Mental Health and Disabilities Coordinators Quarterly Meeting February 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 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 It is not necessary to see all markers presented in the description to a given range to assign a score in that range.

Emotional Support

CLASSTM Domains and Dimensions Positive Climate Negative Climate Teacher Sensitivity Regard for Student Perspectives 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

Positive Climate Indicators Behavioral Markers Relationships Physical Proximity Shared Activities Peer Assistance Matched Affect Social Conversation Smiling Laughter Enthusiasm Relationships Positive Affect It is not necessary to see all markers presented in the description to a given range to assign a score in that range.

Positive Climate (cont.) Indicators Behavioral Markers Verbal Affection Physical Affection Positive Expectations Eye Contact Warm/Calm Voice Respectful Language Cooperation and/or Sharing Positive Communication Respect It is not necessary to see all markers presented in the description to a given range to assign a score in that range.

Negative Climate Indicators Behavior Markers Negative Affect Irritability Anger Harsh Voice Peer Aggression Disconnected or escalating negativity Yelling Threats Physical Control Harsh Punishment Negative Affect Punitive Control It is not necessary to see all markers presented in the description to a given range to assign a score in that range.

Negative Climate (cont.) Indicators Behavior Markers Sarcastic Voice/Statements Teasing Humiliation Victimization Bullying Physical Punishment Sarcasm/Disrespect Severe Negativity It is not necessary to see all markers presented in the description to a given range to assign a score in that range.

Teacher Sensitivity Indicators Behavior Markers Anticipates problems and plans appropriately Notices lack of understanding and/or difficulties Acknowledges emotions Provides comfort and assistance Provides individualized support Awareness Responsiveness It is not necessary to see all markers presented in the description to a given range to assign a score in that range.

Teacher Sensitivity (cont.) Indicators Behavior Markers Addresses Problems Student Comfort Helps in an effective and timely manner Helps resolve problems Seeks support and guidance Freely participates Takes risks It is not necessary to see all markers presented in the description to a given range to assign a score in that range.

Regard for Student Perspectives Indicators Behavior Markers Shows flexibility Incorporates students’ ideas Follows students’ leads Allows choice Allows students to lead lessons Gives students responsibility Flexibility and Student Focus Support for Autonomy and Leadership It is not necessary to see all markers presented in the description to a given range to assign a score in that range.

Regard for Student Perspectives (cont.) Indicators Behavior Markers Student Expression Restriction of Movement Encourages student talk Elicits ideas and/or perspectives Allows movement Is not rigid It is not necessary to see all markers presented in the description to a given range to assign a score in that range.

Classroom Organization

CLASSTM Domains and Dimensions (cont.) 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 Behavior Management Productivity Instructional Learning Formats When children are in well regulated environments, they are better able to internalize self-regulation strategies.

Behavior Management Indicators Behavior Markers Clear Behavior Expectations Proactive Clear expectations Consistency Clarity of rules Anticipates problem behavior or escalation Low reactivity Monitors It is not necessary to see all markers presented in the description to a given range to assign a score in that range.

Behavior Management (cont.) Indicators Behavior Markers Effective reduction of misbehavior Attention to the positive Uses subtle cues to redirect Efficient redirection Frequent compliance Little aggression and defiance Redirection of Misbehavior Student Behavior It is not necessary to see all markers presented in the description to a given range to assign a score in that range.

Productivity Indicators 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 Maximizing Learning Time Routines It is not necessary to see all markers presented in the description to a given range to assign a score in that range.

Productivity (cont.) Indicators Behavior Markers Brief Explicit follow-through Learning opportunities within Materials ready and accessible Knows Lessons Transitions Preparation It is not necessary to see all markers presented in the description to a given range to assign a score in that range.

Instructional Support

CLASSTM Domains and Dimensions (cont.) Instructional Support Behaviors that support children’s cognitive development and language growth 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 Keep in mind that individual teacher scores are private and should be reviewed only in the context of discussing concerns with immediate supervisors or those designated at your agency to support the teacher in improving teacher-child interactions, using a CLASSTM lens.

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 Keep in mind that individual teacher scores are private and should be reviewed only in the context of discussing concerns with immediate supervisors or those designated at your agency to support the teacher in improving teacher-child interactions, using a CLASSTM lens.

PERSONAL RIGHTS Rosemary 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 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.” “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

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!!