SUPPORTING SCHOOL READINESS: SYSTEMS NEEDED FOR SUCCESS FOR ALL M E L I S S A M E L I S TO R M O N T
OVERVIEW • How is school readiness defined? • Is that reflective of what children look like in Kindergarten? • Who fails when children aren’t ready? • Social ecological approach can frame the complex needs of increasing readiness • Specific teachable skills associated with school readiness from screener (Stormont)
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2016 Kansas MTSS Symposium
RESEARCH LINE • Developed a screener the K-ABRs • Determining teachable skills • Work to support children at risk through use of evidencebased practices • Continue to support teachers use of evidence based practices • Continuing to research barriers to implementation
RESEARCH AREA-SCHOOL READINESS
Specific demographics
Children Vulnerable for Failure in Kindergarten
Limited or inappropriate social emotional skills
Limited academic preskills
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MY RESEARCH AREA
Preparedness -Education
Knowledge of Risk, Teaching Practices that Support
Teachers Vulnerable for Failure
Stress
Support
WHY DO CHILDREN HAVE READINESS PROBLEMS? • First, they don’t want to have these problems • Second, it is not their fault • Third, we have to focus on teachers doing what they do best-TEACH • Assess where they are • Teach • Monitor growth and responsiveness
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IMPORTANCE Teachers have to be prepared for the classroom they have today. Preservice programs need to prepare teachers for characteristics of children. Inservice with ongoing coaching is also effective in preparing teachers. Even for common sense interventions, we have to be more scientific and planful.
NEED BETTER SYSTEMS TO SCREEN AND SUPPORT CHILDREN
Determine
Select
Baseline
Monitor
Strategies
Progress
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RESEARCH FOCUS-RISK SOCIAL ECOLOGICAL MODEL
Child Teachers Families
What problems do children who aren’t ready have?
Coming to attention Focus, focus, focus Sustaining attention Being pulled off task easily (distractible) Trouble selectively attending to the main points (forest through the trees) Being literal Planning an approach to a task Organizing objects
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WHY DO CHILDREN HAVE THESE PROBLEMS? Basic needs not being met-poverty and homelessness-hunger, worried, tired Underlying brain differences-attention (ADHD, LD, cognitive delays) Language differences (ELL) Lack of prior knowledge or experience Lack of instruction and models
GOOD GUIDING PREMISES • In the absence of instruction and support, we can’t assume children have the knowledge to be successful (making a choice to do poorly). • Through better screening and support we can link children, teachers, families early in the window of primary prevention. • Supports should be used for teachers and families as well.
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GOOD SYSTEM PRACTICES • • • • • •
Strong evidence based screener Linkage to data based system to teach Plan for monitoring Plan for ongoing support for teachers Plan for ongoing support for children Focus on highlighting examples across system
ASSESS AND TEACH THESE SKILLS • Screen for social behavior using evidence based social emotional screener • Make sure the target behaviors are a problem and are going to impact readiness and other outcomes • Determine current behavior picture • Teach • Support • Monitor
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INTERVENTIONS THAT ARE MOST EFFECTIVE • Meet children where they are • Where are they across multiple domains? • What teachable skills are present? • Need foundation of strong relationships and strong universals • Effective classroom management includes strong universal supports
GOOD TEACHABLE SKILLS FROM RECENT RESEARCH • Following directions • Play alone • Play with others • Persistence • Problem solving
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STRATEGIES FOR THESE
Coaching Building skills Practice and feedback Data collection and supports Determine other deficits
LESSON EXAMPLES
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SUPPORTS TOOTLE paired with specific praise
SUPPORTS Ways to Individualize Mood Monitoring Highlighter of information (verbal coaching)
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SUPPORTS Premack Principle If you do [] this then []
SUPPORTS Precorrection, prompts
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D7-E10-MTSSSupportingSchoolReadiness.pdf
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