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Sharing Successes withOngoing Improvement

When you think about the MNCoE,

what comes to mind?

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Innovations are part of what we do!

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MNCoE Innovation Fidelity Data~Fall 2017~

147 TPOT’s

completed

66 Key Indicators

completed

46 CEM Checklists

completed

Innovations = Packaged Evidence-Based Practices

Support for local

implementation

teams

State System for

training,

coaching and

data use

Practices that are

proven to

improve

outcomes for

children and

families

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MNCoE is MORE than Pyramid Model, FGRBI, and

Classroom Engagement Model…..

Let’s Build a Strong Foundation

❖ High quality home visiting practices

❖ Inclusion

❖ Assessment

❖ Curriculum

❖ Service delivery models❖ Ongoing data use

★ DEC Recommended Practices

CO

NNE

CT

SUPPO

RT

EMPOW

ER

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Buffalo-Montrose-Hanover’s Story

Tessa Newby, Special

Education Coordinator

Jodi Altringer, Professional Development Facilitator

+

Professional Development

Facilitator Support

Tessa Newby

Buffalo Hanover Montrose Schools

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+Support

Regional meetings

MDE updates

One on One meetings

Facilitating Conversations with our ECSE and ECFE team

Book Study

+Focus

Explore the Innovations

Our team has decided not to move forward with an innovation at this time

Focus on some foundational work

Data

Individual and group data

TS Gold process and systems to support and implement

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+Focus

DEC Recommended Practices

Leadership

Framed Conversations

Chat Pack

Teaming and Collaboration

Leadership and support with facilitation of team meetings

+Staff Feedback

I Noticed Boards

“Challenges me to add the component of why things are important and helps me to

articulate why a particular act or behavior is significant.”

“It is validating and fun to see something written about yourself on the board.”

“Helps open it up for a deeper conversation or focus.”

Several Staff have began to use the matrices to support data collection in their

classrooms.

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Your PDF can also...

Help you plan and deliver

targeted professional

development for EBP

Help you think systematically

about program quality

improvement

Provide resources or connect

you to other leaders

Coach you around adaptive

leadership skills

Family Guided Routines Based Intervention

~FGRBI~

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History of FGRBI in Minnesota since 2014

44 site level Internal Coaches

4 Statewide FGRBI Trainers

11 sites representing:

➔ ECSE B-3 home visiting programs

2014: 4 initial sites2015: +3 sites2016: +2 sites2017: +2 sites 266 participants in

training this school year over 15 training events

Robbinsdale’s FGRBI Story

Anne Grui, ECSE Supervisor

Margo Karow, Internal Coach

Sally Hansen, Professional

Development Facilitator

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FGRBI ImplementationRobbinsdale Early Intervention Program

Presented by Anne Grui and Margo Karow

How did we decide to start the implementation?

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Markers

of Success

Program Wide Implementation

Year 1: All team members attended training.

Year 2: Staff members had the opportunity to attend the FGRBI training for a second

time.

Training and guidance documents were provided for technology.

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Training

Rush and Sheldon Training.

In theory, we felt we knew what it meant but what did it really look like?

Professional Learning Community

Our PLC work is based on the adapted Key Indicator checklist. Data points will be

collected in the Fall and in the Spring.

Goal

The Early Interventionists in the B-3 program will increase the number of Family Guided Routines-Based Intervention (FGRBI) Key

Indicators they demonstrate on a home visit by 10% from 54% in November 2017 to 64% in May 2018 as measured by a peer using

the FGRBI adapted Key Indicators checklist.

PLC Agenda

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Implementation Team

Benchmarks of Quality

Team action plan

Coaching survey

Coaching plan

Staff Check-in

Family Survey

Use of JPA Funds

Things

● Technology

○ Cameras

○ iPods

○ Laptops

○ Tripods

● Books

● Printed Materials

People

● Coaching Time

● Training

○ Rush and Sheldon

○ Summer Institute

○ DEC

○ RBI Training

● Development of Literature

● PLC planning time

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What does it look like amongst our staff?

5 point FGRBI scale

Barriers to Overcome

● Decisions around JPA Funds

● The PSP model has highlighted areas of growth for staff

○ Capacity of staff

○ Change in Agendas

● Change in the Culture

● Discrepancy in Staff Buy-in

● Team Decision or Administrative Decision

● Motor Staff

○ Problem solving around PT caseload.

● Planning for Staffing and Sustainability

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Most importantly,

how do our families

feel about coaching?

Testimony

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Our team - 2017 Summer Institute

Questions

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FGRBI Key Indicators Data

This program is showing an increase in the use of FGRBI key indicator practices from Fall (light blue) to Spring (light green) and again the following Fall (dark blue).

Moorhead’s Story

Ashley Nelson, Early Learning

Program Manager

Shonna Gnahn, Professional

Development Facilitator

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Classroom Engagement Model ~CEM~

History of CEM in Minnesota since 2014

28 Site Level Internal Coaches

6 Statewide CEM Trainers11 sites representing:

➔ Gen Ed Preschool➔ School Readiness➔ ECSE Only

2014: 4 initial sites2015: +4 sites2016: +2 sites2017: +1 site

437 participants in training this school year Over 17 training events

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Tiffany Teske, Early Childhood

Coordinator

Sara Meyer, Professional

Development Facilitator

Marshall’s CEM Story

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Classroom Engagement Model Coaching Log Data

Pyramid Model ~PM~

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History of Pyramid Model in Minnesota since 2010

113 Site Level Internal Coaches

12 Statewide Pyramid Model Trainers64 sites representing:

➔ Gen Ed Preschool➔ School Readiness➔ ECSE Only➔ ECFE➔ Child Care➔ Head Start

1226 participants in training this school year Over 40 training events

2010: Initial 3 sites2011: +13 sites2012: +12 sites2013: +14 sites2014: +12 sites2015: +3 sites2016: +2 sites2017: +5 sites

Virginia’s Pyramid Model Story

Tina Fredrickson, ECSE Supervisor

Betsy Rust-Peters, Professional

Development Facilitator

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TRAILER:

• PARKVIEW LEARNING CENTER SERVES PRESCHOOL THROUGH SECOND GRADE

• HEAD START IS ALSO LOCATED IN THIS BUILDING WITH AN ENROLLMENT OF 58 CURRENTLY

• SCHOOL READINESS CLASSROOMS IMPLEMENTING PM = 5 WITH AN ENROLLMENT OF 93.

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WHAT DOES THE PRODUCER SAY:

• BEFORE IMPLEMENTATION OF THE PYRAMID MODEL, I WAS SPENDING TIME IN THE CLASSROOM 3 OR 4

TIMES PER DAY DEALING WITH NEGATIVE BEHAVIORS. AFTER IMPLEMENTATION, I AM NOW FINDING

MYSELF IN THAT SAME CLASSROOM LESS THAN ONCE PER WEEK BECAUSE OF STUDENT BEHAVIOR. THE

PYRAMID MODEL IS WORKING AT PARKVIEW!

• MICHAEL KREBSBACH, PRINCIPAL, PARKVIEW LEARNING CENTER VIRGINIA, MN 55792

THE CAST:

• THE FOLLOWING SLIDES ARE SHORT VIDEOS AND PICTURES SHOWCASING SOME OF PARKVIEW’S TEAM

AND TIER 1 AND 2 SUPPORTS THAT HAVE BEEN PUT IN PLACE.

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SHANON KUSH-JEFFERY EC TEACHER AND PROGRAM COORDINATOR EXTRAORDINAIRE

KAYLA EVANS – ECSE TEACHER EXTRAORDINAIRE

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DAWN KOSKI – EC TEACHER EXTRAORDINAIRE

LINDSAY RONES – ECSE TEACHER EXTRAORDINAIRE

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SPECIAL EFFECTS IN THE BUILDING:

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WRAP:

Fidelity Phase Beginning Expanding Maintaining

Observation Counts 36 0 0

Meeting Counts 38 0 0

Total Occurrences 74 0 0

Observation Durations (hours) 44.70 0.00 0.00

Meeting Durations (hours) 18.67 0.00 0.00

Total Time Duration (hours) 63.37 0.00 0.00

Foc

us

ed

Ob

se

rva

tio

n S

tra

teg

ies

Observed 23 0 0

Video tape 0 0 0

Modeled 4 0 0

Collected data 22 0 0

Verbal Support 0 0 0

Side by Side gestural support 0 0 0

Problem Solving Discussion 0 0 0

Reflective conversation 2 0 0

Helped with Environmental Arrangements 0 0 0

Other help in the classroom 0 0 0

Other 6 0 0

Co

ac

h-C

oa

ch

ee

Me

eti

ng

Str

ate

gie

s

Problem Solving Discussion 2 0 0

Reflective conversation 13 0 0

Helped with Environmental Arrangements 0 0 0

Role play 0 0 0

Video feedback 0 0 0

Data feedback 16 0 0

Goal setting / action planning 23 0 0

Performance feedback 11 0 0

Material provision 0 0 0

Demonstration 0 0 0

Other 0 0 0

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WRAP CONTINUED:

• BIGGEST SUCCESS = REDUCTION IN OVERALL BEHAVIORS

• NEXT STEPS = MORE PARENT INVOLVEMENT AND EDUCATION AROUND PM

• KEY PRACTICES MOST IN PLACE = RULES AND EXPECTATIONS ARE POSTED AND USED

• DATA DRIVEN – LOOKING AT ALL OF OUR LOGS AND DOING LOOK THINK ACT – TO SOME EXTENT. WE ARE

JUST REALLY BEGINNING TO DIVE INTO OUR DATA. SPRING TPOTS WILL BE DONE SOON AND THAT DATA

WILL BE LOOKED AT CLOSELY WITH OUR COACHING DATA TO DETERMINED HOW TO MOVE FORWARD

WHAT’S WORKING, WHAT’S NOT, ETC.

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Teaching Pyramid Observation Tool (TPOT) Data

80%

For more information about the MNCoE visit:

mncoe.org

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This initiative is made possible with grants from the Minnesota Department of Education using federal funding CFDA #84.173 special Education –

Preschool Grants and CFDA #84.181 Special Education – Grants for Infants & Families. Unless otherwise specified, this activity does not

necessarily represent the policy of the MN Centers of Excellence, Metro ECSU, federal Department of Education or the MN Department of

Education and you should not assume endorsement by the federal or state government.