Webinar: Consultants’ Essentials: Websites 101, by Lindsey Engelhardt

January 12, 2017
2:00 – 3:30

You know you need a website. But where do you start? Join Lindsey Engelhardt to learn how to build your own website from the ground up–without the need to know code. This session will demonstrate actionable steps for consultants and small business owners based on years of experience developing and maintaining several websites. We’ll explore what to consider in your website’s blueprint, what tools are essential for the job, and how to create a functional space that provides you with room to grow. Participants will get a sneak peek into the backend of Lindsey’s website to see an example of how easy it is to create a beautiful, manageable online “storefront.”

Join this webinar to learn:

1. What you should consider before you build
2. What essential tools to use for construction
3. How to create a space that works now–and provides room for growth
4. How to integrate a website into a basic marketing/communications plan

 

All sessions are 1.5 hours long, and include a brief announcement from our sponsor.

2:oo PM – 3:30 PM Eastern Time.

Can’t participate in our webinars at the appointed time? Never fear! All of the webinars are recorded. To view the recording, simply register now and you will receive an email with a link to the recording when it is ready to be viewed.

Only 1,000 people at one time can attend our webinars, but registration often tops 4,000. Only the first 1,000 people to click the link to attend the webinar will be able to get in. We start the webinars 30 minutes in advance of the start time. Arrive early to make sure you get in.

Please be advised that you will only be eligible for the great door prizes if you participate in the live session.

Because this webinar is intended for consultants, we will not offer Certificates of Attendance for this session or the other sessions in the Consultants’ Essentials Webinar Series.

Tipping the Scales – The Resilience Game

9/2015

In this interactive feature, you will learn how the choices we make can help children and the community as a whole become more resilient in the face of serious challenges. Negative events can occur at any moment, and it’s your job to choose positive events to counteract these negatives.

Choose carefully—you only have 20 ‘Resilience Bucks’ to spend. Certain positives will better counteract certain negatives and have a greater positive effect on children in the community. Your goal is to tip as many children’s scales as possible toward positive outcomes.

Clicking on a child’s scale will give you a more detailed look at their history, scale balance, and the placement of their fulcrum. The positive experiences you choose will alter both the scale and the fulcrum’s position—shaping the outcomes of children and the community.

We will all face adversity in life. But will your community thrive? Or dive? It depends on the choices we make!

Source: Center on the Developing Child, Harvard University

Available at: http://developingchild.harvard.edu/resources/resilience-game/

Development of a Measure of Family and Provider/Teacher Relationship Quality (FPTRQ), 2010-2015 

8/2015

The goal of the FPTRQ project is to develop new measures to assess the quality of the relationship between families and providers/teachers of early care and education for children birth to 5 years of age. The measures will examine this relationship from both the parent and the provider/teacher perspectives, and capture important elements of family-provider/teacher relationships such as attitudes of respect, commitment, and openness to change and practices such as bi-directional communication, sensitivity, and flexibility. The project aims to develop measures that are appropriate for use across different types of early care and education settings, including Head Start and Early Head Start programs, center-based child care, pre-k classrooms, and home-based child care. In addition, a high priority of the project is to make the new measures culturally appropriate for diverse populations, including lower-income and higher-income families, ethnically/racially diverse providers and families, and non-English speaking families and providers.

Tasks for the FPTRQ project include (1) reviewing literature on family and provider/teacher relationships; (2) developing a conceptual model of the key components of family-provider/teacher relationships that promote family engagement and lead to better family, child and provider outcomes; (3) reviewing existing measures; (4) consulting with experts in relevant fields on possible content and format of the measures; (5) holding focus groups with parents and providers/teachers, developing items, and piloting the measure; (6) development of final measures for extensive data collection in a variety of care settings; (7) psychometric and cognitive testing to ensure the soundness of the measures; (8) the development of a sustainability plan regarding training on the measures and production of future editions of the measures as needed; and (9) developing, conducting cognitive testing, and pilot testing measures to assess the relationship quality between Family Service Staff and parents in Head Start/Early Head Start.

Source:  Office of Planning, Research & Evaluation, Administration for Children and Families

Available at: http://www.acf.hhs.gov/programs/opre/research/project/development-of-a-measure-of-family-and-provider-teacher-relationship-quality-fptrq

About Autism in Toddlers

6/2015

About Autism in Toddlers is a tool for families, professionals, or anyone interested in learning about autism spectrum disorder (ASD). It is available free of charge. Just register and sign in. You will learn about:

  • the core diagnostic features of autism,
  • the critical importance of early detection and early intervention, and
  • current information on prevalence and causes of autism.

You will have the chance to access some of the innovative features of Autism Navigator. The slide index, located on the bottom right tool bar, can be used to easily navigate to specific slides. You will spend up to two hours to go through all of the slides and videos but you can spend a few minutes and visit again later.

Source: Autism Navigator

Available at: http://autismnavigator.com/resources-and-tools/

UPDATED Early Learning: Kindergarten Online Database

Selected highlights from the kindergarten database:

Kindergarten entrance age

  • In half of the 50 states plus the District of Columbia, students must turn age 5 by the end of September to attend kindergarten.
  • Nineteen states requires students to turn age 5 on or before Sept. 1.

Kindergarten attendance requirement

  • Fifteen states plus D.C. require children to attend kindergarten at age five or require kindergarten attendance prior to enrolling in first grade.
  • Thirty-five states do not require kindergarten attendance.

Compulsory school age

  • Most states require children to attend school by age 6 (26 states) or age 7 (14 states).
  • In eight states – Arkansas, Connecticut, Delaware, Maryland, New Mexico, Oklahoma, South Carolina and Virginia – plus D.C., the compulsory school age is 5.
  • Pennsylvania and Washington require children to attend school at age 8.

Source: Economic Commission of the States

Available at: http://www.ecs.org/html/educationIssues/Kindergarten/KDB_intro_SF.asp

diversitydatakids.org

diversitydatakids.org is a state-of-the-art research project designed to meet the urgent need for a national, integrated information source that helps us understand:

  • Who our children are, by documenting and tracking the rapidly changing demographics of children and families in the U.S.;
  • What our children need, by  establishing a system for monitoring not only child outcomes, but also key factors (including opportunities, conditions, and resources) that drive child outcomes;
  • How to improve opportunities for all children, especially those that may need the most help, by focusing explicitly and rigorously on issues of racial/ethnic and socioeconomic equity in child health and wellbeing.

The child population of the U.S. is increasingly racially and ethnically diverse, with just under half of the child population comprised of Hispanic, black, Asian, American Indian/Alaska Native, and other racial/ethnic minority children. Unfortunately, large racial/ethnic and socioeconomic inequities stubbornly persist in the opportunities and conditions that allow children to thrive. Because all children have the right to grow and develop in a healthy way and because the foundations of adult productivity and health are established in childhood, we must improve opportunities for all children to fulfill their potential. This will not only enhance the quality of childhood for all children but foster future economic, social, and civic vitality and health. Prominent guardian organizations such as the American Academy of Pediatrics and UNICEF have prioritized equity in child health and wellbeing as a key principle guiding policy development and practices that support children and families. Building equitable opportunities for all children (especially the most vulnerable) is not only a moral imperative, but a sound investment in America’s future.

Our vision is one of equity in child health. We believe that all children should have an equal chance to achieve the Institute of Medicine’s (2004) definition of child health, that is, “to develop and realize their potential, satisfy their needs, and develop the capacities that allow them to interact successfully with their biological, physical, and social environments.” Achieving equity requires that all children and their families have equitable access to supportive environments and resources in the settings where they live, learn, work and play. It also requires the eradication of unfair and avoidable systematic differences between groups of children in their opportunities to attain healthy development.

Despite increasing child diversity, persistent inequities, and recognition of equity as a policy goal, policymakers and practitioners must currently piece together limited information from disparate and fragmented sources to document equitable progress and policy gaps. To help fill this gap, diversitydatakids.org offers the first comprehensive, equity-focused information system to monitor progress towards improved wellbeing for children of all racial/ethnic groups through the creation and dissemination of unique indicators and analysis of:

1. The state of wellbeing, diversity, opportunity and equity of children in the U.S., and

2. The availability, capacity and research evidence supporting the effectiveness of public policies and programs to equitably serve children of all racial and ethnic groups and reduce disparities among them.

Source: Brandeis University

Available at: http://www.diversitydatakids.org/

Well-Visit Planner: About This Website

The Well-Visit Planner was developed to improve well-child care for children under 4 years old. The information in this tool is based on recommendations established by the American Academy of Pediatrics’ Bright Futures: Guidelines for Health Supervision of Infants, Children, and Adolescents, 3rd Edition. The tool helps parents to customize the well-child visit to their family’s needs by helping them identify and prioritize their health risks and concerns before their well-child appointment. This means that parents and providers are better able to communicate and address the family’s needs during the well-child visit.

The tool was developed and is maintained by the Child and Adolescent Health Measurement Initiative (CAHMI) at Oregon Health and Science University, in the Department of Pediatrics. The CAHMI developed the tool to engage parents as partners to improve well-child care services as a part of a project supported by the U.S. Department of Health and Human Services, Health Resources and Services Administration, Maternal and Child Health Research Program (R40 MC08959). The WVP’s continued development and implementation is supported by the Child and Adolescent Health Measurement Initiative, volunteer advisors and through support from HRSA/MCHB through Cooperative Agreement U59-MC06890. The project also benefited from the advice and support of numerous advisors: Betsy Anderson, David Bergman, Emily Brophy , Dimitri Christakis, Kellena Collier, Paula Duncan, John Kilty, Amy Kurian, Cynthia Minkovitz, Tami Olson, Amy Perritti, Ed Schor, Judy Shaw, Sara Slovin. The CAHMI would like to thank each and every one of them.

Why should you complete the tool?

Completing the tool will help you to identify your priorities for your upcoming well-child visit; it will also help you to understand what you can expect at that visit. The content of the tool is different based on the age of your child, so you can complete the tool before each of your child’s visits. The tool also includes educational materials about topics such as your child’s growth and development, language development, and safety. The educational materials address the topics of most importance for your child’s age.

After you complete the tool you can save or print a Visit Guide that summarizes your needs and priorities for the visit. You will also take this Visit Guide with you to the visit to help prioritize your time with your child’s pediatric provider. You can also print a copy of the Visit Guide to leave with your provider. This will help you and your provider maximize the time at the visit based on your priorities and your child’s health needs. If your provider has given you a secure email address, then you can save the Visit Guide and mail it to her/him prior to the visit.

What will you be asked to do in the Well-Visit Planner online tool?

It should take you between 15-20 minutes to complete the Well-Visit Planner online tool. You will be asked to do the following:

Provide basic information about the child who is having the well-visit for whom you are completing the tool for.

Answer a series of questions about your child and family that will help your child’s health care provider know what they may need to focus on in the visit.

Pick the topics that you want your child’s doctor to talk with you and give you information about.

Receive a “Visit Guide” that you can use at your child’s well-visit. This guide highlights the topics you wanted to discuss and should be brought to the visit.

Source: American Academy of Pediatrics and the Child & Adolescent Health Measurement Initiative

Available at: https://www.wellvisitplanner.org/about.aspx