Facilitator Notes for The Full Participation of Each Preschool Child Segment 4

In addition to the FOCUS criteria, please have the following on hand: CARA’s Kit “You Got It!” Teaching Social and Emotional Skills http://www.naeyc.org/files/yc/file/200611/BTJFoxLentini.pdf

SLIDE HANDOUT FACILITATOR NOTES

1.

Segment 4 handouts

Personas

Have this slide showing when participants arrive.

2.

Handout, top of page 1

Start the vimeo.

3.

4.

Handout, Page 1

5.

Individuals with Disabilities Education Improvement Act (IDEA) (2004) https://www.copyright.gov/legislation/pl108-446.pdf

6.

Part B Regulations (2006) https://www.federalregister.gov/documents/2016/12/19/2016-30190/assistance-to-states-for-the-education-of-children-with-disabilities-preschool-grants-for-children

7.

Musgrove Dear Colleague Letter on Preschool LRE (2012)https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/preschool-lre-dcl-1-10-17.pdf

8.

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

9.

PED PreK Statement of Assurances https://www.cdd.unm.edu/ecln/ped-focus/pdfs/Administrators%20Resources/PED%20PreK%20Statement%20of%20Assurances%20and%20Program%20Requirements%20Highlighted.pdf

1

10.

PreSchool, Elementary School Individualized Education Program (IEP) http://ped.state.nm.us/ped/SEBdocuments/2015/PreSchool,%20Elementary%20School%20Individualized%20Education%20Program%20(IEP).docx (also available in Spanish)

SLIDE HANDOUT FACILITATOR NOTES

11.

FOCUS Criteria: Inclusive Practices for Children with Diverse Abilities (pages 6-8)http://www.cdd.unm.edu/ecln/ped-focus/pdfs/Revised-FOCUS-Essential-Elements-of-Quality-February-2017.pdf

12.

Parent and Child Rights in Special Education: Procedural Safeguards Noticehttp://ped.state.nm.us/ped/SEBdocuments/forms/Parent%20and%20Child%20Rights%20Procedural%20Safeguard%20Notice%20-%20March%202014.pdf (also available in Spanish, Navajo and Russian)

13.

14.

Play the video. When it’s over, ask participants to raise their hands if they heard about curriculum modifications that they already use. Reinforce those responders!!! Ask them then to raise their hands if they heard an idea that makes sense and that they might like to try out. Reinforce those responders, too!!!

15.

Handout, page 1 at the bottom

Stop the vimeo after the video plays. Discuss the practices that were observed and/or look promising. Check with participants about which of the practices they are currently using. Start the vimeo.

16. Inventory of Practices for Promoting Children’s Social Emotional Competence

Inventory of Practices for Promoting Children’s Social Emotional Competencehttp://csefel.vanderbilt.edu/modules/module1/handout4.pdf

Posted at http://fpg.unc.edu/presentations/nm-full-participation-each-preschool-child

17.

Inventory of Practices for Promoting Children’s Social Emotional Competencehttp://csefel.vanderbilt.edu/modules/module1/handout4.pdf

18.

2

19.

Handout, top of page 2

Routine Based Support Guide

Routine Based Support Guide http://challengingbehavior.fmhi.usf.edu/do/resources/teaching_tools/toc/folder1/1e_routine_based.pdf

Posted at http://fpg.unc.edu/presentations/nm-full-participation-each-preschool-child

20. SLIDE HANDOUT FACILITATOR NOTES

21.

22.

Handout, middle of page 2; also pages 5-6

Adaptation Notes from CARA’s Kit

Pass your copy of CARA’s Kit around so participants can see it.CARA’s Kit http://bookstore.dec-sped.org/product-p/001.htm Cost: $22.50 at Barnes & Noble

Adaptation Notes is posted at http://fpg.unc.edu/presentations/nm-full-participation-each-preschool-child

23.

24.

25.

26.

27.

28.

3

29.

Personas Stop the vimeo with this slide showing. Allow participants 1-2 minutes to read about Simon.

30.

Handout, middle of page 2

Start the vimeo.

SLIDE HANDOUT FACILITATOR NOTES

31.

32.

33.

Stop the vimeo with this slide showing. Help everyone get their tools out and ready. Help people get with 1-2 partners, preferably the people they actually work with. Allow up to 10 minutes for participants to complete their Adaptation Notes. Then go from group to group, debriefing the ideas. For example, if you have 10 groups, ask the first two how they would change the environment? If you only have five groups, ask one group to answer.

34.

Start the vimeo.

35.

Stop the vimeo with this slide showing. Discuss participant reactions to the tools and how they might use them.

36.

Start the vimeo.

37.

Handout, bottom of page 2

4

38.

5

6

SLIDE HANDOUT FACILITATOR NOTES

39.

Handout, bottom of page 2

Dombro, A., Jablon, J., & Stetson, C. (2010). Powerful interactions begin with you. https://www.naeyc.org/files/tyc/file/TYC_V4N1_Powerful_Interactions.pdf

Dombro, A.L., Jablon, J., & Stetson, C. (2011). Powerful interactions: How to connect with children to extend learning. Washington, DC: NAEYC. Cost: $34.00 at Barnes & Noble

40.

41.

42.

43.

44.

45.

46.

Stop the vimeo after watching the video. Ask if there are any thoughts about the way the educators supported Ethan’s IEP goals.

47.

Start the vimeo. Bradshaw, W. (2012). A framework for providing culturally responsive early intervention services. Young Exceptional Children, 16(3), 3-15. Retrieved from http://yec.sagepub.com/content/16/1/3.full.pdf+html

7

SLIDE HANDOUT FACILITATOR NOTES

48.

49.

Inventory of Practices for Promoting Children’s Social Emotional Competencehttp://csefel.vanderbilt.edu/modules/module1/handout4.pdf

50.

51.

CONNECT Module 4 http://community.fpg.unc.edu/connect-modules/resources/videos/video-4-1

52.

CONNECT Module 4 http://community.fpg.unc.edu/connect-modules/resources/videos/video-4-2

53.

Handout, top of page 3

Stop vimeo here. Facilitate a discussion with participants about the strengths and priorities of each of the partners in this dilemma. It may help to divide the room – right half shares from the teacher point of view and left half from the parent point of view. It might be a good to ask your family participant to lead the conversation about the family perspective.

54.

Start the vimeo.

55.

56.

Stop the vimeo after the narrator asks participants to identify something that A and B could agree upon. Facilitate a discussion to come up with a point of common priority or agreement. Start the vimeo, then stop after the narrator asks for some ideas of how you might structure a conversation if you were the teacher in this dilemma. Support participants in sharing examples of what they would do next. You may want to specifically ask your family participant what she thinks of this approach.

57.

Start the vimeo.

8

SLIDE HANDOUT FACILITATOR NOTES

58.

Family Routine Guide http://csefel.vanderbilt.edu/resources/parent/mod6/family_routine_guide.pdf

59.

60.

DEC Recommended Practices for Environment http://ectacenter.org/decrp/topic-environment.asp

61.

62.

63.

Handout page 4

64.

65.

66.

67.

Stop the vimeo after this slide plays. Help people get with 1-2 partners, preferably the people with whom they actually work. Allow up to 10 minutes for participants to complete their Adaptation Notes. Then go from group to group, debriefing the ideas. For example, if you have 10 groups, ask the first two how they would change the environment? If you only have five groups, ask one group to answer.

9

SLIDE HANDOUT FACILITATOR NOTES

68.

Start the vimeo.

69.

Handout, page 5

70.

Pass copy of this article around for participants to view.

71.

72.

73.

74.

Bumblebees https://www.youtube.com/watch?v=C8c5N6BmCLo

75.

10