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The Full Participation of Each Preschool Child

Leadership Module

Each preschool child in New Mexico is on a journey toward achieving their full potential

This module is about tools, practices, and strategies you can use and share to support that potential through the full participation of eachchild and their family

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Module Objectives

By the end of this module, you should be able to

• List the components of full participation that are part of FOCUS

• Discuss the benefits of incorporating the cultures, languages, values, and priorities of children and families in all aspects of preschool programs and practices

• Describe evidence-based practices for supporting preschool children of diverse cultures, languages, and abilities, and their families, with particular emphasis on social and emotional development

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Module Objectives

By the end of this module, you should be able to

• Know where to get free, evidence-based resources on each aspect of full participation

• Know how to support implementation of the components of full participation in a preschool program

• Know how to access state and federal policies and guidance to support children with or at risk for disabilities

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Full Participation Personas

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Ramon

Chooli

Jake

Simon

Rose

Full Participation Activities

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The Leader’s Bookshelf

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State and national resources on• Addressing concerning behaviors• Culture and language• Dual language learners• Expulsion and suspension• Family engagement• Funding• IDEA• Identification, evaluations and

eligibility determinations• IEPs• Inclusive practices• Least restrictive environment• Private schools• Referrals• Response to Intervention (RtI)• Social-emotional development• Targeted interventions• Transportation

Resources

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Every child in New Mexico has diverse strengths rooted in his or her family’s unique culture,

heritage, language, beliefs, and circumstances. Early learning programs that support the full

participation of every child build on these strengths by promoting a sense of belonging, supporting positive social relationships, and enabling families and professionals to gain

advocacy skills that positively impact the life of every child.

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The guiding principles for full participation . . .

. . . encourage us to reflect on how each child has diverse strengths rooted in his or her family’s unique culture, heritage, language, beliefs, and circumstances

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The guiding principles for full participation . . .

. . . help us see that each child has unique gifts and abilities that are to be celebrated and nurtured

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The guiding principles for full participation. . .

. . . reinforce the importance of engaging each family and building on their strengths

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Please read the Guiding Principles

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Why is supporting each preschool child’s full participation important?

New Mexico’s young children are very diverse

Children who are diverse have better outcomes when educators have knowledge and practice skills that support home cultures and languages

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More preschool New Mexico boys of color are

suspended each year than

their white peers (an

average of 14% vs. 8%)

Too many of New Mexico’s dual language learners are not achieving at the same rates as their monolingual peers

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Socioeconomic status can have a huge impact on how well young children do.

In New Mexico, 30% of young children live in poverty, defined as income below 100% of the federal poverty level.

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Early childhood educators are

often unprepared to

effectively teach children with

different backgrounds,

languages and traditions

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Children whose full participation is supported early

on see themselves as capable and have a better

chance of doing well throughout their educational

journey

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Children whose full participation is not supported may doubt their capability. Once children don’t see themselves as capable, it’s hard to reverse that impression

Results can include low achievement and poor high school graduation rates

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An effective educator can make a huge difference in starting a preschool child on a path toward school and life success

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Full Participation Resources

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Components of Full Participation that are Part of FOCUS

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Family Engagement

Occurs when there is an on-going, reciprocal, strengths-based partnership between families and their children’s early childhood education programs

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Family engagement refers to the systematic inclusion of

families in activities and programs that promote children’s development, learning,

and wellness, including in the planning, development, and evaluation of such

activities, programs, and systems.

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Positive Outcomes from Effective Family Engagement

• 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

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Family-Centered Practices

• Treat families with dignity and respect

• Are individualized, flexible, and responsive to each family's unique circumstances

• Provide family members complete and unbiased information to make informed decisions

• Involve family members in acting on choices to strengthen child, parent, and family functioning

(DEC Recommended Practices, 2014)

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Family and Professional Collaboration Practices

• Build relationships between families and professionals

• Foster mutually agreed upon outcomes and goals

• Promote family competencies

• Support the development of the child


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Family Capacity Building-Practices

• Strengthen existing parenting knowledge and skills

• Promote the development of new parenting abilities

• Enhance parenting self-efficacy beliefs and practices


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Differences can lead to dilemmas

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Examining a Dilemma

What are her strengths? What are his strengths?

What’s important to her? What’s important to him?

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It’s not a question of giving up everything we know. It’s a question of balancing what we know and what the family knows, and figuring out together what would be in the best interests of the child.

Louise Derman-Sparks

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Acknowledge (recognize) that something makes us uncomfortable – that our cultural frame of reference may be different from that of a family

Ask for clarification or more information. Listen for possible cross-cultural misunderstandings, such as differences in cultural beliefs or values

Adapt and be willing to develop a new understanding or change to support a child and family

Family Engagement Resources

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Chooli lives with her mother and

grandmother

Ramon lives with his mother, father, and grandmother

Simon lives with his two moms

What to do about Mother’s Day?

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Chronological + Contextual + Individual Development = Full Participation

Culturally Responsive Practices

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High-quality, culturally responsive interactions and environments that support each child’s full participation are critical to closing achievement gaps

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•

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Components of Culturally Responsive Practices

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Know Your Personal Culture: Do you . . .• Prefer a quiet classroom to a

noisy one?

• Look both ways before you cross the street?

• Know the story of how you got your name?

• Monitor your values judgements when interacting with families who have very different priorities than you?

• Often prefer to work individually rather than as a member of a team?

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Adverse Childhood Experiences (ACEs)

• Physical abuse• Sexual abuse• Emotional abuse• Physical neglect• Emotional neglect• Mother treated violently• Substance misuse within

household• Household mental illness• Parental separation or divorce• Incarcerated household member

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Think about…

“If there is anything that we wish to change in the child, we should first examine it and see whether it is not something that could better be changed in ourselves.” Carl Jung

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Full Participation Activity 3

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Engage families. First seek to understand, then to be understood. •

Evidence-Based Practices

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When children do not see themselves represented, it can harm their self-concept and sense of belonging.

Children who are not represented may not be as readily accepted by their peers.

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Full Participation Activity 4

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Reflect each child in your environments, materials, and interactions•


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Focus on the potential of each child instead of factors that might place that child at risk•


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Maintain high expectations and support each child in achieving them•


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Full Participation Activity 5 Supporting Chooli’s Full Participation

• Family engagement

• Preschool environments and interactions

• Development across domains including social-emotional and gross motor

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Resources to Support Culturally Responsive Practices

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Dual Language Learners

Dual language learners (DLLs) are children learning two (or more) languages at the same time, as well as those learning a second language while continuing to develop their first (or home) language

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Why is supporting preschoolers who are dual language learners so important in New Mexico?

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• Children exposed to two languages early in life develop two separate, but interrelated language systems

• Learning more than one language at the same time does not confuse young children; rather, the human brain is capable of learning multiple languages at very young ages. These findings also apply to young children with disabilities.

• There is no scientific research that suggests that learning multiple languages – or being bilingual – can lead to a developmental delay for children

Research

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• Children with home languages other than English, and particularly children who speak Spanish, often enter early childhood programs with advantages in certain executive functions and social-emotional skills

• On average, children who are dual language learners enter kindergarten behind their peers, particularly in the areas of language, literacy, and math

Challenges

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Develop your knowledge of first and second language development as well as culturally and linguistically responsive practices


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Create a welcoming environment that reflects children’s backgrounds. Include pictures, posters, toys and books which portray children’s languages and cultures in respectful and authentic ways


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Ask families to continuously share information over time about their children’s interests and infuse the information into activities, interactions and curriculum

Provide opportunities for families and community members to share stories and information in their home language


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Support children’s continued development of the home language and facilitate English language learning


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Resources to Support Children who are Dual Language Learners

Promoting Social Relationships

Social skills are a repertoire of feelings, capabilities, actions, and reactions that have been identified as essential for school success

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Components of Social-Emotional Competence

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• Getting along with others• Following directions• Identifying and regulating one’s

emotions and behavior• Thinking of appropriate

solutions to conflict• Persisting on tasks• Engaging in social conversation

and cooperative play• Correctly interpreting other’s

behaviors • Feeling good about oneself and

others

Nearly 1 million children were suspended in the 1972-1973 school year.

Suspension rates for all students have doubled since the 1970s.

In 1973, the national suspension rate was 3.7. In 2010 the suspension rate was 7.4 percent (Losen & Gillespie,

2012).

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Students who are expelled or suspended are as much as 10 times more likely to drop out of high school, experience academic failure and grade retention, hold negative school attitudes, and face incarceration than those who are not

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Build the capacity of the preschool personnel to

• Promote children’s social-emotional and behavioral health and appropriately addressing challenging behavior

• Form strong, supportive, nurturing relationships with children

• Form strong relationships with parents and families

• Have a strong understanding of culture and diversity

• Employ self-reflective strategies and cultural awareness training to prevent and correct all implicit and explicit biases, including racial/national origin/ethnic, sex, or disability biases

• Eliminate all discriminatory discipline practices

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• Build Positive Relationships• Design Supportive Environments• Use Social Emotional Teaching Strategies• Provide Individualized Intensive Intervention

Building Positive Relationships

Every one of your interactions holds the potential to make a positive impact on how children feel about themselves and about learning, as well as what and how they learn – or not.

(Dombro, Jablon & Stetson, 2011)

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Interactions That Build andDeepen Your Relationship with Each Child• Use children’s names when you interact

with them• Use language to show children that you

appreciate what they do (instead of saying “good job”)

• Talk with children one-on-one about topics of interest to them

• Show caring and respect• Set limits in supportive, non-punitive

ways• Acknowledge and accept a child’s

emotions78

Designing Supportive Environments

• The environment is the “coming together” of the physical and human qualities that combine to create a space in which children and adults spend their time –where they work, play and learn together.

• It is the atmosphere teachers create, the content they arrange and provide, and the feelings communicated.

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Environmental supports allow children to participate more independently by taking their cues from the environment rather than relying on others to step in and assist

ParticipationAccessIncreased learning!

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Inventory of Practices

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Practices to Support

Circle Time

Outside Play

Line Up

Clean-Up

Bathroom

Centers/Free Choice

Table Activities

Snack

Transitions

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Routine Based Support Guide

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Page 29

Individualized Intensive Interventions

• Comprehensive interventions

• Assessment-based (e.g., a Functional Behavioral Assessment)

• Skill-building

• Partnerships with families and other team members (e.g., IEP team)

• Progress monitoring and data-based decision-making

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Inclusive Practices for Children with Diverse Abilities

To the maximum extent appropriate, children with disabilities—including children in public or private institutions or other care facilities—are educated with same-aged peers without disabilities or developmental delays

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The Leader’s Bookshelf

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State and national resources on• Addressing concerning behaviors• Culture and language• Dual language learners• Expulsion and suspension• Family engagement• Funding• IDEA• Identification, evaluations and

eligibility determinations• IEPs• Inclusive practices• Least restrictive environment• Private schools• Referrals• Response to Intervention (RtI)• Social-emotional development• Targeted interventions• Transportation

New Mexico Guidance

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New Mexico Administrative Code (NMAC) TITLE 6 PRIMARY AND SECONDARY EDUCATION CHAPTER 31 SPECIAL EDUCATIONPART 2 CHILDREN WITH DISABILITIES/GIFTED CHILDRENSECTION 10 IDENTIFICATION, EVALUATIONS, AND ELIGIBILITY REQUIREMENTShttp://164.64.110.239/nmac/parts/title06/06.031.0002.htm

The requirements of these rules are binding on each New Mexico public agency that has direct or delegated authority to provide special education and related services, regardless of whether that agency is receiving funds under the Individuals with Disabilities Education Improvement Act of 2004 and regardless of whether it provides special education and related services directly, by contract or through other arrangements such as referrals by the agency to private schools or facilities. Each public agency is responsible for ensuring that all rights and protections under these rules are afforded to children referred to or placed in private schools or facilities including residential treatment centers, day treatment centers, hospitals, or mental health institutions by that public agency. Section 10 of these rules provide specific guidance on Child Find, procedural requirements for the assessment and evaluation of culturally and linguistically diverse children, among other things. These are also referred to as the New Mexico Special Education Rules for Children with Disabilities/Gifted Children.

http://164.64.110.239/nmac/parts/title06/06.031.0002.htm

New Mexico Guidance

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Technical Evaluation and Assistance Manual (The New Mexico T.E.A.M.)http://ped.state.nm.us/ped/SEBdocuments/technical/NM%20TEAM%202017.pdf

This document is the authoritative source for information on evaluation and eligibility forms and procedures including:• The role of the Student Assistance Team in the eligibility determination

process (page 8);• Multilingual assessment issues in New Mexico: Guidelines for

assessment of students who are culturally and linguistically diverse, including students enrolled in dual language programs (page 13);

• Purposes of an evaluation (page 25);• Special considerations for young children (page 28);• Eligibility determination, process, and checklists (page 29) NOTE:

Additional considerations are provided for specific conditions, e.g., autism); and

• The Review of Existing Evaluation Data (REED) Process and forms (page 43).

http://ped.state.nm.us/ped/SEBdocuments/technical/NM TEAM 2017.pdf

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http://ped.state.nm.us/ped/LiteracyEarlyChildhoodEd_PreK_index.html

All PreK classrooms will provide inclusive settings for children with developmental delays and disabilities based on the federal Individuals with Disabilities Education Act (IDEA) and consistent with a child’s individualized education program (IEP). The amount and location of services is determined by the student’s IEP team. The special education services and equipment required by a child’s IEP, including the cost of therapists and special education staff, can be funded by the district or charter school’s special education budget that includes both or either state operational funds and IDEA B funds (basic or preschool funds)

PED PreK Statement of Assurances

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Clear Expectations

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• “program staff assist and support the family”

• “the child’s early care and education providers . . . are active partners in the IEP process”

• “program staff – and particularly the classroom teacher – support the achievement of goals in the child’s IEP through classroom activities and learning centers”

Federal Regulations and Requirements

Individuals with Disabilities Education Improvement Act (IDEA) (2004)

Part B Regulations (2006)

OSEP Policy Letter (2012)

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Least Restrictive Environment

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(Part B Regulation 300.114)

OSEP Policy - Dear Colleague LetterThe Musgrove Dear Colleague Letter on Preschool LRE

February 29, 2012

❖ IDEA Part B LRE provisions apply

❖ Right to be educated in Regular Class defined as preschool program with typically developing peers

❖ LEA may provide services in kindergarten classes, public or privately funded preschools, community-based child care programs or home

❖ If LEA has no public pre-k programs then other options are to be considered

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There is a national

definition of inclusion

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Definition of Inclusion

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.

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Access Is A Defining Feature of Quality Inclusion

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Universal Design for Learning

Provision of multiple and

varied formats for instruction and learning

Representation

Engagement

Expression

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Assistive Technology (AT) involves a range of strategies to promote a child's access to learning opportunities, from making simple changes to the environment and materials to helping a child use special equipment

Source: CONNECT Module 5: Assistive Technology

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This is assistive technology!

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Participation is a Defining Feature of Quality Inclusion

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Embedded Learning

The use of intentional teaching strategies to address a specific learning goal within the context of everyday activities, routines, and transitions at home, at school, or in the community

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AdaptationsHelp AllChildren• Adaptations allow

teachers to do the same things that they would do with all children—facilitate their participation in activities and routines. Adaptations can be used to:

• Make situations better for a particular child.

• Improve situations for the entire group.

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[Systemic] Support is a Defining Feature of Quality Inclusion

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Time to collaborate

Professional development

Family engagement

The evidence for inclusion is here!

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Center for Development and Disability Library

http://www.cdd.unm.edu/infonet/library.html

http://www.cdd.unm.edu/infonet/library.html

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Summary

• The more you know about your own culture, the more you will be able to support the full participation of each child and their family

• Your work with each child and family is a long term investment. While you will make rich early deposits, the interest will accrue over each preschool child’s lifetime.

• There are wonderful, evidence-based, free resources available. Access them to develop your repertoire so you can lead others in supporting full participation.

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Summary• Respectful and responsive educators who support full

participation can make a tremendous difference for each New Mexico preschool child and their family

• On-going, reciprocal, strengths-based partnerships among families, educators, administrators, and specialists increase opportunities for each preschool child to achieve their full potential

• Inclusion is not a place but you can certainly make your classroom and your program a place where an investment in quality inclusion is made each day.

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