Supportive conversations C I NY TPOT Acknowledges children’s communication. (SC 1) x + Uses children’s (SC 2) x + Has brief conversations with children (3 turns). (SC 3) x + Joins in play and has brief conversations about play. (SC 4) x + Uses positive and supportive tone. (SC 5) x + Responds to children’s ideas with questions and comments. (SC 6) x - Teacher did not respond to children’s with questions and comments Joins in play to expand interaction with other children. (SC 8) x + Has extended conversations about children’s ideas (4+ turns). (SC 9) x - See SC 6 above Uses alternative strategies to communicate with children who need support. (SC 10) x - No alternative communication strategies for specific students were observed Engagement C I NY TPOT Notes Guides children to choose activities and engage. (ENG 1) x + Uses developmentally appropriate activities. (ENG 2) x + Communicates at eye level with the children almost all of the time (i.e. in close proximity to children and actively engages in activities with them). (ENG 3) x + Structures large group so children are actively engaged. (ENG 4) x - Several students were not engaged in the large group activity Guides children to select activities or use materials to promote engagement (i.e. get the attention of a child who is not cleaning by inserting his or her name into the x - Engagement was evident in group activities but not large group activities
Initiates functional assessment process (refers to team, starts taking data). (PCB 1) x + Collects data on behavior’s function and shares with team. (PCB 2) x + Gives the team classroom strategies for behavior plan. (PCB 3) x + Implements behavior plan strategies and components. (PCB 4) x + Collects data to monitor child’s behavior plan progress. (PCB 5) x + Connecting with families C I NY TPOT Notes Offers families ongoing opportunities to visit classroom. (COM 1) x + Sends home periodic info from school or teacher. (COM 2) x + Represents families in the classroom (family photos). (COM 3) x + Provides at least monthly info to parents about classroom. (COM 4) x + Sends home regular celebrations of child’s accomplishments. (COM 5) x + Individualizes communication to family based on knowledge of family situation. (COM 6) x + Uses different methods of communication with different families. (COM 7) x + Offers bi-directional communication systems (families have a space to write back). (COM 8) x + Supporting Family Pyramid Use
C I NY TPOT Provides social-emotional information to families. (INF 1) x + Provides families with community resources for development AND challenging behavior. (INF 2) + Sends home strategies for families on S.E. skills or prosocial behavior. (INF 3) x + Works with families to develop home strategies to address challenging behavior. (INF 4) x + Supports parents in taking behavior data at home (observation ABC data). (INF 5) x + Involves families on team to develop behavior plans. (INF 6) x + Individualizes to support families with specific social concerns about their child. (INF 7) x + Material has been adapted from the following sources: Instructional Practices Checklists; Center for Social Emotional Foundations of Learning; Teaching Pyramid Observation Tool (TPOT),