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

2. 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

3. News & Updates

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

6. 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 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

7. 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.

8. 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

9. 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”

10. 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.

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

12. 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

13. 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

14. 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

15. 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

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

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

18. 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

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

20. 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

23. SEFEL Initiative Data Collection and Analysis 2015-16

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

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

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

27. 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, June 30, 2016
July 1, June 30, 2017
Total Number 14 27 29 34
Percent
12%
23%
25%
30%

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

29. 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%

30. 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

31. 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.

32. 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

33. 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?

34. Online Coaching System Update

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

36. Yearly Program Review

37. Reference Documents for Yearly Program Review
SEFEL Practice Profile
Implementation Plan

38. Link to System Login

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

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

41. Adapting Strategies for Children with Visual Impairment

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

43. 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.

44. 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.

45. 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

46. 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

47. 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.

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

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

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

51. 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

52. 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

53. Effective Teaching Practices Supporting Emotional-Social Development

54. 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.

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

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

57. Apples to Apples

58. Climb an Apple Tree

59. Pick an Apple

60. Insides of an apple Taste an apple Make applesauce

61. 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

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

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

64. Simulator Activity: Greetings Apron

65. Simulator Activity: Sharing

66. Simulator Activity: Cooperative Play

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

68. Adaptations: Classroom Rules

69. Adaptations: Predictable Schedules

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

71. Adaptations: Solution Kit

72. Adaptations: Tucker the Turtle

73. Make-it-Take-it: Friendship Kit

74. Make-it-Take-it: Greeting Apron

75. Make-it-Take-it: Schedule