mental health and disabilities coordinators quarterly meeting february 25, 2015
TRANSCRIPT
Mental Health and Disabilities Coordinators
Quarterly MeetingFebruary 25, 2015
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
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
CLASSTM Revisited
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)
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
Emotional Support
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
Positive Climate
Indicators
• Relationships
• Positive Affect
Behavioral Markers
• Physical Proximity • Shared Activities • Peer Assistance • Matched Affect • Social Conversation
• Smiling • Laughter• Enthusiasm
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
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
Negative Climate (cont.)
Indicators
• Sarcasm/Disrespect
• Severe Negativity
Behavior Markers
• Sarcastic Voice/Statements• Teasing • Humiliation
• Victimization• Bullying • Physical Punishment
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
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
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
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
Classroom Organization
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
Behavior Management
Indicators
• Clear Behavior Expectations
• Proactive
Behavior Markers
• Clear expectations
• Consistency
• Clarity of rules
• Anticipates problem behavior or escalation
• Low reactivity
• Monitors
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
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
Productivity (cont.)
Indicators
• Transitions
• Preparation
Behavior Markers
• Brief
• Explicit follow-through
• Learning opportunities within
• Materials ready and accessible
• Knows Lessons
Instructional Support
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
Reference
CLassroom, Assessment, Scoring, SystemTM Manual Pre-K (2008) Pianta, R., La Paro, K., and Hamre, B.
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
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
PERSONAL RIGHTSRosemary Jiles
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?
Review and Updates
• PIR
• SELF-ASSESSMENTS
• ONGOING-MONITORING
• GIMS
• REPORTING
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.”
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).”
Mental Health Updates
• Updated GIM.
• New Form.
Where can you find the GIMs and Standardized
Forms?
Collaboration Website
http://collaboration.prekkid.org/Home.aspx
Evaluation
Thank You!!