Case Example 1: Exploration Stage
The recent release of the new Head Start Program Performance Standards provided alargeprogrambased in Carrboro, NC with an opportunity to reflect and assess their work. The program staff took a closer look at their data, includingwhich practices were going well, and how they might want to enhance practices to ensure sustainable achievement of Head Start Program Performance standards. As part of this discussion, the staff expressed their interest in enhancing their supports to promote positive behaviors with children. With this interest in mind, the program used its SR data to assess trends and hear from staff who had been struggling to respond to some behavior issues in an effective way. The program decided it wanted toenrich current practices to promote children’s social and emotional wellbeing, as well as integrate expectations outlined in the standards related to curriculum enhancements and high-fidelity implementation. Staff also wanted to establishthecoaching practices necessary to support these curriculum enhancements. Overall, the programwanted to ensure effective strategies were put into place to provide a safe and supportive environment for all staff and children.
With support from their TA provider, the programformed an Implementation Team to focus on this issue. Through process consultation, the TA provider helped the programform its team byproviding guidance about the function and role of the team, identifying who would be most important to be on the team, and assuring team members had the time and resources to meet. The Implementation Team also served as a structure to integrate expectations of the Head Start Program Performance Standards such asaligning any new professional development efforts for teaching staff with existing coaching strategies, and involving mental health consultants, parents, and community resources including behavioral coaches and psychologists who works with program families.The TA Providerencouraged the Implementation Team toexplore the potential needs of children and families served by the program by reviewing Observations, CLASS and SR progress data. The Team acknowledged that effective classroom management strategies could help enhance the development of supportive environments that promote the emotional development of children. Therefore, the team reviewed and assessed the fit and feasibility of a number of practices and approaches that support positive behavior and social-emotional health for children as a way to promoteemotional development and safety while meeting Head Start Program Performance Standards.