1. Mental Health and Disabilities Coordinators Quarterly Meeting
February 25, 2015

2. 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

3. 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

4. CLASSTM
Revisited

5. 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)

6. 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.

7. Emotional Support

8. 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

9. 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.

10. 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.

11. 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.

12. 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.

13. 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.

14. 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.

15. 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.

16. 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.

17. Classroom Organization

18. 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.

19. 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.

20. 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.

21. 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.

22. 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.

23. Instructional Support

24. CLASSTM Domains and Dimensions (cont.)
Instructional Support
Behaviors that support children’s cognitive development and language growth
Concept Development
Quality of Feedback
Language Modeling

25. Reference
CLassroom, Assessment, Scoring, SystemTM Manual Pre-K (2008) Pianta, R., La Paro, K., and Hamre, B.

26. 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.

27. 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.

28. PERSONAL RIGHTS
Rosemary Jiles

29. 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?

30. Review and Updates PIR SELF-ASSESSMENTS ONGOING-MONITORING GIMS
REPORTING

31. 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

32. 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).”

33. Mental Health Updates
Updated GIM.
New Form.

34. Where can you find the GIMs and Standardized Forms?

35. Collaboration Website

36. Evaluation
Thank You!!