Getting the school year off to a good start
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Transcript of Getting the school year off to a good start
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Chris MatsumotoPrincipal
Experimental Education Unit
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Experimental Education Unit (EEU)
Applied Research Unit
Professional Development
Unit
Mission
TrainingResearch Service
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Collaboration is a style for direct interaction between at least two equal parties voluntarily engaged in shared decision making as they work toward a common goal.
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Real or perceived differences in power Mandating collaboration Changing decision if collaboration
produces undesired outcomes No goal at all or a goal chosen by one
party
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NEEDED Mutual Respect Shared
Philosophy Common Goals Shared Decision
Making Support and
Training
ACTIVITIES Respect Activity Philosophy
Activity Team Goal
Activity Team
Expectations Activity
Training Activity
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I feel respected by my team members when…
Share your definition of respect Listen to your team members’
perspective As an individual your job is to focus on
meeting the definition of other team members
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What do we expect/believe… Develop a team philosophy that
everyone can stand behind Goal: Identify the beliefs that are shared
This does not mean that the team philosophy represents a comprehensive picture of an individual’s beliefs
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Identify group goalWhat questions will we ask during our
debriefing time?How will we collect data?How will we celebrate the achievement of
the goal?
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How will we share… InformationDecision Making
How will we prioritize our collaborative efforts?
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What should every team member know?KnowledgeSkillsStrategies
PrioritizeMost to least important
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Assess Identify Current Perfromance Set goals (observable behavior) Learning
Provide opportunities or instructionProvide feedback
Evaluate PerformanceProvide evaluation or review self evaluation
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TeamAreas where majority of team members are
learning Individual
Areas where an individual is learning and the category is high priority
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Develop a staff training Matrix to identify the strengths, goals and plans for improvement IndividualGroup
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Group Staff Training Matrix
Staff Member
Strengths Areas of Improvement
Goals Strategies/Resources
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Individual Staff Training Plan
Strengths Areas of Improvement
Goals Strategies/Resources
1.
2.
3.
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Focus is on what is happening instead of judging performance (less subjective)
Provide supporting evidence for the conclusions in the evaluation process
Increase professionals abilities to self evaluate and problem solve
Create a system that is easy to use both by supervisors and classroom staff
Create a system of evaluation that engages both parties in a discussion rather than evaluator reporting on findings
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Set up observation day with staffSelect an activity that you are going to
observeSet up a time to meet the same day
Select the child and staff behaviors you going to track
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Conduct the observation Review the data prior to meeting with
staff Meet with staff member the same
day to discuss observation Identify next step
Follow up (based on this observation) Next scheduled observation
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Meeting Procedure: General positive comments on activity “Do you feel you met your goals in
relation to the activity?” Look at data on chart and explain
coding system Staff member look at chart and tell
about what they see/conclusion they makeWrite ideas in the conclusion box
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Evaluator tells about their conclusionsSAME Conclusion
Affirm it when they bring it upDIFFERENT Conclusion
Wait until they have finished and then explain how you have interpreted the data
Summary plus plan of actionGoal for staff member being observedSuggested behaviors (kid and adult) to
observe for next session Suggested activity to observe for
next session
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Purpose: Provide guidance on effective practices for improved development and learning outcomes for young children with disabilities and their families
Bridging the gap between research and practice
Based on research evidence and shared beliefs
User-friendly product
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Educators Practitioners Families Administration Age Group: Birth to Five
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5 Direct Services Strands: Assessment Child-Focused Practices Family-Based Practices Interdisciplinary Models Technology Applications
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Audience: individuals working in a variety of early childhood settings that provide services to young children with disabilities and other special needs
Settings Early Intervention Programs (Home and Center) Preschool Preschool Special Education Programs Child Care Programs Head Start Public School Hospital Based Programs Other programs in which children receive
educational and other services
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Teams of Professionals and parents determine the strengths and needs of their
programMake change to policy, classroom and home
based service Individuals
Determine strengths and needs as a professional
Improve professional skill Entire Staff
Identify the professional development needs of the entire staff in a program
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ResearchDescribing the context and the quality of
classrooms as a setting variable Program Evaluation
Summary information collected within the workbook to measure the impact on the quality of the program of professional development, technical assistance, and other interventions
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Workbook Forms by StrandUsed to assess one or more entire
strands of practices Workbook Forms by Activity
Used to assess all strands cutting across a specific activity
Six different activitiesBlank form to develop activity
Each set of forms can be used for two assessment periods
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Strand Summary FormSummary of performance across strandsOnly used with forms by strandTotal points and percentages for each
strand Graph for Percentage Scores across
StrandsVisual representation of the data gathered
on the summary form (percentage scores)
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Action Planning FormProvides a place to record the next steps to
be taken tom improve practiceUsed to identify priority needs and targeted
activities as well as the resources and supports required to accomplish the identified goals
Can be used with the workbook forms by strand or by activity
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2 = Fully Implemented: The practice is implemented consistently across children, families, teachers, time and settings
1 = Partially Implemented: The practices is not implemented consistently across children, families, teachers, time, and/or settings, or the practice is being implemented but needs improvement
0 = Not Implemented: The practice is not being implemented
D/K = Don’t Know: Cannot confidently address the particular practice’s implementation
N/A = Not Applicable: Not included in the point total. The item is not relevant to the specific program (e.g., a classroom-based practice might not be relevant if the program is a home-based program).
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Interactive Tools to Improve Practices for Young Children with Special Needs
and Their Families (CD) Four Toolkits:
Embedded instruction Systematic teaching strategies Teaching early communication skills, Monitoring children's learning
Self-paced tutorial Video clips Self-tests Resources
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Clear and consistent scheduleDisplay the schedule in a way that is
appropriate for the children and follow it Use staff schedules
Display and use a schedule for the adults that tells them where they should be and what they should be doing
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Support participation Have high expectations Be consistent Give good, clear directions When children are participating, provide
feedback on their performance
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Teach the expectations during transitions
Use pictures or salient cues Begin the activity when a few children
are ready When in doubt, teach the routine
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Reminders about the purpose of activities
Make interactions more purposeful Signs in each area
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The way we view the family influences the way we work with families.
The family influences the growth and development of the child.
The family is the best determiner of its own needs.
Family support is a responsibility shared among family members, program staff, and community agencies.
(Workman & Gage)
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As families and professional work together and develop collaborative relationships, they can establish a new way of addressing academic problems.
The family and the professional can benefit from each others' knowledge, experience, and understanding of the student.
Working together, families and professionals increase each others' repertoire of tools to help the student.
(Homan)
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Professionals may view parent participation as irrelevant to a child's successParents seen as spectators who
appropriately seek out, understand, accept, and rigorously follow professional intervention plans
Parents in the role of information receivers and bystanders rather than partners
Parents support teacher practices, carry out the professional's requests
(Winzer & Mazurek)
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A family-school relationship becomes a full and equal partnership when the parties: Truly believe each member brings something
meaningful and valued to the relationship. Share a common purpose - the welfare of the
child. Create a sense of shared responsibility
around common goals. Base the relationship on trust, understanding
and respect. (Turnbull & Turnbull III)
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As educators we strive for nothing less than the academic and life achievement of
our students. We study techniques and methods with the hope of becoming more
effective teachers. We search for the resources and information that will help our children succeed. It is here that we
make a fatal flaw. These are not our children. Despite our love and devotion to their pursuit of excellence, these children
are members of a complex and multidimensional unit called a family.
When we acknowledge this fact, we may also understand that the one true resource
children need is the very group to which they belong.
Children need their family.
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Chris Matsumoto
Principal, Experimental Education Unit
University of Washington
(206)221-3868