# TEACHING PYRAMID INFANT–TODDLER OBSERVATION SCALE for INFANT–TODDLER CLASSROOMS ## Using TPITOS™ to Support the Use of Social-Emotional Teaching Practices in Infant and Toddler Classrooms **Kathryn M Bigelow, PhD & Alana Schnitz, PhD BCBA** --- ## TPITOS: What is it? - Observation and interview measure of fidelity of implementation of universal Pyramid Model practices (Tier 1) for supporting social emotional competence. - Used in center-based care settings for infants & toddlers (up to 36 months) – in Early Head Start, child care, early childhood special education classrooms. - Classroom snapshot of adult use of practices and environment across routines. --- - Informs coaching and professional development efforts. - Used as an ongoing coaching tool, not a one-time event. - Can be administered as a “running TPITOS” for focused observation. - Supplements other tools (ITERS, CLASS). - 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. --- ## The Pyramid Model for Infants and Toddlers: Components and Training Materials ### Practice-Based Coaching Within a collaborative coaching partnership, Practice-Based Coaching involves: - Planning goals and action steps. - Reflecting on and sharing feedback about practices. - Engaging in focused observation. --- # 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 # TPITOS Red Flags - Children disengaged - Children generally unhappy - Teacher engagement - Distressed children unattended - Eye contact - Punitive practices - Schedule - Isolation - Affect - Lack of materials, toys, activities - Harsh talk --- ## TPITOS Routines - Free play - Structured group - Care routines - Outdoors --- ## Coaching Based on the TPITOS - Use TPITOS scores to inform coaching and professional development. - Help evaluate coaching and professional development efforts. - Develop goals and action items. - Set specific goals for individual teacher and/or a group of teachers (e.g., classroom, program). --- ## Scoring Spreadsheet - FREE! - Teacher and aggregate tabs - 10 Teacher & 40 Teacher versions - [brookespublishing.com/tpitos-scoring-spreadsheet](/content/tpitos-scoring-spreadsheet/index.html) When we use data to inform our programs, we are asking two questions: - Is it making a difference? (outcomes) - Are we doing what we say we are doing? …and how well or how much? (fidelity) --- ## TPITOS LOOK, THINK, ACT A process for teams to analyze the data, thinking about the factors that might affect interpretations of data: - What do you see when you look at the data? - Identify patterns and trends. - Make comparisons. - Identify commonalities. - Identify discrepancies. - Look for unexpected results. - Identify questions. - Identify the need for additional data. --- ## TPITOS Look, Think, Act Exercise Instructions - Analyze each graph from a Look, Think, Act perspective: - Look: What do you see when you look at the data? - Think: Engage in thinking process or team discussion to make interpretations about the data. - Act: Identify actions that can/will be implemented resulting from the conclusions from the data. --- ## Decision-Making using Individual Teacher Graphs - Look: Identify lowest areas. Identify changes over time. - Think: What might be reasons? Teacher professional development or coaching? Teacher background or beliefs? Focus, quality, or intensity of coaching? - Act: Improve amount and quality of coaching or professional development. --- # Multiple Teachers **Percentage of Indicators Scored Yes for Each TPITOS Item** | Teacher | Percentage | |-------------------------|--------------------------------| | Jenne/Seedlings-Wave 1 | 100% | | Carly/Seedlings-Wave 1 | 90% | | Sam/Seedlings-Wave 1 | 80% | | Jenne/Seedlings-Wave 1 | 70% | | Carly/Seedlings-Wave 1 | 60% | --- ### TPITOS Decision-Making using Multiple Teacher Graphs - LOOK - What areas are lowest in implementation? - THINK - What might be the reason for across-teacher average low scores? - ACT - Targeted PD on common needs. --- ## Needs Assessment and Reflection - Reflection and Feedback - Debriefing. - TPITOS by coach. - Based on needs assessment and TPITOS data, drives coaching. --- ## Teacher Planning Form ### Goal Setting & Action Planning #### Action Plan: Responsive to Children’s Expression of Emotions | Goal | Action Steps | Materials or Resources Needed | Timeline | My goal is met when... | |---------------------------------------------------------------|------------------------------------------------------|-------------------------------|----------|----------------------------------------------------------------------| | Teachers will label children's feelings during real-life situations across three different activities | Get visuals for feelings words: happy, sad, angry, surprised | Coach will print and laminate | 9/12 | We labeled a child's emotion in context 6x/day... | --- | Focused Observation Notes | | |---------------------------|--| | Teacher: Jo | Coach: Sarah | | Date: 4/5/18 | Time spent in observation: 9:45-10:45 Time spent in meeting: 20 minutes | | Observation focus: Increase peer interactions across routines in the classroom setting | | | What I observed: | | | - Nice greetings | | | - Helped child pour milk | | --- ## Questions? Certificates of attendance are available for download from the “Handouts” section of the webinar panel or from the URL below: ### CERTIFICATE OF ATTENDANCE Watched the webinar recording Using TPITOS to Support the Use of Social-Emotional Teaching Practices in Infant and Toddler Classrooms --- ## THANK YOU