Using the TPITOS Assessment Tool
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This free 45-minute webinar, hosted by the developers of the TPITOS program, will cover the relationship between the Pyramid Model, TPITOS, and TPOT as well as explore the unique features and functions of the TPITOS program. A live-during-recording Q&A will be hosted by developers Kathryn Bigelow and Dwight Irvin following the webinar.
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Using the TPITOS Assessment Tool
- 1. Using the TEACHING PYRAMID INFANT–TODDLER OBSERVATION SCALE for INFANT–TODDLER CLASSROOMS Webinar Presented by Kathryn Bigelow, Judith Carta, Dwight Irvin, & Mary Louise Hemmeter
- 2. Developers Kathryn Bigelow, Ph.D. Judith Carta, Ph.D. Dwight Irvin, Ph.D. Mary Louise Hemmeter, Ph.D.
- 3. About the TPITOS Modeled after the TPOT
- 4. Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children
- 5. About the TPITOS • Only tool available to measure Pyramid Model practices in infant and toddler classrooms • Classroom snapshot of adult behaviors and environment that support and promote social and emotional development • Used in center-based settings caring for infants & toddlers (up to 36 months) • Early Head Start, child care, early childhood special education classrooms
- 6. How the TPITOS is used • Determine how teachers are implementing the Tier 1 Universal Practices of the Pyramid Model • Provides individual and team feedback to reinforce teacher strengths • Helps guide individual and team goal-setting to strengthen specific teaching competencies • Informs coaching and professional development efforts • Used as an ongoing coaching tool, not a one time event • Supplements other tools (ITERS, CLASS) • Can be administered as a running TPITOS for focused observation
- 7. Who completes the TPITOS? • Understands the Pyramid Model • Has experience working in infant and toddler settings • Has a solid understanding of infant-toddler Pyramid practices • Has, at minimum, completed the Infant-Toddler Modules • Conducted by trained observer - coach, mental health consultant, mentor teacher, supervisor, researcher
- 8. Comparing TPITOS and TPOT • How are they the same? • Assess implementation of practices associated with Pyramid Model for promoting social- emotional development • Administered by trained observers • 2 hour observation • Structure: • Items and indicators • Red Flags • How are they different? • TPITOS: Infants & toddlers (0–3) • TPOT: Preschool settings (2-5 years) • TPITOS: Observe one teacher at a time • TPOT: Lead Teacher and other adults • TPITOS: Assess practices within routines • TPOT: Across all routines combined
- 9. About the TPITOS • Observation • 2 hour classroom observation • 15–20 minute teacher interview • Scores provided • Item and Overall: Percent of practices implemented • Percent of Red Flags scored “yes”
- 10. Products • Manual • Administration instructions • Items and Indicator elaborations • Red Flags • Scoring guidance and criteria • Scoring clarifications (“helpers”) • Scoring Form • Teacher information • Items and Indicators • Red Flags • Interview worksheet
- 11. TPITOS Items • 13 Observational and Interview Items Sample: Teacher provides opportunities for communication and building relationships. • 2 – 9 Indicators under each Item • Total of 78 Indicators Sample: Teacher talks often to individual children. Indicators
- 12. TPITOS Elaborations Scoring criteria Indicator Elaboration• Elaborations are descriptions of each Indicator • Definitions • Scoring criteria • Indicators that are appropriate for toddlers • Whether “n/a” can be scored n/a Toddler- specific
- 13. TPITOS Items 1. Communication & building relationships 2. Warmth and responsivity 3. Peer interactions 4. Active engagement 5. Responsive and teaching about feelings 6. Feedback about expectations 7. Responsive to distress/challenging behavior 8. Strategies/modifications for disabilities/delays, dual-language learners 9. Schedule, routines, and transitions 10. Room environment 11. Collaboration 12. Engaging parents 13. Communication with families
- 14. TPITOS Items • Items 1-7 scored across routines • Free play • Structured group • Care routines • Outdoors
- 15. TPITOS Items • Items 8-11 scored for entire 2 hour observation • Items 12-13 scored based on interview only
- 16. TPITOS Items Observe or Interview • Observation/Interview Indicators • If you are unable to score the indicator during the observation (as noted on scoring form), ask the interview question Sample: Modifications for children who are dual language learners
- 17. TPITOS Interview Worksheet • Items that can be scored via teacher interview are consolidated on an Interview Worksheet • Ask “Observe/Interview” items only when they could not be scored via observation • Interview is conducted immediately after the observation
- 18. TPITOS Scoring • Indicators are scored “yes,” “no,” or “not applicable” (when noted) • “Helpers” are available, which summarize: • Indicators for which “n/a” can be scored • Indicators which are specific to toddlers • Indicators for which there are specific frequency criteria Yes, No, or N/A Obs or Interview Overall Indicator Score Sum yes and no scores
- 19. TPITOS Items • Indicators scored for each routine observed • Overall Indicator score determined from routine scores Item Indicators Y Y N Y Y N N N
- 20. TPITOS Red Flags • 11 Red Flags Samples: Teacher rarely speaks to and/or engages children. Children who are distressed are left unattended. • Scored for observed teacher or classroom
- 21. TPITOS Red Flags • Children disengaged • Teacher engagement • Eye contact • Schedule • Affect • Harsh talk • Children generally unhappy • Distressed children unattended • Punitive practices • Isolation • Lack of materials, toys, activities
- 23. Scoring Spreadsheet • FREE! • Teacher and aggregate tabs • 10 Teacher & 40 Teacher versions brookespublishing.com/tpitos-scoring-spreadsheet
- 24. TPITOS Graph – Individual Teacher
- 25. TPITOS Graph – Multiple Teachers
- 26. Benefits of Using the TPITOS • Ensures effective implementation of the PBIS-based Pyramid Model • Supports professional development efforts • Strengthens the practices of individual teachers, teams, and entire programs • Monitors the success of quality improvement initiatives • Builds a foundation for social-emotional competence in the critical first years of life
- 27. “An innovative and invaluable tool for teachers in infant–toddler settings to create a warm and responsive classroom environment and to improve children’s social-emotional skills.” Jane Squires, Ph.D., Department of Special Education and Clinical Sciences, University of Oregon
- 28. “The indicators of the TPITOS went a long way to forming clear, attainable, practice-based learning objectives. Teachers went from having a laundry list of goals that felt mysterious and unattainable, to having clear next steps. The TPITOS helps teachers build a common language among staff.” -Pyramid Coach
- 29. Training • Certification training highly recommended for observers • Inter-rater Reliability Training • Will be available through Brookes on Location • Also provided each spring at the National Training Institute (NTI) on Effective Practices: Addressing Challenging Behaviors in St. Petersburg, FL
- 30. Products Manual – $55 Forms – $35 (pack of 5) Set – $90
- 31. Questions Learn more at www.brookespublishing.com/tpitos Additional questions? aclause@brookespublishing.com
Hinweis der Redaktion
- The TPITOS is a tool for measuring teacher implementation of Tier 1 Universal Practices of the Pyramid Model in Infant-Toddler classrooms. - initially developed as part of the Technical Assistance Center on Social-Emotional Learning (TACSEI). - further developed and refined through collaboration with a nationwide network of early childhood education providers who participated in field-testing, and shared feedback regularly via online surveys and conference calls. Its format is similar to that of the TPOT, and we will talk further about how they are similar and how they are different.
- - The Pyramid Model focuses on promoting social-emotional development and the prevention of challenging behavior. It provides a framework for using screening, progress monitoring, and data-based decision making to assure that children who need additional supports receive them.
- The TPITOS can help programs and coaches: · Examine fidelity of practices over time · Reinforce strengths · Identify needs/priorities · Provide individual and team feedback · Engage in data-based decision making · Demonstrate improvement over time · Clearly define expectations related to practices and promotion of social-emotional development · Support greater staff confidence and morale
- Its our recommendation that users of the TPITOS… Understand the Pyramid Model Have experience in Infant and Toddler settings, and an understanding if Infant-Toddler Pyramid Practices Have completed the Infant-Toddler Modules from CSEFEL Typical users of the TPITOS include – coaches, mental health consultants, mentor teachers, supervisors, or researchers
- The TPITOS was developed to be compatible with other Pyramid Model resources, specifically, the TPOT In many ways they are similar – Assesses implementation of PM practices Trained observers 2-hour observation followed by an interview Structure of Items and Indicators, and the Red Flags They are different tools, however: The TPITOS is focused specifically on those practices that are most appropriate for infants and toddlers birth to 3. - Reasons – different care needs, need for more individualized care, - different approaches with regard to challenging behavior, even within the birth to 3 range, so the TPITOS was designed to address the specific needs of infants and toddlers.
- The two resources you will need to administer the TPITOS include the Manual and the packet of Scoring Forms The Manual, which contains ____ Elaborations are the definitions for each indicator, providing criteria for scoring Yes and No, or N/A when allowed The “helpers” are tools that group items by certiain qualities – it summarizes all of the Indicators for which N/A is an allowable response, all of the Indicaators that are specific to toddlers, and all of the items for which there is criteria related to the frequency with which practices are used (for instance, you must observe a practice 2 or 3 times, in order to score Yes). The Scoring Form includes Information specific to the observation – teacher, classroom, date, number of adults and children present A brief version of administration instructions Tables for each Item for scoring, tables for scoring Red Flags, and the Interview Worksheet. The interview worksheet pulls together all of the items that you might ask on the interview, to help streamline the interview process.
- The TPITOS consists largely of Observation items, with some Interview items. - There are 13 observational or interview Items reflecting major categories of practices that promote social-emotional development – Item areas include communication and building relationships, peer interactions, teaching about emotions, and other broad areas of competencies. - Each item consists of 2-9 Indicators which describe specific practices. For example, under Communication and Building Relationships, Indicators include: Talking often to individual children, or Joining in children’s activities and follows their lead. There are total of 78 Indicators describing specific teaching practices. 13 Items, or major categories of competencies that promote children’s S-E development 2-9 indicators per item, which represent specific practices associated with each Item Total of 78 Indicators Each indicator is scored “yes” “no” or “n/a”
- Each indicator is scored “yes” “no” or “n/a” Each Indicator has a corresponding “Elaboration”, which is the definition for that Indicator, and includes specific criteria for scoring Yes or No. Elaborations indicate when a N/A score is allowable. For instance, in cases where there are no children in the classroom who are dual-language learners, this Indicator would be scored as N/A. But indicators focused on teacher-child interactions and practices for promoting engagement would never be scored N/A, because these are practices that we would always be scoring. The Indicators and Elaborations also let you know when an item is specific to Toddlers, so whenever you see the word “toddler” underlined, this is an item that can be scored N/A if you are observing in an infant classroom.
- Like we described, there are 13 Items, or major categories of competencies, and under each Item, there are Indicators which represent specific practices. You can see here the 13 Items that are scored on the TPITOS…
- Some Items are structured so that they are scored for each daily routine that you observe during the 2-hour observation. Our recommendation is that to complete the observation, you should observe at least 3 of these routines. Free Plan – Includes free choice of activities, or other activities where there is no intentional or overt focus or goal initiated by the teacher. This would include child-directed activities, activities in which children have freedom of choice of materials or play areas. Structured group – Includes activities in which the teacher initiates or directs and activity and brings together two or more children to engage in this activity. Generally, there would be an intentional focus on a particular activity, set of materials, or objectives, such as circle time, a craft project. Care routines – Includes personal care routines, such as eating, bottle feeding, diaper changing, toileting, or other such activities. Outdoor – those activities which take place outdoors or on the playground, or might include activities that take place indoors, but are similar to outdoor play, such as going to a gym for gross motor play. Items 1-7 are scored across routines Observation should be conducted across at least 3 of these 4 routines in order to observe how teachers use the practices in different types of daily activities.
- Items 1-7 are scored across routines Observation should be conducted across at least 3 of these 4 routines in order to observe how teachers use the practices in different types of daily activities. Items that can be scored via interview are indicated as such on the scoring form.
- Items 1-7 are scored across routines Observation should be conducted across at least 3 of these 4 routines in order to observe how teachers use the practices in different types of daily activities. Items that can be scored via interview are indicated as such on the scoring form.
- Items 1-7 are scored across routines Observation should be conducted across at least 3 of these 4 routines in order to observe how teachers use the practices in different types of daily activities. Items that can be scored via interview are indicated as such on the scoring form.
- Items 1-7 are scored across routines Observation should be conducted across at least 3 of these 4 routines in order to observe how teachers use the practices in different types of daily activities. Items that can be scored via interview are indicated as such on the scoring form.
- The TPITOS consists of: · Thirteen observational or interview Items reflecting major categories of practices that promote social-emotional development. \\ Observational or Interview Items: · Items 1-7 are scored for each routine observed, and scores are used to generate a total Item score. · Each Item is made up of 2-9 “Indicators,” for a total of 78 Indicators describing specific teaching practices. · Observers score “yes” or “no” for each Indicator, based on criteria described in each “Indicator Elaboration.” · Indicators are scored based on observation or interview, as designated in the Elaborations. 13 Items, or major categories of competencies that promote children’s S-E development 2-9 indicators per item, which represent specific practices associated with each Item Total of 78 Indicators Each indicator is scored “yes” “no” or “n/a”
- Red Flags In addition to Observation and Interview Items, the TPITOS includes 11 Red Flags/ Red Flags are items that reflect practices that are inconsistent with implementation of the Pyramid Model. and may compromise child social-emotional development. These items are scored for either the individual teacher or the classroom environment, and are areas that are likely to need more immediate attention and coaching before a teacher or classroom moves on to coaching on the TPITOS Items. The Red Flags are described on the scoring sheet and in the manual. Each Red Flag includes an example of situations that would warrant a Yes, as well as nonexamples.
- The 11 Red Flags address the teacher behaviors or situation listed here – RFs focus on the degree to which teachers are engaged with and interacting with children, teacher talk or affect, use of harsh language or punitive practices. Some items focus on the classroom environment, such as children isolated from other children, the classroom schedule, and availability of toys, materials, or activities. Observers watch for Red Flags throughout the observation, and the complete scoring after the observation is complete.
- Once the observation and the interview is complete, and overall Item scores have been arrived upon, the next step is to summarize the scores for the observation. The scoring form includes a Scoring Summary for this purpose – the helps you calculate the overall Item scores, as well as the overall TPITOS score, which is calculated as the percentage of Items scored Yes. There is also a table for summarizing the Red Flag score.
- An additional resource available to you is the TPITOS Excel Scoring Spreadsheet. TPITOS scores are entered into the Spreadsheet to generate graphed data summaries for individual teachers, teaching teams, classrooms, or whole programs, and to examine progress over time. There are multiple versions of this file – for PC and for Mac, an version with the capacity for 10 teachers, and for 40 teachers, and these are available for download on the Brookes website after you’ve purchased the tool. User may generate multiple types of graphs so that you can view data for: Individual teacher Multiple teachers Whole program And, you can enter up to 3 observations per teacher, to allow you to look at progress over time. Available for PC and Mac
- The Excel file allows you to select 1 teacher and look at up to 3 observation times, such as what you see here, with data over the course of 1 year – for example, September, January, and May. · Reports show teacher TPITOS Item scores in graphed and table format, · Graphed data are used to monitor progress when used in the context of coaching or professional development. · Data can be used to determine strengths and needs, set coaching goals, and monitor progress over time in the context of data-based decision making.
- Graphs can also be structured to show data for multiple teachers. This graph summarizes TPITOS data for 3 teachers, at 1 point in time. Users select teachers and observation time points, or “waves” to select the data they would like to see on the graph. Graphed data are then used to monitor progress when used in the context of coaching or professional development - the data can show progress over time, indicate when coaching has been effective or when additional supports are needed. Data can be used to determine strengths and needs, set coaching goals, and monitor progress over time in the context of data-based decision making.
- The TPITOS can help programs and coaches: · Examine fidelity of practices over time · Reinforce strengths · Identify needs/priorities · Provide individual and team feedback · Engage in data-based decision making · Demonstrate improvement over time · Clearly define expectations related to practices and promotion of social-emotional development · Support greater staff confidence and morale
- -TPITOS reliability training is conducted over two days. -First day consists of an overview of the measure and the administration protocol, and scoring brief practice videos. -On the second day, attendees conduct a TPITOS by viewing a video of a two-hour observation and a teacher interview. -Participant scores are compared to the gold-standard scores, and attendees to reach 80% agreement are considered certified TPITOS observers. - For those who do not achieve 80% agreement, they then work with the workshop developers remotely to view and score an additional video in order to achieve the 80% reliability criterion.