1. Camille Catlett Frank Porter Graham Child Development Institute Chapel Hill, NC Building Policies and Practices that Support Each Child Skill-Building Clinic at the Leadership Connections National Leadership Conference

3. What messages do your words convey? Family as a broader term Person first language (child with a disability instead of disabled child)

4. Have you established policies related to cultural and linguistic diversity? We believe that... Learning about and respecting differences among people are promoted when children have many opportunities to play and interact with classmates of different racial and cultural backgrounds and varying abilities.

5. Have you established policies related to inclusion? Specialists work closely and collaboratively with classroom staff using an integrated model of service delivery (working primarily in the classroom rather than in a separate “therapy room” or other segregated environment).

6. Have you established policies related to families? An atmosphere of mutual respect among staff and families is important for all who interact with children. When staff recognize and value the beliefs, customs, and traditions of each family, the child and family are best served. Staff work as partners with family members, but family members are the ultimate decision-makers in planning and setting goals for their children.

7. Early Childhood Inclusion: A Joint Position Statement of DEC and NAEYC

8. Definition Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.

11. Cultural/Linguistic Responsiveness Programs are responsible for creating a welcoming environment that respects diversity, support children’s ties to their families and communities, and promote both second language and preservation of children’s home languages and cultural identities. Linguistic and cultural diversity is an asset, not a deficit, for young children. NAEYC, 2009

12. Resources for Building Policies That Support Each Young Child & Family

13. Higher preschool performance and promotion to next grade More positive engagement with peers, adults, and learning Buffers negative impact of poverty on academic and behavioral outcomes (Harvard Family Research Project, 2006; Izzo, Weissberg, Kasprow, & Fendrich, 1999; Mantizicoupoulos, 2003; McWayne, Hampton, Fantuzzo, Cohen, & Sekino, 2004) Family Engagement Helps Children to Succeed

14. Families can become lifelong partners or lifelong bystanders based on how you engage them in the process of supporting their child.

15. Traditional Models of Parent Education or Family Involvement Have not been tremendously effective at engaging families, especially those that are culturally, linguistically, and ability diverse Often convey the attitude that the professionals have all the answers Often disregard the knowledge-base and strengths of the family (Halgunseth, 2009)

16. Effective Models of Family Engagement View families as “involved” and “invested” in their children’s learning View family members as having unique skills and interests Ask the question “how are we engaging family interests and skills in our program?”

17. Effective Models of Family Engagement Emphasize a reciprocal relationship (not one-sided) Takes a partnership approach to children’s learning, in which both programs and families collaborate Emphasize respect for families and a value for their expertise Promote two-way communication and co- planning

18. Biases, even unconscious biases, by teachers and administrators can harm the partnerships between programs and families and discourage families from participating. Recent research has found changes in teachers’ negative beliefs about Latino and other immigrant families after having direct contact and experiences with these families in their communities. Source: Halgunseth and Peterson in Family Engagement Landing Pad.

19. Does your program incorporate... The many people in children’s families? The many ways your families speak? The many religious beliefs and practices of your families? The many ways your families eat? The many ways your families sing, dance, and make music? The many important people in your communities?

20. Recommendations For working with families  Actively involve families in the early learning program  Help all families realize the cognitive advantages of a child knowing more than one language, and provide them with strategies to support, preserve, and expand home language learning.  Convince families that their home’s cultural values and norms are honored. NAEYC, 2009

21. CONNECT The Center to Mobilize Early Childhood Knowledge http://connect.fpg.unc.edu/

22. Teacher’s viewpoint (China)Family’s viewpoint (Aaron) Two Points of View

23. Resources for Supporting Engagement for Each and Every Family

25. High-quality, culturally responsive early learning environments are critical to closing the achievement gap between children living in poverty, especially children of color, and their peers. (Whitebrook, Gomby, Bellm, Sakai, & Kipnis, 2009, p. 1)

26. Saturate the environment with the children, families, and staff who currently make up your program.

28. Culturally responsive interactions between personnel and young children are more likely to support progress toward children’s mastery of language, literacy, science, and math skills (Au & Jordan, 1981; Boykin, 1986; González et al, 1993; Roseberry, Warren & Conant, 1992; Tharp, 1991, 1992)

29. An effective teacher can have a stronger influence on student achievement than poverty, language background, class size, and minority status

30. Most Valued Characteristic Program personnel ensure that children with disabilities are active participants in all classroom routines and activities (Hurley & Horn, 2010)

32. Louise Derman-Sparks and Julie Olson Edwards Chapter 2: Creating an Anti-Bias Learning Community Positive interactions with children Positive interactions with and among families The visual and material environment Curriculum planning

33. Recommendations For working with young children  Ensure that children remain cognitively, linguistically, and emotionally connected to their home language and culture.  Encourage home language and literacy development, knowing that this contributes to children’s ability to acquire English language proficiency.  Help develop essential concepts in the children’s first language and within cultural contexts that they understand.  Support and preserve home language usage.  Develop and provide alternative, creative strategies to promote each child’s participation and learning.  Provide children with many ways of showing what they know and can do. NAEYC, 2009

35.  Organized around 10 principles  Every individual is rooted in culture  The cultural groups in the communities and families of each program are the primary sources for culturally relevant programming  Questions to support reflection, planning, and policy development

36. Multifaceted Resources for Language & Literacy National Center on Cultural and Linguistic Responsiveness

37. http://nichcy.org/

39. Are your professional development efforts growing the capacity of early childhood professionals to support young children who are culturally, linguistically, and ability diverse? Research suggests that both preservice and inservice EC teacher preparation has failed to prepare educators who can effectively teach children for whom English is a new language or second dialect, children of color, and children from economically marginalized communities (Ray, Bowman, & Robbins, 2006)

40. One thing we can say with certainty about professional development is that workshops are not effective if building skills or dispositions is the desired outcome (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005)

41. A national survey recently indicated that workshops were the primary method for delivering training and technical assistance (Bruder, Mogro-Wilson, Stayton, & Dietrich, 2009) While training workshops are consistently the PD method of preference in early childhood, short-term, one-time trainings have little or no impact on quality improvements (Zollitsch & Dean, 2010)

42. Recent research syntheses on adult learning strategies and teacher development provide some empirical basis for designing effective professional development (Trivette, 2005; Trivette, Dunst, Hamby, & O’Herin, 2009; Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009)

43.  Is intensive and ongoing, with multiple, sequenced, active learning experiences  Is grounded in specific practice-focused content  Builds on the learner’s current level of understanding  Includes large doses of learner self- assessment of his/her learning against a set of standards, criteria, or expert feedback  Is aligned with instructional goals, learning standards, and curriculum materials

44. OUTCOMES PD Methods % of participants who could demonstrate KNOWLEDGE % of participants who could demonstrate SKILL % of participants who could USE NEW SKILL IN THE CLASSROOM Theory and Discussion 10%5%0% Training with Demonstration 30%20% 0% Training with Practice and Feedback 60% 5% Training with Onsite Coaching 95% (Joyce & Showers, 2002)

45. Recommendations For preparing early childhood professionals  Provide professional preparation and development in the areas of culture, language, and diversity  Recruit and support educators who are trained in languages other than English.  Recruit educators who reflect the children and families you serve. NAEYC, 2009

46. What is Professional Development?

47. NPDCI Definition of Professional Development “Professional development is facilitated teaching and learning experiences that are transactional and designed to support the acquisition of professional knowledge, skills, and dispositions as well as the application of this knowledge in practice…..

48. Definition (continued) The key components of professional development include: a) characteristics and contexts of the learners (i.e., the “who” ); b) content (i.e., the “what” of professional development); and c) organization and facilitation of learning experiences (i.e., the “how”).”

49. Bradshaw, W. (2013). A framework for providing culturally responsive early intervention services. Young Exceptional Children, 16(1), 3-15.