Practices and Resources to Support You and Your Family1

Camille CatlettFrank Porter Graham Child Development Institute

(919) 966-6635camille.catlett@unc.edu

What is family engagement and what should it look and feel like?

It’s a federal priorityFamily Engagement: From the Early Years to the Early Grades (Joint policy statement from US Department of Health and Human Services and US Department of Education)http://www2.ed.gov/about/inits/ed/earlylearning/files/policy-statement-on-family-engagement.pdfhttp://www2.ed.gov/about/inits/ed/earlylearning/files/policy-statement-on-family-engagement-executive-summary.pdf

It’s a national priorityParenting Matters: Supporting Parents of Children Ages 0-8https://download.nap.edu/cart/download.cgi?record_id=21868

Tuning In: Parents of Young Children Tell Us What They Think, Know and Need https://www.zerotothree.org/early-learning/national-parent-survey

It’s a state priorityPennsylvania Standards: Partnerships for Learning: Families, Early Care and Education Programs, and Communitieshttps://www.pakeys.org/uploadedContent/Docs/Career%20Development/2014%20Pennsylvania%20Learning%20Standards%20for%20Early%20Childhood%20Infants%20Toddlers.pdf

Keys to effective family-professional collaboration• A shared vocabulary

• Effective communication

• High expectations

• Culturally responsive, equitable, and respectful interactions and practices

• A shared commitment to enhancing each family’s capability and success

1All handouts are available to view or download at https://fpg.unc.edu/presentations/c2p2-2019

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Checklist of Effective Partnerships

What Should You See?Did You See It?

YES NOEnhanced Communication Asking families open-ended questions about the people, places, and activities that are important

to them Listening to families’ perspectives without sharing your own opinions first Learning about how families prefer to communicate (e.g., phone, email, in person) Using an interpreter to support interactions with family members who speak another language Learning and using key words and phrases in the languages of the children Seeking families’ input on topics when there are differences that need to be openly addressed Being persistent about communicating with each family, even when they have not been

responsive thus far Demonstrating how disagreements or differences of opinion do not interfere with your

commitment to the family and child

High Expectations Asking families what they see as their child’s strengths Focusing on the child’s strengths and not just the child’s needs Asking families about goals for their child Involving families in all decisions about their child Celebrating with families as children meet new milestones

Respect Asking families what is important to know about their culture, language(s), celebrations, and

customs and showing genuine interest Listening to families with particular attention to insights and information about cultural and

linguistic preferences and priorities Asking how you should address members of the family Asking families how they have been involved in their child’s program in the past and how they

would like to be involved in the future Reflecting the cultures and languages of families in each classroom or program

Commitment Holding meetings at times and places suited to the families’ needs and availability whenever

possible Reflecting the cultures, language(s), celebrations, customs and values of the families in

environments, interactions, and curriculum Discussing ways to find options that are responsive to families’ cultural values Developing and using a process for regularly soliciting and implementing input from families to

inform program decisions

Adapted from: CONNECT Module 4; Teaching at the Beginning: Partnering with Parents http://teachatb.org/partneringwithparents/; Language Castle http://www.languagecastle.com/2014/09/fast-5-gamechangers-really-get-parents-dlls-engage/; NCLR Core Qualities for Successful Early Childhood Education Programs

What should effective professionals, programs, and systems do? Listening to Family Stories1

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Where can you get more information on how to support effective collaboration? CONNECT Module 4: Family-Professional Collaboration https://www.connectmodules.dec-sped.org/connect-

modules/learners/module-4/

Recommended Practices: Family https://ectacenter.org/decrp/topic-family.asp o Checklistso Family Practice Guides for Practitionerso Family Practice Guides for Families

Recommended Practice Module 5: Family https://rpm.fpg.unc.edu/module-5-family o Module 5: Family Learning Guide (additional resources)

https://rpm.fpg.unc.edu/instructor-area/module-5-learning-guides o Learning Guide 5.9 Family (expected-developmental-unacceptable)1

Family Engagement Resources http://fpg.unc.edu/presentations/c2p2-2017

What does quality in programs for young children look and feel like?

CONNECT Module 1 Video 1.12: Routine in a program – rolling with friends https://www.connectmodules.dec-sped.org/connect-modules/resources/videos/video-1-12/

Draft Professional Standards and Competencies for Early Childhood Educators https://www.naeyc.org/resources/position-statements/draft-professional-standards-competencies

Advancing Equity: Position (and companion resources) https://www.naeyc.org/resources/topics/equity

Where can you get more information on how to support quality?Recommended Practices for Assessment https://ectacenter.org/decrp/topic-assessment.asp

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

Recommended Practices for Instruction https://ectacenter.org/decrp/topic-instruction.asp

Recommended Practices for Interaction https://ectacenter.org/decrp/topic-interaction.asp

Recommended Practices for Teaming and Collaboration https://ectacenter.org/decrp/topic-teaming.asp

Recommended Practices for Transition https://ectacenter.org/decrp/topic-transition.asp

What is inclusion and what should it look and feel like?

There’s a national definitionEarly 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.

DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute. http://npdci.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion

Educational Services, Inc. (2000). A creative adventure: Supporting development and learning through art, music, movement and dialogue: A guide for parents and professionals. Alexandria, VA: Head Start Information & Publication Center. https://eclkc.ohs.acf.hhs.gov/video/creative-adventure (English)https://eclkc.ohs.acf.hhs.gov/es/video/una-aventura-creativa (Spanish)

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It’s a federal policyPolicy Statement on Inclusion of Children with Disabilities in Early Childhood Programshttp://www2.ed.gov/about/inits/ed/earlylearning/inclusion/index.html

Solid research has documented the benefits of quality inclusion Brief Summary: Fact Sheet on Preschool Inclusion

http://ectacenter.org/~pdfs/topics/inclusion/research/Brief_Inclusion_Fact_Sheet_R.pdf

Research Synthesis Points on Early Childhood Inclusion http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPoints-10-2009_0.pdf

Evidence-based practices for supporting children who learn differently in quality inclusive settings are also great for supporting other children Research Synthesis Points on Practices that Support Inclusion

http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPointsInclusivePractices-2011_0.pdf

Assessing Opportunities to Support Each Child: 12 Practices for Quality Inclusion1

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Conn-Powers, M., et al. (2006, September). The universal design of early education: Moving forward for all children. Beyond the Journal. https://www.naeyc.org/files/yc/file/200609/ConnPowersBTJ.pdf

Dinnebeil, L. A., Boat, M. B., & Bae, Y. (2013). Integrating principles of universal design into the early childhood curriculum. Dimensions of Early Childhood, 41(1), 3-13.

http://www.southernearlychildhood.org/upload/pdf/Dimensions_Vol41_1_Dinnebeil.pdf

Early Childhood Building Blocks: Universal Design for Learning in Early Childhood Inclusive Classrooms http://teachingcommons.cdl.edu/tk/modules_teachers/documents/Buildingblocks.pdf

Grandma-Baby Conversation https://www.youtube.com/watch?v=E7IlnTG7wzk

Handout 15: Using Choice and Preference to Promote Improved Behavior

http://csefel.vanderbilt.edu/briefs/handout15.pdf

The Right Stuff October 2017: UDL resources http://fpg.unc.edu/presentations/right-stuff

Take a Look: Visual Supports for Learning

http://www.naeyc.org/files/tyc/file/V4N5/Take_a_look_visual_supports_for_learning.pdf

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Assistive Technology (AT) for Infants, Toddlers and Young Children http://ectacenter.org/topics/atech/atech.asp

CONNECT Module 5: Assistive Technology https://www.connectmodules.dec-sped.org/connect-modules/learners/module-5/

Playing Red Light Green Light https://www.connectmodules.dec-sped.org/connect-modules/resources/videos/video-1-17/ Kid Can’t Blow Out Candle https://www.youtube.com/watch?v=OULuqNgEWmU

Supporting Early Literacy Through UDL & AT http://headstartinclusion.org/family-literacy-2

Toy Tips: Ideas and Options for Children with Special Needs https://ganinfo.org/docs/gan-toy-workshop.pdf

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CONNECT Module 1: Embedded Interventions https://www.connectmodules.dec-sped.org/connect-modules/learners/module-1/

Video 1.16: Routine in a program – reading at circle timehttps://www.connectmodules.dec-sped.org/connect-modules/resources/videos/video-1-16/

Embedded Learning Opportunities (videos, PowerPoints) http://depts.washington.edu/hscenter/elo

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Where can you get more information on how to support quality inclusion? Advocate’s Guide to Transforming Special Education

https://reports.innovateschools.org/wp-content/uploads/2018/05/An-Advocates-Guide-to-Transforming-Special-Education.pdf

Classroom Routine Support Guides These guides were developed to assist teachers and caregivers in problem-solving a plan to support young children who are having challenging behavior. Organized around the routines/activities that would typically occur in an early childhood setting, the guide is designed to help early childhood professionals understand the purpose or meaning of the behavior, and to support them to select strategies to make the behavior irrelevant, inefficient, and ineffective. Routine-Based Support Guide (2-5)

http://challengingbehavior.cbcs.usf.edu/docs/ttyc/TTYC_RoutineBasedSupportGuide.pdf Early Elementary K-2nd Grade (5-8)

http://challengingbehavior.cbcs.usf.edu/docs/RoutineSupportGuide_class_early_elementary.pdf

Family Routine Based Support Guides Building Relationships with Infants (0-3)

http://challengingbehavior.fmhi.usf.edu/do/resources/documents/tool_fam_routine_guide_infants.pdf Family Routine Guide (3-5)

http://csefel.vanderbilt.edu/resources/parent/mod6/family_routine_guide.pdf Early Elementary (4-8)

http://challengingbehavior.fmhi.usf.edu/do/resources/documents/tool_fam_routine_guide_early_ele.pdf

How Inclusion is Benefitting One Child Without Disabilities: Dillon’s Story (attached) http://ici.umn.edu/products/impact/221/9.html

Inclusive Practices Resources1

Just Released for Field Testing

Early Care and Education Environment Indicators of High Quality Inclusion and Exemplarshttps://ectacenter.org/~pdfs/topics/inclusion/early_care_and_education_inclusion_indicator_exemplars.pdf

Local Program Indicators of High Quality Inclusion https://ectacenter.org/~pdfs/topics/inclusion/local_program_indicators_of_high_quality_inclusion.pdf

State Indicators of High Quality Inclusion https://ectacenter.org/~pdfs/topics/inclusion/state_indicators_of_high_quality_inclusion.pdf

Resources to Support Young Children on the Autism Spectrum and their FamiliesAFIRM (Autism Focused Intervention Resources and Modules) http://afirm.fpg.unc.edu/

Autism Information (prevalence, diagnosis, treatment, research, information, organizations) https://www.hhs.gov/programs/topic-sites/autism/index.html

Autism Internet Modules http://fpg.unc.edu/sites/fpg.unc.edu/files/resources/reports-and-policy-briefs/2014-EBP-Report.pdf

Autism Spectrum Disorders http://ectacenter.org/topics/autism/autism.asp

Early Signs of Autism Video Tutorial https://www.kennedykrieger.org/patient-care/patient-care-centers/center-autism-and-related-disorders/outreach-training/early-signs-of-autism-video-tutorial

Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorderhttp://fpg.unc.edu/sites/fpg.unc.edu/files/resources/reports-and-policy-briefs/2014-EBP-Report.pdf

Evidence-based Practices Briefs http://autismpdc.fpg.unc.edu/content/briefs

To Understand Autism, Don’t Look Away https://www.youtube.com/watch?v=Hf_zXx09IB8

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Resources to Support Young Children with Down Syndrome and their FamiliesCommunication Video 1: Understanding and Expression of Language in Down Syndrome http://www.dsrf.org/programs-&-resources/our-videos/communication-video-1--understanding-and-expression-of-language-in-down-syndrome

Down Syndrome Research Foundation http://www.dsrf.org/

Including Children with Down Syndrome in Early Childhood Care and Education Settings http://downsyndrome.ie/wp-content/uploads/2012/08/Including-Children-Early-Education-1.pdf

Promoting Language and Literacy Skills in Children with Down Syndrome http://fpg.unc.edu/sites/fpg.unc.edu/files/resources/snapshots/FPG_Snapshot60_2010.pdf

Things People with Down Syndrome are Tired of Hearing http://www.bbc.co.uk/bbcthree/item/92a3cfc5-7078-4c21-b7e5-cb3b23b41ab7

Resources Camille LovesThe C2P2 community

Free Listservs to Sign Up For Natural Resources BabyTalk

Center for Parent Information and Resources The US Department of Education has funded this resource library with information that families and professionals can use, including webinars, articles, stand-alone pages, and publications. A search feature allows you to look for resources in specific languages. The center also an extensive section of resources in Spanish. Go to https://www.parentcenterhub.org/resourcelibrary/ to visit the library. Sign up for the Center’s bimonthly electronic newsletter about news and new resources at https://www.parentcenterhub.org/buzz-from-the-hub/

The Australian Parenting Website https://raisingchildren.net.au/ - check out the sections on autism & disability

I’m Tyler http://imtyler.org/index.php/video/

Rose Murphy Jones meeting materials1

My Name is Jude https://www.youtube.com/watch?v=99JKYiMbLcQ&feature=youtu.be

ClosingSimilarities and differences https://www.youtube.com/watch?v=1MJrRvpjB1I

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