ABOUT THE CONSULTANCY. Project Goals Implement an integrative curriculum in state-funded Pre-K classrooms Early literacy and oral language Social

ABOUT THE CONSULTANCY

Project Goals

Implement an integrative curriculum in state-funded Pre-K classrooms Early literacy and oral language Social relationship/self-regulation skills

Two models of training: Web training: Curriculum training workshop and access to Web-

based material and examples On-Line consultancy: Above, PLUS weekly online consultation

providing direct feedback on teacher performance

Anticipated Outcomes

Outcomes to be studied: Language, Literacy, Social Relationships, Student Self-

Regulation

Differences Expected:

Children in participating classrooms will show greater growth in studied areas through first grade than children in non-treatment groups.

Children in the On-Line Consultancy Group will show significantly greater rates of growth than Web-Training and non-treatment groups

This improvement due to a higher quality implementation of the curriculum due to consultation

Goals of the Presentation

Review of Online Supervision of Curry graduate students

Demonstrate how the Online Consultancy will function Present a teaching scenario Describe how consulting process will support teaching practice

Demonstrate how the Web Training Materials will support this consultancy Video Vault – to demonstrate appropriate strategies Online Resources and Frequently Asked Questions (FAQ) Case Studies – for exploring practice issues Online Measures – for information gathering

Demonstration will use a strategy from the Social Relationships area, “Banking Time.”






Online Supervision of Curry Graduate Students

Identified Needs:

Availability of supervisors

Availability of practicum sites

Opportunities for varied experiences Geographically Across life stages Across facility settings

Increased collaboration between university programs and other professionals School clinicians Medical settings


Advantages of Videoconferencing:

Expanded opportunities for supervision

Ease of set up and use

Quality of video and audio signal

Capability for interactive, two-way communication

Improved time and cost efficiency

Greater student autonomy


Videoconferencing for Supervision: Videoconferencing unit TV / VCR unit Internet connection Access to telephone Tech support

What Students Have Said:

I am able to get direct feedback and instruction during and after therapy and evaluation sessions. ~Jason Gilkerson

The equipment is easy to use, and I feel comfortable communicating with my supervising clinician. ~ Sarah Bibro


Example of On-Line Supervision:

Movie Location: http://www.people.virginia.edu/~ccd3c/supervision/SITEMOVIE.AVI/

http://www.people.virginia.edu/~ccd3c/supervision/SITEMOVIE.AVI/






Our Findings Suggest:

Videoconferencing is a viable tool in the supervision of graduate students

Videoconferencing offers opportunities for students across time and space

We can no longer rely on “business as usual” to meet the changing demands in training future professionals






On-Line Consultancy: Scenario…

He refuses to stay in his seat during quiet times, interrupts other students when they’re answering the teacher’s questions, and refuses to share toys and art supplies with others.

David, a bright, engaging five-year-old, has begun acting out in Ms. Preston’s Pre-K class.

On-Line Consultancy: Scenario…

Ms. Preston has worked with the school guidance counselor, spoken with her peers, and had David’s mother in for a conference.

Ms. Preston consulting the school guidance counselor

She’s reminded David many times about classroom rules, moved his desk, and changed the students he works with. All to no avail.

David is disrupting the entire class, and Ms. Preston is frustrated.

She wishes she had some resources to help her with David and other students like him.

The Curry On-Line Consultancy

The Curry On-Line Consultancy is designed for teachers like Ms. Preston

It provides support for the challenges teachers face.

Consultant qualifications will help establish trust Expertise in Language & Literacy,Classroom Management, Social

Relations Experienced in K-12 Practice Professionally trained in teaching pedagogy, learning theory, and

behavioral interventions. Trained as project consultants and versed in the Web Training materials


The Consultancy will employ a variety of communication tools

Video Conferencing

Telephone

E-mail

Instant Messaging

Teachers and consultants will keep in touch in ways most convenient to their work style


The consulting process will consist of five major steps.

Let’s follow Ms. Preston through each of those steps…

On-Line Consultancy: Step One

Consultant and Teacher begin partnership in early face-to-face meeting.

Before participating in the On-Line Consultancy, Ms. Preston met Curry consultant Dr. Scott.

They talked about Ms. Preston’s students, and about the Curriculum and Strategies taught in the Workshop.

Establish and Develop Collaborative Relationship

On-Line Consultancy: Step One

Regular on-line and/or telephone meetings between consultant and teacher help establish a partnership

In her meeting with Curry consultant Dr. Scott, Ms. Preston describes the situation with David.

She describes David’s behavior and outlines the steps she has taken to try to help him.

Establish and Develop Collaborative Relationship

On-Line Consultancy: Step Two

Consultant and Teacher schedule time for consultant to observe and record classroom interactions.

Ms. Preston and Dr. Scott arrange for Dr. Scott to observe an upcoming classroom activity involving David interacting with other children.

Dr. Scott also asks Ms. Preston to go to the Consultancy Website and fill out two On-Line forms providing some additional information about David’s behavior.

Collecting Information

On-Line Consultancy: Step Three

The Consultant will observe and record the sessions, selecting clips to review with the teacher.

Problem areas will be analyzed by the consultant, making use of all data collected

Following his observations, Dr. Scott selects video clips of David’s behaviors for later discussions with Ms. Preston.

He reviews the online forms that she filled out, plus any notes that he took during their conversations. Then he develops recommendations for Ms. Preston to implement.

Problem Analysis

On-Line Consultancy: Step Four

Consultant shares analysis with Teacher

Consultant and Teacher discuss and develop strategies

Teacher will have opportunities for practice, with timely feedback from Consultant

During their next consult session, Dr. Scott shares the video clips with Ms. Preston.

He points out moments at which David’s behavior begins to become disruptive, and collectively they discuss possible interventions.

One of Dr. Scott’s suggestions is that Ms. Preston build her relationship with David by implementing a strategy of “Banking Time”.

Intervention and Implementation

On-Line Consultancy: Step Five

Each strategy identified will include evaluation and feedback, providing ongoing support for teachers

Dr. Scott and Ms. Preston continue to talk about David during their regular meetings.

Several weeks later, Dr. Scott conducts a follow-up observation after Ms. Preston has implemented Banking Time.

David’s behavior appears to be improving, which Ms. Preston confirms.

Evaluation and Follow-Up






Used by teachers on their own (Web Training group)

Used as resource for teachers and consultants (On-Line Consultancy group)

Web Training: Teaching Strategies & Curriculum

Early Literacy, Oral Language, Social Relationship and Self-Regulation

Introduction to Teaching Strategies & Curriculum

Social Relations: Banking Time

What: One-on-one activity sessions between teacher and student, 10-15 minutes long, once or more each week

Why: To “save up,” or “bank”, positive experiences between teacher and student

Where: Held in a location where few distractions will occur

Introduction to Teaching Strategies & Curriculum

How: Student chooses activities using

materials suggested by teacher

Teacher observes, narrates, and reflects student’s behavior:

“You enjoy reading.” “Yes, you drew a smiley face.”

Banking time continues even if student misbehaves - discipline is carried out after the session

Social Relations: Banking Time

Web Training: Video Vault

See video clip examples of teachers implementingstrategies and more...

Video Vault Explanation

Video clips are an important performance support tool for teachers

The video vault will contain clips that:

Show how to implement teaching strategies and curricula, with examples from the classroom (viewable by all)

Help teachers reflect on their own practice: “My Video Vault” clips are captured by the consultant and viewed/discussed with the teacher.

Step 1 – Introduce the kids to Banking Time

How to introduce Banking Time to your student

Video ExamplesIntroduction of Banking time to a Kindergarten ClassIntroduction of Banking time to a Pre-School Child

Step 2 – Choose a day and timeHow to choose the right time

Video ExamplesTeacher interacting with a student to determine a time to get togetherChild approached teacher for time

Step 3 – Identify an appropriate setting

Guidelines for identifying an appropriate setting

Video ExamplesBanking time on the playgroundBanking time in a classroom

Video VaultExample: Building Relationships with Banking Time

Step 4 – Select activities/materials

Tips for selecting the right activities Video Example

Child in various Banking Time activities

Step 5 – Follow Banking Time procedures

Advice on Observation

Tips on Narration

How to use Labeling

How to Develop Rational Themes Video Example

Full Banking Time session with a pre-schooler

Full Banking Time session with a pre-schooler

Full Banking Time session with a kindergartener

Banking time with a gifted child

Weaving relationship themes into interactions with students

Guidelines for incorporating relationship themes with students

Video Vault Example: Building Relationships with Banking Time (cont)

Video Vault: Sample Storyboard

Teacher is in the classroom and realizes that she is having difficulty with a particular student.

1 2 3

Teacher decides she needs to introduce Banking Time to this student.

Teacher identifies quiet spots to use when banking time with her student.


4 5 6

Teacher explains Banking Time activities to the student:

10-15 minute sessions with the teacher.

The student will be able pick the activity.

At the first banking time session, the student looks around the classroom and selects from the Banking Time activities offered by the teacher.

The student decides that she would liketo read with her teacher and sit in herteacher’s special rocking chair.

Video Vault: Sample Storyboard


September 17, 2003David N. – Out of seat behavior

David N. – First Banking Time session

September 19, 2003 Shaunkia T. – Repeated talking during lesson

Shaunkia T. – Interacting with other children

September 24, 2003

David N. – Teacher dealing with other students who want to participate in David’s Banking Time session

September 26, 2003Shaunkia T. – Full Banking Time session

October 1, 2003David N. – Full Banking Time session

My Video Vault Example: Building Relationships with Banking Time

Web Training: On-Line Resources

Links to resources in Building Relationships, Languageand Literacy, and Technical Support...

Users select links to access detailed information and resources

Social Relationships

Self-Regulation

Language and Literacy Technical Support

Resources: Social Relationships

Introduction and Conceptual Background

Assessment: Identifying Resources

Introducing New Frameworks For Understanding Relationships

Banking Time Consultation

Banking Time With Classrooms

Building Relationships with Banking Time

Select a link below to obtain detailed information about specific phases of the Banking Time process developed by Dr. Robert Pianta.

http://www.people.virginia.edu/~pnm3r/banking/materials/Banktimemanweb1-01.htm#P46_399






Web Training: Frequently Asked Questions

FAQs by content area for Language and Literacy,Social Relations, Self Regulation ...

FAQ’s: Building Relationships with Banking Time

“It sounds like a great idea, but I just don’t have time for this.”

“The child keeps choosing inappropriate activities or can’t make up her mind about what to do.”

“Other students want to join in and frequently interrupt Banking Time.”

“The child keeps misbehaving during our sessions.”

“He’s been getting in trouble all day and I just can’t see how giving him reinforcement for his behavior will help in the long run.”

“I give her warnings about the end of the session, but every time she gets angry and refuses to go back to the classroom.”

“How do I know when it’s OK to stop Banking Time sessions?”

Check out these responses to issues frequently raised by teachers:

This is an understandable and common reaction, particularly when you are trying to implement Banking Time for the first time.

Here are some things to keep in mind:

It’s Flexible: The “where and when” of Banking Time are very flexible.

Teachers often work it into their schedule during transitions to special or free time (e.g., when the class goes to lunch) and sometimes during actual instructional time, even doing Banking Time in small groups.

Banking Time is not an end in itself, but a way to introduce new interactions, perceptions, and feelings into a relationship.

The teacher interactions that accomplish these effects during Banking Time interactions can also accomplish these ends in reading group, recess, circle time, or a science lesson.

FAQ’s: Building Relationships with Banking Time

It sounds like a great idea, but I just don’t have time for this…

Web Training: Case Studies

Featured Case Studies allow experiential learning and an opportunity to practice and get expert feedback

Max Hansen and WenYiMaking time forBanking Time

Emily Nelson and JulioDealing withdifficulty in endingBanking Time session

Marla Watson and EthanDealing with

Misbehavior during

Banking Time

Featured Banking Time Case Studies

Narrative about Marla and Ethan with option to hear audio. Main Issue: Misbehavior during Banking Time Secondary Issue: Teacher leading/questioning

during session

Case Study Structure


during session

Reflection and FeedbackWhat does Marla do well? What can she do better?

Obtain expert feedback

REFLECTIONAND

EXPERTFEEDBACK


Outcome Select from options with positive or negative

consequences. Outcomes described for chosen response. If negative outcome, user guided to more

appropriate response.


during session

Reflection and FeedbackWhat does Marla do well? What can she do better?

Obtain expert feedback

Decision What should Marla do next?

REFLECTIONAND

EXPERTFEEDBACK

+-DECISION


Marla Watson Pre-K Teacher 2 Years Experience 2 daughters, age 6 and 8

Ethan Cassella Engaging, bright “At-Risk” Pre-K student Recent difficulties at home

THE CASE

Making Choices in Banking Time

The SituationEthan:

Acting out during class Speaking out of turn Picking on other

students

Actions TakenMarla:

Learned about Banking Time in Pre-K Teacher training workshop last summer

Decided to conduct Banking Time with Ethan once each week

Introduced Ethan to Banking Time


THE CASE BACKGROUND


The first Banking Time session:

Ethan selected a puzzle and he and Marla worked on it together

Marla asked Ethan about soccer practice

Ethan told her to “Shut Up!” and threw the puzzle to the ground.

THE CASE

User Reflects:

What did Marla do well during the Banking Time session?

What opportunities exist for Marla to improve future Banking Time sessions?


REFLECTION AND FEEDBACK

Expert Feedback:

Positive Points

Marla set aside time each week to “bank time” with Ethan

Marla let Ethan select the activity

Points of Opportunity

Marla should have let Ethan direct the conversation


We left the story with Ethan telling Marla to “shut up” and throwing the puzzle onto the floor.

Should she…

End the session and discipline Ethan immediately, so as not to reinforce his bad behavior.

Remind Ethan of the rules of classroom behavior, continue Banking Time, and discuss the outburst with Ethan afterwards…

Ignore Ethan’s behavior. Continue Banking Time, and not respond to Ethan’s inappropriate behavior.

DECISION…What should Marla do next?


If Marla ends the Banking Time session immediately...

Outcome: Trust diminishes between teacher and student

Debrief: Banking Time not dependent on

good or bad behavior. Ending abruptly diminished trust

and consistency the sessions are working to achieve.

While Marla is anxious to connect with Ethan, she should allow him to lead the conversation.

Re-Direct user to make selection from remaining options

OUTCOMES - Negative


We left the story with Ethan telling Marla to “shut up” and throwing the puzzle onto the floor.

Should she…

End the session and discipline Ethan immediately, so as not to reinforce his bad behavior.

Remind Ethan of the rules of classroom behavior, continue Banking Time, and discuss the outburst with Ethan afterwards…

Ignore Ethan’s behavior. Continue Banking Time, and not respond to Ethan’s inappropriate behavior.

DECISION…What should Marla do next?


If Marla reminds Ethan of rules for classroom behavior, but continues the Banking Time session…

Outcome: Trust builds between teacher and student Classroom rules reinforced Classroom interactions improve

Debrief: Banking Time not dependent on good or

bad behavior. Marla was consistent in reinforcing

classroom rules. Marla provided a supportive environment

during the Banking Time sessions.

OUTCOMES - Positive

Web Training: On-Line Measures

Forms, Questionnaires and other measurement instrumentsonline for efficient entry and submission

Forms availableon-line

Teachers enterdata and submitto database

Consultantscan query submitted databy key fields

On-Line Measures

Project Re-Cap

Two models of training:

Web training: Curriculum training workshop and access to Web-based material and examples

On-Line consultancy: Above, PLUS weekly online consultation providing direct feedback on teacher performance

Differences Expected:

Children in participating classrooms will show greater growth in studied areas through first grade than children in non-treatment groups.

Children in the On-Line Consultancy Group will show significantly greater rates of growth than Web-Training and non-treatment groups

This improvement due to a higher quality implementation of the curriculum due to consultation

Media Sources

Slide 1/template: Stock photos from PhotoDisc Volumes 1, 2 and 24 Slide 8: Photo of Polycom unit by Carol Dudding, UVa Slide 9: Video on On-Line Supervision by Carol Dudding, UVa Slide 12: Photo of Children popping corn, _______________ Slides 13, 15, 16, 17, 18, 19, 21, 22: Photos by Scott Mathews, Patrick Minges, Beth Elias, Michelle Hilgart UVa Slide 15: Communications tools, Stock photos from Polycom http://www.polycom.com, Microsoft Office Clip Art

and Media, Design Gallery Live http://www.dgl.microsoft.com Slide 20: Photo of children with fire fighter toys: _______________________ Slides 24, 27, 34, 36, 39, 52: Website Menu Mockup, Stock photos from PhotoDisc Education, Volumes 1, 2 and

24, Microsoft Office Clip Art and Media, Design Gallery Live http://www.dgl.microsoft.com Slide 25: Photo of woman with boy at table, ______________________________ Slide 26: Photo of woman with girl reading, __________________________________ Slides 29-33: Photos by Dawn LoCasale, Keith Collier, Jeff Nugent, UVa Slide 35: Photo of Bob Pianta, UVa Slides 40-44, 46: Case Menu Mockup, Stock Photos from PhotoDisc Education, Volumes 1, 2 and 24, and

Microsoft Office Clip Art and Media, Design Gallery Live http://www.dgl.microsoft.com Slides 45, 46: Photos of child playing with wooden toys, Microsoft Office Clip Art and Media, Design Gallery Live

http://www.dgl.microsoft.com Slide 49, 51: Photos of child playing hopscotch, PhotoDisc Education, Volume 24 Slide 53: STARS logo courtesy of Bob Pianta, UVa

http://www.polycom.com/

http://www.dgl.microsoft.com/




















Documents

ABOUT THE CONSULTANCY. Project Goals Implement an integrative curriculum in state-funded Pre-K classrooms Early literacy and oral language Social