April 16, 2014 Early Childhood Advisory

Networking ECI / LEA MOU Update Use of Restraint and Time-out New Preschool LRE Document Recent Research Planning for Legal Issues in Early Childhood Agenda

Use of Restraint and Time-out

Restraint is defined as the use of physical force or a mechanical device to significantly restrict the free movement of all or a portion of the child’s body. Restraint Defined (b)(2) and TEC (b)(1)

Restraint may be used only in an emergency and with the following limitations Limited to use of such reasonable force as is necessary to address the emergency; Discontinued at the point at which the emergency no longer exists; Implemented in such a way as to protect the health and safety of the child and others; and Must not deprive the child of basic human necessities. Conditions for the Use of Restraint

Training must be provided (Available through TPBIS) Documentation requirements must be met Restraint does not include: Physical contact or appropriately prescribed adaptive equipment Limited physical contact… to promote safety (e.g., holding the child’s hand) Seat belts and other safety equipment used to secure children during transportation Conditions for the Use of Restraint

Time-out means a behavior management technique in which, to provide the child with an opportunity to regain self-control, the child is separated from other children for a limited period in a setting: Not locked, physically blocked Time-out Defined

Time-out may be used with the following limitations: Physical force or threat of physical force must not be used to place the child in time-out; Time-out must only be used in conjunction with an array of positive behavior intervention strategies and techniques and must be included in the child’s individualized education program and or BIP Must not be implemented in a fashion that precludes the ability of the child to be involved in progress in the general curriculum

General/Special education personnel who implement time-out based on requirements established in the child’s IEP and or BIP must be trained in the use New staff must receive training in the use within 30 school days of being assigned the responsibility for implementing time-out Training on the use of time-out must be provided as part of a program which addresses a full continuum of positive behavioral intervention strategies All trained personnel must receive instruction in current professionally accepted practices and standards Training must be provided according to the following requirements:

Must be addressed in the IEP or BIP ARD committee must use any collected data to judge the effectiveness of the intervention and provide a basis for making determinations regarding its use Documentation

Even preschoolers are getting suspended – they are disproportionately black Black children represent about 18% of the children enrolled in preschool programs but almost half of the students suspended more than once. Six percent of the nation’s districts with preschools reported suspending at least one preschool child Data OCR: Civil Rights Data Collection: Data Snapshot March 24, 2014

Title and Content Layout with Chart OCR: Civil Rights Data Collection: Data Snapshot March 24, 2014

One million children were served in public preschool programs with about 60% of districts offering preschool during the school year. Nearly 5,000 preschoolers with suspended once. At least 2,500 were suspended more than once. Boys account for 79% of those suspended once and 82% of those suspended multiple times, while they make up about 54% of overall preschool enrollment Data OCR: Civil Rights Data Collection: Data Snapshot March 24, 2014

What can Region 4 do to help you, help your teachers?

Updated language – LEA and Child Care Change in graphics Alignment with current terminology, rules, regulations, PEIMS information

We recommend exploring five questions as the integration of information and communication technology is considered for early childhood education: What is the goal for technology in early childhood education? How do we define appropriate use of technology in ECE? Once defined, how do we support effective use through devices, connectivity, software, and other components of ICT infrastructure? How do we ensure that ECE providers are prepared to address the digital divide? What relationship should parents and families have to the integration of technology into ECE? RAND Recommendations for Bridging the Digital Divide RAND Corporation Using Early childhood Education to Bridge the Digital Divide

Projects PLRE – Collaborative, LEAP, CAS Professional Development See chart Proposed for the School Year

Walsh, Anderson, Gallegos, Green and Trevino PC Paula Roalson

Sonja Hollan Kimmie Tang Kathy Hogan Contact