Section Title

1
ABOUT THE CONSULTANCY
2
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

3
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

4
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.

5
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.

6
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

7
Online Supervision of Curry Graduate Students

• 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

8
Online Supervision of Curry Graduate Students

• 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

9
Online Supervision of Curry Graduate Students

• Example of On-Line Supervision

Movie Location http//www.people.virginia.edu/c
cd3c/supervision/SITEMOVIE.AVI/
10
Online Supervision of Curry Graduate Students

• 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

11
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.

12
On-Line Consultancy Scenario
David, a bright, engaging five-year-old, has
begun acting out in Ms. Prestons Pre-K class.

• He refuses to stay in his seat during quiet
  times, interrupts other students when theyre
  answering the teachers questions, and refuses to
  share toys and art supplies with others.

13
On-Line Consultancy Scenario

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

Shes 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.
Ms. Preston consulting the school guidance
counselor
14
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

15
The Curry On-Line Consultancy

• 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

16
The Curry On-Line Consultancy

• The consulting process will consist of five major
  steps.
• Lets follow Ms. Preston through each of those
  steps

17
On-Line Consultancy Step One
Establish and Develop Collaborative Relationship

• 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. Prestons students, and about
the Curriculum and Strategies taught in the
Workshop.
18
On-Line Consultancy Step One
Establish and Develop Collaborative Relationship

• 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 Davids behavior and outlines the
steps she has taken to try to help him.
19
On-Line Consultancy Step Two
Collecting Information

• 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
  Davids behavior.

20
On-Line Consultancy Step Three
Problem Analysis

• 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 Davids 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.

21
On-Line Consultancy Step Four
Intervention and Implementation

• 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 Davids behavior
  begins to become disruptive, and collectively
  they discuss possible interventions.
• One of Dr. Scotts suggestions is that Ms.
  Preston build her relationship with David by
  implementing a strategy of Banking Time.

22
On-Line Consultancy Step Five
Evaluation and Follow-Up

• 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.
• Davids behavior appears to be improving, which
  Ms. Preston confirms.

23
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.

24
Web Training Teaching Strategies Curriculum

• Used by teachers on their own (Web Training
  group)
• Used as resource for teachers and consultants
  (On-Line Consultancy group)

Early Literacy, Oral Language, Social
Relationship and Self-Regulation
25
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

26
Introduction to Teaching Strategies Curriculum

• Social Relations Banking Time

• How
• Student chooses activities using materials
  suggested by teacher
• Teacher observes, narrates, and reflects
  students behavior
• You enjoy reading.
• Yes, you drew a smiley face.
• Banking time continues even if student misbehaves
  - discipline is carried out after the session

27
Web Training Video Vault
See video clip examples of teachers
implementing strategies and more...
28
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.

29
Video Vault
Example Building Relationships with Banking Time

• Step 1 Introduce the kids to Banking Time
• How to introduce Banking Time to your student
• Video Examples
• Introduction of Banking time to a Kindergarten
  Class
• Introduction of Banking time to a Pre-School
  Child
• Step 2 Choose a day and time
• How to choose the right time
• Video Examples
• Teacher interacting with a student to determine a
  time to get together
• Child approached teacher for time
• Step 3 Identify an appropriate setting
• Guidelines for identifying an appropriate setting
• Video Examples
• Banking time on the playground
• Banking time in a classroom

30
Video Vault
Example Building Relationships with Banking Time
(cont)

• 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

31
Video Vault Sample Storyboard
How to introduce Banking Time to your student
1
2
3
Teacher identifies quiet spots to use when
banking time with her student.
Teacher is in the classroom and realizes that she
is having difficulty with a particular student.
Teacher decides she needs to introduce Banking
Time to this student.
32
Video Vault Sample Storyboard
How to introduce Banking Time to your 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 like to read
with her teacher and sit in her teachers special
rocking chair.
33
My Video Vault
Example Building Relationships with Banking Time

• September 17, 2003
• David 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 Davids Banking Time
  session
• September 26, 2003
• Shaunkia T. Full Banking Time session
• October 1, 2003
• David N. Full Banking Time session

34
Web Training On-Line Resources
Users select links to access detailed information
and resources
Social Relationships Self-Regulation Language
and Literacy Technical Support
Links to resources in Building Relationships,
Language and Literacy, and Technical Support...
35
Resources Social Relationships
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.

• Introduction and Conceptual Background
• Assessment Identifying Resources
• Introducing New Frameworks For Understanding
  Relationships
• Banking Time Consultation
• Banking Time With Classrooms

36
Web Training Frequently Asked Questions
FAQs by content area for Language and
Literacy, Social Relations, Self Regulation ...
37
FAQs Building Relationships with Banking Time
Check out these responses to issues frequently
raised by teachers

• It sounds like a great idea, but I just dont
  have time for this.
• The child keeps choosing inappropriate
  activities or cant 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.
• Hes been getting in trouble all day and I just
  cant 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 its OK to stop Banking Time
  sessions?

38
FAQs Building Relationships with Banking Time
It sounds like a great idea, but I just dont
have time for this

• 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
• Its 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.

39
Web Training Case Studies
Featured Case Studies allow experiential learning
and an opportunity to practice and get expert
feedback
40
Featured Banking Time Case Studies
Emily Nelson and Julio
Dealing with difficulty in ending Banking Time
session
41
Case Study Structure
42
Case Study Structure
REFLECTION AND EXPERT FEEDBACK
43
Case Study Structure
44
Making Choices in Banking Time
? THE CASE

• 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

45
Making Choices in Banking Time
? THE CASE BACKGROUND

• The Situation
• Ethan
• Acting out during class
• Speaking out of turn
• Picking on other students

• Actions Taken
• Marla
• 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

46
Making Choices in Banking Time
? THE CASE

• 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.

47
Making Choices in Banking Time
? REFLECTION AND FEEDBACK

• User Reflects
• What did Marla do well during the Banking Time
  session?
• What opportunities exist for Marla to improve
  future Banking Time sessions?

• 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

48
Making Choices in Banking Time
? DECISIONWhat should Marla do next?

• 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 Ethans behavior. Continue Banking Time,
and not respond to Ethans inappropriate behavior.
49
Making Choices in Banking Time
? OUTCOMES - Negative
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

50
Making Choices in Banking Time
? DECISIONWhat should Marla do next?

• 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 Ethans behavior. Continue Banking Time,
and not respond to Ethans inappropriate behavior.
51
Making Choices in Banking Time
? OUTCOMES - Positive
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.

52
Web Training On-Line Measures
Forms, Questionnaires and other measurement
instruments online for efficient entry and
submission
53
On-Line Measures

• Forms available
• on-line
• Teachers enter
• data and submit
• to database
• Consultants
• can query
• submitted data
• by key fields

54
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

55
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.micr
  osoft.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