Strength-Based Feedback and Goal-Setting Sessions

Think of a time when someone in authority shared their advice with you. How well did you know them? What approach did they use? Directive? Laissez-Faire? What did you like about the experience? What didn’t you like?

How does this relate to your work as an ECS? What parallels do you see? Share with a partner.

1 st Meeting or Re-Connecting Time for an exchange of info Letter, expectations, Q&A Setting Dates Be mindful of a program’s culture Honor the commitments Give plenty of notice Check-Ins s, Phone Calls, Texts

PQA visit Full Baseline Full day in order to get documentation for all parts of the PQA Writer not a Player COR goal checks Checking on Spring Goals Goal Specific Visit COR goal checks

Use the Feedback form Acknowledge strengths and growth Discuss growth from previous years Give opportunity for teachers to share their strengths

4 Characteristics of Relationship-SAFE Sharing yourself Responding Attentively to their interests Giving specific Feedback Engaging in inquiry by asking and responding to honest open-ended questions

What Encouragement strategies did you hear the ECS use? What else did you notice?

Setting Strength Based Goals 1. Use the Feedback and Goal setting form 2. Create SMART goals 3. Supplemental goal setting forms (not mandatory)

Specific Measurable Achievable Results Focused Time Bound

Check in Provide Supports when needed Maintaining Relationships

1. Where is this team developmentally? 2. How will you share strengths? 3. How will you set goals?

Think of a classroom you or a partner works with. What goals have they set for the Fall? Choose one of the Goal Planning Sheets for either Program or Child Fill it out for one of the goals. Imagine what your team would say, or have fun and make it up.

Your Name Your ISD

Increasing the Quality and Use of Child Assessment Data

Item: IV D. Anecdotal note taking by staff Staff record and discuss anecdotal notes about children daily. Notes are objective and reflect what children are doing and saying throughout the day. Notes focus on children's strengths (what children are doing). Staff use anecdotal notes to plan for individual children. Staff share anecdotal information with parents.

Item: IV E. Use of child observation measure Staff use a child observation measure that is of proven reliability and validity (e.g., the Preschool Child Observation Record (COR), Work Sampling). Staff use a child observation measure twice a year or more often to assess children's developmental progress.

GOALS are always teacher goals related to: Teacher Data Methods (focus today) Data Driven Decision Making (focus at February PD)

Data Use Data Quality Data Collection and Sharing

Item: IV D. Anecdotal note taking by staff Staff record and discuss anecdotal notes about children daily. Notes are objective and reflect what children are doing and saying throughout the day. Notes focus on children's strengths (what children are doing). Staff use anecdotal notes to plan for individual children. Staff share anecdotal information with parents. Item: IV E. Use of child observation measure Staff use a child observation measure that is of proven reliability and validity Staff use a child observation measure twice a year or more often to assess children's developmental progress.

Staff use anecdotal notes to plan for individual children. Row 4: Are there sufficient anecdotes to complete each child assessment item, across all developmental domains? Row 4: For a child with an IEP, is there assessment information from the specialist(s)? Is there documentation of collaborative planning to meet the child’s needs?

Staff share anecdotal information with parents. Row 5: A high quality program will be able to provide specific examples of staff partnering with parents on developmental goals for home and school.

Staff use a child observation measure that is of proven reliability and validity Row 1: Are child assessment data aggregated by classroom and by program three times each year?

Data Collection and Sharing at PQA level extension Data Quality at PQA level extension Data Use at PQA level extension

Data Collection at PQA level: anecdotes recorded and discussed daily at PQA level: use COR Advantage 2x a year extension: data entered into online COR (complete and reliable) Data Sharing at PQA level: anecdotes shared with parents extension: used to exchange ideas with parents and seek input/set goals/share resources (also in Section V. Form B) Data Quality at PQA level: anecdotes are objective and strength-based specific to individual children- cautions around batch anecdotes extension: anecdotes fit with the assessment item/score (accuracy)

Data Use at PQA level: anecdotes used to plan for individuals extension: planning based on child interest AND ability levels extension: for a child with an IEP, documentation of collaborative planning to meet the child’s special needs

EXAMPLE Data Collection and Sharing anecdotes are written- no data yet in online COR Why? SMART Goal EXAMPLE: Beginning November 6, both teachers will enter and score at least 30 anecdotes a week onto the online COR so that data is complete in the system by the end of Time 1 and can be analyzed and reported.

Teacher Methods Data Collection and Sharing team writes anecdotes during the week reviewed records for the month (anecdotes were written on 10/5, 10/7, 10/13, 10/14, 10/15, 10/19, 10/21, 10/28, 10/29) both teachers record daily anecdotes and discuss on Fridays teachers print out the “Your Child’s Developmental Profile” with parents and review during PTCs

Teacher Methods Data Quality 50% batch anecdotes- void of individual differences (i.e. “during planning time children made patterns with pegs and then said where they were going to work”) Data Use teachers get lesson planning ideas from anecdotes (based on children’s interests not based on ability levels)

Data Analysis (what stands out?) Data Interpretation (why does the data look like this?) Action Planning (what should we do to create change?) Implementation (just do it!) Monitoring (how are children responding to the actions?) Evaluation (did it work?)

Data Analysis Identifying strengths and areas of opportunity classroom and individual child level Data Interpretation Developing hypothesis (asking why?) factors that affect children’s learning and ways to adapt the environment learning materials daily routines teaching strategies Action Planning Identifying actions steps

Implementation Implementing changes they believe will support and extend children’s learning Monitoring Documenting the actions taken and children’s responses Evaluation Was there change (how do you know?)

GOAL- Support children’s ability to explain the reason behind an emotion (Level 3 on COR) Possible actions: Model using “because” when talking about emotions During 6- steps of conflict resolution, after listening to their problem, go back to their emotion (connecting the reason for that emotion) When children talk about their emotions, use active listening At small group time, read stories that include children expressing emotions and discuss the reasons What is the SMART goal?