Using the TPITOS Assessment Tool

Editor's Notes

• #4: 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.  
• #5: - 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.
• #7: 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  
• #8: 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
• #9: 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.
• #11: The two resources you will need to administer the TPITOS include the Manual and the packet of Scoring FormsThe 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.
• #12:   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”
• #13: 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.    
• #14: 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…
• #15: 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.
• #16: 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.
• #17: 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.
• #18: 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.
• #19: 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.
• #20:   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”
• #21: 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.  
• #22: 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.
• #23: 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.
• #24: 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
• #25: 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.  
• #26: 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.  
• #27: 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  
• #30: -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.