1. North Carolina Office of Early Learning & Exceptional Children Division Preschool Program Spring Regional Preschool Coordinators Meetings 2015

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3. Goals Increase awareness of new DPI guidance and guiding practices Network with other preschool coordinators Gain a better understanding of your program data for Child Find, LRE, Transition and Outcomes Gain better understanding of how to conduct a self-assessment of your Early Childhood Outcomes data and measurement system 3

4. Summer Institute Foundations Training Modules For the program trainers…… 4

5. Five Training Modules 90 Minute Modules PowerPoints Handouts Recommended delivery in professional learning community sessions over the course of 12 to 15 months 5

6. Training Modules # 1.Conducting formative assessment with young children guided by learning progressions #2. Effective teaching practices to promote emotional literacy 6

7. Training Modules #3. Effective teaching practices to promote controlling and recognizing impulses #4. Effective teaching practices to promote problem solving in young children #5. Effective teaching practices to promote friendship development 7

8. “Instructional practice observed in teaching” For teachers - What teaching standard am I addressing when I do these instructional practices? For teachers - What early learning standard am I addressing with children when I use these instructional practices? 8

9. “Instructional practice observed in teaching” For administrators - When I see a teacher do this instructional practice, what teaching standard does that apply to? For administrators - When I see a child do this behavior in response to this instructional practice, what early learning standard is being addressed? 9

10. Is this SEFEL? These are practices developed for the pyramid model for social-emotional development in young children These modules have been tailored to the NC Foundations for Early Learning and Development and the NC Professional Teaching Standards 10

11. District-wide implementation of SEFEL? Targeted project that: – Utilizes implementation science strategies to do district-wide implementation – Assesses classrooms with a standardized teacher fidelity tool, TPOT – Provides coaching to classroom teachers on these effective teaching practices until fidelity is reached 11

12. District-wide implementation of SEFEL? Targeted project that: – Requires an LEA leadership implementation team that oversees the process – Collects data on child outcomes and reports to the state (COS and Curriculum) 12

13. 13 Foundations Summer Institutes June 16-18 East/West Modules 1-7 June 23-25 East/West Modules 8-12 July 7-9 Central Modules 8-12

14. Here’s what everyone’s talking about 14 30 day rule and transition meetingsRevocation of parental rights

15. Multi-tiered system of support 15 How does PreK fit into this??????

16. What is specialized instruction? What is the definition? When and where is it delivered? How is it delivered? Who can design and monitor it? Who can provide it? How can it be monitored for effectiveness What is it within a multi-tiered system of support? 16

17. What does specialized instruction look like in PreK? 17

18. High Quality Supportive Environments Nurturing & Responsive Relationships Targeted Social Emotional Supports Intensive Interventions Behavior Expectations & Classroom Rules Classroom Design, Schedules & Transitions Giving Directions & Feedback Relationships Enhancing Emotional Literacy Controlling & Recognizing Impulses Problem Solving Developing Friendships Intensive Behavior Support Functional Behavior Analysis Behavior Support Plans Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children Treatment/Focused Intervention Prevention Universal Promotion 18

19. Tier 1. Classroom Expectations and Rules 19 What would specialized instruction look like???

20. Tier 1. Giving Effective Directions and Feedback 20

21. Tier 2. Recognizing and Controlling Anger and Impulses 21

22. Tier 2. Developing Friendships 22

23. What’s next? 23

24. Child Find 24 Finding young children with disabilities is a major part of our work…… AND It’s complicated!

25. ABCD Project (Assuring Better Child Health & Development) : Screening & Surveillance, Referral, and Linkages to Community Resources in Primary Care http://www2.aap.org/sections/dbpeds/pdf/P DFNewContent%5CImplementScreenTools%5 CABCD.pdf http://www2.aap.org/sections/dbpeds/pdf/P DFNewContent%5CImplementScreenTools%5 CABCD.pdf 25

26. North Carolina Physician to Preschool Exceptional Children Program Notification Process Chart For Children 3 to Pre-Kindergarten 5 Years of Age Physician provides family with Child Find information from school system Referral for Care Coordination for Children (CC4C)- if appropriate Within 30 days of receipt of written physician notification of concerns, LEA issues a written response to the child’s parent. Eligibility determination & IEP developed, if eligible Services begin with parental consent School system sends “Early Intervention Feedback to the Medical Home” form to physician Consent for release of confidential information is required. School system conducts evaluation and gains relevant medical information needed, or proceeds to eligibility determination Process stopped -- NO EVALUATION Child not suspected of having a disability, or Parent denies consent for evaluation School system may, but is not required to, utilize procedural safeguards to pursue evaluation Process stopped Evaluation reveals no educational concerns Child not eligible for special education Parent denies consent for services NO Physician sends notification, copy of consent to release information, and related screening information to the Preschool Program School system or parent initiates referral LEA reviews existing data and propose evaluation, if appropriate If school system determines not to evaluate, parent may disagree and make a written request 90 day timeline begins from date of written referral Parent signs informed consent to evaluate YES Written notice to meet to review existing data and determine whether a referral for consideration of eligibility for special education is necessary. Written notice explaining why the LEA will not pursue the concerns, and procedural safeguards. Note: Parent may disagree and request referral Based on verbal communication with the parent, LEA provides written notice re-stating parent’s desire to not pursue referral at this time and procedural safeguards. Note: NC regulations for children who are Wards of the State: NC 1503-1(a)(2).

27. What has changed? 27

28. New in the process 28

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30. Saturation rates and percent change 30

31. Data chat 31 Turn to your neighbor and ask/answer at least one data question about your own child find data.

32. Least Restrictive Environment 32 http://fpg.unc.edu/sites/fpg.unc.edu/files/resources/multimedia/NCPreKMajorFindings.mp3

33. Cross-walk school aged setting to PreK settings for 5 yr. olds/Ktg. Kindergarten SettingPreschool Setting Regular- 80% or more of the time with nondisabled peers Regular early childhood setting (RECP) with majority of services in the RECP setting Resource- 40% to 79% of the time with nondisabled peers Regular early childhood setting (RECP) with majority of services in another location

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37. NC E ARLY L EARNING N ETWORK IS A JOINT PROJECT OF THE NC D EPARTMENT O F P UBLIC I NSTRUCTION, O FFICE O F E ARLY L EARNING AND UNC F RANK P ORTER G RAHAM C HILD D EVELOPMENT I NSTITUTE Preschool Coordinator’s Resource page State Data Dashboard- test mode review What’s New on the Website?

38. Transition 38 Have you revised your catchment area transition plan?

41. Outcomes 41

42. The “Why” of the Behavior BehaviorPurpose Knows how to make eye contact, smile, and give a hug Initiates affection toward caregivers and respond to others’ affection Knows how to imitate a gesture when prompted by others Watches what a peer says or does and incorporate it into his/her own play Uses finger in pointing motion Points to indicate needs or wants Uses a word in multiple situations Says “hot” when the water is hot, the pavement is hot, or the food is hot to protest that he does not like it 42 Functional Outcomes

43. Why not just measure developmental domains? Developmental domains describe children's skills and abilities within specific areas of development. We want to know how children integrate skills and abilities across domains in order to function effectively within the routines and activities of their everyday life. 43

44. Valid measurement It is NOT about how much progress the child has made in your class, in someone else’s class, or in your therapy sessions. It IS about how does the child’s functional behavior compare to age-expected developmental levels as he/she enters or leaves the program. 44

45. Positive Social Relationships Involves: – Relating with adults – Relating with other children – For older children, following rules related to groups or interacting with others 45

46. Positive Social Relationships Includes areas like: – Attachment/separation/autonomy – Expressing emotions and feelings – Learning rules and expectations – Social interactions and play 46

47. Acquisition of Knowledge and Skills Involves: – Thinking – Reasoning – Remembering – Problem solving – Using symbols and language – Understanding physical and social worlds 47

48. Acquisition of Knowledge and Skills Includes: – Early concepts- symbols, pictures, numbers, classification, spatial relationships – Imitation – Object permanence – Expressive language and communication – Early literacy 48

49. Taking Action to Meet Needs Involves: – Taking care of basic needs, getting from place to place, using tools – Integrating motor skills to complete tasks; taking care of one’s self like dressing, eating, grooming and toileting – Acting on the world in socially appropriate ways to get what one wants 49

54. Quality assurance: Looking for quality data If you conclude the data are not (yet) valid, they cannot be used for program effectiveness, program improvement or anything else. What do you if the data are not as good as they should be? Answer: Continue to improve data collection through ongoing quality assurance 54

55. Aligning PreK with school-age self- assessment processes Previously, LEAs were required to do the CIPP each year as a way of measuring program performance Process suspended in 2013 New process to roll out in 2015 55

56. LEA program self-assessment Currently being piloted in 8 LEAs Next year, Directors will meet with regional EC Division teams to learn how to complete the self-assessment process and develop action plans 56

57. Child outcome self-assessment program level

58. Data quality assessment

59. Rating assessment

60. Questions? 60