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Conference Agenda OverviewMONDAY, NOVEMBER 30, 202012:30–1:00 P.M. ETGreetings1:00–2:45 P.M. ETOpening Session: Moving Toward Trauma-Informed Systems and Programs in Early Childhood:Strategies and Interventions to Support the Well-Being of Young Children Impacted by Trauma2:45–3:00 P.M. ETBreak3:00–4:45 P.M. ETConcurrent Breakout SessionsCollaborations for Successful Transitions Between Early Care and Education and K–12Supporting a Qualified Early Childhood Workforce Through Professional Development: Findingsfrom National Studies and Implications for the Home Visiting and Early Care and EducationWorkforcesQuality Improvement Methods in Early Childhood Programs: Approaches and Applications to theFieldTUESDAY, DECEMBER 1, 20201:00–2:45 P.M. ETConcurrent Breakout SessionsUsing Data to Tell *Our* Stories Together: Collaborations in Early Education and Care ResearchThe Need for a Shared Vision for Early Childhood Education in the United States – Master Lecture:Dale FarranCaregiving Instability and Brain Development: Implications and Opportunities for SupportingResilienceInnovative Approaches to Defining and Measuring Access to Early Care and Education2:45–3:00 P.M. ETBreak3:00–4:30 P.M. ETPoster Session AThe Administration for Children and Families’ National Research Conference on Early Childhood November 30 - December 3, 20209

Conference Agenda OverviewWEDNESDAY, DECEMBER 2, 20201:00–2:45 P.M. ETConcurrent Breakout SessionsInfant-Toddler Group Care: Looking Back, Looking Forward – Master Lecture: Diane HormInclusion of Young Children (0–5) With Disabilities: Research as One Driver of ChangeConceptualizing Quality in Early Care and Education: Measurement for Improvement at the Center,Staff, and Classroom LevelOpening the Black Box of Coaching in Early Care and Education Professional Development andQuality Improvement2:45–3:00 P.M. ETBreak3:00–4:30 P.M. ETPoster Session BTHURSDAY, DECEMBER 3, 20201:00–2:45 P.M. ETConcurrent Breakout SessionsReady for Prime Time? Considerations in the Translation, Dissemination, and Adaptation ofEvidence-Inspired PracticesTargeting Parents and Teachers to Support Infant and Toddler Development: Initial Findings Fromthe Early Head Start Parent-Teacher Intervention ConsortiumCombating Racism through Authentic Early Childhood Research-Action Partnerships – MasterLecture: Iheoma U. Iruka2:45–3:00 P.M. ETBreak3:00–4:30 P.M. ETPoster Session CThe Administration for Children and Families’ National Research Conference on Early Childhood November 30 - December 3, 202010

Conference AgendaMONDAY, NOVEMBER 30, 2020To view the LIVE conference sessions,visit NRCEC.net/agenda at the scheduled times.Refer to Page 2 of this document foradditional information, guidance, and tips.The Administration for Children and Families’ National Research Conference on Early Childhood November 30 - December 3, 202011

MondayConference AgendaGREETINGS, OPENING SESSION, CONCURRENT BREAKOUT SESSIONS12:30 P.M.—4:45 P.M.MONDAY, NOVEMBER 30, 202012:30–1:00 P.M. ETGreetingsNaomi Goldstein, Office of Planning, Research, and EvaluationShannon Christian, Office of Child CareDeborah Bergeron, Office of Early Childhood Development and Office of Head Start1:00–2:45 P.M. ETOpening Session: Moving Toward Trauma-Informed Systems and Programs in Early Childhood:Strategies and Interventions to Support the Well-Being of Young Children Impacted by TraumaCHAIRShannon Lipscomb, Oregon State University, College of Public Health and Human SciencePRESENTERSShannon Lipscomb, Oregon State University, College of Public Health and Human ScienceWalter Gilliam, Yale School of MedicineBrenda Jones Harden, University of Maryland School of Social WorkKyong-Ah Kwon, University of Oklahoma, College of EducationEarly childhood programs and systems offer key opportunities to support the well-being of young children whoexperience adversity. Early childhood teachers, providers, and families are also impacted by adversity in their ownlives, and/or by secondary traumatic stress from caring for children impacted by trauma. This session will present newresearch on interventions and/or approaches to support adults in nurturing resilience with young children impactedby trauma. The session will open with framing and definition of trauma-informed care as an approach that requirescommitment at all levels: systems, organizations, and providers (Bloom, 2016; Substance Abuse and Mental HealthServices Administration, 2014) with a foundation of equity, diversity, and inclusion. Presenters will share findings fromnew research on interventions and strategies, such as mental health consultation; professional development for earlychildhood teachers in home- as well as center-based programs; wellness supports for staff; and advances in familyoriented programming, such as home visiting. Presenters will consider findings and/or interventions in context of theCOVID-19 pandemic, economic crisis, racial injustice, and other recent trauma-inducing contexts.2:45–3:00 P.M. ET BREAK3:00–4:45 P.M. ET CONCURRENT BREAKOUT SESSIONSCollaborations for Successful Transitions Between Early Care and Education and K–12CHAIRKyle DeMeo Cook, St. John’s UniversityPRESENTERSKristie Kauerz, University of Colorado DenverJennifer LoCasale-Crouch, University of VirginiaKyle DeMeo Cook, St. John’s UniversityPeter Dallas Finch, West Valley School District #208, Yakima, WashingtonThis session will focus on existing frameworks and research on collaborations between early care and education(ECE) and K–12 to support successful transitions to kindergarten. The session will begin with a presentation on howthe transition has been conceptualized, within the larger P-3 Framework (Kauerz & Coffman, 2019). Next, two researchpresentations will provide the most up-to-date research on the transition to school with a focus on collaborationbetween ECE and K–12. The research presentations will also discuss future research and practice directions tofurther explore collaborations that support transitions. These presentations will be followed by reactions from a schooldistrict administrator who has participated in a demonstration project to better connect public schools with Head StartThe Administration for Children and Families’ National Research Conference on Early Childhood November 30 - December 3, 202012

MondayCONCURRENT BREAKOUT SESSIONS3:00 P.M.—4:45 P.M.programs to support the transition. The discussion will focus on policy and practice implications, as well as how workin this area can be extended to include a greater focus on transitions from the diversity of ECE settings.Supporting a Qualified Workforce through Professional Development: Findings from NationalStudies and Implications for the Home Visiting and Early Care and Education WorkforcesCHAIRShirley Adelstein, Administration for Children and FamiliesPRESENTERSHeather Sandstrom, Urban InstituteMallory Warner-Richter, Child TrendsKathryn Tout, Child TrendsKathryn Kigera, DC Office of the State Superintendent of EducationDISCUSSANTJon Korfmacher, Erikson InstituteThis session will explore issues, challenges, and opportunities related to supporting a qualified early childhoodworkforce through professional development in early care and education and early childhood home visiting. Panelistswill present findings on professional development from two workforce survey projects: Home Visiting CareerTrajectories (HVCT) and the National Survey of Early Care and Education (NSECE). The discussion will also includeperspectives on addressing these issues from the lens of state and local policymaking.Professional Development Supports to Strengthen the Home Visiting WorkforceHeather Sandstrom, Urban InstituteExamining Facilitators and Barriers to Professional Development Among the Early Care and Education Workforce:Findings From the 2012 National Survey of Early Care and EducationMallory Warner-Richter and Kathryn Tout, Child TrendsWorkforce Professional Development in D.C.—Innovations and OpportunitiesKathryn Kigera, DC Office of the State Superintendent of EducationQuality Improvement Methods in Early Childhood Programs: Approaches and Applicationsto the FieldCHAIRAnne Douglass, University of MassachusettsPRESENTERSKathryn Tout, Child TrendsTamara Halle, Child TrendsJulie Morales, James Bell AssociatesKristina Rosinsky, Child TrendsProviding high-quality care in early childhood programs is vital to the development of young children. Federal, tribal,state, and local efforts have focused on approaches to improve and maintain high-quality care in early childhoodprograms. The purpose of this session is to present on two innovative methods being used in early childhood settings,in an effort to improve the quality of services provided to children and families: the Breakthrough Series Collaborativeand human-centered design. The session will include a discussion of the similarities and differences between thesemethods; how they are being implemented in early childhood programs across various settings, including in TribalHome Visiting and preschool programs; and how these approaches can be implemented at different levels of earlychildhood systems. The presenters will provide illustrative examples of the methods, results, and lessons learned fromimplementation.The Administration for Children and Families’ National Research Conference on Early Childhood November 30 - December 3, 202013

The Culture of Continuous Learning Project: A Breakthrough Series Collaborative for Improving Child Care and HeadStart QualityKathryn Tout and Tamara Halle, Child TrendsApplying the Breakthrough Series Collaborative Model in Tribal Home VisitingJulie Morales, James Bell AssociatesHuman-Centered Design in Human ServicesKristina Rosinsky, Child TrendsThe Administration for Children and Families’ National Research Conference on Early Childhood November 30 - December 3, 202014

Conference AgendaTUESDAY, DECEMBER 1, 2020To view the LIVE conference sessions,visit NRCEC.net/agenda at the scheduled times.Refer to Page 2 of this document foradditional information, guidance, and tips.The Administration for Children and Families’ National Research Conference on Early Childhood November 30 - December 3, 202015

TuesdayCONCURRENT BREAKOUTPOSTER SESSIONSESSIONSA3:00 P.M.—2:451:00P.M.—4:30 P.M.TUESDAY, DECEMBER 1, 20201:00–2:45 P.M. ETConcurrent Breakout SessionsUsing Data to Tell *Our* Stories Together: Collaborations in Early Education and Care ResearchCHAIRMeryl Barofsky, Office of Planning, Research, and EvaluationPRESENTERSJessica Barnes-Najor, Michigan State University and the Tribal Early Childhood Research CenterLana Garcia, Pueblo of Jemez Walatowa Head StartColleen Vesely, George Mason UniversityMarlene G. Marquez, Alexandria Department of Community and Human ServicesDISCUSSANTSBrittany Suralta, Cook Inlet Tribal CouncilDeborah Perry, Georgetown UniversityThis session will explore examples of community-researcher collaborations where community voices help to shapethe research questions, design and measurement approach, and analysis of data. The impact of this type of deepcollaboration on the community, the researcher, and on the usefulness of the research will be discussed.The Need for a Shared Vision for Early Childhood Education in the United States – Master Lecture:Dale FarranCHAIRMartha Zaslow, Society for Research in Child DevelopmentPRESENTERDale Farran, Vanderbilt UniversityDISCUSSANTDeborah Stipek, Stanford Graduate School of EducationEarly childhood education (ECE) in the United States has two historical roots—compensatoryeducation and caretaking. These competing goals have created confusion in terms ofconceptualizing quality and help account for the tension between a focus on instruction for schoolreadiness and providing a caring, socially supportive environment. In the United States we continueto have uncertainty about where to place ECE programs: the U.S. Department of Health and HumanServices, U.S. Department of Education, or a separate agency altogether. Other economicallydeveloped countries provide seamless care for children younger than school age and also have astated country-wide vision for what is important developmentally for young children. Having (or creating) in the UnitedStates a shared understanding of goals for early childhood development that combine a caring perspective with aneducational one would help focus both the development of measures of classroom quality as well as assessmentsof children’s development. To do this, we must broaden the conception of education beyond kindergarten readinessand focus on the foundational skills and competencies necessary to support long-term development. We must alsodetermine how to adapt classroom practices to fit the needs of individual groups of children to meet these goals—onesize will likely not fit allThe Administration for Children and Families’ National Research Conference on Early Childhood November 30 - December 3, 202016

TuesdayCONCURRENT BREAKOUTPOSTER SESSIONSESSIONSA3:00 P.M.—2:451:00P.M.—4:30 P.M.Caregiving Instability and Brain Development: Implications and Opportunities for Supporting YoungChildren’s ResilienceCHAIRSara Vecchiotti, Foundation for Child DevelopmentPRESENTERSElysia Davis, University of DenverTaryn Morrissey, American UniversitySarah Watamura, University of DenverDISCUSSANTDeborah Phillips, Georgetown UniversityCaregiving instability is impacted by economic factors, child care placement availability, child care affordability,caregiver mental health, stress and trauma, incarceration, illness, and a number of other sociocultural factors. Thissession will present basic science findings from animal and human research on fragmented care for early braindevelopment, as well as consequences for young children experiencing caregiving and environmental instability.Strategies for promoting resilience of children who have experienced instability will be shared, and the discussion willinclude practical and policy recommendations.Innovative Approaches to Defining and Measuring Access to Early Care and EducationCHAIRKathryn Tout, Child TrendsPRESENTERSElizabeth Davis, University of MinnesotaCarolina Milesi, NORC at the University of ChicagoHerman Knopf, University of FloridaJulia Mendez, UNC GreensboroDISCUSSANTAndrew Williams, Office of Child CareEarly care and education (ECE) access is traditionally assessed by examining trends in available child care slotsand the average price of slots. Yet slots only provide part of the story of access from a family’s perspective. Thissession will examine ECE access at the national, state, and local levels and consider how recent advancements indata capacity and analytic methods shape a more complete understanding of access. A panel of researchers willdiscuss how they are using the National Survey of Early Care and Education and other state- and local-level data tounderstand multiple dimensions of access from the perspective of families. Presenters will share findings as well asthe innovative data and methods they are using. The discussant will share reflections on how to apply the findings topolicy and other decisions at the national, state, and local levels.Measuring and Comparing Multiple Dimensions of Access to Early Care and EducationElizabeth Davis, University of Minnesota; Katherine Paschall and Kathryn Tout, Child TrendsMapping Family-Centered Measures of Access to High-Quality Early Care and EducationElizabeth Davis, Aaron Sojourner, and Won Lee, University of MinnesotaCommunities’ Early Care and Education Supply and Households’ Utilization of Care: Analysis of the 2012 NationalSurvey of Early Care and EducationCarolina Milesi, Rupa Datta, and Rene Bautista, NORC at the University of ChicagoUsing Administrative Data and Geospatial Analyses to Inform Child Care Policy Decision Making in Good Times and inThe Administration for Children and Families’ National Research Conference on Early Childhood November 30 - December 3, 202017

TuesdayPOSTER SESSION A3:00 P.M.—4:30 P.M.Bad (i.e., During A Pandemic)Herman Knopf, University of Florida; Phillip R. Sherlock, Northwestern Medicine; and Jing Huang, Universityof FloridaUnderstanding Early Care and Education Access for Low-Income Hispanic Children and FamiliesJulia Mendez and Danielle Crosby, UNC Greensboro2:45–3:00 P.M. ET BREAK3:00–4:30 P.M. ETPoster Session ATopics to be Presented Include:Children with Disabilities/ Developmental DelaysDual Language LearnersECE and Kindergarten AlignmentECE Discipline/ Expulsion and SuspensionECE Practice: Language and LiteracyECE Practice: Science, Technology, Engineering, and Math (STEM)ECE QualityExecutive Function and Learning BehaviorsFamilies and Substance UseFamily Engagement: Partnership and CommunicationFamily RiskFormative Assessment to Inform InstructionOpportunities for Secondary Analyses of ECE DataParent Child Care/ ECE Decision MakingParenting/ Parent-Child RelationshipSocial Emotional DevelopmentState ECE Initiatives and Needs AssessmentsWorkforce DevelopmentWorkforce Well-BeingAll NRCEC 2020 posters will be viewable throughout the conference. The posters listed in this Conference Programfor each poster session will have presenters available during the scheduled time to respond to your questions througha chat function.Poster Topic: Children with Disabilities/ Developmental DelaysA01Childcare Provider-Parent Partnership to Identify Children At-Risk for Developmental Delay—Heather Googe, Herman Knopf, Vasanthi RaoPRESENTERHeather Googe, University of South Carolina, Yvonne and Schuyler Moore Child Development Research CenterPresenters will describe efforts to develop and implement an online screening system for use within childcareprograms to promote universal screening and the identification of young children at-risk for developmental delay. Thefocus will be on the partnership between parents and childcare providers in the developmental screening process.The Administration for Children and Families’ National Research Conference on Early Childhood November 30 - December 3, 202018

TuesdayPOSTER SESSION A3:00 P.M.—4:30 P.M.Development of a Tiered Coaching Model to Support the Professional Development ofInclusive Early Childhood EducatorsA02—Angel Fettig, Kathleen Artman Meeker, Jennifer Cunningham, Huan-Ching Trina ChangPRESENTERAngel Fettig, University of WashingtonThis poster describes findings from a Latent Profile Analysis and a Tiered Coaching Model for matching teachers withdifferent levels of support in usi

The Administration for Children and Families' National Research Conference on Early Childhood November 30 - December 3, 2020 6 Cooperating Organizations Early Childhood Training and Technical Assistance System Cooperating organization logos provided as of production date.