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

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

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

Questions?

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