Integrating CSEFEL into the Work with the Framework

Integrating CSEFEL into the Work with the Framework and Foundations

In this session • Explore areas of overlap among the foundations, framework, and CSEFEL in: – Overarching principles – Teacher strategies – Scope of topics • Discuss how CSEFEL resources can be integrated into professional development, particularly on the social-emotional development domain of the foundations and framework

4 Social-Emotional Development in Volume 1

5 What Does the Framework Do? “Created as a companion to the California Preschool Learning Foundations, Volume 1, this framework presents strategies and information to enrich learning and development opportunities for all of California’s preschool children. ” p. v

Overview of CSEFEL

National CSEFEL ∆ National Center focuses on promoting the social-emotional development and school readiness of young children birth to age 5. ∆ Jointly funded by the Office of Head Start and the Child Care Bureau, under the auspices of the Administration on Children, Youth and Families at the U. S. Department of Health and Human Services.

Partner Project: TACSEI ∆ TACSEI (Technical Assistance Center on Social Emotional Intervention for Young Children) is a partner National Center focused on sharing practices that improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities ∆ Funded by the U. S. Department of Education, Office of Special Education Programs

Teaching Pyramid Children with persistent challenges Children at-risk All children Intensive Individualized Interventions Targeted Social Emotional Supports High Quality Supportive Environments Nurturing and Responsive Relationships Effective Work Force Positive Behavior Support Social Skills Curricula High quality Early Education

California CSEFEL • Working to build capacity within CA • Collaborative Leadership Team at the state level

California’s CSEFEL: Collaborative on Supporting Early Childhood Social-Emotional Foundations in Early Learning Map to Inclusive Child Care West. Ed Team Co-Leaders California Department of Education (CDE) Child Development Division California Early Childhood Comprehensive System, Maternal, Child, Adolescent, Health CDE. Special Education Division, Assessment, Evaluation & Support Department of Developmental Services, Early Start State Services, Interagency Coordinating Council Center for Excellence in Child Development, The Center for Human Services UCD Extension First 5 California Sacramento Co. Office of Ed. SEEDS Project Team Members California Department of Mental Health West. Ed Center for Prevention & Early Intervention CDE Head Start Collaboration Office California Child Care Resource & Referral Network California Head Start Association West. Ed Center for Child & Family Studies Children & Family Services Division, California Department of Social Services Child Care Licensing Division, California Department of Social Services Child Development & FKCE California Community Colleges Head Start State-Based Training & Technical Assistance Office for CA

CSEFEL Links to Products Each curriculum framework includes teaching strategies, interactions with children and families, and setting up of environments; and provides an overall approach for teachers to support children’s learning through environments and experiences that are: – developmentally appropriate, – reflective of thoughtful observation and intentional planning, – individually and culturally meaningful, and – inclusive of children with disabilities or other special needs.

Overlaps Among the Foundations, Framework, and CSEFEL • Overarching principles • Teacher strategies • Scope of topics

Eight Overarching Principles of the Framework • Relationships are central • Play is a primary context for learning • Learning is integrated • Intentional teaching • Family and community partnerships • Individualization for all children • Cultural and linguistic responsiveness • Teacher reflection and planning time

15 The Framework is: • Developmentally appropriate • Reflective of thoughtful observation and intentional planning • Individually and culturally meaningful • Inclusive of children with disabilities and other special needs

Framework Approaches: Environments and Materials

Framework Approaches: Teachable Moments, Interactions, and Strategies

Engaging Families

Framework S-E substrands • Self-awareness • Self-regulation • Social and emotional understanding • Empathy and caring • Initiative in learning • Interactions with familiar adults • Interactions with peers • Group participation • Cooperation and responsibility • Attachment to parents • Close relationships with teachers and caregivers • Friendships

Using CSEFEL as an additional professional development resource You and the teacher have identified interactions with peers and friendships as a place to start.

Foundations and Framework PLF, pp 12 -13 (Interactions with Peers) and 20 (Friendships) for age-level expectations PCF, pp 65 -68 (Interactions with Peers) and 83 -84 (Friendships) for environments and materials, teachable moments, interactions, and planned learning activities

CSEFEL as an Additional Resource • Trainer’s materials from the Training of Trainer (To. T) sessions • The CSEFEL website

CSEFEL Module 2 Resources for Teachers • Part III discusses social emotional strategies for Friendship Skills • Look at your handout for some of the resources available • Discuss at your table how to use these resources to inform your work with teachers

Another Option • Module 2 Part III on Friendships is a one hour module that includes video clips, handouts, and activities. • Pull this section from the overall CSEFEL training as a stand-alone module to deliver in a professional development training session for a small group, adding additional slides to connect the concepts to the foundations and framework as appropriate.

CSEFEL Module 1 • • Building Positive Relationships Designing the Physical Environment Schedules, Routines, and Transitions Planning Activities that Promote Engagement; Large and Small Group Time Giving Directions Teaching Children Classroom Rules Ongoing Monitoring and Positive Attention Using Positive Feedback and Encouragement

CSEFEL Module 2 • Developing Friendship Skills • Enhancing Emotional Literacy • Identifying Feelings in Self and Others Controlling Anger and Impulse • Developing Problem Solving Skills

CSEFEL Modules 3 and 4: Beyond the Scope of Foundation/Framework Work • Module 3 – Individualized Intensive Interventions – Top of the Pyramid • Module 4 – Leadership Strategies for Supporting Children’s Social and Emotional Development and Addressing Challenging Behavior

CSEFEL Areas of Caution • The “Top of the Pyramid” is not addressed in the Curriculum Frameworks, and so is not an area that is anticipated as a CPIN area of training or support. • In general, the development of intensive individual intervention plans is done by a team of people who include individuals with specific expertise in positive behavior support or behavior planning.

Remember • If there is a conflict between CSEFEL materials and California Foundations/Curriculum Framework, California’s information is the referenced. • For example, CSEFEL includes references to “time-out” as a strategy, and this is not encouraged in California practice.

Moving Beyond Consequences • Consequences tend to lead to negative, or punitive ideas • Think of solutions instead • Positive behavior support cycle

Additional CSEFEL Resources • Practical Strategies for Teachers • What Works Briefs--the training modules

Additional CPIN Resources • CPIN modules on social-emotional development • Prekindergarten Learning and Development Guidelines • Preschool English Learners Guide • Inclusion Works • Social-emotional development books distributed by CPIN • Trainer’s Manual (new resource)

Quick Announcements • Upcoming CSEFEL Sessions – San Jose • Jan 18 -20 • Feb 15 -17 – Los Angeles • Mar 1 -3 • April 5 -7 $50/day not including travel and hotel

CSEFEL Follow-up Webinar Planning underway for participants who attended the CSEFEL To. T 2010… “What would be of interest to you in a follow-up webinar session? Please post your thoughts on the wall chart or email me at jbilmes@wested. org

Questions