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DATA BOOT CAMPStrategies That Effectively Support CLASS Implementation and Sustainable Professional Development Systems

LACOE Training and Technical Assistance

November 9, 2016

Los Angeles County Office of Education

Boot Camp Goal and Objectives

Goal – Agency’s education teams will receive updates, resources, and training to incorporate and support ongoing CLASS improvement strategies throughout the year.

Objectives – Participants will:

be familiar with the 5 CLASS Action Plan strategies and how their agency is participating.

support their workforce to build competence with the CLASS tool

create and support their agency’s CLASSImprovement plan with SPD, Intro to CLASS, MMCI, and LAUP coaching for their teaching teams

CLASS Domains

Lowest 10%

Average

NationalAverage

Regional Average

LACOE Average

LACOE Goal

EmotionalSupport

5.66 6.03 6.19 5.83 6.50

Classroom Organization

5.27 5.80 5.87 5.43 6.00

Instructional Support

2.23 2.88 3.13 2.30 3.00

LACOE’s CLASS Data and Goals

LACOE CLASS Boot Camp #3 - Data

easton_barbara

Rectangle

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CLASS Action Plan

Simulated

Professional Development

Introduction to CLASS

Making the

Most of

Classroom

Interactions

Boot Camp

Targeted Coaching

Mini Resources

Teacher Data

Systems:

Leadership, Organization

Teacher Data

Implementation:

Dosage, Content, Quality,

FidelityAdult:

Response to Coaching

Documented

change in

practice

Data Planning for Long-Term Capacity

Theory of change at the organizational level

Goal of creating a culture that supports & encourages effective interactions

Evaluate readiness to change; leadership buildingstructural capacity to sustain change

CLASS Action Data Plan


OHS Region IX TTA Network

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Boot Camp #3 – Data OutcomesAgencies will be prepared to:

analyze LAUP agency PRE/Fall CLASS data to Identify trends – glows, grows, and go’s

to identify high priority teaching teams

share CLASS Pre scores with the all teaching team members create individualized CLASS professional development

and coaching plans

provide teaching teams with data driven individualized CLASS professional development tosupport building CLASS competency

Welcome to our Region 9 TTA ECS!!

These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.

Strategies That Effectively Support CLASS Implementation and Sustainable Professional Development Systems



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Implementation Drivers


Leadership

Recruitment,Staff Selection

Training

Coaching &Supervision

Decision-Data System

Systems-level Partnership

Internal Management

©Fixen & Blasé, 2008

Technical Adaptive

Fidelity


How Do We Build Agency Readiness?

1. Must HaveChange Leaders

3. Must Engagein Culture and Climate Change

2. Must GainAgency Buy‐In


http://www.bing.com/images/search?q=John+Kotter%27s+8Step+Change+Model



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Head Start PerformanceStandards

Coaching and PD Updates

The Standards focus on promoting effective teaching andlearning in every Head Start classroom‐‐birth through five.

“A high quality early learning program has welltrained, caring teachers who deliver acomprehensive and rigorous curriculum that isdevelopmentally appropriate and that promotes allaspects of early learning necessary for schoolreadiness, including social and emotional well‐being and cognitive development. The new HSPPSset high standards for effective teaching andlearning in every classroom.”

‐HSPPS FInal Rule‐General Fact Sheet, p. 2

OVERALL PHILOSOPHY OF STANDARDS



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This is why, when the new HS Standards came out,we were particularly interested in what it had to sayabout coaching and PD.

You might know it as section 1302.92.

CLASS Domains

Lowest 10%

Average

NationalAverage

Regional Average

LACOE Average

LACOE Goal

EmotionalSupport

5.66 6.03 6.19 5.83 6.50

Classroom Organization

5.27 5.80 5.87 5.43 6.00


2.23 2.88 3.13 2.30 3.00

LACOE’s CLASS Data and Goals


Planning Considerations

• Data Analysis and Effective Use

• Evidenced Based Coaching Strategies

• Resources/Resource Allocation

• Focused Observations and TimelyFeedback

Leads to...

• Improved teacher practices

• More intentional behaviors

• Improved outcomes for children



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CLASS Supports Are Linked

Site Sups

Policy Council

Program Director

Ed Coords.

Teacher Teams


Effective Intervention

Effective Implementation

Enabling Contexts

Positive Outcomes

Our Formula For Success




Enabling Contexts

Positive Outcomes




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Enabling Contexts

Positive Outcomes





Enabling Contexts

Positive Outcomes



Collecting and Utilizing CLASS Data Effectively

Bing Images



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Paper Implementation

ProcessImplementation Performance

ImplementationBing Images


Planning and Implementing

Tracking Progress Determining

Priorities for Improvement

Assessing and Making Course Corrections


Utilizing the Data Instruction Cycle

http://teachstone.com/classroom-assessment-scoring-system/



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Quality: How can we support teachers to improve interactions in all domains, with sustained attention on the lower‐scoring Instructional Support dimensions?


T‐C interactions are the components of quality that matter most to children's development

Children need consistent, ongoing exposure to high‐quality effective interactions with

adults

Aligned professional development needs to focus on adults’ interactions with

children


What we know What we want to know from the data

What we Learned as a result of our

inquiry


1

2

3

4

5

6

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Applegate DunbarHeights

Greenwood Hilltop Kingsland Miles Lake Patmore St. FrancisCenter

Tioga TungalWoods

Washer Lake Wendell

CLA

SS Score

September



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1

2

3

4

5

6

7

CLA

SS Score

Emo. Supp. Fall

Emo. Supp. Spring


CLASS Emotional Support Scores in May Mean for Location

St. Francis Center

Classroom 1

C1 6.8

6.6C2 6.9

C3 6.6

C4 6.3

Classroom 2

C1 6.5

6.5C2 6.4

C3 6.7

Classroom 3

C1 5.2

4.6C2 5.5

C3 4.3

C4 3.5

Attendance Data – what does it tell us?

Center XYZ reviewed their average attendance during their first cycle DRDP period.

What do you think?

Does this spark any questions?

CLASSROOM 1 83

CLASSROOM 2 81

CLASSROOM 3 84

CLASSROOM 4 75



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Coronado Center * Attendance at Day 100

Classroom 1 Classroom 2 Classroom 3 Classroom 4

Alea 92 A.J. 89 Aliyah 90 Alexandra 82

Angel 48 Andrew 92 Alyssa 91 Anthony 92

Alberto 94 Brie 56 Bo 76 Briana 86

Baxter 98 Cash 75 Bradyn 58 Cole 78

Bo 98 Cici 78 Carson 88 Diamond 90

Cesar 96 David 86 David 98 Gabriel 83

Chris 82 Flynn 94 Deena 92 Isis 81

Deja 42 Gregory 90 Elliot 89 Isaiah 60

Denise 88 Hannah 89 Isiah 84 Jada 78

Eugene 86 Jay 92 Johnson 98 James 82

Freddy 76 Rhianna 93 Jazmyn 82 Jayla 32

Gwen 91 Sean 36 Marleco 76 Jaylen 72

Riley 90 Stu 82 Mikey 68 Naveah 58

Avg. 83 81 84 75


• Dual language learners• Irregular attendance• Transient location• Teachers have bachelor’s degrees• Two teachers speak Spanish• Strong sense of team amongst teaching

staff• Anything else???


Actual Time Spent Learning

10% Free Choice

14% Teacher Activity

13% of Meals and RoutinesLearning How Individual Children Spend Time in Pre-Kindergarten Classrooms (2010)


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SCORING TERMSDefinition of dimension and holistic nature of interactions for the average experience of the children in the classroom

Frequency and intensity of behaviors

Duration - How long they lasted in the 20 minutes you observed

LOW

Low-level, ineffective

Few if any indications

No or few displays

Rarely, if ever

Does not

MID

Sometimes effective

Some indications

Makes some attempt

Somewhat

Limited

HIGH

Effective, meaningful

Many indications

Frequent displays

Consistently

Classroom Organization Across the Day

7

6

5

4

3

2

1School Day

Circle Time

Breakfast & Brushing Teeth

Choice Time

Clean‐up

Small Group

Transition & Toileting

Edited From Greenfield, Darryl; NCQTL Front Porch Series, 2013

Lunch &Brushing Teeth

Arrival Time

Teaching Team #1Teaching Team #2

LACOE OVERALL AVG PRE‐CLASS SAMPLING DATANumber of External Observations: 217/ Number of Cycles Observed 868

Avg. Score by Format

# Cycles

CO Domain

BM PD ILF

Whole Group

3745.09 5.51 5.39 4.36‐0.71 ‐0.50 ‐0.73 ‐0.92

Transition 3675.07 5.65 5.27 4.30‐0.73 ‐0.36 ‐0.85 ‐0.98

Free Choice

3525.41 5.65 5.83 4.73‐0.39 ‐0.36 ‐0.29 ‐0.55

Meal 2525.19 5.94 5.31 4.33‐0.61 ‐0.07 ‐0.81 ‐0.95

Small Group

2245.23 5.65 5.49 4.57‐0.57 ‐0.36 ‐0.63 ‐0.71

24%

23%23%

16%

14%

Format Occurrence Ratio – External Only

Whole Group

Transition

Free Choice

Meal

Small Group


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LACOE OVERALL AVG PRE‐CLASS SAMPLING DATANumber of External Observations: 217/ Number of Cycles Observed 868

Avg. Score by Content

# Cycles

CO Domai

nBM PD ILF

Lit/Lang Arts

6675.26 5.67 5.58 4.53‐0.54 ‐0.34 ‐0.54 ‐0.75

Art 2435.38 5.65 5.81 4.68‐0.42 ‐0.36 ‐0.31 ‐0.60

Math 2285.37 5.67 5.75 4.70‐0.43 ‐0.34 ‐0.37 ‐0.58

Science 1945.42 5.68 5.80 4.77‐0.38 ‐0.33 ‐0.32 ‐0.51

Social Studies

1755.44 5.82 5.86 4.65‐0.36 ‐0.19 ‐0.26 ‐0.63

40%

15%14%

12%

10%

5%

2%

2%

Content Occurrence Ratio – External Only

Lit/Lang Arts

Art

Math

Science

Social Studies

Music

Blocks

Dramatic Play

LAUP CLASS PRE/Fall Data ◦4 cycles scores provided

◦Average scores across all 4 cycles

◦Lowest 10% by average domain

◦High priority teaching teams ranking 1,2,3

◦ Includes lead teacher and associate teachers = teaching team

◦ Includes formats & content areas

Got Data…… Now What???

How are sharing data with your teaching teams?



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Concept Development

Quality of Feedback Language Modeling

Staff Training Matrix

Part of Routine: Work Time (WT)Meal Time (MT)Large Group (LG)

Analysis &

Reaso

n

Creatin

g

Integratio

n

Connectio

ns to

RW

Scaffolding

Feedback Lo

ops

Promptin

g thought

Processe

s

Provid

ing In

form

ation

Encouragem

ent an

d

Affirm

ation

Frequent

Conversatio

n

Open

‐ended Qs

Repetitio

n an

d

Extensio

n

Self an

d Parallel Talk

Advan

ced Lan

guage

Classroom/Position

1 Teacher S M M L M M M M L L M M H M L

2 TA Heather M M L M M M M L L M M H M L

3 Teacher M M M L M H M M L L M M M L L

4 TA Denise M L M L L L L L L H M M L L

National CLASS Data 2015


Dimension Mean Minimum Maximum

Concept Development 2.44 1.00 4.91

Instructional Learning Formats

5.28 3.33 6.33

Regard for Student Perspectives

5.37 3.50 6.70

ACTIVITY TWO


Dimension area of need

Concept Development

Instructional Learning Formats

Regard for Student Perspectives

Staff Training Matrix

Part of Routine: Work Time (WT)Meal Time (MT)Large Group (LG)

Analysis &

Reaso

n

Creatin

g

Integratio

n

Connectio

ns to

RW

Effective

Facilitatio

n

Variety o

f M& M

Student In

terest

Clarity

of Lrn

gObj

Flexibility an

d

StudentFocus

Support fo

r Auto

and ldrsh

ip

Student

Expressio

n

Restrictio

nof

Movement

Classroom/Position

1 Classroom 1 L M M H H M H M M H M H

2 Classroom 2 L L M L M L L L M L M M

3 Classroom 3 M L L M M H M L M M L H

4 Classroom 4 L M M L L M M H M L H M



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Activity Strategy

Is a fun game Is a system of moving children across the ZPD

Maximizes engagement Engender sustained and useful classroom interactions

Keeps children busy Enable and enhance learningcontent

Is the vehicle to deliver the strategy

Is intentional; many can be used in one activity

Adapted from NCQTL PBC Leadership Academy materials 2012.


Model to link Strategy to OutcomesUse in

classroomo Job aids o Follow up plans

o Implementationplans

o Coaching

o Mentoring

Skill demonstration

o Modeling o Practice

o Observing multipleexamples and drawing connections

o Practice with feedback

o Role playing

o Case study

Knowledge & awareness

o Reading

o Lecture

o Training video

o Learning checks

o Discussion

o Team meeting

(brainstorming/

problem‐solving

Low Medium High

*Note: Adapted from “Student Achievement Through Staff Development,” by B. Joyce and B. Showers, 2002, p.78. Copyright 2002 by the American Society for Curriculum and Development.


Estimated Coaching ImpactsTRAINING

COMPONENTS

Knowledge SkillDemonstration

Use in theClassroom

Theory and Discussion

10% 5% 0%

+Demonstration in Training

30% 20% 0%

+ Practice & Feedback in Training

60% 60% 5%

+ Coaching in Classroom

95% 95% 95%



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The Dice Game‐ Strategies to Supporting ILF, CD, QF,LM


Step

1 Roll dice in small group

Step

2 Large dice decides dimension

Small dice decides indicator

Step

3 List as at least two strategies or practices to support that indicator

•(teacher or student level)




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Sharing Your CLASS Data Sharing Plans

• What’s working well

• Challenges to meet with all members ofyour teaching teams

• Gaps and ideas

• TTA partnership planning

Glows – interactions that are going GREAT!!

Grows – interactions that the teacher/team are working on


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Gos – actions to continue building or new areas to focus on

Coaching to Competence with Confidence –Reviewing Boot CampDocuments andProcess

Walking in our Assistant Teacher’s BOOTS


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Teacher Talks

Focused ObservationLogsPractice

Focused observation for Intro the CLASS

Watching a IS video Clip for glows, grows, go’s – 3 short clips – suites

QF https://www.youtube.com/watch?v=nk‐hEhcynpU

LM https://www.youtube.com/watch?v=9IBzE9‐V_jk

Cd ‐ https://www.youtube.com/watch?v=qu2nLOa24ZQ


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How do you envision coaching for your agency

What do you want to see at the end of the year?

What else do you need to do what you said you were going to do?

What type of training do you need?

How are you building relationships with the teaching team?

Building and shifting your culture of CLASS?

CLASS Action Plan Updates

Agency Focused Observation Coaching –Intro to CLASS

6 hour Introduction to CLASS – Activity Matrix focus area = 3 Instructional Support Dimensions

Key message is all associate teachers are anintegral part of the teaching team.

Intro to CLASS Activity Matrix was completed during training

Agency Focused Observation Coaching – Intro to CLASS

Next Steps – at least monthly

1. Ensure the Activity Matrix is posted in the classroom

2. Agency education & supervisors visit the classrooms andconduct a focused observation to support the action steps. Write down Glows and Grows on the Coaching Log.

3. Assistant teachers reflect upon their Glows and Grows during the observation & write them on the Coaching Log

4. Together determine if current action steps on the Activity Matrix have been achieved

5. If so, create new Go’s or new action steps to practice

6. If not, decide strategies to continue building skills usingcurrent Activity Matrix action steps.


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Agency Focused Observation Coaching –Simulated Professional Development (SPD)

6 Hour SPD – Activity Matrix focus area =

3 Classroom Organization Dimensions

Key message is when the teaching team useshigh quality classroom organization strategies,children build their school readiness skills.

SPD Activity Matrix was completed during training by all members of the teaching team

Agency Focused Observation Coaching – SPD

Next Steps – at least monthly

1. Ensure the Activity Matrix is posted in the classroom

2. Agency education & supervisors visit the classrooms andconduct a focused observation to support the action steps. Write down Glows and Grows on the Coaching Log.

3. Assistant teachers reflect upon their Glows and Grows during the observation & write them on the Coaching Log

4. Together determine if current action steps on the Activity Matrix have been achieved

5. If so, create new Go’s or new action steps to practice

6. If not, decide strategies to continue building skills usingcurrent Activity Matrix action steps.

Supporting MMCI participants

MMCI lead teachers are receiving a series of 10 ‐ 2 hour CLASS training workshops

Key focus is participants attend in‐depth CLASStraining that includes reading, videos andpracticing skill opportunities in theirclassrooms.

Agency education & supervisors support their teachers using Glows and Grows


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Supporting LAUP Coaching

Selected teaching teams receive 12 ‐ 2 hour coaching visits to increase CLASS interactions

Key focus is teaching teams create and practice1. Concept Development action steps to support

building children’s Higher Order Thinking skills2. Continue to build action steps to increase CLASS

strategies3. receive integrated professional development to

support the coaching process.

Agency education & supervisors support their teaching teams using Glows and Grows

Your CLASS Improvement Plan Review and Updating the CLASS Action Plan

SPDs – 8 agencies have attended SPD to date!!

MMCI’s – 122 + 17 with the new cohort

Intro to CLASS ‐ 197

Coaching Teams – 230

Mini Resources & Website = www.prekkid.org

BOOT CAMP!! ‐ #3 – that’s US!!!

Where we are today!!


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TTA Requests


Clip Art Images, Retrieved from: https://bingimages/creativecommons.org/licenses and http://www.bing.com/images/search?q=organizational+readiness&qpvt=organizational+readiness&qpvt=organizational+readiness

Teachstone Images, Retrieved from: CLASS Implementation Guide, 2009 and http://teachstone.com/classroom-assessment-scoring-system

Fixen, Dean, L and Blasé, Karen, A; 2008, Implementation Drivers, Retrieved from: http://nirn.fpg.unc.edu/learn-implementation/implementation-drivers

Kotter, John, P and Cohen, Dan, S The Heart of Change, Boston, Harvard Business Press Retrieved from: http:www.bing.com/images/search?q=John+Kotter%27s++8Step+Change+Model

Coaching System Development Worksheet: Retrieved from: http://implementation.fpg.unc.edu/resources/coaching-system-development-worksheet

References
