Strength-Based Feedback and Goal-Setting Sessions.

Strength-Based Feedback and

Goal-Setting Sessions

Early Childhood Specialists Professional Development--October

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

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

Reflection

Relationship and Foundation

Assessment

Encouragement

Plan

Follow Up

The ECS’s Role of Support

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



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

Use the Feedback formAcknowledge strengths

and growthDiscuss growth from

previous yearsGive opportunity for

teachers to share their strengths

Encouragement

Encouragement

Feedback and Goal Setting Form

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

Look for S.A.F.E. in this VideoE

What Encouragement strategies did you hear the ECS use?

What else did you notice?

Reflection on VideoE

Setting Strength Based Goals1. Use the Feedback and Goal setting form2. Create SMART goals3. Supplemental goal setting forms (not

mandatory)

Plan

Plan

1-Feedback and Goal Setting Form

SpecificMeasurableAchievableResults Focused Time Bound

2-Creating SMART Goals

Plan

Setting PD Goals

Check inProvide Supports when neededMaintaining Relationships

Follow Up

Follow Up

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

Practice-Scenario

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

Connect / Extend / Challenge / Use

[email protected] Name

Your E-mail

ISD

“They need to stay the entire day. The evidence for an am small group is combined with a possible afternoon small group.”

Increasing the Quality and Use of Child Assessment Data

Setting Child Assessment Goals

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?

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?

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

3-Tier Hierarchy of Methods

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 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

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

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 Sharingat PQA levelextension

Data Qualityat PQA levelextension

Data Useat PQA levelextension

Expectations: At Level and Extensions

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)


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


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

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


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)


Back-up Slides

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

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


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?)


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

Strength-Based Feedback and Goal-Setting Sessions.

Documents

Transcript of Strength-Based Feedback and Goal-Setting Sessions.