7/16/2014 Supporting Family Child Care Implementation of EC-PBIS Technical Support Tom Rendon, Coordinator Amy Stoll Iowa Head Start State Collaboration Office astoll@midsioux.org Iowa Department of Education Webinar Overview • Implementation of the Family Child Care Model Poll Question #1 • Data Collection (Tools and Methods) • Practice-based Coaching Vision: practices in all settings Implementation of the EC-PBIS Mission or Family Child Care Model Purpose: Support EC-PBIS = Early Childhood Positive Behavioral Interventions and Supports these practices Your Work 1
7/16/2014 CCRR Iowa Statewide Mo Model System At all levels: → Behavioral Consultant expectations → Teaching to Early Care expectations Provider & Ed. → Supporting Settings meeting expectations System Child Data System Collaborators Early arly Car are & & Edu ducation Set etting Module Training Awareness Adoption Implementation Data Coaching Collection Fidelity/Quality Refinement Poll Question #2 Data Collection in the EC-PBIS Family Child Care Model You treasure what you measure! 2
7/16/2014 Family Child Care Benchmarks of Data Collection Tools Quality • Family Child Care Benchmarks of Quality • Monthly Program Actions • Behavioral Incident Reports • Implementation Guide Family Child Care Benchmarks of Quality Family Child Care Benchmarks of Quality (procedures) • 42 Elements • Key areas: • Administered once at the beginning of consultation and once at the end of • Establish and Maintain a Plan for Implementation (5) the year. • Family Involvement (4) • Administered in conversation with provider (co-administration?) • Program-Wide Expectations (4) • Administered along with Implementation Guide • Strategies for Teaching and Acknowledging the Program -Wide • Each item: NOT IN PLACE – PARTIALLY IN PLACE – IN PLACE Expectations (3) • Implementation of the Pyramid Model is Demonstrated in All • Consultant integrates information into their consulting work. Environments (6) • Data will be compiled from the consultants on a statewide basis. • Procedures for Responding to Challenging Behavior (6) • Professional Development and Staff Support Plan (8) • Monitoring Implementation and Outcomes (6) These are the expectations for FCC provider 2013-14 Cohort - BOQs "In Place" Fall 90.0% Spring 80.0% 70.0% 60.0% Poll Question #3 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% 3
7/16/2014 Family Child Care Monthly Program Actions Family Child (procedures) Care Monthly Program • Provider keeps a frequency tally of how often each action takes place, Actions at least once a week. • Consultant monitors the collection of the data and integrates that information into their consulting work. • Data will be compiled from consultants on a statewide basis. Program Actions x Month (Cohort 2013-14) Monthly Program Actions 180 160 Call to family 140 Poll Question #4 120 Dismissal 100 Transfer 80 Request for 60 assistance 40 Family 20 conference 0 Nov-2013 Dec-2013 Jan-2014 Feb-2014 Mar-2014 Apr-2014 Family Child Care Implementation Guide Family Child Care Implementation Guide 26 Foundational Practices • Responding to children • Promoting Emotional Expression and Social Interaction • Responds to Children’s Distress and Challenging Behavior • Environmental Support for Social Engagement Practices related to Module Training 4
7/16/2014 Family Child Care Implementation Guide Family Child Care Implementation Guide Module 1 (procedures) • Building positive relationships • Designing supportive environments • Administered once at the beginning of consultation and once at the end of the year. Module 2 • Administered in conversation with provider (co-administration?) • Social and Emotional Teaching Strategies Promotes emotional literacy through identification and labeling of • Each item: RARELY – SOMETIMES – FREQUENTLY emotions in self and others • Consultant integrates information into their consulting work. Characteristics of a child care home that fosters emotional literacy are visible • Data will be compiled from consultants on a statewide basis. Promotes children’s individualized emotional regulation that will enhance positive social interactions Promotes friendships skills among children and uses deliberate These are the expectations for FCC provider teaching strategies to teach friendship skills Creates a planned approach for problem‐solving and conflict resolution Implementation Guide vs. TPOT/TPITOS • TPOT = Teaching Pyramid Observation Tool (TPOT-30 mo.+)) • TPITOS = Teaching Pyramid Infant Toddler Observation Scale (TPITOS – birth to 30 mo. (2.5 years old) Poll Question #5 • Not the same thing but cover similar content • IG = discussion tool vs. TPOT/TPITOS=assessment instrument • TPOT/TPITOS based on observation using a valid and reliable instrument • TPOT/TPITOS measure the fidelity of implementation of the Pyramid Model practices • TPOT/TPITOS could be used in the FCC Poll Question #5B Poll Question #5C 5
7/16/2014 Family Child Care Behavior Incident Reports (BIR) Family Child Care Behavior Incident Reports Key data: child, date and time What happened? • What kind of incidents are considered challenging? • What kinds of incidents are most common with which children? What was going on when it happened? • When do specific kinds of incidents occur? • A – B – C : Antecedent-Behavior-Consequence Family Child Care Behavior Incident Reports Data Collection Tools (procedures) 1. Family Child Care Benchmarks of Quality • Filled out by provider as soon as possible after an “incident.” 2. Monthly Program Actions • Reporting triggers: safety related (aggression, escape, self-injury); and repetitive behavior. 3. Behavioral Incident Reports • Other incidents that are disruptive and considered “challenging” by 4. Implementation Guide the providers. • Definitions are included. • Consultant integrates information into their consulting work. • Data will be compiled from consultants on a statewide basis. Poll Question #6 10 Minute Break 6
7/16/2014 Coaching or Consultation? Coaching Is…. • Collaborative and iterative process • Focused on building skills and competencies Consultation • Reliant on observation and feedback • Goal-directed • Outcomes driven Practice-Based Coaching Coaching Is Not…. • Providing modeling only Coaching • Supervision Coaching is the universal language of change and learning. -CNN • Training with classroom observation • Providing tips From “The Coaching Relationship” downloaded at http://challengingbehavior.fmhi.usf.edu/communities/coaches_do cs/coaching_relationship.pdf OUTCOMES Coaching Impact (Joyce & Showers, 2002) % of Participants who Demonstrate Practice-based coaching Knowledge, Demonstrate New Skills in a Training Setting, and Use New Skills in the Classroom Practice-Based Coaching is a cyclical process for supporting teachers’ use of TRAINING Knowledge Skill Use in the effective teaching practices that lead to positive outcomes for children. COMPONENTS Demonstration Classroom The coaching-cycle components are: Theory & Discussion 10% 5% 0% 1. planning goals and action steps, + demonstration in 30% 20% 0% 2. engaging in focused observation, and in training 3. reflecting on and sharing feedback about teaching practices. + practice & 60% 60% 5% feedback in training Practice-Based Coaching occurs within the context of a collaborative + coaching in 95% 95% 95% partnership. classroom Coaching is Reflective…it’s about teaching Coaching Teachers in Implementing the and learning and then learning and teaching Pyramid Coaching Hearing about Implementing it it in training in daily practice 7
7/16/2014 Practice-based coaching FRAMEWORK Collaborative coaching partnerships Context for other components Safe space to: • Ask questions, • Discuss problems, • Get support, • Gather feedback, • Reflect on practice, • Try new ideas Develop over time Benchmarks of Quality Goal setting and action planning Focused Observation Monthly Program Action Implementation Guide Behavior Incident Reports • Practice- based “needs • Gather and record information about practices specified in action assessment ”*: identify priorities plan for PBC • Gather data to display or • Set goals: specify priority teaching summarize practices • Use coaching strategies to support • Action plan: guide coaching and teacher’s implementation implementation of teaching practices Reflection and feedback EC-PBIS Family Child Care Coaching Process • Prepare for coaching • Reflect on observation and data • Build relationships, establish trust and rapport • Review Benchmarks of Quality and Implementation Guide (just get started, • Give and receive feedback begun in training) • Support and problem-solve • Problems -> Start with Program Readiness Checklist • Identify additional supports and • Introduce MPAs and BIRs resources • Based on BOQ and IG information, mutually agree on goals. • Develop an action plan on addressing goals • As possible, observe provider with a focus on action plan items • Use data as much as possible. • Model, feedback, and provide suggestions as planned 8
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