gold training evanston
TRANSCRIPT
8/28/2011
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By Angela Searcy, M.S.
Developed by: Angela Searcy, M.S.Developed by: Angela Searcy, M.S.Developed by: Angela Searcy, M.S.Developed by: Angela Searcy, M.S.• Angela Searcy M.S. holds a B.A. degree in English and secondary education with teacher
certification though the state of Illinois and a M.S. degree in early childhood developmentfrom Erikson Institute, with a specialization in infant studies and a credential indevelopmental therapy.
• Angela is the owner and founder of Simple Solutions Educational Services, has over 20years of experience in the field of education, is an approved professional developmentprovider by the Illinois State Board of Education, adjunct faculty at Rasmussen College, anational consultant for the Multisensory Training Institute (MTI) in Needham, MA, andThe Center on the Social and Emotional Foundations for Early Learning (CSEFEL) atVanderbilt University
• A former associate at the Neuropsychology Diagnostic Center in Orland Park, Illinois,Angela has specialized training as a neuro-developmental specialist and is a nationallyrecognized speaker with extensive experience working with professionals, young children,and their families as an early childhood teacher, child development specialist, staffdeveloper, mental health consultant, parent educator, language arts teacher, collegeprofessor and tutor. Her expertise encompasses developing behavior modificationprograms from a neuropsychological perspective, and creating professional developmentgrounded in neuroscience research related to adult learning.
• She has been featured on Chicago Public Radio’s Chicago Matters, Chicago Parent andChicago Baby Magazines and is a regular speaker for the Learning and the BrainConference Sponsored by Harvard, Yale and Stanford Universities.
Simple Solutions For School Success! 1-866-660-3899 www.overtherainbowsimplesolutions.com [email protected]
Let’s get started…• Agenda • 10-10:15 Introductions
• 10:15-11:15 Workshop
• 11:15-11:30Break
• 11:30-12:15 Workshop
• 12:15-1:15 Lunch
• 1:15-1:45 Workshop
• 1:45-2:00 Break
• 2:00-2:45 Workshop
• 2:45-3 Wrap Up
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Did You Ever Have a Time in Your Life in Which You Had to Change How You Did Things?
What Do You Remember???
Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
Just the Facts Ma’am!
• Specific Verb Phrases• greets peer appropriately 3 out
of 5 days• can count to 25• speaks in one to two word
sentences• writes answers to double-digit
addition• can name five animals and
make sounds associated with those animals
• Shares 3 out of 4 times during free play
• Had difficult transitions 5 times this week
• AVOID Vague Verb Phrases
• Is friendly• Played nicely• can’t talk well• knows his letters• knows animals• talks excessively• is a loner• Never shares • Doesn’t play with others well
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Avoid making assumptions:which statement is correct?
• Annie had difficulty sharing three out of five times this week
• Annie never shares.
Avoid labels:Which statement is correct?
•Tommy hit children during each of our six transitions.
• Tommy is mean.
Don’t compare children: They develop at different rates.
Which statement is correct?
•Tommy fell off his bike three times during outside play .
•Tommy must bebackward. Hedoes not ride hisbike as well as the other children.
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Observation Station!
Golf Clicker
Tracking/Observation
Tie documentation to curriculum---lesson plan on money!
Who Gets a Cookie?
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Samples from The Power of Observation for Birth Through Eight
Average AggressionChild’s Name: ______________ Week of:
_________________Check the number of times the child is aggressive during the activity.
Aggression includes: hits, pinches, pulls hair, bites, kicks, & scratches.Activity Mon. Tues. Wed. Thurs. Fri. Average
Arrival ___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___510times
___10-15
___15-20
___+20
Circle ___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
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___10-15
___15-20
___+20
Lunch ___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
Average ___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
Avoid conclusions you are notqualified to make:
• Billie can’t do anything by himself because he is theyoungest in a large familyand they do everything for him.
• Billie needs to develop theability to do things for himself.
Shawna is hyperactive and is always on the go!Shawna shifted positions 20 times in five minutes.
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• Mark looks away when the teacher showed him a snake. He said, “I don’t like snakes, they feel funny.”
• Mark was afraid because he said he didn’t like snakes.
•Tyler was playing with the music blocks. When Carly & Josh asked to play, Tyler agreed and showed them how.
•Tyler is a good boy and gets along well with the otherChildren.
• Maddie wanted to swing but two others were already there. She picked up a rock and threw it at them.
• Maddie got mad and threw a rock because she does not share well.
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James can play with blocks
James will used fingers to stack blocks 4 times this month
Weekly Planning Form– Weekly Planning Form
» Create Weekly Planning Forms by using the Planning tab. These forms can be shared with families or submitted to program administrator(s) for review.
» Add a New Form » To add a new form, click
Add Weekly Planning Form. Enter the relevant information and click Submit.
• Tip: To save time, you can use content from a previous Weekly Planning Form and change it according to what you are doing that week. If you choose this option, select (from the drop-down menu) the Weekly Planning Form you want to use for your data
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Elements of the Form
• Tip: You don’t need to add materials to every box. If you don’t enter anything in a box, that interest area (Blocks on Tuesday, for example) will not appear on your form.
• To save what you entered, click Submit.
Here a child is not yet using a functional grasp, so a materials adaptation is created by using a table easel to help her keep her hand in the appropriate position.
HSCI Curriculum Modifications Module
By building this puzzle on a tray, this child is able to
put the puzzle away intact, and continue
working on it at a later time.
HSCI Curriculum Modifications Module
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A child interested in jigsaw puzzles, gets help from a peer
to complete a floor puzzle
HSCI Curriculum Modifications Module
Peer Support
HSCI Curriculum Modifications Module
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Fun ideas
Simple Solutions © 2011 www.overtherainbowsimplesolutio
ns.com
Circle Time
Simplify the Activity
From: www.headstartinclusion.orgSimple Solutions © 2011
www.overtherainbowsimplesolutions.com
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Step By Step…
Selecting a Preliminary Level– You may choose to assign a
preliminary level to each piece of documentation you enter. These are not final checkpoint decisions; you will make those at the end of the checkpoint period after reviewing all the documentation.
• The colored bands on the progression indicate the age or the class/grade ranges for widely held developmental and learning expectations. While there is a typical progression for each objective, it is not rigid; development and learning are uneven, overlapping, and interrelated. More information is available in Objectives for Development & Learning, which can be found in the Support and Resources Library.
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On-The-Spot Observation Recording Tool
• Checklist used to collect info quickly on easily observed objectives
• Focuses on 3 areas– Physical
• 4-7– Literacy
• 15-19– Math
• 20-23
• Obsv. Is entered into TSG as OTS
• Not required• Can be downloaded from
website for FREE
Assessment Opportunity Cards
• Set of 10 cards– Contain activities to focus
observations on literacy & numeracy
• Materials list, general directions & individualization
• Includes primary objective & dimension and progression for each
• Questions to guide observations
• Bi-lingual• Obsv. is entered into TSG as
AOC• Not Required• Can be downloaded (in color
or BW) from the website for FREE
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Objectives without dimensions:•Physical
•4, 5, & 6
•Cognitive
•13
•Mathematics
•22 & 23
•Science and Technology
•24 – 28
•Social Studies
•29 – 32
•The Arts
•33 – 36
•ELA
•37 & 38
•No progression (color band)
•Meets Program Expectations
•Refer to KY EC Standards
•Emerging
•No Evidence Yet
How do preschoolers learn best?
PLAY!
Let Look At Video!
What do you notice
about the “color bands”?
It’s a rainbow!(Roy G. Bip—without the /i/)
•The color bands do NOT
determine performance
•They are to serve as guidelines
of Widely Held Expectations
•Students progress should be
marked based on observations,
NOT their color
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Can you spot the modifications?
B
E
C
A
D
HSCI Curriculum Modifications Module
Simplify the Activity
HSCI Curriculum Modifications Module
Child completes independently
Child identifies nameon card and pastes on paper
HSCI Curriculum Modifications Module
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Checkpoint Process
• The Checkpoint tab gives you access to the tools you need to enter your assessment decisions at the end of each checkpoint period. This is where you will enter your final decisions about levels, as distinguished from the preliminary levels you selected in the Documentation tab. You can choose to enter levels by area, by objective, or by child. All three options take you to the same progression screen (see below and page 30) and allow you to enter and finalize.
Checkpoint Process: View By Area
Check the status of your assessment data by area.
Switch the checkpoint period
Colors indicate how complete your data is.
Click on any box to enter levels.
Checkpoint Process: By Objective
• You can view checkpoint data for all dimensions of a particular objective by using the “Checkpoint by Objective” option.
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Checkpoint Process: By Child» To see all the
checkpoint data you have entered for an individual child, use the By Child option.
• Tip: Did you enter data into the wrong checkpoint period? Any Area that hasn’t been finalized can be moved to another checkpoint period or deleted. Click UnfinalizeThis Checkpoint if entries were finalized but you need to make changes.
Family Conference Forms•
To create a new Family Conference Form or manage an existing form, select the action in the drop-down menu next to the child's name and click GO.
• Start Family Conference Form• You can begin creating a Family Conference Form once you have
completed checkpoints for a child. At the bottom of the screen you will see a list of all children for whom you do not have checkpoint data for the selected season.
• NOTE: If you are creating this form after the end of the checkpoint period, you may need to select Change View and select the correct season.
• Edit• Once you have started and saved a Family Conference Form, you can
return to it by selecting Edit in the Action drop-down menu and click GO.• View/Print• To access a printable version of a saved Family Conference Form without
opening it for editing, select View/Print in the
• To access a printable version of a saved Family Conference Form without opening it for editing, select View/Print in the Action drop-down menu and click GO.
• Share With Families• When you are ready to share a Family Conference Form with family
members, select Share With Families from the Action drop-down menu is a quick way to share with family members who are registered with Family Central.
• Delete• To permanently delete a Family Conference Form from Teaching
Strategies GOLD™, select Delete from the drop-down menu and click GO.
• NOTE: You generally will not need to delete a Family Conference Form unless you want to start with a clean form
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Questions?
Resources
Website
www.teachingstrategies.com
Email problems/questions/suggestions
Crosswalk with Kentucky Early Childhood Standardshttp://www.teachingstrategies.com/content/pageDocs/KY-GOLD-Alignment-PS-2010.pdf
Recorded GOLD Orientationshttps://www.teachingstrategies.com/page/recorded-GOLD-orientations.cfm
1-866-763-5913