mental health and disabilities coordinators quarterly meeting february 25, 2015

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!!