TSR Comprehensive Remote Coaching Administrator Training 2017

Welcome! 25 Communities across Texas were awarded a grant to participate in the Texas School Ready (TSR) project. The Children’s Learning Institute (CLI) at The University of Texas Health Science Center at Houston (UTHealth) will oversee the implementation of the grant.  

Project Implementation Dates Started: September 1, 2017 Year 1: 2017-2018 Year 2: 2018-2019 Ends: July 31, 2019

TSR Mission The purpose of Texas School Ready is to provide an effective, research-supported, early childhood classroom model which prepares at-risk children to enter kindergarten at or above grade level.  

2015-2016 School Year  

Administrator Meetings Administrator meetings will be held three (3) times throughout the program year. Meetings will include program updates and any necessary training to assist administrators in understanding the program expectations.

Remote Coaching The goal and purpose of the Texas School Ready Remote Coaching Project is to work collaboratively with the Texas Education Agency (TEA), public schools, Head Start and Child Care programs to increase children’s school readiness, through remote coaching including: - online teacher professional development - teacher and model instructional videos - teacher and coach reflection discussions - child progress monitoring - program evaluation with feedback

Teacher Perceptions of Performance and Improvement The New Teacher Project. (2015). The Mirage. Retrieved from http://tntp.org/

Average Change on Performance Evaluations The New Teacher Project. (2015). The Mirage. Retrieved from http://tntp.org/

TSR Comprehensive Teacher Behavior Rating Scale (TBRS) Observation Data 2016-2017

TSR Comprehensive Teacher Behavior Rating Observations

TSR Comprehensive Teacher Behavior Rating Observations

Key to Instructional Changes Steps must include teachers: Having a clear understanding of the assignment Reviewing learning goals Identifying applicable standards Tracking children’s understanding Assessing children’s work Using children’s work to plan assignment improvement

TSR Remote Implementation Model and Expectations

Texas School Ready Components Curriculum and Materials Professional Development and Coaching Child Progress Monitoring

TSR Classroom Materials Returning classrooms and replacement classrooms will utilize the materials previously provided rather than receiving new materials.

TSR Classroom Materials: Year 1 Newly Recruited Classrooms All newly recruited classrooms with year 1 (non-replacement) teachers will be eligible to receive classroom startup kit and school readiness kit (if a classroom is well-equipped, a decision on materials needed will be determined by program management team). All year 1 (non-replacement) teachers will be eligible to receive Developing Talkers Tier 1 (whole group) kit. Replacement Teachers Replacement teachers should utilize the materials previously provided rather than receive new sets of curricula/kits; new orders in replacement classrooms will only be provided with sufficient justification and pending on budget availability.

Start-up Kit School Readiness Kit

TSR Classroom Materials: Year 2 Core Curriculum Core curriculum will be provided for Year 2 teachers based on teacher readiness and need. This is determined by an initial needs assessment conducted by the program management team. Year 2 teachers will receive Developing Talkers Tier 2 (small group) kit.

Approved Curriculum DLM Doors to Discovery   DLM EC Express   Frog Street Pre-K   HighScope Preschool   InvestiGator Club   DIG: Develop. Inspire. Grow   Opening the World of Learning   Scholastic Big Day for PreK   Sopris West - We Can!   Teaching Strategies System

Curriculum and Materials Guidelines Cognitive instruction must be provided a minimum of 3 hours daily in the classroom, using curriculum and materials provided Documented use of curriculum and materials must appear in written lesson plans Large group, small group, and individual lessons are planned using materials in conjunction with progress monitoring results

Curriculum and Materials Guidelines - Continued Developing Talkers must be implemented by Year 1 teachers in a Tier 1 setting, and by Year 2 teachers in both Tier 1 and 2 settings Readiness kit should be introduced gradually and placed in centers where children can easily access them Start-up kits will be used to meet the requirements of the Classroom Environment Checklist (CEC) Teachers, administrator, center employees must maintain and properly care for all materials

All materials become the property of the school if the TSR teacher remains in the targeted classroom for two years.

Curriculum and Materials Expectations Ensure materials are cared for and maintained Keep materials in the TSR Classroom Encourage use of materials and documentation in lesson plans Replace or repair damaged materials Admin Use materials for cognitive instruction Properly care for materials Teach children to care for materials Use the curriculum for lesson planning Teacher Distribute materials Assist teachers with material implementation Support teachers in use of materials Coach Complete Materials Needs Assessment

Professional Development

Child Progress Monitoring Online Professional Development Courses Classroom Observations Tools Coaching and Collaboration Tools CIRCLE Activity Collection

Professional Development Overview Training Year 1 Year 2 Year 3 CIRCLE Preschool Foundations Training CIRCLE Child Progress Monitoring Training eCIRCLE Online Courses Remote Coaching 2 cycles monthly 1 cycle monthly fall or spring cohort Curriculum Training (optional)

Substitute Reimbursement Guidelines Teachers are required to attend 2-day CIRCLE training as part of their TSR participation. This is a free, high-quality professional development opportunity for the teacher, and administrators should support their attendance and not reduce teacher pay during training days. Reimbursement is available for sites whose teachers attend the CIRCLE Preschool Foundations- 2 days $75 per day – Maximum of $150 per teacher Only for TSR teachers who have not previously attended Teachers must sign-in at the training for the site to be reimbursed

eCIRCLE Professional Development Courses Year 1 Year 2 Classroom Management Understanding Special Needs Social/Emotional Development Setting the Stage for Children’s Talk Letter Knowledge Written Expression Developing Talkers Phonological Awareness Early Childhood Mathematics Building Vocabulary Science Read Alouds

eCIRCLE Online Course Guidelines Teachers receive a tablet with Wi-Fi capability to support them with completing the online courses. Teachers can access the courses online at a time that works within their work schedule. Each course typically takes around 2 hours to complete, and administrators need to provide this time each month for teachers to ensure successful course completion. Remote Coaches discuss content from the online courses with the teachers. Teachers are required to implement new strategies in the classroom.

Professional Development Expectations Attend TSR administrator meetings Support teachers in attending required trainings and provide normal daily compensation for off-site training days Provide coverage for classroom while teacher is at training Provide time for teachers to complete online courses each month Admin Attend all required trainings Complete online courses according to the timeline on the teacher schedule Implement new ideas from trainings and online courses into classrooms Teacher Oversee and facilitate professional development Provide additional training as needed Maintain and adhere to teacher training schedule Coach

Data-Based Remote Coaching

Coaching Tools Classroom Environment Checklist (CEC) A list of factors in the early childhood classroom which support teachers in setting up an appropriate classroom learning environment. Classroom Observation Tool (COT) Captures a snapshot of a teacher's instruction during a single classroom visit. It has been expressly created for use by coaches to guide their mentoring efforts with teachers. Short Term Goal Reports (STGR) Used to document teacher’s goals she is working to meet. Provides support for both teachers and coordinators during coaching visits.

Classroom Environment Checklist (CEC) Center/Independent Workstation Areas Literacy Areas Meaningful Print Areas Instructional Planning

COT Cycle 1st 2nd 3rd 4th Record goals teacher met These are goals that the coach and the teacher have decided to focus on for the next coaching cycle. They also align with online courses and child progress monitoring. Create a plan to help the teacher accomplish the goals. COT updates are behaviors observed that were not previously set as goals or not previously observed. These are goals that were set on a previous coaching cycle and the teacher was observed performing during an instructional video. 1st 2nd 3rd 4th Record goals teacher met Record any COT updates Create new STGR Select new COT goals

Classroom Observation Tool (COT) Language & Literacy Oral Language Read Alouds Phonological Awareness Letter Knowledge Print Concepts Writing Best Practices (cross-domain) Classroom Management Social & Emotional Development Centers English Language Learners Student Progress Monitoring, Assessment, & Lesson Planning Effective Use of Technology STEM Science Mathematics

Short-term Goal Report 9/9/16 1/9/16 12/2/16 9/9/16 1/9/16 1/9/16 x 12/2/16 12/15/16 1/9/16

Coaching Cycles/Calls Monthly Coaching Cycles Y1 = 2 cycles monthly (2 videos and 2 coaching calls each month) Y2 = 1 cycle monthly (1 video and 1 coaching call each month) Y3 = .5 cycles monthly (1 video and 1 coaching call each month in a Fall or Spring Cohort)

Coaching Expectations Ensure the teacher remains in the TSR classroom during the project. Notify coach of any changes as soon as possible Provide coverage for classroom during Coaching Call times Provide time (up to 4 hrs/month) to complete TSR online courses, activity planning, and coaching calls Collaborate with coach Allow videotaping for goal setting, teacher reflection and training Admin Participate in 1 hour Coaching Calls per the TSR implementation schedule Work to meet goals set based on the CEC and COT Complete videotaping assignments for goal setting, teacher reflection and training Teacher Ensure teacher receives required number of coaching hours Use COT to guide goal setting with teacher Use videotaping as a coaching and reflection tool Support teachers to implement a minimum of 3 hours of cognitive instruction daily Assist teachers in planning instruction Collaborate with administrator and teacher Coach

Child Progress Monitoring

CIRCLE Progress Monitoring DIRECT ASSESSMENTS OBSERVATIONAL ASSESSMENTS Social and Emotional Book and Print Early Writing Approaches to Learning Creative Arts Expression Physical Health and development Speech Production and Sentence Skills Motivation to Rad Rapid Letter Naming Rapid Vocabulary Phonological Awareness Mathematics Science Social Studies Story Retell Letter-Sound Correspondence

Progress Monitoring Timeline Wave 1: Beginning of the Year November 1 – 30th Wave 2: Middle of the Year February 1 – 28th Wave 3: End of the Year April 15 – May 15

Progress Monitoring Expectations Ensure teachers complete progress monitoring by deadline Support teacher use of progress monitoring data to plan instruction Support daily small group instruction based on progress monitoring data Admin Complete progress monitoring by deadline Provide accurate and up-to-date enrollment information Use progress monitoring data to plan daily small group instruction Teacher Support collection and entry of enrollment data Support teacher completion of progress monitoring by deadline Assist teacher in planning daily small group instruction based on progress monitoring data Coach

TSR Resource Integration

CLI Engage Help

Partnerships

High Quality

TRS Information Childcare providers who are interested in more information about TRS can visit www.texasrisingstar.org for additional information.

Reflecting on TSR 2016-2017 Comprehensive Community Survey Data

Survey Completion Rate Sent Completed Completion Rate TSR Comprehensive Teacher 2498 287 11 % TSR Comprehensive Teacher (Relationship) 2476 451 18 % TSR Comprehensive Coordinator/Coach 61 54 89 % TSR Comprehensive Administrator Survey 920 264 29 % TSR Remote Teacher Survey 121 50 41 % TSR Remote Coordinator/Coach 9 100 % TSR Remote Administrator Survey 103 32 31 %

TSR Comprehensive Teacher Survey Results How would you describe the support you received from your coach throughout the year?

TSR Comprehensive Teacher Survey Results Where do you feel your coach helped you make the most improvement?

TSR Comprehensive Teacher Survey Results “The program works. The results speak for themselves. I was stressed but did enjoy growing as a teacher. I no longer see myself as a daycare employee.” “TSR is a fantastic program! I have had the pleasure to work with both of our area coaches and I can not say enough great things about them. I know that I am lucky to be able to participate in this program. I wish more teachers had access to the instruction and coaches, like I have. I feel like these two years have made a world of difference in my instruction but more importantly, in my students' growth.”

Thank you for your time and commitment to the Texas School Ready Remote Project! Coach Contact Information Brittany Kolkhorst: Brittany.B.Kolkhorst@uth.tmc.edu Edna Diaz: Edna.A.Diaz@uth.tmc.edu Maram Ahmed: Maram.G.Ahmed@uth.tmc.edu Sheri Harris: Sheri.G.Harris@uth.tmc.edu Tracy Osborn: Tracy.Osborn@uth.tmc.edu