CA CSEFEL: Supporting Social Emotional Competence in Infants and Young Children

1. CA CSEFEL:Supporting Social Emotional Competence in Infants and Young Children Overview by Linda Brault CA CSEFEL Leadership Team Co-ChairMap to Inclusion & Belonging WestEd Center for Child & Family Studies

2. National CSEFEL • It began at the national level with the Center on the Social Emotional Foundations for Early Learning • National Center focused 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.

3. 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 US Department of Education, Office of Special Education Programs

4. CA CSEFEL (The California Collaborative on Social Emotional Foundations for Early Learning) is a state-wide, multi-agency group focused on spreading the Teaching Pyramid framework throughout California

5. California’s CSEFEL: Collaborative on Supporting Early Childhood Social-Emotional Foundations in Early Learning Map to Inclusion & Belonging WestEd California Department of Education (CDE) Child Development Division Team Co-Leaders 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 Representatives from Mental Health WestEd Center for Child & Family Studies Children & Family Services Division, California Department of Social Services WestEd Center for Prevention & Early Intervention Child Care Licensing Division, California Department of Social Services CDE Head Start Collaboration Office California Child Care Resource & Referral Network Child Development & FKCE California Community Colleges SELPA: Special Education Local Plan Areas Head Start State-Based Training & Technical Assistance Office for CA California Head Start Association

6. Teaching Pyramid • The Teaching Pyramid is the name used by CA CSEFEL to describe the training and technical assistance for the approach developed by the national Center on the Social Emotional Foundations for Early Learning (CSEFEL) • The Teaching Pyramid is a framework that works most effectively as a comprehensive, program-wide approach

7. How the Teaching Pyramid/CSEFEL Works…… Coaching to Apply what is learned Leadership Meetings Coaching Teaching Pyramid Module Training Early Education Settings Create a Leadership Team Assign an Internal Coach Send Staff to Module Trainings Created by Isidro Bruno, CSN Fresno

8. How the Teaching Pyramid/CSEFEL Works…… Coaching to Apply what is learned Leadership Meetings Coaching Teaching Pyramid Early Education Settings Module Training Created by Isidro Bruno, CSN Fresno

9. Howthe Teaching Pyramid/CSEFEL Works…… Leadership Coaching Attend Module Training Make Adjustments Early Education Settings Teaching Pyramid Early Education Settings Internal & External Coach Modules Internal & External Coach, Leadership Team Review Apply what is learned Early Education Settings Created by Isidro Bruno, CSN Fresno

10. Program-Wide is What Makes CSEFEL Unique! • The power of CSEFEL is most clearly seen when it is implemented across an entire site, district, or agency – Program-Wide! • Training is only one small part of the approach • It takes planning by a group of leaders, training in a systematic way, and coaching/technical assistance to support implementation in order to be “doing CSEFEL”

11. Compliments CA Documents • As part of the California Department of Education’s Early Learning & Development System, there are documents being produced to guide teachers of young children • Foundations, Curriculum Frameworks, Program Guidelines, Assessment through the Desired Results measure, and Professional Development are all part of the Early Learning & Development System • Infant Toddler Learning & Development Foundations and Curriculum Framework • Social Emotional Development is the first domain, followed by Language, Cognitive, and Perceptual & Motor Development

12. California’s Vision Social-emotional development is foundational for learning and development in young children, and California is committed to promoting and supporting healthy social-emotional development in all of its children

13. CSEFEL Training in CA • CSEFEL came to California through Head Start outreach initially • National CSEFEL and WestEd San Marcos office jointly trained First 5 Special Needs Project sites in three counties (2005-2007) • WestEd San Marcos continued training and is leading the Statewide activities

14. Families are Central • Throughout the material, families are included • “Positive Solutions forFamilies” is a set of materials to use withfamilies of young children • There are six total sessionsthat can be done in twoseries of three • The materials are in Englishand Spanish

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

16. CSEFEL Pyramid Model: Promoting Social Emotional Competence in Infants &Young Children Intensive Intervention  Systematic approaches have preventive and remedial effects on social emotional develop- ment. Targeted Social Emotional Supports  • Supportive, responsive relationships among adults and children are necessary for promoting social emotional development • High quality environments promote positive outcomes for all young children Nurturing and Responsive Relationships AND High Quality Environments

17. Module 1: Promoting Children’s Success: Building Relationship and Creating Supportive Environment Topics included in this module: • Building positive relationships with children and families • Designing environments, schedules, and routines • Establishing expectations • Implementing activities that promote child engagement • Modifying and adapting materials and activities to meet the individualneeds of all children, including those with disabilities • Providing encouragement, acknowledgement, and descriptive feedback to children

18. Module 2: Social Emotional Teaching Strategies Topics included in this module: • Identifying teachable moments • Facilitating the development of friendship skills • Teaching children to recognize and express emotions (emotional literacy) • Teaching children to understand and manage strong emotions such as anger • Teaching problem solving and conflictresolution

19. Module 3A & B: Individualized Intensive Intervention Topics included in this module: • Identifying the function of challenging behavior • Identifying behaviors and social skills to target for intervention • Developing a plan for supporting social-emotional development and preventing challenging behavior • Using a team approach to addressing challenging behavior andsocial-emotional needs

20. Module 4: Leadership Strategies for an Effective Work Force Topics included in this module: • Identifying challenges and barriers to implementing effective practices • Identifying strategies for addressing barriers and challenges • Developing program policies and staff development plans that promotethe use of effective practices • Identifying steps to collaborative planning for programs and systems that support all young children’ssocial-emotional development and addressing challenging behaviors as needed

21. Programs Trained By WestEd • Kern/Inyo/Mono • Several early intervention and Head Start Sites • Fresno (in process) • Los Angeles • Districts: Pomona Unified, Lawndale, Vaughn, Lennox, Paramount, Azusa • VOA Early Head Start • Oakland City Head Start (in process) • Sacramento • SCOE inclusion partners • San Diego County • Chula Vista Elementary School District • San Ysidro School District • San Francisco County • Most Preschool for All programs (First 5 funded), Head Start programs • Santa Clara County • Several Title V funded programs • Santa Cruz County • Several Title V funded programs

22. Mentor Sites in CA Served as Mentor Sites during 2009-2011 • Merced County Office of Education • Head Start/Early Head Start • Chula Vista Elementary School District • State Preschool • San Francisco State University • Head Start

23. Levels of Implementation • Entry CSEFEL SitesCommunity sites who have some, but not all of the components and are interested in growing to the next level • Practicing CSEFEL SitesCommunity sites who are committed to implementing all components of the Pyramid model  • Partner CSEFEL SitesSites with the goal of implementing with fidelity to the framework, sending a team to a Leadership Summit, and collaborating with CA CSEFEL on data collections • Mentor CSEFEL SitesMentors continue the Partner CSEFEL activities, have implemented with fidelity to the framework, and agree to reach out and mentor other programs

24. Material on Websites Center on the Social & Emotional Foundations for Early Learning www.vanderbilt.edu/csefel/ Technical Assistance Center onSocial Emotional Intervention for Young Children (TACSEI) www.challengingbehavior.org California Collaborative on the Social & Emotional Foundations for Early Learning www.cainclusion.org/camap/csefel.html

25. Thank You! For more information: CAcsefel@wested.org CA Map to Inclusion & Belonginghttp://www.cainclusion.org