breaking down the preschool to prison pipeline
BREAKING DOWN THE PRESCHOOL TO PRISON PIPELINE Offices of Early Childhood and Special Education
EXECUTIVE FUNCTIONING AND SELF REGULATION
Source: In Brief – Center on the Developing Child, Harvard University - http://developingchild.harvard.edu/inbrief-series/
FIVE NUMBERS TO REMEMBER ABOUT EARLY CHILDHOOD DEVELOPMENT 1. 700 2. 18 months 3. 90-100% 4. 3:1 5. $4-$9 Source: The Center on the Developing Child, Harvard University - developingchild.harvard.edu
1. 700 NEW NEURAL CONNECTIONS PER SECOND
Source: The Center on the Developing Child, Harvard University - developingchild.harvard.edu
2. 18 MONTHS: AGE AT WHICH DISPARITIES IN VOCABULARY BEGIN TO APPEAR
Source: The Center on the Developing Child, Harvard University - developingchild.harvard.edu
3. 90-100% CHANCE OF DEVELOPMENTAL DELAYS WHEN CHILDREN EXPERIENCE 6-7 RISK FACTORS
Source: The Center on the Developing Child, Harvard University - developingchild.harvard.edu
4. 3:1 ODDS OF ADULT HEART DISEASE AFTER 7-8 ADVERSE CHILDHOOD EXPERIENCES
Source: The Center on the Developing Child, Harvard University - developingchild.harvard.edu
ADVERSE CHILDHOOD EXPERIENCES (ACE) o Physical abuse o Household Violence o Sexual abuse o Substance abuse o Emotional abuse o Household mental illness o Physical neglect o Parental separation/divorce o Emotional neglect o Incarcerated household member Source: The Center on the Developing Child, Harvard University - developingchild.harvard.edu
ACE PREVALENCE IN NEBRASKA CLASSROOM
Source: The Center on the Developing Child, Harvard University - developingchild.harvard.edu
BRAIN DEVELOPMENT o 90% of a child’s brain develops before the age of 5 o Experiencing ACEs can affect that development o Only 10% develops after age 5.
Source: The Center on the Developing Child, Harvard University - developingchild.harvard.edu
Source: First Five Nebraska - http://www.firstfivenebraska.org/
5. $4-$9 IN RETURNS FOR EVERY DOLLAR INVESTED IN EARLY CHILDHOOD PROGRAMS
Source: The Center on the Developing Child, Harvard University - developingchild.harvard.edu
SUSPENSION AND EXPULSION OF YOUNG CHILDREN
Source: TEDxMileHigh – www.tedxmilehigh.com
WHAT ARE THE DEFINITIONS Preschool Expulsion
Preschool Suspension
o The permanent removal or dismissal from the program
o Practices that involve removing or excluding the child from the classroom or program
Schachner, A., Belodoff, K., Chen, W-B., Kutaka, T., Fikes, A., Ensign, K., Chow, K., Nguyen, J., & Hardy, J. (2016). Preventing Suspensions and Expulsions in Early Childhood Settings: An Administrator’s Guide to Supporting All Children’s Success. SRI International: Menlo Park, CA. Accessed from http://preventexpulsion.org
WHAT DO EXCLUSIONARY DISCIPLINE PRACTICE LOOK LIKE o In-School Suspension
Disciplining a child by sending the child out of the classroom, such as to the principal’s office
o Out-of-School Suspension
Asking a family to pick up their child early because of behavioral issues (e.g., biting, hitting, not following directions)
o Expulsion
Telling a family that they will need to find another care arrangement because the child is not a “good fit” for the program or that the program can “no longer support” their toddler or preschooler
o Soft Expulsion
Asking the family repeatedly to pick their child up early because of behavior issues, requiring them to leave or miss work frequently www.preventexpulsion.org
WHY FOCUS ON EXPULSION AND SUSPENSION o Foundation for learning, health, and wellness o Suspension and Expulsion can contribute to ACEs o 10 times more likely to: Drop out of high school Experience academic failure and grade retention Hold negative school attitudes Face incarceration
o Early grade expulsion/suspension predicts later grade expulsion/suspension o Higher rates in early childhood settings o Racial disparities
DHHS/DOE Expulsion and Suspension Prevention Webinar
NATIONAL EXPULSION DEFINITIONS K-12 Expulsion
Preschool Expulsion
o Varying state definitions
o No formal definitions
1 state: > 3 days 13 states: > 10 days 1 State: > 15 Days 2 States: Rest of semester or more 32 States: Local Discretion
DHHS/DOE Expulsion and Suspension Prevention Webinar
o 18 states disallow expulsion o 32 states either explicitly allow expulsion or pass it to local level 8 require documentation 4 require family assistance (referrals)
PRESCHOOL EXPULSION RATES: NATION o 10.4% of PreK teachers expelled at least 1 child in past year due to behavior problems 1 child (78%) 2 children (15%) 3 children (6%) 4 children (1%)
o PreK Expulsion Rate = 6.7 / 1,000 o K-12 Expulsion Rate = 2.1 / 1,000 DHHS/DOE Expulsion and Suspension Prevention Webinar
EXPULSION RATES (PER 1,000)
DHHS/DOE Expulsion and Suspension Prevention Webinar
STATE PRE-K EXPULSION RATES
DHHS/DOE Expulsion and Suspension Prevention Webinar
WHO GETS EXPELLED o 4 year olds 50% more likely than 3 year olds o Boys 3½ times more likely than girls o African Americans 2 times more likely than European Americans 5 times more likely than Asian Americans
DHHS/DOE Expulsion and Suspension Prevention Webinar
CHILD-TEACHER RATION PREDICTS EXPULSION
DHHS/DOE Expulsion and Suspension Prevention Webinar
LENGTH OF SCHOOL DAY PREDICTS EXPULSION
DHHS/DOE Expulsion and Suspension Prevention Webinar
BEHAVIORAL CONSULTATION PREDICTS DECREASED EXPULSION
DHHS/DOE Expulsion and Suspension Prevention Webinar
DISRUPTION THE PRESCHOOL TO PRISON PIPELINE
www.preventexpulsion.org
NEXT STEPS o Federal Government will require reporting of this data beginning in 2020 o Offices of Early Childhood and Special Education are working together to develop and address awareness of the definitions as well as reporting policies and procedures
WHAT SHOULD LOCAL EDUCATION AGENCIES DO o Develop and Communicate Preventative Guidance and Discipline Practices with staff
o Develop and Communicate Expulsion and Suspension Policies within LEA o Access existing programs within the State of Nebraska to Prevent Expulsion and Suspension Pyramid Model Rooted In Relationships KidSquad o Set Goals to Analyze Data and Assess Progress o Utilize Resources to Enhance Staff Training and Strengthen Family Partnerships Social/Emotional Curriculums Raising Staff Cultural Competencies Identify Potential Stress Response for Staff US Dept of Health and Human Services/US Consider Staff/Child Ratio Dept of Ed. Joint Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings (Nov 2016)
DISCUSSION o What information do you need in order to assist your staff with the proper identification and reporting of suspensions and expulsions? o How could NDE support LEAs with implementation? o What ideas do you have to monitor and report this data across settings?
RESOURCES FOR YOU o DHHS/DOE Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings(Nov. 2016) o TA Centers: oDaSy oECTA oNCSI
o Websites:
https://www2.ed.gov/about/inits/ed/earlylearning/initiatives.html www.preventexpulsion.org
o Contact Nebraska Department of Education Office of Early Childhood: 402-471-3184 Office of Special Education: 402-471-2471
EXECUTIVE FUNCTIONING AND SELF REGULATION
Source: In Brief – Center on the Developing Child, Harvard University - http://developingchild.harvard.edu/inbrief-series/
FIVE NUMBERS TO REMEMBER ABOUT EARLY CHILDHOOD DEVELOPMENT 1. 700 2. 18 months 3. 90-100% 4. 3:1 5. $4-$9 Source: The Center on the Developing Child, Harvard University - developingchild.harvard.edu
1. 700 NEW NEURAL CONNECTIONS PER SECOND
Source: The Center on the Developing Child, Harvard University - developingchild.harvard.edu
2. 18 MONTHS: AGE AT WHICH DISPARITIES IN VOCABULARY BEGIN TO APPEAR
Source: The Center on the Developing Child, Harvard University - developingchild.harvard.edu
3. 90-100% CHANCE OF DEVELOPMENTAL DELAYS WHEN CHILDREN EXPERIENCE 6-7 RISK FACTORS
Source: The Center on the Developing Child, Harvard University - developingchild.harvard.edu
4. 3:1 ODDS OF ADULT HEART DISEASE AFTER 7-8 ADVERSE CHILDHOOD EXPERIENCES
Source: The Center on the Developing Child, Harvard University - developingchild.harvard.edu
ADVERSE CHILDHOOD EXPERIENCES (ACE) o Physical abuse o Household Violence o Sexual abuse o Substance abuse o Emotional abuse o Household mental illness o Physical neglect o Parental separation/divorce o Emotional neglect o Incarcerated household member Source: The Center on the Developing Child, Harvard University - developingchild.harvard.edu
ACE PREVALENCE IN NEBRASKA CLASSROOM
Source: The Center on the Developing Child, Harvard University - developingchild.harvard.edu
BRAIN DEVELOPMENT o 90% of a child’s brain develops before the age of 5 o Experiencing ACEs can affect that development o Only 10% develops after age 5.
Source: The Center on the Developing Child, Harvard University - developingchild.harvard.edu
Source: First Five Nebraska - http://www.firstfivenebraska.org/
5. $4-$9 IN RETURNS FOR EVERY DOLLAR INVESTED IN EARLY CHILDHOOD PROGRAMS
Source: The Center on the Developing Child, Harvard University - developingchild.harvard.edu
SUSPENSION AND EXPULSION OF YOUNG CHILDREN
Source: TEDxMileHigh – www.tedxmilehigh.com
WHAT ARE THE DEFINITIONS Preschool Expulsion
Preschool Suspension
o The permanent removal or dismissal from the program
o Practices that involve removing or excluding the child from the classroom or program
Schachner, A., Belodoff, K., Chen, W-B., Kutaka, T., Fikes, A., Ensign, K., Chow, K., Nguyen, J., & Hardy, J. (2016). Preventing Suspensions and Expulsions in Early Childhood Settings: An Administrator’s Guide to Supporting All Children’s Success. SRI International: Menlo Park, CA. Accessed from http://preventexpulsion.org
WHAT DO EXCLUSIONARY DISCIPLINE PRACTICE LOOK LIKE o In-School Suspension
Disciplining a child by sending the child out of the classroom, such as to the principal’s office
o Out-of-School Suspension
Asking a family to pick up their child early because of behavioral issues (e.g., biting, hitting, not following directions)
o Expulsion
Telling a family that they will need to find another care arrangement because the child is not a “good fit” for the program or that the program can “no longer support” their toddler or preschooler
o Soft Expulsion
Asking the family repeatedly to pick their child up early because of behavior issues, requiring them to leave or miss work frequently www.preventexpulsion.org
WHY FOCUS ON EXPULSION AND SUSPENSION o Foundation for learning, health, and wellness o Suspension and Expulsion can contribute to ACEs o 10 times more likely to: Drop out of high school Experience academic failure and grade retention Hold negative school attitudes Face incarceration
o Early grade expulsion/suspension predicts later grade expulsion/suspension o Higher rates in early childhood settings o Racial disparities
DHHS/DOE Expulsion and Suspension Prevention Webinar
NATIONAL EXPULSION DEFINITIONS K-12 Expulsion
Preschool Expulsion
o Varying state definitions
o No formal definitions
1 state: > 3 days 13 states: > 10 days 1 State: > 15 Days 2 States: Rest of semester or more 32 States: Local Discretion
DHHS/DOE Expulsion and Suspension Prevention Webinar
o 18 states disallow expulsion o 32 states either explicitly allow expulsion or pass it to local level 8 require documentation 4 require family assistance (referrals)
PRESCHOOL EXPULSION RATES: NATION o 10.4% of PreK teachers expelled at least 1 child in past year due to behavior problems 1 child (78%) 2 children (15%) 3 children (6%) 4 children (1%)
o PreK Expulsion Rate = 6.7 / 1,000 o K-12 Expulsion Rate = 2.1 / 1,000 DHHS/DOE Expulsion and Suspension Prevention Webinar
EXPULSION RATES (PER 1,000)
DHHS/DOE Expulsion and Suspension Prevention Webinar
STATE PRE-K EXPULSION RATES
DHHS/DOE Expulsion and Suspension Prevention Webinar
WHO GETS EXPELLED o 4 year olds 50% more likely than 3 year olds o Boys 3½ times more likely than girls o African Americans 2 times more likely than European Americans 5 times more likely than Asian Americans
DHHS/DOE Expulsion and Suspension Prevention Webinar
CHILD-TEACHER RATION PREDICTS EXPULSION
DHHS/DOE Expulsion and Suspension Prevention Webinar
LENGTH OF SCHOOL DAY PREDICTS EXPULSION
DHHS/DOE Expulsion and Suspension Prevention Webinar
BEHAVIORAL CONSULTATION PREDICTS DECREASED EXPULSION
DHHS/DOE Expulsion and Suspension Prevention Webinar
DISRUPTION THE PRESCHOOL TO PRISON PIPELINE
www.preventexpulsion.org
NEXT STEPS o Federal Government will require reporting of this data beginning in 2020 o Offices of Early Childhood and Special Education are working together to develop and address awareness of the definitions as well as reporting policies and procedures
WHAT SHOULD LOCAL EDUCATION AGENCIES DO o Develop and Communicate Preventative Guidance and Discipline Practices with staff
o Develop and Communicate Expulsion and Suspension Policies within LEA o Access existing programs within the State of Nebraska to Prevent Expulsion and Suspension Pyramid Model Rooted In Relationships KidSquad o Set Goals to Analyze Data and Assess Progress o Utilize Resources to Enhance Staff Training and Strengthen Family Partnerships Social/Emotional Curriculums Raising Staff Cultural Competencies Identify Potential Stress Response for Staff US Dept of Health and Human Services/US Consider Staff/Child Ratio Dept of Ed. Joint Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings (Nov 2016)
DISCUSSION o What information do you need in order to assist your staff with the proper identification and reporting of suspensions and expulsions? o How could NDE support LEAs with implementation? o What ideas do you have to monitor and report this data across settings?
RESOURCES FOR YOU o DHHS/DOE Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings(Nov. 2016) o TA Centers: oDaSy oECTA oNCSI
o Websites:
https://www2.ed.gov/about/inits/ed/earlylearning/initiatives.html www.preventexpulsion.org
o Contact Nebraska Department of Education Office of Early Childhood: 402-471-3184 Office of Special Education: 402-471-2471
