Social-Emotional Foundations for Early Learning (SEFEL) Leadership Summit Day One February 15, 2017

Welcome to SEFEL Leadership Summit 2017 When a flower doesn’t bloom, you fix the environment in which it grows, not the flower.” -Alexander Den Heijer

News & Updates

Multi-tiered System of Support in NC for Early Childhood Programs

2016-2017

Collaboration with Early Childhood Partners NC Pre-K Program (Department of HHS- Division of Child Care and Early Education) Public and private delivery system Regulatory section of DCDEE licenses 85% of public school classes Head Start (State Collaboration Director @ DPI) Local grantee (about 50% in public school and 50% operated by private action agencies, smart start programs, etc) Title I Pre-K Public school operated

NC Pre-K Subcommittee on Challenging Behaviors Chaired by Vivian James since 2014 Task to develop recommendations to address the increase in challenging behaviors reported in NC Pre-K classrooms, the staff’s inability to deal with those behaviors and the administration’s inability to adequately support the classroom staff and the children.

Subcommittee Recommendations 1. Require local NC Pre-K programs to develop a cross sector professional development plan on the NC Foundations for Early Learning and Development: Advanced Course on Emotional & Social Development and Family Engagement

Subcommittee Recommendations 2. Promote a coordinated and integrated “system of care” that is for children birth through five, and links community early childhood programs to the early childhood mental health system. Consider beginning in areas of the state in which multiple counties have received funding for evidence-based early childhood mental health therapies and that can demonstrate readiness to form a community collaborative to implement a “system of care”

Subcommittee Recommendations 3. Require local NC Pre-K programs to develop cross-sector implement plans addressing challenging behaviors that include steps in the process for respond to short-term crisis situations and address the needs of individual children with ongoing, persistent problem behaviors. Additional training and support for teachers and site administrators should be developed and provided.

Early Childhood Systems of Care Community Collaborative Early Learning Health, Mental Health, And Nutrition Community Family Support Collaborative Special Needs, Early Intervention

Early Childhood Systems of Care Early care & educational opportunities in nurturing environments provided by well equipped providers Early Learning Health, Mental Health, And Nutrition Family Support Special Needs, Early Intervention

Early Childhood Systems of Care Early care & educational opportunities in nurturing environments provided by well equipped providers Early Learning Health, Mental Health, And Nutrition Family Support Parenting supports to ensure that children have nurturing relationships adult care-givers Special Needs, Early Intervention

Early Childhood Systems of Care Early care & educational opportunities in nurturing environments provided by well equipped providers Early Learning Health, Mental Health, And Nutrition Family Support Parenting supports to ensure that children have nurturing relationships adult care-givers Special Needs, Early Intervention Early identification & assessment & appropriate services for health care needs, disabilities, or developmental delays

Early Childhood Systems of Care Early care & educational opportunities in nurturing environments provided by well equipped providers Comprehensive services that meet children’s health (vision, hearing, nutrition) & mental health (behavioral) needs Early Learning Health, Mental Health, And Nutrition Family Support Parenting supports to ensure that children have nurturing relationships adult care-givers Special Needs, Early Intervention Early identification & assessment & appropriate services for health care needs, disabilities, or developmental delays

Early Multi-tiered System of Support in NC Tier I Resources Train the Trainer Format & Self-Paced On-line modules Classroom staff Administrators

Early Multi-tiered System of Support in NC Tier I Resources Classroom staff Families Administrators

Tier II Training Developing and implementing an intentional program-wide behavior plan Describing challenging behaviors with precision Identifying missing preventative classroom practices Identifying when the behavior occurs Providing explicit instruction in social skills and emotional regulation Classroom staff Administrators

When a Strong Foundation is Not Enough Recommend duplicating the Alamance Alliance Model in locations that demonstrate a high level of readiness

Child Identified by Referral Source CDSA Mental Health Provider Early Childhood Mental Health Specialists Mental Health Assessment Child Ages 3, 4, 5 School System Screening/Intake Child Ages 0 to 3 CDSA Screening/ Intake Partnership for Children Community Agencies Mental Health Provider Family Partner Program Treatment Indicated Treatment Not Indicated

SEFEL Initiative Data Collection and Analysis 2015-16

Statewide Yearly Program Review (YPR) Data Key Implementation Steps Key for Ratings (0-2) 1 2

Statewide Yearly Program Review (YPR) Data Key Implementation Steps Key for Ratings (0-2) 1 2

Statewide Yearly Program Review (YPR) Data Key Implementation Steps Key for Ratings (0-2) 1 2

Number and Percent of LEAs in the District Wide Implementation Process Time frame July 1, 2012-June 30, 2013 July 1, 2013-June 30, 2014 July 1, 2014-June 30, 2015 July 1, 2015 - June 30, 2016 July 1, 2016 - June 30, 2017 Total Number 14 27 29 34 Percent 12% 23% 25% 30%

Percent of LEA Classes at Fidelity Total Number of Classes Teachers at Fidelity Total Number 688 190 Project Percent 28%

Ranges of Percent of Fidelity Installation 0 % to 25% of Teachers at Fidelity 26%-50% of Teachers at Fidelity 51%-75% of Teachers at Fidelity 76% -100% of Teachers at Fidelity Total Number 1 10 12 3 Percent 4% 37% 44% 11%

Comparing Post-TPOT Scores to % of Growth by Class for Social-Emotional Development Data collection issues- could only match up 66 teachers with their classroom TS Gold Widely Held Expectation Scores. Resolution = on-line data collection system in the new Online Coaching System

Comparing Post-TPOT Scores to % of Growth by Class for Social-Emotional Development Overall all observation of the TS Gold Data- the variation in the TS Gold Data suggests the need to verify inter-rater reliability for teachers entering the TS Gold Data if used in a comparison study. In general, the average post TPOT score was 80% and the average % growth per class exceeded 50% Need to identify sample of classes in which teachers have passed the inter-reliability rater TS Gold test.

Comparing Post-TPOT Scores to % of Growth by Class for Social-Emotional Development Sample classes for this comparison need to consist of teachers who: 1. Have been trained in modules 3-11 by not coached 2. Have been trained in modules 3-11 and have received a year of coaching All need to have passed the inter-rater reliability test on TS Gold

What are Our Questions? Does coaching a teacher to fidelity impact her children’s overall percent growth in social-emotional development? Can we use data to help better inform coaches on their work? What percent of time was spent on coaching which practices? Compare percent of time on practices to the teachers post-TPOT scores Will classes that have received training and coaching report fewer challenging behaviors?

Online Coaching System Update

SEFEL Teams Sharing Strategies Making the Most of Leadership Team Meetings Facilitating Family Engagement

Yearly Program Review

Reference Documents for Yearly Program Review SEFEL Practice Profile 2016-2017 Implementation Plan

Link to System Login http://eln-sefel.fpg.unc.edu/auth/login

Link to Suggestion Page: https://padlet.com/sherri_williams/YPR Suggestions for Online Format Link to Suggestion Page: https://padlet.com/sherri_williams/YPR Priority Area for Your Team Training or TA Needs You Have as an Implementation Leadership Team

What is Specially Designed Instruction? What does it look like when implementing Tier I instructional practices?

Adapting Strategies for Children with Visual Impairment

The North Carolina Early Learning Sensory Support Program (ELSSP) Bethany Mayo, Director, ELSSP-VI

Brief History Services for children with vision impairments have been our priority for over 30 years. Between 1998 and 2000 services for children expanded into all 100 counties of North Carolina. In 2014 our program received a new name, The North Carolina Early Learning Sensory Support, and moved under The Office of Early Learning in the NC Department of Public Instruction.

Who We Are The goal of the ELSSP is to empower and collaborate with families and teachers to help visually impaired children attain their life long goals.

Who We Serve The majority of ELSSP services are provided to children birth through two years of age under Part C of the Individuals with Disabilities Education Act (IDEA, Part C) ELSSP also provides services to children three years through five years of age as requested by the LEA

Who We Serve We serve over 800 students per year ages birth to five years old 75% of those are birth to 2 years of age

What We Do The ELSSP staff are dedicated to educating children, families, colleagues, and other service providers through their knowledge of best practices for promoting positive child outcomes for children with vision impairments.

What We Do Services Include: Functional Vision Assessments Occupational Therapy Orientation and Mobility Pre-Braille and Braille Training Learning Media Assessments

What We Do Expanded Core Curriculum: Braille Low Vision O & M Technology

ELSSP Newsletters https://www.smore.com/hwejt https://www.smore.com/pb0p9

Early Learning Sensory Support Program/VI Adapting SEFEL Teaching Strategies and Materials for Children with Visual Impairments Early Learning Sensory Support Program/VI Bethany Mayo, Director Lori Persinger, TVI Sandy Bryant, TVI

Overview & Objectives Have a better understanding general considerations in working with children with VI Have a better understanding of how to adapt classroom environment for children with VI Adapt social/emotional activities for children with VI

Effective Teaching Practices Supporting Emotional-Social Development

General Considerations Vision is involved in 90% of the learning that takes place in early development. Incidental learning is often not available to children who are VI/blind. Vision loss restricts a child’s perception of the activity. Young children who are VI need play and intervention to develop and use all of their senses. Guided instruction and verbal explanations optimize concept development. Young children with VI generally need more time than sighted peers to acquire developmental skills.

Because children with VI may not be able to learn by watching they must learn by doing.

Three Basic Principles Necessary for Teaching Children With VI Lowenfield Provide opportunities for learning by doing. Provide concrete experiences. Provide unifying experiences.

Apples to Apples

Climb an Apple Tree

Pick an Apple

Insides of an apple Taste an apple Make applesauce

Research Based Intervention Active engagement-learning by doing Create ways a child can understand “big picture” Demonstrate skills that are learned visually Hands on interaction with real objects Facilitate the development of sensory skills Facilitate functional and meaningful language Encourage independence and movement

Building Positive Relationships Individualized Intensive Interventions Social Emotional Teaching Strategies Designing Supportive Environments Building Positive Relationships

“Perhaps of all the development processes, socialization is most strongly affected by vision.” Diane L. Fazzi, Early Focus

Simulator Activity: Greetings Apron

Simulator Activity: Sharing

Simulator Activity: Cooperative Play

Building Positive Relationships Individualized Intensive Interventions Social Emotional Teaching Strategies Designing Supportive Environments Building Positive Relationships

Adaptations: Classroom Rules

Adaptations: Predictable Schedules

Adaptations: Environmental Glue the real object on the manipulatives containers to help the child with VI know what’s inside

Adaptations: Solution Kit

Adaptations: Tucker the Turtle

Make-it-Take-it: Friendship Kit http://depts.washington.edu/hscenter/teacher-tools

Make-it-Take-it: Greeting Apron

Make-it-Take-it: Schedule