The Leader’s Bookshelf
Resources for Supporting the Full Participation of Each Preschool Child
State Resources[1]
Addressing Concerning Behaviors
Source: FOCUS Essential Elements of Quality for State-Funded Preschool Programs(page 12)
Research suggests that school expulsion and suspension practices are associated with negative educational and life outcomes. No child can be dismissed (i.e., dis-enrolled, suspended, expelled) from the preschool program. Instead, Child Find screenings shall serve as interventions for children that are not identified and do not have an IEP. A functional behavior assessment (FBA) will be conducted and, if warranted, a behavior intervention plan (BIP) will both be developed in such a way as to
1. Solicit input from the family;
2. Provide written consent and prior written notice to the parent if the FBA is going to be a part of the evaluation for special education;
3. Organize the environment, interactions, and curriculum to minimize the likelihood of challenging behaviors;
4. Make a referral to Child Find if concerning behaviors persist;
5. Have the child evaluated by the district’s multidisciplinary team; and
6. Include, as part of the evaluation, information and documents from the child’s Student Assistance Team (SAT).
For children who are identified or who already have an [Individualized Education Program] IEP, the IEP team determines a need foran FBA, and the appropriate school district personnel complete the FBA and develop the BIP.All staff who provide services to the child will implement the behavior improvement plan.
Conducting a Functional Behavioral Assessment (FBA)
An FBA is an approach that incorporates a variety of techniques and strategies to diagnose the causes and to identify likely interventions intended to address problem behaviors. In other words, the FBA looks beyond the demonstrated behavior and focuses, instead, upon identifying biological, social, affective, and environmental factors that initiate, sustain, or end the target behavior. This approach is important because it leads the observer beyond the “symptom” (the behavior) to the underlying motivation for it. This document describes the details of using this approach with children, including who performs the FBA and how the results may be used.
Center for Development and Disability Information Network Library
Go to the URL above and click on “request a library card.” Once you have a library card, you will be able to search the library’s collections and select resources to be sent to you. A return postage label will be included, so all you need to do is drop the package in the mail.
Culture and Language Including the Support of Dual Language Learners
Source: FOCUS Essential Elements of Quality for State-Funded Preschool Programs
Definition:Culture refers to the thoughts, communications, actions, customs, beliefs, values, and institutions of a racial, ethnic, religious, or social group (National Center for Cultural Competence, Georgetown University). Dual language learners (DLLs) are children learning two (or more)languages at the same time, as well as those learning a second language while continuing to develop their first (or home) language (Head Start ECLKC).
Rationale:Every child in New Mexico has diverse strengths rooted in his or her family’s unique culture, heritage, language, beliefs, and circumstances. (State of New Mexico, CYFD, 2010). In particular, children whose home language is other than English have many similarities to many other children. Yet, their development may also be different in many ways. Information about how to support DLLs is essential for teachers to understand and incorporate strategies into the curriculum so that they can provide the best learning opportunities and best ensure their DLL’s future success in school and in life. Through their home language and culture, families share a sense of identity and belonging (McCabe et al, 2013).
Criteria and exemplary practices are listed on pages 9-10.
Culture, Diversity, and Equity Resources
This August 2017 collection includes annotated entries for free evidence sources, articles, videos, and websites.
Resources to Support the Full Participation of Young Children Who Are Dual Language Learners (DLLs) and Their Families
This July 2017 collection includes annotated entries for free evidence sources, articles, videos, and websites.
Family Engagement
Source: FOCUS Essential Elements of Quality for State-Funded Preschool Programs
Definition:Family engagement is essential for enhancing children’s learning and family well-being. Family engagement occurs when there is an on-going, reciprocal, strengths-based partnership between families and their children’s early childhood education programs(Halgunseth et al, 2009).
Rationale:Positive family-program connections have been linked to greater academic motivation, grade promotion, and socio-emotional skills across all young children, including those from diverse ethnic and socioeconomic backgrounds (Christenson, 2000; Mantzicopoulos, 2003; McWayne et al., 2004).
Criteria and exemplary practices are listed on pages 3-5.
Parent and Child Rights in Special Education: Procedural Safeguards Notice
(also available in Spanish, Navajo and Russian)
This document provides an overview of the steps in the special education process, from initial referral and evaluation to IEP development and review. Details are also provided about disciplinary procedures.
Resources to Support Family Engagement
This July 2017 collection includes annotated entries for free evidence sources, articles, videos, and websites.
Funding
How NM Schools Are Funded
This 2009 document summarizes the history and rationale for how operational funds are channeled through the three distributions of the Public School Fund: 1) the State Equalization Guarantee Distribution (SEG); 2) the Transportation Distribution; and 3) Supplemental Distributions.
Identification, Evaluations, and Eligibility Determinations
New Mexico Administrative Code (NMAC)
TITLE 6 PRIMARY AND SECONDARY EDUCATION CHAPTER 31SPECIAL EDUCATION
PART 2CHILDREN WITH DISABILITIES/GIFTED CHILDREN
SECTION 10IDENTIFICATION, EVALUATIONS, AND ELIGIBILITY REQUIREMENTS
The requirements of these rules are binding on each New Mexico public agency that has direct or delegated authority to provide special education and related services, regardless of whether that agency is receiving funds under the Individuals with Disabilities Education Improvement Act of 2004 and regardless of whether it provides special education and related services directly, by contract or through other arrangements such as referrals by the agency to private schools or facilities. Each public agency is responsible for ensuring that all rights and protections under these rules are afforded to children referred to or placed in private schools or facilities including residential treatment centers, day treatment centers, hospitals, or mental health institutions by that public agency.Section 10 of these rules provide specific guidance on Child Find, procedural requirements for the assessment and evaluation of culturally and linguistically diverse children, among other things. These are also referred to as the New Mexico Special Education Rules for Children with Disabilities/Gifted Children.
Policies and Procedures Manual for the Provision of Special Education and Gifted Services 2016/2017
These policies and procedures comes from the PojoaqueValley Schools Student Services Department. They consolidate guidance on Student Assistance Teams, referrals, culturally-responsive practices, and targeted interventions.
Technical Evaluation and Assistance Manual (The New Mexico T.E.A.M.)
This document is the authoritative source for information on evaluation and eligibility forms and procedures including:
- The role of the Student Assistance Team in the eligibility determination process (page 8);
- Multilingual assessment issues in New Mexico: Guidelines for assessment of students who are culturally and linguistically diverse, including students enrolled in dual language programs (page 13);
- Purposes of an evaluation (page 25);
- Special considerations for young children (page 28);
- Eligibility determination, process, and checklists (page 29) NOTE: Additional considerations are provided for specific conditions, e.g., autism); and
- The Review of Existing Evaluation Data (REED) Process and forms (page 43).
Inclusive Practices for Children with Diverse Abilities
Source: FOCUS Essential Elements of Quality for State-Funded Preschool Programs
Definition: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 (DEC/NAEYC, 2009). The concept of least restrictive environment (LRE) is honored. To the maximum extent appropriate, children with disabilities—including children in public or private institutions or other care facilities—are educated with same-aged peers without disabilities or developmental delays. Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or the severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily (US DOE IDEA Part B).
Rationale:Children with disabilities should experience the same quality, preschool classroom program as typically developing children (Bailey et al., 1998); become members of the classroom community through participation in class activities (Schwartz, 1996); and develop positive social relationships with class members and teachers (Guralnick, 1999; Storey, 1993).
Criteria and exemplary practices are listed on pages 6-8.
New Mexico Early Childhood Guide for Inclusion Birth – 5
The Guide supports the alliance among early care and education practitioners and administrators in working together to assist young children under the age of five in attaining their joint goal of positive developmental outcomes for children.
Individualized Education Program
PreSchool, Elementary School Individualized Education Program (IEP)
(also available in Spanish)
This is New Mexico’s IEP form for use with preschool children.
New Mexico PreK
New Mexico PreK!
New Mexico PreK is a voluntary preschool program created by the Pre-Kindergarten Act of 2005. The PreK program is jointly administered by the Public Education Department and the Children, Youth, and Families Department. Children who have reached their 4th birthday by September 1st are eligible to attend a PreK program. The purpose of PreK is to ensure every child in New Mexico has the opportunity to attend a high quality early childhood education program before kindergarten. This website is the primary repository for information related to New Mexico PreK. Important documents on this site include:
- NM PreK Act
- NM PreK brochure
- NM PED PreK Statement of Assurances
PED%20PreK%20Statement%20of%20Assurances%20and%20Program%20Requirements%20Highlighted.pdf
Promoting Social-Emotional Development
Source: FOCUS Essential Elements of Quality for State-Funded Preschool Programs
Definition:Social skills that have been identified as essential for school success include the following eight abilities: getting along with others, following directions, identifying and regulating one’s emotions and behavior, thinking of appropriate solutions to conflict, persisting on tasks, engaging in social conversation and cooperative play, correctly interpreting other’s behaviors and emotions, and feeling good about oneself and others (Fox & Smith, 2007). New Mexico has implemented the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) Pyramid Framework as a guide for supporting children’s social-emotional development.
Rationale:Research has established a compelling link between social emotional development and school success (Raver, 2002; Smith, 2006). There is a growing body of research that indicates how social emotional competence and challenging behavior can be effectively addressed within earlychildhood programs (e.g., Domitrovich, Moore, & Greenberg, 2012; Dunlap & Fox, 2014; National Research Council and Institute of Medicine, 2009). Researchers recommend that programs implement a multi-tiered system of supports that includes universal promotion of children’s social emotional competence, prevention supports for children at-risk of social emotional delays and challenging behavior, and the delivery of effective intervention for children who have persistent challenging behavior. The evidence-based components that should be included within programs are: high-quality, early learning environments and teaching practices and a focus on family engagement, support, and collaboration (Pyramid ModelConsortium, CSEFEL).
Criteria and exemplary practices are listed on pages 11-13.
Referrals for Children Who Are Culturally and Linguistically Diverse
Source: Policies and Procedures Manual for the Provision of Special Education and Gifted Services 2016/2017
(page 30)
LEP – CLD Preschool Children - Decision Making “To Refer or Not to Refer”
Two basic rules of thumb shape decisions regarding the need to refer young children to special education. They are:
- If diversity or deficit is determined to be present, they should be addressed first, prior to formal referral for special education evaluation.
- If learning/developmental difficulties persist after diversity and deficit have been addressed, formal referral for special education evaluation should be initiated.
Note: The following considerations must be addressed by early childhood Student Assistance Team members to ensure that CLD preschool children are properly referred for special education evaluation.
Family
- Priorities, strengths, and concerns for their child have been identified.
- General cultural values, beliefs, and practices have been identified.
- Language use in the home and community has been identified.
- Exposure and use of first (L1) and second language (L2) has been described.
Child
- World view assessed (Is the child demonstrating cultural values, behaviors and language abilities different from that of his/her parents?)
- Language dominance identified.
- Exposure and use of first (L1) and second language (L2) has been described.
- Developmental strengths, emerging skills, and needs identified (screening, parent report, observation, etc.).
- Degree of access to extended family and larger community.
Note: If it is determined by the early childhood referral team that one, or a combination of the previously mentioned variables and considerations, is the primary reasonfor concern, the Student Assistance Team membersmust look for other family/child supports in the community.
The SAT, and subsequently the evaluation team, must consider and address the interactions between cultural and sociolinguistic factors and a suspected disability. Many learning and behavior problems that appear to be indicative of a disabling condition may actually be the manifestation of cultural, acculturation, or sociolinguistic differences. The factors below, initially proposed by Catherine Collier, should be considered prior to referral to Tier Three of the SAT model. The foundation of appropriate assessment of students who are CLD is built upon the analysis of these key socio-cultural factors: cultural and linguistic background, experiential background, the stage and pattern of acculturation, patterns of sociolinguistic development, and cognitive learning styles (1998).
Response to Intervention (RtI)
Source: The Student Assistance Team (SAT) and the Three-Tier Model of Student Intervention (2009)
The Three-Tier Model Design: New Mexico’s RtI Framework
RtI frameworks feature a conceptualized model of at least three tiers where theacademic and/or behavioral interventions change, or become more intense, asstudent needs are addressed in each successive tier. The term three-tier model ofintervention is borrowed from public health triage models that focus on levels oftreatment based on need. Simply put, it is a model consisting of three well-defined andseparate processes running on different levels within a system. The different tiersrepresent a change in how something is done or how supports are delivered. In NewMexico (as well as in other states), this principle has been applied to develop a modelof student intervention in all public schools for all students K–12.In some states, themodel has also been applied to preschool.
TIER 3: IDENTIFIED STUDENTS (Special Education and Gifted Students)
In New Mexico, Tier 3 is special education and related services for students with identified disabilities under the federal Individuals with Disabilities Education Act (IDEA) and special education services in accordance with the state criteria for students identified as gifted. Students receiving Tier 3 supports and services should also have access to appropriate supports at Tiers 1 and 2. They must demonstrate a need for intensive programming in the form of specially designed instruction in order to be involved in and make progress in the general education curriculum (including academic and nonacademic activities). NOTE: For preschool children, child find screenings shall serve as interventions under Subsection B of 6.31.2.10 (6.31.2.10(A))
Targeted interventions
Source: Policies and Procedures Manual for the Provision of Special Education and Gifted Services 2016/2017
(page 23)
Targeted interventions determined appropriate by the SAT are implemented, including appropriate multilingual instructional supports, but have not resulted in sufficient student progress. The intervention process, which is part of the Three-Tier SAT requirements in New Mexico, may include, but is not limited to, these actions:
1. Confirming the length of time spent in a highly qualified multilingual instructional setting, which may include research of the type of multilingual program where the student has been receiving educational services
2. Substantiating continuity of appropriate educational program through an appropriate length of time
3. Obtaining information pertaining to the type(s) of interventions being used in the regular classroom setting, and considering the outcome(s) of these interventions and whether they have yielded a positive or negative educational impact
4. Ensuring that appropriate multilingual instruction, such as appropriate teaching methodologies, has been implemented over time (e.g., Sheltered English, ESL instruction, dual language and maintenance programming, etc.)
5. Ensuring that instructionally sound teaching strategies designed for multilingual learners have been implemented for an appropriate length of time
6. Conducting a review of educational records and history, which includes school attendance records, grades, type(s) of instructional modes, and, possibly, early exit from multilingual programs