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

TPOTS to Results

Christi Romero-Roseth

Annette HahnDenny 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

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

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

Designing Supportive EnvironmentsDesigning Supportive Environments

Building Positive RelationshipsBuilding Positive Relationships

Social Emotional Social Emotional Teaching StrategiesTeaching Strategies

Individualized Individualized Intensive Intensive

InterventionsInterventions

The Teaching Pyramid

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

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

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

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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

Professional Development Planning

Workshops Share time at staff meetings Peer mentoring Case discussion groups Curriculum development Coaching

TPOT SummaryChanute 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

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

You are Awesome!

You Are Too COOL!

Way To GO!

Good Going!

Why Use The TPOT?

Next steps for program Growth in implementation Staff training and coaching needs Change in teacher practice