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8/28/2011                       By Angela Searcy, M.S.                             asearcya@aol.com                  Devel...
8/28/2011    Did You Ever Have a Time in    Your Life in Which You Had to    Change How You Did Things?    What Do You Rem...
8/28/2011      Avoid making assumptions:                which statement is correct?  • Annie had difficulty    sharing thr...
8/28/2011Observation Station!                         Golf ClickerTracking/Observation             Tie documentation to   ...
8/28/2011            Samples from The Power of Observation for Birth                           Through Eight              ...
8/28/2011• Mark looks away when the teacher showed him a snake. He said, “I don’t likesnakes, they feel funny.”• Mark was ...
8/28/2011                        James can play with blocks         James will used fingers to stack blocks 4 times this m...
8/28/2011                    Elements of the Form    • Tip: You don’t need to      add materials to every      box. If you...
8/28/2011HSCI Curriculum Modifications Module     A child interested in jigsaw   puzzles, gets help from a peer     to com...
8/28/2011                        Fun ideas                          Simple Solutions © 2011                       www.over...
8/28/2011                    Step By Step…        Selecting a Preliminary Level              – You may choose to assign a ...
8/28/2011 On-The-Spot Observation                  Assessment      Recording Tool                    Opportunity Cards• Ch...
8/28/2011                                  Objectives without dimensions:                                  •Physical      ...
8/28/2011HSCI Curriculum Modifications Module     Can you spot the      modifications?                                    ...
8/28/2011                 Checkpoint Process •   The Checkpoint tab gives you     access to the tools you need to     ente...
8/28/2011    Checkpoint Process: By Child                   » To see all the                     checkpoint data          ...
8/28/2011                           Questions?                               ResourcesWebsitewww.teachingstrategies.com Em...
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  1. 1. 8/28/2011 By Angela Searcy, M.S. asearcya@aol.com Developed by: Angela Searcy, M.S.• Angela Searcy M.S. holds a B.A. degree in English and secondary education with teacher certification though the state of Illinois and a M.S. degree in early childhood development from Erikson Institute, with a specialization in infant studies and a credential in developmental therapy.• Angela is the owner and founder of Simple Solutions Educational Services, has over 20 years of experience in the field of education, is an approved professional development provider by the Illinois State Board of Education, adjunct faculty at Rasmussen College, a national consultant for the Multisensory Training Institute (MTI) in Needham, MA, and The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) at Vanderbilt University• A former associate at the Neuropsychology Diagnostic Center in Orland Park, Illinois, Angela has specialized training as a neuro-developmental specialist and is a nationally recognized speaker with extensive experience working with professionals, young children, and their families as an early childhood teacher, child development specialist, staff developer, mental health consultant, parent educator, language arts teacher, college professor and tutor. Her expertise encompasses developing behavior modification programs from a neuropsychological perspective, and creating professional development grounded in neuroscience research related to adult learning.• She has been featured on Chicago Public Radio’s Chicago Matters, Chicago Parent and Chicago Baby Magazines and is a regular speaker for the Learning and the Brain Conference Sponsored by Harvard, Yale and Stanford Universities. Simple Solutions For School Success! 1-866-660-3899 www.overtherainbowsimplesolutions.com asearcya@aol.com Let’s get started… • Agenda • 10-10:15 Introductions • 10:15-11:15 Workshop • 11:15-11:30Break • 11:30-12:15 Workshop • 12:15-1:15 Lunch • 1:15-1:45 Workshop • 1:45-2:00 Break • 2:00-2:45 Workshop • 2:45-3 Wrap Up 1
  2. 2. 8/28/2011 Did You Ever Have a Time in Your Life in Which You Had to Change How You Did Things? What Do You Remember??? Simple Solutions © 2011 www.overtherainbowsimplesolutions.com Just the Facts Ma’am!• Specific Verb Phrases • AVOID Vague Verb• greets peer appropriately 3 out Phrases of 5 days • Is friendly• can count to 25 • Played nicely• speaks in one to two word • can’t talk well sentences • knows his letters• writes answers to double-digit • knows animals addition • talks excessively• can name five animals and • is a loner make sounds associated with those animals • Never shares• Shares 3 out of 4 times during • Doesn’t play with others well free play• Had difficult transitions 5 times this week 2
  3. 3. 8/28/2011 Avoid making assumptions: which statement is correct? • Annie had difficulty sharing three out of five times this week • Annie never shares. Avoid labels: Which statement is correct?•Tommy hit childrenduring each of our sixtransitions.• Tommy is mean. Don’t compare children: They develop at different rates. Which statement is correct? •Tommy fell off his bike three times during outside play . •Tommy must be backward. He does not ride his bike as well as the other children. 3
  4. 4. 8/28/2011Observation Station! Golf ClickerTracking/Observation Tie documentation to curriculum---lesson plan on money! Who Gets a Cookie? 4
  5. 5. 8/28/2011 Samples from The Power of Observation for Birth Through Eight Average Aggression Child’s Name: ______________ Week of: _________________ Check the number of times the child is aggressive during the activity. Aggression includes: hits, pinches, pulls hair, bites, kicks, & scratches. Activity Mon. Tues. Wed. Thurs. Fri. AverageArrival ___0 times ___0 times ___0 times ___0 times ___0 times ___0 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___5-10times ___5-10times ___5-10times ___5-10times ___5-10times ___510times ___10-15 ___10-15 ___10-15 ___10-15 ___10-15 ___10-15 ___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___+20 ___+20 ___+20 ___+20 ___+20 ___+20Circle ___0 times ___0 times ___0 times ___0 times ___0 times ___0 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___5-10times ___5-10times ___5-10times ___5-10times ___5-10times ___5-10times ___10-15 ___10-15 ___10-15 ___10-15 ___10-15 ___10-15 ___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___+20 ___+20 ___+20 ___+20 ___+20 ___+20Lunch ___0 times ___0 times ___0 times ___0 times ___0 times ___0 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___5-10times ___5-10times ___5-10times ___5-10times ___5-10times ___5-10times ___10-15 ___10-15 ___10-15 ___10-15 ___10-15 ___10-15 ___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___+20 ___+20 ___+20 ___+20 ___+20 ___+20Average ___0 times ___0 times ___0 times ___0 times ___0 times ___0 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___5-10times ___5-10times ___5-10times ___5-10times ___5-10times ___5-10times ___10-15 ___10-15 ___10-15 ___10-15 ___10-15 ___10-15 ___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___+20 ___+20 ___+20 ___+20 ___+20 ___+20 Avoid conclusions you are not qualified to make: • Billie can’t do anything by himself because he is the youngest in a large family and they do everything for him. • Billie needs to develop the ability to do things for himself. Shawna is hyperactive and is always on the go! Shawna shifted positions 20 times in five minutes. 5
  6. 6. 8/28/2011• Mark looks away when the teacher showed him a snake. He said, “I don’t likesnakes, they feel funny.”• Mark was afraid because he said he didn’t like snakes. •Tyler is a good boy and gets along well with the other Children. •Tyler was playing with the music blocks. When Carly & Josh asked to play, Tyler agreed and showed them how. • Maddie wanted to swing but two others were already there. She picked up a rock and threw it at them. • Maddie got mad and threw a rock because she does not share well. 6
  7. 7. 8/28/2011 James can play with blocks James will used fingers to stack blocks 4 times this month Weekly Planning Form – Weekly Planning Form » Create Weekly Planning Forms by using the Planning tab. These forms can be shared with families or submitted to program administrator(s) for review. » Add a New Form » To add a new form, click Add Weekly Planning Form. Enter the relevant information and click Submit.• Tip: To save time, you can use content from a previous Weekly Planning Form and change it according to what you are doing that week. If you choose this option, select (from the drop-down menu) the Weekly Planning Form you want to use for your data 7
  8. 8. 8/28/2011 Elements of the Form • Tip: You don’t need to add materials to every box. If you don’t enter anything in a box, that interest area (Blocks on Tuesday, for example) will not appear on your form. • To save what you entered, click Submit.HSCI Curriculum Modifications Module Here a child is not yet using afunctional grasp, so a materialsadaptation is created by using atable easel to help her keep herhand in the appropriate position.HSCI Curriculum Modifications Module By building this puzzle on a tray, this child is able to put the puzzle away intact, and continue working on it at a later time. 8
  9. 9. 8/28/2011HSCI Curriculum Modifications Module A child interested in jigsaw puzzles, gets help from a peer to complete a floor puzzleHSCI Curriculum Modifications Module Peer Support 9
  10. 10. 8/28/2011 Fun ideas Simple Solutions © 2011 www.overtherainbowsimplesolutio ns.com Circle Time Simplify the Activity Simple Solutions © 2011From: www.headstartinclusion.org www.overtherainbowsimplesolutio ns.com 10
  11. 11. 8/28/2011 Step By Step… Selecting a Preliminary Level – You may choose to assign a preliminary level to each piece of documentation you enter. These are not final checkpoint decisions; you will make those at the end of the checkpoint period after reviewing all the documentation.• The colored bands on the progression indicate the age or the class/grade ranges for widely held developmental and learning expectations. While there is a typical progression for each objective, it is not rigid; development and learning are uneven, overlapping, and interrelated. More information is available in Objectives for Development & Learning, which can be found in the Support and Resources Library. 11
  12. 12. 8/28/2011 On-The-Spot Observation Assessment Recording Tool Opportunity Cards• Checklist used to collect info • Set of 10 cards quickly on easily observed – Contain activities to focus objectives observations on literacy &• Focuses on 3 areas numeracy – Physical • Materials list, general • 4-7 directions & individualization – Literacy • 15-19 • Includes primary objective & – Math dimension and progression • 20-23 for each• Obsv. Is entered into TSG • Questions to guide as OTS observations • Bi-lingual• Not required • Obsv. is entered into TSG as• Can be downloaded from AOC website for FREE • Not Required • Can be downloaded (in color or BW) from the website for FREE 12
  13. 13. 8/28/2011 Objectives without dimensions: •Physical •4, 5, & 6 •Cognitive •13 •Mathematics •22 & 23 •Science and Technology •24 – 28 •Social Studies •29 – 32 •The Arts •33 – 36 •ELA •37 & 38 •No progression (color band) •Meets Program Expectations •Refer to KY EC Standards •Emerging •No Evidence Yet How do preschoolers learn best? PLAY! Let Look At Video!What do you noticeabout the “color bands”? •The color bands do NOT determine performance •They are to serve as guidelines of Widely Held Expectations It’s a rainbow! •Students progress should be (Roy G. Bip—without the /i/) marked based on observations, NOT their color 13
  14. 14. 8/28/2011HSCI Curriculum Modifications Module Can you spot the modifications? C D E A BHSCI Curriculum Modifications Module Simplify the ActivityHSCI Curriculum Modifications Module Child identifies name on card and pastes on paper Child completes independently 14
  15. 15. 8/28/2011 Checkpoint Process • The Checkpoint tab gives you access to the tools you need to enter your assessment decisions at the end of each checkpoint period. This is where you will enter your final decisions about levels, as distinguished from the preliminary levels you selected in the Documentation tab. You can choose to enter levels by area, by objective, or by child. All three options take you to the same progression screen (see below and page 30) and allow you to enter and finalize. Checkpoint Process: View By AreaCheck the status of your assessmentdata by area.Switch the checkpoint periodColors indicate how complete your datais.Click on any box to enter levels. Checkpoint Process: By Objective • You can view checkpoint data for all dimensions of a particular objective by using the “Checkpoint by Objective” option. 15
  16. 16. 8/28/2011 Checkpoint Process: By Child » To see all the checkpoint data you have entered for an individual child, use the By Child option.• Tip: Did you enter data into the wrong checkpoint period? Any Area that hasn’t been finalized can be moved to another checkpoint period or deleted. Click Unfinalize This Checkpoint if entries were finalized but you need to make changes. Family Conference Forms• To create a new Family Conference Form or manage an existing form, select the action in the drop-down menu next to the childs name and click GO.• Start Family Conference Form• You can begin creating a Family Conference Form once you have completed checkpoints for a child. At the bottom of the screen you will see a list of all children for whom you do not have checkpoint data for the selected season.• NOTE: If you are creating this form after the end of the checkpoint period, you may need to select Change View and select the correct season.• Edit• Once you have started and saved a Family Conference Form, you can return to it by selecting Edit in the Action drop-down menu and click GO.• View/Print• To access a printable version of a saved Family Conference Form without opening it for editing, select View/Print in the• To access a printable version of a saved Family Conference Form without opening it for editing, select View/Print in the Action drop- down menu and click GO.• Share With Families• When you are ready to share a Family Conference Form with family members, select Share With Families from the Action drop-down menu is a quick way to share with family members who are registered with Family Central.• Delete• To permanently delete a Family Conference Form from Teaching Strategies GOLD™, select Delete from the drop-down menu and click GO.• NOTE: You generally will not need to delete a Family Conference Form unless you want to start with a clean form 16
  17. 17. 8/28/2011 Questions? ResourcesWebsitewww.teachingstrategies.com Email problems/questions/suggestionsimplementation@strategies.comCrosswalk with Kentucky Early Childhood Standardshttp://www.teachingstrategies.com/content/pageDocs/KY-GOLD-Alignment-PS-2010.pdfRecorded GOLD Orientationshttps://www.teachingstrategies.com/page/recorded-GOLD-orientations.cfm1-866-763-5913 17

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