Advanced Narrative Manual 2016-03-09 - cdn.vanderbilt.edu · at least 1 minute in length to be considered a new episode. At the end of the observation period, At the end of the observation

Advanced Narrative Record Manual

Model Early Learning Centers Project

DaleFarran,PhDDeannaMeador,MAAshleyKeene,MSCarolBilbrey,PhD

ElizabethVorhaus,MEd

3/9/2016

Narrative Record Manual (version 1/22/15) Farran, Meador, Keene, Bilbrey, & Vorhaus Pg. 2

Request author’s permission to use For research purposes only

Director Mark W. Lipsey, Ph. D.

Senior Associate Director Associate Director Dale C. Farran, Ph. D. Sandra Jo Wilson, Ph. D.

Peabody Research Institute Vanderbilt University

Our mission is to conduct research aimed at improving the effectiveness of programs for children, youth, and families. Using field research, program evaluation, and research synthesis (meta‐analysis), our faculty and staff help determine which programs are actually making a difference in the lives of the people they serve. PRI research addresses many aspects of child and family programs, such as their implementation, costs, dissemination, and social or political support. But the main focus for all of our work is the effects of programs on children and families. Recommended Citation: Farran, D.C., Meador, D. M., Keene, A., Bilbrey, C., & Vorhaus, E. (2015). Advanced narrative record

manual, 2015 Edition. Nashville, TN: Vanderbilt University, Peabody Research Institute. Funding Source: Development for this version of the Advanced Narrative Record was supported by Metro Nashville Public Schools (Contract # 2‐218740‐19). Study Title: Model Early Learning Centers Project Contact Us: Phone: 615.322.8540 Fax: 615.322.0293 Mailing Address: Delivery Address: Peabody Research Institute

230 Appleton Place

PMB 181

Nashville, TN 37203‐5721

Peabody Research Institute

1930 South Drive

Room 410A

Nashville, TN 37212



Advanced Narrative Record of Early Childhood Classroom Observations

The Advanced Narrative Record is an open‐ended format for recording a running record of narrative data notes and live coding of information about the activities occurring in the classroom throughout the school day. Narrative data are intended to be collected on a tablet computer (Windows or Mac) using FileMaker Pro or on an iPad using the FileMaker Go app. At the present time, there is no electronic scoring tool for use with Android tablets. Aspects of the classroom in the following categories are captured:

Episodes of Time: By tracking the time of events in the classroom, a record of segments of time can be kept.

Brief Description of “what is happening in the classroom”: A running account and description of events provides a reference source for the observation.

Codes for Activity Type (learning setting): A simple code for the structure or type of activity that describes categorically the mode of instruction during the episode (e.g. whole group instruction led by the teacher).

Codes for Content of Instruction (learning focus) occurring during the episode: A code for the content of instruction provides a label of academic focus (e.g. math).

o Codes for the specific Academic Skills being taught during an episode: Codes to capture the specific types of academic skills addressed within a larger domain (ex. counting and cardinality in a math episode).

Codes for Level of Instruction provided by the teacher across an episode. These codes range from low to high inference and capture the highest level of instruction observed during an episode.

Ratings for the overall Engagement Level of students across an episode. This scale ranges from low to high and captures the average engagement level of the class in academic activities over the length of an episode.

Ratings for the Compliance Level of students across non‐academic episodes (e.g., meals and transitions). This scale ranges from low to high and captures the average level of compliance during non‐academic episodes.

The presence of the following are recorded once in “tap boxes” if observed during an episode:

Positive Behavior Reinforcers

Behavior Reminders

The categorical variables for Activity Type and Content, and the ratings of Level of Instruction and Engagement, combined with the Duration of Time of each episode provide critical information that can be easily analyzed.



Upon Arrival in Classroom

Arrive around 15 minutes earlier than your observation is scheduled to begin.

Ask any preliminary questions of the teacher to get a sense of the day and the schedule.

Begin the Advanced Narrative Record at the official start of the school day– that is when the class is scheduled to start no matter how many children are present. For the MNPS hub classrooms, this is 8:00 am.

Work on minimizing your impact in the classroom environment throughout the observation by not engaging with children, being as quiet as possible, etc.

Electronic Coding Tool The Advanced Narrative Record coding tool is a FileMaker database that was designed for use on either a tablet computer or iPad. The FileMaker database depends on your having entered the names of the teachers with their ID numbers into the tool prior to beginning observations. You will see directions integrated into this manual that explain how to use the electronic coding tool. The username to open the observation tool is your initials (first and last, not case sensitive). The password is mnps (must be lowercase). Opening Screen Directions (follow in this order to begin a new observation)

1. Click the “Create New Record” button to create a blank observation record 2. Enter your initials by clicking the “Enter Observer” button 3. Select the name of the teacher you are observing by clicking on the teacher’s name in

the list. (ID number and teacher name will then show up above in the Teacher ID and Teacher Name fields from the list entered previously).

4. Enter the date of observation by clicking the “Enter Date” button 5. It is very important that you fill in your initials, the date, and the teacher name and ID

before you proceed with the next step. 6. Click the “Go to Narrative” button



7. A new blank episode will appear and you are ready to start coding

The remainder of the items on the Opening Screen are documented throughout the observation period and/or completed at the end of the observation. You can come back to this screen at any

time during the observation by clicking on the icon in the bottom left corner of the iPad screen or by selecting the Opening Screen layout from the list located in the upper left corner of

the tablet computer screen.

8. Number of Children: this includes only the children present during the observation, use

max number observed if a child leaves early during the observation Number of Teachers: this is typically ‘1’ Number of Assistants: number of assistants present during observation Number of Parents/Volunteers: must stay and interact with children for some portion of the observation to be counted here Number of Other School System Adults: must stay and interact with children for some portion of the observation (count specials teachers, speech therapists, etc. here)

9. Comments: Note any significant events, behavior problems, etc. that happen during the

observation. Include fire drills, etc. You can also use this area to make any notes you want the person checking your data to read. After the observation is complete and you have checked your data, please use this area to write a brief summary of your overall impressions about strengths and weaknesses of the classroom.



Episodes of Time Begin a new episode or segment of time when:

the Activity Type changes (e.g., from Whole Group to Small Group)

the Content of Instruction changes (e.g., Math to Literacy) Continue to code the current episode until 75% of the students have become engaged in the new activity or content of instruction. You must determine how many children constitute 75% of the class at the start of the observation. There is a field that will calculate this automatically on the Opening Screen once you enter the number of children present. You may have to keep adjusting this number if children arrive at different times in the morning (e.g., At 7:15 the observations begins with 12 children in the classroom. At that time, 9 children would be 75% of the class. At 7:30, there are 15 children in the classroom and 75% of the class would then be 11 children).

General Rule of Continuity: If an activity is ongoing and is briefly interrupted (less than a minute), then resumes, allow the principle of continuity to prevail and do not score an interruption (transition). If the interruption results in a delay of a minute or more in getting back to the ongoing activity, a new episode would be added and scored as a transition. An episode must last at least 1 minute in length to be considered a new episode. At the end of the observation period, checking back over the coding will allow you to combine episodes if you find out they did not last long enough. Examples:

During a Whole Group activity on the rug, the teacher stops to find the book she wants to share with the class and it takes less than a minute. Continue the episode as if no transition occurred.

During a Whole Group activity on rug, the teacher drops materials and stops the lesson for 2 minutes to pick up materials. Stop the Whole Group episode. Begin a new episode and code as a transition until teacher resumes teaching. Once teaching resumes, begin a new Whole Group episode.

As a Whole Group activity with the teacher is ending, each child is asked to select a center. Continue to code Whole Group until 75% of the children are in transition or are in a center.

Teacher dismisses the children from the rug to their seats. Begin a new episode, coded as transition. The teacher passes out worksheets and tells the children they may begin when they have a pencil. She passes out pencils one by one. This episode would be in transition until 75% of the children have a pencil in their hand and are able to begin the worksheet.



In FileMaker

1. To begin a new episode, click “Next Line of Narrative” at the top of the screen 2. Click the “Time” button to insert the start time for the episode

Brief Description

This is the ongoing description of what is happening in the classroom. This is a crucial component of the Advanced Narrative Record that should contain:

What the teacher is doing

What the children are doing

Questions you have about how something should be coded

Questions asked by the teacher or assistant, especially if inferential

Description of any Language and Cognitive Demands observed

Behavior reminders or positive reinforcement given

Any other information that can assist you in making accurate and reliable ratings as well as assist the person checking your data

These notes should be detailed enough to help you remember why/how the segment was coded.

Activity Type (Mode of Instruction)

WGT = Whole Group with teacher or assistant leading

Whole Group Teacher (WGT) is the Mode of Instruction when children are seated on whole group rug or at tables or desks and are participating in the same activity that is being led by the teacher or assistant. If the teacher (or assistant) is the center of attention and is instructing the entire group of children, code WGT. If the class splits (e.g. assistant takes half the class to a special class outside the regular classroom and others remain in the class with the teacher) and less than 75% remain in the group you are observing, code SGT. If the class splits and fewer



than 25% of the class are taken to another location, those remaining behind are still considered the whole group.

WG = Whole Group without teacher Whole Group (WG) is the Mode of Instruction when children are participating in the same activity with the teacher or assistant playing no central role. For instance children may be seated on floor or at tables or desks and the teacher or assistant is monitoring or scaffolding, but not leading the activity. If the class splits (e.g. assistant takes half the class to a special class outside the regular classroom and others remain in the class with the teacher) and less than 75% remain in the group you are observing, code SG.

SGT = Small Group instruction with a teacher or assistant leading This code is reserved for teacher or assistant led small group instruction. Record Small Group Teacher when all children are in small groups led by a teacher or assistant (T is the center of attention) or when the class splits, less than 75% remain in the group being observed, and those being observed are engaged in an activity or activities led by the teacher or assistant. This also includes times when the teacher and assistant are each leading a small group and there is a small group(s) of children working independently without being led by the teacher or assistant (all children belong to a small group with some teacher/assistant led and some that are not). A small group must consist of at least 2 children and children must be assigned to the small group (not self‐selected).

SG = Small Groups of children working at tables and or in areas of the room (teacher or assistant may be roaming but not actually engaged in teaching a small group). Small Groups may involve the children working together on an activity, either helping each other or producing something collectively. Small group is also coded when the class splits, less than 75% remain in the group being observed, and those being observed are engaged in an activity or activities not led by the teacher or assistant. Children in a small group may be working on the same activity but producing their own product. SG differs from WG in that each SG is working on a different activity. If children are arranged in small groups but each group has the same task (e.g., finishing worksheets), code WG.

SGTC = At least one Small Group with a Teacher and at least one Center is open and available for children to choose. This includes times that have a Small Group with a Teacher, a Small Group without a Teacher, and at least one Center open. Teachers sometimes employ this mode when they wish to cycle children in and out of an instructional group during center time.

SGC = At least one Small Group without a Teacher and at least one Center (No SGT is occurring). Teachers may have assigned a task to be finished in a small group but not under her direct supervision and children cycle through during center time.

C = Center Children are working in centers (or table top centers) with a choice of activities. When children are working independently or with some guidance from teacher or assistant at a table or area



in which there is a choice of activity, code C. Children must either choose their center or the activity/materials they engage with in order to code centers. When Centers is entered as the Activity Type, you must go to the Centers Checklist page by clicking on the “Go to Center Items” button near the top of the screen to record information about center use.

TRN = Transition

Anytime the teacher and students are waiting for the next activity, going to the bathroom, lining up for lunch, etc. If an activity does not actually get going, because the teacher gives directions on how to do something or how to behave, or does not have materials ready, etc., this is also coded as transition until the activity gets started.

MEAL TIME (MT) Mealtime is coded when students are scheduled to eat breakfast, lunch, or snacks. Code MT as soon as 75% of the students have started or are allowed to begin eating. If students are sitting at their places but not yet allowed to eat (or the food has not been passed out), code Transition. In the cafeteria, do not code MT until 75% of children have gotten their trays and are seated at tables; until that point, code Transition. Meal is sometimes offered as a choice during centers. Only code meal when 75% of the children are required to participate in mealtime (even if not actually eating what is put out for them)

NAP (N) Children are resting or sleeping. Code the time leading up to nap when children are getting mats out/getting settled as Transition (T), until 75% of children are on their mats or the lights are out signaling Nap has begun, then code Nap (N). (If 75% if the children are on their mats with a book and the lights are on, code WG until either 75% are not reading or lights are off. End NAP when the lights are turned back on signaling the end of Nap. Code what the children that are awake are doing, but take into account the ones that are still sleeping when rating engagement.

PLAYGROUND (PG) Code PG when children are playing on the playground or in another outside area designated for outdoor play/recess. Specials like “Plant the Seed” are not coded PG even though they occur outside.

SPECIAL (SP) Some classes participate in special activities led by “Specials” teachers either inside or outside the classroom, such as music, art, gardening and/or computer. When children are participating in these activities, code activity type as SP. SP is also coded when special assemblies or programs (e.g., puppet shows, music performances) take place. Use this code when an adult other than the classroom teacher or assistant is leading an activity. The exception to this is when another adult comes to “fill in” for a teacher to take a scheduled break and is only monitoring the children. This would not be coded as SP. Sometimes the teacher or the assistant will help the specials teacher, but to code specials the activity should be directed by someone other than the teacher or assistant.



END = End of the observation The last entry of the observation is your ending time (e.g. 2:00) and is coded END. This should be the official end of the school day. For the MNPS hub classrooms, this is 2:00 pm. *Note‐ When the class splits, remain with the group of children that stays with the teacher unless this group is involved in a non‐instructional activity (e.g. teacher takes group to go to the bathroom). You must note the number of children present in the group you are observing in the # of children (class splits) field and also code the activity type of the group you are not following in the Activity Type (children not observed) field. In order to code this, ask the teacher or assistant where the group is going and what they will be doing (teacher or assistant may have already announced this) and code activity type accordingly (e.g. if the assistant is taking half of the class to art, code SP).



Coding Small Groups (Multiple Small Groups at the same time or Small Groups during Centers)

When multiple small groups or small group(s) and centers (SGTC) occur within an episode, record the beginning of the episode as usual but then note what each group is doing by tapping on the “Code SG” button. The episode line should represent what is happening overall in the classroom (highest level of instruction seen in any group and average engagement for all the groups). If a group ends earlier than the others you would begin a new episode and would tap on the “Code SG” button in the new episode to describe the groups that are still taking place.

Example:

When Activities take place Outside the Classroom When an activity or transition takes place primarily (more than half the episode) out of the classroom, mark the “Outside the classroom” box. For those activities that you do not observe when the class splits, mark whether the activity is occurring outside the classroom in the “Outside the classroom (c. not observed)” box.



Content of Instruction In the Advanced Narrative, we have two levels of coding the content of instruction. The first is the Primary level; Primary levels match the codes we have used for Narrative recording in the past. Once a Primary content code is chosen, you will tap on the small circle near the bottom of the episode to go to a second tab where the Secondary or Academic Skills can be marked. These codes provide a more differentiated understanding of what components of the Primary content area are actually being taught. These Academic Skills were selected from the Common Core adaptations that Tennessee and other states have instituted for their early learning programs. In addition there are pedagogical strategies that can be used across content areas. These include items such as whether children did any writing during an episode. In the electronic scoring tool, the list of these strategies appears in the menu with the Academic Skills and can only be selected once a primary content has been chosen. Pedagogical strategies can be coded even during non‐academic episodes. Primary content area for each episode:

R = Reading. Connected text with meaning, reading a book or reading other text that does not involve a book (e.g., morning message from the board) with or without asking children questions

LA = Language Arts. Learning letter names and sounds, tracing letters or numerals, writing with a focus on letter or symbol formation, rhyming, alphabet songs, etc. Focus is on the parts or components of written or spoken language.

L = Literacy. Reading and Language Arts are occurring during the same lesson, knowing the days of the week and months of the year (including songs in which the teacher or assistant point to written words for the days of the week or months of the year), writing name, conversations or discussions for the purpose of facilitating language development where there is no other primary focus.

M = Math. Numbers, counting, comparing quantity, sorting (by size, weight, length, etc.), graphing, patterning, telling time, shape identification, positional words (above, below), measurement, songs with math content (e.g., 5 Little Monkeys, songs about left and right)

SC = Science. Health, nature, food (unless focused on learning about a specific culture), physical properties, biology, earth and space, seasons, weather, using scientific tools (e.g. rain gauge), animals, life cycles, color identification, sorting by color, mixing colors, vehicles (when talking about the parts and mechanics), songs with science content (e.g., Hokey Pokey, Head Shoulders Knees Toes, Old McDonald), etc.

SS = Social Studies. Community helpers, getting along with others, socio‐emotional concepts, geography, history, vehicles (when talking about moving goods in a community context or the occupation of being a driver), songs with social studies content (e.g., Good Morning to You when children greet one another or t. greets



children, Weather Watcher, What is the Weather Like Today, songs to learn names of children)

A = Art. Art projects, painting, coloring, collage making, and drawing with crayons

M/M = Music and/or Movement. Music (e.g., Tootie Ta, If You’re Happy and You Know It, Where is Thumbkin, Twinkle Twinkle Little Star, Bear Hunt, Wheels on the Bus, BINGO, Shake it Like a Duck), Good morning songs when there is no greeting/interaction component, movement games (e.g. Freeze game), playing instruments

GM = Gross Motor. Activities relating to large muscle movement and control, such as bean bag toss, riding toys, balance beam, typically takes place outside or in the gym

Mix = Mixed content. Mix is coded when different content is occurring in rapid succession where no one content lasts for at least a minute. If this happens, it is typically only during calendar/weather/morning group. If you have an activity that lasts a minute or more, try to code a primary content rather than coding Mix. Mix is always coded during center time when multiple types of content are occurring simultaneously and 75% of the class is not engaged in the same content. Mix is also coded when several small groups are operating simultaneously and are focused on different content areas. The specific content is captured in the ‘Code SG’ for small groups but the overall line is Mix.

O = Other. Activities such as blocks, toys, fine motor materials, non‐educational TV programs with no clear defined instructional content

N = None. Directions with no educational content, most meal and nap episodes, transitions, behavior management talks, children waiting with nothing to do

Academic Skills Within the Primary Content Codes

Once a primary content area has been chosen for each episode, select all the academic skills taught during the lesson. Below are the skill types available for each Primary content code. In bold font are the primary content codes and applicable academic skills that can be coded for each primary content area. Underneath are examples to help define the academic skill:

Reading (R) o Fictional Text o Informational Text

Non‐fiction text, typically this is given the content code for the subject matter of the book instead of being coded as reading, but reading could be coded if children all select a book to read independently and some of the books are non‐fiction informational texts

o Reading Words and Sentences Reading morning message, words from flashcards, words on smartboard or from a

video, etc. ., reading any writing that does not come from a book

o Other (Reading but does not fit above categories. Note in episode description.)



Language Arts (LA) o Letter Recognition and Naming (includes practicing letter formation)

Alphabet knowledge including reciting alphabet Printing upper or lowercase letters

o Phonological Awareness Focus on the sounds letters or combinations of letters make Common word endings

o Rhyming Focus on different words that contain the same sound (moon, spoon)

o Other (LA but does not fit above categories. Note in episode description.)

Literacy (L) o Fictional Text (reading and identifying or sounding out letters, some combination of language

arts and reading)

o Informational Text (see above) o Reading Words and Sentences (see above)

Reading days of the week or months of the year from calendar or the board in combination with a language arts component

Reading message of the day in combination with a language arts component

o Letter Recognition and Naming (see above) o Phonological Awareness (see above) o Rhyming (see above) o Spelling

Teacher asking children to help spell a word while writing a message on the board C. writing in journal and using resources to assist with spelling (e.g. word wall)

o Theatre and Dramatic Play Rehearsing for or putting on a play Role‐playing

o Other (Conversations/Discussions for the purpose of facilitating language development and Literacy that does not fit in the above categories. Note in episode description.)

Math (bold is what would be coded and below the code are examples) o Counting and Cardinality

Counting money, dominoes, or other small objects Matching quantity with spoken or written numeral (give me “4” cars) Verbal counting Subitizing Use comparative language (more/less, equal) to describe collections of objects

o Operations and Algebraic Thinking Addition (with or without objects) Subtraction (with or without objects)

o Measurements and Data Making graphs/charts Using rulers, measuring cups/spoons, or other measuring tools Sort, categorize, or classify objects by measurement‐related attributes (longer/shorter,

heavier/lighter)



Telling time

o Geometry Shape Identification or construction (with reference to how defined) Shape puzzles or tangrams 3 dimensional shapes (cone, cube, sphere) Position in space (beside, inside, next to, above, below)

o Patterning Using beads and string, small blocks, etc. to make a pattern Duplicating or extending a pattern

o Learning Names of Symbols Numeral names Shape names

Symbol names, such as plus sign, equal sign, etc. o Other (Math but does not fit above categories. Note in episode description.)

Science (SC) o Scientific Thinking

Ask questions, make predictions about physical or natural phenomena Observe/participate in an experiment Cause/effect of physical or natural phenomena

o Tools and Technology Use senses and/or scientific tools to investigate Tools could include rain gauge, scale, magnifying glass, magnets, etc.

o Earth and Space Investigating/identifying earth materials (soil, rocks, minerals) Discussing stars, moon, sun, clouds, space Weather Day/Night Seasons

o Living Things Animals including habitats, food, characteristics Plants including parts (roots, stem, etc.), survival needs, habitats Life cycles

o Physical Properties States of matter (solid, liquid, gas) Mixing colors and color identification Motion, sound, and light Functions/attributes belonging to the parts of a whole (parts that make a car work,

parts of a building)

o Health Body parts identification and processes (eating, sleeping, etc.) Food pyramid, healthy/unhealthy food choices Personal care/hygiene

o Other (Science but does not fit above categories. Note in episode description.)



Social Studies (SS) o History

Events that occurred in the past and changes over time Awareness of different cultures and traditions Timelines and sequencing of events from history Maps

o Civics, Citizenship, and Government Recognize that everyone has rights, roles, and responsibilities Expressing concern for others Solving social conflicts, awareness of choices and outcomes Making and following rules within a community/class Classroom jobs Class schedule

o Economics Origin/acquisition of goods and services Money including different forms of payment (coins, paper money, credit, checks) and

purpose Scarcity, responsible consumption People work to meet needs and wants

o Career Development Awareness of different types of careers Community helpers Guest speakers discussing a specific type of job

o Personal Safety Safety rules Strangers and what to do when safety is threatened Fire safety

o Other (Social Studies but does not fit above categories. Note in episode description.)

Art (A) o Visual Arts

Painting Drawing Creating an art project with any other medium, collaboratively or individually Examining/responding to art made by others

o Other (Art but does not fit above categories. Note in episode description.)

Music/Movement (MM) o Music

Playing pre‐recorded music (CDs, digital) Singing Playing instruments Freeze Game (this typically will get both music and creative movement and dance

checked since it involves both)



o Creative Movement and Dance Involves choreographed or un‐choreographed motions or dance moves Freeze Game

o Other (MM but does not fit above categories. Note in episode description.)

Gross Motor (GM) o Organized Activity

Cooperative game or other structured activity Playing kickball, tag, duck duck goose, etc.

o Free Play Unstructured activity with gross motor materials or toys Riding, swinging, sliding, running, catching, etc.

o Other (GM but does not fit above categories. Note in episode description.)

Other (O) o Fine Motor

Lacing cards, stringing beads, Don’t Break the Ice game, cutting on a line with scissors

o Other (O but does not fit above category. Note in episode description.)

Mix (for whole group/small group coding only) When content is happening too rapidly and no content lasts more than a minute, do not start a new episode for each of these briefly occurring contents (remember you cannot have episodes less than 1 minute in length!). Instead use the following list to check which types of content were included in the Mix episode. This system should also be used when instruction is so integrated across content areas, that a single content cannot be distinguished. Check all that apply.

o Reading o Language Arts o Literacy o Math o Science o Social Studies o Art o Music o Gross Motor



Pedagogical Strategies available to code during multiple types of content o Vocabulary

Identifies, defines, gives examples of words

o Writing (only mark when children are writing) Journaling Conveying ideas through written text Writing name/words/letters/numerals

o Speaking and Listening C. asked to speak and listen to others, come up front and tell the class … Needs to involve a child speaking to the class and other children listening Is not coded when the teacher asks a question to a group of children and they

respond either individually or collectively

o Using Digital Tools Smart Board, iPad, computer or other digital tool used, must involve an interactive

use of the tool

o TV A program/video with instructional content is viewed on a TV or other type of

screen, videos played on/from a smart board or computer would also be coded here

o Worksheets (only mark when children are completing), do not include journaling



Coding Center Activities

The content code for Centers is always Mix because 75% of the class are not doing the same content. It would be too difficult to code Primary Content and Academic Skills for each center, thus Content of Instruction is always Mix during center time; however there are other center specific items that are coded. When the Centers code is entered for Activity Type, the observer must click the link for the Centers Checklist page. The Centers Checklist contains both items that are coded for each Center episode as well as a set of items coded once per observation. Center time can occur several times throughout the day. For the center time episode specific items, you will complete a new Center Checklist page for every new center time. When a center time episode is interrupted and then restarts (with a transition episode in between) you do not need to complete a new set of center time episode specific items because this is still the same block of center time for the children. This can happen when teachers have children clean up and then switch centers. Mark the continuation of centers box in the episode to keep another blank set of episode level items from being created. Centers Present in the Classroom by Type of Content Mark all centers that are present (even if closed or not in use) in the classroom at any point during the observation. Look for center labels/signs posted by the teacher. If there are no labels, look for defined areas within the classroom that contain groups of similar materials. Information about the typical kinds of materials seen in each type of center is provided to help you decide the focus of the center. You may notice additional centers during center time that were not immediately evident. Mark those on this list when you see them.

Math

Literacy/Books

Science

Art

Writing

Blocks

Listening

Dramatic Play

Computer

Manipulatives/Fine Motor

Sand and Water/Sensory

Music and/or Movement

Gross Motor

Meal/Snack

Other (includes combination centers and others not listed above, include a description when marking this; you can mark up to 3 “Other” centers in the electronic scoring tool)



Status of Center For each center present in the classroom, code the status of the center. The status may well change across a full center time, for instance going from Open to In Use. Be alert.

Open‐ center is open, but no children choose to play in it

In Use‐ center is open and at least one child chooses to play in it for at least a portion of the center episode

Closed‐ center is closed and is not a choice open to children. Teacher may announce this when getting ready to start center time; items or a sign may be placed to block access to the materials, etc. If in doubt or there is no clear evidence that a center is closed mark as open.

Type of Center For each center present in the classroom, code the type of center.

Defined‐ center is clearly defined with physical boundaries on at least 2 sides (furniture, wall, etc.)

Interest‐ center is located in an area of the classroom, but does not meet the criteria to be coded as defined

Tabletop‐ center materials are put out on a table or rug for children to interact with, these centers often have a temporary feel and are not a permanent part of the classroom (e.g. teacher brings a box of puzzles from a shelf and sets them on a table during center time). This should not be confused with times when a child or teacher brings a material from a defined or interest center to a different area due to space restrictions (e.g. a puzzle center contains a large floor puzzle and children bring that to an area outside the puzzle center to put together due to space restrictions within the puzzle center). A computer center is not likely to be classified as a tabletop center due to the permanent nature of its location in the classroom (typically wired connection to the Internet with keyboard/mouse connected and is not very portable, etc.).

Teacher/Assistant Present For each center present in the classroom, mark the checkbox if the teacher and/or assistant visit that specific center and interact with at least one child (do not mark when the teacher or assistant is monitoring only and does not directly engage with the children in that center) Teacher/Assistant’s Role (separate box located at the bottom of the page) For each center episode, select all the roles you saw the teacher and assistant fill during the episode overall (not specific to any one center).

Monitoring‐ scanning the room, passively observing children

Modeling‐ teacher/assistant model a role, skill, or concept, allows children to learn from the observed actions of the teacher/assistant

Enriching Play‐ giving suggestions/ideas to extend children’s play activities and/or language, assuming a role in children’s play, scaffolding interactions between children, providing additional materials when needed, asking questions, doing some behavior that enhances the activities children are engaged in



Interrupting‐ teacher/assistant intervenes in a storyline, play scenario, or cooperative activity between children that causes the interactions among the children to stall or cease

None‐ teacher or assistant did not interact with children during the center episode Accessing the Center Activities Checklist in FileMaker

1. To access the Center Activities items, click on the “Go to Center Items” button on the narrative screen

2. The checklist and episode level items are only visible for centers marked as present 3. The items that are coded during centers are arranged as follows:

4. Return to the narrative by clicking the “Narrative” button in the upper right corner of the screen

Items coded per observation

Items coded per episode



General Rules for Coding Activity and Content when Teachers and Students Leave the Classroom

Code continuously throughout the day. Follow the class to all activities outside the classroom.

If the class splits (e.g., one group goes to use hallway bathrooms), follow the group with the classroom teacher unless they are doing something non‐academic. Note the smaller number in the # of children field as well as the activity type for the group you are not following for that episode.

Level of Instruction

Whenever an Instructional Content code has been entered other than None, you must also code the highest level of instruction observed during the episode (primarily instruction directed by the teacher).

0‐None: No instruction is occurring in the classroom during the episode, if you have coded a content type, the level of instruction cannot be a 0‐none. Examples: lining up to go outside, teacher is scolding children, transition without instruction to 75% of children

1‐Low Level of Instruction: When there is a low level of instructional demands in the classroom it is hard to identify a specific learning/academic skill being learned Examples: fine motor, gross motor, songs without a set learning focus, free play at center time when no evidence of basic skills, most art projects, discussing the schedule of the day. 2‐Basic Skill Instruction: Classroom or children are focused on learning specific skills, children are learning a skill with a pre‐set answer, or the teacher asks low level questions: what letter is this? If children are doing an art project and having to follow a set model, the teacher’s instruction on how to copy the model is most often coded a ‘2’. Examples: Counting, alphabet, songs with a learning focus, teacher reading a book without asking questions, children reading/looking at books independently

3‐Some Inferential Learning: Children are interacting and participating with the teacher, the teacher asks at least one inferential question. An inferential question is open‐ended, does not have a set response or expected answer (no clear right/wrong answers), and requires children to use their knowledge and experiences to formulate a response.



Examples: What do you think the bears are going to do next? What would you do, if you were one of the bears? Children are enacting roles with role speech in center time. In small group, teacher asks child to tell his friend how he knew an answer.

4‐High Inferential Learning: Instruction, interaction and discussion are occurring in the classroom with at least one inferential question and dialogue that continues around a topic. Connections might be made to the child’s world and the outside world, conversation must involve several turns. The class is exploring a topic and children are actively involved and there was at least one inferential question.

Cognitive Demands

(must involve the teacher and/or assistant to be marked)

These codes have been devised to allow us to obtain a more differentiated understanding of instruction in an early childhood class. Typically, if you observe these kinds of cognitive demands, instruction will have been rated a 3 or 4 (doesn’t have to be, but often will be). If you have marked these items and a lower level of instruction, please explain in the brief description. Mark the checkbox each time you observe a unique cognitive demand during an episode. These Cognitive Demands are not connected to a specific type of content and can be coded at any time throughout the day. These Cognitive Demands have been divided into two types: those strategies that help children develop language and those strategies that help children think more deeply. They have been organized by area but each of the bulleted items is what is coded. Language

Scaffolded Language Teacher uses objects or other tools to help a child communicate if they are struggling to verbalize a response or understand the teacher’s language.

Turn‐Taking Talk Teacher talks to a child/group of children and goes back‐and‐forth at least once (teacher says something, child responds, teacher responds back). The responding is key – teacher comments must be directly responsive to what the child(ren) have said.

Multi‐word Responses Teacher asks children questions that require an answer with more than 1 word and waits for a response.

Thinking

Communicate Understanding Teacher asks questions of children about their thinking or understanding of an activity (e.g., “Why did you...?” or “How do you know…?”) and waits for a response. Teacher asks children to



recount or retell what they’ve learned (e.g., the t. reads a story and asks children to tell back the sequence of the events).

Predictions Teacher asks children to make a prediction about what will happen next or in the future (e.g., “What do you think will happen…?”). To make a prediction, children must use clues from the activity along with their previous knowledge and experiences to figure out what might happen next. Do not count if there is a ‘correct’ answer or when children are asked to predict when they already know what will happen (e.g., t. asks children what they think will happen next in a story they have previously read).

Connections Teacher asks children to connect the content being learned to their prior experiences to help them personally relate to the content being learned. Children could be asked to make connections to their own life experiences (e.g., “Have you ever felt sad like Sam?”) or other content or lessons (e.g., “How is this book similar to the one we read yesterday?”). Must involve a common content theme that is carried across activities or time.

Reflection Teacher asks children to reflect on or think about an activity or lesson they have been a part of. Reflections can include talking about what children enjoyed about a lesson or what they thought was interesting (e.g., children watch and band performance and the teacher asks “What was your favorite instrument?”), as well as asking children to recall content from a previous lesson. This requires some display of recall by children.

Engagement Level of Students

In the Advanced Narrative Record, you will record the average level of engagement of the entire class during each episode. Engagement for this instrument is defined as children’s engagement in instructional activities and is coded at the whole class level.

1‐ Low: No instructional activity occurring (transition) OR if instruction is occurring, children exhibit the following behaviors: Children are not interested or engaged Brief indications of attention Sitting quietly Fiddling with clothes or other children Eyes not focused 2‐Medium Low Children show lack of interest and little engagement, distracted Inconsistent attention, interest can wane Flat affect Looking bored Lack of body tension Lack of persistence Most children following lesson



Children doing task asked to do 3‐Medium Children show some interest in the activity, they seem to be listening and watching On‐task Eye contact with teacher or materials Participating in activity Interest can wane but comes back to task Center time children participate but some are unoccupied 4‐Medium High Children are consistently interested and engaged Volunteering, responding, and active with the materials or activity Eager expressions, Positive affect Leaning forward, tension in body Persistence Talking about the task 5‐High Children are showing the indicators for MH and have intense concentration, are highly active in the learning activity

Engagement is difficult to measure reliably. Coding engagement of the class as a whole during an episode has two components: a) how many of the children are engaged during the episode; b) for how much of the episode are children involved, or a combination of the two. If about half of the children seem to be engaged in the activity but a few are clearly not interested, even if they are not disruptive, you would code a Medium. If the balance shifts toward more children being less engaged, you would code Medium Low or lower. On the other hand, across the episode, children’s interest may wax and wane. For instance children might be interested in the activity when it first begins but then lose interest as the activity goes on. Depending on how much of the activity engaged children’s interest, you would code up or down from Medium.

Compliance Level of Students

Engagement is only coded during learning activities and is defined as engagement in learning. Of interest is how well the class of children behaves during non‐learning activities like transitions or meal times. For those times, code the average compliance level of the children across a non‐academic episode using the criteria listed below. Compliance is coded at the whole class level and should be left blank for academic episodes. 1‐Low Few (<25%) respond immediately to teacher/assistant's instructions Few moving towards goal specified by teacher Teacher gives frequent reminders to many children



2‐Medium Low Some (25%‐49%) respond immediately to teacher/assistant's instructions Some moving towards goal specified by teacher Teacher gives frequent reminders to some children 3‐Medium About half (50%‐74%) respond immediately to teacher/assistant's instructions Half moving towards goal specified by teacher Teacher does not have to remind half of the children 4‐Medium High Most (75%– 99%) respond immediately to teacher/assistant's instructions Most moving towards goal specified by teacher Teacher does not have to remind most children 5‐High All (100%) respond immediately to teacher/assistant's instructions All moving towards goal specified by teacher Teacher does not have to remind any children

Behavior Reinforcers and Reminders

(The following definitions and guidelines come from TOP, Behavior Approving and Behavior Disapproving)

Positive Behavior Reinforcers (Mark each reinforcer that is observed in an episode): Teacher uses approving verbal comments or gestures in response to behaviors or the quality of a child’s work or response. These can include: Kiss your brain, I like how you did that! Give yourself a cheer! High fives, a hug, Great job! These are reinforcers meant to maintain a behavior or encourage its recurrence.

Negative Behavior Reminders (Mark once when a reminder is observed in an episode): Teacher uses verbal comments, gestures and/or physical contact to stop a child or children’s behavior. These can include: criss cross applesauce, shhh, put a marshmallow in your mouth, picking up a child to remove him from the situation, teacher shaking her head no. (Do not include directions to do something, e.g., “pick up that book.”) Reminders are in response to something a child (or multiple children) does.

When to count a new reinforcer or reminder:

Reminder or reinforcer is given to the same child about different behaviors. These would all count separately.

Reminder or reinforcer is given to a different children for the same behavior. These also count separately.



Final Notes on Coding Narrative Before sending observation data

Check all brief description segments for typing errors and correct.

Make sure all times, segments, and codes are entered (make sure there is no “red line” indicating missing academic skill codes) and opening page is complete.

If break out times were used for small groups, make sure totals are calculated in actual overall segment.

Visit the “check center data” layout to ensure that all necessary fields from the centers checklist are complete.

Documents

Advanced Narrative Manual 2016-03-09 - cdn.vanderbilt.edu · at least 1 minute in length to be considered a new episode. At the end of the observation period, At the end of the observation