Created by ICF International for OHS Region X Professional Development Priority Five Year Grant Projects OHS and National Centers Priority Alignment OHS 2 3 and 5 PMFO 3 4 5 6 and 7 ID: 668694
Download Presentation The PPT/PDF document "OHS Region X TTA Created by ICF Internat..." is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
OHS Region X TTA
Created by ICF International for OHS Region XSlide2
Created by ICF International for OHS Region XSlide3
Professional Development Priority:
Five Year Grant Projects
OHS and National Centers Priority Alignment: OHS 2, 3 and 5; PMFO 3, 4, 5, 6, and 7
Data Source(s): OHS Region X Data
Outcome: Grantees will use intentional planning process to establish five year goals; receive ongoing support toward progress of achieving goals; and determine indicators of
Time Frame
(May 2014- June 2015)
Professional Development Strategy
Content Lead(s)
Host and location Attendees On-Site or Virtual Final Thoughts (Documentation after the event. What worked & what would we do differently) ECE SpecialistGrantee SpecialistNational CentersRegion X OHSGranteeTTARegional Office June 2014 – June 2015Provide 2 – 4 clusters on Intentional Planning for Five Year Project Periods over the course of the next 12 months. X Portland, OR Seattle, WA XXXOn-Site Oct 2014Region X Directors Symposium: OMB Super Circulars and facilities with IST visit from Belinda Rinker X XSeattle, WAXXXOn-Site Jan 2015Region X Directors Symposium: PMFO focus: linking planning, ongoing monitoring, self-assessment XPMFOXSeattle, WAXXXOn-Site
Region X Professional Development and Training Plan 2015
Created by ICF International for OHS Region XSlide4
Priorities
Outcomes
Five Year Grant Projects
Grantees will use intentional planning process to establish five year goals; receive ongoing support toward progress of achieving goals; and determine
indicators
Early Head Start Management and Services
Grantees will be supported in home-based and center-based options in areas such as: child assessment; reflective practice; and, EHS/child care partnerships
Integrating Coaching into Head Start and Early Head Start Programs
Grantees will implement strategies to support: improved quality teacher-child interactions; parent family and community engagement activities; and, services to dual language learners through coaching
Supporting Grantee Ongoing Monitoring Systems
Grantees will use data strategies to review ongoing monitoring systems including health and safety that leads to program progress
Supporting Grantees in identifying and tracking family progress
Establish a Community of Practice that examines the process of understanding and supporting family progress in Head Start and Early Head Start
Highlights of the Region X Professional Development & Training Plan: Priorities and OutcomesCreated by ICF International for OHS Region XSlide5
Created by ICF International for OHS Region X
EXPLORING THE WORK OF
GRANTEE SPECIALISTS
Region
X
TTASlide6
Created by ICF International for OHS Region X
THE GRANTEE SPECIALIST ROLE
POSSIBLE REASONS FOR TTA GS SUPPORT
Federal Monitoring Review Non-Compliance
Immediate Deficiency
New Director Support or other Grantee Identified Need
Regional PrioritySlide7
Created by ICF International for OHS Region X
PROCESS
Deployment from Regional Office
Program Specialist(PS) or RPM identifies need
Deployment Request submitted to TTA Coordinator and RPM by PS
Request is reviewed, prioritized, approved by RPM and TTA Coordinator
PS and TTA Grantee Specialist are informed
GS initiates contact with PS and then
grantee
to
determine site visit and detailsSlide8
Created by ICF International for OHS Region X
GRANTEE SPECIALISTS
Establishing supportive relationships with:
Active Listening
Collaborative Intentional Planning
Systemic ThinkingSlide9
Created by ICF International for OHS Region X
Supporting the Work of Grantees
Overall purpose to support grantees in achieving positive child and family outcomes.Slide10
Created by ICF International for OHS Region X
MANAGEMENT SYSTEMS
APPROACH
Review and discuss grantee’s identified need for TTA support.
Review current internal management systems structure.
Analyze current systems to identify potential gaps.
Discuss strategies for strengthening internal management systems to support compliant and innovative program practices
.Slide11
Created by ICF International for OHS Region X
HEAD START MANAGEMENT SYSTEMS
There are 10 Head Start systems as included in the Head Start Program Performance Standards
All systems are inter-related and all systems need to be strong in order for a program to achieve its child and family outcomes.Slide12Slide13
Self-Assessment
Planning
Program Governance
Human Resources
ERSEA
Record-keeping & Reporting
Ongoing Monitoring
Fiscal Management
Facilities, Materials, & Equipment
Communication
Management SystemsSlide14
Created by ICF International for OHS Region X
MANAGEMENT SYSTEM
IMPACT OF CHANGE
Self-Assessment
Planning
Program Governance
Human Resources
Facilities, Materials, Equipment
Record Keeping and Reporting
Communication
Ongoing Monitoring
Fiscal Management
ERSEA
MANAGEMENT SYSTEMS IMPACT ANALYSIS
Idea for Change: _______________________________________________________________________________________________Slide15
Created by ICF International for OHS Region X
Region X TTA
ECE Highlights...Slide16
Region X 2014 CLASS Scores
(From Federal Monitoring Reports)
Created by ICF International for OHS Region XSlide17
Created by ICF International for OHS Region XSlide18
Created by ICF International for OHS Region X
REGION X TTA COACHING SUPPORTSlide19
Created by ICF International for OHS Region X
What we know about coaching
Programs that use coaching have identified a range of positive outcomes for early learning professionals, including:
Implementation of desired practices
Changes in early learning professional-child interactions
Implementation of practices with fidelity
Self-reported changes in knowledge, skills and attitudes
about practicesSlide20
Created by ICF International for OHS Region X
What we know about coaching
Outcomes For Children
:
Increased participation and engagement
Increased social skills and fewer challenging behaviors
Increased literacy & language skills
Increased skills in logic & reasoning and approaches to learning
“Adoption of coaching as a form of professional development is a complex endeavor that requires careful planning, system-wide changes, and ongoing support and review.”
(
Lloyd & Modlin, 2012)
Chrishana M. Lloyd and Emily LL. Modlin (2012). Coaching as a Key Component in Teachers’ Professional Development: Improving Classroom Practices in Head Start Settings. OPRE Report 2012-4, Washington, DC Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.Slide21
Created by ICF International for OHS Region X
Coaching with WA Grantees
Coaching was provided in many different ways:
phone
Blackboard
conference calls
site visits
coaching the coaches, role-modeling for the coach and coaching teaching staff/home visitors.
Coaching topics:
CLASS (Emotional Support, Classroom
Organization,
Instructional Support)
Planned Language Approach
High 5 MathematizeHome Visiting Reflective SupervisionSlide22
Created by ICF International for OHS Region X
QUESTIONS AND SHARING