DirectionsAsYouJoinUs

1. Introduce yourselftotheotherpeopleatyourtable

2. Share achallengefromyourstateregardingeffortstoreduceexpulsionandsuspensioninearlylearningsettings

QRISPre-ConferenceSession549ReducingExpulsion:IntersectionofLeadership,Policy,QRIS&Supports

ReducingExpulsion:TheIntersectionofStateLeadership&PolicyQRISConference2017 Dallas,TX

CareyMcCann,BUILDInitiativeKimMcClennahan Means,StateCapacityBuildingCenterDr.NikkiEdge,UniversityofArkansasforMedicalSciences

Agenda

• Briefreviewoftheresearch• Roleofstateleadershipandpolicy• Stateexample- Arkansas• ImplicationsforQRIS• Equity

IntroductionsWho’sintheroom?

Definitions

Wedon’tcallitexpulsion…

• Pleasepickyourchildupearlytoday• Don’tbringherintomorrow•Whydon’tyouhavehimjoinusforhalfdaysforthenextfewweeks•Ourprogramjustisn’trightforyourchild•Wecan’tprovidetheservicesthatheneeds•Wehavetodis-enrollyourchild….

Definitions…ExclusionaryPractices• Removeachildfromaclassroomoractivitiesthatincludeotherchildren• Removeachildintheshort-termorplacerestrictionsonthetimeachildattendstheprogram• Dismissachildpermanently• Encouragefamiliestovoluntarilyterminateservices,“softexpulsion”

CaringforOurChildren• Terminatingenrollmentofachildorfamilybecauseofchallengingbehaviororhealthcondition• Reductionsintheamountoftimeachildisinattendanceatthesetting• Otherservicesarelimitedonthebasisofchallengingbehaviors,e.g.denyingoutdoortime,withholdingfood,andusingfoodasarewardorpunishment

Researchtellsus…

WhyFocusonExpulsionandSuspension?• Suspensionandexpulsionarestressfulandnegativeexperiencesthatcanimpactchildoutcomes

• Expulsionorsuspensionearlyinachild’seducationpredictslaterexpulsionorsuspensioninschool

• Youngstudentswhoareexpelledorsuspendedareasmuchas10timesmorelikelyto:§ Dropoutofhighschool§ Failagrade§ Beincarcerated

HowOften?

10.4%ofPre-Kteachersexpelled1ormoreinpastyear

2.1

6.7

27.4

0

5

10

15

20

25

30

K-12 Pre-K ChildCare

Rateper1,000

StatePre-KExpulsionRates

Gilliam,2005

STRIKE#1:OlderBoys

Boys 3½timesmorelikelythangirls

4-year-olds 50%morelikelythan3’s

Strike#2: AfricanAmericans

Expelledat2xtherateofEuropeanAmericans;5xtherateofAsianAmericans

Makeup18%ofpreschoolenrollment,but48%ofpreschoolchildrensuspendedmorethanonce.

Source:CIVILRIGHTSDATACOLLECTIONDataSnapshot:EarlyChildhoodEducation– March2014

STRIKE#3:Setting

• Privateandfaith-basedchildcare

• Highteacher-childratios• Highteacherstress/feelinghopeless

• Longschoolday• Toolittleortoorestrictivestructure

• Noconsistentongoingavailabilityofamentalhealthconsultant

InfantToddler

AstudyinChicagofoundthat42%ofbirthtothreechildcareprograms expelledatleastonechildinthepreviousyearbecauseofbehavior

AstudyofPhiladelphiafoundthat26%ofchildcareprogramshadexpelledatleastonechildinthepastyearandthattoddlerswerejustaslikelyaspreschoolerstobeaskedtoleavethechildcaresetting

ThreeDimensionsofExpulsiontoConsider

1.LackofKnowledgeofChildDevelopment

• Social-emotionaldevelopmentoccursincontextoffamily,communityandculturalexpectations

• Challengingbehaviorisapartoftypicalchilddevelopmentandoffers“touchpoints”

• Cross-culturaldifferencesinchildren’sexpressionandinterpretationofemotions,e.g.anger,shame,exuberanceofpositiveemotions

• Expulsionandsuspensioncanpathologizechildbehaviorandincreasedisparities

• Needknowledgeandskillsto§ Understandhowchildren’semotionalresponsesmayreflectculturalexpectationsandlearning

§ Communicateclassroomexpectationsinachild’sfirstlanguage

§ Supportsocial-emotionallearning§ Examinetheirownculturalsocializationandpractices§ Distinguishconcerningbehaviorsfromdevelopmentallyappropriatebehaviors

• NSECEstudyfoundonly20%ofprovidersreportedreceivingtrainingonfacilitatingsocial-emotionalgrowthinthepastyear

Wherecanstatepolicy&systemsbethemosthelpful?

1.LackofKnowledgeofChildDevelopment

2.ImplicitBias– Whatisit?

Conscious/Reflectiveeffortful,slow,logical,calculating,limitedresources

Unconscious/Reflexautomatic,fast,intuitively-driven,emotionalstereotypic,largeresources

Bias• Ahumancondition• Unaware• Triggeredbybrainmakingquickjudgementsandassessmentsofpeopleandsituations,influencebyourbackground,culturalenvironmentandpersonalexperiences• Compoundedbythebeliefthatourperceptions,beliefsandexperiencesareobjectivelytrue• Negativeinformationmoresalient• Easilytriggedundercognitiveoremotionalload

ImplicitBias&RacialDisparitiesinExpulsionRatesGrowingevidenceindicates…

• Blackboysareperceivedaslessinnocent,lesshumanandmoredeservingofpunishment

• ThreatcommonlyassociatedwithBlackmenmaybegeneralizedtoBlackboysasyoungas5

• Underpreparedearlylearningteachersaremorelikelytousepunitiveandrejectingdisciplinarytechniques

UnderstandingRacialDisparitiesinExpulsionRatesRecentResearchhasfound…• Disproportionatelevelsofdisciplinebyrace•Mixedimpactwhenbackgroundinformationonfamilialstressorsismadeavailable• Atkindergartenentry,BlackandWhiteparentsequallyratedtheirchildren’spersistence,approachestolearning,andsocialinteractions,butteachersratedBlackstudentsashavingadistinctdisadvantagerelativetoWhitestudents

CounteringImplicitBias• Slowdown• Instituteorganization-widebias-counteringprocessesandpracticetosupportindividualsplacingcognitiveeffortoverintuition,e.g.§ Explicitprocedureswhenachallengingbehaviorhappens,e.g.disciplinepractices

§ EngageinIECMHconsultation§ Providereflectivesupervision§Whatelse?

Wherecanstatepolicy&systemsbethemosthelpful?

3.TraumaBehaviorConnection• Approximately10to14percentofchildrenfrombirthtoage5experienceemotional,relational,orbehavioraldisturbance• Childrenexperiencingtraumaarriveatschoollessreadytolearn

• Exposuretoviolencecandiminishconcentration,memory,organizational,andlanguageabilities• Qualityofearlylearningsettingsisevenmoreimportant

Wherecanstatepolicy&systemsbethemosthelpful?

RoleofStatePolicy

Whatispolicy?

Atitsmostsimpleform… Inadevelopmentalframe…

• Impliesavision/goal• Buildsonstrengths• Hasperiodsofregression• Createsresiliencythroughcross-systemandpublic-privateownership• Cycle ofdesign,implementation,andmaintenance/re-design

Doesyourstatehaveaframework?• Isthereagoalorvision?•Whoismakingthedecisions?• IsthereaTheoryofChangeoraction?• Arethereshareddefinitionsofexpulsionandsuspension?Shareddefinitionsonthepositiveside,e.g.adult-childinteractions?• Doesdataexistonprevalence,whatishappeninginprograms,outcomesofthesupports?

Goal

Governance

StateGoalsandRoadMap

Data

Policy

StatePolicy&ProtocolsonExpulsion

PoliciesrelatedtoProgram

Characteristics

ChildCareAssistance

WorkConditions

Supports

Hotline/Triage

Training&Coaching

IECMHConsultation

QRIS

AlignmentofTAProviders

Services

DevelopmentalScreening&Referral

EarlyIntervention&

SpecialEducation

Health,MentalHealth,and

FamilySupport

Cross-cutting:FamilyPartnershipsandRacial&GenderEquity

POSSIBLECOMPONENTSOFASTATESTRATEGY

StatePolicyDesignDesignQuestions Options

Wheredoesitsitorwhatisthemechanism?

Legislation,attachedtoafundingstream,ruleinlicensing,RFPrequirement,etc.

Whodoesitimpact? Providerswhoacceptsubsidy,alllicensedproviders,etc.

Whatdoesthepolicysayandhowexplicitisit?

Continuum…NotallowedRequiresdueprocess&approvalRequiresprogram-levelactionOffersguidanceNothingspecific

Turnto1personatyourtableandcapturethemostsalientpointssofar.

SmallGroupExercise#1

• Eachtableisgivenascenario•Assignareporterwhowillshareyourtable’sresponsetothereflectionquestions•Readthescenario•Draftpro/conlistofthepolicydesign•Discussthereflectionquestions

GroupDebrief

Arkansas

Arkansas’sEffortstoReduceSuspensionandExpulsion

•Plandevelopment

•Roll-outofnewpolicyand‘BehaviorHelp’triageandsupportsystem

• Experience/lessonslearnedtodate

ArkansasExpulsionandSuspensionWorkgroup• Influencedbyfederalguidance

• Multi-disciplinaryWorkgroup

• FirstmeetingheldonJanuary7,2015.

Internal toDHS/DCCECE:- Licensing- QRIS- State-fundedPre-KProgram- CCDFUnit/FamilySupport

External Partners:- DHSDivisionofBehavioralHealth

- ProfessionalDevelopmentContractors(trainers,TA,ECMHC)

- ExperiencedECEProfessionals

- SpecialEducation- HeadStartCollaboration- ProjectLaunch

FairandAppropriatePolicies

Settinggoalsandtracking

data

StrongFamilyPartnerships

Universaldevelopmentalandbehavioralmonitoring,

screening,andfollow-up

Accesstospecializedconsultation

High-SkilledWorkforce

NewPolicies&Supports

• LongstandingDHS/DCCECEpolicylimitssuspensionandexpulsionforchildrenenrolledinstatepre-kprograms§ “NochildshallbeexpelledwithoutpermissionfromtheDCCECE”

§ Newmonitoringandsupporteffortsstartedin2015;expandedin2016

• SimilarpolicyrolledoutJuly1forprogramsreceivingchildcarevouchers

ExpulsionisaSymptomof...ChallengingChildBehavior

OR

• Lackofknowledgeaboutchilddevelopment• Classroomslackingappropriateschedules,routinesandactivities• Insufficientteachingofsocial-emotionalskills• Fewsupportsforteachersfacingchallengingsituations• Pressureonastrainedsystem

DevelopingaSupportSystemInformedbytheSocial-EmotionalLearningPyramid

Source:CenterfortheSocialandEmotionalFoundationsofEarlyLearning,www.vanderbilt.csefel.edu

YouCan’tAskforWhatYouDon’tKnowYouNeed• Sohowdowegettherightkindsofsupportstoateacher(andfamily)?

• Challenges:§ Perceptionthatthe‘problem’lieswithinthechild§ Littleunderstandingofconnectionbetweenbehaviorandchild’sexperiences/environment

§ Beliefthat_____won’tworkwithTHISchild

• Identifiedneedforsinglepointofentryandon-sitesupport

IdentifyingProvidersofSpecializedSupports• Whoisgoingon-sitethatknowsabout:

§ Developmentallyappropriatepractice(schedules,routines,transitions,learningcenters,toys,curriculum,buildingrelationships)

§ Teachingsocial-emotionalskills§ Respondingtocommonbehavioralchallenges§ Supportingchildrenandfamilieswithmoresignificantbehavioralandemotionalconcerns

• IdentifiedTAprovidersandECMHConsultants

BEHAVIORHELP

Tier2:Behaviordescribedasmoreseriousand/orteacherfrustrationishigh;

ShorttermTAbyteamofexpertsindevelopmentallyappropriatepracticeand/orsocial-emotionalsupports

Developm

ento

fInd

ividua

lized

Teache

rTrainingPlanAsNeede

d

Tier1:Concernsdescribedsounddevelopmentallynormalandfrustrationisnotexcessivelyhigh;

DCCECESpecialistsshareinformationandresources

Provider/ParentcompleteonlineformandinterviewwithDCCECEstaff

Tier3:Behaviorfrequentandextremeand/oridentifiedtraumahistoryormulti-systeminvolvement;EarlyChildhoodMentalHealthConsultation

Mandatory for Some; Open to AllArkansasBetter

Chance

HeadStart

CCDFFundedChildCare

Home-based

Private

Children

Referralsfrom:

EarlyChildhoodProgramStaff

MentalHealthProfessionals

Families

EducationalCooperatives

FosterCare

TriageSpecialists• StaffoftheDHS/DivisionofChildCareandEarlyChildhoodEducation• Allhaveotherroles(familysupport,pre-kspecialist,etc.)• Receiveonlinerequestsforsupportandcontactteacher/directortocompletestructuredinterviewwithin2days• AssigntoTAorECMHC• AttendweeklystaffingwithTAandECMHCleadership

KeyQuestionsinTriage

• Whatdoweknowaboutthecenter (licensinghistory,QRISrating,typeofcenter)?

• Whatdoweknowabouttheteacher (training,experience,howlongwithchild,etc.)?

• Whatelsearewehearing(frustrationlevel,‘redflags’relatedtobehaviormanagement,etc.)?

• Whatisknownaboutthechild/family (childcarehistory,behavior,difficultexperiences,etc.)

TechnicalAssistance

• Providedbyprofessionalwithexperienceindevelopmentallyappropriatepracticeandstrategiestosupportsocial-emotionaldevelopment• Variedbackground,otherdutiesmayincludeECEtraining,generalTA,QRIScoaching,etc.

• Servicesareflexibleandshort-term(usually2-10visits)

• Focusedonbuildingskillsofteacherandcreatingamoresupportiveclassroomenvironment

ECMHCServicesprovidedbylicensedmentalhealthprofessionaltrainedasconsultanttochildcareVisitsoccur1to2timesperweekfor3months.

Child-SpecificConsultationServices• Meetwithparentandteachertogether;obtainconsent.• Observeandassesschildintheclassroomsetting.• Withteacher,developindividualchildbehaviorandclassroommanagementsolutions.

• Screeningsandreferralsforcommunityresourcesforchild/family.• Providemodeling/coachingtosupportteacherinimplementationofsupportplan.

• Meetwithteacher,director,parentinone-on-onemeetings,andinformalclassroomdiscussions.

• Providesupportforthewell-beingoftheteacher/director

Financing– TappingExistingResources• TriagespecialistspulledfromwithinvariousunitswithinDHS/DCCECE

• ShiftedresourcestoexpandECMHCtoseveralnewsites

• Allotherservicesfundedbyredeployingexistingstaffandresources

• TAandECMHCfundedthroughCCDFandstatepre-kqualityimprovementdollars

BehaviorHelp

Preliminary DataJuly 1, 2016 – May 31, 2017

ARProviderPractices2016

57%calledparent(pastmonth)

9%expelled

43%suspendedorexpelled

ProviderPerceptions• Almosthalf(48%)agreeanon-expulsionpolicywillbeabigchangefortheirprogram§ One-third(35%)were‘concerned’

•Most(90%)agreedthetraininghelpedthemunderstandwhychildrenshouldnotbeexpelled•Most(83%)reportedtheyexpecttouseBehaviorHelp thisyear

BehaviorHelpReferralsbyCounty(N=233)

BehaviorHelp Triage

A-State(TA)

71%

ProjectPlay(ECMH)28%

Both1%

2% 7%

24%

51%

16%

0%

10%

20%

30%

40%

50%

60%

1 2 3 4 5

BEHAVIORHELPREFERRALSBYAGE

84%

16%

Male

Female

WhiteMalesMajorityofThoseReferred

58%

33%

8%

1% 0%

10%

20%

30%

40%

50%

60%

70%

White AfricanAmerican/Black

Biracial Other

BehaviorDescription

56.3%

39.6%

25.0%

39.6%

93.8%

29.8%

66.0% 57.4%

17.4%

89.4%

29.2%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Trauma

• Violentdeathsofparentsorsiblings• Abandonment• AbuseandNeglect• Fostercare• Divorceandextremecustodydispute

• Parentdeployment• Parentalarrest• Seriousaccident• ParentAlcoholabuse

Referralsreferenceddifficultortraumaticeventsin33%ofcases

SUCCESSES

“Ididn’tthinkyouweregoingtocall.Youcalledussoquickly.”

• Utilizationofresponsesystemincreasing

• Improvedcoordinationwithpartnersandprogramstoaddresschallengingbehaviors- Weeklystaffing- Co-training

• Preventionmessagegettingout

• Publicityaroundissueincreased

• TeacherreceivedhelpinareasonableamountoftimeaftermakingHelpRequest.

• BehaviorHelpstaffrespectedteacher’sknowledge/opinions.

91%

• Teacherfeelsbetterabletomanagebehaviorconcernsbecauseofsupportreceived.

93%

81%

[BehaviorHelpStaff]wasverypassionateabouthelpingmefindwaystohelpthechild.Icouldtellshetookmyrequestveryseriouslyandwascontinuouslytryingtothinkofwaystohelpme.Shewasverysincereinhelpingmetobeabetterteacherintheclassroomforthechild.

IwoulddescribemypartnershipwiththeBehaviorHelpteamasrewardingandeducational.Mycoachhelpedmewithideasfortheclassroom,waystocommunicatewithmyparents,andsheshowedmesometechniquesIusedpersonally.IwouldrecommendtheBehaviorHelpteamtoanyofmycolleagues.

ParticipantssaidtheywoulduseBehaviorHelpagain andwouldrecommendBehaviorHelptootherteachers.

CHALLENGES

• Needsmayoutweighresourcesavailable;funding• Promotionandunderstandingofpreventionmodel;ongoingclassroomsupportneeded• Changingcommunityattitudestowardchildrenwithchallengingbehavior• Increasingparentalinvolvement• Volumeofreferralsforchildrenwithextensivetrauma• Needformentalhealthtreatmentreferralpartnerstrainedinevidence-basedtreatments

Useyourstickysheets towrite…

1. Whatisone“wow”youhadaboutArkansas’efforts?

2. Whatisone“wonder”youhavegivenwhatyouheardaboutArkansas?

Wows &Wonders

ImplicationsforQRIS

Expulsion&QRIS

• Expulsionisnotasinglefactorproblem§ Requiresaconstellationofsupports,interventions

• QRISisnotasingleintervention§ Butaframeworkthatrequiresaconstellationofsupports

• QRISshouldbeunifyingframe

RoleofaQRISCanaQRIS….

• Promoteacontextthatsupportschildren’ssocialemotionaldevelopment?• Influenceacontextthathelpsreducebehaviorsthatarechallenging?

IsthistheroleofaQRIS?

RoleofaQRIS

IfitistheroleofaQRIS…then• How?• Throughwhatmeans?

WhatpartsofaQRIScouldandshouldpromotechildren’ssocialemotionaldevelopment?

How?

• Standards• Measurement• Qualityimprovement• Data

Arethesethingsanydifferentthanwhatyou’dputinplacetohavehighqualityprogramsbetheresultofaQRIS?

QRISStandards&Criteria

• Doyouhavestandards/criteriafromtheresearchbaseonchildren’ssocial-emotionaldevelopment?

§ Teacher-childinteractions§ Curriculum§ Ratiosandgroupsizes§ Teacherqualifications§ Professionaldevelopmentfortheworkforce§ Screeningandassessment§ Familypartnerships§ Policiesandpractice

Measurement

• Areprogramsassessedonstandardsthatrelatetopromotingchildren’ssocial-emotionaldevelopment?

• Whattoolsareused?§ Dothosetoolsmeasuresocial-emotionalclimate?

• Arethestandardsrelatedtochildren’ssocial–emotionaldevelopmentrequired?Optional?§ Doesthe“cut”scorerepresentquality?

QualityImprovementSupportingtheWorkforce

• Workforcesupports,PD(coursework,training,technicalassistance,coaching)

• Supportstoimproveadult-childinteractionsandenvironment

• Resources

• CoordinateTAacrossinitiatives

QualityImprovementEquityLens

Haveweconsidered:• WhoareweprovidingTAtoandwhoisnotreceivingTA?

• HowareTAresourcesprioritized?• DoourTAprovidersrepresentthediversityofourcommunities?

Ø Arewetryingtodiversify,to“growourown”?

Ø Ifnot,whatmightwedodifferently?

Data

• Isitusedtounderstandthespecificsaroundexpulsionandsuspension?

• Isitusedtomakeimprovements?

• ContinuousQualityImprovement§ QRIS&ECEsystem§ Programlevel

CoordinatingTA

• WhyisitimportanttoalignandcoordinateTA?

• WhatdoesitmeantocoordinateTA?Whatdoesthatlooklike?

TableDiscussion–CoordinatingTechnicalAssistance• Share thetypesofTAthatyourstateprovidestoearlylearningsettings

• Discuss thesequestions:1. Isanystateatyourtablecoordinating TA?

§ Areany“non-ECE”TAproviderspartofthecoordination?

2. AretherebarrierstocoordinatingTA?3. Anynewideasoropportunities?Potentialnextsteps?

• Report outthetop2ideasfromyourtablediscussion

ClosingReflection

ReflectionExerciseTakeafewminutestowritedown…1. Whatprovokedyouduringtoday’s

conversation?2. Whatareyougoingtobringupinyourown

workandwithyourcolleagues?3. Wherecanyouaddressracialequityinyour

work?Consider…• Whataretheopportunitiesandbarriersinyourday-to-daywork?• Whatwouldyouneedtostartaddressingthebarriers?• Whatresourcesdoyouhave?Whatresourcesdoyouneed?

Wehopeyouleavetodaywithanunderstandingthat

Expulsionis…•Anadultdecision•Notasingle-factorproblem&requiresamulti-prongedapproach•Aproblemthatrequiresacontinuumofsupports•Mosteffectivelyreducedwhenallhelpersareinvolved

ContactInformation

Dr.NikkiEdgeUniversityofArkansasforMedicalSciencesNAEdge@uams.edu

CareyMcCannBUILDInitiativecmccann@buildinitiative.org

KimMcClennahan MeansStateCapacityBuildingCenterKim.Means@icf.com