5/1/2016 1 PRESCHOOL INCLUSION: BUILDING COMPETENCE AND CONFIDENCE TO INCLUDE EVERYONE AND EXCLUDE NO ONE Tracie Dickson, OSEP, US ED Barbara J. Smith, University of Colorado Denver (ECTA) Mary Louise Hemmeter, Vanderbilt University Rosemarie Allen, Metro State Inclusion Institute, May 2016 SESSION OUTLINE • Increasing Early Childhood Inclusion and Decreasing Suspension/Expulsion: Federal Position and Support • Addressing Competence and Confidence to Include All Children Using The Pyramid Model for Promoting Social Emotional Competence of Young Children and Infants • Being Explicit about Implicit Bias Federal Policy Statements Expulsion and Suspension in Early Childhood Settings Inclusion of Children with Disabilities in Early Childhood Programs
27
Embed
PowerPoint Presentationinclusioninstitute.fpg.unc.edu/sites/inclusioninstitute.fpg.unc... · • Increasing Early Childhood Inclusion and Decreasing ... –Purpose and Rationale ...
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
5/1/2016
1
PRESCHOOL INCLUSION: BUILDING COMPETENCE AND CONFIDENCE TO INCLUDE
EVERYONE AND EXCLUDE NO ONE
Tracie Dickson, OSEP, US ED Barbara J. Smith, University of Colorado Denver (ECTA)
Mary Louise Hemmeter, Vanderbilt University Rosemarie Allen, Metro State
Inclusion Institute, May 2016
SESSION OUTLINE
• Increasing Early Childhood Inclusion and Decreasing Suspension/Expulsion: Federal Position and Support
• Addressing Competence and Confidence to Include All Children Using The Pyramid Model for Promoting Social Emotional Competence of Young Children and Infants
•The importance and sensitive nature of the early years and expansion
of early education
•Children who are expelled or suspended are as much as 10 times more
likely to drop out of high school, experience academic failure and
grade retention, hold negative school attitudes, and face incarceration
than those who are not.
•Early expulsion or suspension predicts later expulsion or suspension.
•By some estimates, early expulsion rates are 3 or 4 higher than K12.
•Data consistently find large racial disparities, with young boys of color
being suspended and expelled at disproportionately high rates.
Context for Federal Policy Statement
•Dr. Gilliam’s landmark studies identifying high rates of expulsion in early learning settings.
•U.S. Department of ED’s Office of Civil Rights data on preschool suspension released in Spring of 2014.
•My Brother’s Keeper Taskforce: President’s Report includes the goal of eliminating expulsion and suspension practices in early learning settings.
•Department of Education and Justice’s efforts to improve school climate, including release of Guiding Principles: A Resource Guide for Improving School Climate and Discipline.
•Advances in brain and developmental science and the Administration’s focus on increasing access to high-quality early learning programs.
Federal Policy Statement Goal
•Prevent, severely reduce, and ultimately
eliminate expulsion and suspension in early
childhood settings
•Improve school and program climates and
discipline across the educational spectrum
5/1/2016
4
Federal Policy Statement
Purposes
•Raise awareness;
•Provide recommendations to early childhood programs and States;
•Highlight early childhood workforce competencies and evidence-based interventions and approaches;
•Identify free resources to support States, programs, teachers, and providers; and
•Identify free resources to support families in fostering young children’s development, social-emotional and behavioral health, and relationships.
Recommendations to Early Childhood
Programs
1. Develop preventive guidance and discipline practices
–Social-emotional and behavioral health promotion practices
–Developmentally appropriate discipline and intervention procedures,
including specific guidance on what to do when a child demonstrates a
challenging behavior
–Practices and procedures should be used as learning opportunities to
–Clearly communicated to all staff, families, and partners
–Implemented without bias or discrimination
5/1/2016
5
Recommendations to Early Childhood
Programs
2. Develop expulsion and suspension policies:
–Establish policies that eliminate or severely limit expulsion, suspension, or
other exclusionary discipline;
–Exclusionary measures should be used only as a last resort in
extraordinary circumstances where there is a determination of a serious
safety threat that cannot otherwise be reduced or eliminated by the
provision of reasonable modifications;
–Appropriate transitions if the need arises;
–Additional procedural safeguards for children with disabilities
–Ensure that policies developed and implemented in accordance with
applicable State and Federal statutes.
3. Access TA in workforce development to build capacity in:
–Promoting social-emotional and behavioral health;
–Developmental and behavioral screenings and follow-up;
–Collaborating with community-based service providers;
–Family relationships;
–Understanding culture and diversity;
–Employing self-reflective strategies to correct all biases;
•Access to Specialized Supports
–Mental health consultation;
–Early Childhood PBIS
•Address Teacher and Staff Wellness
–Stress, mental health, health,
–Working conditions
Recommendations to Early Childhood
Programs
Recommendations to Early Childhood Programs
4. Set Goals and Analyze Data to Assess Progress
–Example goals:
•Provide professional development on social-emotional
and behavioral health to all staff in one year; ensure that
50% of teachers have access to specialists or consultants in
two years; ensure that all lead teachers have access to
specialists or consultants in three years.
•Reduce the number of total suspensions and expulsions
program-wide by 50% in one year; eliminate all
expulsions and suspensions, with exceptions only in
extraordinary cases, in two years.
5/1/2016
6
Recommendations to States 1. Develop and Communicate Expulsion and Suspension Policies
–Establish statewide policies, applicable across settings, including publicly and privately funded early childhood programs, to promote children’s social-emotional and behavioral health and eliminate or severely limit the use of expulsion, suspension, and other exclusionary discipline practices.
–Appropriate transitions
–Clearly communicated to all relevant parties
–Under the CCDBG, States are required to disseminate consumer education information to parents, the general public, and child care providers, which may include policies on expulsions of children receiving support under CCDF.
Recommendations to States
2. Set Goals and Analyze Data to Assess Progress
–Develop roadmaps to eliminating expulsion and suspension,
informed by goals and data-driven progress monitoring.
–Build capacity to collect and analyze statewide data.
–Coordinate data systems across relevant systems.
Recommendations to States
3. Invest in Workforce Preparation and Development –CCDBG Act quality funds can be used to support on professional development that promotes social-emotional development and reduces challenging behavior and expulsions of young children served through CCDF.
–Mechanisms to strengthen workforce include: •Statewide Early Childhood Mental Health Consultation
•State Endorsements of Infant, Early childhood and Family Mental Health Specialists
who is irrationally crazy about him.” Uri Bronfenbrenner
“Parents need to know that we care before
they care what we know”
(Klass, 1997)
Walter Gilliam
“I’ve never seen a case where a child was expelled from a preschool or child care program when the teachers and parents knew and liked
each other. I’ve never seen it once.”
5/1/2016
20
The Pyramid Model: Promoting Social-Emotional Competence and
Addressing Challenging Behavior
Universal promotion: All children
CLASSROOM SCHEDULES
TRANSITIONS
PEER SUPPORT
LARGE GROUP
The Pyramid Model: Promoting Social-Emotional Competence and
Addressing Challenging Behavior
Secondary prevention: Some children
5/1/2016
21
Teaching Social Skills and
Emotional Competencies
The Pyramid Model: Promoting Social-Emotional Competence and
Addressing Challenging Behavior
Tertiary intervention: Few children
Individualized Intensive Interventions
• Comprehensive interventions across all settings
• Assessment-based
• Collaborative team
• Skill-building
5/1/2016
22
INDIVIDUALIZING FOR CHILDREN WITH DISABILITIES…
Pillars of Prevention
Fair
an
d A
pp
rop
riat
e Po
licie
s
Sett
ing
Go
als
and
Tra
ckin
g D
ata
Hig
h-S
kille
d W
ork
forc
e
Acc
ess
to S
pec
ializ
ed
Co
nsu
ltat
ion
Dev
elo
p a
nd
co
mm
un
icat
e P
reve
nti
ve G
uid
ance
Pro
ced
ure
s
HS/ED Policy Statement
Stro
ng
Fam
ily P
artn
ers
hip
s
Status of Pyramid Practices in EC Classrooms
TPOT study n=50
Efficacy study n=40
Distance coaching n=33
Mean Range Mean Range Mean Range
Environ-mental items
6.0 3-7 5.05 3-6 6.34 4-7
Red flags 3.0 0-11 3.75 1-10 2.13 0-7
Percent of indicators
39.1% 14% to
73% 38.24%
16% to 74%
39.87% 14% to
66%
5/1/2016
23
Practice-Based Coaching
Teacher Implementation of Pyramid Model Practices
Effect Sizes X Wave
Wave 2 d = .59
Wave 3 d = 1.14
Wave 4 d = 1.52
Observations of Target Children’s Social Skills
Figure 2. Mean frequency of positive social interactions during 60 min observation session across waves for Cohort 1 target children whose teachers were in the intervention or control condition. An average of the frequency of positive social interactions for the 2 to 3 target children in each classroom was used to derive the means reported for each group at each wave.
0.0
5.0
10.0
15.0
20.0
25.0
Wave 1 Wave 2 Wave 3 Wave 4
Intervention
Control
5/1/2016
24
70
Access to Behavioral Supports Associated with Lower Expulsion
14.3%
8.0%
10.3%
No Access On-Call Access On-Site Access
Access to Behavioral Support Staff
% C
lass
room
s E
xp
elli
ng
The Promise, The Challenge
The Promise, The Challenge
5/1/2016
25
Program Wide Implementation
So, what do we need to do…
• Develop program policies that reduce the likelihood of suspension/expulsion
• Make a program wide commitment to all children
• Support teachers: – Coaching and support in the classroom
– Reduce stress
• Engage with families around promotion, prevention and intervention
So, what do we need to do…
• Develop process around behavior support for children with the most persistent problem behavior
• Provide access to mental health consultants
• Use data to track program incidences, behavior support planning, implementation etc.
5/1/2016
26
Leadership Team
Family Engagement
Program-Wide Expectations
Supports for Pyramid Model Practice Implementation
Systems to Identify and Respond to Individual
Child Needs
Continuous Professional
Development
Data Decision-Making Examining Implementation and Outcomes
Outcomes Associated with Program Wide Implementation
• Improvements in classroom quality
• More intentional instruction around social skills and emotional competencies
• Better relationships with families
• Decrease in problem behavior, increase in social skills
• Decrease MH dollars spent on intervention
• Decrease turnover
Fox Friends’ Teacher Notes
Dear Cameron,
We have loved having you in our classroom this year. It has been so much fun watching
you grow this year. You are such a special and amazing person. You have taught us many
things this year. Some of the lessons we will keep in our heart are:
1. Names are merely suggestions and really changing your name or adding an animal
to it makes things much more interesting.
2. Sometimes you just need a hand on your back to make scary things less scary.
3. Four minutes is just the right amount of time one needs to get ready to do a new task.
4. Anything can become a drum.
5. There’s no obstacle that a little love and patience cannot overcome.
We will miss you, Cameron, but we will have you in our hearts.