Courses offered: (Course description Pdf)

Credentials and Licenses Child Behaviors: Approaches for Teachers Community Partnership: Effective Resource Collaboration Conducting In-depth Self-Assessment Critical Thinking and Decision Making Disabilities: Implementing Services and the Management Team ECE: Fundamentals of Early Childhood Education Effective Communication Family Services: Understanding Family Social Work Family Partnership: Empowering Parents to Reach Goals Family Services: Family Literacy-Supporting Family Learning Family Services: Working with Families Fatherhood Involvement Head Start Child's Play Head Start Management & Administrative Requirement Increasing Social Competence Inclusive Teaching Environment Ladders: Building Language Rich Curriculum Managing Challenging Behaviors Managing Disabilities Services Mental Health: Promoting Social Emotional in Head Start Mental Health Supervisor: Ethics of Supervision Mental Health: Supporting Behavior for School Success Nutrition and the Preschooler Nutrition for the Child in the Community Parent Involvement Program Monitoring & Self-Assessment Strategic Planning Supporting Families in Crisis Teaching Young English Learners Transitioning Head Start Children Temperament: Understanding Behavioral Styles Working with Children with Chronic Illness Working with Children with Significant Disabilities

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HSU Course Outline

Children Behaviors – Approaches for Teachers ED107v.1

6 Weeks

Description This in-depth six week online course will show you how to respond to and improve disruptive behavior with ethical strategies that promote Head Start children’s skill development and safeguard the emotional needs of all involved. During this course you will learn strategies for solving behavior problems in positive ways.

Prerequisites none

Who Should Take This Course? This course is designed for all education staff. It is most beneficial to Head Start teachers, teacher aides, parents, volunteers and education managers. This course will benefit all staff members who must deal with Head Start children in a classroom setting.

Objectives ü Understand child centered overview of program

quality care ü Have suggestions for building children’s self-

esteem

ü Learn insight into why specific behaviors might surface

ü Learn proven strategies and insights about behaviors

Outline Foundation of Discipline

Ideas on Discipline Beliefs Goals of discipline

Evidence about disciplinary practices Effectiveness Disadvantages Principles

Universal Interventions Child-centered educational program

Curriculum planning Aims of Head Start programs Behavioral Assessments Educational provision

Meeting children’s basic needs Survival Emotional Safety Wellbeing

Meeting children’s needs to belong Social Competence Acceptance Empathy Connectedness

Meeting need for autonomy

Freedom to make choices Mastery Self-efficacy Environmental supports

Meeting children’s need for self-esteem Nature of self-esteem Signs of low self-esteem Facilitating children’s health self-esteem

Supportive Interventions Origins of inconsiderate behavior

Guidance explanations for disruptiveness Responses to the behavior type Attention-seeking myth

Communicating to solve problems Listening Assertiveness Collaborative problem solving

Everyday responses to disruptions Institute guidelines, not rules Giving positive instructions Changing the demands Avoiding escalating confrontations

Teaching children emotional self-control Demonstrate empathy

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Teach Coping strategies Explaining growing up Teaching Constructive thinking Soothing children Consistency

Solutions for chronic difficulties Amplifying present solutions Viewing events differently Responding differently

Solutions to common behaviors Disruptions during routines

Meal times Sleep times Group-time disruptions Tolieting Separating from parents Reunions Transitions between activities Packing away equipment

Guiding pro-social behavior Social withdrawal Excessive reliance on others Physical aggression Exclusion of peers Rough and tumble play Super-hero play Unwillingness to share Sexuality Fears Children who have been bereaved

Disruptions associated with atypical development Delayed or impaired communication skills Social application of language Sensory integration difficulties The autism spectrum The attention-deficit disorders Oppositional defiance disorder (ODD) Transition to school

Supporting Adults Nurturing Staff

Manageable demands Enrich adults’ personal resources Workplace support Access to outside expertise

Working with parents Trends in relationships with parents Impediments to collaboration A collaborative style Collaborative practices Collaborative problem solving Cross-cultural collaboration Responding to parents’ complaints Complaints from third parties

Formulating a discipline policy Benefits of formal policies Pre-planning Components of a policy Evaluation of the policy

2011 HSU’s Course Outline for Community Partnership Rev. 01/11

Description

This course is designed to help program staff enhance their skill in building Head Start collaborations. Participants who attend this course will enhance their ability to foster successful collaborations and overcome barriers they may encounter. This course is developed to build the family support capacity of Head Start staff. It focuses on the knowledge and skills staff will need to be full collaborative partners in community effects to help families develop, nurture their children, and experience success. Participants will learn how to work actively with other agencies and community members to improve community conditions, services, and resources for children and families; demonstrate the skills necessary for forming and sustaining collaborative relationships; and participate in strategic planning processes aimed at resolving complex issues.

Prerequisites

Head Start Knowledge An Understanding of Resource Collaboration

Who Should Take This Course?

This course is designed for all Head Start Staff. This means all employees should benefit from this course, from Bus Drivers to Directors, are targeted for this training program. Among those most involved are Program Managers, Family Service Staff, Staff working in the areas of Health, Parent Involvement and Education and Staff working in Support Positions.

Objectives

ü Examine the impact of your values, beliefs and behaviors on the development of supportive relationships with each other and with Head Start families.

ü Help you to show support for each other and for Head Start families through recognizing and reinforcing individual and family strengths, attentive listening, “reaching out” and displaying accepting and caring behaviors.

ü Help staff see themselves together with Head Start families as members of the community who work as a team in resource development.

ü Help you establish collaborative partnerships with each other, Head Start families and resources in the broader community to address recurring concerns of families.

ü Offer you a foundation of knowledge and skills for strengthen Head Start as a supportive community and in becoming a leader of community network.

Outline

2019 Course Outline Community Partnership

Effective Resource Collaborations 6 Week Online Training

HS University

2011 HSU’s Course Outline for Community Partnership Rev. 01/11

What is Community Defining Community Exploring the Impact of Community Appreciating Family Diversity Learning About Families Assessing your HS as a Community Where are we? Where do we want to be? Examining Supportive Practices Strengthening your Head Start Community Discovering your Strengths Drawing Out Strengths Offering Support to Families Showing Support Working as a Team Practicing Team Work Connecting with the Broader Community Turning to Others for Help Developing Listening Skills Engaging Families Encouraging Family Involvement in Community Life Strengthening Family Support through Team Planning Contributing to Resource Development

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HSU Course Outline

PDM: Conducting In-depth Self-Assessment SELF009v.1

6 Weeks

Description This in-depth six weeks online course introduces Head Start agencies to the skills and concepts they need to conduct a self-assessment in their agencies. Students will develop skills and methods for implementing self-assessments, establishing a management task team, handling conflict during the assessment process, collecting data, setting up focus groups, interviewing skills, understanding CA reports, and establishing a written plan to strengthen their program. During this course participants will use the new Head Start Self-Assessment tool to help implement better processes.

Prerequisites Head Start Knowledge

Who Should Take This Course? Head Start staff who are scheduled to conduct their annual self-assessment. Directors, Management teams, policy councils, governing bodies, program managers and component staff should enroll in this course.

Objectives ü Understand the process ü Utilize the Self-Assessment tool ü Collect Data

ü Analyze information ü Strengthening the program

Outline Understand the Process

Self Assessment process The Assessment Team

Establishing a Team Selecting Strong Team Members Objectives of Team Members Skill Levels of Team Member

Handling the Human Element Staff Support Team Development Addressing Conflict

Setting up the Plan Pre-Review Data Planning Cycle Planning Calendar

Cycle Work Plan Self-Assessment Tool

Understanding Self-Assessment Tool Implementing the Self-Assessment Tool into your program

Collecting Data Using Interviews to collect data

Structuring the Interview

Setting up the Interviews Using Focus Groups to collect data Role of team members

Your Role as the Interviewer Recording Interviews

Handling the Unexpected Organizing Data

Displaying Data Compiling and Analyzing CA Data Categorizing Data Identifying Trends

Establishing a Written Plan Intro to Planning Grounding You Organization Options Setting Goals Setting SMART Objectives

The Written Plan

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HSU Course Outline

PDM: Critical Thinking and Decision Making MGMT009v.1

6 Weeks

This in-depth six weeks online course is specifically designed for Head Start Management & Administrative staff. This workshop will provide students opportunities for analysis, synthesis, prescription and application of critical thinking and decision making within their agency. Emphasis is placed on preparing students who can deal clearly, rationally and creatively with a diverse staff and dynamic program. This course equips students with concrete skills in critical thinking and decision making that will allow them to identify and solve organizational problems as well as provide concrete direction.

Prerequisites none

Who Should Take This Course? This course is designed for Head Start policy council, parents, managers, directors, family service workers, education and teaching staff, administrative staff and management staff. This course will benefit all staff members who must deal with a diverse group of individuals.

Objectives ü Understand and identify critical thinking ü Understand problem identification ü Understand and utilize decision making

techniques and tools

ü Understand critical success factors (CSF) in program management

Outline Critical Thinking

Define the concept of thinking Outline phases in the critical-thinking process Anticipate the benefit of learning to think critically Apply critical-thinking strategies to framing program problems Demonstrate strategies for thinking visually and collaboratively toward the solution of program problems

Problem Identification and Framing Identify components in the process of problem creation Compare and contrast the forms of thinking used in the problem recognition process Identify various forces affecting problem identification and framing Analyze the impact of various elements on critical thinking and problem identification

Decision Making Techniques and Tools

Identify techniques for decision making Identify the generally accepted steps of problem solving and decision making Evaluate methods for obtaining input for stakeholders Utilize a decision-making technique for identifying a decision to be made

Problems Solving and Decision Making Critical success Factors (CSF) in Program Management

Identify Critical Success Factors (CSF) in project management Demonstrate a working knowledge of project management tools, including Microsoft project

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HSU Course Outline

Disabilities: Implementing Services and the Management Team SCWCBv1.11 6 Weeks Description This six weeks online course is designed to help Head Start Staff provide a full Head Start Program to children with disabilities, help serve the children in the least restrictive environment, and to provide the special services needed to support parents and other family members. This course will also teach you how to establish cooperative agreements with public schools. Disabilities service managers have taken the lead in defining plans for children and providing access to services and resources. This program will help programs achieve that goal..

Prerequisites None

Who Should Take This Course? This course is designed for Head Start Management teams and will help provide them with the skills, information, and tools they need to accomplish the planning and implementing of integrated services for children with disabilities and their families.

Objectives ü Helps participants identify how their current roles and collaboration practices as a team affect children with

disabilities and their families, and the critical points where coordination among members of the management team must take place

ü Helps explain the laws that govern disabilities services policy and practices in Head Start ü Helps provide participants with information and tools to improve relationships with LEAs and other community

organizations, to ensure quality services to children with disabilities and their families ü Provides participants with information and tools to improve relationships with LEAs and other community

organizations, to ensure quality services to children with disabilities and their families

Outline Identifying Shared Responsibilities

A Day in the Life? Setting Program Goals for Disabilities Services

What’s My Role? A look at ADA and 504 What does it mean for us? As Employers Let’s Take a Look ADA Individual Solutions Collaborating with LEAS Myths and Reality Procedural Safeguards The Role of Head Start Staff in IEP Meetings Images of Collaboration Getting Together Taking Stock and Setting Priorities

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HSU Course Outline

ECE: Fundamental of Early Childhood Education ECE1104 6 weeks

Description This six weeks online course integrates eight critical themes that are foundational to the education, development and care of younger children today. This course also meets the 8e Chapter Content with NAEYC Standards of: 1. Promoting Child Development and Learning, 2. Building Family and Community Relationships, 3. Observing, Documenting and Assessing to Support Young Children and Families, 4. Using Developmentally Effective Approaches to connect with children and families, 5. Using Content knowledge to Build Meaningful Curriculum, 6. Becoming a Professional,.

Prerequisites ● none

Who Should Take This Course? This course is designed for all lead teaching staff. It is most beneficial to Head Start teachers, teacher aides, parents, volunteers and education managers. This course will benefit all staff members who must deal with Head Start children in a classroom setting.

Objectives ü The importance of developmentally appropriate practices (DAP) and the application of these practices to all aspects of

early childhood programs and classroom activities ü The integration of the fields of early childhood education and special education. ü The importance of helping ensure that all children are successful in school and life. ü The importance of children's literacy development ü The integration of science, technology, engineering, and mathematics subjects into the early childhood curriculum. ü The importance of meeting the diverse needs of today's children. ü The necessity of being able to manage today's classrooms and guide today's children as they grow and develop into

responsible citizens. ü The absolute necessity for participation in ongoing professional development

Outline You and Early Childhood Education --The Early Childhood Education Professional and the

Six Standards of Professionalism Developmentally Appropriate Practice and

Essential Practices for Teaching in Inclusive Early Childhood Classroom

--Teaching and Learning in the Inclusive Classroom --Core Considerations in Developmentally Appropriate

Practice --Making Developmentally Appropriate Decisions --Teaching the Whole Child Pathway to Professional Development --The CDA Program --Associate Degree programs --Baccalaureate Programs --Alternative Certification Programs --Master's Degree Program

Developing a Philosophy of Education --Read --Reflect --Discuss --Write --Evaluate The Expecting and Roles of 21st Century Early

Childhood Teachers --Teaching in Early Child Today --New Roles for Early Childhood Professionals Early Childhood Education Today --Understanding and Responding to Current Issues --Issues Influencing the Practice of Early Childhood

Education --Teaching and Learning in the Inclusive Classroom --Preventing Violence, Bullying, Racism and Abuse --Politics and Reform in Early Childhood Education

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History and Theories --The History of Early Childhood Education: Why is it

Important? --The Importance of Theories of Learning --Famous Historical Figures and Their Influence on

Early Childhood Education --Basic Beliefs Essential for High Quality Programs --Teaching and Learning in the Inclusive Classroom:

Then and Now Implementing Early Childhood Programs --The Growing Popularity of Quality Early Childhood

Program --Child Care: Serving Children and Families --What is Quality Education and Care --Program Models Teaching, Standards and You --Foundation of the Standards Movement --Common Core State Standards, Next Generation

Science Standards, and Infant/Toddler and Preschool Standards

--Why are State Standards Important? --How are Standards Changing Teaching and Learning? --Standards and Curriculum Materials --What Issues Are Associated with Standards? --Teaching and Learning in Inclusive Classroom:

Accommodating Diverse Learners Observing and Assessing Young Children --Assessment and Its Importance --Types and Methods of Assessment --The Significance of Using Observation to Assess --The Context of Assessment --Teaching and Learning in the Inclusive Classroom:

Assessment of Children with Disabilities --Critical Issues in the Assessment of Young Children Infants and Toddlers --What are Infant and Toddlers Like? --Brain Development --Infant and Toddler Development --Preparing Enriched Environments --Developmentally Appropriate Curriculum for Infant and

Toddlers --Mental Health --Teaching and Learning in the Inclusive Classroom The Preschool Years --What is Preschool? --What are Preschoolers like? --School Readiness

--Developmentally Appropriate Practice and the Preschool Curriculum

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HSU Course Outline

ECE: Fundamental of Early Childhood Education ECE1104 6 weeks

Description This six weeks online course integrates eight critical themes that are foundational to the education, development and care of younger children today. This course also meets the 8e Chapter Content with NAEYC Standards of: 1. Promoting Child Development and Learning, 2. Building Family and Community Relationships, 3. Observing, Documenting and Assessing to Support Young Children and Families, 4. Using Developmentally Effective Approaches to connect with children and families, 5. Using Content knowledge to Build Meaningful Curriculum, 6. Becoming a Professional,.

Prerequisites ● none

Who Should Take This Course? This course is designed for all lead teaching staff. It is most beneficial to Head Start teachers, teacher aides, parents, volunteers and education managers. This course will benefit all staff members who must deal with Head Start children in a classroom setting.

Objectives ü The importance of developmentally appropriate practices (DAP) and the application of these practices to all aspects of

early childhood programs and classroom activities ü The integration of the fields of early childhood education and special education. ü The importance of helping ensure that all children are successful in school and life. ü The importance of children's literacy development ü The integration of science, technology, engineering, and mathematics subjects into the early childhood curriculum. ü The importance of meeting the diverse needs of today's children. ü The necessity of being able to manage today's classrooms and guide today's children as they grow and develop into

responsible citizens. ü The absolute necessity for participation in ongoing professional development

Outline You and Early Childhood Education --The Early Childhood Education Professional and the

Six Standards of Professionalism Developmentally Appropriate Practice and

Essential Practices for Teaching in Inclusive Early Childhood Classroom

--Teaching and Learning in the Inclusive Classroom --Core Considerations in Developmentally Appropriate

Practice --Making Developmentally Appropriate Decisions --Teaching the Whole Child Pathway to Professional Development --The CDA Program --Associate Degree programs --Baccalaureate Programs --Alternative Certification Programs --Master's Degree Program

Developing a Philosophy of Education --Read --Reflect --Discuss --Write --Evaluate The Expecting and Roles of 21st Century Early

Childhood Teachers --Teaching in Early Child Today --New Roles for Early Childhood Professionals Early Childhood Education Today --Understanding and Responding to Current Issues --Issues Influencing the Practice of Early Childhood

Education --Teaching and Learning in the Inclusive Classroom --Preventing Violence, Bullying, Racism and Abuse --Politics and Reform in Early Childhood Education

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History and Theories --The History of Early Childhood Education: Why is it

Important? --The Importance of Theories of Learning --Famous Historical Figures and Their Influence on

Early Childhood Education --Basic Beliefs Essential for High Quality Programs --Teaching and Learning in the Inclusive Classroom:

Then and Now Implementing Early Childhood Programs --The Growing Popularity of Quality Early Childhood

Program --Child Care: Serving Children and Families --What is Quality Education and Care --Program Models Teaching, Standards and You --Foundation of the Standards Movement --Common Core State Standards, Next Generation

Science Standards, and Infant/Toddler and Preschool Standards

--Why are State Standards Important? --How are Standards Changing Teaching and Learning? --Standards and Curriculum Materials --What Issues Are Associated with Standards? --Teaching and Learning in Inclusive Classroom:

Accommodating Diverse Learners Observing and Assessing Young Children --Assessment and Its Importance --Types and Methods of Assessment --The Significance of Using Observation to Assess --The Context of Assessment --Teaching and Learning in the Inclusive Classroom:

Assessment of Children with Disabilities --Critical Issues in the Assessment of Young Children Infants and Toddlers --What are Infant and Toddlers Like? --Brain Development --Infant and Toddler Development --Preparing Enriched Environments --Developmentally Appropriate Curriculum for Infant and

Toddlers --Mental Health --Teaching and Learning in the Inclusive Classroom The Preschool Years --What is Preschool? --What are Preschoolers like? --School Readiness

--Developmentally Appropriate Practice and the Preschool Curriculum

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HSU Course Outline

Communicating with Families: Listening, Observing, Speaking and Writing CWF09 6 weeks

Description This 6 weeks online course is designed for Head Start staffs that are in day-to-day contact with parents refine their communication skills. It will help you reflect on the values of authentic, positive communications and provides activities for staff to practice and use in their daily communications. Students will be able to focus on the concrete communication skills of listening and observing as well as speaking and writing. You will go through the process of planning at the personal and program level to ensure that overall communication in your Head Start program works toward the purpose of furthering quality services to families.

Prerequisites None

Who Should Take This Course? This course is designed for all Head Start staff. It is beneficial to managers that use communication to plan activities for joint participation of parents and staff, for teachers, parent involvement staff and family services staff in planning formal and informal parent interactions, and other staff who need to communicate program goals and expectation to parents.

Objectives ü Provide effective two-way communication on

program services, activities, policies and resources

ü Create methods for enhancing parents’ knowledge and understanding of their children’s needs in terms of education, development, nutrition, health and disabilities

ü Communicate with parents about community resources and other agencies that can better serve the needs of Head Start families

ü Involve parents in the design and implementation of the communication process within the Head Start program in order to further their involvement in the program

ü Work with other community agencies to develop strategies for improving services to Head Start families

Outline Understanding Head Start Communication

What is effective communication in HS? Role of communication

Creating positive relationships Maintaining positive relationships

Skills for Working with Families Family/Staff Partnering Influences between Staff/Family Strategies needed to partner

Positive statements Positive staff and parent communication Meaningful Messages Clarity Relevance

Giving Attention What attracts your attention?

Speaking and Listening with Respect Elements of successful communication

Successful conversations with parents Showing respect Keeping conversation open and moving forward Blocking progress of a conversation Cultural and personal factors

Conversation Techniques Using communication helpers

Listening well Giving appropriate feedback

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Using “I” messages Using Plain Language Writing

The Readability Factor Readability Formulas What do readability formulas do? The value of a readability formula How do readability formulas work?

Analyzing Writing Plain Language Writing Sentence structure Restating sentences Rewriting Evaluation of passages Using the Fog Index Making Simpler Sentences Commonly used words or phrases Jargon and academic language Improving Messages Parent materials Auditing Communication Efforts Agency materials Conducting communication audits

Communication Process Effective communication

Overall Communication Messages parents send to staff Staff characteristics Strategies parents use to convey messages

Communication Environment Communication Styles Creating a Climate of Communication Establishing a System for Sharing

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HSU Course Outline

Family Engagement: Understanding Family Social Work ECE1104 6 weeks

Description This in-depth 6-week online course presents a clear, succinct manner the knowledge and practical skills needed to engage in family social work. We want to make family social work alive and stimulating for family workers. This course can be a beginning interview course or a family course as an introductory text on basic family social work theory and practice.

Prerequisites ● none

Who Should Take This Course? This course is designed for all lead teaching staff. It is most beneficial to Head Start teachers, teacher aides, parents, volunteers and education managers. This course will benefit all staff members who must deal with Head Start children in a classroom setting.

Objectives ü Understand the field of social work ü Define "What is Family?" ü Knowledgeable of Family systems ü Understand Family Development and the Life Cycle ü Determine Family Strengths and Resilience ü Understand Practical Aspects of Family Social Work ü Understand The Beginning Phase

ü Explore Qualitative Family Assessment ü Explore Quantitative Assessment ü Set Family Systems Interventions ü Implement the Intervention Phase ü Explore Interventions at the child and parental levels ü Determine the Termination Phase

Outline Understanding The Field of Social Work

What is Family Social Work Family Social Work and Family Therapy Realities of Family Social Work Practice Assumptions of Family Social Work

What is Family? Purpose of Families

Divers Family Structures Defining Family Diversity and Families Family Diversity Now and Beyond Cultural Dimension of Families Beliefs about Families

Family Systems What is Family Systems? Key Assumptions about Family Systems Family Boundaries Family Subsystems

Family Development and the Life Cycle Understanding a Developmental Perspective Family Diversity Across the Life Cycle Developmental Stages Variations affecting the Family Life Cycle

Family Strengths and Resilience Strengths-Based Practice Definition of Resilience Measuring Resilience Qualities of Resilience Family Resilience Ecological Risk and Opportunities Risk and Culture

Practical Aspects of Family Social Work Referral Process

Scheduling Family Meetings Including Children in Family Interviews Handling Disruptions and Maintaining Contact Telephone Follow-Up Safety Considerations Building a Relationship with Families Orienting Family to Family Social Work Protecting Family Confidentiality

The Beginning Phase Engagement, Assessment and Goal Setting Basic Skills Needed by Family Social Workers Guidelines for Effective Interviews Principles of Effective Communication

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Core Qualities Needed by Family Social Workers

Dysfunctional Behaviors to Avoid Qualitative Family Assessment

Introduction to Qualitative Assessment The Context of Family Assessment Qualitative Techniques Visual Techniques Special Consideration for Qualitative

Assessment Criteria for Assessing Family Functioning Family Categories Schema Assessing Parenting Skills Assessing Diverse Families

Quantitative Assessment Purposes of Quantitative Measurement Selecting a Measurement Instrument Qualities of a Good Instrument: Reliability and

Validity Frameworks for Incorporating Quantitative

Measurement Measurement Instruments Using Measurement to Link Assessment and

Intervention Treatment Planning

Family Systems Interventions Effective Assessment and Intervention Key Strategies in Working with Strengths Defining Problems Strength Based Assessments Circular Patterns De-triangulation Working with Involuntary Clients Intervention with Minority Families

The Inventions at the Child and Parental Phase Intervention Phases Roles and Objectives of the Family Social

Worker Intervention Techniques Crisis Intervention A Behavioral Family Approach Parent Skills Training Behavior Problems and Parent-Child Conflict

Assisting Parents in Setting Rules

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HSU Course Outline

Family Literacy: Supporting Family Learning DFSW0058v.1

6 weeks

Description This in-depth six weeks online course is specifically designed to broaden the idea of “parents as teachers” beyond the instructional role parent’s play, by looking at the entire family learning environment. The training will look at ways programs can support family learning experience as they naturally occur. The course rest on the assumption that children’s most important learning occurs through shared activities with family members. It is imperative that staff members learn to identify encourage and support family learning opportunities that occur in the daily lives of families. Observation can be an invaluable tool from practitioners to use in matching families’ interests and needs to learning experiences within the home and beyond. Head Start already supports family learning in many different ways. The challenge for programs and staff is to expand and individualize these supports so they are connected to family learning environments and match the goals identified by families themselves. This course is designed to help staff and parents meet this challenge together as partners.

Prerequisites none

Who Should Take This Course? This course is designed for Family Service Workers, Home visitors, and for teaching staff concerned with building bridges between family learning environments. Parents are also an audience for this training. However, because all staff has the potential to affect learning that occurs in the home, the training opportunities can apply to all Head Start staff.

Objectives ü Describe factors affecting children’s learning ü Identify ways that parents support children’s

learning in the context of their everyday activities ü Identify how parental beliefs about children’s

learning affect how and what children learn ü Identify everyday experiences that contribute to

children’s learning ü Use observation techniques to identify elements

of supportive family learning environments ü Identify different approaches to promoting

children’s thinking and learning

ü Build upon experiences that are fun and enjoyable to foster learning

ü Use observations to individualize services that support family learning

ü Use home visits and parent conferences as opportunities to support family learning goals

ü Identify how your program can provide a range of family literacy activities to meet the needs of families.

Outline Parents as Teachers

About Learning Snapshots of Learning Understanding How Young Children Learn How Parents support learning Your own learning Environments Connected by our stories Supportive Elements of Family Learning

Observing Family Learning Enriching Language and Problem Solving Talking with your child

Listening to Ourselves Listening Code Sheets Mediating Messages Children are “Listening” All the Time Mixed Messages Dinner at Rosie’s Observing parent’s style The “Ideal” parent Learning All the Time Learning and Having Fun Together Things we did together

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The final picture Putting it all together Summary of observations

Supporting Family Learning Goals Parent Conferences

Lara’s Point of View Mary Ellin’s Point of View Discussion Questions

Planning for Conferences Conferences with Staff Planning Home Visits James and David Stories for Playtime A Five Step Planning Process Family Literacy How well do you support family literacy? Literacy Building Activities

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HSU Course Outline

Working with Families FPASCR108 6 weeks

Description This six weeks online course will be your blueprint for parent-focused support that will help you understand and use methods to build respectful relationships with families. Students will learn how to incorporate best practices and procedures for maintaining ongoing relationships with families based on trust. You will learn how to complete family assessments that can be used to develop individualized family plans. Also how coaching and consulting families on advocacy will help them become a champion for themselves and their family members. Students will understand about educating families in financial and literacy skills to become more self-sufficient. Time will be spent on designing forms and procedures to create effective family plans and implement effective record keeping and recording systems to document the family progress. Issues of dealing with homeless and substance abuse families will be addressed. Sample forms and tools will be presented to help participants with procedural and process development.

Prerequisites Knowledge of Performance Standards Knowledge of CFR

Who Should Take This Course? All staff that work with Head Start families will benefit from the seminar. It is designed to help family workers, health workers, education managers, teachers, home visitors, parent involvement directors, center managers, content area specialists, program directors, coordinators, or anyone who works with parents in a supportive nature.

Objectives ü Understand the philosophy of parent participation, “parents as partners’ ü Become more visible by having regular and consistent contact with parents ü Become effective and appropriate with information exchange ü Understand anti-bias with respect to cultural sensitivity ü Connect and have more interpersonal relationships with families ü Select and use appropriate strategies for supporting families ü Understand and use strategies to identify family strengths ü Explore family growth and development through strengths ü Work with families to identify long-and-short range goals ü Set plans for achieving goals ü Dealing with families in Crisis

Outline Understanding Head Start Family Services

Philosophy of Head Start Family Services Working in the Head Start Program Options

Center-Based Services Home Based Services Family Child Care Services

Head Start Performance Standards Partnership Requirements

The Family Worker Careful Observation

Characteristic Effective Communication

Knowledge Skills Attitude

Role of the Family Worker Partnerships Adult Learner

Communication Skills Anti-bias, Cultural Sensitivity & Respect Family Systems Establishing Rapport

Professionalism Boundaries and Limits

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Confidentiality Mandated Reporting

Home Visits Issues in visiting the home Personal Safety

Supporting Families How to support families Principles for supporting families Tools to help support families

Supporting Homeless Families Issues

Collaborative Relationships Recruiting, Enrolling and Retaining Homeless Families Involving Homeless parents in HS Meeting the Unique Needs of homeless children and Families

Family Demographics Characteristics Public Assistance Employment Housing

Family Assessments Comprehensive Family Assessments

Interaction with Parents and other Family Members Visits to the Home Observation of the Family Contacting Other Providers

Identifying Strengths Tools for Strengths

Examining Family Growth & Development Family Life Cycle for Strengths

Areas of Assessment Your Attitudes and Feelings Infant/Child Assessment Parent Assessment Home Environment Assessment Relative Caregivers Foster Parents

Family Plans Setting Goals Visioning Family Picture The Written Plan

Goal Statement Strategies Responsibilities Timetables

Understanding Family Crisis Identifying Family Crisis Crisis Prevention Solution Focused Approach Elements of Crisis Crisis Phases Head Start Interventions Psychological Effects of Crisis Crisis Intervention Goals Steps of Crisis Intervention Defusing a Crisis

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HSU Course Outline

Father Involvement FI059v.1

6 weeks

Description This in-depth six weeks online course is to support Head Start programs in their efforts to promote father involvement. It provides up-to-date strategies on the essential role that fathers play in the healthy development of their children. It is important that Head Start staff and parents understand the importance of the parenting partnership and why fathers are essential to children’s well-being. This course gives staff the knowledge that will help them to better meet the needs of families and children

.

Prerequisites none

Who Should Take This Course? This course is intended for staff working with families particularly those staff required to provide training or event on father involvement.

Objectives ü Understand how father involvement improves

child well-being ü Understand the problem of fatherlessness

ü Difference in Father-love ü How to develop plans of an effective father

involvement program

Outline Father Involvement

Father involvement improves child well-being Fatherlessness Father-love Developing plans

Principles in Father Involvement Overlooking the Dad Principles of Father Involvement Understanding Head Start Fathers Father Involvement in Child Development Breaking Down barriers

Father Friendly Head Start Programs 6 steps for a father friendly program What make your fatherhood program successful Assessing father friendly Identifying funding sources Identifying and training staff Identifying and involving community

Developing plans for father involvement Failing to plan Assessing the needs Identifying goals and measurable outcomes Planning to get fathers involved Getting community partners involved

Getting Staff involved in Father involvement Things to remember Father/Mother Involvement Cultural Competence and Openness Conducting Successful Peer/Discussion Groups Age appropriate father/child activities

2019 HSU’s Course Outline for Head Start Child’s Play Rev. 07/19

Description

This in-depth six weeks online course that covers the nature and purpose of play, the types and stages of play, appropriate materials and resources, gender boundaries, cultural variances, differing abilities of young children and the role of the adult. Discussion questions and group participation are designed to prompt participants to analyze their own perceptions and attitudes, and ultimately guide them in developing programs that recognize play as a powerful learning experience.

Prerequisites

None

Who Should Take This Course?

This course is designed for Home visitors, and for teaching staff concerned with establishing the correct playing environments. Parents are also an audience for this training. However, because all staff has the potential to affect play and learning that occurs in the home and at the center, the training opportunities can apply to all Head Start staff. Objectives

ü Understanding play is fun and that’s why children love it ü Distinguish how play has an important role in furthering social, cognitive and emotional

development ü Uncover the intricate relationship between play and learning ü Focus on the acquisition of social skills and the development of attitudes ü Use an “anti-bias” theme for play

Outline

Play, Development and Learning Role of play in development and learning Play from a constructivist perspective Implications for development and learning Stop, Look and listen: adopting an investigative stance when children play Play: a personal anecdote Developmental paradigm of play Role of HS educators Thinking about play, playing about thinking Defining play Observing and interpreting play Play as a cognitive and social experience Alternative views of play Playing with thinking Play and Diversity, Developmentally appropriate play and turtle hunting The first locations: the original agenda a new location: the script changes Aboriginal children and play Planning for play

2019 Course Outline Head Start Child’s Play

6 Weeks Online

HS University

2019 HSU’s Course Outline for Head Start Child’s Play Rev. 07/19

Characteristics of Aboriginal children’s play Universal fantasy: the domination of Western theories of play The play activities of children Paradigm shifts in the conceptualization of play The learning of play Characteristics of Western and non-Western Play activities The implications for Head Start Even pink tents have glass ceilings: crossing the gender boundaries in pretend play Pretend play and power Playing across the gender boundaries Minimizing the risk of crossing the gender boundaries The value of pretend play Play and the gifted child Characteristics of the gifted child Play patterns of the gifted child Play: a context for learning the role of the supportive adult The place of play for young children with disabilities in mainstream education School One: an example of a school for children with severe disabilities School Two: and example of a school with a 50% disability rate. The Play Environment, Resources and the Adult’s Role A walk around Lucy’s garden: a playground designed to foster children’s play and enhance learning. Redeveloping a Playground Features of the new design Play, a way of being for babies and toddlers The essence of play for babies and toddlers How play fit into a group program for babies and toddlers The basis of the program for babies and toddlers Differences in play for babies and toddlers The role of parents in contributing to play in child care Planning for children’s play important ingredient for the “backdrop” to play Multiculturalism and anti-bias in play for under three- year- olds Persona dolls: the effects on attitudes and play Interview with Kerry and Anne How we started Data collection Interviews with parents Staff involvement Structure of sessions Findings “I can be playful too”: the adult’s role in children’s socio-dramatic play Observing children’s socio-dramatic play Planning for socio- dramatic play The value of real-life experiences Making time for socio-dramatic play Necessary materials and resources

Page 1 of 2 #PM0058 Rev. 05/01

HSU Course Outline

Head Start Management & Administrative Requirements HSMGAD0058v.1

6 weeks

Description This in-depth six weeks online course is specifically designed for Head Start management and administrative staff. It will review and discuss Head Start management requirements and administrative regulations. Comprehensive, easy-to-follow materials and complete copies of regulations are provided to each participant. This course will help you understand the regulations and requirements as specific by performance standards and DHHS administrative regulations, be able to find specific sections of the regulations and have the ability to solve agency’s problems.

Prerequisites Head Start Knowledge An understanding of Performance Standards

Understanding Code of Federal Regulations

Who Should Take This Course? Administrative and Management Staff should attend this workshop. Policy Council Members, Parent Committees Members, Grantee Staff, Directors, Coordinators, Center Manager, Program Managers, and Administrative Assistant staff involved in the day to day management should attend this workshop. Due to the amount of Regulator information covered in this workshop and administrative management information it is recommended that staff that have an understanding of Performance Standards and Federal Regulation before attending this workshop.

Objectives ü Improve your competence to deliver high

performance management services ü Learn the latest methods and techniques of

Protocols and Performance Standards as it relates to management systems

ü Learn how to manage staff, committees and parent roles

ü Understand Policy & Grantee Staff Roles ü Understand Code of Federal Regulations ü Locate and Understand Regulations

Outline HS Administrative Requirements

Focus Exercise HS Questions & Answers from OHS

Eligibility & Recruitment Community Assessment Recruitment Process Formal process for selection criteria Wait list by selection criteria Family support procedures relating to absences

Program Options System to actively recruit, train and utilize volunteers in program Systems for parent involvement in Home Visits Head Start Models (wrap around, state, multi-funded)

Children with Disabilities regulations

Your Disabilities service plan Budget requests that implement service plan Individualized education programs

Performance Standards: Policies and Procedures Program Self-Assessment & Monitoring Criteria for defining recruitment, selection and

enrollment priorities Personnel policies, including standards of

conduct for staff, consultants and volunteers Record Keeping systems Reporting Systems

Performance Standards: Operations Child Health & developmental services

(outcomes) Education and early childhood development Health & Safety

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Nutrition Mental Health Family Partnership Community Partnership (collaborations) Program governance Deficiencies and quality improvement plan Non-compliance

In Kind Contributions & Requirements General Requirements What is In Kind? What is allowable? Donations

Federal On-Site Reviews What is Align Monitoring process? Are we ready for a Align Monitoring review?

Management Requirements Monitoring and reporting program performance Financial reporting Retention and access requirements for

Records Personnel policies Delegation of program operations Appeals

2019 HSU’s Course Outline for Increasing Social Competence of HS Children Rev. 07/19

Description

This in-depth six week online course will help you gain a deep and thorough foundation for understanding social competence. It is designed to help you examine key influenced on social development such as-family, culture, classroom and friendships. You will learn strategies for social interaction interventions specific to different populations including children with disabilities and delays and children living in poverty. You will also learn to understand the effects of autism, behavioral disorders, communication and language disorders and severe disabilities on peer interactions and relationships.

Prerequisites

None

Who Should Take This Course?

This course is designed for all education staff. It is beneficial to Head Start teachers, teachers aides, parents, volunteers and education managers. This course will benefit all staff members who must deal with Head Start children in a classroom setting.

Objectives

ü Gain a deep and thorough foundation for understanding social competence ü Learn how to examine key influences on social development ü Learn how to pinpoint strategies for social interaction interventions specific to different

populations ü Learn to understand the effects of autism, behavioral disorders, communication and language

disorders and severe disabilities on peer interactions and relationships

Outline

Understanding Nature and Development of Peer-related social competence Family Roles Cultural Influences Friendships Classroom Influences Competence Critical Nature of Peer-related social Conceptualization, Assessment and Influences Strategies and Tactics for Assessment and Interventions Peer Interaction Interventions Promoting Social Competence Competence Social Competence Interventions Family Based Interventions Future Directions

2019 Course Outline Increasing Social

Competence of HS Children 6 weeks online

HS University

Page 1 #ECE10105 Rev. 07/19

HSU Course Outline

The Inclusive Teaching Environment ECE10105 6 weeks

Description This course examines beliefs and draw backs of inclusion, leading influences on inclusion and issues that face children in different environments with different developmental challenges. This course addresses strategies for creating supportive environments for children. Students will understand routines and the teachers behavior and how they should encourage in meaningful activities.

Prerequisites ● none

Who Should Take This Course? This course is designed for all education staff. It is most beneficial to Head Start teachers, teacher aides, parents, volunteers and education managers. This course will benefit all staff members who must deal with Head Start children in a classroom setting.

Objectives ü Examine benefits and drawbacks of inclusion ü Understand issues faced by children in different environments ü Understand a national in scope agenda for change

Outline Introduction and Overview

Framework for change Overarching Influences Educational Reform

Public Policy Legal Consideration Attitudes and Beliefs

Programs Infants & Toddlers

Child Care Inclusive Preschool Head Start Inclusive Environment Transitions to Inclusive Environment Participation in Learning Activities

Special Populations Autism Deaf & Hearing Child Education Complex Health Care Needs Impact of Culturally & Linguistic Diversity Inclusive Practices

Assistive Technology & Augmentative Communication Social Competence Instructional Perspective

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HSU Course Outline

Ladders to Literacy: Building Language Rich Curriculums TLTLBLRCD1 6 weeks

Description This six week online course provides students with skills and strategies to develop language-rich classroom experiences. The course will ensure effective literacy instructions for children ages 3 to 5 years. Students will receive 41 on week lessons, built around a theme with associated vocabulary lists and fun activities. Students will learn how to utilize take-home tools to create general lesson plans for each week as well as detailed daily lesson plans.

Prerequisites ● none

Who Should Take This Course? This course is designed for all education staff. It is most beneficial to Head Start teachers, teacher aides, parents, volunteers and education managers. This course will benefit all staff members who must deal with Head Start children in a classroom setting.

Objectives ü Help teachers to deliver curriculum content effectively ü Learn how to engage children through structured and unstructured activities ü Learn to address the needs of children from low resource backgrounds ü Learn how to ensure alignment with Head Start outcomes framework ü Learn how to incorporate with current program ü Help parents continue home learning

Outline Building Language Curriculum

Using the Curriculum Role of Parents Monitoring Progress

Lesson and Take Home Activities School Days Family Alphabet Personal places Seasons Food Animals Fall Helpers Color Shapes & Signs The Great Outdoors Thanksgiving Winter Wonderland Our Senses Movement & Music Transportation in My Neighborhood

Our Bodies, Our Selves Numbers & Counting Fables and Fairy Tales Solar Systems

Outcomes Assessment Instructions for using forms

Page 1 #MCB2Day Rev. 07/19

HSU Course Outline

Managing Challenging Behaviors MCB2D 6 weeks

Description This six weeks online course is designed to help offer Head Start staff a process for reflecting on their own practice, assessing difficult situations, and designing interventions through joint problem solving. This training will help Head Start staff understand their own behavior, their assumptions, and their relationships with children with challenging behaviors and with each other. Such an understanding reinforces the importance of teamwork, and provides the necessary foundation for developing strategies and using techniques that support children with challenging behaviors and their families.

Prerequisites■ Knowledge of the Head Start Performance Standards

Who Should Take This Course? This course is designed for Head Start teaching teams and their immediate supervisors, family service workers, home visitors, managers, and other Head Start staff, as well as consultants.

Objectives ü Understand ways in which their own perceptions and experiences influence how they interact with children

with challenging behaviors ü Understand how to develop a system for collecting data, and then using it to develop strategies that capitalize

on children’s strengths and needs ü Understand how to identify when and how to seek appropriate supports within the program and within the

community in an effort to fully integrate children with challenging behaviors into their program ü Understand how continuing professional development offers strategies that supervisors can use to help staff

apply new skills and extend their learning

Outline Classroom Preventive Practices

Examining Our Attitudes about Challenging Behaviors Understanding the Relationship between Challenging Behavior and Social Emotional Development Building Positive Relationships Designing the Physical Environments Schedules, Routines, and Transitions Planning Activities that Promotes Engagement Giving Directions Teaching Children Classroom Rules Ongoing Monitoring and Positive Attention Using Positive Feedback and Encouragement

Social Emotional Teaching Strategies Identifying the Importance of Teaching Social Emotional Skills Developing Friendship Skills

Enhancing Emotional Literacy Identifying Feelings in Self and Others Controlling Anger and Impulse Developing Problem Solving Skills

Individualized Intensive Interventions Overview of Positive Behavior Support Dimensions of Communication Behavior Equation Process of PBS, Building a Team Introduction to Functional Assessment Functional Assessment Observation Conduction Observations, Data to Collect Functional Assessment Interview Hypothesis Development Process of PBS Overview Components of a Behavior Support Plan Building the Plan: Preventive Strategies Building the Plan: Teaching New Replacement Skills

Page 2 #ERSEAD1 Rev. 07/19

Responding to Challenging Behavior Effective Teaming Teaming Basics Developing a Behavior Support Plan as a Team Monitoring Outcomes If Challenging Behavior Returns

Page 1 #PM0058 Rev. 07/19

HSU Course Outline

Managing Disabilities Services OCEHSD0058v.1

6 weeks

Description This in-depth 6 weeks online course is specifically designed to provide Head Start disabilities staff with the skills and knowledge needed to plan and implement integrated services for children with disabilities. Students will find the resources in this course useful in understanding their program’s children with disabilities and learning ways to support them. You will be given best practices and procedures to promote interagency collaboration, and assist programs in establishing recruitment and enrollment plans to reach out to children with disabilities. You will learn how to take a critical look at your program’s disabilities services and teams and ensure that you have considerable experiences and how to develop a broader view of roles and set more collaborative and coordinated way of working with each other, with LEAs and with other community agencies.

Prerequisites Head Start Knowledge An understanding of IEP’s

Understanding of Performance Standards

Who Should Take This Course? This course is designed for Head Start disabilities manager and service teams. It will also be useful to home visitors, family service workers, managers, parents and related service providers.

Objectives ü Recognize the respective and shared roles and responsibilities of team members in managing their team

members ü Identify how team practices can directly affect children with disabilities ü Identify critical points in disabilities services practices ü Recognize the implications of the Americans with Disabilities Act or Section 504 of the Rehabilitation Act ü Evaluate the accessibility of your program’s facilities and services and identify strategies for reasonable

accommodations ü Adapt employment practices so that they reflect the rights and protections afforded ü Assess your program’s working relationship with LEAs (local education agency) ü Identify objectives and strategies for strengthening the collaboration with LEAs

Outline Identifying Shared Responsibilities

Setting Program Goals for Disabilities Services How manager’s decisions affect children’s experiences

A Look at IDEA and Section 504 What it means for your program Aspects that influence employment practices Program Accessibility: Using guidelines consistent

with the law Strategies to eliminate barriers in your program

Collaborating with LEAs Myths and Reality Procedural Safeguards Role of the IEP meetings Strategies for promoting collaboration with LEAs

Understanding the IEP/IFSP and our roles Developing and Implementing IEP/IFSP Identifying our roles Goals and Objectives of IEP/IFSP

The IEP/IFSP Translating the IEP/IFSP to the Classroom Monitoring the ongoing process Formulating strategies Developmentally appropriate practices

Collaborating Effectively With Parents With Related Service providers With Community Representatives Identifying Service Providers Service Providers Roles

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Empowering Parents as Advocates The Family is the Key

Involvement from the Start Collaborating with the Family is ongoing Defining roles in classroom implementation Parents in the Program development Translating to home and school activities Adapting to the environment Accountability by reporting

Our roles Reviewing and modifying services Uniform method of documenting Working with specialist Helping parents develop skills to advocate

Page 1 of 1 #ED111Rev. 07/19

HSU Course Outline

Managing Mental Health Services: Promoting Social Emotional Health in Head Start children ED111v.1

6 weeks

Description This in-depth 6 week online course will help you improve Head Start children’s outcomes by building concrete connections between mental health and medical, educational and social services. You will learn to make the most of powerful, complex links between social-emotional health and school readiness. The course will help you infuse mental health services and support, understand and implement successful, integrated service systems, evaluate program effectiveness, learn about state and local programs, implement prevention and intervention strategies and encourage resilience in children and families.

Prerequisites none

Who Should Take This Course? This course is designed for all education staff. It is most beneficial to Head Start teachers, teacher aides, parents, volunteers and education managers. This course will benefit all staff members who must deal with Head Start children in a classroom setting.

Objectives ü Make the most of the powerful complex link

between social-emotional health and school readiness

ü Infuse mental health services and supports ü Understand and implement successful

integrated service systems

ü Evaluate the effectiveness of current mental health services and support

ü Learn the most about state and local programs ü Implement effective prevention and intervention

strategies ü Encourage resilience in children and families

Outline Understanding Mental Health of Child Development

Linking services, strategies and systems Social Emotional foundations of school readiness Focusing on culture and context

Building systems of Care Systems approach to mental Health services Development the Work force Evaluating Outcomes Building Partnerships Looking at Programs Strategic Financing

Infusing Mental Health Promotion, Prevention and Intervention

Infusing Mental Health Supports Promoting Social-Emotional Development Evidence-Based Practices Promoting Resilience

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HSU Course Outline

Mental Health Supervisor: Ethics of Supervision MH50104 6 weeks

Description This in-depth 6-week online course explores ethical, legal, and clinical aspects of supervision and consultation for mental health staff. It addresses theoretical orientations and models and includes creative and realistic vignettes that provide for an excellent tutorial for neophyte and experience supervisor alike. The course will help minimize risk while maximizing the richness of the supervisory experience for all involved.

Prerequisites ● none Who Should Take This Course? This course is designed for mental health supervisors. Center management, Directors and staff responsible for managing mental health services will also benefit from this course. All Head Start staff will benefit from this course. Objectives ü Understand the Ethical Practice of Supervision and

Consultation ü Learn about Ethical Practice Standards for

Supervision ü Learn about Psychotherapy-Based Models of

Supervision: Ethical Challenges

ü Respond using Developmental Models of Supervision ü Setting Boundaries and Multiple Relationships ü Getting Informed Consent to Supervision ü Understanding Consultation and Supervision Groups ü Mandated Supervision: Ethical Challenges ü Documentation of Supervision and Consultation

Outline Ethnical Practice of Supervision and

Consultation Defining Supervision and Consultation Intersection of Supervision and Consultation

with Ethics Why Integrated Ethics Into Supervision and

Consultation Curricula? Ethical Practice Standards for Supervision and

Consultation Psychology Professional Associations: Ethics

Codes Counseling Professional Associations: Ethics

Codes Psychotherapy-Based Models of Supervision:

Ethical Challenges Behavior Supervision Ethical Consideration in Behavioral Supervision Ethical Consideration in Cognitive-Behavioral

Therapy Supervision Ethical Consideration in Systemic Supervision Ethical Consideration in Psychoanalytic

Supervision Developmental Models of Supervision

Integrated/Integrative Developmental Models of Supervision

Ethical Challenges for Supervisors Boundaries and Multiple Relationships

Ethical Standards Power and Influence Supervision and

Consultation Nature of Boundaries and Boundary Violations Roles of Supervisor and Consultants The Relationship between Roles and

Boundaries Ethical Standards Regarding Sexual Contact in

Supervision Informed Consent to Supervision and

Consultation Applicability of Informed Consent to Supervision Informed Consent and the Mitigation of

Problems Informed Consent with Ethical Standards and

Guidelines Supervision Contracts

Consultation and Supervision Groups Distinctions between Consultation and

Supervision Groups The Function and Utility of Group Supervision The Function and Utility of Consultation Groups Strategies for Forming a Consultation Group

Page 1 #MH50103 Rev. 07/19

HSU Course Outline

Mental Health: Behavior for School Success MH50103 6 weeks

Description This in-depth 6-week online course evaluate Teacher-Level strategies to manage behavior and support instruction. Student will learn about increasing opportunities to respond and behavior specific praise. The course will address active supervision and look at instructional feedback, high probability request sequences, precorrection and instructional choice.

Prerequisites ● none Who Should Take This Course? This course is designed for all lead teaching staff. It is most beneficial to Head Start teachers, teacher aides, parents, volunteers and education managers. This course will benefit all staff members who must deal with Head Start children in a classroom setting.

Objectives ü Gain teacher-level strategies to Manage Behavior

and Support ü Learn to look at Increasing Opportunities to Respond ü Learn about looking at Behavior-Specific Praise

Respond to Active Supervision

ü Giving Instructional Feedback ü Engage in High-Probability Request Sequencing ü Understanding Precorrection ü Understanding Instructional Choice ü Ground you in Applied Behavior Analysis

Outline Teacher-Level Strategies to Manage Behavior

and Support Working Collaboratively to Support Learning for

All Students A systems-based Approach: C13T Models of

Prevention A focus on Teacher-Level Strategies

A look at Increasing Opportunities to Respond What is OTR? Why is OTR Effective? Supporting Research for Increasing OTR Benefits and Challenges Implementing Increase OTR in your Classroom Examining the Effects

A look at Behavior-Specific Praise What is BSP? Why is BSP Effective? Supporting Research for BSP Benefits and Challenges Implementing BSP Strategies in Your

Classroom A look at active Supervision

What is Active Supervision? Why is Active Supervision Effective? Supporting Research for Instructional Feedback

A look at High-Probability Request Sequences

What is High-Probability Request Sequence Strategy?

Why are High-Probability Request Sequence Effective?

Supporting High-Probability Request Sequence Benefits and Challenges Implementing High-Probability Request

Sequence in your Classroom Examining the Effects

A look at Precorrection What is Precorrection? Why is Precorrection Effective? Supporting Research for Precorrection Implementing Precorrection Sequence in your

Classroom Examining the Effects

A look at Instructional Choice What is Instructional Choice? Why is Instructional Choice Effective? Supporting Research for Instructional Choice Benefits and Challenges Implementing Instructional Choice in your

Classroom Examining the Effects

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HSU Course Outline

Nutrition and the Preschooler NATPD1 6 weeks

Description This course provides students with a comprehensive understanding of the nutrition, health and safety needs of young children. The course provides students with examples, case scenarios and questions to promote thinking about professional situations and give students a glimpse into the everyday contemporary classroom environment. These concrete illustrations and common examples prepare teachers to serve diverse populations of young children in family child care, child care centers, preschools, and elementary school setting. The course will provide students with a strong understanding of wellness concepts, equipping them to implement healthful practices and teach young children ways to contribute to their own wellness.

Prerequisites ● none

Who Should Take This Course? This course is designed for all nutrition staff. It is most beneficial to Head Start teachers, teacher aides, parents, volunteers and education managers. This course will benefit all staff members who must deal with Head Start children and parents about nutrition or food in a classroom setting.

Objectives ü Partner with children and families and with nutrition, health, and safety professionals to promote wellness in young

children ü Implement and model appropriate wellness practices ü Recognize the important contributions of nutrition, health and safety to children’s learning and overall well-being ü Provide wholesome nutrition that promotes optimal growth, development and learning ü Attend to children’s individual health needs and implement healthful classroom practices that build wellness habits to last

a lifetime

Outline Building the Foundations for Children’s Wellness

Understanding the Interrelationships Between Nutrition, Health and Safety Recognizing Trends that Affect Nutrition Services Understanding Current Issues that Impact Children’s Health Identify Emergent Issues in Child Safety Promoting Wellness Through National Initiatives

Factors that influence Children’s Wellness Considering the Context in Which Children Grow and Develop Understanding the Overarching Challenges to Children’s Wellness Advocating for Children’s Wellness

Teaching Children Wellness Concepts Understanding How Children Learn Planning with Purpose Designing a Wellness Curriculum Accessing Support for Teachers

Partnering with Families and the Community

Collaborating in Curriculum Development Reinforcing Wellness Concepts at Home and School

Understanding How Nutrition Affects Children Identifying Optimal Nutrition Collaborating with Families Recognizing Challenges to Nutrition Identifying New Wellness Opportunities

Understanding Malnutrition Recognizing Undernutrition Recognizing Overnutrition

Using Recommended Standards to Guide Healthy Eating

Understanding Dietary Reference Intakes Evaluating Daily Values and Reading Food Labels Using the Dietary Guidelines for Americans Using the Choose MyPlate Food Guidance System

Ethnic Food Guidance Systems Providing Bilingual Educational Materials Teaching English Language Learners

Defining Nutrition Science

Page 2 #SPLAND2 Rev. 08/01

Understanding the Process of Digestion The Digestion Process The Mouth Swallowing and the Esophagus The Stomach

Understanding the Process of Absorption The Small Intestine The Large Intestine Understanding Problems Related to Absorption Aiding Digestion and Absorption

The Function of Macronutrients: Carbohydrates, Proteins and Fats

Understanding Energy Carbohydrates Proteins Fats Summary of the Role of Macronutrients

Implementing Nutrition Science Meeting the Nutrition Needs of Children Promoting Personal Health Understanding Cultural Food Choices Teaching Nutrition Concepts

The Balance of Nature and Nutrients Feeding Infants: The First 6 months

The Breast Fed Infant Nutritional Benefits Immunological and Other Health Benefits Cognitive and Emotional Benefits Other Benefits to BreastFeeding Breast Milk Composition The Formula-Fed Infant Understanding The Feeding Relationship Inappropriate Infant Feeding Practices

Feeding the Infant: 6 months to the First Birthday Introducing Complementary Foods Feeding the Older Infant Infants Learning About Food and Eating

Feeding Infants with Special Health Care Needs Infants with Feeding Problems Feeding Premature Infants Feeding Infants with Cleft Up and Cleft Palate

Feeding Infants from Different Cultures Feeding Toddlers

Division of Responsibility in Feeding Understanding the Nutritional Needs of Toddlers Recognizing Characteristics of Toddler’s Diets Exploring Cultural Differences in Feeding Toddlers Understanding the Teacher’s Role in Promoting Healthful Eating Habits Setting the Mealtime Environment Teaching Toddlers About Nutrition

Feeding Preschoolers Understanding the Nutritional Needs of Preschool Children Recognizing Characteristics of Preschool Children’s Diets Understanding the Teacher’s Role in Creating a Positive Mealtime Experience Teaching Preschoolers About Nutrition

Healthful Menu Planning Understanding Requirements for Menu Planning

Identifying the Teacher’s Role Understanding Menu Planning Resources Federally Funded Food and Nutrition Programs with Menu Planning Systems Organizing Resources

Resources and Strategies to Promote Healthful Eating Habits Through Menu Planning

Creating Menus that Support Sustainability Partnering with Children and Families as Resources for Menu Planning

Writing Menus Gather Tools for Menu Planning Prepare to Write the Cycle Menu Create a Budget for Menus Build the Menu Use Meal Service to Enhance Menu Acceptance Managing the Menu and Other Occasions When Food Is Brought from Home

Creating Menus that Support Alternative or Special Diets

Planning Menus for Children with Food Allergies Planning Menus for Children with Diabetes Planning Menus for Children Who are Overweight or Obese Planning Menus for Children Following a Vegetarian Diet Planning Menus to Reflect Cultural Preferences Planning Menus to Address Religious Beliefs and Practices

Identifying Hazards that Cause Foodborne illness Recognizing Biological Hazards Recognizing Chemical Hazards Recognizing Physical Hazards Recognizing Food Allergens and Intolerances as a Special Type of Hazard

Understanding Food Safety Regulations and Guidelines

Federal, State and County Roles in Food Safety Regulations Impact of Food Safety Regulations

Minimizing Food Contamination in the Early Childhood Setting

Understanding HACCP Principles Understanding Standard Operating Procedures

Preventing Contamination at Each Stage of Food Handling

Minimizing Contamination Risk During Food Purchasing Minimizing Contamination Risk When Receiving and Storing Food Minimizing Contamination Risk During Food Preparation Minimizing Contamination Risk During Food Service Understanding At-Risk Situation in Early Childhood Setting.

2019 HSU’s Course Outline for Nutrition for the Child Rev. 07/19

Description

This six week online course will help you examine the development of eating habits and energy intake patterns of young children in the context of family factors and community outreach.

Prerequisites

None

Who Should Take This Course?

This course is designed for all Education staff. It is most beneficial to Head Start Teachers, Teacher Aides, Parents, Volunteers and Education Managers. This course will benefit all Staff members who must deal with Head Start children in a classroom setting. Objectives

ü Understand the role of the preschool and nutrition education. ü Understand the interaction between child development and nutrition. ü Integrate food and nutrition concepts into the learning environment. ü Evaluate parent’s roles in raising healthy eaters. ü Identify and evaluate your programs realm of nutrition. ü Evaluate the role of the media on children and consumers.

Outline

Nutrition and your School Breakfast and Lunch Programs Home to School Nutrition Relationships Preschool Nutrition Education Parental Styles Maternal Control Involving Parents in Nutrition Programs Creating a Parent Panel for Nutrition Media, Commercial and the Toxic Food Environment Creating Parent Nutrition Education Newsletter Consumer Awareness and Label Reading Social Programs WIC Head Start

2019 Course Outline Nutrition for the Child

In the Family & Community 6 Weeks Course

HS University

2019 HSU’s Course Outline for Parent Involvement Rev. 07/19

Description

This in-depth six weeks online course provides an introduction to chronic conditions. What is a chronic condition? What do chronic conditions mean in the lives of children and families at different developmental stages? What does it feel like for a teacher to care for a child with a chronic condition? The module closes with a brief activity to help programs assess their training needs when caring for children with chronic conditions. It demonstrates that responsive, responsible care for children with chronic conditions is family-centered, is designed around individual needs, and is safe and legal. This module introduces material to help create programs that include these essential principles. The course takes the principles discussed in earlier and applies them to caring for a child with a common chronic condition: asthma.

Prerequisites

None

Who Should Take This Course?

This course is intended for Head Start management teams responsible for the design and coordination of integrated curriculum/service plans for children as well as for teachers and family service workers who implement those plans.

Objectives

ü Understand how chronic conditions affect children and families ü Assess their program’s need for policies, training, and planning to better serve children with

chronic conditions and their families ü Assess whether the services they provide to children with chronic conditions are family-centered ü Develop a system for individualized planning to meet children’s special health care needs ü Develop policies that ensure safe and legal care for children’s health needs, including

administration of medication ü Apply the essential principles to plan the care of a child with a chronic health condition

Outline

Understand Chronic Conditions What Does “Chronic Condition” Mean? Alike and Different Taking Development into Account How are You Doing? Essential Principles for Care Is this Family-Centered Assert Yourself Are We Prepared? Listening to Learn Taking Medication

2019 Course Outline Parent Involvement

Effective Parent Meetings 6 Weeks Course

HS University

2019 HSU’s Course Outline for Parent Involvement Rev. 07/19

Family-Centered Services Driving Forces of Services Delivery How Family-Centered is Our Program? Tips for Assertive Behavior Tips for Working with the System Sample Individualized Health Plan Interview Guidelines-Beginning of Year Interview Guidelines-Mid-Year Interview Guidelines-End of Year Confidentiality Medication Policy & Procedure Checklist Caring for Children with Asthma Developing the Individualized Health Plan What Would You Do Role Assignments-Parent Role Assignments-Lead Role Assignments-Health Coordinator Role Assignments-Doctor Special Care Plan for a Child with Asthma

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HSU Course Outline

Program Monitoring & Self-Assessment PM40101

6 Weeks

Description This in-depth six weeks course introduces Head Start agencies to the skills and concepts they need to establish a self-assessment or monitoring system in their agencies. Students will develop skills and methods for setting up a monitoring process, implementing self-assessments, establishing a management task team, handling conflict during the assessment process, collecting data, setting up focus groups, interviewing skills, understanding CA reports, understanding and implementing prism, generating the PIR and establishing a written plan. During this course participants will use the new Head Start Self-Assessment tool to help implement better processes.

Prerequisites Head Start Knowledge Knowledge of Performance Standards

Knowledge of Windows Mouse Technique

Who Should Take This Course? Head Start staff who schedule for or about to have a federal review should attend this course. Directors, Management teams, policy councils, governing bodies, program managers and component staff should enroll in this course.

Objectives ü Understand the process ü Analyze the Program ü Conduct a Focus Group ü Structure an Interview ü Develop a written plan ü Do a Self-Assessment

ü Collect Data ü Lead a program review or self-assessment ü Utilize the Self-Assessment tool for monitoring

Outline Understand the Process Federal Reviews and Self Assessment Leading a Program Review or Self-Assessment in your agency

The role of a Leader Establishing a Team Selecting Strong Team Members Objectives of Team Members

Skill Levels of Team Member Handling the Human Element

Staff Support Team Development Addressing Conflict

Setting up the Plan Pre-Review Data Planning Cycle Planning Calendar

Cycle Work Plan Collecting Data

Structuring the Interview Setting up the Interviews Conducting Focus Groups Your Role as the Interviewer Recording Interviews Handling the Unexpected Organizing Data

Displaying Data Compiling and Analyzing CA Data Categorizing Data Identifying Trends

Establishing a Written Plan Intro to Planning Grounding You Organization Options Setting Goals

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Setting SMART Objectives The Written Plan Monitoring

Self-Assessment Tool Understanding Self-Assessment Tool Implementing the Self-Assessment Tool into your program

Setting up Monitoring Systems Monitoring with Reports

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HSU Course Outline

Strategic Planning PDM10105 6 Weeks

Description This six weeks online course provides a detailed understanding of each of the building blocks that make up a strategic plan. A PDI (practical, dynamic and interactive) approach provides practical step-by-step direction including a road map for constructing a strategic plan for your organization and tips for judging the quality of each component of your plan, dynamic instruction from carefully selected energetic facilitators, and interactive practice sessions including in-class exercises and team breakout sessions to reinforce your learning.

Prerequisites Prior knowledge of Agency mission statement

Who Should Take This Course? This course is designed for all leaders, facilitators and representatives of your organizations seeking to develop viable action plans for accomplishing growth objectives or improving current processes.

Objectives ü Provide a clear picture of the key components of a strategic plan ü Provide guidelines for developing a strategic plan ü Provide a method for evaluating the quality of a plan ü Identify the pitfalls to avoid when doing strategic planning

Outline Preparation for Strategic Planning

Guidelines to keep perspective during planning Need Consultant or facilitator to help you with planning Who should be involved in planning How many planning meeting will we need? How do we ensure implementation of our new plan

Strategic Analysis (environmental scan and SWOT analysis)

Environmental Scan (Taking a wide look around) Looking at your Agency’s Strengths’ Weaknesses, Opportunities and Threats (SWOT) Strategizing (strategic goals and methods/strategies to achieve the goals) Developing/Updating Mission Statement (the purpose of the Organization)

Strategic Analysis (environmental scan and SWOT analysis)… Continued

Developing/Updating Vision Statement (depiction of future state or organization and customers) Developing Values Statement (overall priorities in how organization works

Action Planning (Annual plans, objectives, responsibilities and timelines, etc.) Writing and communicating the Plan Monitoring, Evaluating and Deviating from the Plan

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HSU Course Outline

Supporting Families in Crisis FS8010110

6 Weeks

Description This in-depth six weeks online course focuses on the skills Head Start staff need to work effectively with families in stressful situations. It is designed to encourage staff to seek out families in stressful situations and help them find solutions to the issues they see as the most stress-producing. The family support skills taught in this course provide the basis for the courses solution-focused approach to crisis prevention. Although the work of Head Start involves keeping families from having a crisis, crisis cannot always be prevented. This course prepares staff to recognize and assess families in a state of crisis. The course also focuses on crisis intervention and the role of Head Start staff in carrying out and supporting that process. You will examine issues of the family and staff safety at a number of levels risk assessment the protection of family members, staff self-protective measures and program measures aimed at staff safety “Flight” and “fight” defenses are examined by staff, along with strategies for dealing with challenging or threatening behaviors.

Prerequisites Head Start Knowledge

Who Should Take This Course? This course is intended for Head Start staff who routinely provide services to families and program managers and coordinators as they design and improve services for families, professional development activities for staff and safety measures for families and staff.

Objectives ü Assess stress-producing situations or events contributing to family crisis, and their impact on the family’s

ability to cope ü Recognize families at risk of crisis, and help them develop solution-focused plans aimed at crisis prevention ü Develop and implement action plans to stabilize and support families in crisis ü Know when to refer families to specialized interventions services within the community ü Take appropriate steps during potentially dangerous situations to ensure personal safety and the safety of

family members

Outline Preventing Family Crisis

What is a family at risk? Identifying families at risk Guided conversations with families Working with families to prevent crises Developing solution-focus plans

Assessing Family Crisis Crisis Survivors What is a Crisis Identifying Head Start families in crisis

Responding to families in Crisis Responding to a family in crisis Developing the crisis intervention response Building crisis intervention skills Techniques for defusing a family crisis

Dealing with potentially dangerous situations

Identifying high risk situations What would I do if…? Developing a plan for personal safety Strategies for dealing with threatening behaviors Responding to “fight” and “flight” behaviors

2011 HSU’s Course Outline for Teaching Young English Learners Rev. 01/11

Description

This six weeks online course is designed to help students understand and support children who are second language learners. During the course you will learn to use appropriate assessment techniques for children’s first and second language. Students will receive up to date information such as working with parents, understanding the process of second language acquisition and using the curriculum and classroom organization to facilitate English language and literacy learning.

Prerequisites

None

Who Should Take This Course?

This course is designed for all education staff. It is most beneficial to Head Start teachers, teacher aides, parents, volunteers and education managers. This course will benefit all staff members who must deal with Head Start children in a classroom setting. Objectives

ü Apply teaching practices to daily routines. ü Address recommendations for responding to linguistic and cultural chemistry. ü Use appropriate assessment techniques. ü Improve your literacy instructions. ü Understand and attend to needs of children.

Outline

The Second Language Learning Child Looking at the Child Speaking a Second Language Individual Differences The Teachers Role Using Informational Communication Classroom Organization Using the Curriculum Working with Parents Assessing the Development Developing an Effective Program International Children What to Expect How to Help

2019 Course Outline Teaching Young English

Learners 6 Weeks Course

HS University

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HSU Course Outline

Transitioning HS Children THSC 6 weeks

Description This six weeks online course is designed to help students with the elements and requirements of effective transitions. The course will help education staff learn to collaborate and establish a clear vision of what transition should look like.

Prerequisites ● none

Who Should Take This Course? This course is designed for all education staff. It is most beneficial to Head Start teachers, teacher aides, parents, volunteers and education managers. This course will benefit all staff members who must deal with Head Start children in a classroom setting.

Objectives ü Establish a clear vision of what transition should look like ü Learn to view transition from a general education & special education perspective ü Learn how to set up formal interagency structure ü Make decisions as a group while avoiding conflict ü Draw up a work plan that helps the team set goals and tracks outcomes ü Help you guild children & families as they adapt to new environments ü Develop written plan materials to clarify roles and responsibilities

Outline Community Base Approach

Research Base Building the Team

Interagency Structure Group Decision Making Barriers to Assessment of Current Practices

Program Practices Child and Family Practices Written Guidance Developing a Plan Evaluation

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HSU Course Outline

Temperament: Understanding Behavioral Styles ED110v.1

2 Days

Description This in-depth two day course will help you understand the basic of temperament. You will use knowledge from this course to help address children’s behavior challenges and improve classroom interactions. The course will be a guide for understanding and working with children’s individual temperaments. You will first review how temperament traits combine to affect behavior. Then you will look at age-specific behavior patterns and temperaments in infants, toddler and preschoolers. Lastly you will examine environmental factors that influence behavior in five settings.

Prerequisites • none

Who Should Take This Course? This course is designed for all education staff. It is most beneficial to Head Start teachers, teacher aides, parents, volunteers and education managers. This course will benefit all staff members who must deal with Head Start children in a classroom setting.

Objectives Learn to address specific behavior challenges Learn to adapt the environment and adjust

learning task Learn to create goodness of fit between

teachers and children Learn to nurture children’s self-esteem

Learn to encourage children to learn self management skills

Learn to work with parents to help teachers understand children and address challenges

Learn to help children develop peer relationships

Outline Understanding temperament

Concept of temperament Goodness of fit Temperament profile

Childhood Temperament Infants Toddlers Preschool

Using temperaments Working with Parents Child care setting Health care setting Mental health setting Seeking outside help Stabilizing – Future Direction

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HSU Course Outline

Working with children with chronic illness HS7010104

6 Weeks

Description This in-depth six weeks online course provides an introduction to chronic conditions. What is a chronic condition? What do chronic conditions mean in the lives of children and families at different developmental stages? What does it feel like for a teacher to care for a child with a chronic condition? The module closes with a brief activity to help programs assess their training needs when caring for children with chronic conditions. It demonstrates that responsive, responsible care for children with chronic conditions is family-centered, is designed around individual needs, and is safe and legal. This module introduces material to help create programs that include these essential principles. The course takes the principles discussed in earlier and applies them to caring for a child with a common chronic condition: asthma.

Prerequisites none

Who Should Take This Course? This course is intended for Head Start management teams responsible for the design and coordination of integrated curriculum/service plans for children as well as for teachers and family service workers who implement those plans.

Objectives ü Understand how chronic conditions affect children and families ü Assess their program’s needs for policies, training, and planning to better serve children with chronic

conditions and their families. ü Assess whether the services they provide to children with chronic conditions are family-centered; ü Develop a system for individualized planning to meet children's special health care needs; and ü Develop policies that ensure safe and legal care for children's health needs, including administration of

medication. ü Apply the essential principles to plan the care of a child with a chronic health condition.

Outline Understanding Chronic Conditions

What Does "Chronic Condition" Mean? Alike and Different Taking Development Into Account How Are You Doing?

Essential Principles for Care Is This Family-Centered Assert Yourself Are We Prepared? Listening To Learn Taking Medicine

Family-Centered Services Driving Forces of Services Delivery

Is This Family-Centered? How Family-Centered Is Our Program? Tips For Assertive Behavior Tips For Working With The System

Sample Individualized Health Plan Interview Guidelines-Beginning of Year Interview Guidelines-Mid-Year Interview Guidelines-End of Year Medication Policy and Procedure Checklist Confidentiality Caring for Children with Asthma Developing The Individualized Health Plan What Would You Do

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Role Assignments-Parent Role Assignments-Lead Role Assignments-Health Coordinator Role Assignments- Doctor Special Care Plan For A Child With Asthma

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HSU Course Outline

Working with Children with significant disabilities DIS60105

6 Weeks

Description This six week online in-depth course is designed to help participants identify how their own experiences and assumptions influence their relationships with children with significant disabilities and offers strategies they can use to be more family centered. The course will help participants adapt their practices and develop strategies to support the participation of children with significant disabilities in their Head Start programs. It will help managers work more effectively with service providers and community agencies to recruit and include children with significant disabilities and their families.

Prerequisites none

Who Should Take This Course? This course is intended for Head Start teaching staff, family service workers, home visitors, and managers.

Objectives ü Identify how their own experiences and assumptions can directly ü Influence their relationships with children with significant disabilities and their families ü Identify ways they can be more family centered in their interactions with parents ü Assess current strengths they can build on to facilitate the inclusion of children with significant disabilities ü Identify and formulate strategies for collaborating more effectively with parents of children with significant

disabilities, related service providers, and other Head Start staff. ü Develop a systematic approach for adapting the environment and the curriculum to support the meaningful

participation of children with significant disabilities in Head Start programs ü Identify objectives and approaches for improving collaboration with community agencies to promote Head

Start as a viable placement option for children with significant disabilities. ü Develop strategies to enhance relationships with service providers and community agencies to support the

ongoing inclusion of children with significant disabilities and their families in Head Start.

Outline Being Prepared

Different viewpoints Families first Principles for providing family centered care

Preparing the classroom Making changes Specialist in the classroom Working as the team Integration checklist Problem and Solutions Finding the right consultants

Promoting Collaborations Building and sustaining relationships Making new connections How Head Start can help