Christi Romero-Roseth Annette Hahn Denny McGihon

Slides:



Advertisements
Similar presentations
Designing School Level Professional Development. Overview Assessing prior knowledge of professional development Defining professional development Designing.
Advertisements

Response to Intervention (RtI) in Primary Grades
GAPBS Annual Conference Presented By Cynthia Vail, PhD, University of Georgia Katy Gregg, PhD, Georgia Southern University Rebecca Sartor, MEd, Clarke.
Educational Specialists Performance Evaluation System
Autism Observation Instrument General Education Classrooms
Research Findings and Issues for Implementation, Policy and Scaling Up: Training & Supporting Personnel and Program Wide Implementation
What is a Structured Learning Environment?. The Typical Cedar Lane Classroom Personal care opportunities limited due to schedule Limited Mobility opportunities.
Data? –TPOT’s and BIR’s Why? How Do I Use It? Annette Hahn Teaching Pyramid Consultant/Coach, Trainer
Using Assessment to Inform Instruction: Small Group Time
National Association for Sport and Physical Education (NASPE) PE Coordinator’s Mini-Conference Wednesday, March 14, 2012 Framework for Effective Teaching.
Overview by Linda Brault
The Head Start Child Development and Early Learning Framework A Focus on School Readiness for Infant and Toddler Children August 19, 2014 RGV Pre-Service.
UNDERSTANDING, PLANNING AND PREPARING FOR THE SCHOOL-WIDE EVALUATION TOOL (SET)
Colorado Shines CCAP Pilot Readiness Assessments
What should be the basis of
performance INDICATORs performance APPRAISAL RUBRIC
The Basics: What Children Must Have to Learn and Grow Creating Safe, Secure, & Supportive Environments: Well Designed Physical Environments Module 1B.
OBSERVATIONS For SLD Eligibility Make sure you sit with your school’s team.
School’s Cool in Childcare Settings
Research to Practice: Implementing the Teaching Pyramid Mary Louise Hemmeter Vanderbilt University
The Changing Role of the Pupil Services Personnel Ami Flammini, LCSW Technical Assistance Director IL PBIS Network.
After the Grant: Sustainability & Scale-up of the NC/CSEFEL Initiative NC/CSEFEL Panel Norman Allard Lanier DeGrella Brenda Dennis Khari Garvin Marta Koesling.
Governor’s Office of Early Childhood Teacher-Child Interactions in Early Childhood Settings CLASS is in session:
Supporting Implementation Fidelity: Coaching Early Educators
SUPPORTING CHILDREN USING THE PYRAMID MODEL AND POSITIVE BEHAVIOR SUPPORT Kellie Nketiah Luba Bezborodnikova Claire Wilson Puget Sound Educational Service.
IES e-PATT Grant e-PATT: Parents and Teachers Together.
Adolescent Sexual Health Work Group (ASHWG)
What should teachers do in order to maximize learning outcomes for their students?
Intro to Positive Behavior Interventions & Supports (PBiS)
School’s Cool in Kindergarten for the Kindergarten Teacher School’s Cool Makes a Difference!
Iowa’s Teacher Quality Program. Intent of the General Assembly To create a student achievement and teacher quality program that acknowledges that outstanding.
Pacific TA Meeting: Quality Practices in Early Intervention and Preschool Programs Overview to Trends and Issues in Quality Services Jane Nell Luster,
PBSIS Climate Assessment Summary Your School Name.
District Workforce Module Preview This PowerPoint provides a sample of the District Workforce Module PowerPoint. The actual Overview PowerPoint is 62 slides.
MN SW-PBIS Training Kevin Filter School-wide Evaluation Tool (SET) 1.
“Current systems support current practices, which yield current outcomes. Revised systems are needed to support new practices to generate improved outcomes.”
Thomas College Name Major Expected date of graduation address
Building A Tier Two System In An Elementary School: Lessons Learned Tina Windett & Julie Arment Columbia Public Schools, Missouri Tim Lewis & Linda Bradley.
Coaching for Change Utilizing practice based coaching in Pyramid Model Implementation Julie Betchkal, Pyramid Model Training and Coaching Coordinator
Assessing Program Quality with the Autism Program Environment Rating Scale.
June 081 Competent Learner Model Overview. June 082 Today you will learn… What is the CLM What is the goal of the CLM What are the foundations of the.
June 081 Competent Learner Model Overview. June 082 Today you will learn… What is the CLM What is the goal of the CLM What are the foundations of the.
The Iowa Distance Mentoring Model (DMM) for Early ACCESS promotes the systematic implementation of family guided routines based intervention (FGRBI) for.
PBIS Goes to Preschool: Implementing the Pyramid Model within a PBIS system Julie Betchkal, Pyramid Model Training and Coaching Coordinator
Carol M. Trivette, Ph.D. Orelena Hawks Puckett Institute Asheville and Morganton, North Carolina Presentation prepared for Helping Extend Learning and.
Developing & Implementing an Intentional Inclusion PreK Program: A Team Approach Office of Early Learning and Exceptional Children Division, NC Department.
Roles and Responsibilites of the Mentor Teacher Thank you for participating in our Mentor/Mentee Program! Parkway School District Summer 2010.
Vermont Early Childhood MTSS
CSEFEL State Planning Rob Corso. CSEFEL  National Center focused on promoting the social emotional development and school readiness of young children.
Mentoring School Name Date Mentor’s Name. OVERVIEW What is Mentoring? The Mentoring Menu The Coaching Process.
Annie McLaughlin, M.T. Carol Davis, Ed.D. University of Washington
Staff All Surveys Questions 1-27 n=45 surveys Strongly Disagree Disagree Neutral Agree Strongly Agree The relative sizes of the colored bars in the chart.
Module 1 Peer Coaching on Paper Peer Coach Training.
Pennsylvania Training and Technical Assistance Network PAPBS Network Coaches Day January 28, Fidelity Measures Lisa Brunschwyler- School Age- School.
Peer Coaching for Effective Professional Learning.
The Learner in the Center: Connecting Blended Learning with The Framework for Teaching Stacy Bryan Supervisor of Extended Learning.
Purpose of Teacher Evaluation and Observation Minnesota Teacher Evaluation Requirements Develop, improve and support qualified teachers and effective.
Creative Curriculum and GOLD Assessment: Early Childhood Competency Based Evaluation System By Carol Bottom.
Ingham ISD Early Years MTSS Project Corrie Mervyn Early Childhood Supervisor.
Supplemental Text Project Kenn Ward EDL 678 Dr. Pfennig June 2013.
Using the CLASS tool to Improve Instructional Practices in Early Childhood Tracie Dow and Felicia Owo.
Section 6 The Three Global Outcomes. Key Principles for Early Intervention Service Provision 1.Infants and toddlers learn best through every day experiences.
Summative Evaluation Shasta Davis. Dimension: Preparation (Score- 4) Plans for instructional strategies that encourage the development of critical thinking,
PYRAMID PLUS APPROACH: THE “WHAT’S NEW REPORT”FOR EARLY INTERVENTION COLORADO Webinar: March 3 rd, :00-1:00 pm.
Coaching in Early Intervention Provider Onboarding Series 3
School’s Cool Makes a Difference!
Tier 2/3 Matching Support to Function of Behavior
PBC Mary dowling.
Instructional Plan and Presentation Cindy Douglas Cur/516: Curriculum Theory and Instructional Design November 7, 2016 Professor Gary Weiss.
Presentation transcript:

Christi Romero-Roseth Annette Hahn Denny McGihon TPOTS to Results Christi Romero-Roseth Annette Hahn Denny McGihon

SEK-CAP Program-wide outcomes Staff view themselves as having the skills to better support children in the classrooms Staff look to each other as sources of additional information and support Staff become intentional and purposeful in interactions with children in order to build on their strengths

SEK-CAP Program-wide outcomes Staff turn over is reduced; staff satisfaction is increased Staff ask for fewer suggestions from mental health professionals The number of children receiving individual counseling from psychologists decreased Program spends less time and resources on intervention level and more on prevention level of the pyramid

Objectives Understand purposes for use of the Teaching Pyramid Observation Tool (TPOT) Assess how well teachers are implementing the Teaching Pyramid model through use of the TPOT Summarize and evaluate the results of the TPOT on the TPOT Summary

Objectives Understand the coaching model as it applies to implementation of the teaching pyramid Develop an Action Plan based on TPOT scoring technical assistance needs of the teaching team Use the Fidelity Checklist to determine the degree to which interventions are carried out as planned

Implementing the Pyramid Where is your program now? Where do you want to be in a year? How will you get there? Use the TPOT and coaching as strategies to support implementation Write out answers to these questions on board. Have each participant choose one classroom and give answers based on that classroom. Give “Coaching Impact” handout.

Escalator Video

Coaching Teachers in the Pyramid Includes tools and observations Teaching Pyramid Observation Tool CSEFEL Inventory of Practices Vanderbilt.edu/csefel/modules/module1/ handout4.html TPOT observation and feedback TPOT review form Action Planning Fidelity Checklist Discuss tools. Have each participant have all of their tools to look at.

TPOT What is it? Used as a way to determine how well teachers are implementing the pyramid Meant to be an ongoing tool, not a one time event Can be a pre/post measure Can supplement other tools (e.g., ECERS…)

TPOT Benchmarks of Quality Program-wide adoption of fidelity tool Identifies strengths and areas for implementation Captures growth in fidelity of implementation

The Teaching Pyramid Social Emotional Teaching Strategies Individualized Intensive Interventions Social Emotional Teaching Strategies Designing Supportive Environments Building Positive Relationships CSEFEL

Phases, Activities and Skill-Sets for Coaching Framework Introducing the teacher to the Pyramid Initial Pyramid training Preparing for coaching Ongoing professional development through coaching Pyramid Model Adherence

Using the TPOT Observations Interviews Conducted for a minimum of 2 hours Must observe centers or free play and at least one teacher-directed activity Focus on observation is lead teacher’s behavior Interviews For those practices that cannot be observed in a 2-hour observation Handout TPOT Manual.

Format of the TPOT Three types of items Environmental items (items 1-7) – yes/no based on observation Ratings of practices (items 8-22) – ratings based on observation and/or teacher report Red Flags (items 23-38) – yes/no based on observation

Environmental Arrangement Items Clear boundaries Move easily around room Lack of large open spaces Adequate number of centers Materials support play Preparation of centers Classroom rules

Items based on observations and/or teacher report Schedules Transitions Conversations Promoting Engagement Behavior Expectations Providing Directions Social Skills Expressing Emotions Problem Solving Friendship Skills Persistent Problem Behavior Communication with Families Involving Families Relationships with Adults

Items are scored based on teacher report Supporting children with persistent problem behavior Communication with families to promote involvement Involving families to support social emotional development and addressing problem behavior Strategies to build collaborative teaching with other adults

Red Flag items 23-38 Represents issues related to teacher training, support, or program practices Indicated areas for immediate training Scored as yes/no

Summarize Results Use Teaching Pyramid Observation Tool (TPOT) Summary Strengths Emerging Skills Professional Development needs

TPOT Demonstration Site United Cerebral Palsy Colorado (Formerly Cerebral Palsy of Colorado) Serving children enrolled in Head Start and Early Head Start; pregnant moms in the Prenatal Program; whole families through extended resource referral Five centers city-wide (Aurora, CO) Co-Teaching model, plus specialists in the classrooms Proactively inclusive environment: 20-25% of children each year have diagnosed disabilities On-staff Mentors (Coaches) from early educational and/or mental health backgrounds

TPOT Demonstration Site Overview of Participation Initial Engagement Planning for Program Integration Train-the-Trainers Automated Scoring Feedback from evaluator-scored observations Results from auto-scored evaluations Things to watch for Translating scores into coaching plans Organizational Roll-out

Automated Scoring Tool Contents of the original Fox/Hemmeter TPOT questions were replicated on this electronic form (MS Excel Template) Observers use traditional paper/pen tool to observe in classroom Data Entry person enters TPOT answers to automated form (could be the observer, could be anyone – regardless of familiarity with the TPOT theory or measurement system) TPOT “weighting” (scoring based on importance of skill) is built-in to the spreadsheet Automated Scoring Tool (AST) scores up to five classrooms per MS Excel Workbook and includes a Reliability Test Each classroom shows result of observation (yes/no), the resulting TPOT score, and a tally of questions answered Yes vs. No.

A Quick Look at the Automated Scoring Tool MS Excel Template – use over and over again – up to 5 classrooms per site Pull-down menus limit responses to Yes, No or N/A (Also, Reported or Observed) Calculates TPOT score once all answers in a section are completed Calculates how many “Yes” answers of the total number of answers Produces Summary Values at the bottom (per classroom) Feeds classroom summary data into a Site Summary (Summary Tab)

Using the Data

Galena am Pre TPOT 9-16-08

Galena pm Pre TPOT 9-16-08

Coaching Teachers in the Pyramid Nurturing Relationships Meet with teams, partner Meet one-on-one Respect teachers time Creating Supportive Environments Discuss content, curriculum, strategies and offer choices Intensive Interventions Quickly respond Behavior Incident Report’s All Levels Ongoing professional development opportunities Data based decisions guide next steps Keep it relevant Discuss what participants are already doing. Discuss what might be needed for classroom teachers to better excel in implementing the Teaching Pyramid.

Professional Development Planning Workshops Share time at staff meetings Peer mentoring Case discussion groups Curriculum development Coaching What have staff used and what might be useful for the particular classroom that each participant is thinking about today?

TPOT Summary Chanute am Class Strengths: Transitions between activities (#9) score = 5 Teachers engage in supportive conversations (#10) Score = 5 Promoting children's engagement (#11) score = 4 Teaching children behavior expectations (#12) score = 4 Teaching social skills and emotional competencies (#15) score = 5 Teaching children to express emotions (#16) score = 5 Supporting friendship skills (#18) Score = 5 Communication with families to promote family involvement (#20) score = 5 Involving families in addressing problem behavior (#21) score = 4 Strategies to build collaborative relationships with other adults (#22) score = 5 Learning centers have clear boundaries (physical) The classroom is arranged such that all children in the classroom can move easily around the room. The classroom is arranged such that there are no large, wide open spaces where children could run. There is an adequate number and variety of centers of interest to children and to support the number of children. Materials in all centers are adequate to support the number of children allowed to play. Materials/centers are prepared before children arrive at the center or activity. Classroom rules or program-wide expectations are posted, illustrated with a picture or photo of each rule or expectation, limited in number (3-5), and stated positively. Emerging Skills: Providing directions (#13) score = 2 Using effective strategies to respond to problem behavior (#14) score = 2 Teaching problem solving (#17) score = 2 Professional development: Schedules and Routines (#8) score = 0 Supporting children with persistent problem behavior (#19) score = 1

CSEFEL Inventory of Practices Promoting Children’s Social Emotional Competence tool to assist coaching teachers on the Teaching Pyramid Skills Inventory

Action Planning Use a TPOT Summary from a classroom Write Proposed goals for Action Plans Complete TPOT Items/Indicators List items indicating emerging skills or professional development needs Write Next Steps Person(s) Responsible Dates

Professional development and staff support Staff support plan Ongoing technical assistance Needs assessment for pyramid implementation Individualized professional development plans Group and individualized training strategies Incentives and acknowledgment

Coach - Plan for time 12-14 Weekly observations/demonstration coaching sessions 30 minute debrief sessions, as needed Individually targeted to the developmental needs of the teaching team

Fidelity of Intervention Fidelity – Degree to which interventions are carried out as planned Determined by accuracy and consistency of implementation Fidelity is reduced by: Complex interventions Unclear directions or specific instructions Provider knowledge, history, or expectations Show Fidelity Checklist. Discuss reasons that some classrooms may be having challenges with implementation of the TPOT goals selected for classroom.

Focus specifically on strengths-based praise It’s important to identify areas of pyramid practices Self-identity strengths Past successes builds confidence for new learning Specific information makes praise more comfortable Develop a strengths-based praise agreement with co-workers Discuss next steps for use of the Fidelity Checklist. Another workshop could be on the – “Practical Strategies for Teaching Social Emotional Skills” It shows how teachers can embed TPOT goals into the classroom day.

You Are A Super Star! Great Job! You Deserve a High Five! Way To GO! Good Going! You Are A Super Star! You are Awesome! Great Job! Great Work!! You Are Too COOL! You Deserve a High Five! Way To GO!

Why Use The TPOT? Next steps for program Growth in implementation Staff training and coaching needs Change in teacher practice