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Alison, a young five-year-old I taught recently, struggled with separation anxiety at the beginning of the year. She had a hard time saying goodbye to her dad when he dropped her off in the mornings. On one particularly difficult day, she went through all the usual routines-blowing a kiss, waving goodbye at the window, drawing a picture for her dad-but was still distressed.

Though upset, Alison knew what to do. She grabbed her stuffed animal and made a beeline to the quiet place. After ten minutes of cuddling with her stuffy and looking at a book, she joined the group, happily and on her own. Not that Alison wasn't sad the next day when her dad left, but she had a way to help herself feel better.

Based on ideas in Jane Nelsen's book Positive Discipline in the Classroom, the quiet place is a space in my classroom where children can go voluntarily to comfort themselves. The quiet place is different from the time-out space: in my classroom these are two separate places with different purposes.

I introduce the quiet place in the first week of school, before we launch into academics, before we learn to use classroom materials, before we even begin thinking about our hopes and dreams for school or what our classroom rules should be.

During this week I introduce basic classroom routines such as responding to the quiet signal, raising a hand to speak during meetings, circling up, and walking in a line down the hall. Just as these classroom routines provide a sense of order and security, the quiet place reassures children that their personal emotional needs will be taken care of. With this reassurance, children will be free to think about the needs of others and able to open their minds to learning.

Introducing the quiet place

I begin by talking with the children about times when we're too sad or upset to think. I tell them that everyone feels that way sometimes and that by taking some time alone, we can help ourselves feel better. Then, when we feel better, I say, we'll make better decisions about taking care of ourselves and others.

Young children tend to like enclosed, private spaces. I prepare such a space ahead of time. But now the children and I think together about its contents. If the purpose of the quiet place is to help us feel better, what might we put there? Pillows, stuffed animals, books, and drawing materials are usually the first things children mention. After gathering some of the materials the children name, I ask them to help arrange the items in the space.

Teaching when and how to use the quiet place

Although I sometimes suggest that a student go to the quiet place (I never tell or insist that a student go), my goal is for students themselves to know when it would benefit them to go.

So, once the quiet place is set up, we talk about some specific reasons why someone might use it. The typical causes of distress for children may differ depending on their age.

"You might feel sad because you miss your mom," a new kindergartner might say.

"You might be upset because someone cheated at checkers," a first grader might say.

A typical seven-year-old's response might be, "You might feel mad because someone wouldn't sit with you at lunch."

And an eight-year-old might suggest, "You might feel angry because you couldn't play kickball at recess."

Next, we talk about how to go to the quiet place, how to be in it, and how to come back, all without disturbing others in the class. We name specific actions: walk in a normal, calm way; keep our hands to ourselves when we walk to the spot and back; keep our mouths quiet or only humming softly while we're there; and so forth.

But talking isn't enough. Children also need to see what these expected behaviors look like and experience what they feel like. So after we've named the behaviors, we model them. First I demonstrate going to the quiet place, staying there a while, and coming back. Then I let the students demonstrate. I allow plenty of time so that everyone who wants to demonstrate can do so. Because children will be using the space when they're upset, this rehearsing is especially important. (See the article "Bringing Classroom Rules to Life" for more about modeling.)

Additional tips for effective use

Get clear on what you will and won't allow in the space.

It's important to let the children help create the quiet place. At the same time, for safety and other reasons, the teacher needs to set some limits. For example, I don't allow smooth rocks (even though some children find them soothing to touch) because they can be thrown. I don't allow music because children too easily get absorbed in the music and forget to come back. One year, students wanted to use our reading corner for the quiet place. I vetoed that because it was important to preserve a nice space for reading.

Teach children how long to stay in the quiet place.

I tell them to stay "until you feel calm" or "until you feel you can take care of your problem." This usually translates to a five- to ten-minute stay.

Make sure children don't use the quiet place to avoid doing something.

Some children may use it to avoid doing a hard assignment, working with a certain partner, or sitting through a meeting. In these cases, I never tell children they can't go to the quiet place. I do tell them they'll have to make up the work they missed, perhaps during recess or choice time. Usually, the children feel better very quickly and return to the task at hand.

Watch for children who are very reluctant to use the space.

Occasionally when I suggest that a child use the quiet place, the child will absolutely refuse or will only go if I go with him/her. There are many possible reasons for this. Whatever the reason, I know it will take longer for these children to learn to comfort themselves. To help them along in the process, I come up with some interim steps, such as bringing a comfort item to their seat or coming to sit next to me when they're upset.

Have a plan in place for children who are too upset to use the quiet place.

Sometimes a child is too distressed to use the quiet place: the child might need one-on-one attention from an adult or might not be able to use the quiet place without disturbing other children. In this case, it's important to have another plan that provides for the child's safety and minimizes disruption to the rest of the class.

The ultimate goal: helping children find the quiet place within

As the year goes on and children become more adept at using the quiet place, I begin to see them managing their feelings in the moment without needing the physical space.

Surprisingly, this is often true for some of the most strong-willed children. Louisa was an energetic, highly determined six-year-old who hated to lose. She argued when she was tagged and cried when she couldn't be first. Early in the year, after losing a game and at my suggestion, Louisa would go to the quiet place just as she was about to have a tantrum. She'd snuggle, she'd cry quietly, she'd brood. Then she'd come back to join the group when she felt better.

By the middle of the year, when Louisa lost a game, I often saw her manage her feelings without needing to remove herself physically from the group. Instead, she would separate herself emotionally for a moment. She would bow her head, clench her fists, pull her knees up to her chin. A minute later, she would be recovered and ready to play again.

Teaching children how to keep themselves in control in emotionally charged situations will help them enormously throughout their schooling and lives. In the case of Louisa, one of her strengths was that she cared so deeply about things. The quiet place helped her develop the inner control that would allow her to use her strong emotions effectively without erasing them.

Teachers need a repertoire of tools and techniques to help our Louisas, Alisons, and all students learn self-care, self-control, and self-discipline. The quiet place can be one important element in a repertoire for young children.
Deborah Porter is a primary grades teacher at the Heath School in Heath, Massachusetts. She has twenty-eight years of teaching experience at the primary and preschool levels and has led Responsive Classroom workshops for the past sixteen years. She is co-author of Rules in School.

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Alison, a young five-year-old I taught recently, struggled with separation anxiety at the beginning of the year. She had a hard time saying goodbye to her dad when he dropped her off in the mornings. On one particularly difficult day, she went through all the usual routines-blowing a kiss, waving goodbye at the window, drawing a picture for her dad-but was still distressed.

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CSEFEL: Center on the Social and Emotional Foundations for Early Learning

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The National Center for Effective Mental Health Consultation (CEMHC) addresses the needs of Early Head Start/Head Start (E/HS) staff and families for practical guidance on effective ways to promote young childrenís social and emotional development and reduce challenging behaviors.

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"Setting goals is the first step in turning the invisible into the visible." - Tony Robbins

Why Goal Setting is Important

As teachers and parents, we are always encouraging children to make and reach goals; whether it's a child taking his tentative first steps to a preschooler's success at tying his shoes.

Teaching children to reflect and set goals is an important lesson that needs to be taught starting at a young age.

Preschool and early childhood education teaches young children the core social skills that prepare them for kindergarten and beyond. These skills boost children's confidence, increase their ability to build healthy relationships with others, and help them as they adapt to new environments and rising expectations. Both parents and teachers want our children to succeed in life. We want them to be effective problem solvers. We want them to set goals and achieve them.

Having something to focus on and work towards helps us to be productive human beings. It is our responsibility to teach these skills to children. Setting goals and working towards them teaches children perseverance. Early learning centers understand that perseverance is a very important skill in a child's life and one that they will use throughout their lives.

Goal setting for children is important because it gives them a sense of purpose that can improve their confidence and build their self-esteem. It also helps them to focus and make better decisions. Along with this, goal setting can be used to motivate children by ensuring that they achieve smaller goals on a regular basis.

Kids who have goals will do better in life than kids with no plan at all. Teach your children the necessity of goal setting and how to go about it.

How to Set Goals

Goal setting may be something new to kids, but just like brushing their teeth or studying every day, we want goal setting to become a habit for them. So, since they're just starting out, it's important to keep in mind that the emphasis should be on the process itself, not just on the end result, which is the achievement of goals.

The idea with goal setting for kids is to get them started in the life-long frame of mind of thinking, planning and taking action in order to achieve results.

Achievable and effective goals for your children are ones that:

Are realistic;

Force them to grow as they strive to achieve desired results;

They want to achieve;

They believe they can achieve; and

Are within their skills and abilities to achieve.

Goal Setting Steps

Children are naturally great goal-setters. They all know what they want to be "when they grow up" and this makes for the beginnings of goal setting.

Teach this simple goal-setting formula: "Goals usually start with, 'I will' and have two parts - what you want to accomplish and when you hope to accomplish it."

Follow these steps for goal setting success:

1. Identify a goal. Discuss with your kids their dreams and aspirations and write them down. Reread the list and help each child select one or two wishes. The goal must be within your child's ability and be realistic. If it's not, you might want to help your child choose another goal. Then help him frame it using the goal formula, stating what he will do and by when - say, "I will get at least 9 out of 10 spelling words right on my spelling test this week."

2. Establish a time frame that is realistic for your child. For young children, goals should be kept simple and easy to achieve. Once they understand goal setting and have experienced the positive results of reaching their goals, they will be eager to set more difficult goals. Some children need to set even shorter-term goals to the end of the hour or a day, such as finishing a simple school project, reading a page a night, cleaning a closet, raking leaves, picking up toys or making a bed without reminders.

3. Think through the steps to success. The next step is to help your child think through how he will succeed. It helps if kids write down or draw their course of action. Help your child write or draw on sticky notes the tasks he must do to achieve his goal. After he's finished, help him put those tasks in the order of when he will do them. Staple the notes together. Then have him tear off a note as each task is completed until none remain. Then have your child identify all thepeople or things required for goal attainment.

4. Track goal progress and celebrate success. Hang your children's goals on a wall to remind them of their intentions. Pointing out their efforts will motivate them to keep trying: "Look how much closer you're getting to your goal!" And if the goal is too hard, too easy or a step or resource was overlooked, just revise the plan so attainment is possible.

5. Talk about your goals. The task of setting goals affords a good opportunity to share thoughts and feelings with your children. Tell them about goals you had when you were younger and about your goals now. Describe how you overcame obstacles, how you felt as you achieved goals and/or how your goals changed. Also talk with your children about the time when you did not reach certain goals.

Your child may not always achieve his goals. However, he will have learned a few valuable lessons about planning and goal setting and should have noticed measurable improvements along the way. More importantly, he has probably learned some very worthwhile things about himself.

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The Importance of Goal Setting for Children - ChildWatch

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As teachers and parents, we are always encouraging children to make and reach goals; Goal setting for children is important

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https://docs.google.com/presentation/d/1UnoN8KM4pm1m7cLxP7F52nzUxV8bGno8Wnbssv8lJE0/edit#slide=id.g1016333e11c_0_363

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https://challengingbehavior.cbcs.usf.edu/docs/SocialEmotionalSkills_solution-kit_cue-cards.pdf

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https://challengingbehavior.cbcs.usf.edu/docs/Suri-Spider_Story_EN.pdf

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https://childrenslibrarylady.com/decision-making-books/

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Responsible Decision-Making Books for the Classroom

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These responsible decision-making books show characters taking responsibility and being accountable for their actions.

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https://challengingbehavior.cbcs.usf.edu/docs/whatworks/WhatWorksBrief_15.pdf

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https://www.imdetermined.org/search/?fwp_global_search=elements

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https://www.imdetermined.org/resource/good-day-plan/

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The Toolbox for Self-Determination is a resource for parents to learn more about self-determination. It walks parents through the ways they can help their child become self-determined, and shows examples of the One-Pager, Good Day Plan and Goal Plan templates that can be used to aid in self-determination.

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The Toolbox for Self-Determination is a resource for parents to learn more about self-determination. It walks parents through the ways they can help their child become self-determined, and shows examples of the One-Pager, Good Day Plan and Goal Plan templates that can be used to aid in self-determination.

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Some years ago, I studied for my early childhood education degree in a program that offered an opportunity for students to earn credits in general early childhood and early childhood special education coursework at the same time. I was excited about this program design because I was finally able to combine my prior work experiences and schooling in a way that would give me some credibility about teaching and caring for young learners with and without disabilities. One of the most valuable takeaways from my program was what I learned about using Universal Design for Learning (UDL) in the early learning setting.

What Is Universal Design for Learning?

UDL is a framework developed by the Center for Applied Special Technology (CAST) that provides guidelines for the design and implementation of curriculum that makes it more accessible by students with disabilities[i]. The three UDL guiding principles of providing multiple means of representation, expression, and engagement are well aligned to the nine principles of developmentally appropriate practice (DAP)[ii]. For early learning programs that integrate UDL and DAP, the results are more inclusive learning environments for children. To understand the benefits of using UDL in an early learning setting, we should set a common understanding on the term inclusion.

To me, inclusion for young children is about creating environments in which all children feel invited to play and learn, try and fail, and love and be loved. Inclusion requires the use of a curriculum that is flexible enough to let the educator respond in ways that support the children as individual learners. Here are ways to use the three principles of UDL to make authentic inclusion a reality in your programs.

UDL Principle 1: Provide multiple means of engagement.

Give children choices that support their development of a sense of autonomy, empowerment, and accomplishment. An effective learning environment will invite children to conduct explorations, investigations, and experiments. It will also be reflective of the children's cultures, languages, and ways of knowing about the world. Learning materials should provoke creativity and confidence and prompt children to ask critical questions. Notice, these ways of engagement are not about the "stuff" of the environment; they are about the climate of the classroom and the feeling an ECE educator creates by the choices they make about the curriculum. This climate is one in which children with disabilities can feel like they belong and may be more motivated to participate.

UDL Principle 2: Provide multiple means of representation.

Means of representation is about the ways children make their learning visible. Some children may choose to tell the teacher about their play or their learning. Others may show the teacher a creation or a completed task. Each of these ways of representing what they know is valuable to children and should be welcome in the learning environment. It is also important for teachers to be open to discovering what the children know through these various means. Then, more importantly, to take action on what they know about the children's learning. This is where flexibility in the curriculum becomes critical. A teacher needs to be able to adapt to the children, offering more time to cover concepts or to learn more deeply about things children are interested in, or moving along sooner if children are not interested or demonstrate they've exhausted the learning on a topic. This practice of following the learning cadence created by the children can help children with disabilities not feel rushed through their learning or to feel like they are holding back the group.

UDL Principle 3: Provide multiple means of expression.

This principle is mostly associated with assessment practices. In an environment where children are allowed to express themselves in a variety of ways, teachers have multiple opportunities to observe the children, to see what they know, and to conduct authentic assessments of their learning. Pool and Hampshire (2020) say, "Authentic assessment provides a more complete picture of what the children know and how they apply knowledge to relevant, meaningful tasks."[iii] To successfully use this type of assessment, known as formative assessment, requires intentionality and planning. In this month's webinar, "Using the Formative Assessment Process to Include More Children," we will be discussing strategies that can be used to successfully use the formative assessment process to create more inclusive environments for young children with disabilities.

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All Means Each: A Look at Universal Design for Learning in Early Childhood Education - Teaching Strategies

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Some years ago, I studied for my early childhood education degree in a program that offered an opportunity for students to earn credits in general early childhood and early childhood special education coursework at the same time. I was excited about this program design because I was finally able to combine my prior work experiences [...]

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https://fpg.unc.edu/sites/fpg.unc.edu/files/resources/presentations-and-webinars/ConnPowersBTJ%281%29.pdf

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https://tats.ucf.edu/wp-content/uploads/sites/32/2018/05/Buildingblocks.pdf

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Top 10 UDL Tips for Designing Engagement 

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Top 10 UDL Tips for Designing Engagement 

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https://www.cast.org/binaries/content/assets/common/publications/downloads/cast-10-engagement-2016.pdf

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https://challengingbehavior.cbcs.usf.edu/docs/Peer-Mediated-Skills.pdf

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https://www.imdetermined.org/resource/good-day-plan/

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The Toolbox for Self-Determination is a resource for parents to learn more about self-determination. It walks parents through the ways they can help their child become self-determined, and shows examples of the One-Pager, Good Day Plan and Goal Plan templates that can be used to aid in self-determination.

# data[].attributes.attachment_link.description
The Toolbox for Self-Determination is a resource for parents to learn more about self-determination. It walks parents through the ways they can help their child become self-determined, and shows examples of the One-Pager, Good Day Plan and Goal Plan templates that can be used to aid in self-determination.

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https://challengingbehavior.cbcs.usf.edu/docs/Expectations_EN-FR.pdf

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https://eclkc.ohs.acf.hhs.gov/children-disabilities/article/classroom-visuals-supports

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The Head Start Center for Inclusion offers a library of visual supports for teachers to use with children in the classroom. Look for illustrations of toys, art materials, daily schedule pictures, problem solving cue cards, and classroom certificates, to name just a few. Each one can be downloaded and printed out for immediate use.

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https://challengingbehavior.cbcs.usf.edu/docs/tips_for_visuals.pdf

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http://www.project-core.com/communication-systems/

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Benefits of a “Quiet Space” in your classroom · Sensory Intelligence Consulting

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Classrooms can quickly become noisy and overwhelming, leading to inappropriate and challenging behaviour by children. Understanding the impact of sensory […]

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Message in a Backpack for Families, Guiding Your Child's Behaviors

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Message in a Backpack for Families, Guiding Your Child's Behaviors

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Message in a Backpack™ Guiding Your Child's Behavior

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Your preschooler is learning positive behaviors just like she's learning new words and skills. It's important to stay calm, patient, and consistent as you help your child understand your expectations.

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Teacher Self-Assessment on Positive Behavior

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Teacher Self-Assessment on Positive Behavior

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From learning activities to transitions, children's challenging behavior can influence every aspect of a classroom. This disruption often can overwhelm early childhood teachers, who report feeling concerned and frustrated about classroom management (Hemmeter, Ostrosky, & Corso 2012) as well as underprepared to address challenging behavior proactively (Stormont, Lewis, & Covington Smith 2005). These concerns are justified for several reasons. Children who frequently exhibit challenging behavior may have fewer friends or lower academic performance, and research links the persistent challenging behavior of young children to more serious behavior problems and negative consequences as they get older (Dunlap et al. 2006; McCartney et al. 2010). Young children who demonstrate difficult behavior are more likely to face persistent peer rejection and negative family interactions (Patterson & Fleischman 1979; Crick et al. 2006) and to be disciplined by school professionals (Strain et al. 1983). As high school students, these children are more likely to experience school failure and drop out (Kazdin 1993; Tremblay 2000) as well as encounter the juvenile justice system (Reid 1993; Dishion & Patterson 2006). But just as behavior can affect all aspects of a learning environment, all the aspects of a learning environment can be structured to promote positive behavior.

This article shares a teacher self-assessment tool-the Preschool Behavior Support Self-Assessment-that helps teachers of preschool children examine how their classrooms support children's positive behavior. The self-assessment aligns with the key features of positive behavior support (PBS), an approach grounded in theory (see Singer & Wang 2009 for a review), supported by research (see Dunlap et al. 2006 for an extensive review and synthesis of PBS in early childhood), and applicable to the values and needs of early childhood settings. PBS is a comprehensive process often applied as a continuum of increasingly individualized practices (Stormont et al. 2008; Fox et al. 2010; Horner, Sugai, & Anderson 2010). This continuum involves universal supports for all children that include building strong relationships and providing a high-quality environment, more targeted preventive practices for some children who may need more social-emotional support, and individualized interventions for children who need extensive support. The elements in the self-assessment address universal practices appropriate for all children during day-to-day classroom activities, so this tool is appropriate for all preschool settings, whether or not they have formally adopted PBS.

Overview of the self-assessment

Designed to be brief, the self-assessment can be completed by teachers in 10 to 20 minutes. The tool contains four sections aligned with preventive practices in positive behavior support:

1. Develop a predictable classroom environment

2. Define and teach expectations

3. Acknowledge appropriate behavior and respond consistently to challenging behavior

4. Use data to inform decisions about behavior (Stormont et al. 2008)

Combined, these features provide a fairly comprehensive picture of practices that teachers can use to address the behavior of all preschool children, not just those who tend to use challenging behavior.

The self-assessment was developed by the authors and adapted from the three assessment tools used for assessing the implementation of PBS practices: the Teaching Pyramid Observation Tool (TPOT) for Preschool Classrooms (Hemmeter, Fox, & Snyder 2014); the Preschool-Wide Evaluation Tool (PreSET) (Steed, Pomerleau, & Horner 2012); and the Positive Behavior Support Classroom Management: Self-Assessment Revised (Simonsen et al. 2006). General categories and items were modeled after the Positive Behavior Support Classroom Management: Self-Assessment Revised, a self-assessment tool designed for K-12 teachers. Language and key features specific to preschool settings were modeled on the TPOT and PreSET, both of which are designed for early childhood settings but are research tools used by outside observers.

Like all tools, self-assessments have limitations. When teachers assess themselves, they may not see their practices in the same way outside observers do. Similarly, teachers' perceptions about how they communicate with families, children, or colleagues may be very different from the way those individuals see the interactions. However, when used thoughtfully and carefully, this self-assessment can be a powerful tool for reflection. As one early childhood teacher who used this tool commented, "Self-assessments are only helpful if you find the time and see the purpose of using them. This form did both for me."

Creating a predictable environment

The classroom environment plays a central role in encouraging positive behavior. Thus, the first section of the self-assessment contains items that relate to creating a predictable, orderly learning environment. Items in this section focus on developing positive relationships with children and families, designing the physical environment of the classroom to maximize structure and predictability, developing clear and consistent schedules and routines, and implementing effective transitions.

Warm, responsive relationships build a foundation for positive behavior (Hemmeter, Ostrosky, & Corso 2012). Consistent and predictable classroom environments, schedules, and routines can increase children's independence, ability to anticipate change, and likelihood of using appropriate behavior. Transitions can be a particular concern related to young children's behavior and frequently impact how orderly the classroom environment is. Teachers can support positive behavior throughout transitions by planning for them ahead of time, alerting children before transitions occur, and providing a clear signal at the beginning of each transition. For example, when transitioning from free play to cleanup, rather than glancing at the clock and announcing "We have to clean up now," a teacher might plan with assistants where they will be positioned in the classroom during cleanup. Providing a warning and building in reminders of expectations can also be helpful, such as a teacher giving the reminder: "We have five minutes left to play. Can we start any new projects now?" (Children: "No!") When five minutes have elapsed, the teacher gives a clear audio and visual cue that the transition is beginning by playing a chime and switching off the lights or starting a song that incorporates hand motions. Teachers can also treat transitions as opportunities to discuss expectations for the next activity (e.g., commenting while cleaning up, "We're cleaning up now, and then we'll all sit together on the rug to read").

Defining and teaching expectations

The second section of the self-assessment addresses expectations. Taking an instructional approach to behavior gives children the chance to learn and practice how to behave in a learning environment. Adults often assume that children know how to act appropriately (Stormont et al. 2008). Teachers can avoid this pitfall by identifying a small number of behavioral expectations (e.g., be kind, be safe), defining specific examples (rules) of what those expectations look like across common settings or routines (e.g., circle time, centers, snack, bathroom, playground), and directly teaching children how to put those expectations into practice. For example, a teacher who has the classroom expectation "Be safe" may have decided that one component of this is that children must use "walking feet" when inside and on paved areas outside, but they may run on the grassy area of the playground. Teaching this specific example of what it means to be safe could involve a game outside in which the teacher holds up a picture of "running" or "walking" as children respond by moving to the appropriate areas of the playground. In the classroom, teaching this expectation could involve making a picture chart of places where children may run or walk during a group meeting.

Acknowledging appropriate behavior and responding to challenging behavior

The third area of the self-assessment involves practices that teachers use to acknowledge appropriate behavior and respond to challenging behavior. While teachers often comment on children's learning or academic behavior, they rarely give feedback about appropriate social behavior (Stormont et al. 2008). Providing children with specific, positive feedback helps them learn what appropriate behavior looks like. Verbally commending appropriate behavior as it occurs is an essential tool for classroom management, but teachers can create opportunities for more formal recognition of positive behavior. Teachers could, for example, send home a certificate when they "catch" children demonstrating positive social behavior.

It is important that teachers also take care to define for the classroom community what inappropriate behavior looks like and develop a plan to respond to it consistently and logically. For example, some behavior (e.g., biting and hitting) may require immediate intervention to ensure children's safety, while others (e.g., not participating during cleanup) may first lead to a prompt to use the appropriate behavior ("What are you going to clean up, blocks or puzzles?") and then a reminder ("We are cleaning up now to take care of our classroom. Let's work together on putting away these blocks.") if the prompt is ignored.

Using data to support positive behavior

Early childhood teachers can take simple steps to collect data in their own classroom and learn valuable information about behavior in their class (Krasch & Carter 2009). Using simple forms like tally sheets or checklists, teachers can document which times of the day children tend not to follow expectations, whether children are engaged or off task during free play, and how long transitions between activities take (Krasch & Carter 2009). Teachers can then use the data to make decisions that support positive behavior more effectively. For example, teachers can collect data to learn which expectations children find difficult to meet and to identify when and where challenging behavior is likely to occur (Krasch & Carter 2009). They can use this information to target an issue by revisiting an expectation, providing more practice, or making changes to a routine that is not working. Data may also reveal information about children's engagement, time spent in transitions, or individuals who need additional support to meet behavioral expectations.

Self-assessment process in action

To use the tool, teachers first rate how consistently (Always, Sometimes, Never) they implement each feature listed. Consistency in schedules, expectations, and consequences help children gain independence and learn that appropriate behavior works. Next, teachers review the features they rated Always to identify their strengths. Teachers then review features they rated Sometimes or Never and determine which of them are priorities for improvement. Finally, teachers create an action plan that outlines measurable steps they will take to achieve classroom management goals. The following vignette illustrates how a teacher might use the tool.

Sonia has taught preschool in a community-based center for five years. Her favorite part of teaching is connecting with her class; she learns a lot about the children and creates in-depth projects that relate to their interests. Six weeks into the school year, Sonia feels comfortable with her class of a dozen 4-year-olds. She has a sense of each child's strengths, and she has worked with parents to set goals for their child. Sonia would like to begin the class's first project, but she wonders if everyone is ready.

The class spends a lot of time moving from activity to activity, and problems such as pushing tend to prolong transition times. Sonia is frustrated by the need to remind children about classroom expectations several times each day. Sonia believes her class has the skills to follow the rules and routines, but she feels that the children are not as orderly as they might be. To investigate how she supports behavior, Sonia decides to take the Preschool Behavior Support Self-Assessment.

Step 1: Rating current implementation

Sonia began by evaluating how consistently she implemented each behavior support feature across the four areas on the survey. (See "Sonia's Completed Self-Assessment.")

Step 2: Determining strengths

After rating all the behavior support features, Sonia reviewed the items she marked Always. She listed summaries of several things she was already doing to support positive behavior: (1) "My strong relationships with children and families support engagement"; (2) "My classroom centers are well organized, nicely defined, and the right size"; and (3) "My class schedule is balanced, posted, and illustrated with photos."

Sonia had always taken pride in the relationships she built with children and their families but had never considered how they might affect behavior. Having strong relationships creates a foundation for social and emotional development and "provides a safe context for tackling difficult issues related to challenging behaviors, should they arise" (Hemmeter, Ostrosky, & Corso 2012, 35). That is, when teachers have strong positive relationships with children, they can be more effective in helping them to develop positive social behavior. Similarly, when teachers have strong positive relationships with families, they can be more effective in communicating concerns about a child's behavior and working collaboratively with families to address these concerns.

Step 3: Identifying priority areas

Sonia reviewed the items she rated Sometimes or Never and starred the items that represented major concerns. She noticed that several items relating to transitions had Sometimes or Never answers, so she made working on those a priority. She planned to create and post behavior expectations, since several other items on the self-assessment ("Classroom expectations are illustrated and posted at students' eye level," "I use our expectations to establish rules specific to our typical settings") stem from using these expectations. Sonia also felt it was important to provide more positive feedback in the classroom. However, since most of her priorities related to transitions, Sonia decided to focus on that area first.

Step 4: Creating an action plan

Once Sonia identified her top priority-smoother transitions-she created a plan to move from reflection to action (see "Sonia's Action Plan"). This step provides a method to help think through the changes needed to move from current implementation to the goal. Sonia decided that she needed to be more consistent in signaling upcoming transitions and making adjustments-precorrecting-during them.

Sonia first set a specific goal to address this need ("Build systems to increase consistency during transitions") and then outlined steps she could take to achieve this goal (create a "transition helper" job; add transitions to the lesson plan; and make cue cards for transition expectations, such as staying in your "bubble" in line, using whisper voices in the hallway, and staying with the group). In some cases, steps might include gathering information or talking to colleagues (e.g., brainstorming transition activities with a mentor teacher), as well as making changes in the classroom. By keeping her steps clear and observable, Sonia created a plan she could follow.

Sonia also included how she would monitor her progress. This step helps a teacher think through her plan so that she can easily track what she has accomplished. After finishing the plan, Sonia set a date to complete the self-assessment again so she could see her progress and possibly identify new areas to address.

GOAL: Build systems to increase consistency during transitions

Monitoring

Steps/Process

1. Create new "transition helper" job (set timer when five-minute warning given and turn off lights when timer rings)

2. Add Transitions section to lesson plan form

3. Create transition cue cards that list expectations for next activity (to encourage precorrections)

4. Later: Collect data on transitions (How often do I precorrect? Am I following my lesson plans? How long are transitions?)

Plan a date for your next self-assessment: 5/25/16

1. Job added to job chart

2.Form edited

3. Cue cards finished

4. TBD

Recommendations

Many teachers may find it helpful to use the tool as a self-check six weeks or so into the school year. Self-assessment at this time helps teachers reflect on what they have already established in the classroom, and it leaves a significant amount of time to make changes. Teachers can then self-assess at the midpoint or year-end and measure their progress. Positive change can serve as a personal motivator and demonstrate professional growth.

Teachers can use this flexible tool several ways. For example, they can collaborate with an assistant or peer. Partners can exchange feedback, provide support, and hold each other accountable throughout the process. Most of the features addressed in the self-assessment could be applied in settings other than classrooms, so any colleague who interacts with children could be a partner-bus drivers, cafeteria workers, or the school librarian.

Regardless of the way a teacher decides to approach the self-assessment, it is important to remember that change is gradual. An action plan that uses observable, measurable steps can help teachers focus on achievable outcomes rather than the number of things that could be done. When teachers complete one self-assessment, they can plan a date for their next to create a cycle of reflection and positive action. Along the way, teachers working toward change should take time to review their progress, celebrate their success, and remember not to get overwhelmed. (See "The Self-Assessment in Action-Teacher Feedback" to learn about four teachers' experiences with the tool.)

As a tool for teachers, this self-assessment outlines key features of classroom-wide positive behavior support and provides a framework for reflection and action. The self-assessment may lead to beneficial outcomes for children and teachers. When teachers work intentionally to build positive classroom environments, they also build strong foundations for social-emotional and academic success.

The Self-Assessment in Action-Teacher Feedback

"I learned that I do not collect data on the children's behavior and engagement with the same thoroughness that I collect data on cognitive, social and emotional, and academic skills."

Four teachers who completed this self-assessment provided feedback within six weeks of beginning their first action plan. They shared the changes that they made in their practices and in the classrooms, and the results of the changes. These teachers have had a variety of experiences with positive behavior support (PBS). Three teach in a setting with program-wide PBS at the Pearl Buck Preschool in Eugene, Oregon; one teacher works in a public school in Washington, DC, that did not use program-wide PBS.

The teachers who used the tool expressed their appreciation for reflection and said that it helped them direct that process. For example, one teacher said, "I am always looking to improve my practice. My hopes were that by assessing myself, I would come up with a better understanding of how to utilize my strengths and work on areas that needed improvement."

All four reported that they made concrete changes as part of their action plans. They made a variety of adjustments, but most focused on increasing the consistency of different daily practices. The practices included providing positive feedback, teaching expectations for transitions, and giving warnings before cleanup. They learned from the process, and the changes had an impact on the classroom environment. A teacher who chose to work on her ratio of positive to negative feedback said, "Since the number of negative pieces of feedback has mostly disappeared, there is some tension relieved-especially for the children who more often receive negative feedback."

Self-assessment also led the teachers to consider the role of data in documenting behavior. One teacher said, "I realized that while I see PBS in the classroom and see how much of my teaching style naturally aligns with it, I have very little data to support the growth and changes in the children as a result of the way PBS has impacted them." Another teacher shared these thoughts: "I learned that I do not collect data on the children's behavior and engagement with the same thoroughness that I collect data on cognitive, social and emotional, and academic skills." Both of these teachers said they would need more time and support to develop systems for data collection. However, with such a system, one teacher explained, "I expect more fundamental changes to take place."

The authors' self-assessment form includes content adapted, with permission, from the following sources: Hemmeter, M.L., L.K. Fox, & P. Snyder. 2014. Teaching Pyramid Observation Tool (TPOT™) for Preschool Classrooms, Research Edition. Baltimore, MD: Paul H. Brookes Publishing Co., Inc. * Simonsen, B., S. Fairbanks, A. Briesch, & G. Sugai. 2006. Positive Behavior Support Classroom Management Self-Assessment Revised (7r). Storrs, CT: University of Connecticut * Steed, E.A., T.M. Pomerleau, & R.H. Horner. 2012. Preschool-Wide Evaluation Tool (PreSET™), Research Edition. Baltimore, MD: Paul H. Brookes Publishing Co., Inc.

References

Crick, N.R., J.M. Ostrov, J.E. Burr, C. Cullerton-Sen, E. Jansen-Yeh, & P. Ralston. 2006. "A Longitudinal Study of Relational and Physical Aggression in Preschool." Journal of Applied Developmental Psychology 27 (3): 254-68.

Dishion, T.J., & G.R. Patterson. 2006. "The Development and Ecology of Antisocial Behavior in Children and Adolescents." Chap. 13 in Developmental Psychopathology, 2nd ed., vol. 3, Risk, Disorder, and Adaptation, eds. D. Ciccetti & D.J. Cohen, 503-41. New York: Wiley.

Dunlap, G., P.S. Strain, L. Fox, J.J. Carta, M. Conroy, B.J. Smith, L. Kern, M.L. Hemmeter, M.A. Timm, A. McCart, W. Sailor, U. Markey, D.J. Markey, S. Lardieri, & C. Sowell. 2006. "Prevention and Intervention With Young Children's Challenging Behavior: Perspectives Regarding Current Knowledge." Behavioral Disorders 32 (1): 29-45.

Fox, L., J.J. Carta, P.S. Strain, G. Dunlap, & M.L. Hemmeter. 2010. "Response to Intervention and the Pyramid Model." Infants and Young Children 23 (1): 3-13.

Hemmeter, M.L., L. Fox, & P. Snyder. 2014. The Teaching Pyramid Observation Tool (TPOT) for Preschool Classrooms, Research Edition. Baltimore: Brookes.

Hemmeter, M.L., M.M. Ostrosky, & R.M. Corso. 2012. "Preventing and Addressing Challenging Behavior: Common Questions and Practical Strategies." Young Exceptional Children 15 (2): 32-46.

Horner, R.H., G. Sugai, & C.M. Anderson. 2010. "Examining the Evidence Base for School-Wide Positive Behavior Support." Focus on Exceptional Children 42 (8): 1-14.

Kazdin, A.E. 1993. "Adolescent Mental Health: Prevention and Treatment Programs." American Psychologist 48 (2): 127-41.

Krasch, D., & D.R. Carter. 2009. "Monitoring Classroom Behavior in Early Childhood: Using Group Observation Data to Make Decisions." Early Childhood Education Journal 36 (6): 475-82.

McCartney, K., M. Burchinal, A. Clarke-Stewart, K.L. Bub, M.T. Owen, J. Belsky, & NICHD Early Child Care Research Network. 2010. "Testing a Series of Causal Propositions Relating Time in Child Care to Children's Externalizing Behavior." Developmental Psychology 46 (1): 1-17.

Patterson, G.R., & M.J. Fleischman. 1979. "Maintenance of Treatment Effects: Some Considerations Concerning Family Systems and Follow-Up Data." Behavior Therapy 10 (2): 168-85.

Reid, J.B. 1993. "Prevention of Conduct Disorder Before and After School Entry: Relating Interventions to Developmental Findings." Development and Psychopathology 5 (1-2): 243-62.

Simonsen, B., S. Fairbanks, A. Briesch, & G. Sugai. 2006. Positive Behavior Support Classroom Management: Self-Assessment Revised (7r). Storrs: University of Connecticut.

Singer, G.H.S., & M. Wang. 2009. "The Intellectual Roots of Positive Behavior Support and Their Implications for Its Development." In Handbook of Positive Behavior Support, eds. W. Sailor, G. Dunlap, G. Sugai, & R. Horner, 17-46. New York: Springer.

Steed, E.A., T.M. Pomerleau, & R.H. Horner. 2012. Preschool-Wide Evaluation Tool (PreSET) Research Edition: An Assessment of Universal Program-Wide Positive Behavior Support in Early Childhood. CD-ROM ed. Baltimore, MD: Brookes.

Stormont, M., T.J. Lewis, R. Beckner, & N.W. Johnson. 2008. Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings. Thousand Oaks, CA: Corwin.

Stormont, M., T.J. Lewis, & S. Covington Smith. 2005. "Behavior Support Strategies in Early Childhood Settings: Teachers' Importance and Feasibility Ratings." Journal of Positive Behavior Interventions 7 (3): 131-39.

Strain, P.S., D.L. Lambert, M.M. Kerr, V. Stagg, & D.A. Lenkner. 1983. "Naturalistic Assessment of Children's Compliance to Teachers' Requests and Consequences for Compliance." Journal of Applied Behavior Analysis 16 (2): 243-49.

Tremblay, R.E. 2000. "The Development of Aggressive Behaviour During Childhood: What Have We Learned in the Past Century?" International Journal of Behavioral Development 24 (2): 129-41.

# data[].attributes.attachment_link.title
Building Environments That Encourage Positive Behavior: The Preschool Behavior Support Self-Assessment

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From learning activities to transitions, children's challenging behavior can influence every aspect of a classroom.

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National Center for Pyramid Model Innovations

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Are any of your resources translated to other languages? How do I find them?

At every tier of the Pyramid Model, practitioners and programs should consider strategies that welcome and support diverse families, including providing materials and communications in the family's native language.

To find resources in a specific language, developed by NCPMI and its TA partners, use the 'Language' filter option below to select from one of the available languages.

Translated resource provided by the Pyramid Model community will instead be located in the community contributions page.

How can I get an NCPMI resource in a language not already available in the resource library or community contributions page?

Due to NCPMI's limited funding and resources as a non-profit, as well as the great diversity of communities and language needs, we rely on and encourage our partner agencies and the Pyramid Model community to translate and share our materials as best fits their needs.

Should you decide to translate any of our resources, please read our translation page first which includes a translation notification form and translation guidelines. We also encourage you to share the translation on our community contributions page so that others may also benefit from them.

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Unfortunately, we do not provide printed versions of our materials. Users are welcome and encouraged to print and share any of the resources on our website. Many users take our resource files to their local print shop to have them printed, bound, laminated, etc.

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Resource Library - National Center for Pyramid Model Innovations

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National Center for Pyramid Model Innovations

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A downloadable certificate is available for both live and recorded webinars. To receive the certificate, you must fill out the evaluation survey. How to access the survey: Recording viewers: The URL link for the survey will be displayed at the end of the webinar.

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Re-opening programs (SED starting page 5

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Re-opening programs (SED starting page 5

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Virginia's Early Learning and Development Standards (SED starts on page 24)

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Virginia's Early Learning and Development Standards (SED starts on page 24)

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National Center for Pyramid Model Innovations

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Are any of your resources translated to other languages? How do I find them?

At every tier of the Pyramid Model, practitioners and programs should consider strategies that welcome and support diverse families, including providing materials and communications in the family's native language.

To find resources in a specific language, developed by NCPMI and its TA partners, use the 'Language' filter option below to select from one of the available languages.

Translated resource provided by the Pyramid Model community will instead be located in the community contributions page.

How can I get an NCPMI resource in a language not already available in the resource library or community contributions page?

Due to NCPMI's limited funding and resources as a non-profit, as well as the great diversity of communities and language needs, we rely on and encourage our partner agencies and the Pyramid Model community to translate and share our materials as best fits their needs.

Should you decide to translate any of our resources, please read our translation page first which includes a translation notification form and translation guidelines. We also encourage you to share the translation on our community contributions page so that others may also benefit from them.

How can I get printed copies of your resources?

Unfortunately, we do not provide printed versions of our materials. Users are welcome and encouraged to print and share any of the resources on our website. Many users take our resource files to their local print shop to have them printed, bound, laminated, etc.

Can we post/share your resources on our website/social media/training?

Absolutely. Any resources on our website are free to link, share and reproduce, unless otherwise noted on the document (i.e., publications made by other national institutions). To learn more, please read our terms of use.

Can we adapt your resources to fit our specific needs?

Any NCPMI resources can be adapted for educational purposes without needing prior approval. Please provide the appropriate citation on the adapted document.

For adaptations of NCPMI resources for commercial use, please submit your request for permission, in writing, via our contact form.

For documents shared on our NCPMI website belonging to other organizations, please contact the that organization for permission.

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Resource Library - National Center for Pyramid Model Innovations

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"How did you decide..."
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Asking Open-Ended Questions

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National Center for Pyramid Model Innovations

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The goals of the National Center for Pyramid Model Innovations (NCPMI) are to assist states and programs in their implementation of sustainable systems for the implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs with a focus on promoting the social, emotional, and behavioral outcomes of young children birth to five, reducing the use of inappropriate discipline practices, promoting family engagement, using data for decision-making, integrating early childhood and infant mental health consultation and fostering inclusion. s

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National Center for Pyramid Model Innovations

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The goals of the National Center for Pyramid Model Innovations (NCPMI) are to assist states and programs in their implementation of sustainable systems for the implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs with a focus on promoting the ...

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Every Child Belongs_ Welcoming a Child with a Disability _ NAEYC

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https://www.youtube.com/watch?v=l_QGlbwwCy4

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With disruptions of the family routines and limited physical activities, children may feel overwhelmed, upset, and stressed during this challenging time. Check out the curated set of resources to help families with young children with and without disabilities talk about the pandemic and navigate changes to their everyday routines and activities.

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The Head Start Center for Inclusion offers a library of visual supports for teachers to use with children in the classroom. Look for illustrations of toys, art materials, daily schedule pictures, problem solving cue cards, and classroom certificates, to name just a few. Each one can be downloaded and printed out for immediate use.

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The Power of Inclusion: What to Expect When Your Preschooler Attends an Inclusive Preschool Program

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An inclusive preschool serves children with and without disabilities in the same space.

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Presentation

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https://www.imdetermined.org/resource/one-pager/

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Transitions for Children with Challenging Behaviors

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Transitioning from Early Childhood Special Education (ECSE) to Kindergarten: Tips for Parents of Children with Challenging Behaviors

When your preschooler transitions from their early childhood special education (ECSE) setting to kindergarten, it can be a very exciting time. Attending elementary school signals that your child has reached an educational milestone and can look forward to new adventures and opportunities. For parents of children with challenging behaviors, it can also be a stressful time as changes may lead to unwanted behaviors. Parents can help make this milestone easier for their child by knowing what to expect from the school and how to prepare their child for a positive transition.

Some Tips When Preparing for Transition Team Meetings

Prepare for and participate in the ECSE transition to kindergarten IEP team meetings by:

Making a list of your child's strengths and challenges. In the IEP meeting, mention strategies that are successful when working with your child.

Offering insights and information about the behavioral challenges your child is experiencing. A parent is the most informed person about the child and knows him or her best.

Organizing your child's records. Decide what other information might be useful in educational planning. Make sure the information is up to date. PACER Center has developed a mental health folder to help you identify what kinds of information might be useful to share. Contact PACER at (952) 838-9000 for more information.

Understanding that your child's mental health medical records are confidential, but there may be useful information in those records for educational planning. You may want to share some of that information with the team when writing the IEP.

Maintaining a positive relationship with team members and approaching team meetings and decisions in a collaborative effort.

Other Questions You May Want to Consider

Here are some questions you might want to ask as you move through this transition to kindergarten for your child with challenging behaviors:

How can I be sure that the successful supports and strategies for decreasing problem behaviors currently being used in early childhood special education will continue to be implemented in kindergarten? If my child has a Behavior Intervention Plan (BIP), does it need to be updated to reflect the kindergarten environment?

How will the new school staff help my child continue to develop and learn in a kindergarten setting? What supports and services will my child need in order to successfully participate in kindergarten given their behavioral challenges?

Who will inform other teachers and staff about my child's behavioral needs and supports? If my child has a Behavior Intervention Plan (BIP), who will be responsible for training staff on how to implement it?

Does the IEP team have ideas for developing academic goals and objectives for a child with challenging behavior? Children may lose important instructional time when their behavior gets in the way of learning.

What tips can I share with the school staff to help my child make a positive transition to a new school setting?

Does the team have tips that I can use at home to help my child prepare for this transition?

Can I tour the school and classroom with my child before school starts in the fall? Children with challenging behaviors often need more time to adjust to changes in their environment and need to know what to expect.

Are there other programs in the community that could help my child improve his or her social skills (for example, how to handle change, share with others, work in teams, and develop patience)?

Cultural Consideration Questions

If my child's first language is not English, who will help communicate his or her needs?

Does the school have an interpreter to help me to communicate with the school office and staff?

As the parent of a young child with challenging behaviors, you are often the best source of information about your child. Your voice and ability to share your experience as the parent of your child will be very helpful as you and the IEP team plan a positive educational experience.

For more information and resources on challenging behaviors and special education, visit PACER.org/cmh.

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Transitioning from Early Childhood Special Education (ECSE) to Kindergarten: Tips for Parents of Children with Challenging Behaviors

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When your preschooler transitions from their early childhood special education (ECSE) setting to kindergarten, it can be a very exciting time. Attending elementary school signals that your child has reached an educational milestone and can look forward to new adventures and opportunities.

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DEC Recommended Practices: Transitioning to Kindergarten

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DEC Recommended Practices Monograph No 8 - Supporting All Children in the Transition From Preschool to Kindergarten.pdf on Egnyte

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File DEC Recommended Practices Monograph No 8 - Supporting All Children in the Transition From Preschool to Kindergarten.pdf shared using Egnyte

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Why Kindergarten is Critical to COVID Recovery

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Congress is currently debating how much additional funding to give to struggling pre-K providers and elementary schools as part of a new coronavirus relief package. Current proposals primarily focus on support to keep early childhood programs open, to help public schools reopen, and to aid public schools with older students' learning recovery. What gets overlooked in these discussions is the importance of investing in high-quality learning opportunities for young children during early childhood and in kindergarten. Reports from districts around the country show historically low enrollment in pre-K programs-particularly among economically disadvantaged families-and a 16 percent drop in kindergarten enrollment on average for the 2020-21 school year. More now than ever before, there is a critical need to invest in high-quality early childhood and kindergarten programs that set students up for long-term success.
Kindergarten is an instrumental year for children
There is a large body of research examining pre-K programs for four-year-olds and their effects on children's development as they move through kindergarten and into later elementary school. Some of these studies have found that the positive effects of pre-K on children's academic and cognitive skills can dissipate fairly quickly, a phenomenon often described as "fadeout." However, a more accurate description is " convergence," because a closer examination shows that children who do not attend pre-K catch up to their peers during kindergarten and the early elementary school grades. Yet, few studies have fully explored how kindergarten contributes to these convergence effects.

We conducted research in partnership with the Boston Public Schools (BPS) Department of Early Childhood before the pandemic, which found that kindergarten is a critical setting for supporting young children's learning and development. Our team recently published two studies in Child Development examining associations between enrollment in the BPS prekindergarten program -a model that pairs two evidence-based curricula with teacher training and coaching, implemented in public school settings-and children's academic and cognitive outcomes.

In the first study, conducted with nearly 5,000 applicants to the BPS prekindergarten program, we found that as much as 61 percent of the convergence in literacy skills between program enrollees and non-enrollees occurred in kindergarten when children were followed through third grade.

In the second study with a more recent cohort of students and richer data, we found that the benefits of the BPS prekindergarten program on children's unconstrained skills were more likely to be sustained through the spring of kindergarten, compared to constrained skills. Unconstrained skills are broadband skills like vocabulary, problem solving, and critical thinking that are acquired gradually and can be difficult to measure. Alternatively, constrained skills-like letter naming and counting skills-are more finite and directly teachable. Both types of skills are critical for children's success.

Yet, our findings suggest kindergarten teachers may put more focus on teaching constrained skills, like knowing the alphabet, reading high-frequency words, recognizing shapes, and counting from one to 20. This allows non-pre-K enrollees to catch up quickly on some skills, but means they may miss out on building core unconstrained skills. Our results point to the need for further investment in teaching and learning in kindergarten to support balanced instruction for constrained and unconstrained skills in these early years.
Kindergarten can be strengthened in five ways
Given major disruptions to both pre-K programs and K-12 systems because of the pandemic, children will be starting kindergarten with a wider range of incoming skills and prior early learning experiences than teachers are used to. Students will require increased supports for differentiated instruction. Investing in kindergarten specifically will help young students meet their full learning potential. Here are five research-backed, equity-centered investments state and district leaders can make as the country recovers from the pandemic in the coming years:

Hire assistant teachers (paraprofessionals) for kindergarten classrooms. Research has shown that assistant teachers support improved reading and math performance, particularly for students of color and students from households with low incomes. Before the pandemic, however, kindergarten classrooms might have had only part-time assistants or none at all. Funding could support additional assistant teachers in the classroom, in part through a mechanism like Americorps' VISTA program. Adding assistant teachers can increase the amount of time students spend in small groups, which is a particularly effective instructional approach with young children. Importantly, most schools already know how to incorporate teaching assistants into classrooms with young children. At a time when districts are overwhelmed, this recommendation requires the least new learning to implement.

Expand summer learning opportunities to rising kindergarteners. Offering rising kindergarteners in-person summer learning would give children an evidence-based boost in their kindergarten readiness and give frazzled parents a needed respite. Our research shows that summer matters for equity; rising kindergarteners from households with low incomes do not make the same progress in their school readiness as their peers over the summer.

Offer tutoring as early as kindergarten. Tutoring has been shown to be effective with children as young as kindergarten. As others have argued, this strategy can be incorporated within broader proposals and pushes for K-12 tutoring.

Implement coaching and training for teachers tied to evidence-based curricula. Coaching and training for teachers on evidence-based curricula that support core learning domains are effective for boosting classroom quality and children's learning. For example, recent work from New York City found that small group math clubs in kindergarten-implemented by trained, full-time facilitators-succeeded in sustaining the benefits of a play-based pre-K math curriculum. Implementing new curricula is not ideal with all that schools will be facing in the fall, but districts may want to consider this approach in order to make the substantial improvements in kindergarten instruction that children need.

Consider transitional kindergarten. Some states offer a two-year kindergarten program for children based on age cutoffs. The California program has shown substantial impacts on children's early skills, some of which lasted through the end of kindergarten. In the COVID-19 recovery, states might consider establishing or expanding such programs, including using school readiness-rather than age cutoffs only-to determine eligibility.

As the country emerges from the pandemic and continues to face challenges to supporting children's early learning, policymakers should not forget about the lessons learned during this crisis. In addition to supporting continued expansion of high-quality early care and education, further focus on early childhood and kindergarten stands to make a crucial return on investment for our youngest learners.

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Going Big for Little Kids: Why Kindergarten is Critical in the COVID-19 Recovery

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Congress is currently debating how much additional funding to give to struggling pre-K providers and elementary schools as part of a new coronavirus relief package. Current proposals primarily focus on support to keep early childhood programs open, to help public schools reopen, and to aid public schools with older students' learning recovery.

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Introducing Me: Family Connections Booklet

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Introducing Me: Family Connections Booklet

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"Introducing Me!" Family Connection Booklet

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"Introducing Me!" is a 2-page booklet to guide the family connection conversation.

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Transitions for Kids with IEP's

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Going to School Social Story

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Teacher Tips on Transitions from Edutopia

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Teacher Tips on Transitions from Edutopia

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Teacher-tested tips for preparing children in early childhood special education for kindergarten.

Bob Ebbesen / Alamy Stock Photo

The transition from a small early childhood special education (ECSE) class to kindergarten can be exciting yet overwhelming for students with disabilities and their families. Students face a lot of adjustments: a longer school day, a larger class size, new classmates, and new teachers.

For the past five years, I've worked with dozens of children and their families to help them adjust to this new environment. I've learned that the following strategies facilitate a smooth transition, decrease students' anxiety, and prepare them for success.

Using Social Stories

Social stories were developed for higher-functioning students with autism; however, they can be helpful for students with other disabilities as well. According to Carol Gray, the creator of social stories, the goal of a social story is to "share accurate information using a content, format, and voice that is descriptive, meaningful, and physically, socially, and emotionally safe."

Social stories should include descriptive sentences ("Next year, I will be in a new classroom with a new teacher and new rules"), perspective sentences ("I may feel scared or nervous in my new classroom"), directive sentences ("I will work on learning the new rules and listening to my new teacher"), and affirmative sentences ("My new teacher will be happy when I follow the new rules"). For preschool-age children, pictures also can make the story more comprehensible.

The following is a social story I have used with my students.

Transition IEP Meeting

Although there are currently no laws requiring schools to have a transitional individualized education program (IEP) meeting when a student exits an ECSE program, it can be helpful for the kindergarten staff and families to hold such a meeting. These meetings allow the ECSE and kindergarten special education staff to collaboratively create a transition plan and IEP that will support and meet the needs of the student. Depending on the situation and the school's setup, it may also be beneficial to have a general education kindergarten teacher attend the meeting in order to answer the family's questions, discuss accommodations and modifications, and make a plan for inclusion.

Observations

The student should have the opportunity to visit their new classroom(s) and may benefit from participating in story time or snack time there. This will also allow staff to see what additional supports the student may need to be successful in their new environment (such as noise-canceling headphones in a large group setting or a designated spot to sit on the carpet).

Additionally, the kindergarten special education teacher and/or teaching assistants may benefit from observing the student in the current ECSE classroom. Observation will show them how the student communicates, interacts with staff and peers, participates in group activities, and demonstrates self-help skills.

Photo Book

Another transition support that can help students is a teacher-created book with photos of the student's new special education teacher and teaching assistants, kindergarten teacher, classrooms, lunchroom, etc. Families can read this book with the child over the summer. This is different from a social story in that it does not include feelings, expected behaviors, or perspective taking.

Orientation Considerations

At the beginning of the school year, many school districts host a kindergarten orientation, when students and their families meet the teacher, drop off school supplies, and learn the policies, procedures, and expectations for kindergarten. These orientations usually have a group of four to five students attending at a time. For some students with disabilities, an individual orientation may be more appropriate and/or less overwhelming. The family may also feel more comfortable asking questions and sharing relevant information about the student and their disability.

Modifications

What visuals, language, and expectations can I introduce so my students have a smooth transition?

What activities, materials, or expectations might need to be adapted or modified for my students once they're in kindergarten?

What self-help or functional skills do I need to work on with my students to promote independence and confidence in kindergarten?

Lastly, I recommend that ECSE teachers observe both the general education and special education kindergarten classrooms. Some things to consider while observing the new environments:

The end of the year is always bittersweet for me: I'm so excited for my students to begin the next chapter in their lives as kindergarteners, but at the same time, I'm sad to say goodbye to students I've had the joy and privilege of working with for two to three years. Each year, I utilize all of these tips to individually support my students as they transition to kindergarten.

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Helping Children With Special Needs Transition to Kindergarten

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Teacher-tested tips for preparing children in early childhood special education for kindergarten.

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NAEYC Article on Transitions to Kindergarten

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Going to kindergarten is an important life event. Here are some suggestions to support families so they can help their children with the transition.

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Children's Books about Kindergarten

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VDOE: Inclusion Video

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Early Childhood Inclusion in Augusta County