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

2. 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

3. 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

4. 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

5. 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

6. 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.

7. Escalator Video

8. 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.

9. 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…)

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

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

12. 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

13. 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.

14. 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

15. 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

16. 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

17. 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

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

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

20. 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

21. 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

22. 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.

23. 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)

24. Using the Data

25. Galena am Pre TPOT

26. Galena pm Pre TPOT

27. 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.

28. 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?

29. 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

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

31. 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

32. 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

33. 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

34. 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.

35. 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.

36. 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!

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