strength-based feedback and goal-setting sessions
TRANSCRIPT
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Strength-Based Feedback and
Goal-Setting Sessions
Early Childhood Specialists Professional Development--October
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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?
Opening Activity
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How does this relate to your work as an ECS?What parallels do you see?Share with a partner.
Reflection
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Relationship and Foundation
Assessment
Encouragement
Plan
Follow Up
The ECS’s Role of Support
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1st Meeting or Re-ConnectingTime for an exchange of info
Letter, expectations, Q&A
Setting DatesBe mindful of a program’s cultureHonor the commitmentsGive plenty of notice
Check-InsEmails, Phone Calls, Texts
Relationship and Foundation
Relationship and Foundation
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PQA visitFull Baseline
Full day in order to get documentation for all parts of the PQA
Writer not a PlayerCOR goal checks
Checking on Spring GoalsGoal Specific VisitCOR goal checks
Assessment
Assessment
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Use the Feedback formAcknowledge strengths
and growthDiscuss growth from
previous yearsGive opportunity for
teachers to share their strengths
Encouragement
Encouragement
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Feedback and Goal Setting Form
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4 Characteristics of Relationship-SAFESharing yourselfResponding Attentively to their interestsGiving specific FeedbackEngaging in inquiry by asking and
responding to honest open-ended questions
S.A.F.E. Relationships
E
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Look for S.A.F.E. in this VideoE
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What Encouragement strategies did you hear the ECS use?
What else did you notice?
Reflection on VideoE
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Setting Strength Based Goals1. Use the Feedback and Goal setting form2. Create SMART goals3. Supplemental goal setting forms (not
mandatory)
Plan
Plan
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1-Feedback and Goal Setting Form
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SpecificMeasurableAchievableResults Focused Time Bound
2-Creating SMART Goals
Plan
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2
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3
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3
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3
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3
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Setting PD Goals
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Check inProvide Supports when neededMaintaining Relationships
Follow Up
Follow Up
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1. Where is this team developmentally?2. How will you share strengths?3. How will you set goals?
Practice-Scenario
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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 ChildFill it out for one of the goals.
Imagine what your team would say, or have fun and make it up.
Application
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Connect / Extend / Challenge / Use
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“They need to stay the entire day. The evidence for an am small group is combined with a possible afternoon small group.”
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Increasing the Quality and Use of Child Assessment Data
Setting Child Assessment Goals
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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.
What’s in the PQA?
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Item: IV E. Use of child observation measureStaff 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.
What’s in the PQA?
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GOALS are always teacher goals related to:
Teacher Data Methods (focus today)
Data Driven Decision Making (focus at February PD)
Types of Child Assessment Goals
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3-Tier Hierarchy of Methods
Data Use
Data Quality
Data Collection and
Sharing
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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 measureStaff 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.
What’s in the PQA?Collection, Sharing, Quality, Use
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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?
PQA Documentation Notes
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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.
PQA Documentation Notes
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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?
PQA Documentation Notes
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Data Collection and Sharingat PQA levelextension
Data Qualityat PQA levelextension
Data Useat PQA levelextension
Expectations: At Level and Extensions
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Data Collectionat PQA level: anecdotes recorded and discussed dailyat 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 parentsextension: 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-basedspecific to individual children- cautions around batch anecdotes
extension: anecdotes fit with the assessment item/score (accuracy)
Expectations: At Level and Extensions
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Data Useat PQA level: anecdotes used to plan for
individuals extension: planning based on child interest
AND ability levelsextension: for a child with an IEP,
documentation of collaborative planning to meet the child’s special needs
Expectations: At Level and Extensions
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EXAMPLEData 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.
Brainstorm SMART Goal Examples Based on PQA Evidence
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Teacher MethodsData Collection and Sharing
team writes anecdotes during the weekreviewed 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
Brainstorm SMART Goal Examples Based on PQA Evidence
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Teacher MethodsData 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 Useteachers get lesson planning ideas from
anecdotes(based on children’s interests not based on ability
levels)
Brainstorm SMART Goal Examples Based on PQA Evidence
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Back-up Slides
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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 Driven Decision Making
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Data AnalysisIdentifying strengths and areas of opportunity
classroom and individual child level
Data InterpretationDeveloping hypothesis (asking why?)
factors that affect children’s learning and ways to adaptthe environment learning materialsdaily routinesteaching strategies
Action PlanningIdentifying actions steps
Data Driven Decision Making
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ImplementationImplementing changes they believe will
support and extend children’s learning Monitoring
Documenting the actions taken and children’s responses
EvaluationWas there change (how do you know?)
Data Driven Decision Making
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GOAL- Support children’s ability to explain the reason behind an emotion (Level 3 on COR)
Possible actions:Model using “because” when talking about emotionsDuring 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?
Action Planning Brainstorm