The Village Foundation & The Nevada Association of School Administrators bring to you:

"The 2022 EARLY LEARNING INSTITUTE:
Thriving Children, Thriving Communities"
Learn how to reach students of ALL ages by learning to understand their most formative years!
MORE BREAKOUT SESSIONS WILL BE ADDED TO THE BREAKOUT TIMES BELOW.

March 2 - March 5, 2022 outside work hours

Wednesday, March 2: 4:30 PM - 7:50 PM
Thursday March 3: 4:30 PM - 7:50 PM
Friday March 4: 4:30 PM - 7:50 PM
&
Saturday, March 5, 2022: 8:00 AM - 3:00 PM

$60 NASA Members & Support Staff (non-licensed personnel)
$80 Non-NASA Members
USE PROMO CODE: "EDUCATE"
for $10 off through January 31!

A SPECIAL PROMOTION!!!
All registered participants WILL ALSO RECEIVE a $50 gift card for www.restaraunt.com to purchase $50 in gift cards at local establishments after the institute begins!
Participants will earn 1 credit (15 hours) toward license renewal, 5 CUs in CCSD, & salary advancement hours in Clark, Washoe and most Nevada Districts!

In CCSD, those in non-administrative licensed positions may count this institute for license renewal AND ALSO 5 CUs - THOSE IN NON-ADMINISTRATIVE POSITIONS EARN BOTH! 
(unlimited CUs in this category for those in non-administrative positions)

In CCSD, administrators and professional-technical administrators may count this institute for license renewal OR hour 5 salary advancement hours toward step-advancement - not both for administrators. 
(maximum of 30 hours per year for administrators in this category)!
WEDNESDAY MARCH 2, 2022
4:30 PM - 7:50 PM
"Welcome to the Early Learning Institute"
4:30 PM - 4:40 PM
Dr. Linda E. Young
Former CCSD Trustee
&
President of the
Village Foundation, LJP
Dr. Jeffrey Geihs
Executive Director, Nevada Association of School Administrators (NASA)
KEYNOTE #1
4:40 - 5:40 PM
Dr. Deborah Bergeron
INTRODUCTIONS, EXPLANATION OF BREAKOUT PROCESS &
BREAK
5:40 PM - 5:55 PM
Dr. Linda E. Young
Former CCSD Trustee
&
President of the
Village Foundation, LJP
Patti Oya
Director Nevada Department of Education, Office of Early Learning and Development
BREAKOUT SESSIONS
5:55 PM - 6:45 PM
CHOOSE ONE
Option #1
Continuation...
Facilitated by:
Dr. Deborah Bergeron and Team
National Head Start Association
Option #2
"Transforming Birth-3rd Grade (B-3) Through a State and National Partnership," Part I
Facilitated by:
Anna Severns from the Nevada Department of Education
Dr. Kristie Kauerz; Director; National P-3 Center
Dr. Melissa Burnham; UNR Professor and Nevada B-3 Leadership Cohort Facilitator
Pati Falk; Retired Area Superintendent; WCSD; Nevada B-3 Leadership Cohort Facilitator

Session Description and Outcomes
Come learn about an exciting national-state partnership among the Nevada Department of Education (NDE) Office of Educator Development, Licensure, and Family Engagement Title II-Part A; the Office of Early Learning and Development; and The National P-3 Center to provide a fully online, high-quality, research-based, intensive professional learning to early education administrators and principals across the state. Come learn more about what P-3 is and the experiences of Nevada's first ever P-3 Leadership Cohort that is participating in this program alongside national experts and colleagues from across the country.

  • Participants will learn about the foundational concepts of nationally led P-3 work, and how Nevada is supporting and engaging district administrators and principals in this innovative, reform approach for elementary schools.
  • Participants will engage in dialogue with the national and state facilitators and a panel of Nevada’s first-ever P-3 Leadership Cohort participants about what they are learning, plans to implement, and any challenges or barriers they might need to overcome in working towards P-3 implementation.
  • Participants will have the opportunity to learn more about B-3 work in Nevada and how they can become involved in their districts/schools; and learn about new ARP-funded NDE-led efforts to build capacity for B-3 within the agency and in LEAs across the state.
  • Participants will benefit by hearing about what B-3 is and how states are working towards implementation from state and national experts, and hearing about this exciting opportunity available throughout Nevada from current cohort members.
  • Participants will have the opportunity to engage in discussion and ask questions of state and national experts and facilitators along with a panel of cohort members from several districts from across the state that are currently participating in Nevada’s first-ever P-3 Leadership Cohort.
Option #3
"Trauma and the Developing Brain" Part I
Facilitated by:
Maggie Koelbl, TNTP

Session Description and Outcomes:
In this session, participants will build their knowledge of how trauma and toxic stress interact with the foundations of the developing brain in young children, and how that can impact cognitive and emotional development. Participants will learn about and practice applying strategies that "get underneath" common behaviors, and identify best practices for supporting children's social-emotional development. By the end of the session, participants will be able to explain toxic stress and its impact on the brain, understand potential root causes for children's behaviors, and understand best practices for supporting children's social-emotional development and how to counteract the impacts of toxic stress.

  • Participants will understand how trauma affects the developing brain in young children, specifically how trauma may impact learning and behavior in early childhood settings
  • Participants will explore ways to "get underneath" what may be triggering a child's emotional response in common early childhood scenarios.
  • Participants will identify best practices for supporting children's social-emotional development in the context of trauma-informed practices.
  • Following this session, participants will have a stronger understanding of the neuroscience related to how toxic stress can impact the developing brain, as well as the tools to combat the negative affects of toxic stress on the developing brain. They will have tools to better understand the root causes behind children's behavior, and as a result be better equipped to respond to students in the moment and support their development long-term. They will also have easily applicable strategies to support trauma-informed practices in their classrooms.
  • Participants will not simply be passive observers and learners in this session, but will have the opportunity to analyze scenarios, plan responses, and plan for how to make what they've learned actionable in their own settings.
Option #4
"Hee-Haw! Using PBS KIDS Donkey Hodie to Teach Resilience, Persistence, and Problem Solving"
Facilitated by:
Jessica Russell, Vegas PBS

Session Description and Outcomes:
Explore PBS KIDS’ Donkey Hodie, which focuses on self-regulation and executive function skills. The characters model ways to think about creative solutions to problems, and inspires preschoolers to embrace resilience, persistence, and problem solving in their everyday lives. Learn how this Fred Rogers’ program can reinforce your social emotional curriculum.

  • Participants will practice strategies to support preschoolers media literacy skills by preparing to watch, making observations while viewing, and reflecting on the theme of the clip.
  • Participants will analyze key learning goals of Donkey Hodie episodes and connect them to specific the self-regulation and executive function skills of resilience, persistence, and problem solving.
  • Participants will identify strategies to engage families in Donkey Hodie themes and resources to build home-school connections.
  • Free PBS KIDS Donkey Hodie digital resources and companion activities provide the target audience with engaging tools designed to help preschoolers learn to manage emotions more effectively, practice empathy to see something from another’s point of view, and use self-control—all self-regulation and executive function skills.
  • By engaging in the three learning objectives outlined above, participants will reflect on and share how Donkey Hodie connects to and can have implications for their teaching practice.
Option #5
"Teaching Phonological and Phonemic Awareness"
Facilitated by:
Dr. Youngae Choi, Nevada State College

Session Description and Outcomes:
Phonological and phonemic awareness are critical for later reading success. This session provides the definitions and hands-on strategies of phonological and phonemic awareness for Pre-K through 1st grade teachers. Curriculum planning and assessment are included.

  • Recognize the importance of and difference between phonological and phonemic awareness.
  • Be able to teach phonological and phonemic awareness for young children.
  • Be able to assess children's understanding and provide differentiated instructions.
  • This session focuses on practical approaches which teachers can easily apply them into their teaching.
BREAK
6:45 PM - 6:50 PM
BREAKOUT SESSIONS
6:50 PM - 7:40 PM
CHOOSE ONE
Option #1
"Transforming Birth-3rd Grade (B-3) Through a State and National Partnership," Part II
Facilitated by:
Anna Severns from the Nevada Department of Education
Dr. Kristie Kauerz; Director; National P-3 Center
Dr. Melissa Burnham; UNR Professor and Nevada B-3 Leadership Cohort Facilitator
Pati Falk; Retired Area Superintendent; WCSD; Nevada B-3 Leadership Cohort Facilitator

Session Description and Outcomes
Come learn about an exciting national-state partnership among the Nevada Department of Education (NDE) Office of Educator Development, Licensure, and Family Engagement Title II-Part A; the Office of Early Learning and Development; and The National P-3 Center to provide a fully online, high-quality, research-based, intensive professional learning to early education administrators and principals across the state. Come learn more about what P-3 is and the experiences of Nevada's first ever P-3 Leadership Cohort that is participating in this program alongside national experts and colleagues from across the country.

  • Participants will learn about the foundational concepts of nationally led P-3 work, and how Nevada is supporting and engaging district administrators and principals in this innovative, reform approach for elementary schools.
  • Participants will engage in dialogue with the national and state facilitators and a panel of Nevada’s first-ever P-3 Leadership Cohort participants about what they are learning, plans to implement, and any challenges or barriers they might need to overcome in working towards P-3 implementation.
  • Participants will have the opportunity to learn more about B-3 work in Nevada and how they can become involved in their districts/schools; and learn about new ARP-funded NDE-led efforts to build capacity for B-3 within the agency and in LEAs across the state.
  • Participants will benefit by hearing about what B-3 is and how states are working towards implementation from state and national experts, and hearing about this exciting opportunity available throughout Nevada from current cohort members.
  • Participants will have the opportunity to engage in discussion and ask questions of state and national experts and facilitators along with a panel of cohort members from several districts from across the state that are currently participating in Nevada’s first-ever P-3 Leadership Cohort.
Option #3
"Trauma and the Developing Brain" Part II
Facilitated by:
Maggie Koelbl, TNTP

Session Description and Outcomes:
In this session, participants will build their knowledge of how trauma and toxic stress interact with the foundations of the developing brain in young children, and how that can impact cognitive and emotional development. Participants will learn about and practice applying strategies that "get underneath" common behaviors, and identify best practices for supporting children's social-emotional development. By the end of the session, participants will be able to explain toxic stress and its impact on the brain, understand potential root causes for children's behaviors, and understand best practices for supporting children's social-emotional development and how to counteract the impacts of toxic stress.

  • Participants will understand how trauma affects the developing brain in young children, specifically how trauma may impact learning and behavior in early childhood settings
  • Participants will explore ways to "get underneath" what may be triggering a child's emotional response in common early childhood scenarios.
  • Participants will identify best practices for supporting children's social-emotional development in the context of trauma-informed practices.
  • Following this session, participants will have a stronger understanding of the neuroscience related to how toxic stress can impact the developing brain, as well as the tools to combat the negative affects of toxic stress on the developing brain. They will have tools to better understand the root causes behind children's behavior, and as a result be better equipped to respond to students in the moment and support their development long-term. They will also have easily applicable strategies to support trauma-informed practices in their classrooms.
  • Participants will not simply be passive observers and learners in this session, but will have the opportunity to analyze scenarios, plan responses, and plan for how to make what they've learned actionable in their own settings.
SUMMATION OF DAY 1 LEARNING
7:40 PM - 7:50 PM
Dr. Linda Young
THURSDAY MARCH 3, 2022
4:30 PM - 7:50 PM
WELCOME BACK
&
INTRODUCTIONS
Dr. Linda Young
4:30 PM - 4:40 PM
KEYNOTE #2
"Building the Foundation for Learning"
4:40 PM - 5:40 PM
Thomas Wasylyk 
Session Description
Children are increasingly expected to learn material they may not be developmentally ready for. To give our youngest students the best chance for success, it’s imperative to first help them master the foundational skills that serve as the building blocks for learning. In his keynote presentation, handwriting instruction expert Thomas Wasylyk shares his vast experience with teaching students to write by hand and how that knowledge carries over into other subject areas, particularly literacy development.
Session Description Continued...
Research shows that children's earliest handwriting experiences can influence literacy development. Mr. Wasylyk discusses the connection between scribbling, drawing, and writing and early literacy. These three phases of encoding can influence long term academic achievement in reading, spelling, math, and other subjects. He also demonstrates his unique 3-step scaffolding approach to handwriting instruction and simple techniques to prevent handwriting errors.

Benefits:
The audience will learn the importance of scribbling, drawing, and writing as it relates to cognitive skill development, motor skill development, eye-hand coordination, letter recognition, etc. They will also learn easy and effective handwriting instruction strategies that can be used in the classroom or at home immediately.

  • To understand the importance of scribbling, drawing, and writing as it relates to early learning.
  • To understand that handwriting activates the brain and helps children learn.
  • To understand that consistency in terminology, letter forms, and presentation is critical for handwriting success.
INTRODUCTIONS, EXPLANATION OF BREAKOUT PROCESS &
BREAK
5:40 PM - 5:55 PM
BREAKOUT SESSIONS
5:55 PM - 6:45 PM
CHOOSE ONE
Option #1
"Building the Foundation for Learning" Continuation...
5:45 - 6:45 PM
Facilitated by:
Thomas Wasylyk
Option #2
"Supporting the Transition to Kindergarten"

Facilitated by:
Kaitlin Lewallen, Nevada Department of Education

Session Description and Outcomes:
The transition to Kindergarten is a critical point in a child’s life. With decreased enrollment in both Pre-K and Kindergarten, supporting transitions is a key lever in setting students up for success in their school careers. Explore Nevada’s Kindergarten Transition Guide and learn how to better support students and their families as they transition into Kindergarten.
  • Self-assess current transition procedures and practices.
  • Share challenges and successes around Kindergarten Transition in your school community.
  • Learn new strategies for supporting Kindergarten Transition year round.
  • Participants will be encouraged to begin this work immediately in planning for incoming Kindergarten students to start school in Fall 2022.
Option #3
"Dual Language Learners," Part I
Facilitated by:
Mirna Mejia and Mary Regan, Las Vegas Urban League

Session Description and Outcomes:
This training will provide a review of the benefits and stages of home language development and additional language learners. We will share resources and strategies for supporting dual/multi- language learners, the importance of culture in learning, and learn about the joy of languages around the world through song.

  • Learn how language develops in early childhood.
  • Discuss the stages of home language development and periods of additional language development.
  • Understand how to support dual language learners in the learning environment.
  • We will use comparing/contrasting; provide and discuss appropriate resources, and offer ideas and recommendations for participants to apply new knowledge in their classrooms.
Option #4
"Teaching Alphabetic Principles Through Culturally Diverse Stories that Embed Social Emotional Learning"
Facilitated by:
Vanessa Silver

Session Description and Outcomes:
In today’s environment, socioemotional learning and cultural diversity play a part in supporting literacy and help to shape resilient readers and writers. In this presentation, you will learn how to effectively support emerging readers and come away with practical strategies that help students learn letter names and their sounds seamlessly and purposefully throughout the day.

  • Accelerate letter learning and integrate phonological awareness and phonics skills through systematic and explicit instructional activities in small groups.
  • Facilitate meaningful conversations to build integral social emotional habits, oral language, and comprehension skills.
  • Differentiate instruction to meet the needs of diverse learners while highlighting and celebrating diversity through authentic, universal, and engaging stories.
  • Highlight how children will see themselves and their culture and learn about and celebrate other cultures as they learn letters, letter sounds and how to form letters
  • Learn how socioemotional learning and cultural awareness can easily be embedded in instruction to increase a student’s relationship to literacy and connected text to promote comprehension. Explore how to build socioemotional skills through authentic and engaging stories while building alphabet knowledge and comprehension.
Option #5
"Planning to Prioritize Classroom Observations and Teacher Development,"
Part I
Facilitated by:
Maggie Koelbl, TNTP

Session Description and Outcomes:
One of the most common challenges cited by building leaders is how to effectively manage their time to accomplish the many tasks on their plate each day and week while still providing teachers with the coaching support that they need and crave. In this session, participants will learn the importance of prioritizing classroom observations, understand easy-to-implement strategies for effective time management, and have the opportunity to practice strategies for time management.

  • Articulate the importance of prioritizing classroom observations as a key lever for improving teacher and student growth.
  • Describe strategies for effective time management.
  • Practice applying time management strategies using the Leader's Action Planning template.
  • Following this session, participants will have a stronger understanding of the neuroscience related to how toxic stress can impact the developing brain, as well as the tools to combat the negative affects of toxic stress on the developing brain. They will have tools to better understand the root causes behind children's behavior, and as a result be better equipped to respond to students in the moment and support their development long-term. They will also have easily applicable strategies to support trauma-informed practices in their classrooms.
Option #6
"The 4 & 5-Year-Old Leader’s Guide to SEL & Self-Regulation," Part I
Facilitated by:
Betsy Wierda, Franklin Covey

Session Description and Outcomes:
Can 4 & 5-Year-olds learn how to lead themselves, especially when “big emotions” arise? Yes! Building healthy habits for how we manage our feelings and get along in our world are key to keeping our brains and bodies in a state where we can learn, reflect, and grow. Join us to learn how to craft 15-minute discovery experiences to help your young leaders gain acute self-awareness and practice self-regulation strategies!

  • Participants will learn how to help 4 & 5 year-olds recognize, name, and describe characteristics of key emotions.
  • Participants will learn how to explain and demonstrate the Pause Plan to regulate emotions.
  • Participants will be able to explain and use effective self-regulating (calm-down) strategies.
  • Strategies provided to immediately take back to schools and classrooms.
BREAK
6:45 PM - 6:50 PM
BREAKOUT SESSIONS
6:50 PM - 7:40 PM
CHOOSE ONE
Option #1
"Dual Language Learners," Part II
Facilitated by:
Mirna Mejia and Mary Regan, Las Vegas Urban League

Session Description and Outcomes:
This training will provide a review of the benefits and stages of home language development and additional language learners. We will share resources and strategies for supporting dual/multi- language learners, the importance of culture in learning, and learn about the joy of languages around the world through song.

  • Learn how language develops in early childhood.
  • Discuss the stages of home language development and periods of additional language development.
  • Understand how to support dual language learners in the learning environment.
  • We will use comparing/contrasting; provide and discuss appropriate resources, and offer ideas and recommendations for participants to apply new knowledge in their classrooms.
Option #2
"The 4 & 5-Year-Old Leader’s Guide to SEL & Self-Regulation," Part II
Facilitated by:
Betsy Wierda, Franklin Covey

Session Description and Outcomes:
Can 4 & 5-Year-olds learn how to lead themselves, especially when “big emotions” arise? Yes! Building healthy habits for how we manage our feelings and get along in our world are key to keeping our brains and bodies in a state where we can learn, reflect, and grow. Join us to learn how to craft 15-minute discovery experiences to help your young leaders gain acute self-awareness and practice self-regulation strategies!

  • Participants will learn how to help 4 & 5 year-olds recognize, name, and describe characteristics of key emotions.
  • Participants will learn how to explain and demonstrate the Pause Plan to regulate emotions.
  • Participants will be able to explain and use effective self-regulating (calm-down) strategies.
  • Strategies provided to immediately take back to schools and classrooms.
Option #3
"Planning to Prioritize Classroom Observations and Teacher Development,"
Part II

Facilitated by:
Maggie Koelbl, TNTP

Session Description and Outcomes:
One of the most common challenges cited by building leaders is how to effectively manage their time to accomplish the many tasks on their plate each day and week while still providing teachers with the coaching support that they need and crave. In this session, participants will learn the importance of prioritizing classroom observations, understand easy-to-implement strategies for effective time management, and have the opportunity to practice strategies for time management.

  • Articulate the importance of prioritizing classroom observations as a key lever for improving teacher and student growth.
  • Describe strategies for effective time management.

  • Practice applying time management strategies using the Leader's Action Planning template.
  • Following this session, participants will have a stronger understanding of the neuroscience related to how toxic stress can impact the developing brain, as well as the tools to combat the negative affects of toxic stress on the developing brain. They will have tools to better understand the root causes behind children's behavior, and as a result be better equipped to respond to students in the moment and support their development long-term. They will also have easily applicable strategies to support trauma-informed practices in their classrooms.
Option #4
"Pre-K to Pomp & Circumstance: Marching Towards Equitable Outcomes for ALL"
Session Outcomes"
Facilitated by:
Amber Mattos, McGraw Hill

Session Description and Outcomes:
Studies have long shown that equipping young learners with strong foundational skills has a positive impact on educational outcomes. There’s a growing body of research linking SEL, academic success, and students’ long-term well-being. Join us as we share strategies that support student-centered, academically rigorous, and culturally relevant early learning environments.

  • Participants will review and discuss relevant research to create a shared understanding of the connections between academic performance and SEL, as well as the importance of attending to the many facets of student learning experiences in an effort to educate the whole child.
  • Participants will apply this research by collaborating in small groups discussions to consider approaches for incorporating SEL skill-building into rigorous academic instruction.
  • Participants will draft and share a starting point for the development and/or continuation of their own strategic plans and practices for integrating social and emotional learning into high-quality academic instruction with consideration of culturally responsive practices.
  • Participants will have access to a toolkit, including a guiding principles document drawn from an extensive research literature base, synthesizing strategies and recommended practices from various research studies into a cohesive framework that every educator can use. This guide is not intended as an endpoint, but rather a beginning.
Option # 5
"Understanding Behavior to Help a Unique Child Thrive"
Facilitated by:
Kristin Robison

Session Description and Outcomes:
This course will discuss nervous system concepts to help adults better discover the "why" behind behavior and strategies that are easy to implement and realistic for any setting to help a child begin to find success and improve their regulation.
  • Understand key nervous system concepts that impact behavioral regulation to outline potential reasons various behaviors are exhibited.
  • Demonstrate awareness of various sensory-based principles that impact regulation.
  • dentify appropriate strategies or tools that help promote regulation and improve social and emotional health.
  • Participants will gain knowledge that will change the lens through which they view behavior. A list of strategies, based on sensory and skill-based issues, will be discussed and provided so appropriate tools can be chosen for implementation into home, school or clinic settings.
Option #6
Facilitated by:
Dr. Youngae Choi, Nevada State College
SUMMATION OF DAY 2 LEARNING
7:40 PM - 7:50 PM
Dr. Linda Young
FRIDAY MARCH 4, 2022
4:30 PM - 7:50 PM
WELCOME BACK
&
INTRODUCTIONS
Dr. Linda Young
4:30 PM - 4:40 PM
KEYNOTE #3
"History and Evolution of Public Education in the US: Early Learning and Literacy?"
4:40 - 5:40 PM
Dr. Greta Peay
CEO Infinity:  Diversity Matters LLC 
Dr. Amber Mattos
National Ambassador Literacy & Educational Equity
National Educational Equity Team, McGraw Hill
Kendra Moore
Pre K-12 Sales Representative, Nevada
McGraw-Hill

Session Description
Throughout the history of public education in the US, public schools have filled multiple roles. These roles are an outgrowth of why public schools came into being and how they have evolved. This session will focus on a general high-level overview of the history of public education. Information will be shared via the Center on Education Policy (CEP) publication, CEP 2020, For the Common Good: Recommitting to Public Education in a Time of Crisis, available at www.cep-dc.org.
Session discussion will provide the opportunity to reflect on the following essential thought and question:
Essential Thought
In the early years of the nation, schooling was haphazard. Many children were excluded based on income, race or ethnicity, gender, geographic location, disabilities, and other reasons.
Essential Question
When did early childhood and literacy become a part/priority for public education on the U.S.?
INTRODUCTIONS, EXPLANATION OF BREAKOUT PROCESS &
BREAK
5:40 PM - 5:55 PM
BREAKOUT SESSIONS
5:55 PM - 6:45 PM
CHOOSE ONE
Option #1
"History and Evolution of Public Education in the US: Early Learning and Literacy?"
Continuation...
Facilitated by:
Dr. Greta Peay
Dr. Amber Mattos
Kendra Moore
Option #2
"Introduction to SEL," Part I
Facilitated By:
Martin Blank, Catapult Learning

Session Description and Outcomes:
In this session, educators explore strategies to help students acquire and effectively apply the knowledge, behaviors, and skills necessary to manage emotions, set and achieve goals, demonstrate empathy, establish and maintain positive relationships, and make responsible decisions to set the stage for success in school, careers, and life.
  • Identify each of the five-overarching social-emotional learning (SEL) competencies’ name, definition, and its research-based rationale.
  • Engage in an instructional strategy per competency and discuss the benefits of it for teachers and students.
  • Discuss at least one way to incorporate social-emotional competencies into explicit instruction that supports in students.
  • Participants will use a guide to reflect on how to apply the strategies into the classroom.
Option #3
"Education Advocacy & Policy Development",
Part I
Facilitated by:
Sondra Cosgrove
College of Southern Nevada
Session Description and Outcomes:
My presentation focuses on how administrators, teachers, parents, and community members can strengthen existing laws and policies, and advocate for the passage of new laws and policies that create healthy early education systems.
  • Participants will learn strategies for identifying laws and policies that build health early education systems.
  • Participants will learn how to engage with political and policy leaders.
  • Participants will create an implementation plan to start advocating for education reform.
  • Integration of InformationParticipants will be connected to nonprofits that engage in education advocacy.
BREAK
6:45 PM - 6:50 PM
BREAKOUT SESSIONS
6:50 PM - 7:40 PM
CHOOSE ONE
Option #1
"Introduction to SEL," Part II
Facilitated By:
Martin Blank, Catapult Learning

Session Description and Outcomes:
In this session, educators explore strategies to help students acquire and effectively apply the knowledge, behaviors, and skills necessary to manage emotions, set and achieve goals, demonstrate empathy, establish and maintain positive relationships, and make responsible decisions to set the stage for success in school, careers, and life.
  • Identify each of the five-overarching social-emotional learning (SEL) competencies’ name, definition, and its research-based rationale.
  • Engage in an instructional strategy per competency and discuss the benefits of it for teachers and students.
  • Discuss at least one way to incorporate social-emotional competencies into explicit instruction that supports in students.
  • Participants will use a guide to reflect on how to apply the strategies into the classroom.
Option #2
"Education Advocacy & Policy Development",
Part II
Facilitated by:
Sondra Cosgrove
College of Southern Nevada
Session Description and Outcomes:
My presentation focuses on how administrators, teachers, parents, and community members can strengthen existing laws and policies, and advocate for the passage of new laws and policies that create healthy early education systems.
  • Participants will learn strategies for identifying laws and policies that build health early education systems.
  • Participants will learn how to engage with political and policy leaders.
  • Participants will create an implementation plan to start advocating for education reform.
  • Integration of InformationParticipants will be connected to nonprofits that engage in education advocacy.
SUMMATION OF DAY 3 LEARNING
7:40 PM - 7:50 PM
Dr. Linda Young

SATURDAY MARCH 5, 2022
8:00 AM - 3:00 PM
WELCOME BACK
Dr. Linda Young
8:00 AM - 8:10 AM
KEYNOTE #4
"Good, Better, Best: Leading and Finding Hope in a Time of Crisis"
8:10 AM - 9:10 AM
Dr. Benjamin Heuston 
CEO of Waterford
Session Description
As we continue to struggle both individually and collectively during our third school year of the pandemic, there are deep concerns especially for our youngest learners. Many of them are coming to school less prepared than they have in the past, both socio-emotionally and academically. Dr. Heuston has been working for over 25 years to help schools and families work successfully with their children to help them find success first in school and then in life. Come learn about how you can successfully lead during difficult times.
BREAKOUT SESSIONS
9:15 AM - 10:15 AM
CHOOSE ONE
Option # 1
"Good, Better, Best: Leading and Finding Hope in a Time of Crisis" Continuation...
Facilitated by:
Dr. Benjamin Heuston
CEO of Waterford
Option #2
"Burnout and the ECE Professional,"
Part I
Facilitated by:
Evelyn Knight, Childcare Professional

Session Description and Outcomes:
Do you find yourself thinking that everything will get better when things slow down? Whether you work with children directly or are in a leadership position, burnout is a major problem facing the Early Childhood work force. We cannot show up as the best versions of ourselves if we are not prioritizing our own selfcare. Learn the signs of approaching and experiencing burnout as well as what you can do to prevent burnout. You cannot show up as the best version of yourself if you are not prioritizing self care.

  • Identify the signs of approaching and experiencing Burnout.
  • Learn the negative health impacts of burnout, stress and trauma.
  • Gain tools to help manage burnout and prioritize self care.
  • Participants will be provided with activities they can take with them for future use.
Option #3
"The 7 Habits of Highly Effective 4 & 5 Year Olds," Part I
Facilitated by:
Betsy Wierda, Franklin Covey

Session Description and Outcomes:
From the people who gave the world, "The 7 Habits of Highly Effective People” comes a new way to teach these essential life habits to the youngest learners! When we understand how to lead ourselves, we are better able to handle conflict, disagreements, and the inevitable storms of life, whether we are four - or sixty-four! This session will show you how to use and teach the timeless principles of “The 7 Habits” to 4- and 5-year-olds.

  • Participants will explore the 7 Habits of Highly Effective People key paradigms.
  • Participants will learn how to adapt and teach the 7 Habits to very young learners.
  • Participants will see how to use the 7 Habits to promote empowered learners.
  • Strategies for immediate classroom/school use.
Option #4
"The Connection Between B-5 and Kindergarten: Best Practices from Nevada’s 2021 Early Childhood Educators of the Year"
Facilitated by:
Avis Moore & Kaitlin Farley Cortes, Nevada Department of Education

Session Description and Outcomes:
Learn from this year’s first ever Early Educators of the Year as they share their knowledge around supporting families and students through a continuity of care, including a program model of comprehensive services, supporting learning at home, and helping families navigate transitions - starting at birth all the way into Kindergarten.

  • Learn best practices around a whole child whole family approach.
  • Understand how to support families transitioning into new settings.
  • Reflect on current practices within own school system and ask presenters for ideas and information related to the connection between the B-5 and Elementary School worlds.
  • Best practices in early childhood programming can be applied to elementary school classrooms and programs, as they are rooted in child development and what’s best for children and families..
Option #5
"Building Authentic Relationships with Families"
Facilitated by:
Alberto Quintero, Nevada Department of Education

Session Description and Outcomes:
Participants will develop an understanding of what defines true family engagement and come away with strategies and practices on how to build and develop authentic partnerships with families. Participants will also learn about Nevada's birth through grade 12 family engagement framework.

  • Participants will develop an understanding of what defines family engagement.
  • Participants will learn about Nevada's statewide family engagement framework.
  • Participants will come away with strategies and practices on developing authentic partnerships with families.
  • Family engagement is a practice that is a critical component that should be embedded in a child's day-to-day educational experience. Family engagement is a proven strategy that leads to positive student academic and life outcomes.
BREAK
10:15 AM - 10:20 AM
BREAKOUT SESSIONS
10:20 AM - 11:10 AM
CHOOSE ONE
Option #1
"Burnout and the ECE Professional,"
Part II
Facilitated by:
Evelyn Knight, Childcare Professional

Session Description and Outcomes:
Do you find yourself thinking that everything will get better when things slow down? Whether you work with children directly or are in a leadership position, burnout is a major problem facing the Early Childhood work force. We cannot show up as the best versions of ourselves if we are not prioritizing our own selfcare. Learn the signs of approaching and experiencing burnout as well as what you can do to prevent burnout. You cannot show up as the best version of yourself if you are not prioritizing self care.

  • Identify the signs of approaching and experiencing Burnout.
  • Learn the negative health impacts of burnout, stress and trauma.
  • Gain tools to help manage burnout and prioritize self care.
  • Participants will be provided with activities they can take with them for future use.
Option #2
"The 7 Habits of Highly Effective 4 & 5 Year Olds," Part II
Facilitated by:
Betsy Wierda, Franklin Covey

Session Description and Outcomes:
From the people who gave the world, "The 7 Habits of Highly Effective People” comes a new way to teach these essential life habits to the youngest learners! When we understand how to lead ourselves, we are better able to handle conflict, disagreements, and the inevitable storms of life, whether we are four - or sixty-four! This session will show you how to use and teach the timeless principles of “The 7 Habits” to 4- and 5-year-olds.

  • Participants will explore the 7 Habits of Highly Effective People key paradigms.
  • Participants will learn how to adapt and teach the 7 Habits to very young learners.
  • Participants will see how to use the 7 Habits to promote empowered learners.
  • Strategies for immediate classroom/school use.
LUNCH BREAK
11:10 AM - 11:50 AM
BREAKOUT SESSIONS
11:50 AM - 12:40 PM
CHOOSE ONE
Option #1
"Emotions @Home," Part I
Facilitated by:
Betsy Wierda, Franklin Covey

Session Description and Outcomes:
If you see parents as partners, then this session is for you! Extend learning beyond the early childhood classroom walls by empowering students to be the “emotion experts” @home! Families will be invited into helping their young leaders’ abilities to recognize and manage emotions outside of school. Filled with practical tips and tools, this session is full of hands-on, use-it-tomorrow strategies!

  • Participants will learn how to empower 4 & 5 year-olds to become “emotion experts.”
  • Participants will gain practical strategies to bridge learning to the home environment through the students themselves.
  • Participants will gain instant tools and resources to try immediately.
  • Participants will not simply be passive observers and learners in this session, but will have the opportunity to analyze scenarios, plan responses, and plan for how to make what they've learned actionable in their own settings.
BREAK
12:40 PM - 12:45 PM
BREAKOUT SESSIONS
12:45 PM - 1:35 PM
CHOOSE ONE
Option #1
"Emotions @Home," Part II
Facilitated by:
Betsy Wierda, Franklin Covey

Session Description and Outcomes:
If you see parents as partners, then this session is for you! Extend learning beyond the early childhood classroom walls by empowering students to be the “emotion experts” @home! Families will be invited into helping their young leaders’ abilities to recognize and manage emotions outside of school. Filled with practical tips and tools, this session is full of hands-on, use-it-tomorrow strategies!

  • Participants will learn how to empower 4 & 5 year-olds to become “emotion experts.”
  • Participants will gain practical strategies to bridge learning to the home environment through the students themselves.
  • Participants will gain instant tools and resources to try immediately.
  • Participants will not simply be passive observers and learners in this session, but will have the opportunity to analyze scenarios, plan responses, and plan for how to make what they've learned actionable in their own settings.
BREAK
1:35 PM - 1:40 PM
KEYNOTE # 5
TBD
1:40 PM - 2:45 PM
CLOSING COMMENTS
&
DRAWINGS FOR:
Cayman Island Trip
A Staycation
Costco Gift Cards
NASA events
And more...
2:45 PM - 3:00 PM
Dr. Linda Young
Dr. Jeffrey Geihs
BIOGRAPHIES
Dr. Deborah Bergeron
Dr. Bergeron (or Dr. B as she is known to students and educators) has spent over thirty years working to support the growth and development of children. She worked in public education as a middle and high school classroom teacher, an elementary and high school administrator and holds a school superintendents license in Virginia. Dr. B also started, grew and eventually sold her own supplemental educational services company. In 2018, Dr. Bergeron was asked to lead the Office of Head Start and the Office of Early Childhood Development at the Administration for Children and Families in the Department of Health and Human Services. It was here where Dr. B developed her passion for Head Start, Early Head Start and the early learning environment in general. In January, 2021, Dr. B joined the National Head Start Association as the Deputy Director of Community Engagement and Innovation. Here, she aims to bring the Head Start and Early Head Start community together, provide the necessary support to ensure high quality programming and be a constant reminder to the folks on the ground that THEY are the backbone of Head Start and Early Head Start. Dr. B advocates for programming that develops the whole child and embraces the value the family has in that process. “Parents are a child’s first and most important teacher,” is her favorite mantra, compliments of Head Start.

Dr. Bergeron holds a B.S.Ed. from Texas State University, a Master’s Degree in Education Leadership and a PhD in Education Policy and Education Psychology from George Mason University. She lives in Virginia with her husband and has four awesome children who, although are all grown up, will always be her heart!

Sondra Cosgrove
Sondra has been a Las Vegas resident since 1986 and is a history professor and the Executive Directorof the nonprofit Vote Nevada. Sondra received a Ph.D. from the University of Nevada, Las Vegas, with areas of specialization in the U.S. West, Native American History, and Latin America.  Currently, Sondra is a full-time history professor at the College of Southern Nevada and is actively involved in a wide range of college service. As Executive Director of Vote Nevada, Sondra engages in community and civic empowerment as well as advocacy for civil rights priorities. 

Dr. Jeffrey Geihs
Dr. Geihs began his career in education in 1995 as an English teacher and Department Chair in the International Baccalaureate program at Valley High School in the Clark County School District (CCSD). In 1999, he successfully completed CCSD’s Executive Leadership program and was appointed dean of students at Mike O’Callaghan Middle School and Chaparral High School, respectively. 

In 2001, Dr. Geihs was appointed to assistant principal at Cheyenne High School and served in multiple leadership capacities. Most notably, Dr. Geihs assisted in the establishment of single-sex instruction that ultimately led to accelerated programs. In 2004, he accepted a position as an administrative assistant to a Region Superintendent within CCSD. During his tenure in this position, he helped spearhead "Standard Student Attire" within the district, which subsequently led to CCSD Board Policy still in existence today. In 2005, Dr. Geihs was appointed as principal at Cheyenne High School. During his tenure as principal, Dr. Geihs expanded single-sex instruction, successfully implemented standard student attire, eliminated remedial classes, expanded honors and Advanced Placement courses by 170%, and added a number of additional performing arts elective classes, which appealed to the student population. Under Dr. Geihs’ Leadership, Cheyenne High School achieved Adequate Yearly Progress (AYP). Cheyenne High School was the first large CCSD comprehensive high school to operate using the Empowerment Model, which is a based on a results-driven site-based management corporate business approach.  In 2009, he was nationally recognized as High School Principal of the Year. 

In July 2009, Dr. Geihs joined The Public Education Foundation as the Vice President and Chief Operations Officer where he continued his service to CCSD students and educators by helping build systems of professional development and leadership support.  

In July 2010, Dr. Geihs became the principal of Liberty High School in CCSD. While there, he initiated the “12-13” Program in partnership with the College of Southern Nevada so that Liberty students could earn dual college and high school credit. Liberty High School increased its state Star Ranking from 3 Star to a 4 Star rating (out of 5).

In June 2012, Dr. Geihs was appointed School Associate Superintendent of the Clark County School District’s Turnaround Zone, which was a fluid Zone designed to improve the entire system. The process identified the lowest ranking schools with three (3) or more years of systemic low and/or decreasing performance. Under his leadership the Turnaround Zone placed 41 schools on Continuous Improvement Plans. Of these 41 schools, 36 improved significantly and never entered the Turnaround Zone. In all, 29 PreK-12 schools entered the Zone for treatment, while 16 schools exited Turnaround Status because they improved significantly. He attributes this success to the principals, teachers and the school communities he served.

In 2019, after his retirement from CCSD, Dr. Geihs was appointed to the Executive Director of the Nevada Association of School Administrators (NASA). Under his leadership, to date, membership has increased by over 300 new members, an eclectic blend of credit bearing workshops are continually being offered to Nevada educators, relationships have been formed with numerous elected officials, and NASA partnerships have increased tremendously, which allow for rich offerings to the educators in Nevada. He also serves as a consultant to The Public Education Foundation in an effort to increase partnerships and revenue for their Teacher EXCHANGE and he has entered his fifteenth year of teaching graduate and doctoral level students online.

Dr. Benjamin Heuston (Executive Director, Waterford.org)
As a leader in educational technology over the last two decades, Edward “Benjamin” Heuston continues the legacy started by his father Dusty. Benjamin is an active speaker in educational settings and is also a member of several boards and associations, including the SIIA Education Board, the Society for Scientific Study of Reading, and the International Gold Key Honor Society, as well as a mentor for Utah Entrepreneurship Challenge. Benjamin earned a PhD in psychology from Brigham Young University.

Dr. Amber Mattos
Amber Mattos, M.Ed. is an Educational Equity Ambassador for McGraw Hill. As part of the National Educational Equity Team, she partners with districts to advocate for equity and access for all students through culturally relevant and responsive instruction.
Amber is a former elementary educator, who specialized in literacy, curriculum management, and technology.

Amber received her B.S. from Temple University and her M.Ed. from Penn State University while teaching. Amber left the classroom and has remained in the education field. Her personal and professional goal is to empower and inspire lifelong learners.

GRETA A. PEAY, Ed.D.
Chief Executive Officer, Infinity: Diversity Matters, LLC
Greta Peay joined the Clark County School District (CCSD) in 1987, following eight awesome years of service within the Charlotte-Mecklenburg School System, Charlotte, North Carolina. She has dedicated thirty-nine years of service to the education profession. During her career, she served in several roles- elementary school level teacher and principal, middle school language arts teacher, literacy and English language learner specialist, Regional Professional Development trainer of Southern Nevada, Director of Human Resources Support Staff Recruitment, and Equity and Diversity Education Director. She retired from the Clark County School District as the Chief, Instructional Services Officer. Currently, Greta is the Chief Executive Officer and founder of Infinity: Diversity Matters, LLC. She is also the Deputy Director- Nevada Association of School Administrators
HONORS and AWARDS:
The Marquis Who’s Who Publications Board, 2020-2021
The Public Education Foundation Educator Hero Award, 2020-2021
The Champion of Educational Equity- City of Las Vegas, 2022
Excellence in Education: Dr. Stella Parson, 2018
Parent Citywide Impactful Women Trailblazer in Education, 2018 
District Level Administrator of the Year- National Association of School Boards, 2016 
Public Education Executive Leadership Academy, 2015
Educator of the Year - Black Caucus, 2013 
Clark County School District Chief of Police Outstanding Leader Award, 2011 
Clark County School District Hall of Fame, 2000 
Minority Affairs Excellence in Education Award, 1989 
Who’s Who Among Educators, 1980
Delta Sigma Theta, Inc. A Public Service Sorority, 1975

Thomas Wasylyk
Thomas is an internationally recognized authority on handwriting instruction. He speaks at state, regional, and national education conferences and conducts professional development for schools across the United States. Mr. Wasylyk has over 40 years of experience working with students, teachers, and administrators in elementary schools as well as at the college and university level. He has dedicated his career to developing effective handwriting instruction strategies and materials for early childhood through middle school. Mr. Wasylyk has authored numerous handwriting programs and his three-step teaching approach has won the praise of teachers and administrators nationwide. He is a master penman and past president of the International Association of Master Penman, Engrossers, and Teachers of Handwriting.

Dr. Linda E. Young is currently the President of the Village Foundation, LJP. She served 12 years on the Clark County School District Board of Trustees representing District C. She received her Bachelor of Science in Spanish, Speech, English, and Master of Science in School Psychology from the University of Dayton, Dayton, Ohio. She has educational certificates in special education and school administration and received her doctorate in Educational Leadership from Northern Arizona University, Flagstaff, Arizona. Dr. Young was an employee of the Clark County School District for 32 ½ years. She served as a high school teacher, school psychologist, coordinator for special education programs, elementary special education teacher, high school dean and assistant principal, sixth grade center principal, and director of district-wide special education and diversity education programs. She is a passionate voice and fervent advocate for equity, diversity, inclusion, special needs, and access in education, STEM, STEAM, and other at-promise programs for underserved and underrepresented students of color, parents, families, and communities.