Early Childhood Mental Health Consultation Outcomes Monitoring System

Early Childhood Mental Health Consultation Outcomes Monitoring System Web-Based Data Entry Guide Document Version 3.6 Document Date 6.10.16

Early Childhood Mental Health Consultation Outcomes Monitoring System Web-Based Data-Entry Guide The Institute for Innovation & Implementation University of Maryland, School of Social Work 306 W. Redwood Street 3 rd Floor Baltimore, MD 21201 1 P a g e

Document History Document Version Release Date 1.0 August 22, 2012 2.0 September 26, 2013 2.1 November 1, 2013 2.2 February 10, 2014 2.3 April 8 th, 2014 3.0 September 23, 2014 3.1 October 20, 2014 3.2 November 19, 2014 3.3 January 15, 2015 3.6 June 10th, 2016 2 P a g e

Table of Contents 1. Introduction... 6 2. Accessing the System... 7 3. New User Registration... 8 3.1 New User Registration Requesting Access... 9 3.2 New User Registration - Confirmation... 10 4. Logging in... 11 5. ECMHC OMS Home Page... 12 6. Managing Your Account... 13 7. The Basics OMS Web-Based Application Components... 14 7.1 The Basics - User Types... 16 8. Referrals... 17 8.1 Referrals - ADD... 18 8.1a Add a new referral Setting Type... 19 8.1b Add a new referral Referral Disposition... 24 8.1c Add a new referral Additional Referral Information... 26 8.1d Add a new referral Parental Consent for Services... 28 8.1e Add a new referral Program Consultation Only... 29 8.1f Add a new referral Readiness Assessment... 30 8.1g Add a new referral Parent Consents to Data Sharing... 32 8.1h Add a new referral Parent DOES NOT Consent to Data Sharing... 33 8.1i Add a new referral Child Risk Factors... 35 8.2 Referrals EDIT... 36 8.3 Referrals- Manage User Referral Assignments... 37 8.4 Referrals Referral Listing... 38 8.5 Referrals CLOSE... 38 9. Contact Log... 39 9.1 Contact Log Sort... 40 9.2 Contact Log ADD... 41 9.2a Step 1... 41 9.2b Step 2... 42 9.2c Step 3... 43 9.2d Step 4... 44 3 P a g e

9.3 Contact Log EDIT... 45 9.4 Contact Log VIEW... 45 10. Action Plan... 46 10.1 Action Plan - ADD... 47 10.1a Add Action Plan Step 1... 47 10.1b Add Action Plan Step 2... 48 10.1c Add Action Plan Step 3... 50 10.1d Add Action Plan Step 4... 51 10.1e Add Action Plan Step 5... 52 10.2 Action Plan - EDIT... 53 10.2a Edit Action Plan Step 1... 53 10.2b Edit Action Plan Step 2... 54 10.3 Action Plan - VIEW... 54 10.4 Action Plan Progress and Case Closure... 56 10.4a Action Plan Progress and Case Closure Step 1... 56 10.4b Action Plan Progress and Case Closure Step 2... 57 10.4c Action Plan Progress and Case Closure Step 3... 58 10.4d Action Plan Progress and Case Closure Step 4... 59 10.4e Action Plan Progress and Case Closure Step 5... 61 11. Assessments... 62 11.1 Preschool Mental Health Climate Scale (PMHCS)... 65 11.1a Adding a new PMHCS Baseline or Follow-Up... 65 11.1b PMHCS Baseline... 66 11.1c PMHCS Follow-up... 68 11.2 Ages and Stages Questionnaire Third Edition (ASQ-3)... 71 11.2a ASQ-3 ADD Step 1... 71 11.2b ASQ-3 ADD Step 2... 72 11.2c ASQ-3 ADD Step 3... 73 11.3 Ages and Stages Questionnaire: Social Emotional (ASQ:SE)... 75 11.3a ASQ-SE ADD Step 1... 75 11.3b ASQ-SE ADD Step 2... 76 11.4 Devereux Early Childhood Assessment (DECA)... 77 11.4a DECA ADD Step 1a... 78 11.4b DECA ADD Step 1b... 79 11.4c DECA ADD Step 2... 80 11.4d DECA ADD Step 3... 83 12. Supervision Log... 84 4 P a g e

12.1a Supervision Log- Step 1... 84 12.1b Supervision Log- Step 2... 85 13. Surveys... 86 14. Reports... 88 14.1a Reports- All Reports... 88 14.1b Reports- All Reports- Export to Excel... 90 14.1c Reports- Referral Report... 91 14.1d Reports- Assessment Entry Report... 92 14.1e Reports- Assessment Aggregates Report... 93 14.1f Reports- Survey Reports... 94 15. Consultants... 95 15.1 View Active Users List... 95 15.2 Add to Referral... 96 15.2a Add to Referral Step 1... 96 15.2b Add to Referral Step 2... 97 15.2c Add to Referral Step 3... 98 16. Support Guides... 99 17. Resources... 100 5 P a g e

1. Introduction The Early Childhood Mental Health Consultation (ECMHC) Outcomes Monitoring System (OMS) is a webbased data entry and tracking system developed by The Institute for Innovation and Implementation (The Institute) with funding from the Maryland State Department of Education (MSDE). The ECMHC OMS provides ongoing monitoring of MSDE-funded ECMHC programs across the state of Maryland. Ongoing monitoring and evaluation strengthens implementation efforts of ECMHC, drives the improvement of outcomes for those served, and may help to secure additional funding for these vital programs that intend to enhance professional development for early care and education (ECE) staff and improve children s social and emotional development and school readiness. THE ECMHC OMS enables consultants to enter tracking and assessment data, which reduces the amount of time needed to manually maintain evaluation databases, reduces ECMHC consultant and program burden, and eliminates the need for duplicate data entry. UPDATED SYSTEM Welcome to Version 3.6 of the user guide for the ECMHC OMS. This manual includes instructions for all OMS features and functions. Users will learn how to perform their assigned tasks with detailed guidelines and screen shots, as well as tips on how to get the most out of using the application. This version replaces Version 3.3 of the Web Application User Guide. This version reflects the recent enhancements to the website. Important information from the previous version has been retained. SYSTEM REQUIREMENTS System use requires access to the Internet and a web browser. The OMS application is designed for Mozilla Firefox or Google Chrome, which are both available for free download by following the links above. Additional web browsers may work, but have not been tested and are not supported. Your computer should also meet the minimum system requirements provided by the manufacturer of the browser you are using. Additionally, JavaScript functionality must be enabled in the browser settings for the OMS to work properly. FEEDBACK OR QUESTIONS Please contact Sarah Nadiv (snadiv@ssw.umaryland.edu) or Ashley Hall (ahall@ssw.umaryland.edu) with any questions regarding this guide. DATA INTEGRITY In order for the OMS to be a trusted source of information, quality data must be entered into the system. Users are responsible for ensuring that the data they enter into the OMS is of the highest standard. The Institute maintains the OMS and performs ongoing checks to ensure the integrity of the data stored in the system. NOTE The ECMHC OMS is a system in development. New features will continue to be added over the coming year. Please read the manual carefully and pay attention to any new updates that come out during the year regarding upgrades and changes. 6 P a g e

2. Accessing the System Enter the following URL into your Internet browser: https://ecmhcoms.umaryland.edu Figure 2 ECMHC OMS Login Page 7 P a g e

3. New User Registration The ECMHC OMS website is a secure, password protected site. The Institute prioritizes the confidentiality of all program staff, teachers, children, and families receiving consultation. The system administrator must approve all new users. Users who have not previously registered for the OMS should select Request Access from the login screen, as shown in Figure 3a. Figure 3a New User Registration 8 P a g e

3.1 New User Registration Requesting Access Enter information into each field (all fields are required). Click Submit to create your account. Figure 3b Requesting Access Please note: Users who supervise and/or oversee consultants should select Program Director from the Position drop-down menu in order to have access to program-level data. 9 P a g e

3.2 New User Registration - Confirmation Users will receive the following confirmation message after selecting Submit: Thank You. Your information has been sent to the Administrator for approval. You should receive approval by email shortly. Once the system administrator has approved the request, a confirmation email will be sent containing your username and password. After receiving the approval email, you may login using the email address and password you selected. 10 P a g e

4. Logging in Navigate to https://ecmhcoms.umaryland.edu in your browser, enter your Email and Password, and then click Submit. If you forget your password, select Forgot Password. You will be prompted to enter your login, which is the email address with which you registered for the OMS. Instructions for resetting your password will then be sent to that email address. Figure 4a Forgotten Password Figure 4b Forgotten Password 11 P a g e

5. ECMHC OMS Home Page After entering the username and password, the user will advance to the Home Page. Below the general introduction and description of the OMS, users will find any notes regarding new or updated functionality that have been posted within the prior two week period. Users can also select View Update Archive to view past updates. Figure 5a Home page and software updates 12 P a g e

6. Managing Your Account Selecting My Account allows users to view and update their account information including email address, contact number, and other general fields. Users can also change their password at any time from within the application by selecting Change Password, located below the My Account tab on the left side navigation. Figure 6 Account information 13 P a g e

7. The Basics OMS Web-Based Application Components The menu shown in Figure 7a is consistently displayed on the left side of the browser. The menu provides access to the following primary site functions (Table 7): Referral Access to your case roster. Manage cases. Contact Log Track contacts for all open cases. Action Plan Manage Action Plans. Assessments Surveys Reports Consultants Access to the following assessments: PMHCS; ASQ; ASQ-SE; and DECA. Satisfaction surveys Printable versions available in Resources (see Section 12 of manual) Tables and downloadable excel spreadsheets of consultant and program-level data. Active OMS users and contact information. Support Guides Downloadable SEFEL resources. Resources Supplemental resources. Table 7 Primary site functions Figure 7a Main Menu 14 P a g e

Back to Top Button To return to the top of any page in the ECMHC OMS site, please look for the Back to Top Button. It can be found in the bottom right corner of any selected page (see Figure 7.1 below). 15 P a g e

7.1 The Basics - User Types There are two User Types in the OMS Consultant and Program Director. User Type is determined during the new user registration process (See Section 3.1 New User Registration - Requesting Access). Consultants have access to the cases to which they are assigned. Consultant users are automatically assigned to cases they create (See Section 8.1 Referrals ADD). Consultant users assigned to a case may assign additional users to that case (See Section 14.2 Add to Referral). Program Directors have access to all referrals associated with their program. Directors can add new referrals, as well as edit open referrals and associated action plans, contact logs, and assessments. They may also close referrals associated with their program, and view the contact logs of closed cases. A Director may assign users to any case associated with their program. 16 P a g e

8. Referrals Manage referrals assigned to your account using the Referrals section. Figure 8a Accessing referrals 17 P a g e

8.1 Referrals - ADD To add a new referral, users will select ADD, under the Referral section in the left navigation. Figure 8b Add a new referral Please note: The Add Referral process may require multiple steps. A referral is not added to the system until ALL steps are complete and you are taken to a confirmation page with an assigned Referral Number. 18 P a g e

8.1a Add a new referral Setting Type When adding a referral, the first step requires users to select a Setting Type. Choose the facility type of the primary consultation setting. Please refer to the following definitions when selecting Setting Type: Option School Child Care Center Family Child Care Provider Licensed Head Start/Early Head Start Unlicensed Head Start/Early Head Start Home Other Description Public, Private or Parochial School OR an unlicensed Head Start that is embedded in a Public School Any licensed child care center including schools with religious affiliations Any licensed family child care provider Any licensed Head Start or Early Head Start including those embedded in a Public School Any unlicensed Head Start or Early Head Start including those embedded in a center or home- based programming This refers to working in a child s private home (i.e. not a family child care program) Any other type of setting not listed. 19 P a g e

If the referral is for services in a SCHOOL setting: Consultants are prompted to enter the setting-specific information shown in Figure 8c. Figure 8c Add a new referral: School The first field requires the user to indicate whether the consultation setting is an unlicensed Head Start program located within an elementary school. This only applies if the Head Start program is located in an elementary school and does not have its own unique license number. If the Head Start has a license, select the HEAD START/EARLY HEAD START under Setting Type. (See below). Name of School: Enter the full name of the school that is the primary consultation setting. Do not abbreviate or use initials. Zip: Enter the 5-digit zip code of the school that is the primary consultation setting. Setting County/Jurisdiction: Select the county/jurisdiction of the school that is the primary consultation setting. Please Note: leave Setting County/Jurisdiction unselected if the referral is rejected due to being out of state and be sure to select 'Out of state' as the rejection reason. School Type: Select the school type from the drop-down list: Option Public School Private School Parochial School Description An elementary supported by public funds and providing free education for children A school supported by a private organization or private individuals rather than by the government. A private school supported by a particular church or parish. 20 P a g e

If the referral is for services at a CHILD CARE CENTER, a FAMILY CHILD CARE PROVIDER, or a LICENSED HEAD START/EARLY HEAD START PROGRAM: Users are prompted to enter the License Number of the child care center, family child care provider, or Head Start/Early Head Start program, as displayed in Figure 8d. Figure 8d Add a new referral: LICENSED PROGRAM License Number: It is important to enter the license number of every ECE program. If the license number is not available from program staff, license numbers can be found online through MSDE s Office of Child Care s licensing website: www.checkccmd.org. Please contact Sarah Nadiv (snadiv@ssw.umaryland.edu) if you cannot locate a license number for the consultation setting. If the referral is for services at an UNLICENSED HEAD START/EARLY HEAD START PROGRAM: Users are prompted to enter the name of the program and other setting type information to describe the facility. Field Program: Street Number Address City Zip Setting County/ Jurisdiction: Description The name of the program/provider that is serving as the primary consultation setting. Street number of the program that is serving as the primary consultation setting. Street address of the program that is serving as the primary consultation setting. City of the program that is serving as the primary consultation setting. Zip code of the home that is serving as the primary consultation setting. The name of the county/ jurisdiction the program that is serving as the primary consultation setting is in. Please Note: leave Setting County/Jurisdiction unselected if the referral is rejected due to being out of state and be sure to select 'Out of state' as the rejection reason. 21 P a g e

If the referral is for services in a child s HOME or primary residence: Users are prompted to enter details about the home setting, as displayed in Figure 8e. Figure 8e Add a new referral: HOME Please refer to the following definitions when completing the fields shown in Figure 8e: Field Street Number Address City Zip Setting County/ Jurisdiction: Description Street number of the home that is serving as the primary consultation setting. Street address of the home that is serving as the primary consultation setting. City of the home that is serving as the primary consultation setting. Zip code of the home that is serving as the primary consultation setting. The name of the county/ jurisdiction the program that is serving as the primary consultation setting is in. Please Note: leave Setting County/Jurisdiction unselected if the referral is rejected due to being out of state and be sure to select 'Out of state' as the rejection reason. Other Services being provided in the home: Select the other services being provided in the home during the consultation period (multiple selections are allowed): Option Infants and Toddlers Home Visiting Program Other No Other Services Provided In The Home Description This refers to services provided by the local Infants and Toddlers Program. Any formal home visiting program. Any other type of services. No services other than ECMHC. If Other is selected, please indicate the name or type of service. Is this a foster family: Select whether the home s residents are providing foster care services at the time of the referral for consultation. 22 P a g e

If the referral is for services in an Other setting type: Users are prompted to enter details about the primary consultation setting, as displayed in Figure 8f. Figure 8f Add a new referral: OTHER Please refer to the following definitions when completing the fields shown in Figure 8f: Field Name of Program/Provider Street Number Address City Zip Setting County/ Jurisdiction: Description Indicates the name of the primary consultation setting. Street number of the primary consultation setting. Street address of the primary consultation setting. City of the primary consultation setting. Zip code of the primary consultation setting. The name of the county/ jurisdiction the program that is serving as the primary consultation setting is in. Please Note: leave Setting County/Jurisdiction unselected if the referral is rejected due to being out of state and be sure to select 'Out of state' as the rejection reason. Type of Setting: Select the type of setting from the drop-down list. Option Description Judy Center A Judith P. Hoyer Early Child Care and Family Education Center providing early childhood education and support services for children birth through Kindergarten and their families. Family Support Center Member of a network of community based referral and service providers promoting infant and toddler development and parent education with funding from MSDE and the Department of Health and Human Services. Homeless Shelter A temporary residence for homeless individuals and their families that is open to the general public. Domestic Violence Shelter Provider of emergency accommodation for domestic violence victims and their children. Inpatient Unit Any in-hospital evaluation, diagnostic, or treatment center requiring patient admission. Other Other type of setting not listed above. 23 P a g e

8.1b Add a new referral Referral Disposition For all Setting Types, users are required to enter additional referral information, displayed in Figure 8g. Figure 8g Add a new referral Additional Referral Information Program: This field will automatically populate with the ECMHC program affiliation of the user adding the new referral. If this field appears to be in error, please contact Sarah Nadiv at snadiv@ssw.umaryland.edu for assistance. Referral Date: Date the referral for the consultation was received. Referral Source: Select the referral source from the drop-down list: Option Description Local Resource Center Child care resource and referral centers. Child Find ECE Program Parent Pediatrician Other Special education services. Early Childhood care setting. Parent or guardian of the child referred to consultation. Physician of the child referred to consultation. Any other type of referral source not listed. Readiness Assessment: Readiness assessments only need to be completed if this is the first time the consultant is providing consultation services in this particular child care setting. Please refer to 8.f. A blank Readiness Assessment is available in the RESOURCES section. Referral Accepted: Select whether or not the referral is accepted. 24 P a g e

Rejection Reason: If the referral is rejected, select the reason from the drop-down menu. Select N/A if the referral is accepted. Option Description Not an appropriate referral This is not an appropriate referral for Early Childhood Mental Health Consultation for ECMHC Did not have an available There is not an available consultant for the referral consultant Site not ready for The site is not ready for consultation consultation Out of State The child and/or program is out of state Other Other reason(s) the referral was rejected If the referral is rejected, the case will be closed and you will not be prompted to enter additional information. 25 P a g e

8.1c Add a new referral Additional Referral Information If the accepted referral is at a licensed child care setting and the user enters the license number accurately on the prior screen, then the subsequent page (shown in Figure 8h) will populate with information about the licensed provider. Users will be required to enter the setting-specific fields shown in the lower portion of Figure 8h. If the accepted referral is not at a licensed setting, users will not be required to complete the fields shown in the lower portion of Figure 8h. Only Consultation Start Date and Consultation Type will be required. When entering a referral for a licensed provider, this section will automatically populate. Required for Licensed Settings Only Figure 8h Add a new referral licensed program auto-populates second page 26 P a g e

Please refer to the following definitions when completing the fields shown in Figure 8h: Field Consultation Start Date ID Label Consultation Type Accredited Center Number of Children Enrolled in Setting Number of Classrooms in Setting Number of Staff in Setting Number of Staff Credentialed in Setting Parental Consent for Child to Receive Services Description Indicates the date of the first consultation contact, which may be via phone or email, or in person. A field for consultants to add a label (word, phrase, and/or numbers) to help distinguish between cases (i.e., classroom name). Refers to the type of consultation requested at the time of referral. Choose from: -Child Specific and/or Classroom Consultation: Targeted consultation in a specific child care setting (i.e., classroom) and/or consultation provided to a particular child; Program Consultation Only: Training, large scale educational efforts and general consultation provided to an entire child care setting. Indicates whether the child care setting has been accredited by MSDE. Indicates the number of children enrolled in the child care setting (for the entire program, not just the classroom that consultation is being provided). Indicates the number of classrooms present at the child care setting (i.e., the entire program). Indicates the total number of staff employed at the child care setting. Include all staff providing direct child care services in the total. Indicates the number of credentialed staff employed at the child care setting. Indicates whether parental consent to work with a specific child connected to this consultation referral was received. 27 P a g e

8.1d Add a new referral Parental Consent for Services For cases in which a parent has provided consent for his or her child to receive services, the user should select Child Specific and Classroom Consultation in the Consultation Type field, as shown in Box 1 in Figure 8i. Before providing consultation services to a specific child, the consultant must receive parental consent. If a consultant receives consent from a parent to provide services to his or child, the user should select YES from the Parental consent for child to receive services drop-down menu, as shown in Box 2 in Figure 8i. NO should be selected from the drop-down menu if either: (1) A parent does not consent for his or her child to receive services; OR (2) The consultant is providing classroom-wide consultation services; Selecting submit then ends the referral process. After selecting Submit, the user will receive confirmation that the referral is complete. 1 2 Figure 8i Add a new referral Child specific parental consent to receive services Please note: If the user selects Program Consultation Only as the Consultation Type, the Parental Consent field automatically defaults to N/A-Not Needed at this time, as shown in Figure 8j. 28 P a g e

8.1e Add a new referral Program Consultation Only When adding a programmatic case (i.e., Program Consultation Only ), the referral process is complete once the user completes the required fields shown below in Figure 8j. Please see Figure 8h and accompanying text for detailed definitions of each field in this form. After selecting Submit, the user will receive confirmation that the referral is complete. Figure 8j Add a new referral Program Consultation Only 29 P a g e

8.1f Add a new referral Readiness Assessment When providing consultation in a particular setting for the first time, consultants are required to complete a readiness assessment. There are two versions of the Readiness Assessment available in the Resources section of the OMS. The standard Readiness Assessment should be used when assessing any child care setting that is not a home- or family-based program. The Family Child Care Site Readiness Checklist should be used when assessing home- and family-based child care programs. Figure 8k Add a new referral Readiness Assessment 30 P a g e

Please refer to the following definitions when completing the fields shown in the Readiness Assessment section displayed in Figure 8k: Field Number of people present to complete the checklist Types of people present to complete the checklist Total number of items rated not in place Total number of items rated needs work Total number of items rated as in place Description Indicates the number of people present for the completion of the Readiness Assessment. Indicates the type of people present when the consultant completed the Readiness Assessment at the child care setting. Select all that apply: -Teacher -Director -Parent -Mental Health Professional -Other Indicates the total number of statements, in all four sections of the assessment, the consultant rated as Not in Place. Indicates the total number of statements, in all four sections of the assessment, the consultant rated as Needs Work. Indicates the total number of statements, in all four sections of the assessment, the consultant rated as In Place. 31 P a g e

8.1g Add a new referral Parent Consents to Data Sharing After receiving consent from parent(s) to provide child specific consultation services, consultants must then request consent from parents for data sharing (first field in Figure 8l). If a parent consents to data sharing, he or she gives MSDE permission to link information entered into the OMS with MSDE s longitudinal data system in order to determine the long-term impact of ECMHC services on child outcomes. A blank consent form is available in the RESOURCES section. When a referral is accepted and a parent has consented to data sharing, users are asked to enter child specific information into the fields shown in Figure 8l. Please see the end of this section for detailed definitions of each of the fields in this form. After selecting Submit, users receive confirmation that the referral is complete. Figure 8l Add a new referral Child Specific and Classroom Consultation with parent consent Please note: Please see the following section for data entry directions when parents do not consent to data sharing. 32 P a g e

8.1h Add a new referral Parent DOES NOT Consent to Data Sharing When entering a referral for a case in which a parent has consented to his or her child receiving services, but refused to consent to data sharing, the user should select NO Parent Refused from the drop-down menu in the first field. The referral form automatically refreshes to exclude the identifying information fields (see Figure 8m). The remaining fields are all required. After selecting Submit, the user will receive confirmation that the referral is complete. Figure 8m Add a new referral Child Specific and Classroom Consultation without parent consent Please refer to the following definitions when completing the fields shown in Figure 8l and Figure 8m: Field Child first name Child middle initial Child last name 33 P a g e Description Enter the child s full first name. Only required when a parent has consented to data sharing. Enter the child s middle initial. Only required when a parent has consented to data sharing. Enter the child s full last name. Only required when a parent has consented to data sharing. 1 st parent first name Enter the child s primary caregiver first name. This is the person that the child is presently receiving care from and lives with. Only required when a parent has consented to data sharing. 1 st parent last name Enter the child s primary caregiver last name. This is the person that the child is presently receiving care from and lives with. Only required when a parent has consented to data sharing. 2 nd parent first name Enter a second caregiver s first name, if applicable. This is an additional person that provides care for the child. Only required when a parent has consented to data sharing. 2 nd parent last name Enter a second caregiver s last name, if applicable. This is an additional person that provides care for the child. Only required when a parent has consented to data sharing. Have you worked with this child before? Child Risk Factor(s) Indicates whether you have worked with this child in any previous consultation setting (i.e., worked with child in previous years at a different child care setting or classroom). Indicates the child risk factors status of the child. Choose from: -Parent Incarcerated -Homeless

Does your family receive any of these services? Parent marital status Legal custody Child gender Child race/ethnicity Child birth date Eligible DECA version How long has the child been in the childcare program? Is the child receiving a child care subsidy? When the child was referred for consultation, did they have an IFSP or IEP? -Foster care (including kinship care) Indicates assistance programs received by families Choose from: -Supplemental Nutrition Assistance for Needy Families (SNAP) -Temporary Assistance for Needy Families (TANF) -Women, Infants, and Children (WIC) -Maryland Children s Health Program (MCHP) Indicates the marital status of the first (or primary) parent. Choose from: -Single -Divorced -Married/Living with partner -Widowed -Separated Indicates whether the biological/adoptive mother, biological/adoptive father, or other adult has legal custody of the child, or if there is shared custody. Choose from: -Shared Custody -Mother -Father -Other Indicates the gender of the child for whom services are being rendered. Indicates the race/ethnicity of the child for whom services are being rendered. Choose from: -American Indian or Alaska Native -Asian -Black or African American -Native Hawaiian/other Pacific Islander -White -Hispanic or Latino -Multi-racial Indicates the date of birth of the child for whom the services are being rendered. Only required when a parent has consented to data sharing. Indicates the appropriate 1 st Edition DECA Version for the child as a function of age. Choose from: -Infant -Toddler -Preschool Indicates the length of time, in months, the child has been enrolled in the child care program. Indicates whether child care costs are being subsidized. Indicates whether an Individualized Education Plan (IEP) or Individualized Family Service Plan (IFSP) is already in place for the child for whom a referral for services was made, as well as the condition(s) targeted by the IEP or IFSP, if any. Ctrl + Click for multiple select: -No -Yes, Developmental Delay -Yes, Speech and Language -Yes, Autism -Yes, Other 34 P a g e

8.1i Add a new referral Child Risk Factors When entering a consultation case, users will be required to enter child risk factors if there arises an occasion where the child is faced with one. Users can choose all applicable options to demonstrate child risk factors including: Parent Incarcerated, Homeless, and/or Foster Care. Users will be alerted to select a child risk factor if it is applicable before closing a case. Figure 8n- Add a new referral- Child Risk Factors 35 P a g e

8.2 Referrals EDIT Situations may arise while providing consultation services that necessitate editing the original intake information. The edit feature is only available for open cases; once a case has been closed, the referral/intake information cannot be revised. Please note that if Setting Type is changed, all information entered into setting-related fields will be lost. To view an index of open cases, the user should select EDIT under the Referral tab. Notifications are provided under each case to alert users of missing information that is to be completed before a case can be closed (as shown below in Figure 8o). Figure 8o Edit existing referral 36 P a g e

8.3 Referrals- Manage User Referral Assignments Users can manage User referrals assignments by accessing the tab at the bottom left of the page as shown in Figure 8p. Users can then choose and change who is assigned to a case. Consultants can only access their assigned cases while Directors can only choose users that are part of their program. Only users within the same program as the selected referral are available to choose for assignment. Inactive users will be shown in gray text as shown in Figure 8q. Figure 8p- Referrals- Manage User Referral Assignments Figure 8q- Referrals- Manage User Referral Assignments 37 P a g e

8.4 Referrals Referral Listing Users will be able to view related data counts under their assigned cases. This allows users to see what records are associated with each referral and update accordingly. Figure 8r- Referrals Referral Listing 8.5 Referrals CLOSE Please see Section 10.4 Action Plan Progress and Case Closure for instructions on closing cases. 38 P a g e

9. Contact Log The Contact Log replaces the Consultation Visit section that was part of the first version of the OMS. The Contact Log tracks the type of contacts made during services and the frequency of contacts. Selecting View or Edit under the Contact Log section displays, in descending order from newest to oldest, an index of all cases that have historically been assigned to the user (including both open and closed cases). Figure 9a Contact Log Please Note: If the user adds an ID Label to a case when initially adding a referral, the ID Label will appear in the Contact Log Index (see Case ID: 1017 in Figure 9a). If the ID Label field is left blank when initially adding a referral, the ID Label line will be hidden in the Contact Log Index. 39 P a g e

9.1 Contact Log Sort The drop-down menu shown in Figure 9b allows users to sort their cases, if desired. Please note that users are able to both VIEW and EDIT open cases, but only VIEW closed cases. Contact logs will be in order from newest to old even if they have the same start date. Figure 9b Contact Log Sort 40 P a g e

9.2 Contact Log ADD 9.2a Step 1 To add a contact log entry to a case, click on the hyperlink associated with that case (see Figure 9c). The number that appears in parentheses at the end of each hyperlink indicates the number of existing Contact Log entries, if any. Figure 9c Contact Log Step 1 41 P a g e

9.2b Step 2 After selecting a case, the subsequent screen displays one of two ways: Existing, previously added contact log entries relevant to the selected case (Figure 9d); OR A message that reads There are currently no contact logs for this case, (Figure 9e). When you are ready to log a new entry, select ADD New Contact Log. Figure 9d Contact log with previously added contacts Figure 9e Contact log new case 42 P a g e

9.2c Step 3 Each time a consultant makes a contact for a case (i.e., phone call, substantial email exchange, in-person visit, etc.) a new entry should be added to the case Contact Log. Figure 9f Contact log form completion Please refer to the following definitions when completing the fields shown in Figure 9f: Field Contact Date Contact Type Other Contact Type Notes Description Indicates the date contact with the child care setting (or parent) was made. This includes visits to the child care setting or home, phone or email contact with directors, teachers, or parents, and other types of contacts made. Indicates the type of contact that was made. Choose from: -Child care setting visit -Visit to caregiver residence -Phone contact with a child care setting (teacher or director) -Phone contact with a parent -Email contact with a child care setting -Email contact with a parent -Other type of contact Specify what type of contact was made if Other was selected for Contact Type. An optional place to provide notes regarding the contact. 43 P a g e

9.2d Step 4 After completing the contact log form shown in Figure 9f and selecting submit, the user will receive a confirmation message as shown below in Figure 9g. Below this message, the user will see a list of all logged contacts for that particular case. Figure 9g Contact log form completion confirmation 44 P a g e

9.3 Contact Log EDIT Contact Log entries can be edited and/or deleted while a case is open (Box 1 in Figure 9h). Individual Contact Log entries are printable (Box 2 in Figure 9h), as are Contact Logs in their entirety (Box 3 in Figure 9h). 3 1 Figure 9h Contact log Edit & View 2 9.4 Contact Log VIEW Users can revisit contact logs for both open and closed cases by selecting View under Contact Log. For open cases, the View screen appears identical to the Edit screen shown in Figure 9h. For closed cases, the View screen is read-only, as shown in Figure 9i. Figure 9i Contact log View closed case 45 P a g e

10. Action Plan Action Plans are necessary for determining the needs of a particular case. They help guide consultation activities and track progress towards defined goals. Action Plans are required for all cases and should be completed within the first few visits. Each case has only one Action Plan associated with it, but users have the ability to edit and update each Action Plan at any time while the case is open. Action Plans are linked with the case closure process in the OMS so that users can assess progress on Action Planning at the time of case closure. Assessment and screening should inform the Action Planning process. The Action Plan section of the OMS closely aligns with the assessments and screening tools that consultants are required to use: The Preschool Mental Health Climate Scale (PMHCS), The Ages and Stages Questionnaire (ASQ-3)/The Ages and Stages Questionnaire: Social Emotional (ASQ:SE), and The Devereux Early Childhood Assessment (DECA). 46 P a g e

10.1 Action Plan - ADD 10.1a Add Action Plan Step 1 Select Add under the ACTION PLAN section of the left navigation menu to create an Action Plan for an existing case. The screen will have a list of all open cases in which an Action Plan has not yet been created. Next, select one of the cases from this list. 2 1 Figure 10a Add Action Plan Step 1 PLEASE NOTE: Only open cases display in the Add and Edit sections. Both open and closed case Action Plans are viewable in the View section; however Action Plans for closed cases cannot be modified. 47 P a g e

10.1b Add Action Plan Step 2 Each Action Plan form is organized into three areas based on the required assessments and screening tools. The form is structured to guide the action planning process while still giving users considerable discretion. Each category within the Action Plan Classroom Climate, Individual Risk Factors and Behavioral Concerns, and Developmental and Social Emotional Delays has a drop-down list of related Areas of Concern as well as an Other category, which enables the user to create a unique Area of Concern. The Action Plan categories closely align with the required assessments (PMHCS, DECA, ASQ-3, and ASQ:SE). See Table 10a for the options (i.e., Areas of Concern) found in each of the three categories. Figure 10b Add Action Plan Step 2 48 P a g e

Please refer to Table 10a for the drop-down menu categories in each section of the Action Plan: Action Plan Category Associated Areas of Concern Classroom Climate Organizations (Transitions: Directions & Rules) (references the PMHCS) Staff Concerns (Awareness: Affect; Cooperation; Staff-Child Interactions) Teaching Feelings & Problem Solving Individualized & Developmentally Appropriate Practice (Pedagogy) Child Interactions Negative Indicators Other (If selected-fill in the blank) Individual Risk Factors and Behavioral Initiative (IN) Concerns Self-Control (SC) (references the DECA) Attachment (AT) Behavior Concerns (BC) Other (If selected-fill in the blank) Developmental and Social Emotional Adaptive Functioning Delays Affect (references the ASQ-3 and ASQ-SE) Autonomy Communication Compliance Fine Motor Gross Motor Interaction with People Problem Solving Self-Regulation Other (If selected-fill in the blank) Table 10a Action Plan categories and associated Areas of Concern 49 P a g e

10.1c Add Action Plan Step 3 Each Action Plan requires the selection of one or more Area(s) of Concern. Users may add additional Areas of Concern by selecting Add Another Area of Concern in whichever category is deemed appropriate. Figure 10c Add Action Plan Step 3 Areas of Concern 50 P a g e

10.1d Add Action Plan Step 4 Within each selected Area of Concern, the user has an option of specifying a strategy (or multiple strategies) for addressing the identified problem area(s). The Strategy fields are not required, but may be used if desired (see Figure 10d). The Strategy fields can be expanded by clicking on the outer right corner of the strategy box and moving the cursor to extend the box for more text. This text box expansion can be adjusted in Firefox, Chrome and newer versions of Safari. Figure 10d Add Action Plan Step 4 Strategies 51 P a g e

10.1e Add Action Plan Step 5 When the user is satisfied with the Action Plan form and clicks the Submit button, a confirmation message and Action Plan summary will appear on the screen (see Figure 10e). Figure 10e Add Action Plan Step 5 52 P a g e

10.2 Action Plan - EDIT 10.2a Edit Action Plan Step 1 The Action Plan section of the OMS was built to accommodate the fluidity of ECMHC. The form can be edited at any time during the duration of the case being open by selecting Edit under the ACTION PLAN section of the left navigation menu (see Figure 10f) Users also have the ability to delete an Action Plan. Please be aware that once an Action Plan has been deleted, it cannot be recovered. Figure 10f Edit Action Plan 53 P a g e

10.2b Edit Action Plan Step 2 Selecting EDIT for a case brings the user to the same view that is seen when adding an action plan, but it will be populated with any previously added information (See Figure 10g note that this is the editable version of the action plan confirmation seen in Figure 10e). Please note that making changes to any text entered into the Area(s) of Concern and/or Strategy fields will permanently update the Action Plan for that particular case, essentially deleting anything that the user changed from the entire Action Plan record. Figure 10g Edit Action Plan 10.3 Action Plan - VIEW 54 P a g e

Selecting View under the ACTION PLAN section brings up a list of all cases assigned to the user. The dropdown menu shown in Figure 10h allows users to sort their cases, if desired. Figure 10i provides an example of the viewable version of the Action Plan. Figure 10h View Action Plan list of cases Figure 10i Viewable Action Plan 55 P a g e

10.4 Action Plan Progress and Case Closure 10.4a Action Plan Progress and Case Closure Step 1 Action Plans are directly linked to case closures. Users are required to indicate the progress that was made towards addressing the previously identified Areas of Concern. When a user makes the determination to close a case, they should click on the Close button in the REFERRAL section of the left navigation, as shown in Figure 10j. The screen will have a list of all open cases in which all of the required sections of the OMS have been completed (i.e., Action Plan and relevant assessments). Before choosing to close a case, users are required to include the number of children in the classroom on the Preschool Mental Health Climate Scale (PMHCS) and the Version number of the DECA assessment. Users will be prompted with a notification above their open cases to alert them if they have not yet entered this information. 1 2 Figure 10j (1) Action Plan Progress and Case Closure Step 1 Figure 10j (2) - Action Plan Progress and Case Closure- Step 1 56 P a g e

10.4b Action Plan Progress and Case Closure Step 2 After selecting a case for closure, the user is prompted to complete the Action Plan Progress form. The form will populate with the user s previously selected Areas of Concern. Figure 10k provides an example of the Action Plan Progress Form. Figure 10k Action Plan Progress Form 57 P a g e

10.4c Action Plan Progress and Case Closure Step 3 For each Area of Concern in the Action Plan, the user must indicate the progress that was made addressing each particular Area of Concern throughout the duration of the case. Each Area of Concern has a corresponding drop-down menu for assessing progress, as shown in Figure 10L. The user continues to the case closure form once a selection has been made determining progress on each Area of Concern. Figure 10L Action Plan Progress and Case Closure Step 3 Please refer to the following definitions when assessing the progress made on each Area of Concern: Field No progress Minimal progress Moderate progress Substantial progress Concern successfully addressed Description Child or environment has not shown any perceptible improvement or awareness, or has deteriorated further Child or environment has shown limited improvement or awareness, but no functional gains have been observed. Child or environment has shown mixed or inconsistent improvement or awareness, but some functional gains have been observed. Child or environment has shown considerable improvement but functional gains are inconsistent. Child or environmental issue or concern has been resolved. 58 P a g e

10.4d Action Plan Progress and Case Closure Step 4 The fields in the Case Closure form are different depending on whether or not the consultant received parental consent to provide services to a specific child. Figure 10m shows the required fields when parental consent has been received to provide services to a specific child. Figure 10n shows the required fields for cases in which parental consent for services has not been received. Figure 10m Action Plan Progress and Case Closure Step 4a Figure 10n Action Plan Progress and Case Closure Step 4b 59 P a g e

Please refer to the following definitions when completing the Case Closure forms (Figure 10m and Figure 10n): Field Discharge date Discharge reason Child Placement at Discharge Description Indicates the date on which the consultant stops providing consultation services. It is not the date that all post-assessment data are entered into the OMS. Indicates the reason the case is being closed and consultation services are being stopped. Choose from: -Case completed, no further consultation needed -Consultation discontinued at the request of the child care provider and/or parent -Consultation discontinued by the consultant (no further progress could be made) -Other Indicates where the child was located when consultation services stopped. Cases with parental consent for services only. Choose from: -Child remained in the child care setting -Child expelled (ECE provider asked the child to leave due to behavioral concerns) -Child moved to a more appropriate child care setting -Consultation no longer applicable (i.e., child aged out of child care, family moved, etc.) -Other Does the child have an IFSP/IEP? Was a referral made to another provider? If referral yes, what type of provider? If referral yes, was it to someone outside the county? Discharge note Please note: -If the child was expelled, please select the Child Expelled drop-down option, even if the child moved to a more appropriate child care setting. -Only select Child moved to a more appropriate child care setting if this decision was made during the time consultation services were provided and the child was not expelled. Indicates whether the child, at the time consultation services stopped, had an IFSP/IEP, as well as the condition(s) targeted by the IFSP/IEP, if any. Cases with parental consent for services only. Choose from: -No -Yes, Developmental Delay -Yes, Speech and Language -Yes, Autism -Yes, Other Indicates whether the child was referred for additional services. Cases with parental consent for services only. Specifies the type of provider the child was referred to, if a referral was made. Cases with parental consent for services only. Choose from: -Infants and Toddlers -Child Find -Direct Clinical Services -Another Child Care Setting -Home Visitor -Family Resource Provider -Social Skills Group -Occupational Therapy If referred, was referral made to a provider outside of the county where consultation was provided. Cases with parental consent for services only. An optional place to write a case closure note. This acts as a narrative that can be useful for the consultant s records. 60 P a g e

10.4e Action Plan Progress and Case Closure Step 5 Once the Case Closure form is complete and the user selects Close Case, a confirmation and summary screen is provided, as shown in Figure 10o. Figure 10o Action Plan Progress and Case Closure Case Closure Confirmation 61 P a g e

11. Assessments The OMS allows consultants to input the following assessment scores: The Preschool Mental Health Climate Scale (PMHCS) o Baseline o Follow-up The Ages and Stages Questionnaire, Third Edition (ASQ-3) The Ages and Stages Questionnaire, Social Emotional (ASQ-SE) Versions 1 and 2 The Devereux Early Childhood Assessment (DECA) o Parent Baseline o Parent Follow-up o Teacher Baseline o Teacher Follow-up Consultants are required to complete the Preschool Mental Health Climate Scale (PMHCS) for all childspecific and classroom consultations occurring in a School, Child Care Center, Family Child Care Provider, Head Start/Early Head Start, or other applicable setting. If the consultant has received parental consent to provide services to a specific child, consultants are also required to input scores from the Ages and Stages Questionnaire Version1 and/or 2, Third Edition (ASQ-3), the Ages and Stages Questionnaire, Social Emotional (ASQ-SE), and the Devereux Early Childhood Assessment (DECA). Please note: The OMS does not permit users to enter the ASQ-3, ASQ-SE, or the DECA unless parental consent to services has been provided. (See Section 8.1d for directions on documenting consent in the OMS). 62 P a g e

Figures 11a1 and Figure 11a2 illustrate the data collection schedule. These charts are available in full size in the RESOURCES section of the OMS. Figure 11a1 Data Collection Flow Chart (Child Care Center, Family Provider, Head Start, or School) 63 P a g e

Figure 11a2 Data Collection Flow Chart (Home or Other Setting Types) 64 P a g e

11.1 Preschool Mental Health Climate Scale (PMHCS) 11.1a Adding a new PMHCS Baseline or Follow-Up Consultants are required to complete the Preschool Mental Health Climate Scale (PMHCS) at baseline then three months after baseline (i.e., Follow-Up) for child-specific consultation and classroom consultations. The PMHCS is not required when providing program-only consultation services or when the consultation setting is a Home or Other type. See Figure 11b and Figure 11c for steps to add a PMHCS Baseline and PMHCS Follow-Up, respectively. A blank PMHCS can be downloaded from the Resources section. Also found in the Resources section is a PMHCS Training document and a scoring tool. The training document guides participants through an activity that requires watching several videos and scoring the activity in the videos. Please contact your program director for the answer key after completing the training documents. 1 2 Figure 11b Adding a PMHCS Baseline 65 P a g e

1 2 Figure 11c Adding a PMHCS Follow-Up 11.1b PMHCS Baseline The Baseline PMHCS should be completed within the first three visits to a classroom/consultation setting. The first half of the Baseline PMHCS form (Figure 11d) requires users to enter number of children in classroom, number of staff observed, observation dates and times, and provide responses to two yes/no questions. The ID Label field is optional. Figure 11d PMHCS Baseline Step 66 P a g e

The second half of the Baseline PMHCS form (Figure 11e) requires the user to enter scores for each category of the scale. This form is in the same order as the scoring form found in the back of the blank PMHCS, available to download from the Resources section of the OMS. It also directly corresponds with the order used in the scoring tool (excel document), also found in the Resources section of this site. Figure 11e PMHCS Baseline Step 2 ***Please double-check that the scores were entered accurately. Figure 11e PMHCS Baseline Step 67 P a g e

11.1c PMHCS Follow-up The Follow-Up PMHCS should be completed three months after the baseline PMHCS is completed or when a case is closed. Figure 11f PMHCS Follow-up 68 P a g e

Please refer to the following definitions when completing both the baseline and follow-up PMHCS forms (Figure 11d and Figure 11e): Field Number of Children in Classroom Number of staff observed Observation 1 date Observation 1 total time Observation 2 date Observation 2 total time Observation 3 date Observation 3 total time Have you provided consultation to this classroom before? Have you worked with any of the teachers in this classroom before? Transitions* Directions and Rules* Description Indicates how many children were in the classroom at the time the PMHCS was completed. Choose from: -0-5 -6-15 -16-25 -25+ Indicates how many staff members were observed at the time the PMHCS was completed. Choose from: -1-2 -3-4+ Indicates the first observation date for the setting being evaluated with the PMHCS. Indicates the length of the first observation of the setting being evaluated with the PMHCS. Indicates the second observation date, if any, for the setting being evaluated with the PMHCS. Leave blank if PMHCS was completed without the use of a second observation. Indicates the length of the second observation of the setting being evaluated with the PMHCS, if applicable. Leave blank if PMHCS was completed without the use of a second observation. Indicates the third observation date, if any, for the setting being evaluated with the PMHCS. Leave blank if PMHCS was completed without the use of a second observation. Indicates the length of the third observation of the setting being evaluated with the PMHCS, if applicable. Leave blank if PMHCS was completed without the use of a second observation. Indicates whether the consultant has provided consultation services at the setting being observed for the PMHCS. Choose from: -Yes -No Indicates whether the consultant has provided consultation services to the teachers or staff being observed for the PMHCS. Choose from: -Yes -No The final score for the Transitions subscale. This is the sum of each scored item from the Transitions subscale, divided by the number of scored items. The final score for the Directions and Rules subscale. This is the sum of each scored item from the Directions and Rules subscale, divided by the number of scored items. Staff Awareness* Staff Affect* Staff Cooperation* Staff-Child Interactions* 69 P a g e Please note: Some items of this subscale are not scored if the relevant behavior was not observed during the PMHCS observation. The final score for the Staff Awareness subscale. This is the sum of each scored item from the Staff Awareness subscale, divided by the number of scored items. The final score for the Staff Affect subscale. This is the sum of each scored item from the Staff Affect subscale, divided by the number of scored items. The final score for the Staff Cooperation subscale. This is the sum of each scored item from the Staff Cooperation subscale, divided by the number of scored items. The final score for the Staff-Child Interactions subscale. This is the sum of each scored item from the Staff-Child Interactions subscale, divided by the number of scored items. Please note: This subscale is not completed if there is only one staff member present at the time of the PMHCS observation.

Feelings and Problem Solving* Pedagogy* Child Interactions* Total Positive* Total Negative* Have there been any significant changes in the classroom since baseline? The final score for the Feelings and Problem-Solving subscale. This is the sum of each scored item from the Feelings and Problem-Solving subscale, divided by the number of scored items. Please note: Some items of this subscale are not scored if the relevant behavior was not observed during the PMHCS observation. The final score for the Pedagogy subscale. This is the sum of each scored item from the Pedagogy subscale, divided by the number of scored items. The final score for the Child Interactions subscale. This is the sum of each scored item from the Child Interactions subscale, divided by the number of scored items. The final score for Total Positive Indicators. This is the sum of each of the Positive Indicator item sum scores, divided by the sum of the number of items rated in each of the Positive Indicator subscales. This is the final score for Total Negative Indicators. This is the sum of each scored item from the Negative Indicators subscale, divided by the number of scored items. Indicates changes, if any, in the setting currently being evaluated by the PMHCS Follow-Up Post, since the completion of the PMHCS Baseline Pre. Select all that apply: -Change in the age of children -Change in the number of children -Change in teaching staff -Classroom physically moved -New Director at site -Other Please note: This field only appears on the PMHCS Follow-Up Post form. * Enter the final score, not the item sum score. The final score is the item sum score divided by the number of items rated. Possible final score range: 1-5 Please note: Both the PMHCS Baseline and the PMHCS Follow-up forms are editable, which means that while cases are still open, changes can be made to any scores that were entered. Simply select EDIT, found under ADD in the left navigation menu. 70 P a g e

11.2 Ages and Stages Questionnaire Third Edition (ASQ-3) Consultants are required to use the Ages and Stages Questionnaire Third Edition (ASQ-3) for every case in which they have received consent from parents to provide services to a specific child for several reasons: 1. It helps consultants determine if a child specific case is indicated (i.e., child specific interventions, proceeding with the DECA, etc.) or if environmental recommendations would be best; 2. It will help consultants determine valuable goals for action planning; 3. It will help facilitate a relationship and open communication with the child s parents; 4. It will give the state a good picture of the characteristics of children being referred for services; and 5. It clearly aligns with the new recommendations from the Race to the Top Early Learning Challenge Grant, which recommends that the ASQ-3 be used as part of the universal screening package used by both ECE programs and pediatricians. Please note that the ASQ-3 does not need to be completed if a child already has an Individualized Education Plan (IEP) or an Individualized Family Service Plan (IFSP). Please Note: When possible, the parent should complete both the ASQ-3 and the ASQ: SE. If needed, the consultant can help facilitate completion. 11.2a ASQ-3 ADD Step 1 The ASQ-3 should only be completed after a consultant has received parental consent to provide services. After completing an ASQ-3 on paper, the scores should be entered into the OMS. First, select the appropriate case from the Add ASQ Case Index (see Figure 11g). 2 1 Figure 11g Adding an ASQ-3 Step 1 71 P a g e

11.2b ASQ-3 ADD Step 2 The first field, shown in Figure 11h, requires the user to select the appropriate ASQ-3 version from a dropdown menu that lists the 21 versions. The versions are numbered based on the child s age in months at the time of administration. Figure 11h Adding an ASQ-3 Version The next two fields, shown in Figure 11i, require the user to select, (1) who completed the actual assessment, and (2) who was present during completion of the assessment. Users are able to select more than one individual for each question, if needed. Figure 11i Adding an ASQ-3 People present 72 P a g e

Please refer to the following definitions when responding to the questions displayed in Figure 11i: Field Who completed the assessment? Types of people present to complete the assessment Description Indicates the individual(s) that filled out the ASQ-3 questionnaire. Select all that apply: -Consultant -Teacher -Parent -Other Indicates the individual(s), other than the consultant, who were present when the ASQ-3 was completed. Select all that apply: -Teacher -Director -Parent -Mental Health Professional -Other 11.2c ASQ-3 ADD Step 3 Only ASQ-3 score totals are entered into the OMS. The last page of the ASQ-3 packet (i.e., 36 Month ASQ-3 Information Summary or the Information Summary page) contains all of the OMS-required information. Refer to the ASQ-3 Information Summary sheet to identify and enter the child s Total Score for each of the following categories: Communication, Gross Motor, Fine Motor, Problem Solving, and Personal-Social (see Figure 11j). The last two fields displayed in Figure 11j request information about follow-up activities recommended to the family based on the results of the ASQ-3. The Follow Up list allows users to select up to seven specific activities. Users should hold down the Ctrl key and click on multiple activities if more than one has been recommended. If there have been no follow-up activities, the user should select the last option, No further action taken at this time. Figure 11j Adding an ASQ-3 Entering total scores 73 P a g e

Please refer to the following definitions when completing the fields displayed in Figure 11j: Field Communication total score Gross Motor total score Fine Motor total score Problem Solving total score Personal-Social total score Follow Up Follow Up Notes Description Total score for Communication. This is the sum of all Communication item scores, which are recorded under item one on the Information Summary page of paper form. Total score for Gross Motor Skills. This is the sum of all Gross Motor Skills item scores, which are recorded under item one on the Information Summary page of the paper form. Total score for Fine Motor Skills. This is the sum of all Fine Motor Skills item scores, which are recorded under item one on the Information Summary page of the paper form. Total score for Problem-Solving. This is the sum of all Problem Solving item scores, which are recorded under item one on the Information Summary page of the paper form. Total score for Personal-Social. This is the sum of all Personal-Social item scores, which are recorded under item one on the Information Summary page of the paper form. Indicates any follow up actions recommended from the list on the Information Summary page of the ASQ-3 paper form. Ctrl + Click for multiple select: -Provide activities and rescreen -Share results with primary health care provider -Refer for hearing -Refer for vision -Refer for behavioral screening -Refer to primary health care provider or other community agency -Refer to early intervention/early childhood special education -No further action taken at this time An optional place to provide notes regarding follow-up recommendations. Please note: The ASQ-3 is editable, which means that while cases are still open, changes can be made to any scores that have been entered. Simply select EDIT, found under ADD in the left navigation menu. 74 P a g e

11.3 Ages and Stages Questionnaire: Social Emotional (ASQ:SE) 11.3a ASQ-SE ADD Step 1 The ASQ: SE should only be completed for those cases in which a consultant has received parental consent to provide services. After the ASQ: SE has been completed on paper, essential information including the version and total score are entered into the OMS. First, select the appropriate case from the Add ASQ: SE Case Index, which can be found by clicking on ADD in the ASQ: SE Section in the left navigation (see Figure 11L). 2 1 Figure 11L Adding an ASQ: SE Step 1 75 P a g e

11.3b ASQ-SE ADD Step 2 Next, users will select which version of the ASQ-SE was administered-(version 1 or Version 2). When selecting ASQ-SE Version 1, the first field, shown in Figure 11m, requires users to select the appropriate Child version from a drop-down menu that lists 8 versions. The versions are numbered based on the child s age in months at the time of administration. The next two fields, require the user to, (1) indicate whether or not the parent participated in completing the assessment, and (2) enter the Total Score. The Total Score can be found on the final page of the ASQ: SE packet (i.e., Information Summary page). Refer to the ASQ:SE Information Summary sheet to identify and enter the child s Total Score. Figure 11m Adding an ASQ: SE Version 1 Step 2a When selecting ASQ-SE Version 2, the first field, shown below in Figure 11n, requires users to select the appropriate Child Version from a drop-down menu that lists 9 versions. The versions are numbered based on the child s age in months at the time of administration. The next two fields, shown below in Figure 11n, require the user to, (1) indicate whether or not the parent participated in completing the assessment, and (2) enter the Total Score. The Total Score can be found on the final page of the ASQ: SE packet (i.e., Information Summary page). Refer to the ASQ:SE Information Summary sheet to identify and enter the child s Total Score. Figure 11n Adding an ASQ:SE Step 2b Please note: The ASQ:SE is editable, which means that while cases are still open, changes can be made to any scores that have been entered. Simply select EDIT, found under ADD in the left navigation menu. 76 P a g e

11.4 Devereux Early Childhood Assessment (DECA) The Devereux Early Childhood Assessment (DECA) is a nationally standardized strengths-based assessment and planning tool. Completed by parents/caregivers and/or early childhood providers, the DECA evaluates positive behaviors in several age groups. The first version of the DECA, released in 1999 and still used by many ECE providers, has three assessments for the following age groups: DECA Infant 4 weeks up to 18 months; DECA Toddler 18 months to 36 months; and DECA Preschool 2 through 5 years In 2012, the DECA Preschool version was updated and there is now a new addition: DECA Preschool, 2 nd Edition (DECA-P2). The updated version is for children ages 3 through 5 years with the DECA Toddler being the recommended tool for 2-year-old children. The DECA Preschool version number will be required information when adding a DECA assessment to a new case or before closing a case. Users can access pdf copies of each version for reference by clicking below the select drop box and clicking on version 1 or version 2. Figure 11o-DECA Version 77 P a g e

11.4a DECA ADD Step 1a Consultants are asked to have parents and teachers (i.e., ECE providers) complete the DECA assessment at Baseline/PRE (within the first three consultation visits) and Follow-Up/POST (when the consultant determines it is time to close the case). When adding a new referral for a case in which parental consent has been received to provide services to an individual child, the user is required to identify the appropriate DECA version, based on the identified child s age (see Figure 11o). This selection is not binding, but the user will be reminded of the selection made during the referral process when entering a DECA into the OMS. Figure 11p DECA Version at Referral 78 P a g e

11.4b DECA ADD Step 1b Once a consultant has collected a completed DECA from a parent and/or teacher, the scores are entered into the OMS. The procedure for adding a DECA assessment into the OMS is the same for parents and teachers. The DECA Case Index screen is slightly different than the Case Index screens throughout the rest of the OMS. In addition to the standard identifying information, the DECA version selected at the time of referral is displayed in blue text. This selection is not binding; any of the three DECA versions can be selected. See Figure 11q for an example. 2 1 Figure 11r DECA ADD Step 1 79 P a g e

11.4c DECA ADD Step 2 Please note that the DECA form is identical for adding baseline and follow-up assessments to the OMS; it is also the same for both the teacher and parent versions. See Figure 11q for the required DECA fields. Consultants should request that parents and teachers complete the baseline DECA assessment within the first three consultation visits and the follow-up DECA whenever the case is closed. Select Submit after completing all of the required fields. Selecting Reset will clear all of the fields. Figure 11s DECA ADD Step 2 Please refer to the following definitions when completing the fields displayed in Figure 11q: Field Date completed Description The date the assessment was completed 80 P a g e

Who completed Indicates the individual who filled out the DECA. Choose from: -Teacher -Parent -Other INFANT DECA TODDLER DECA Initiative (IN) Raw Score IN T-score IN Percent Attachment Relationship (AR) Raw Score AR T-score AR Percent Total Protective Factors (TPF) Sum TPF T-score TPF Percent 81 P a g e Please note: If the response was Other, specify the relationship of the Other individual to the child being assessed. Summed score of all Initiative scale items. Possible range: 0 72. Standardized T-score for Initiative scale, converted using either the DECA-I Individual Child Profile worksheet or the tables in the User s Guide. Possible T-score range: 28 72. Percentile associated with Initiative raw score, representing the percentage of children in standardization sample who earned the same or a lower score. Calculated using either the DECA-I Individual Child Profile worksheet or Appendix A of the User s Guide. Possible range: 1 99. Summed score of all Attachment Relationship scale items. Possible range: 0 60. Standardized T-score for Attachment Relationship scale, converted using either the DECA-I Individual Child Profile worksheet or the tables in the User s Guide. Possible range: 28 72. Percentile associated with Attachment Relationship raw score, representing the percentage of children in standardization sample who earned the same or a lower score. Calculated using either the DECA-I Individual Child Profile worksheet or Appendix A of the User s Guide. Possible range: 1 99. Sum of the Initiative and Attachment/Relationship T-scores. Possible range: 56 144. Standardized T-score for Total Protective Factors sum, converted using either the DECA- I Individual Child Profile worksheet or the tables in the User s Guide. Possible range: 28-72. Percentile associated with Total Protective Factors sum, representing the percentage of children in standardization sample who earned the same or a lower score. The percentile is calculated using either the DECA-I Individual Child Profile worksheet or Appendix A of the User s Guide. Possible range: 1 99. AR Raw Score Summed score of all Attachment Relationship scale items. Possible range: 0 72. AR T-score Standardized T-score for Attachment Relationship scale, converted using either the DECA-T Individual Child Profile worksheet or the tables in the User s Guide. Possible range: 28 72. AR Percent Percentile associated with Attachment Relationship raw score, representing the percentage of children in standardization sample who earned the same or a lower score. Calculated using either the DECA-T Individual Child Profile worksheet or Appendix A of the User s Guide. Possible range: 1 99. IN Raw Score Summed score of all Initiative scale items. Possible raw score range: 0 44. IN T-score IN Percent Self-Regulation (SR) Raw Score SR T-score Standardized T-score for Initiative scale, converted using either the DECA-T Individual Child Profile worksheet or the tables in the User s Guide. Possible range: 28 72. Percentile associated with Initiative raw score, representing the percentage of children in standardization sample who earned the same or a lower score. Calculated using either the DECA-T Individual Child Profile worksheet or Appendix A of the User s Guide. Possible range: 1 99 Summed score of all Self-Regulation scale items. Possible range: 0 28. Standardized T-score for Self-Regulation scale, converted using either the DECA-T Individual Child Profile worksheet or the tables in the User s Guide. Possible range: 28 72.

PRESCHOOL DECA SR Percent Percentile associated with Self-Regulation raw score, representing the percentage of children in standardization sample who earned the same or a lower score. Calculated using either the DECA-T Individual Child Profile worksheet or Appendix B of the User s Guide. Possible range: 1 99. TPF Sum Sum of Initiative, Self-Regulation and Attachment/Relationship T-scores. Possible range: 84 216. TPF T-score Standardized T-score for Total Protective Factors sum, converted using either the DECA- T Individual Child Profile worksheet or the tables in the User s Guide. Possible range: 28 72. TPF Factors Percent Percentile associated with Total Protective Factor sum, representing the percentage of children in standardization sample who earned the same or a lower score. Calculated using either the DECA-T Individual Child Profile worksheet or Appendix A of the User s Guide. Possible range: 1 99. IN Raw Score Summed score of all Initiative scale items. Possible range: 0 44. IN T-score Standardized T-score for Initiative scale, converted using either the DECA-I Individual Child Profile worksheet or the tables in the User s Guide. Possible range: 28 72. IN Percent Percentile associated with Initiative raw score, representing the percentage of children in standardization sample who earned the same or a lower score. Calculated using either the DECA Individual Child Profile worksheet or Appendix A of the User s Guide. Possible range: 1 99. Self-Control (SC) Raw Summed score of all Self-Control scale items. Possible range: 0 32. Score SC T-score Standardized T-score for Self-Control scale, converted using either the DECA Individual Profile worksheet or the tables in the User s Guide. Possible range: 28 72. SC Percent Percentile associated with Self-Control raw score, representing the percentage of children in standardization sample who earned the same or a lower score. Calculated using either the DECA Individual Profile worksheet or Appendix A of the User s Guide. Possible range: 1 99. AR Raw Score Summed score of all Attachment Relationship scale items. Possible range: 0 32. AR T-score AR Percent TPF Sum TPF T-score TPF Percent Behavioral Concerns (BC) Raw Score BC T-score BC Percent Standardized T-score for Attachment Relationship scale, converted using either the DECA Individual Child Profile worksheet or the tables in the User s Guide. Possible range: 28 72. Percentile associated with Attachment Relationship raw score, representing the percentage of children in standardization sample who earned the same or a lower score. Calculated using either the DECA Individual Child Profile worksheet or Appendix A of the User s Guide. Possible range: 1 99. Sum of Initiative, Self-Control, and Attachment Relationship T-scores. Possible range: 84 216. Standardized T-score for Total Protective Factors sum, converted using either the DECA Individual Child Profile worksheet or the tables in the User s Guide. Possible range: 28 72. Percentile associated with Total Protective Factor sum, representing the percentage of children in standardization sample who earned the same or a lower score. Calculated using either the DECA-I Individual Child Profile worksheet or Appendix A of the User s Guide. Possible range: 1 99. Summed score of all Behavioral Concerns scale items. Possible range: 0 40. Standardized T-score for Behavioral Concerns scale, converted using either the DECA Individual Child Profile worksheet or the tables in the User s Guide. Possible range: 28 72. Percentile associated with Behavioral Concerns raw score, representing the percentage of children in standardization sample who earned the same or a lower score. Calculated using either the DECA Individual Profile worksheet or Appendix A of the User s Guide. Possible range: 1 99. 82 P a g e

11.4d DECA ADD Step 3 After clicking on Submit, as shown in Figure 11r, the user will receive confirmation that the DECA assessment has been entered and saved. See Figure 11s for an example. Figure 11t DECA ADD Step 3 Please note: The DECA is editable, which means that while cases are still open, changes can be made to any scores that have been entered. Simply select EDIT, found under ADD, in the left navigation menu. 83 P a g e

12. Supervision Log Supervision logs are an effective way for Consultants and Directors to keep track of the supervision hours they have on a monthly basis. Located at the bottom left of the screen, users will be able to click and add new supervision logs. Figure 12a Supervision Log 12.1a Supervision Log- Step 1 All users will have access to the supervision logs, but Consultants will only have access to their own supervision logs while Directors will have access to monitor all supervision logs for their program. The Users program will be highlighted while the inactive programs will be seen in gray. Users can click on Supervision Log to view past logs to edit or delete. Figure 12b- Supervision Log- Step 1 84 P a g e

12.1b Supervision Log- Step 2 The Supervision log has been redesigned to include Supervisor s credentials, time, date, and format of supervision. Notes are not required, but the field is available for use. Please see the table under Figure 12c for more information about selections. Figure 12c- Supervision Log- Step 2 Please refer to the following chart for selection options lists in Figure 12c: Option Description Supervision Date The date in which the supervision took place. Use Calendar to select date. Supervision Time The amount of time (in minutes) in which the supervision took place. Supervisor Credentials The type of licensure the supervisor that oversaw your supervision has. Choose from: -Psychologist -Psychiatrist -LCPC/LCSW -Other Supervision Format The type of supervision the user received whether one on one or in a group setting Choose from: -Group -Individual Figure 12d - Supervision Log- Step 2 85 P a g e

13. Surveys Satisfaction surveys are an important piece of consultation. Consultants distribute three different versions of satisfaction surveys to: Directors of ECE programs who have received consultation services; Parent(s)/Guardian(s) of children who have received consultation services; and Staff/Teachers of classrooms who have received consultation services. The three survey versions were updated during the fall of 2014 and are available to download, print, and distribute via the Resources section of the OMS. Each survey is also available in Spanish. These surveys can be found under Resources and are listed as Staff, family, or Director Satisfaction Surveys. Hyperlinks to the surveys can be shared with families and providers if they would prefer to complete the surveys via the website. The hyperlinks will take them to secure webpages outside of the OMS site so they can access those pages without a login to the OMS site. Users can access their own submitted surveys on the listing /detail pages. The Edit and Delete links are not available for non-admin users. Figure 13a- Surveys Figure 13b- Surveys- Director 86 P a g e

Figure 13c- Surveys- Consultant 87 P a g e

14. Reports Reports for all user types are now found in the Reports section. Users can access all their Referral Reports with data at the bottom left of the ECMHC screen. Reports will aid in regular data cleaning and facilitate turn the curve conversations. Figure 14a Reports Navigation 14.1a Reports- All Reports After clicking on All Reports, users will then choose from six report types to access referrals from their program. Users will then fill in the start and end date to view reports in that date range or choose to leave those fields blank to run a complete history of reports. Users can filter by referral date, cases open during a specific time period, case ID, and child last name, consultant, and/or facility name. This case specific report filtering allows users to find a specific referral report, select a consultant, and view the referral data. Depending on the credentials of the users many will only have access to their own referral reports. For example, Consultants will have access to their assigned referrals only and Directors will have access to all of the referrals in their program. 88 P a g e

Figure 14b- Reports- All Reports Figure 14c- Reports- Case Specific Report 89 P a g e

14.1b Reports- All Reports- Export to Excel After selecting a type of report, users can access two options; Report to Excel or Data Record Export to Excel. Located in the right hand corner, Report to Excel includes the statistics of every reported case within their chose timeframe, filter, and program. The Data Record Report Exports include the individual data records for each type of report. This allows you to view the data on a granular level for data verification and validation purposes. Figure 14d- Reports- Export to Excel Figure 14e- Reports- Export to Excel 90 P a g e

14.1c Reports- Referral Report The Referral Report will show users all the referrals they have access to including consultation type, setting, rejection reasoning, and demographics. Reports include data from both open and closed cases Figure 14f-Reports- Referral Report 91 P a g e

14.1d Reports- Assessment Entry Report The Assessment Entry Report allows users to view assessments counts for closed Child Specific and Classroom Consultation Cases. Users can run this report for entire data collection of all child specific and classroom consultation cases. Figure 14g- Reports- Assessment Entry Report 92 P a g e

14.1e Reports- Assessment Aggregates Report The Assessment Aggregates Report will show the entire data collection for the PMHCS (pre/post), DECA, ASQ- SE (Versions 1 and 2), and ASQ. Users can run this report to show the individual data scores for each variable on the assessments. Figure 14h- Reports- Assessment Aggregates Entry Report 93 P a g e

14.1f Reports- Survey Reports Users can access three types of survey reports including Director Survey Report, Staff Survey Report, and/ or Parent/ Guardian Survey Report by selecting a report in the dropdown box. After selecting a report type, users will be able to view average survey scores and the program/ consultant. Admins can view all programs and all users while Consultants/ Directors can view the surveys for their programs. The Director version of the survey report will contain the survey numbers for all consultants in their assigned program who have surveys entered. Figure 14i- Reports- Survey Report-Consultant 94 P a g e

15. Consultants The Consultants section of the OMS has two sub-sections: VIEW and ADD to Referral. 15.1 View Active Users List To view a list of active users, select VIEW under the Consultants section. The list includes all current consultants and program directors, program affiliation, email addresses, and phone numbers. Figure 15a View Active User List 95 P a g e

15.2 Add to Referral 15.2a Add to Referral Step 1 The Add to Referral feature allows users to assign additional individuals to any case currently open and assigned to them. Clicking Add to Referral brings up an inventory (or index) of all of the users open cases, as shown in Figure 15b. The user should then select the case in which he or she would like to add a consultant. 2 1 Figure 15b Add to Referral Step 1 96 P a g e

15.2b Add to Referral Step 2 Next, the user will be directed to enter the consultant login email address of the individual he or she would like to add to that particular case (see Figure 15c). Figure 15c Add to Referral Step 2 97 P a g e

15.2c Add to Referral Step 3 After selecting submit, the user will see a message, as shown in Figure 15d, confirming the new user now has permission (i.e., access) to the specific case. The added user will now see the specific case listed with the individual s other cases on the Case Index screens throughout the OMS. Figure 15d Add to Referral Step 3 Please note: If the user already has access to the specific case, the message will read: USER ALREADY HAS PERMISSION TO THIS CONSULTATION. If there is no user matching the email address entered in the form, the message will read: USER NOT FOUND IN DATABASE. 98 P a g e

16. Support Guides The Teaching Pyramid Model for Supporting Social and Emotional Competence is a conceptual framework of evidence-based practices for children birth through five and their caregivers, which was developed by two national, federally-funded research and training centers. The Teaching Pyramid Model is supported by extensive training materials, videos, and print resources, many of which are available in the Support Guides section of the OMS. Figure 16a provides a screen shot of the variety of SEFEL (Social and Emotional Foundations of Early Learning) resources, which provide downloadable links to PDF s, PowerPoint Presentations, and Microsoft Word Documents. Figure 16a Support Guides 99 P a g e

17. Resources The Resources section of the OMS provides consultants with links to a variety of helpful information. MSDE and The Institute are committed to making this website an active place to share information and ideas. Users are encouraged to send items they wish to have uploaded and shared to Sarah Nadiv at snadiv@ssw.umaryland.edu. As resources are added to this section, the Software Update section on the homepage of the OMS will provide users with an update (see Section 5 for additional information on software updates). Figure 17a Resources Figure 17b Resources 100 P a g e