OHS Region X TTA

Created by ICF International for OHS Region X

Created by ICF International for OHS Region X

Claudia Shanley

Technical Assistance Coordinator

Nicole Watters

Administrative Assistant

Annie Dalgetty

ID State Mgr/ECE Specialist

Lilli Carrillo

OR State Mgr/ECE Specialist

Melissa Pickle

AK State Mgr/Regional ECE Specialist

Teresa Bockes

WA State Mgr/ECE Specialist

Bonnie Powell

ECE Specialist

Melissa Bandy

ECE Specialist

Leslie Maxfield

ECE Specialist

Katy Keehn

ECE Specialist

Liz Dilley

Grantee Specialist

Michele Jaeger

Grantee Specialist

Paul Corrington

Grantee Specialist

Region X TTA Organizational

Chart

Professional Development Priority: Five Year Grant ProjectsOHS 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 Specialist

Grantee Specialist

National Centers

Region X OHS

Grantee

TTA

Regional Office

 

 

June 2014 – June 2015

Provide 2 – 4 clusters on Intentional Planning for Five Year Project Periods over the course of the next 12 months.  

  X     Portland, OR     Seattle, WA 

X X X On-Site

 

 

Oct 2014

Region X Directors Symposium:  OMB Super Circulars and facilities with IST visit from Belinda Rinker

  X   X Seattle, WA

X X X On-Site

 

 

Jan 2015

Region X Directors Symposium: PMFO focus: linking planning, ongoing monitoring, self-assessment

  X PMFO

X Seattle, WA

X X X On-Site

 

 

Region X Professional Development and Training Plan 2015

Created by ICF International for OHS Region X

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 Outcomes

Created by ICF International for OHS Region X

Created by ICF International for OHS Region X

EXPLORING THE WORK OF GRANTEE SPECIALISTS

Region X TTA

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 Priority

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 details

Created by ICF International for OHS Region X

GRANTEE SPECIALISTS

Establishing supportive relationships with: Active Listening Collaborative Intentional Planning Systemic Thinking

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.

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.

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.

Self-Assessment Planning

Program Governance

Human Resources

ERSEARecord-keeping & Reporting

Ongoing Monitoring

Fiscal Management

Facilities, Materials, & Equipment

Communication

Management Systems

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: _______________________________________________________________________________________________

Created by ICF International for OHS Region X

Region X TTA

ECE Highlights...

GRANTEE PS NC TS RSP ES BM PD ILF CO CD QF LM IS1 6.15 1.00 6.13 5.31 6.1490 6.12 6.23 5.48 5.9423 1.88 2.83 3.60 2.76922 5.70 1.03 5.77 4.87 5.8250 5.87 6.13 5.47 5.8222 1.73 2.67 2.83 2.41113 6.67 1.00 6.71 5.42 6.4479 6.79 6.54 5.79 6.3750 1.96 3.17 2.75 2.62504 6.09 1.00 5.96 5.46 6.1296 6.09 5.72 5.26 5.6914 3.06 3.24 3.33 3.20995 5.82 1.24 5.94 5.79 6.0809 6.00 6.03 5.47 5.8333 2.06 2.38 3.00 2.48046 5.94 1.03 6.06 6.03 6.2500 6.34 6.25 5.56 6.0521 2.59 3.06 3.66 3.10427 5.46 1.08 5.58 5.38 5.8333 6.13 6.38 5.17 5.8889 1.79 2.79 3.71 2.76398 6.10 1.00 6.19 5.74 6.2560 5.95 6.12 5.60 5.8889 3.57 3.88 3.95 3.80169 5.83 1.03 5.80 5.68 6.0688 5.85 5.93 5.20 5.6583 2.08 2.63 3.70 2.800010 6.38 1.09 6.06 5.82 6.2898 6.09 6.17 5.41 5.8902 2.68 3.19 3.47 3.113611 5.95 1.08 6.12 5.33 6.0792 6.03 6.12 5.58 5.9111 2.62 2.53 2.97 2.705612 6.50 1.06 6.50 6.31 6.5625 6.50 6.63 6.00 6.3750 2.75 2.88 3.13 2.916713 6.33 1.00 6.22 5.50 6.2639 6.44 6.50 5.72 6.2222 2.61 3.22 3.39 3.074114 5.83 1.30 6.00 5.60 6.0333 5.90 6.33 6.40 6.2111 3.03 3.43 3.67 3.377815 6.50 1.00 6.50 6.13 6.5313 6.88 6.75 6.13 6.5833 2.25 2.63 3.38 2.750016 6.21 1.07 6.21 6.57 6.4821 6.43 7.00 6.07 6.5000 4.29 4.50 4.93 4.571417 5.81 1.22 5.47 5.56 5.9063 5.72 5.44 4.41 5.1875 2.38 2.56 3.16 2.697918 6.23 1.00 6.08 5.73 6.2596 6.19 6.23 5.35 5.9231 3.35 3.42 3.85 3.5385

R10 Avg 6.08 1.07 6.07 5.68 6.1916 6.18 6.25 5.56 5.9976 2.59 3.06 3.47 3.0395

Region X 2014 CLASS Scores(From Federal Monitoring Reports)

Created by ICF International for OHS Region X

Emotional Support Classroom Organization Instructional Support

5.98725.4886

3.1449

6.00585.6420

2.8829

6.19165.9976

3.0395

Region X CLASS Scores 2012 - 2014

2012 2013 2014

Created by ICF International for OHS Region X

Created by ICF International for OHS Region X

REGION X TTA COACHING SUPPORT

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 practices

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.

Created by ICF International for OHS Region X

COACHING WITH WA GRANTEESCoaching 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 Mathematize Home Visiting  Reflective Supervision

Created by ICF International for OHS Region X

QUESTIONS AND SHARING