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OHS Region X TTA Created by ICF International for OHS Region X
OHS Region X TTA Created by ICF International for OHS Region X

OHS Region X TTA Created by ICF International for OHS Region X - Description


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

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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.Slide12
Slide13

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

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