SFSU Head Start Early Learning Mentor Coach Project

Coaching Teachers on School Readiness

Using CLASS and DRDP

Vivian Wong, Ph.D. – Early Learning Mentor Coach Ramya Krishna, B.S. – Early Learning Mentor Coach

San Francisco State University Head Start February 7, 2013 CHSA Conference

Presentation Outline

• Review of SFHS Coaching Model • Classroom and Program Needs • School Readiness • Data-Based Coaching • Evidence-Based Frameworks • Coaching on CLASS and DRDP

Context of the Coaching Program

• Grantee: San Francisco State University • Funding: Preschool for All (PFA) • Classrooms: 17 Preschool • Coaches: 2 Early Learning Mentor Coaches • Approach: Theory of Change Model

Coaching Model

Based on our Theory of Change

Coach training and support

Active coaching skills with fidelity to the model

Improved teacher skills and fidelity to practice

Improved child outcomes

Coaching Model Goals

• Safe, nurturing and challenging learning environment for teachers

• Evidence-based practices • Fidelity to the practices • Improved teacher practices • Improved child outcomes

Coaching Model

• Ongoing process – derived from the Steps to Success Coaching model: – Pre-Observation – Observation – Post-Observation Analysis – Reflective Conference – Post-Conference Analysis

Coaching Model

• Twice a month per classroom • One full day (classroom and meeting) • Strategies

– Modeling – Reflective practices – Assessments/Data – Resources and Materials – On site training – Staff trainings and follow-ups

Classroom Needs

• Challenging behaviors • Classroom management • Technical support • Materials (i.e. visual cues, social stories) • Coaching Assistant Teachers

Program Needs

• Challenging Behaviors • Instructional Support (CLASS) • English Language Learners • Special Learning Needs • Health and Obesity

School Readiness Goals

• Define our expectations for the skills and developmental levels children should achieve before beginning Kindergarten

• Inform teachers how to focus their classroom instruction

• Inform parents so that they can support these goals in their homes

School Readiness Goals

• Social/Emotional Development • Language and Literacy Development • English Language Development • Cognitive and General Knowledge/Approaches

to Learning • Physical Well Being, Motor Development and

Health

Data-Based Coaching

CLASS DRDP

1 - Baseline Coach scores CLASS Teacher scores DRDP

2 - Review scores Coach and Teacher Coach and Teacher

3 - Choose areas of need

Teacher chooses dimensions

Teacher chooses domains

4 - Review frameworks Coach and teacher Coach and teacher

5 - Goal selection Teacher selects goals/strategies

Teacher selects goals/strategies

6 - Post assessment Coach scores CLASS Teacher scores DRDP

Evidence-Based Frameworks

I am Moving, I am Learning

(IMIL)

Creative Curriculum

Center on the Social and Emotional Foundations

of Early Learning

Building Blocks Intentional Teaching Strategies

CSEFEL

Positive Relationships with Children, Families and Colleagues

Creating Supportive Environments

Social Emotional Teaching Strategies

Intensive Interventions

Data-Based Decision Making

Program-Wide Commitment

Administrative Support

Partnerships with Families

Well-Defined Procedures

Teacher Training and Technical Assistance

CSEFEL and CLASS

• Example Goal: – CLASS dimension: Productivity – Goal (Transitions): Shortening transition time from

30 minutes to 15 minutes between breakfast and circle time

– CSEFEL Level II Strategy: Reviewing expectations at circle time and reminding of expectations at the end of breakfast with the aid of visual cues

CSEFEL Example

CSEFEL and DRDP

• Example Goal: – DRDP Domain: Self and Social Development – Goal (Conflict Negotiation): The majority of

children will show improvement in problem-solving skills

– CSEFEL (Level III) strategy: Using puppets and role play 2-3 times per week in small group to introduce the Solution Kit

CSEFEL Example

Solution Kit •Get a teacher •Ask nicely •Ignore •Play together •Say “Please” •Say “Please Stop” •Share •Trade •Wait and take turns •Get a timer

CSEFEL Example (Video)

Teacher: Ashley Activity: Using puppets to teach a problem-solving skill

Creative Curriculum

Creative Curriculum and CLASS

• Example Goal: – CLASS dimension: Concept Development – Goal (Analysis and Reasoning): Facilitating 2 small

groups per week for children to practice classification/comparison skills

– Creative Curriculum (Logical Thinking) strategy: Using various sets of materials (i.e. blocks, counting bears) from different interest areas to teach sorting and comparison skills

Creative Curriculum and DRDP

• Example Goal: – DRDP Domain: Cognitive Development – Goal (Cause and effect): Asking at least 10

predetermined questions that encourage prediction and explanation of events during book time

– Creative Curriculum (Learning and Problem Solving) strategy: Selecting simply sequenced books from the Library area that can be read and enjoyed multiple times, so that children feel involved with the book. The familiarity will encourage children to predict and explain events in the story.

Creative Curriculum Example

• What do you think will happen next?

– Egg hatching – Butterfly emerging

• Why did the caterpillar get a stomachache?

• What did the caterpillar do to feel better?

I am Moving, I am Learning

•Increasing Moderate to Vigorous Physical Activity (MVPA) •Improving intentional facilitation of structured movement •Promoting healthy nutrition choices

IMIL and CLASS

• Example Goal: – CLASS Dimension: Instructional Learning Formats – Goal (Variety of Modalities and Materials): Provide

movement opportunities using music and props at least 3 times a week

– IMIL strategy: Incorporating IMIL songs and props for each child, such as bean bags or scarves, into circle time

IMIL Example (Video)

Teacher: Kaitlyn Activity: Using IMIL songs and props to promote movement

IMIL and DRDP

• Example Goal: – DRDP Domain: Health – Goal (Healthy Lifestyle): Encourage the children to

try new foods – IMIL strategy: Intentionally planning food

experiences that include novel and healthy foods

IMIL Example (Video)

Teacher: Jen Ma Activity: Using our senses to experience new foods

Building Blocks

Embedded Learning Opportunities

Quality Early Childhood Program

Curriculum Modifications

Child Focused Instructional Strategies

Building Blocks and CLASS

• Example Goal: – CLASS Dimension: Quality of Feedback – Goal (Scaffolding): Expanding children’s

participation by providing higher levels of support for children who are unable to complete small group

– Building Blocks (Curriculum Modifications) strategy: Using sequenced visual cue cards that children can reference during small group activities

Building Blocks Example

Building Blocks and DRDP

• Example Goal: – DRDP Domain: Mathematical Development – Goal (Shapes): Five 4 year-old children who tested

in the exploring level will improve in his/her knowledge of shapes and their characteristics.

– Building Blocks (Embedded Learning Opportunities) strategy: For each child, identifying 2 times per week to engage in play that teaches shapes and their orientation (bingo, puzzles, sorting, etc)

Building Blocks Example

Monday Tuesday Wednesday Thursday Friday

Arrival Child # 1 Child # 5 Child # 3 Child # 2

Free Choice Child #4 Child # 2 Child # 5

Outdoor Play Child #1 Child # 3

Departure Child # 4

Child Activity Matrix

Intentional Teaching Strategies

Concept Development

Quality of Feedback

Language Modeling

ITS and CLASS

• Example Goal: - CLASS dimension: Language Modeling - Goal (Self and Parallel Talk): Teachers will increase self and parallel talk during 2 selected transitions (at least 20 statements per day) - ITS Strategy: Teachers will map his/her actions as well as those of the children during the transition

ITS Example

Self-Talk • It is time for us to eat lunch. I am sitting in my

chair. I am giving everyone one plate, one cup, one napkin and one fork.

Parallel Talk • You are building a tall tower. You put a red block

on top of a blue block. Now you are putting a green block on top of the blue block. Your tower is getting taller.

ITS and DRDP

• Example Goal: - DRDP Domain: Language and Literacy - Goal (Comprehension of meaning): The majority of children will improve in their ability to respond to open-ended questions asking how and why things happen -ITS strategy: Asking open-ended questions while engaging with children during free play

ITS Example

• Can you think of another way to put this block so the tower does not fall?

• It looks like we do not have any more shovels to dig for worms. What else can you use?

• You only have red paint and blue paint. How did you make the purple flower?

• Johnny is crying over by the bicycles. I wonder why he is sad…

Key Points

• Build a coaching model to meet your program’s – Needs – Current school readiness goals

• Use data from CLASS to identify areas of need in teaching practices

• Use data from DRDP to identify areas of need in children’s development

• Determine how your program’s current content frameworks can provide strategies that will improve CLASS and DRDP outcomes

Thank you!

Questions and Comments?

Thank you for your time and attention! Please feel free to contact us with any

questions, ideas, etc. Vivian Wong: vivianw@sfsu.edu Ramya Krishna: rkrishna@sfsu.edu