register for the BTT conference and check-in at the BTT conference registration desk.
4. All presenters are responsible for making their own travel/lodging arrangements.
5. Lead presenter is responsible for:
   1. Providing laptop, if applicable.
   2. Requesting additional AV, if needed (LCD projector, screen, microphone, and flip chart provided).
   3. Uploading handout materials for the Institute CD within 60 days of notification of successful submission.
6. OHS reserves the right to edit session titles or descriptions for conference materials if needed, without changing the purpose or intent of the presentation.
7. Presentations that attempt to sell or market products or services will be disqualified.

PROPOSAL REQUIREMENTS

• Presentation proposals will be accepted online only. Visit www.ehsnrc.org and follow the link to a sample presentation proposal and online submission page.
• Presentation proposal requirements (must respond to all):
  1. Title: Maximum of 15 words. It should reflect topic and content.
  2. Area/Keyword: Select one from list provided.
  3. Target Audience: Select one or all from list provided.
  4. Audience Level: Select one from the list provided.
  5. Session Format: How will the information be presented? Lecture, dialogue, discussion, interaction, small group activity, vignettes, media, etc. Select all that apply from the list provided.
  6. Miscellaneous:
     • Repeat Presentation? Select Yes or No.
     • If selected, would you be willing to present in a 2-hour time slot?
     • Present in Spanish? (Requires fluency). Select Yes or No.
  7. Summary: Maximum of 50 words. Must describe the topic. Summary will appear in the registration and program book.
• Learning Objectives: Three (3) measurable objectives supported by session content. (See also Learning Objectives relevant to Audience Level)
  • Outline: (Max 250 words) Include content and presentation method.
  • Relevant Standards and Regulations: (Max 250 words) Cite the relevance of your session to at least one of the following:
    Head Start Program Performance Standards (Section 1304), State/Territory Child Care Licensing Regulations, or Voluntary Accreditation Standards.
  • Head Start Program Performance Standards related to the presentation content. We suggest that you focus on section 1304. For more information about the Head Start Program Performance Standards, please see here or call the Head Start Knowledge & Information Management Services at 1-866-763-6481.
  • State/Territory Child Care Licensure Regulations related to the presentation content. For more information about the State/Territory Child Care Licensure Regulations, you may call the National Resource Center for Health and Safety in Child Care at 1-800-598-KIDS or go here and/or
  • Voluntary Accreditation Standards related to the presentation content. For more information about Accreditation Standards, you may call the National Association for the Education of Young Children at 1-800-424-2460 or go to here and the National Association for Family Child Care at 1-801-269-9338 or go here.
  • Overview and Purpose of the session: Maximum 350 words. Must state solutions explored and possible implications for programs, families, or the field.
• Presenter/Lead Presenter résumé/vitae

SELECTION CRITERIA

All submissions go through a blind review process. Selection will be based on:

1. Content:
   1. Explores thorough solutions.
   2. Demonstrates relevance for programs.
   3. Highlights best practices.
   4. Offers depth, insight, and guidance.
2. The overall value and relevance to professional practice and to the audience intended.
3. Demonstration that session will actively involve adult participants in the learning process and presenter will serve as facilitator.
4. Adherence to the Call for Presentations guidelines and requirements.

SAMPLE PRESENTATION PROPOSAL

TITLE: Working With Families to Address Their Child’s Mental Health

AREA/KEYWORD: Child Health and Pre-Natal Services

TARGET AUDIENCE : Direct service staff

AUDIENCE LEVEL: New to EHS or Early Education field

SESSION FORMAT: Small group discussion, large group discussion, case scenarios, brief lecture

MISCELLANEOUS:

ARE YOU WILLING TO REPEAT YOUR PRESENTATION? Yes

IF SELECTED, WOULD YOU BE WILLING TO PRESENT IN A 2-HR TIME SLOT? No

ARE YOU ABLE TO PRESENT IN SPANISH? (Requires fluency) Yes

SESSION SUMMARY (maximum of 50 words): Program staff is the front-line for identifying infant mental health concerns and supporting parents. Many feel overwhelmed by the prospect of doing this work. This session will define infant mental health, identify symptoms, and share strategies for supporting staff in their work with parents regarding their child’s mental health needs.

LEARNING OBJECTIVES: As a result of this session, participants will be able to:

1. Define infant mental health and infant mental health disorders
2. Recognize signs and symptoms of mental health concerns in young children
3. Discuss ways of talking to parents about mental health concerns

OUTLINE (maximum 250 words):

• Explore definitions of Infant Mental Health and Infant Mental Health disorders
  1. Interactive discussion
  2. Defined by Mental Health Consultant
• Learn about Signs and Symptoms
  1. Small group work: observe/identify using video scenarios
• Talking with Parents about Concerns
  1. Hurdles and strategies by staff & parents
  2. Small group work: respond to scenarios
  3. Small group: role play
• Conversation/Question and Answer with Participants

RELEVANT REGULATIONS AND STANDARDS: Key Head Start Program Performance Standards:
1304.24(a)(1)(i & iv) & (a)(2) Child Mental Health
Grantee and delegate agencies must:
(1) work collaboratively with parents by:
     i. Soliciting parental information, observations, and concerns about their child’s mental health
     iv. Helping parents to better understand mental health issues

(2) secure the services of mental health professionals on a schedule of sufficient frequency to enable timely and effective identification of and intervention in family and staff concerns about a child’s mental health

State/Territory Child Care Licensure and Regulations: *If your state designates specific topics for required trainings, and this session meets one of those, please include the specific topic this session addresses. Also indicate whether this requirement is specific to infant and toddler caregivers or if it applies to all child care staff (e.g. that care for children of any age). If your state does not have staff training requirements in the licensing regulations, please identify relevant Head Start Program Performance Standards, NAEYC or NAFCC Standards, as appropriate.

In my state, this session counts toward the 12 hours of annual in-service training required for all child care staff. This session meets the requirement for required training in infant mental health.

Voluntary Accreditation Standards:
The information presented relates to the professional development criteria for both the NAEYC and NAFCCA accreditation.

OVERVIEW AND PURPOSE OF THE SESSION (maximum of 350 words):
Many early care and education programs do not provide mental health treatment; instead, they refer families to community providers who do. But Early Head Start programs are uniquely positioned to offer supports to families that can directly impact the mental health of infants and toddlers. Teachers and home visitors are often the ones who can identify needs and provide support; however, many do not feel qualified to do so. Our staff felt the same and wondered: how do we recognize when a concern is warranted? What are the signs and symptoms young children present with when their mental health is in jeopardy? And how do we work with parents around such issues?

Three years ago, in partnership with our local mental health provider, our program designed and implemented ongoing monthly trainings for teachers and home visitors to understand infant mental health, recognize the signs and symptoms associated with mental health concerns in young children, involve Early Intervention, and work with families. These trainings also include time for case studies, staff support, and role plays.

Additionally, our Infant Mental Health (IMH) Consultant spends 10 hours weekly with our program developing strategies and support systems for staff to talk with parents about concerns and guide them throughout the identification and intervention process. The IMH Consultant provides quarterly meetings with staff to help with specific concerns of children, and assist staff in understanding when to refer an infant for services. Staff has been better equipped to encourage parents to take advantage of IMH services. The IMH Consultant offers monthly parent support groups. These groups are designed to provide opportunities for parents to ask questions, discuss any issues or concerns related to their infants. Any EHS parent is welcomed to attend these groups. Staff, parents, and most importantly children have benefited from this work.