Facilitator Notes for the Full Participation of Each Preschool Child Segment 2

Facilitator Notes for The Full Participation of Each Preschool Child Segment 2

Have on Hand:

A copy of the NM PED FOCUS criteria
A copy of the NM Early Learning Guidelines

SLIDE / HANDOUT / FACILITATOR ROLE
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/ Segment 2 handouts + personas / Have this slide up on the screen when participants come in the room. Check to make sure each participant has their handouts.
Start the session with a short ice breaker. Ask each participant to find a partner. Together their job is to create a five word slogan that could be used to describe a high quality preschool program that reflects the concepts of full participation. Remind participants of the four components of full participation: family engagement, inclusive practices for children with diverse abilities, culture and language with specific emphasis on children who are dual language learners, and promoting social-emotional development. Give an example, like: Individualized excellence for each learnerGive the pairs about 3 minutes to come up with their slogans, then ask each pair to read their slogan.
Start the vimeo.
2. / Segment 2 handout page 1
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6. / Stop the vimeo after the narration for this slide. Ask participants: What’s your reaction to the fact that NM has the second highest number of preK-12 English Language Learners in the US, falling only behind California? Discuss for about 5 minutes. If it doesn’t come up, mention that this underscores why it’s so important for all preschool personnel to know how to support young DLLs.
Source: English Language Learners: How Your State Is Doing?

SLIDE / HANDOUT / FACILITATOR ROLE
7. / Start the vimeo with Slide 7.
Source:Supporting Children with Disabilities who are also Dual Language Learners
8. / Sources: Policy Statement on Supporting the Development of Children who are Dual Language Learners in Early Childhood Programs
Supporting Children with Disabilities who are also Dual Language Learners

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10. / Segment 2 handout page 2, top half
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14. / Segment 2 handout page 2, top half / Stop the vimeo after the Stage 4 clip.Discuss with participants whether they have seen preschool childrenin each of these phases of second language acquisition. What have they noticed? How have they supporting children in each phase?
Source: The Young Dual Language Learner
15. / Start the vimeo
16. / Stop the vimeo after the Making Butter clip
Discuss the following with participants:
•How did the teacher support each child? How did the children interact in English and Spanish?
•How did the teacher use visual cues to support the learning? What was the new vocabulary word?
•What else did you notice?
SLIDE / HANDOUT / FACILITATOR ROLE
17. / Segment 2 handout page 2, bottom half / Start the vimeo.
Sources: Resources to Support the Full Participation of Young Children who are Dual Language Learners and their Families
ColorínColorado!
18. / Source: The Importance of Home Language series

19. / Source: Specific Strategies to Support Dual Language Learners (DLLs) When Adults Do Not Speak Their Language

20. / Segment 2 handout,
page 3
21. / Source: Whitebrook, M., Gomby, D., Bellm, D., Sakai, L., & Kipnis, F. (2009). Preparing teachers of young children: The current state of knowledge, and a blueprint for the future. Executive summary (p.1). Berkeley, CA: Center for the Study of Child Care Employment.
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23. / Source: Favazza, P. C., La Roe, J., Phillipsen, L., & Kumar, P. (2000 ). Representing young children with disabilities in classroom environments. Young Exceptional Children, 3(2), 2-8.
24. / Stop the vimeo after the narration for this slide so participants can discuss Marian Wright Edelman’s quote “it’s hard to be what you can’t see?” Restate the prompts if needed: What do you think of this concept? Have you ever been a place where you couldn’t see people like you? How did it make you feel? How might the same be true for children? Allow 5-10 minutes.
Source: It’s Hard to Be What You Can’t See

SLIDE / HANDOUT / FACILITATOR ROLE
25. / Segment 2 handout,
page 3 / Start the vimeo.
Source: Bradshaw, W. (2012). A framework for providing culturally responsive early intervention services. Young Exceptional Children, 16(3), 3-15. Retrieved from
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31. / Stop the vimeoafter the narration for this slide. Divide into three groups. Each group will look at how to support Choolithrough a different lens of full participation. One group will take family engagement, one will take preschool environments and interactions, and the third will take social-emotional/gross motor. Encourage participants to read the persona and to learn about Chooli’s family, what she likes, and what’s not her favorite. This is an open-book activity and participants can use their handouts, the FOCUS criteria, handouts, and content from training to come up with evidence-based practices for supporting Chooli. Give the groups five minutes to brainstorm together, than ask each group to identify and share two strong ideas.
SLIDE / HANDOUT / FACILITATOR ROLE
32. / Start the vimeo.
Source: FOCUS: Essential Elements of Quality for State-Funded Preschool Programs

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34. / Segment 2 handout,
page 3
35. / Source: Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings
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37. / Stop the vimeo when the video ends.Ask participants for their reactions to the content and discuss the implications for preschool classrooms in New Mexico. Allow about 5-10 minutes.
Source: School Suspensions Are an Adult Behavior
38. / Start the vimeo.
Source: Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings
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40. / Center on the Social and Emotional Foundations for Early Learning
SLIDE / HANDOUT / FACILITATOR ROLE
41. / Segment 2 handout,
pages 3-4 / Source: NM Pyramid Framework Partnership
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43. / Source: Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI)
44. / Source: New Mexico Early Childhood Suspension-Expulsion Resources

45. / Culturally Responsive Strategies to Support Young Children With Challenging Behavior
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48. / Stop the vimeo with this slide showing. Participants should talk to the person next to them to identify routines that could be used to support both Jake’s fine motor and social –emotional development. If participants don’t mention using peer supports, please add that strategy. Hopefully, they’ll come up with some fun things like Jake and some partners crumpling up the paper napkins from snack so they don’t take up too much space in the trash can.
49. / Start the vimeo.
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51. / Source: When the Best of Us Steps Up
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