REQUEST FOR APPLICATIONS: CLASS Pilot: Enhancing Instruction for Special Learners PROJECT PURPOSE

Transcription

1 Louisiana Early Childhood Care and Education Network CLASS Pilot: Enhancing Instruction for Special Learners Request for Applications June 2016

2 REQUEST FOR APPLICATIONS: CLASS Pilot: Enhancing Instruction for Special Learners PROJECT PURPOSE To help teachers and other staff in early childhood settings improve the Kindergarten readiness of children with disabilities by using a research-based system for improving adult/child classroom interactions. The Louisiana Department of Education (LDE) is entering the second year of full implementation of Louisiana s Early Childhood Care and Education Network for publicly-funded early childhood programs. The LDE is dedicated to helping teachers and other staff in early childhood settings improve the Kindergarten readiness of children with disabilities. The CLASS observation tool for Toddler and PreK classrooms is an integral component of this initiative. Young children learn through interactions with others and with their environment. CLASS identifies classrooms where adults need support to improve their interactions with all children. Improved teacher student interactions will begin to drive instruction and result in increased levels of child readiness. Classrooms in publicly-funded early childhood programs serve a broad spectrum of at-risk children including those identified with disabilities. These learners may require teachers to use a range of approaches to support their learning and development. Recognizing that the adults in these classrooms face the challenge of meeting the needs of all children in their class, the LDE will provide programs that serve learners with three best-in-class support options aligned with the CLASS observation tool. These support options are intended to directly assist the adults working with children with disabilities and to assist programs with building their capacity to support classroom personnel. PROJECT DESCRIPTION This project offers three professional development models to assist Community Networks and programs to build capacity for supporting teachers, aides and other adults to improve their interactions and instruction in classrooms where there are children with disabilities: 1. Making the Most of Classroom Interactions (MMCI) an interactive course for teachers led by a Teachstone-trained instructor from their program or their Community Network 2. MyTeachingPartner (MTP) a system that uses bi-weekly on-site support, video, and virtual collaboration to improve teacher-child interactions. 3. myteachstone an online system for coupling CLASS data with targeted professional development that is housed in a searchable resource library, accessible to coaches, teachers and administrators. The expected project outcomes are: Teachers increase their effectiveness of classroom interactions with children with disabilities as measured by CLASS. Children show greater gains in learning and development towards kindergarten readiness. Teachers recognize when additional screenings and evaluations are necessary.

3 Voluntary Local Coordination by Lead Agencies The LDE is interested in identifying Early Childhood Community Network Lead Agencies across the state that are willing to coordinate this pilot project in their community. In order for any program to participate, the Lead Agency must be willing to administer the project for programs in their in the Community. Lead Agencies that agree to coordinate the project for their Network will recieve administrative allocations. Voluntary Participation by Lead Agencies This project allows programs within your network to implement one of three nationally-regarded, researchbased support systems for teachers. Here is how it will work: Decide whether your network will commit to the requirements listed below. Collect all completed applications from participating programs and submit to LDE by Friday, July 22. Facilitate the CLASS trainings and distribution of materials. Administer stipends to teachers and coaches. Participating Lead Agencies are required to: Sign assurances to coordinate the project locally; Hold an informational meeting for programs in the Community Network and include the regional EarlySteps Coordinator, LEA Early Childhood Special Education Supervisor, and Child Find staff; Collect applications from interested programs in the Community Network and submit to the LDE; Distribute project materials to selected programs; Assist the LDE with regional kickoff training logistics; Report on milestones achieved and other items as requested by the department; Attend regional Lead Agency Collaboratives; and Administer the stipend budget for selected teachers and coaches. Voluntary Participation by Programs and their Staff This project is voluntary and provides an opportunity for programs to implement one of three nationallyregarded, research-based support systems for teachers. Here s how it will work: Interested programs can use the CLASS Coaching Program Selection Guide to determine the CLASS support system that is the best fit for their program and will apply to the state through their Community Network Lead Agency. Instructors/Coaches who are selected to participate must be CLASS reliable within the past 10 months. Only classrooms with at least one child with a current IFSP or IEP at the time of program application are eligible to participate. The LDE will provide stipends to selected coaches/instructors and teachers that participate and complete the project in its entirety. Participating Programs are required to: Attend the informational meeting held by your Lead Agency; Identify the site(s)/classroom(s) in your program that has children that have a current IEP or IFSP and the classroom staff that want to participate; Coordinate the project for your site(s); Report on milestones achieved or other items as requested by the department; Ensure selected Instructors/Coaches attend regional Teacher Leader Collaboratives; and Ensure participants complete the project.

4 Appendix A: Brief descriptions of the three CLASS Coaching/Support Programs Option 1 - Making the Most of Classroom Interactions (MMCI) How it Works Instructors learn to deliver MMCI sessions to help teachers focus their CLASS lens as a framework for understanding and improving key interactions that support children s learning. Instructors do this: Complete three-day MMCI Instructor Training Provide CLASS -based feedback to teachers Engage in year-long support with teachers and other coaches Gain MMCI Instructor Certification Teachers do this: Participate in a series of ten 2-hour sessions with Instructors to identify and deepen understanding of interactions that boost learning Watch and analyze videos of effective teaching from real classrooms Discuss effective interaction in videos and the classrooms in which they work Estimated hours needed: 25 hours o homework assignments after each session take minutes to complete Instructors receive: MMCI Instructor Guide, MMCI Participant Guide and PreK CLASS Dimensions Guide Instructor video review by Teachstone personnel (three reviews) One-on-one conferencing with instructors (two sessions) Implementation group calls (two sessions) Debriefing group call Teachers receive: 6-month Video Library subscription MMCI Participant Guide PreK CLASS Dimensions Guide Notes This model is for programs in the process of making decisions about coaching support who want to use this training system as a foundation. Instructors are experienced and comfortable training adult learners and have current CLASS reliability certification received or renewed within the past 10 months. Instructors and teachers must complete the entire series of lessons. Why choose Making the Most of Classroom Interactions (MMCI): MMCI is a research-based program shown to improve CLASS scores in the ES domain and the IS domain. Instructors improve their CLASS knowledge through teaching MMCI sessions, build capacity in their organization and learn to provide CLASS-based feedback. Teachers learn to identify and describe effective interactions based on the CLASS and favorably rate their participation in MMCI.

5 The CLASS Coaching/Support Program Selection Guide Option 2 MyTeachingPartner How it Works Coaches who are certified CLASS observers partner with teachers in ongoing, collaborative relationships to examine video footage of day-today interactions with children. Teachstone MTP Specialist provides ongoing support to the coaches throughout the 10-month period, beginning with a 3-day, on-site MTP Coach Training. Coaches: Complete 3-day MTP Coach Training Deliver MTP 10-month coaching program to teachers through biweekly observation and reflection cycles Participate in bi-weekly support from Teachstone Specialist Teachers: Record 30 minutes of classroom footage biweekly Reflect on daily practice while reviewing video footage Participate in bi-weekly discussions with coach about teaching practice and interactions Estimated hours needed: 25 hours o Coaches have one hour long call with their Teachstone specialist per week. Receive: CLASS MTP Coaching Handbook for Coaches CLASS MTP Coaching Handbook for Teachers CLASS Dimensions Guide Coaching Panel on the Teachstone website CLASS Video Library subscription (10 months) Online Introduction to the CLASS Tool Receive: CLASS MTP Coaching Handbook for Teachers CLASS Video Library subscription (10 months) CLASS Dimensions Guide, Online Introduction to the CLASS Tool Coaching Panel on the Teachstone website Apple ipod Touch, charter, protective case, tripod Requisites This model is for Programs with limited/no coaching support who are ready to expand. Coaches must have current CLASS reliability certification. Coaches and Teachers must have access to a PC or Apple i-device. Coaches and teachers must participate in the project during the fall and the spring semester. Why choose MyTeachingPartner: MTP is a research-based coaching model shown to improve teacher-child interactions. Teachers participating in MTP increase the effectiveness of their instructional interactions and report high levels of satisfaction and motivation. Children with teachers in MTP make greater gains in tests of early literacy and experience lower levels of problem behavior.

6 The CLASS Coaching/Support Program Selection Guide Option 3 myteachstone NOTE: With this option there will be duplication of effort with the LDE CLASS System. Observations and results will have to be entered within CLASS and myteachstone. How it Works Online yearly subscription service that supports CLASS implementation and investments in improving interactions. Allows: Observers to schedule observations, collect data, engage with CLASS resources. Coaches to view CLASS observation data, log notes from classroom visits, make data-driven PD recommendations, initiate online discussions with individual teachers. Administrators to view CLASS observation data reports and PD completion reports, and recommend PD for coaches and teachers. Coaches: Complete 2-day training with myteachstone coaching expert Training includes consultation on strengthsbased coaching and professional development practices Teachers: Teachers engage in rich collection of data driven PD resources Participate in online discussions with coaches and teacher groups Estimated hours needed: 20 hours o Teachers spend 15 minutes or more each week engaging with the resources Receive: One year access to myteachstone Access to all-in-one system that combines CLASS data and Professional Development Access to robust professional development library Receive: One year access to myteachstone Access to robust professional development library that includes over 300 videos, over 70 course and over 100 pdfs and links to outside resources. Requisites Programs must have an existing coaching program and wish to expand/improve. Coaches must have current CLASS reliability certification. Coaches and teachers must participate in the project during both the fall and the spring semester. Why choose myteachstone: Allows coaches to easily access teacher s CLASS scores and use that information to drive individualized PD recommendations. Allows teachers to easily access the myteachstone online resource library to learn more about best practices.

7 Appendix B: The Project Stipend and Administrative Allocation Scale Lead Agencies must sign a set of assurances to receive the allocation. Lead Agencies will submit detailed budgets for approval after being notified of selection. Funds may be used for staff or professional services to ensure that programs complete the pilot trainings and activities in their entirety. Teachers and coaches will receive stipends once they have completed the pilot trainings and activities Lead Agency Allocation Scale for Project Management Number of Models Implemented Base Allocation Allocation per Site Allocation per Classroom One Model $20,000 $2,500 $1,000 Two Models $40,000 $2,500 $1,000 Three Models $40,000 $2,500 $1,000 Coaching Model MyTeachingPartner (MTP) Teachers and Paraprofessionals Coaches Work with approximately 8 teachers Participants Maximum Stipend Per Participant $1,500 $1, $1,500 Base $500 per teacher/ paraprofessional $5, Teachers and Paraprofessionals $1,000 $1, myteachstone Coaches Work with approximately 40 teachers $1,000 Base $75 per teacher/ paraprofessional $4, Making the Most of Classroom Interactions (MMCI) Teachers and Paraprofessionals Instructors Work with approximately 10 teachers $500 Base $500 $ $250 per teacher/ paraprofessional $3, Timeline

8 Pilot Implementation TimeLine Application Released Mid June 2016 Selecting a CLASS Pilot Webinar recording available June 29 Participating Lead Agencies work with Program Partners (including EarlySteps, June 27-July 22 public school ECE Special Education and Child Find staff to identify Classes serving children with disabilities in all setting types Cohort of CLASS-reliable observers interested in receiving training Which of 3 models works best for their classes/teachers (may opt for a combination) Participating Lead Agencies collect and submit applications for Program Partners July 22, 2016 LDE announces grantees August 1, 2016 All selected coaches and participating teachers attend CLASS Institute meeting in August 2016 late August Teachers, Instructors, and Coaches attending training in July /August MTP - 3 day training event myteachstone 1 day training event MMCI - 3 day training event NOTE: MMCI is not considered a coaching program Late August/Early September 2016 Lead Agencies report on milestones achieved and other items as requested by the Ongoing Department Teachers and Coaches receive stipends May/June 2017 Next Steps for Lead Agencies 1. Hold an informational meeting to assist programs with selecting a support program. 2. Collect program applications and assurances. 3. Scan all applications and submit as one bundled file to [email protected] by Friday, July 22th. Next Steps for Programs Contact the Lead Agency for your Community Network to determine if they will administer the project for your community. If your Lead Agency agrees to participate, then you should: 1. Provide the required identifying information on the application form for your Child Care Center, Head Start Program, Nonpublic School Early Childhood Development Program (NSECD), or Local Education Agency. 2. Provide the required information for classrooms in your program where the majority of the children are birth to 3 years old and at least one child has an active Individual Family Service Plan (IFSP) and classroom staff who want to participate in the project. 3. Provide the required information for classrooms in your program where the majority of the children are within 3 to 5 years old and at least one child has an active Individual Education Plan (IEP) or receive speech only services and classroom staff willing to participate in the project. 4. Use the CLASS Coaching Program Selection Guide to determine the support program that is the best fit for your program and indicate your selection on the application. 5. Attach CLASS reliability certificates for instructors and coaches. Applications are considered incomplete and cannot be accepted without this documentation.

9 Give your application, in person, to the Lead Agency for your Community Network after attending an informational meeting. Submit the application to the Lead Agency office no later than Date, Month established by the Lead Agency. Please note that Lead Agencies are not required to participate. This is a voluntary pilot. If you need additional support to serve your special learners, please contact your If you have any concerns with how your Lead Agency manages this process, please let us know by ing us at [email protected].

10 LEAD AGENCY APPLICATION AND ASSURANCES CLASS Pilot: Enhancing Instruction for Special Learners Lead Agency: Lead Agency Chief Administrator: Physical Address: Mailing Address: Primary Contact Name and Title: Telephone: ( ) - My organization agrees to administer CLASS Pilot and agrees to do the following: o Assist the LDE with logistics in the regional kickoff training in my network (e.g., secure a training facility, communicate dates and times to attendees) o Distribute project materials communications from LDE to selected programs o Report on milestones achieved and other items as requested by the department o Lead Agencies will submit detailed budgets for approval after being notified of selection. o Administer the project stipend budget for teachers and coaches once they have completed the pilot trainings and activities. By my signature below, I am indicating agreement with all of the aforementioned requirements. Signature of Chief Administrator for Lead Agency Organization Date Chief Administrator Title Chief Administrator Address Chief Administrator Telephone number

11 PROGRAM PARTNER APPLICATION AND ASSURANCES CLASS Pilot: Enhancing Instruction for Special Learners Program Partner Name: NOTE: Applications may not be approved, may be partially approved, or entirely approved. Lead Agency Name: Type the teacher s name within the desired option. Include one teacher per line. Program Name Making the Most of Classroom MyTeachingPartner (MTP) myteachstone Interactions (MMCI) Age Range Served Number of Children Served with an active IEP Number of Children Served with an active IFSP

12 PROGRAM PARTNER APPLICATION AND ASSURANCES CLASS Pilot: Enhancing Instruction for Special Learners Program Partner Organization: Program Partner Chief Administrator: Physical Address: Mailing Address: Primary Contact Name and Title: Telephone: ( ) - My organization agrees to administer CLASS Pilot and agrees to do the following: o Coordinate the project for my program o Report on milestones achieved and other items as requested by the department o Ensure selected staff complete all trainings and pilot activities prior to receiving stipend By my signature below, I am indicating agreement with all of the aforementioned requirements. Signature of Chief Administrator for Program Partner Organization Date Chief Administrator Title Chief Administrator Address Chief Administrator Telephone number