Shift Happens: The Amazing, Winding, Obstacle-Ridden Road to Effective Services for Your Child and Family

Camille CatlettFrank Porter Graham Child Development Institute

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

What do we mean by quality?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. http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Domains%20of%20Child%20Development/Creative%20Arts/ACreativeAdvent.htm

What do we mean by family-centered?Incorporating into policy and practice the recognition that the family is the constant in a child’s life, while the service systems and support personnel within those systems fluctuate

Family-Centered Services: Guiding Principles and Practices for Delivery of Family Centered Services https://www.educateiowa.gov/sites/files/ed/documents/Family%20Centered%20Services.pdf

Assumptions Behind Family-Centered Services or Supports• All people have strengths• All people need support and encouragement• All people have different but equally important skills, abilities, and knowledge• All families have hopes, dreams, and wishes for their children• Families are resourceful, but all families do not have equal access to resources• Families should be assisted in ways that help them maintain their dignity and hope• Families should be equal partners in the relationship with service providers• Providers work for families

What do we mean by family-professional collaboration?

ActivitiesChecklist of Effective Partnerships HANDOUT

Family symbol activity HANDOUT

One Way Communication

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EvidenceEncouraging Meaningful Parent/Educator Collaboration: A Recent Review of Literature

http://www.directionservice.org/cadre/pdf/EncouragingMeaningfulCollaborationJULY2011.pdfFamily Engagement, Diverse Families, and Early Childhood Education Programs: An Integrated Review of

the Literature http://www.naeyc.org/files/naeyc/file/research/FamEngage.pdfFamily-Provider Relationships: A Multidisciplinary Review of High Quality Practices and Associations with

Family, Child, and Provider Outcomes http://www.acf.hhs.gov/programs/opre/cc/childcare_technical/reports/family_provider_multi.pdf

Fostering Parent and Professional Collaboration: Research Brief https://www.utoledo.edu/education/grants/partnerproject/focus/docs/Parent%20and%20Professional%20Collaboration%20Research%20Brief%20-%20Final.pdf

Having Their Say: Parents Describe Why and How They are Engaged in Their Children’s Education http://www.parentinvolvementmatters.org/system_files/library/34.pdf

AudiovisualCONNECT Module 4: Family-Professional Partnerships

http://community.fpg.unc.edu/connect-modules/learners/module-4Edelman, L., DeVarona, C., & Mogen, S. (Producers) (2009). Finley’s parent teacher conference. (Video).

Denver: Results Matter Video Library, Colorado Department of Education. http://www.cde.state.co.us/resultsmatter/RMVideoSeries.htm#top

Edelman, L. (Producer) (2009). Reflections during the final home visit. (Video). Denver: Results Matter Video Library, Colorado Department of Education. http://www.cde.state.co.us/resultsmatter/RMVideoSeries_EarlyIntervention.htm#top

Edelman, L., DeVarona, C., & Mogen, S. (Producers) (2009). Sharing documentation with families. (Video). Denver: Results Matter Video Library, Colorado Department of Education. http://www.cde.state.co.us/resultsmatter/RMVideoSeries.htm#top

Edelman, L. (Producer). (2009). Thompson family circles: All about relationships. Denver: Results Matter Video Library, Colorado Department of Education. http://www.cde.state.co.us/resultsmatter/RMVideoSeries_PracticesHereAndThere.htm#top

Edelman, L., DeVarona, C., & Mogen, S. (Producers). (2009). Using video to celebrate progress. Denver: Results Matter Video Library, Colorado Department of Education. http://www.cde.state.co.us/resultsmatter/RMVideoSeries_EarlyIntervention.htm#top

Edelman, L. (Producer) (2010). Using video to support inclusion and collaboration with families (video). Rohnert Park, CA: Desired Results access Project, Napa County Office of Education, Research and Professional Development Center. http://draccess.org/videolibrary/

Just Being Kids http://www.cde.state.co.us/resultsmatter/RMVideoSeries_JustBeingKids.htm#top

WebCONNECT Module 4: Family-Professional Partnerships

http://community.fpg.unc.edu/connect-modules/learners/module-4CSEFEL Family Tools http://csefel.vanderbilt.edu/resources/family.htmlCSEFEL Parent Training Modules http://csefel.vanderbilt.edu/resources/training_parent.htmlExceptional Parent http://www.exceptionalparent.com/Family-Centered Principles and Practices http://www.nectac.org/topics/families/famctrprin.aspFathers Network http://www.fathersnetwork.org/Harvard Family Research Project

http://www.hfrp.org/publications-resources/publications-series/family-involvement-research-digestsNational Center on Parent, Family & Community Engagement

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/familyOpening doors: Lesbian and gay parents and schools http://www.familypride.org/publications/openingdoors.pdf

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Opening more doors: Creating policy change to support our [LGBT] familieshttp://www.familypride.org/publications/openingmoredoors.pdf

Parent/Family Engagement Resourceshttp://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family/Family%20and%20Community%20Partnerships/New%20Parental%20Involvement

Preparing Educators to Engage Families http://www.hfrp.org/publications-resources/browse-our-publications/teaching-the-teachers-preparing-educators-to-engage-families-for-student-achievement

TACSEI Backpack Connection Series http://www.challengingbehavior.org/communities/families.htmTaking a Closer Look: A Guide to Online Resources on Family Involvement

http://www.gse.harvard.edu/hfrp/projects/fine/resources/guide/guide.html

What do we mean by inclusion?Early 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.

ActivitiesPut Yourself on the Continuum

The Apple Activity

Position StatementDEC/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

EvidenceNational Professional Development Center on Inclusion. (2009). Research synthesis points on early

childhood inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author. http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPoints-10-2009_0.pdf

Print MaterialsHow inclusion is benefitting one child without disabilities: Dillon’s story

http://ici.umn.edu/products/impact/221/221.pdf

AudioVisualCalifornia Map to Inclusion and Belonging – Video Collection http://cainclusion.org/camap/videos.htmlEdelman, L. (Producer). (2001). Just being kids: Supports and services for infants and toddlers and their

families in everyday routines, activities and places. Denver: Western Media Products.Facilitating Membership in Head Start Classrooms

http://depts.washington.edu/hscenter/sites/default/files/04_news_resources/01_broadcast_calls/documents/20090701_autisim_spectrum_disorder.ppt

Greene, T. (2007). I’m Tyler. Waterloo, IA: Author. http://www.imtyler.org/Northampton Community College’s Building Inclusive Child Care Program

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http://www.northampton.edu/streamingvideo/bicc.wmvResults Matter video library http://www.cde.state.co.us/resultsmatter/rmvideoseriesRose’s IEP http://studio.stupeflix.com/v/M8FHT7JW6u/?autoplay=1Special Quest Multimedia Training Library: Including Infants and Toddlers with Disabilities

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/Disabilities/Staff%20Support%20and%20Supervision/Orientation/specialquest-training-library/specialquest-multimedia-training-library.html

Strategies for including children with disabilities in classroom activities http://eclkc.ohs.acf.hhs.gov/hslc/resources/cinema/Video%20Presentations/StrategiesforIn1.htm

WebsitesCenter for Early Literacy Learning http://www.earlyliteracylearning.org/Center on the Social and Emotional Foundations of Early Learning

http://www.vanderbilt.edu/csefel/practical-ideas.htmlFamily Guided Approaches to Early-intervention Training and Services (FACETS)

http://www.facets.lsi.ku.edu/Fathers Network http://www.fathersnetwork.org/Federation for Children with Special Needs http://www.fcsn.orgHead Start Center for Inclusion http://depts.washington.edu/hscenter/Inclusion in Least Restrictive Environments http://www.nectac.org/inclusion/Default.aspThe Parent Side http://www.kidstogether.org/parentside.htmTechnical Assistance Center on Social Emotional Development for Young Children

http://www.challengingbehavior.org/

Evidence-Based Practices That Support Each Young ChildNational Professional Development Center on Inclusion. (2011). Research synthesis points on practices

that support inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author. http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPointsInclusivePractices-2011_0.pdf

Four Evidence-Based Practices that Support Each Child

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Building Inclusive Childcare Universal Design for Learninghttp://www.northampton.edu/Early-Childhood-Education/Partnerships/Building-Inclusive-Child-Care.htm

Conn-Powers, M., Cross, A.F., Traub, E.K., & Hutter-Pishgahi, L. (2006, September). The universal design of early education: Moving forward for all children. Beyond the Journal: Young Children on the Web. http://journal.naeyc.org/btj/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), 3-13http://www.southernearlychildhood.org/upload/pdf/Dimensions_Vol41_1_Dinnebeil.pdf

Supporting Early Literacy Through Universal Design & Assistive Technology http://depts.washington.edu/hscenter/family-literacy-2

Universal by Design: Inclusive Approaches that Support Each Preschool Child http://dec.membershipsoftware.org/files/EHornhandoutsvermont14.pdf

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ogy AT for infants/toddlers http://www.scoe.net/seeds/resources/at/atInfants.html

AT for preschool http://www.scoe.net/seeds/resources/at/atPreschool.htmlAssistive technology for infants, toddlers, and young children

http://www.nectac.org/topics/atech/atech.aspCONNECT Module 5: Assistive Technology

http://community.fpg.unc.edu/connect-modules/learners/module-5Mulligan,S. (2003). Assistive technology: Supporting the participation of children with disabilities.

Beyond the Journal: Young Children on the Web. http://journal.naeyc.org/btj/200311/assistivetechnology.pdf

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g CONNECT Module 1: Embedded Interventionshttp://community.fpg.unc.edu/connect-modules/learners/module-1

Embedded Instruction: Doing What Comes Naturally http://dec.membershipsoftware.org/files/REVISED%20EI%20Handout%20Packet.pdf

Embedded Instruction for Early Learning http://www.embeddedinstruction.net/Embedded Learning Opportunities (videos, PowerPoints) http://depts.washington.edu/hscenter/eloResearch evidence on embedded instruction for early learning

http://www.embeddedinstruction.net/node/18

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Campbell, P. H., Milbourne, S. A., & Kennedy, A. A. (2012). CARA’s kit for toddlers: Creating adaptations for routines and activities. Baltimore: Brookes.

Center for Early Literacy Practice Guides with Adaptations http://www.earlyliteracylearning.org/pg_tier2.php

Leong, D. J., & Bodrova, E. (2012). Assessing and scaffolding make-believe play. Young Children, 67(1), 28-34. http://www.naeyc.org/files/yc/file/201201/Leong_Make_Believe_Play_Jan2012.pdf

Milbourne, S.A., & Campbell, P.H. (2007). CARA’s kit: Creating adaptations for routines and activities. Los Angeles, CA: DEC. http://store.dec-sped.org/ShopCartUser/index/?showcategoryid=712

Family Symbols ActivityInstructions: Please bring with you: a picture of your child and an object (i.e., tulip bulb, bride doll, puzzle piece, etc.) that is symbolic of your hope or a particular goals that you may have for your child. Be prepared to explain the symbolism behind the object you've chosen as it applies to your child.

Questions (select among these): Receiving difficult news about your child can be a devastating experience. What were you told? How

was the news delivered? What do you remember as helpful? What was not? IFSP and IEP meetings are a recurring feature of the lives of families of young children with

disabilities. Share one or two ways in which these meetings have been hurtful or unproductive. Share one or two ways in which these meetings have been helpful or effective.

What has or has not been helpful from your spouse, extended family or the community? What has the impact been on any siblings?

What kinds of early intervention services did your child receive? How did you learn about them, access them and express what you felt your family's and child's needs were?

What has your experience with assessment been? What kinds of interviewing experiences have/have not been positive?

If your role was reversed and you found yourself as a service provider, what would you try to keep in mind in working with families based on your parenting journey?

Developed by Sally Sloop for the Southeastern Institute for Faculty Training (SIFT). Modified by Tanya Baker-McCue, Camille Catlett and Pam Winton.

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Checklist of Effective Partnerships with Families

What Should You See?Did You See It?

YES NO

Enhanced 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

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