mental health and disabilities coordinators quarterly meeting february 25, 2015
TRANSCRIPT
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Mental Health and Disabilities Coordinators
Quarterly MeetingFebruary 25, 2015
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Today’s Agenda• WELCOME AND INTRODUCTIONS
• Carolina Alvarez, Program Manager, T/TA; Review of the agenda• Aleece Kelly, Program Manager, PDE; OHS Site Visits
• CLASS UPDATE • Dawn Meggersen, MH Services Consultant• Sandra Williams, Disabilities Services Consultant
• BREAK
• PERSONAL RIGHT - Rosemary Jiles, T/TA
• LUNCH (ON YOUR OWN)
• HANDLING CHALLENGING BEHAVIORS – CASE SCENARIOS • Karina Loza, Disabilities Services Consultant• Tony Wu, MH Services Consultant
• HEALTH UPDATES• Jenifer Lipman, Health Consultant
• REVIEW AND UPDATES • Dawn Meggersen, MH Services Consultant• Sandra Williams, Disabilities Services Consultant• Karina Loza, Disabilities Services Consultant• Tony Wu, MH Services Consultant
• EVALUATION
• ADJOURN
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Meeting Objectives
• Learn about OHS review
• Become familiar with children’s personal rights
• Discuss how to support children with emotional and behavioral challenges in the classroom
• Gain knowledge of updated GIM, LACOE forms, CLASS, and PIR
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CLASSTM Revisited
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CLASSTM • An observation instrument developed to assess classroom quality
with regard to effective teacher-child interactions.
• Scoring System organization:
• Domains• Dimensions
• Indicators
• Behavioral Markers (observable)
• Score Ranges
• Low (1, 2)
• Middle (3, 4, 5)
• High (6, 7)
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CLASSTM Observation Tool• Is used to take a holistic view of classrooms, looking
at specific teaching behaviors
• Uses a research base that takes into consideration the link between teaching behaviors and children’s learning
• Looks for consistent indications of particular behavioral markers
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Emotional Support
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CLASSTM Domains and Dimensions
Domain
• Emotional Support
• Behaviors that help children develop warm, supportive relationships, experience enjoyment and excitement about learning, feel comfortable in the classroom, and experience appropriate levels of autonomy or independence
Dimensions
• Positive Climate
• Negative Climate
• Teacher Sensitivity
• Regard for Student Perspectives
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Positive Climate
Indicators
• Relationships
• Positive Affect
Behavioral Markers
• Physical Proximity • Shared Activities • Peer Assistance • Matched Affect • Social Conversation
• Smiling • Laughter• Enthusiasm
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Positive Climate (cont.)Indicators
• Positive Communication
• Respect
Behavioral Markers
• Verbal Affection
• Physical Affection
• Positive Expectations
• Eye Contact
• Warm/Calm Voice
• Respectful Language
• Cooperation and/or Sharing
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Negative Climate
Indicators
• Negative Affect
• Punitive Control
Behavior Markers
• Irritability
• Anger
• Harsh Voice
• Peer Aggression
• Disconnected or escalating negativity
• Yelling
• Threats
• Physical Control
• Harsh Punishment
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Negative Climate (cont.)
Indicators
• Sarcasm/Disrespect
• Severe Negativity
Behavior Markers
• Sarcastic Voice/Statements• Teasing • Humiliation
• Victimization• Bullying • Physical Punishment
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Teacher Sensitivity
Indicators
• Awareness
• Responsiveness
Behavior Markers
• Anticipates problems and plans appropriately
• Notices lack of understanding and/or difficulties
• Acknowledges emotions• Provides comfort and
assistance• Provides individualized support
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Teacher Sensitivity (cont.)
Indicators
• Addresses Problems
• Student Comfort
Behavior Markers
• Helps in an effective and timely manner
• Helps resolve problems
• Seeks support and guidance • Freely participates• Takes risks
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Regard for Student Perspectives
Indicators
• Flexibility and Student Focus
• Support for Autonomy and Leadership
Behavior Markers
• Shows flexibility
• Incorporates students’ ideas
• Follows students’ leads
• Allows choice
• Allows students to lead lessons
• Gives students responsibility
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Regard for Student Perspectives(cont.)
Indicators• Student Expression
• Restriction of Movement
Behavior Markers• Encourages student talk
• Elicits ideas and/or perspectives
• Allows movement
• Is not rigid
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Classroom Organization
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CLASSTM Domains and Dimensions (cont.)
Domains• Classroom Organization
• Behaviors that help children develop skills to regulate their own behavior, get the most learning out of each day, and maintain interest in learning activities
Dimensions• Behavior Management
• Productivity
• Instructional Learning Formats
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Behavior Management
Indicators
• Clear Behavior Expectations
• Proactive
Behavior Markers
• Clear expectations
• Consistency
• Clarity of rules
• Anticipates problem behavior or escalation
• Low reactivity
• Monitors
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Behavior Management (cont.)
Indicators
• Redirection of Misbehavior
• Student Behavior
Behavior Markers
• Effective reduction of misbehavior
• Attention to the positive
• Uses subtle cues to redirect
• Efficient redirection
• Frequent compliance
• Little aggression and defiance
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Productivity
Indicators
• Maximizing Learning Time
• Routines
Behavior Markers
• Provision of activities• Choice when finished• Few Disruptions• Effective completion of
managerial tasks• Pacing
• Students Know What To Do • Clear Instructions• Little Wandering
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Productivity (cont.)
Indicators
• Transitions
• Preparation
Behavior Markers
• Brief
• Explicit follow-through
• Learning opportunities within
• Materials ready and accessible
• Knows Lessons
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Instructional Support
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CLASSTM Domains and Dimensions (cont.)
Domains• Instructional Support
• Behaviors that support children’s cognitive development and language growth
Dimensions• Concept Development
• Quality of Feedback
• Language Modeling
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Reference
CLassroom, Assessment, Scoring, SystemTM Manual Pre-K (2008) Pianta, R., La Paro, K., and Hamre, B.
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CLASSTM ChildPlus Reports
CONFIDENTIAL!
• 5610-CLASSTM Observation List
• Allows you to look at specific teachers and classroom dimension scores (e.g., Positive Climate, Negative Climate)
• 5620-CLASSTM Score Charts
• Allows you to look at trends by Teacher, including the relationship of their scores to the • Re-Competition Level
• National Average
• Lowest 10% Nationally
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CLASSTM ChildPlus Reports
CONFIDENTIAL!
• 5630-CLASSTM Average Score Charts
• Allows you to look at average scores for the agency, including the relationship of the scores to the • Re-Competition Level
• National Average
• Lowest 10% Nationally
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PERSONAL RIGHTSRosemary Jiles
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HANDLING CHALLENGING BEHAVIORS – CASE SCENARIOS
• Discuss in your groups:• Have personal rights been violated? Who’s and
What.
• What interventions can be put in place?
• What referrals if any should be made?
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Review and Updates
• PIR
• SELF-ASSESSMENTS
• ONGOING-MONITORING
• GIMS
• REPORTING
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Disabilities GIM 1308_(5)v3
Before• “Children referred to Response and
Recognition/Response to Intervention (R&R/RtI) teams must be followed-up with DA/CCP staff and parents. DA/CCPs must also document progress and decisions to continue intervention with or without a referral to the LEA in Child Plus note section and child’s file.” 1308_(5)v2 Section II. Management and Program Mandates B.3 E
After • “Response to Intervention (RtI) is a
general education pre-intervention strategy. Tier 1 whole group activities are to be inclusive of all children including children with IEPs; tier 2 and tier 3 interventions are for children at-risk who have not been identified as needing special education services. Children with active IEPs or immediate disabilities concerns must be referred to the LEA for further assessment.”
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Disabilities GIM 1308_(5)v3
• Addition:• Update
• “Review and update ChildPlus Report 3510 at least monthly to ensure accurate and timely follow-up information has been entered regarding children with concerns identified under the ChildPlus Disabilities Concerns Tab (refer to ChildPlus Introduction to Mental Health and Disabilities Services manual).”
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Mental Health Updates
• Updated GIM.
• New Form.
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Where can you find the GIMs and Standardized
Forms?
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Collaboration Website
http://collaboration.prekkid.org/Home.aspx
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Evaluation
Thank You!!