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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
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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
LACOE CLASS Boot Camp #3 - Data
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
LACOE CLASS Boot Camp #3 - Data
OHS Region IX TTA Network
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Implementation Drivers
These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
Leadership
Recruitment,Staff Selection
Training
Coaching &Supervision
Decision-Data System
Systems-level Partnership
Internal Management
©Fixen & Blasé, 2008
Technical Adaptive
Fidelity
These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
How Do We Build Agency Readiness?
1. Must HaveChange Leaders
3. Must Engagein Culture and Climate Change
2. Must GainAgency Buy‐In
These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
http://www.bing.com/images/search?q=John+Kotter%27s+8Step+Change+Model
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These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
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
Instructional Support
2.23 2.88 3.13 2.30 3.00
LACOE’s CLASS Data and Goals
These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
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
These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
Effective Intervention
Effective Implementation
Enabling Contexts
Positive Outcomes
Our Formula For Success
These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
Effective Intervention
Effective Implementation
Enabling Contexts
Positive Outcomes
Our Formula For Success
LACOE CLASS Boot Camp #3 - Data
OHS Region IX TTA Network
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These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
Effective Intervention
Effective Implementation
Enabling Contexts
Positive Outcomes
Our Formula For Success
These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
Effective Intervention
Effective Implementation
Enabling Contexts
Positive Outcomes
Our Formula For Success
These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
Collecting and Utilizing CLASS Data Effectively
Bing Images
LACOE CLASS Boot Camp #3 - Data
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These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
Paper Implementation
ProcessImplementation Performance
ImplementationBing Images
These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
Planning and Implementing
Tracking Progress Determining
Priorities for Improvement
Assessing and Making Course Corrections
These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
Utilizing the Data Instruction Cycle
http://teachstone.com/classroom-assessment-scoring-system/
LACOE CLASS Boot Camp #3 - Data
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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?
These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
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
These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
What we know What we want to know from the data
What we Learned as a result of our
inquiry
These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
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2
3
4
5
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Applegate DunbarHeights
Greenwood Hilltop Kingsland Miles Lake Patmore St. FrancisCenter
Tioga TungalWoods
Washer Lake Wendell
CLA
SS Score
September
LACOE CLASS Boot Camp #3 - Data
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These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
1
2
3
4
5
6
7
CLA
SS Score
Emo. Supp. Fall
Emo. Supp. Spring
These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
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
LACOE CLASS Boot Camp #3 - Data
OHS Region IX TTA Network
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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
These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
• 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???
These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
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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These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
Instructional Support
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
These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
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
These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
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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These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
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.
These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
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.
These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
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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OHS Region IX TTA Network
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The Dice Game‐ Strategies to Supporting ILF, CD, QF,LM
These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
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)
These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
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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
These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
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
LACOE CLASS Boot Camp #3 - Data