Ok, time for another brain break! I think at this point we could use a meditation and relaxation break.
Take a few minutes to watch or listen to this video. If your mind is a bit frantic, this will help to slow the brain down.
Brain Break
Archives: Lessons
Brain Break
I know we have covered a lot of information so far! I am sure you could use a bit of a break to rest your mind.
Watch this hilarious video from early in the pandemic as everyone was getting used to virtual meetings! I laugh every time I see it!!
On Demand Course Training Plan
If you would like, you may review the information on creating a training plan from Part 1 of this course.
We want you to think through the content for your first course before face to face day, so you can start entering your content.
Feel free to create something new if you would like. You may also use a training you have previously used for assignements in FET, FET 370, or a training you are currently teaching in another format (face to face, webinar, or independent study). The purpose of this assignment is not for you to spend alot of time developing new content, but for you to plan how to deliver your content in an On Demand course format.
Rubric
| Required Component |
| ECE-TRIS Information Page is Complete |
| Contains Opening Component with Clear Expectations for Content |
| Contains Content Delivery paired with interactivity and exercises, with Clear Expectations for Content |
| Contains Closing Component with Clear Expectations for Content |
Course Evaluation
G-CORE 106: KYGFIS
Final Quiz
Congratulations! You have reached the final quiz for this module. You must earn a minimum of 80% to earn a certificate of completion. You may take the quiz multiple times. Select the final quiz below when you are ready to begin.
Tasks
Tasks are a way to assign reminders or to do’s. Tasks can be assigned by the user or a supervisor to complete.
A Reminder from Aida:
For technical issues with KYGFIS, contact Jessica Wayne at jessica.wayne@ky.gov.
Messages
Messages are a function to send messages internally between Guardianship staff. Utilizing your Messages Guide, let’s practice in the Sandbox.
For technical issues with KYGFIS, contact Jessica Wayne at jessica.wayne@ky.gov.
Let’s Give it a Try!
1.) Open and log into the Sandbox using the button below. Check the URL to ensure that you are accessing the Sandbox.
2.) On the left hand side, above the navigation pane there will be an envelope. If the envelope is white and displays a number, this will indicate that there are unread messages.
4.) Click on the icon to display unread messages.
5.) Messages can be searched and filtered as needed.
6.) Some messages, when opened, will take the user directly to another page.
7.) Messages can be marked as “read” by clicking the check box next to the message and then the button “Mark as Read”. Or you can select all messages by clicking “Mark All as Read”. This will move the messages from the unread to read table.
8.) Messages are automatically created when specific events happen in the system. These can include:
- Tasks
- New Individual Under Guardianship Alert
- Incident Entered
- Resigned/Expired Notification
Address History
The Address History Table contains all records of addresses and levels of care at where the individual has lived. The most recent addresses are shown on the Face Sheet. Utilizing your Help Manual, let’s practice in the Sandbox.
For technical issues with KYGFIS, contact Jessica Wayne at jessica.wayne@ky.gov.
Let’s Give it a Try!
1.) Open and log into your Sandbox using the button below. Check the URL to ensure that you are accessing the Sandbox.
2.) Search for the individual under guardianship by Last Name, First Name (Doe, Jane). Use a name provided to you by your supervisor.
3.) In the left hand navigation pane select the “Address History” link.
4.) The begin date for an address is the date at which they began living at the new address. This is also the last day at the old location. If there is a period of time between addresses it should indicate they were in transit or AWOL.
5.) There are 3 types of Addresses (note this is different than what is listed on page 19 of the Help Manual.
- Physical
- Vendor
- Day Site
Payment Request
This is also under Transactions. Do we want to move here or leave in transactions?
Pulling Reports
There are numerous reports that can be pulled from KYGFIS. Reports can be pulled based on your specific caseload, for regional needs, or for statewide needs. Which report you need to pull will vary based on your user role and your need. Your supervisor will review with you in more detail what reports to pull and when.
A Reminder from Aida:
For technical issues with KYGFIS, contact Jessica Wayne at jessica.wayne@ky.gov.
Lesson 2: State Level Data
In this lesson, we’ll examine state-wide percentages, calculating district category distributions, learner characteristics demographics, communication indicators, score distributions, disability catagory data, and Kentucky alternate assessment particpants.
Lesson 1: Using District Data, State Data, and Data Collected From the LCI
In this lesson, we’ll examine students with significant cognitive disabilities, data sources that can be used, and student characteristics examples.
Debrief
In Advancing Equity in Early Childhood: Awareness and Respect, you learned some important foundational concepts relating to advancing equity in early childhood. Let’s take a moment to review some of the key concepts and ideas from the training.
Implicit Bias
We discussed how each one of us has automatic thoughts and associations that we are not even aware of that are shaped by the direct and indirect experiences around us. These automatic thoughts come from our brain trying to quickly process and categorize information. But this can result in implicit bias, or unconscious beliefs and stereotypes that affect our understanding, actions and decisions.
Having implicit bias doesn’t make us bad people! But it can result in unintentional harm to young children when our implicit biases result in a child not feeling seen and emotionally safe in their classroom environment.
Explicit Bias
There is also explicit bias, or conscious beliefs and stereotypes that can affect one’s understanding, actions, and decisions. An example of an explicit bias would be a director stating they would not hire a male teacher for the toddler room, as those teachers should be female.
Maslow’s Heirarchy
You also learned about Maslow’s Hierarchy of Needs, which is a model based on five levels of human needs. Needs are from the bottom to the top, and children can’t progress to higher level needs such as esteem until the lower level needs such as love/belonging are met. Providing equitable learning environments and interactions support children’s identity and self-esteem and frees them to explore, play and learn.
Even though our intentions are good, all of us have biases that can affect our interactions with children. Let’s review some of the strategies you learned in module one that can help us become aware of and counteract our biases.
We will be using these strategies in this module to:
Unteach Being Colorblind
Acknowledge racial and cultural differences rather than pretending they don’t exist.
Be Prepared
Understand that both young children and adults have biases and be prepared with some responses. There may also be situations you need to address as best you can.
Practice Mindfulness
Mindfulness is an awareness of our emotions, surroundings, and thoughts in an accepting and nonjudgmental way. When we react strongly to something, mindfulness can help us better understand why.
Perspective Taking
Consider a situation from someone else’s point of view, by looking at it from their experience.
Raising Self-Awareness
Continue to reflect on your own culture, values, biases and interactions.
Take a few minutes to reflect on the following questions. You can jot down your thoughts in your handout:
- What was something you learned from module one?
- Which strategy has made an impact on you?
- What is a strength you see in yourself about how you interact with young children?
new
Oct 19, 2023
Final Quiz
In this quiz, consider the question and choose the best response. You must pass the quiz at 80% to move on in the course and earn a certificate of completion. You may take the quiz multiple times.
Lesson 2: Guidance on Answering Questions in the LCI
Guidance on Answering Questions in the LCI:
Now that we’ve reviewed the summary of the Learner Characteristics Inventory, its purpose, and what it measures, let’s examine how to answer questions in the LCI.
Course Wrap-Up
You have completed the content for Advancing Equity in Early Childhood – Culturally Responsive Interactions!!! A few final things before you are able to access your certificate.
Next Up
This course is the one in a series of advancing equity courses designed to help early care and education professionals understand how to support diversity and equity in classrooms, with children, with families, and with co-worker.
Check out the other trainings in the series:
ECE-TRIS
Oops! You need to be logged in to use this form.Course Evaluation
ECE 126: Advancing Equity in Early Childhood – Culturally Responsive Interactions
What now?
Check out these additional resources for more information and resources.
Articles
Research
Videos
Point out the Strengths
Watch the video below. As you are watching, think about the following questions. You can jot down your thoughts in your handout:
- What positive interaction strategies did you notice?
- What was a strength you observed in the teacher?
- What was a strength you observed in a child?