helping all children thrive · education students delivering far beyond the confines of campus. the...

HelpingAll ChildrenThrive

2018 – 19Annual Report

Office of ChildDevelopment

School of Education

Office of Child Development


Mission

We Are One

Building Bridges

Rooted in Justice

Everyone’s Wisdom

All Thrive

Organizational Chart

Grants and Budget

Collaborations, Presentations,

Annual Report2

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17Publications, and Workshops


Our Mission

At the Office of Child Development, we build strong bridges across stakeholders so that everyone’s wisdom is included in determining the most useful actions to take so all children and their important adults thrive.

Shannon B. Wanless, PhDDirector, Office of Child DevelopmentAssociate Professor, Department of Psychology in EducationSchool of Education University of Pittsburgh

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WEARE ONE

2018–19Annual Report

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Six teams, 48 employees, numerous students with one goal

Our office is unique. We are dozens of people spread across multiple

divisions. We are a collection of expertise spread across fields like psychology, social work, and children’s literature. We form connections, both within our unit and throughout our communities. Our strength comes from uniting those people, that expertise, and those connections under one office.

The Books for Change book drive exemplifies how that connection manifests itself. In response to the Tree of Life tragedy, our office came together to collect and distribute more than 3,000 books throughout the region. We had Early Head Start home visitors dropping books off to schools, Evaluation and Research Team (ERT) members visiting day cares, and School of Education students delivering

far beyond the confines of campus. The result was more than 100 local organizations receiving packages, and the establishment of an annual effort that shows the power of our Office leaders, University colleagues and students, and community partners working toward a singular goal.

The impact of Books for Change can be felt beyond those deliveries, and highlights how our work connects research and practice. Through free workshops, local teachers received training as to how use the books effectively. And after the success of the book drive, ERT, together with other divisions, is now conducting research to learn how we can use books more effectively in the classroom to openly discuss topics like race, abilities, and mental wellness. It is research that we hope will be transformative, and it never would have happened without our office’s separate programs together with our university and community partners, coming together as oneto serve children and families.

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Buildingbridges


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Connecting stakeholders in the early childhood community

We strive to develop a mutually beneficial relationship between

the university and community. We aim to cultivate a solid foundation that is built on trust between community and university members. We know that because we are supporting children, we have a braod range of stakeholders to listen to and work with, including parents, teachers,

researchers, and students. We pride ourselves in being an office that connects people who share common goals for helping children thrive. The bridges we build can be seen in how our work impacts families. Take Kenelle and James for example. They are part of our Early Head Start (EHS) program, which was established at our Office in 1995 as one of the first EHS

programs in the United States. As first-time parents, EHS parent engagement specialists met the couple and explained how the program can help parents navigate life with a child. When Kenelle struggled with post-partum depression, she had EHS team members ready to help. Today, Kenelle and James are parents to two healthy children and will be graduating from the program as their daughter turns three. Following them are more than 300 families currently part of the program and building connections of their own.

In 2018-19, we continued establishing new, meaningful connections throughout the region. We became the Early School Age Cohort lead in the Pittsburgh Study, a wide-ranging study following children in Allegheny County from birth through high school. By connecting with leaders across communities for this expansive effort, we’ve built a new and important bridge to help our office’s reach continues to grow.

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rooted in justice


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I t can be easy for words like social justice and equity to come across

as buzzwords. Too often, they’ve been co-opted by organizations that want credit without implementing the challenging, longstanding practices that will make those ideals a foundational part of an organization. For the last two years, our primarily white office has worked to learn those ideals

fully so that we can better servechildren and families harmed by living in an inequitable society.

In 2018, we began learning about how race impacts our lives and work. Led by the P.R.I.D.E. (Positive Racial Identity Development in Early Education) team, we held monthly gatherings to discover how different pieces of our past influence us today. We rooted our learning in history

by understanding the origins of the idea of race, unraveling the systemic nature of racism in our country, and asking how these play a role in our lives today. Building on that work, in 2019, we brought in a team of local social justice and equity consultants to lead mandatory, all-staff explorations of how we can bring an SJ&E lens to our work and, crucially, why we should. The enlightening journey is ongoing and truthfully will never be finished, but we’re committed to putting in the work.

The fruits of that work is evident in the work done by the P.R.I.D.E. Program. Stop by their Pop Up Mini Art Festival and you’ll see children reclaiming the Africana heritage through art. Peek inside a Parent Village class and you’ll see parents grappling with how their own childhood experiences with race influence their parenting. Watch the P.R.I.D.E. team conduct professional development across the region and country and it is clear that this work is impacting the world far beyond our Office.

How we make social justice and equity core to our identity

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EVERYONE’SWISDOM


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For more than 30 years, the Office of Child Development has been

committed to center the voices of those we serve. Families we work with, organizations we collaborate with, students we interact with — these groups bring knowledge that’s key to helping children thrive. And that is why our programs place a premium on including their knowledge in all that we do.

When the developmen-tal health consultants on our HealthyCHILD team step into a classroom, they know that what they see is only part of the equation. Their goal is to build the capacity of early educators and families to promote children’s social-emotional wellness. To do that, they seek valuable input from the educators, parents and caregivers on a

regular basis. Their collective wisdom, coupled with the early childhood development expertise of the HealthyCHILD team, creates a space for children coping with things like trauma to receive thoughtful guidance.

Our work with the Allegheny County Family Support system shows just how we elevate the wisdom of our neighbors. Community Programs provides regular support, training, and technical assistance for 28 Family Support centers serving more than 3,000 children and families. The lived experience of these families informs key parts of the team’s work, from publicly advocating for families and providing regular, compelling resources. By affirming our connections with vital local organizations like Family Support, we’re ensuring our Office benefits from including everyone’s wisdom.

Harnessing the power inherent in elevating voices

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ALL THRIVE


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W ith different programs spread across divisions, it can be

overwhelming to think of how many children are impacted by the work we do. This year, we sat down and figured it out by looking at programs that were active in 2018-19 and came away surprised and excited by the results. We pride ourselves on being an Office that connects people who

share common beliefs in the early childhood community. le, that expertise, and those connections under one office.

Early Head Start has 310 clients, with each client having at least one children.

The Family Support Centers that we support reach 1,000 families across 28 different centers.

Two programs that ended this year, Early Childhood Mental Health Consultation and STARS Technical Assistance, affected 790 children across various centers and divisions.

Our HealthyCHILD team reaches 3,600 children across 180 classrooms.

The P.R.I.D.E. team held events for more than 1,000 children.

ERT conducted critical research to better the lives of numerous children.

And the Book Drive delivered to more than 1,000 children at 154 different locations.

We have focused on reaching all children in every aspect of our work. That means thinking of reaching a wide range of populations - across races, classes, ability statuses, immigration status, family structures, and other identities — in everything that we do.

Serving all children is the core of our mission and drives everything that we do. To learn more about our work, visit ocd.pitt.edu.

Touching the lives of more than 8,000 children every year

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Roger Fustich Director Colleen Young Director Tracy Larson Director

Doris DickAssociate Director of Administrative Operations

Denise CasinoBusiness Support Specialist

Maura FalchettiAdministrative Assistant

Leigh Carlson-Hernandez Director, ECMH Project

EnnadMurrell-MerriweatherFamily Support (FS) Director of Training & Technical Assistance

Ivonne Smith-TapiaFS Project Manager

Betty DellFS Services Specialist

Heidi GreenFS Admin/Communication Coordinator

Sharon GeibelDirector, ECMH Project

Gloria Rodriguez-RansomECMH Specialist

Amanda Harrison ECMH Specialist

Barbara StolarzECMH Administrative Coordinator

Stacy Flowers CullinanDevelopmental Healthcare Coordinator/Consultant

Denise EspostoDevelopmental Healthcare Consultant

Audra RedickDevelopmental Healthcare Consultant

Tomasina BoydDevelopmental Healthcare Consultant

Molly MatsikDevelopmental Healthcare Consultant

Rachel LePageDevelopmental Healthcare Consultant

Laura CampbellDevelopmental Healthcare Consultant

Heather Roesinger Developmental Healthcare Consultant

Amy PalikarasProject Assistant

DirectorExecutive Assistant

Shannon WanlessPriscilla Jarrett

Director


Administrative Operations Community Programs Early Childhood Partneships

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Bernadette BennermonKeystone STARS TA Coordinator

Patricia LehnhardtSTARS TA Consultant

Penny CorderaSTARS TA Consultant

Barbara Stolarz STARS TA Administrative Coordinator

Chris Dunkerley Director Caitlin Spear Director Aisha White Director

Victoria SaboHealth Specialist

Kelly Kubant NeeDisabilities Coordinator & Practice Based Coach

Donna SarnesoEarly Childhood Development Coordinator

Annette HarrisData Coordinator

Angela TookesEHS Family Engagement/Training Coordinator

Miriam MessickProject Coordinator

Coni HainsworthERSEA Manager

Amanda CrossEvaluation & Research Manager

Jenn BriggsEvaluation & Research Manager

Cecily DavisSenior Research & Evaluation Coordinator

Abby ChenEvaluation & Research Coordinator

Molly MatsikEvaluation & Resesarch Coordinator

Medina JacksonDirector of Engagement

Adam FlangoCommunications Manager

Katy CarneyAdministrative Assistant

Organizational Chart

Early Head Start (EHS) Evaluation & Research P.R.I.D.E.

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*Includes all staff who worked at the Office between July 2018 and July 2019


Budget ReportCore

Special Projects

Grant Support

University Support

Office Budget

Indirect Costs

$133,333

$7,934,006

$8,067, 339

$351,676

$8,419,015

$285,556

Grant SummaryNew and Continuig Grants in 2018-19

Grant Title Funder Award

Adoption Support Center, Phase II Ana Yii Foundation $154,810

Propel Add-On Propel Schools $4,000

Evaluation of Igniting and Sustaining the Dream McAuley Ministries $75,411

Self-Regulating Lifestyle Behaviors: Nursing National Institute of Health $22,187

HealthyCHILD/Head Start Pittsburgh Public Schools $207,541

HealthyCHILD/EHS Pittsburgh Public Schools $42,966

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COTRAIC Early Head Start COTRAIC EHS Year 4 $31,991

HealthyCHILD/CCP Pittsburgh Public Schools $10,310

Education Law Center Phase II Education Law Center $20,000

Early Head Start DHHS $4,245,721

PPS Beechwood Pittsburgh Public Schools $23,011

KTEK3 University of Oregon $537,671

STARS TA YWCA $364,460

Early Childhood Mental Health YWCA $244,898

Professional Development YWCA $2,400

Partnerships for Success Allegheny County Department of Human Services $420,016

PRIDE Unconference Commonwealth of PA $2,000

PFS 2019 The Heinz Endowments $165,000

Real Help, Real Time Providence Connections $77,000

The Pittsburgh Study Children’s Hospital of PittsburghFoundation $650,000

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Collaborations

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University of Denver - School Psychology Graduate Student

University of Pittsburgh School of Education - Applied Developmental Psychology Student Interns

University of Pittsburgh – Falk School collaboration for PAUS Professional Development Day

University of Pittsburgh – School of Social Work Graduate Student Interns

University of Pittsburgh -- Undergrad Dept. of Psychology – Senior Practicum for Psych Undergrad students

University of Pittsburgh – School of Medicine, Department of Psychiatry

The LEND Center of Children’s Hospital of UPMC

Pittsburgh Public Schools Early Childhood Program

Pittsburgh Public Schools Beechwood Elementary School

COTRAIC Early Head Start and Child Care Partners

Propel Schools

Pittsburgh Public Schools- Program for Students with Exceptionalities

Partnership between the Duquesne University School of Nursing students, Pittsburgh Public School (PPS) Early Childhood Center (ECC) teachers and preschool children enrolled in Crescent and Minadeo ECCs.

Courses TaughtEsposto, D.A. (January 2019 – April 2019). ADP Professional Seminar 2. 16-week course, Applied Developmental Psychology, School of Education, University of Pittsburgh, PA.

Esposto, D.A. (January 2019 – April 2019) Child Life Practice in Hospitals. 16-week course, Applied Developmental Psychology, School of Education, University of Pittsburgh, PA.

Esposto, D.A. (January 2019 – April 2019) Community Based Practice Learning 2. 16-week course, Applied Developmental Psychology, School of Education, University of Pittsburgh, PA.

Esposto, D.A. (August 2018 – December 2018). ADP Professional Seminar 1. 16-week course, Applied Developmental Psychology, School of Education, University of Pittsburgh, PA.

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Esposto, D.A. (August 2018 – December 2018). Psychosocial Aspects of Children’s Illness. 16-week course, Applied Developmental Psychology, School of Education, University of Pittsburgh, PA.

Esposto, D.A. (August 2018 – December 2018) Community Based Practice Learning 1. 16-week course, Applied Developmental Psychology, School of Education, University of Pittsburgh, PA.

Matsik, M.A. (August 2018 – December 2018). Curriculum and Program Development for Students with Low Incidence Disabilities, 15 week course, Teacher Education, School of Education, University of Pittsburgh, PA.

Spear, C.F. (January 2019 – May 2019). Teaching Methods in Early Childhood Special Education, 15 week course, Teacher Education, Patton College of Education, Ohio University, OH.

Courses Taught (cont.)

DisseminationWanless, S.B. (2019, March). Using picture books to start conversation about difficult topics. Invited professional development day presentation for Norwin School District, PA.

Wanless, S.B. (2019, March). The importance of SEL for creating a climate for learning. Invited professional development day presentation for Freeport School District, PA.

Salazar, J., Wanless, S.B., & Young, C. (2019, March). Schoolwide SEL and Family Partnerships. Invited presentation to Minneapolis School District.

McClelland, M.M. & Wanless, S.B. (2019, February). The importance of SEL for learning success. Invited 2-day presentation to Colegio San Carlos, Bogotá, Colombia.

Miller, J., Wanless, S.B., & Weissberg, R. (2018, December 10) How to make your hopes a reality. NBC’s Parenting Toolkit. (Link)

Wanless, S.B. (2018, November). The importance of early childhood in long-term school success. The Forum for Western Pennsylvania School Superintendents - The Fall Leadership Program, Nemacolin, PA.

Miller, J., Wanless, S.B., & Weissberg, R. (2018, October 3) Stronger teacher-parent relationships lead to better social and emotional assessments and learning. Measuring SEL: Using data to inspire. CASEL Blog. (Link)


Invited Articles and Chapters

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Wanless, S.B., Cornell, D., Davis, D. (2019). Emotional and physical safety. In D. Osher, M. Mayer, T. Osher, R. Jagers, & K. Kendziora (Eds.), Keeping students safe and helping them thrive: A collaborative handbook for education, mental health, child welfare, safety, and justice professionals, families, and communities: Vol. 1. (Chapter 8). Santa Barbara, CA: Praeger.

Wanless, S.B. & Winters, D.P. (2018). A welcome space for taking risks: Psychological safety creates a positive climate for learning. The Learning Professional, 39(4), 41-44.

Invited PresentationsCross, A.B. & Spear, C.F. (2019, April). CEC Internal survey results summary. Report presentation to the Pitt CEC Internal Advisory Council, Pittsburgh, PA.

Cross, A.B. & Spear, C.F. (2019, April). Pediatric Provider Integration Assessment (PPIA): Final Round Quantitative Results. Report presentation to the Project LAUNCH Behavioral Health and Physical Health Integration Work Group, Pittsburgh, PA.

Spear, C.F. & Cross, A.B. (2019, May). Pediatric Provider Integration Assessment (PPIA): Final Round Quantitative Results, Updated. Report presentation to the Project LAUNCH Young Child Wellness Council, Pittsburgh, PA.

Cross, A.B. (2019, March). The Campus Cupboard Study: Needs Assessment of Collegiate Food Insecurity in Southwestern Pennsylvania. In Fields, S. (Chair), Confronting Collegiate Food and Housing Insecurity: Studies Reveal Critical Findings. Panel discussion hosted at Point Park University, Pittsburgh, PA.

Cross, A.B. (2018, October). The Campus Cupboard Study: Needs Assessment of Collegiate Food Insecurity in Southwestern Pennsylvania. Report presentation at the Collegiate Basic Needs Dialogue, Pittsburgh, PA.

Inter-Agency ReportsSpear, C.F., Cross, A.B., Goldstein, K. M., Davis, C.D., & Chen, A.P. (2018). Pennsylvania Project LAUNCH: Year Four Evaluation Report. Pittsburgh, PA: University of Pittsburgh, Office of Child Development.

Larson, T., Bagnato, S. J., Spear, C.F. (2018). SPECS for Propel Partners in Wellness Program Evaluation Research Report: Year 2. Pittsburgh, PA: University of Pittsburgh, Office of Child Development.

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Cross, A.B. & Spear, C.F. (2019). CEC Evaluation Project Update. Pittsburgh, PA: University of Pittsburgh, Office of Child Development.

Inter-Agency Reports (cont.)

PresentationsBoyd, T., Esposto, D.A., Matsik, M. A. (2018, September). Behavior Management Strategies. Professional Development Training for Pittsburgh Public Schools Beechwood Elementary School Teachers. Pittsburgh, PA

Boyd, T., Esposto, D.A. (2019, November). Childhood Trauma Topics and Interventions. Train the trainer workshop for Pittsburgh Public School Education Manger, Education Coaches and Administrators. Pittsburgh, PA

Boyd, T., Esposto, D. A. (2019, December). Compassion Fatigue and Toxic Stress. PPT presentations for Pittsburgh Public School Supervising Staff to share with Teaching Staff. Pittsburgh, PA

Boyd, T., Esposto, D. A. (2019, January). Compassion Fatigue. Two separate Professional Development Trainings for Pittsburgh Public Schools Early Childhood Staff. Pittsburgh, PA

Cross, A.B., White, A., Jackson, M. & Wanless, S. (2019, April). A World of P.R.I.D.E.: A community approach to supporting Positive Racial Identity Development in Early education. Paper presentation at the American Educational Research Association Annual Meeting, Toronto, ON.

Esposto, D.A. (2019, January – May). HealthyCHILD Incredible Years Positive Parenting Group. 20 hours of educational sessions provided at two Pittsburgh Public School Early Childhood Centers (Lincoln ECC and Crescent ECC) for family members, Pittsburgh, PA

Esposto, D.A (2018, September – January,2019). Application of Child Development and Child Life in the School Setting. Training for the Duquesne University nursing students working in the PPS ECCs, six, one hour lectures, Pittsburgh, PA

Esposto, D.A. (October, 2018). Children with Special Healthcare Needs (CSHCN) - Child Life Assessment and Intervention, presentation for the University of Pittsburgh, Pittsburgh, PA

Gerow, J., Spear, C.F. (2019, April). Seeing Both the Forest and the Trees: Utilizing a Mixed Method Data Matrix Approach to Integrate Quantitative and Qualitative Data in a Large-Scale Evaluation Model. Poster presentation at the University of Pittsburgh Public Health 21st Annual Dean’s Day Competition, Pittsburgh, PA.


Presentations (cont.)

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Gerow, J., Spear, C.F. (2019, March). Seeing Both the Forest and the Trees: Utilizing a Mixed Method Data Matrix Approach to Integrate Quantitative and Qualitative Data in a Large-Scale Evaluation Model. Poster presentation at the University of Pittsburgh Council for Graduate Students in Education Conference, Pittsburgh, PA.

Larson, T., LePage, R. (2019, January) Mindfulness in Early Childhood Education: presented foundational research on the benefits of mindfulness on the body, mind, and in the classroom. The MindFEEL curriculum and Mindful Moments activities, both created by HealthyCHILD consultants, were introduced and explored with the attendees. Pittsburgh Public Schools In- service Professional Development. Pittsburgh, PA.

Larson, T., (2019, February) Promoting Children’s Social and Emotional Wellness and Preventing Challenging behaviors: Strategies for Success. PAUS Workshop at Falk School. Pittsburgh, PA

Larson, T., Superintendents Forum- (2018, November) The Value of Social Emotional Learning and Naturing Responsive Relationships. Somerset, PA

Bagnato, S., Larson, T., (2018, November); Include me: Research Supportive for the Impact for Teacher Mentoring on Inclusive Instructional Practices for Students with Severe Disabilities. Association of University Centers on Disabilities (AUCD) Washington D.C.

Larson, T., (2019, May) CPSEL Conference ACES AND RESILIENCE: A Paradigm Shift in How Communities can Address The Whole Child. Baltimore, MD

Larson, T., (2019, February) National Association for School Psychologists(NASP). A Tiered Promotion, Prevention and Intervention Model for Pre-K Behavioral Support. Atlanta, GA

Larson, T., (2018, November) Invited Expert Panelist. Responding to Trauma in Children. Open forum Event in response to the Tree of Life Synagogue

Larson, T., (2018,November) Guest lecturer- University of Pittsburgh School of Education; Applied Developmental Psychology, behavioral health. Dr. Stephen Bagnato

Larson, T., (2019, January) Pittsburgh Public School- In-service Mindfulness in Early Childhood Education

Larson, T., (2018, September) University of Pittsburgh- PennState Summit. HealthyCHILD: A Tiered Promotion, Prevention and Intervention Model for Pre-K Behavioral Support.

Shafer, A.E., Wanless, S.B., Davis, C.D., Swartz, M.I., Strasbaugh, P. (2019, March). Teacher beliefs and attitudes about social-emotional learning and mathematics engagement. In Swartz, M.I. (Chair), Social-emotional learning in the context of mathematical engagement in preschool classrooms, Paper presented at the biennial meeting of the Society for Research in Child Development, Baltimore, MD.

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Wanless, S.B. & Strasbaugh, P. (2018, September). Peg + Cat: Learning about SEL and math in university community partnership. Pennsylvania State University, State College, PA.

Wanless, S.B., Shafer, A.E.*, Davis, C.D., Swartz, M.I., Winters, D.M., Li, J., Strasbaugh, P. (2019, March). Children aren’t the only ones getting ready for school!: Understanding teacher readiness for implementation. In Cameron, C. & McClelland, M. (Chairs), Beyond the Child: Measurement Approaches to School Readiness that are Relevant for Early Childhood Professionals, Paper presented at the biennial meeting of the Society for Research in Child Development, Baltimore, MD.

Presentations (cont.)

PublicationsPiasta, S.B., Farley, K.S., Mauck, S.A., Soto Ramirez, P., O’Connell, A.A., Schachter, R.E., Justice, L.M., Spear, C.F., & Weber-Mayrer, M. (2019, in press). At-scale, state-sponsored language and literacy professional development: Impacts on early childhood practices and children’s outcomes. Journal of Educational Psychology.

White, A. & Wanless, S.B. (2019). P.R.I.D.E.: Positive Racial Identity Development in Early Education, Journal of Curriculum, Teaching, Learning and Leadership in Education, 4(2), 73-84.

Miller, J., Wanless, S.B., & Weissberg, R. (2018). Parenting for competence and parenting with competence: Essential connections between parenting and social and emotional learning. The School-Community Journal, 28(2), 9-28.

Puranik, C., Boss, E.*, & Wanless, S.B. (2018). Self-regulation skills and early writing: Examining the effect of task in preschool and kindergarten children. Early Childhood Research Quarterly, 46, 228-239.

Chernego, D. I., McCall, R. B., Wanless, S. B., Groark, C. J., Vasilyeva, M. J., Palmov, O. I., ... & Muhamedrahimov, R. J. (2018). The effect of a social–emotional intervention on the development of preterm infants in institutions. Infants & Young Children, 31(1), 37-52.

Bliss, C.M.* & Wanless, S.B. (2018). Development and initial investigation of a self-report measure of teachers’ readiness to implement. Journal of Educational Change, 19(2), 269–291.

Briggs, J.O.*, Russell, J., & Wanless, S.B. (2018). Kindergarten teacher buy-in for standards- based reforms: A dynamic interplay between professional identity and perceptions of control. Early Education & Development, 29(1), 125-142.


Workshops and Trainings

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Boyd, T. (2019, March) Family Play Shop Expert. Provided developmental social and emotional resources to caregivers and answered questions while representing HealthyCHILD. Carnegie Library of Pittsburgh-North Side, Pittsburgh, PA

Boyd, T., Esposto, D. A. (2019, April) Mindfulness Fair. Represented HealthyCHILD and provided topic resources. The Center for Mindfulness and Consciousness Studies, University of Pittsburgh, Pittsburgh, PA

Boyd, T. (2019, May) Family Play Shop Expert. Provided developmental social and emotional resources to caregivers and answered questions while representing HealthyCHILD. Carnegie Library of Pittsburgh Hazelwood, PA

Cullinan, S., Boyd, T., Esposto, D. A. (2019, April) Mathilda Theiss Early Childhood Behavioral Resource Fair Represented HealthyCHILD and provided topic resources. Mathilda Theiss,of UPMC, Pittsburgh, PA

Cullinan, S., Palikaras, A.(2019, April) The 2019 4th Annual Wellness 4 Schools Symposium.. Represented HealthyCHILD and provided topic resources. Pittsburgh, PA

Larson, T. (2019) SEL OUT Academy. Pittsburgh Public Schools Early Childhood Program,, Pittsburgh, PA

Larson, T., Redick, A., Esposto, D., (2019) HealthyCHILD Positive Parenting groups, Pittsburgh Public Schools Early Childhood Program,, Pittsburgh, PA

Redick, A. (2019) Practice-based Coaching Initiative. Pittsburgh Public Schools Early Head Start.

Spear, C. F. (2019, February). Introduction to single-case research design. Presented to Community for Advanced Methodological Learning (CAMeL), a student-run University of Pittsburgh Psychology department methodological group, Pittsburgh, PA.

Spear, C.F. (2019, February). Using Picture Books to Start Conversations with Young Children. Presented at a professional development workshop for early childhood educators at the Office of Child Development, Pittsburgh, PA.

White, A., Jackson, M. (2018, August; 2019, June) Parent Village. Presented in partnership with Allegheny County Family Support, Pittsburgh, PA

White, A. Jackson, M. (2018, July, August, September) Pop Up Mini Art Festivals. Presented in partnership with Allegheny County Family Support, Pittsburgh, PA

White, A. (2019, January) Annual Professional Development. Presented to Pittsburgh Public Schools educators, Pittsburgh PA-

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White, A., Jackson, M. (2019) Family Culture and Social Justice and Equity. Presented to Allegheny County Family Support Staff at the Office of Child Development, Pittsburgh, PA

White, A. (2018, November) Young Children and Race. Presented at NAEYC Conference and Delaware Valley AEYC (First Up) Conference, Washington, D.C. and Harrisburg, PA

White, A. (2019, June) Quality Assurance System Training. Presented to Keystone STARS Pennsylvania Quality Assurance Systems, Pittsburgh, PA

helping all children thrive · education students delivering far beyond the confines of campus. the...

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