Guiding Practices in Early Childhood Discipline

1. Guiding Practices inEarly Childhood Discipline 2018

2. Welcome • Event Page:   • https://nceln.fpg.unc.edu/node/3620 • Early Learning Network: • https://nceln.fpg.unc.edu/

3. Participants will gain knowledge of: • The impact of suspension and expulsion in early childhood • The relevant regulatory agencies and varying policies on early childhood discipline • The NC Guiding Practices for Early Childhood Discipline in public school programs

4. Pre-Learning Activity As a pre-learning activity, you were asked to read the state’s white paper on Early Childhood Suspension and Expulsion. Please sit down with a partner and talk about: • One thing from the paper that surprised you • One thing from the paper that you learned

5. These are all our children. We will profit by, or pay for, whatever they become.James Baldwin

6. The Greatest Risk Factor… Does anyone know what the single greatest risk factor is for being suspended or expelled?

7. Expulsion Rates (per 1,000) (Gilliam, 2005; Gilliam & Shahar, 2006)

8. Who is being suspended? • Four-year-olds are 50% more likely than threes • Boys are approximately 4x as likely as girls • Black preschoolers more than 2x as likely as White preschoolers • Children with disabilities 2x as likely to be suspended (Gilliam, 2017; OCR, 2014)

9. Consequences • Children who are suspended are: • 10 times more likely to end up in the juvenile justice system • More likely to drop out of school • Become disengaged in the learning process • Be suspended later in their school careers Even when compared to children who engage in the same behaviors (Allen, 2018)

10. Solve this problem as quickly as you can: A bat and a ball together cost $1.10. The bat costs $1.00 more than the ball. How much does the ball cost? Bat $1.05 + Ball $0.05 $1.10

11. Implicit Bias

12. Responding to Challenging Behaviors Gilliam (2005)

13. Suspension and expulsion are adult behaviors Developmental Process Implicit Bias Evidence-Based Teaching Practices Crisis Response Plan

14. Public School Preschool Funding & Regulatory Sources Preschool Exceptional Children

15. Article 27 and 27 A

16. Early Childhood Regulatory Requirements

17. Read the general statues from Article 27 identified in the header of the section. • Read the corresponding administrative codes (NC Pre-K) and federal policies (Head Start) from the early childhood programs. • Discuss the differences and similarities. Comparing the Policies

18. Comparing the Policies • Does your LEAs Code of Student Conduct apply to preschool children? • Does your LEA’s safe schools plan include research-based behavior management programs for preschool children?

19. Stakeholder Process • Cross-sector early childhood partners 2015-2016 • Public-school partners 2017-2018 Complexity (Credits – Michael Heiss / FlickR)

20. Alignment and Clarity

21. The Guiding Practices for Early Childhood Discipline, NC Pre-K and MTSS MTSS Handout: Children with Unique Needs/Challenging Behaviors

22. Guiding Practices • Establish common language for early childhood discipline • Track preschool children’s attendance • Provide professional development for core instructional practices • Establish a district-wide plan for addressing challenging behavior including a crisis plan • Develop process for the Early Childhood Behavioral Engagement Plan • Severely limit exclusionary discipline practices • Prohibit seclusion with guidance on restraint • Provide parameters on the use of time-out • Require written disciplinary policies for families

23. Establishing Common Language for Early Childhood Discipline

24. Examine the Definitions With the term on the index card: • Find the term in the Guiding Practice manual. • Discuss the definition with your group • In Appendix B, identify how the term is applied in early childhood policies and rules • Be prepared to share out the definition and how it is used in the policies and rules

25. Challenging vs Persistent

26. What does suspension look like in preschool?

27. Track Attendance and Disciplinary Actions

29. Professional Development for Core Instructional Practices

30. https://nceln.fpg.unc.edu/

31. http://modules.nceln.fpg.unc.edu/trainer-modules

32. http://modules.nceln.fpg.unc.edu/foundations/tier-i

33. http://modules.nceln.fpg.unc.edu/foundations/tier-ii

34. http://modules.nceln.fpg.unc.edu/first-response-modules

35. Explore the Modules http://nceln.fpg.unc.edu

36. Review pre-learning and instructional practices self-assessment checklist • Review PowerPoint slides & script • Review iPoints for administrators • Review post-learning activity Exploring the Modules

37. How do you think a “pre-learning” activity is helpful? What did you think was valuable about the instructional practices checklist? • Describe the PPT and the scripts to the others. How would you find this to be helpful if you were the trainer? • Explain what iPoints are to the larger group and how do you think you might be able to use these? • What did you find helpful about the post-learning activity ? Exploring the Modules

38. Professional Development for Core Instructional Practices-district proposal • Who needs to be involved in planning the implementation of PD? • What is the process to ensure district leadership approve/support planned PD? • Considerations for a district proposal: • How does this align with the district board of education strategic plan/goals • Objectives of the training • Target audience • Cost- for substitutes? For materials? • CEUs to be issued

39. Early Childhood Plan for Responding to Challenging Behaviors

40. Team-based Process District-wide plan, continued

41. Staff with Behavioral Expertise Who: • can do teacher observations to assess core instructional practices? • can coach the teacher in implementing missing core instructional practices? • is available to do a functional behavioral assessment? • can assist in the development of a behavior improvement plan? • can consult with the teacher on a regular basis to analyze the progress monitoring data? District-wide plan, continued

42. Strategies for Family Partnerships

43. Children with Disabilities District-wide plan, continued

44. Early Childhood Behavioral Engagement Plans

45. NC Early Learning and Development Progressions https://earlylearningprogressions.fpg.unc.edu/

46. Problem-Solving Team Process

47. Problem-Solving Team Process Can you identify your district’s early childhood team members that should develop this problem-solving process? Can you identify your district’s available resources (staff) to assist with this problem-solving team? Can you identify one early childhood district-wide team member that should sit on your district’s MTSS implementation team?

48. Crisis Plans District-wide plan, continued

49. Crisis PlanningGuide

50. Program Plan for Addressing Challenging Behavior Template Guiding Practices, Appendix D: • Pg. 26-32: Discuss questions to develop LEA plan • Pg. 33-36: Review the NC Preliminary Pyramid Assessment • Pg. 37-39: Review process for analyzing a child’s behavior and developing a precision problem statement • Pg. 40: Review Classroom Behavior Record to analyze child’s behavior