Searching for events follows the same general search and filter function mentioned in previous lessons. Searching is a simple way to search for different events or categories. Utilizing your Help Manual, let’s practice in the Sandbox.
For technical issues with KYGFIS, contact Jessica Wayne at jessica.wayne@ky.gov.
4.) In the left hand navigation panel choose the link “events”.
5.) Next determine which column you would like to search and click the header (action date, event type, subject, or description). In the open box next to the “Search” button enter the information you are searching for. Click the “Search” button. This will search the Ordered Column. The format of the search field may change if the Column has a specific format.
A table is a group of rows and columns that display records. There are several functions to using a table that will enable you to search, edit, and view records. Utilizing your Help Manual, let’s practice in the Sandbox.
For technical issues with KYGFIS, contact Jessica Wayne at jessica.wayne@ky.gov.
2.) Search for an individual under guardianship by Last Name, First Name (e.g., Doe, Jane). Use a name provided to you by your supervisor.
In the Sandbox, take a look at the following items.
General
Functions that affect the entire table are located at the top of the table. Functions that affect individual records are located at the bottom of the table.
Check box
Check boxes allow you to perform functions for a single record. Access to check boxes is based on user privileges and you may not always have access to check boxes.
Edit This Record
Allows you to edit the selected record, if possible.
Record Count
Record counts are located at the top and bottom of each table. Rows are displayed 15 at a time and you can navigate through the records using the links next to the record count. It is typically easier and faster to use the search function to locate a record.
Inserting a Record
Click the “Insert” button to access a blank record to type data.
Deleting a Record
After clicking a check box, click “Delete” to delete the record. Only specific user levels have the ability to delete.
Selecting a Record
Click any data in a table to select a particular record.
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.
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.
The “View” filter option allows a user to filter the next or previous records based on the filter chosen. If you select to view “Active” and then choose the “Next” button, you will be able to click to view the next active record. Utilizing your Help Manual, let’s practice in the Sandbox.
For technical issues with KYGFIS, contact Jessica Wayne at jessica.wayne@ky.gov.
2.) In the left navigation menu under Case Management, click “Clients” and select a record from the table.
3.) Near the top of the page, choose an option from the “View” filter drop-down menu. Then click the “Next” button. Change the “View” filter menu option and click the “Previous” button.
4.) Search for an individual under guardianship by Last Name, First Name (e.g., Doe, Jane). Use a name provided to you by your supervisor.
5.) Continue to practice with the different “View” filter menu options.
Searching is a key feature of KYGFIS. Using your search feature will make it quicker to locate records. Utilizing your Help Manual, let’s practice in the Sandbox.
For technical issues with KYGFIS, contact Jessica Wayne at jessica.wayne@ky.gov.
2.) In the left navigation pane under Case Management, click “Clients.” Search for an individual under guardianship by Last Name, First Name (e.g., Doe, Jane). Use a name provided to you by your supervisor.
3.) There are two different types of search options: “Search” and “Filter Column.”
4.) In the search box, type “Smith” and click the “Search” button. The search field will also format your typing if a specific format (date, number, etc.) is used in the column. Results will display based on your search field.
5.) In the box next to search, type “Smi”. Click the “Filter Name Column” button. Results will display any records that contain the string of letters or words anywhere within a field. This search feature is useful for locating all events involving one person. It allows you to search for the person’s name throughout all events.
Within KYGFIS there are several navigation items and terms that will be used frequently as you maneuver through the system. Utilizing your Help Manual, let’s practice in the Sandbox.
For technical issues with KYGFIS, contact Jessica Wayne at jessica.wayne@ky.gov.
2.) Search for an individual under guardianship by Last Name, First Name (e.g., Doe, Jane). Use a name provided to you by your supervisor.
In the Sandbox, take a look at the following items.
Nav Elements
This is the information on the left side of your screen. Depending on your level of access, what items you see in your session state will vary.
Session State
This is the information stored in the memory of the application during the session.
Table
Information will be displayed as a table with multiple rows and columns under some records.
Column Header
In a table the top row of any column contains the header, which displays the name of the field in the column.
Ordered Column
Tables are displayed in a default order. An ordered column has the option to change the order display, just click the arrow on either side of the Column Header.
Search
Allows you to type details and information to search a Column.
Filter Column
Allows you to search a Column for all records that contain the letters typed.
View
A drop down box that provides various ways to view information in a table.
Timeout
Each session is limited to a 30-minute inactivity period. At the top left of the browser you can see how long your session has been inactive. If your session times out, you will need to log back in. Information typed will be lost.
Logging on is one of the first things you will need to do to access the functions of KYGFIS. You should have already been provided with a username, if not, reach out to your supervisor for more information. Utilizing your Help Manual, let’s practice in the Sandbox.
For technical issues with KYGFIS, contact Jessica Wayne at jessica.wayne@ky.gov.
Watch this video to learn a little more about identity and social emotional development. Video must be watched entirely before progressing through the course.
[ld_video]
How can early childhood professionals help?
One of the most important things an early child care educator does is help children to develop social and emotional skills. Early childhood professionals are vital to this process. Here are a few things can do to intentionally teach social and emotional skills.
How can early childhood professionals support social and emotional development of young children?
A key foundation is to form trusting relationships with each child you serve. A child’s view of how they see themselves is positively impacted when they feel their needs are important and responded to.
Here are some strategies you can use. You are probably already doing many of these!
Offer warmth and affection in the tone of voice, making eye contact when speaking with a child.
Move to children’s level when talking with them. Respond when a child needs help.
Use gentle, nurturing touch to support each child’s individual personality and development.
Listen with attention and interest to children’s communication.
Use a calm and supportive tone even when redirecting or addressing challenging behavior.
Respect and name children’s feelings, responding to both positive and negative emotions.
Look for opportunities to spend individual time with each child daily.
Model prosocial behavior, which is behavior that supports kindness and social skills.
Notice children’s positive behaviors.
Think about it!
In Awareness and Respect, you considered your identity as part of respecting yourself and had the opportunity to create an Identity chart. Or you can create one now.
In your handout, think about the following:
What are 5 key phrases you wrote that describe how you see yourself?
Was anything on your identity chart that mostly described how others see you?
Want to learn more information? Check out these resources.
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.
Click image to view in larger detail.
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?
Many students with motor disabilities may have trouble crossing the midline or indicating a choice. This is also an indicator that helps identify supports.
This information can be found in the student’s present levels on the IEP.
Motor (check the best description):
No significant motor dysfunction that requires adaptations.
Requires adaptations to support motor functioning (e.g., walker, adapted utensils, and/or keyboard).
Uses wheelchair, positioning equipment, and/or assistive devices for most activities.
Needs personal assistance for most/all motor activities.
