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Engagement Training Overview
- 1. Welcome to… Overview Of KentucKy’s training Series Train the Trainer for Implementation of Modules Developed by Brenda Mullins & Nicki Patton-Rowe The ENGAGEMENT Training Series: Supporting Transition & School Readiness Overview Module © 2011 University of Kentucky, HDI, KECTP 1 **Use this PowerPoint when facilitating a 30-45 minute session.
- 2. Reminders For this Overview: Do you have the handouts downloaded and printed? Remember to complete the evaluation at the end of the webinar You will then receive the link to download any/all of the ENGAGEMENT Series modules Handouts readily accessible? 2
- 3. Overview • Overview of ENGAGEMENT Training Series • Review of Module 1 Materials • Miscellaneous GOAL: You will use the ENGAGEMENT training series to deliver high quality training to families and professionals. The ENGAGEMENT Training Series: Supporting Transition & School Readiness Overview Module © 2011 University of Kentucky, HDI, KECTP 3 **Use this PowerPoint when facilitating a 30-45 minute session.
- 4. Goal of training series (page 3) Designed to provide the foundational knowledge that families need to: Support their child’s growth and development (which supports school readiness) Effectively engage in, prepare and support their child during transitions from one environment to another, one early childhood program/services to another and into Kindergarten. Refer to the handout titled The ENGAGEMENT Training Series: Supporting Transition & School 4 Family/Professional User Guide Readiness Overview Module © 2011 University of Kentucky, HDI, KECTP **Use this PowerPoint when facilitating a 30-45 minute session.
- 5. Target audience (page 3) Designed for families/professionals Facilitated by families & professionals The ENGAGEMENT Training Series: Supporting Transition & School Readiness Overview Module 5 © 2011 University of Kentucky, HDI, KECTP
- 6. Length of Modules (page 3) 1) 30-45 minute version 2) 60-90 minute versions (using extension activities incorporated into modules) 3) Variations thereof… Refer to the handout titled Family/Professional User Guide 6
- 7. Module topics 1. Review the list of module topics on page 4 • What do you notice about these topics? The ENGAGEMENT Training Series: Supporting Transition Refer to the handout titled & School Readiness Overview Module © 2011 University of Kentucky, HDI, KECTP . 7 Family/Professional User Guide
- 8. Module Materials (pages 8-9) • Training Plan • Evaluation • PowerPoint • Certificate • Participant Handout • Worksheets, etc. • Needs Assessment • Background • Sign-In Sheet Information The ENGAGEMENT Training Series: Supporting Transition & Refer to the handout titled School Readiness Overview Module © 2011 University of Kentucky, HDI, KECTP 8 Family/Professional User Guide
- 9. Obtaining module materials • Participate in ENGAGEMENT overview training session • Complete the evaluation • Receive web link from trainer, then access module materials and download Refer to the handout titled The ENGAGEMENT Training Series: Supporting Transition & 9 Family/Professional Resource Materials School Readiness Overview Module © 2011 University of Kentucky, HDI, KECTP
- 10. Agenda • Overview of ENGAGEMENT Training Series and Notebook • Review of Module 1 Materials • Miscellaneous The ENGAGEMENT Training Series: Supporting Transition & School Readiness Overview Module 10 © 2011 University of Kentucky, HDI, KECTP
- 11. Module Materials Format 11 Version Numbers
- 12. Refer to the handout titled Training Outline/Agenda Training Plan (module1) Training Plan • Road map – “need to know” document for each module • Title and authors • Session description, training goal and outcomes • Trainer instructions (PowerPoint) The ENGAGEMENT Training Series: Supporting Transition & School Readiness Overview Module 12 © 2011 University of Kentucky, HDI, KECTP .
- 13. Training Sections The ENGAGEMENT Training Series: Supporting Transition & School Readiness Overview Module © 2011 University of Kentucky, HDI, KECTP 13 **Use this PowerPoint when facilitating a 30-45 minute session.
- 14. Training Highlights The ENGAGEMENT Training Series: Supporting Transition & School Readiness Overview Module © 2011 University of Kentucky, HDI, KECTP 14 **Use this PowerPoint when facilitating a 30-45 minute session.
- 15. Training Content . 15
- 16. PowerPoint Contains two types of information Key points for participants (on the slide) Content information and instructions for trainer (in the PowerPoint notes) Video Clips The ENGAGEMENT Training Series: Supporting Transition & School Readiness Overview Module 16 © 2011 University of Kentucky, HDI, KECTP .
- 17. The ENGAGEMENT Training Series: Supporting Transition & School Readiness Overview Module © 2011 University of Kentucky, HDI, KECTP 17 **Use this PowerPoint when facilitating a 30-45 minute session.
- 18. Trainer Instructions (in PPT notes) indicates information that will appear or “fly-in” indicates a note or clarifying information for the trainer Hide Slide – Slide Show click or click again The ENGAGEMENT Training Series: Supporting Transition & School Readiness Overview Module 18 © 2011 University of Kentucky, HDI, KECTP .
- 19. Participant Handout Note taking FYI Box 19
- 20. Optional 20
- 21. Not Optional Training Outcomes 21
- 22. The ENGAGEMENT Training Series: Supporting Transition & School Readiness Overview Module © 2011 University of Kentucky, HDI, KECTP 22 **Use this PowerPoint when facilitating a 30-45 minute session.
- 23. Additional materials Worksheets (interactive activities – e.g., scavenger hunt) Supplemental readings/handouts Sign-in sheets • Generic sign-in sheet • ECE TRIS sign-in sheet (https://tris.eku.edu) Refer to the handout titled Family/Professional Resource The ENGAGEMENT Training Series: Supporting Transition & School Readiness Overview Module 23 Materials pg. 2 © 2011 University of Kentucky, HDI, KECTP
- 24. Supplemental Worksheet The ENGAGEMENT Training Series: Supporting Transition & School Readiness Overview Module © 2011 University of Kentucky, HDI, KECTP 24 **Use this PowerPoint when facilitating a 30-45 minute session.
- 25. Supplemental Resource The ENGAGEMENT Training Series: Supporting Transition & School Readiness Overview Module © 2011 University of Kentucky, HDI, KECTP 25 **Use this PowerPoint when facilitating a 30-45 minute session.
- 26. Overview • Overview of ENGAGEMENT Training Series and Notebook • Review of Module 1 Materials • Miscellaneous Alternative ways to use Modules with diverse families Reporting and/or Documentation Question/Answer Refer to pg. 2 Family/Professional The ENGAGEMENT Training Series: Supporting Transition & 26 ResourceOverview Module School Readiness Materials © 2011 University of Kentucky, HDI, KECTP .
- 27. Alternatives to “Trainings” for Diverse Families • Face to Face (go to housing projects, shelters, support groups, faith based environments, library, preschool coordinator, etc.) • Coordinated efforts with community agencies • “Nuggets” which can build capacity in newsletters, articles in newspapers, etc. • Webinars or free Go to Meeting using audio and handouts • SKYPE, Facebook, etc. Refer to the handout titled pg. 2 The ENGAGEMENT Training Series: Supporting Transition & 27 Family/ProfessionalOverview Module Materials School Readiness Resource © 2011 University of Kentucky, HDI, KECTP
- 28. Criteria of Module Replication Requirements for replication of modules for SPDG Partners The ENGAGEMENT Training Series: Supporting Transition & School Readiness Overview Module © 2011 University of Kentucky, HDI, KECTP 28 **Use this PowerPoint when facilitating a 30-45 minute session.
- 29. Module Replication Step #1: Complete face to face or online Overview training Step #2: Receive link to obtain materials Step #3: Select a module to begin with Step #4: Become familiar with module materials Step #5: Schedule training and (optional) send date of training to your Regional Training Center Step #6: Send needs assessment to registered participants if appropriate Step #7: Provide training Step #8: Send sign in sheet and evaluations to the Regional Training Center by email, fax, or snail mail (optional) Step #9: Celebrate!! Refer to the handout titled The ENGAGEMENT Training Series: Supporting Transition & 29 Family/Professional Resource Materials School Readiness Overview Module © 2011 University of Kentucky, HDI, KECTP .
- 30. Long-term data collection What we know… What we don’t… Refer to pg.4 Family/Professional The ENGAGEMENT Training Series: Supporting Transition & 30 Resource Overview Module School Readiness Materials © 2011 University of Kentucky, HDI, KECTP .
- 31. Burning Questions Refer to pg.Training Series: Supporting Transition & The ENGAGEMENT 5 Family/Professional 31 Resource Overview Module School Readiness Materials © 2011 University of Kentucky, HDI, KECTP
- 32. Closing 1. Identify • One “pass it on” idea? 2. Please thoughtfully complete your evaluation. Your feedback will: • Allow you to obtain the link to download all modules. 3. Commit to replication of series The ENGAGEMENT Training Series: Supporting Transition & School Readiness Overview Module 32 © 2011 University of Kentucky, HDI, KECTP .
Notes de l'éditeur
- Welcome participants and introduce yourselfExplainThis training is an overview for delivery by trainers of 15 workshops in The ENGAGEMENT Training Series. Designed specifically for families, all of the workshops in this series focus on the importance of the family’s engagement in their child’s education and how family engagement contributes to children’s success in school.This particular session will focus on providing you as the future trainer of these modules the necessary information you need to be successful with the use of the materials and your implementation in Kentucky communities, conferences, etc.Trainer NotesSee the Training Plan for all modules. It includes session goals and outcomes, information about using this PowerPoint, a detailed agenda, and background information related to the module. Distribute the Family/Professional User Guide and the Professional User Guide Resource Materials Handout
- If you are providing the thumb drives, you may request participants bring their laptops for discussion activities, or if you choose to print the notebook, add Notebook at the end of the first bulletExplainLet me give you a quick overview of what we are going to do in this session. The GOAL is…Let’s start with an overview of the ENGAGEMENT series.
- ExplainThe content experts designed each module for early childhood professionals and families. Some modules are meant to be presented by a family/professional team, and others may be presented by individuals (e.g., a family network trainer, RTC staff, CCR&R trainer, parent, etc.). For those modules recommending the use of a family member and a professional, the professional should be an “expert” in the content and the family member the “expert” in the practical application of the content to families and children.The content level of these modules range from Level 1 to Level III. Because the content is appropriate for both families and professionals, these modules could be used at parent/teacher events like a PTA meeting or parent/teacher night.
- ExplainMost modules are designed to allow you to provide a “mini” session or a longer session with more in-depth information which builds on the mini session. Examples of a mini session might be a “family lunch day with their child” which takes about 20 minutes, then they are committed to spend 30 minutes with you on a topical mini session, using the 30 minute version. Additional handouts, activities, etc. are included to extend the impact of the information for broader/longer sessions (e.g., conference sessions).
- ExplainTurn to page 4 of your Family/ProfessionalUser Guide. Determination of the topics came from two focus groups with trainers of families, one in an urban community and one in a rural region of Kentucky. This focus group approved a survey which was sent to as many providers of family trainings as could be identified, and using the feedback, this series was born. Who developed them? Once the gaps were identified in training options available to trainers prenatal to eight, the topics quickly emerged. On pages 5-7, you can see a variety of content experts who gave their time freely to make this dream a reality for professionals and families. Give instructionsTurn to page 4 in your Family/Professional User Guide., reflect and answer this question.DebriefYou may have noticed some modules have 2 sections or even parts (e.g., 3a and 3b)
- ExplainWhat are you going to get with each module? Or what does each module contain?Here is a snapshot of materials you will receive for each module. See pages 8-9 for brief descriptions.We’ll take a closer look at these materials in a moment.
- ExplainI just gave you an idea of what you will get with each module. Now let’s talk about how trainers can receive the ENGAGEMENT series materials. Open your Family/Professional Resource Materials handout (page 2)First, trainers must participate in the ENGAGEMENT overview training session. That is what you all are doing today in this webinar. After the overview, online participants will complete an evaluation, and then receive a web link to access the modules. Some developers have presented webinars, and some of those recorded sessions will be available as well.You may want to plan now to develop a proposal for submission to an upcoming conference for a module of your choice
- Explainwe have taken a “big picture” look at the entire ENGAGEMENT series, let’s take a more detailed look at the materials.We are going to use Module 1 materials to illustrate the type of materials that come with each module and how they are to be used.
- ExplainHere you see three documents - the Family/Professional User Guide for entire series, and the training plan with the participant handout for module 1.What do you notice?Gray box on document cover tells them which document they are looking at.ExplainSince these modules may be updated from time to time, we have provided version numbers in the footer so trainers can check online from time to time to make sure they have the latest version. Use the version number to identify the most current document. As errors or necessary changes are identified, documents will be revised and the version number updated. For example, changes have been made to the formatting of the evaluations and certificates since last June (e.g., two lines added for co-trainers to sign). Since some of the materials in your notebook were printed last year, your notebook may contain the older version of these documents. As you will note today, the Trainers Guide Version has changed from June of last year to read the “Family/Professional User Guide”. Distribute the Training Plan and the Participant Handout for Module 1.
- ExplainEach module has a training plan. This document serves as the module “road map” and contains everything you need to know about the module. The training plan is the document that ties all the other module materials together. So when you are ready to train using a specific module, start with the training plan and become very familiar with all the materials for that specific module.Let’s work our way through the training plan for Module 1.Tell participants to open the training plan for Module 1.The title of module #1 is Engagement of Families in the Transition Process: Increasing the Odds Your Child Will Succeed in School . It was developed by Nicki Patton Rowe & Brenda Mullins. You would always want to give credit to the developers and keep the copyright. However, you may choose to insert your name on the PowerPoint as the Presenter. You will find the following information on page 2 of the training plan:Brief session description (use this information to help advertise the session)Training goal and outcomesTake a moment to review the session description, goal and outcomes for this module.At the bottom of the page you will see some very detailed trainer instructions about the PowerPoint trainer notes (e.g., explanation of symbols used in these notes, etc.).
- ExplainSee how it is divided into sections for you immediate processing. You have your opening, then your two major points listed in the grey areas. Your time is in the left column, the number on the left are typically for a shorter session, the numbers on the right often are for a longer session with extensions inserted. The second column explain briefly the expectations found detailed in the Note Pages of the PowerPoint. It also alerts you to extension activities for a long session.
- ExplainYou will see the third column the slides you will be using for the featured section. The last column are the materials you will be using.
- ExplainThis is a what the PowerPoint looks like when opened in the “Notes” view.The notes section of the PowerPoint contains the detailed training “content” – what we want participants to learn. The notes are written from the perspective of what you might say. When preparing to facilitate this training, become familiar enough with the content so that you can share the information in the PowerPoint notes using your own words. Trainers should consider the information in the PowerPoint notes as a “starting point” and feel free to add relevant information and/or examples.
- ExplainThe actual content – what you will teach – is found in the PowerPoint for each module.The key points you want participants to learn is found on the PowerPoint slides themselves.In most cases, the PowerPoint slides contain short statements or phrases and are an abbreviated version of what the Participant Handout contains. Using key words/phrases on the slides instead of full sentences reduces the likelihood that you will read the slide verbatim (which most participants find particularly annoying).The PowerPoint notes contain much more detailed information and instructions for you the trainer.The PowerPoints of some modules may contain video clips that either already embedded into the PowerPoint or you may have to download the clips from the internet (download instructions are provided in the PowerPoint). Practice using the PowerPoint before the actual training to make sure that the video clips will run on your computer, etc.
- ExplainAs I mentioned earlier when discussing the Training Plan, the PowerPoint notes also contain instructions to the trainer.When you see this symbol in the PowerPoint notes, it means that information will “appear or fly-in” when you click the presentation mouse or down arrow on your keyboard.This symbol indicates a note or clarifying information for the trainer.Give instructionsSkim the PowerPoint notes for Module 1. Look for these two symbols and review how they are used in the PPT notes.Don’t forget that the Training Plan contains additional information about instructions you may find in the PPT note pages.
- Instruct participants to find the Participant Handout for Module 1 in their notebook or provide the handout for Module 1 if not using the notebook.ExplainEach module provides a Participant Handout. You can see that the handouts are meant to be interactive (e.g., fill in the blank) and provide note-taking space for participants.The gray boxes contain what we consider as “For Your Information” content - additional information such as research snippets or additional resources.If you know the group you are presenting to has very limited literacy skills, or writing capability, either pair/share in completing handouts, give an option not to write on them or even embed the answers to each section within your presentation. You could give a brief synopsis of the NAEYC information above, as an example. We recommend that you not do “handouts” from the PowerPoint, no matter how much you are tempted. Remember, as the trainer, you must know your audience and make adaptations accordingly without compromising the validly of the content to meet the outcomes.
- ExplainTrainers are encouraged to conduct a needs assessment prior to each session. Some training modules contain a needs assessment unique to the module. The needs assessments are designed to get a sense of what participants already know about the topic, identify what participants want to know about the topic, and gather participant background information. When sending the needs assessment to participants, don’t forget to include instructions for returning the needs assessment to you (e.g., address, fax, email). Consider using a free online survey such as Survey Monkey (www.surveymonkey.com). And remember…you are not conducting research. So any information you receive about participants before the training is better than none! To motivate participants to return the needs assessment, consider entering the name of everyone who responds into a door prize drawing. If you choose this option, make sure the participants are aware that all participants completing the needs assessment will be entered into a door prize drawing. This information is included on page 8 of the User Guide.Ask participants to find the Needs Assessment for Module 1.ExplainHere is the Sample Needs Assessment for Module 1.These are meant to serve as suggested needs assessment questions – a starting place. Use the questions that meet your specific needs and reword them if necessary.The first two questions would be especially helpful for data collection purposes.
- Instruct participants to find the Evaluation for Module 1 in their notebook or look at slide on screen if not using notebook.ExplainEach module has an evaluation to provide some pre and post assessment of learners. This information can support you in focusing in on areas of improvement when you replicate the training again, plus the evaluations are needed for the State Personnel Development Grant (SPDG) evaluators.Here is the evaluation from Module #1. You will need to explain how to complete the evaluation, how the information can help you, and how the information will be used. Tell them you appreciate their willingness to complete it. Again if you know your audience have low literacy skills, you may need to have participants Pair/Share again and hope one of the pair can complete both based on the answers. You could also choose to send this via Survey Monkey after the training if you have participants’ email addresses (give them a heads up to look for the evaluation in their email inbox).
- Instruct participants to find the Certificate for Module 1 in their notebook or look at screen if not using notebook.ExplainEach module has a certificate ready for you to provide to all participants. There have been a couple of changes made to the certificates since we developed the first six modules. For example, you will note that this original certificate has only one line for trainer name and signature. The revised certificates contain two signature lines, location of training, etc. So some certificates in your notebook are the earlier versions because those materials were copied last year and some of the certificates will be the revised version.Therefore, when printing certificates – use the certificates on the thumb drive instead of making copies of the certificates in the notebook.Ask if there are any questions about this.If you know who will be attending the trainer in advance, you can preprint the certificates with participants’ names inserted.If not, you will need to take enough blank certificates to for the number of participants you anticipate. Before printing blank certificates, don’t forget to take out this line and add the appropriate information here.Also, don’t forget to sign the certificates and add your trainer credential number if you have one.
- ExplainMost modules have additional information such as worksheets or supplemental readings/handouts.Look at the supplemental materials provided for Module 1.The Miscellaneous folder on the thumb drive contains two different sign-in sheets.One is a generic sign-in sheet that contains typical sign-in information.The second is an ECE-TRIS sign-in sheet that is required if you are a credentialed trainer.ECE-TRIS is the Early Childhood Education Training Records Information System. For more information about ECE-TRIS, go to https://tris.eku.edu.
- ExplainHere is a sample of supplemental worksheet. This is an activity sheet from Module 4 - Resiliency
- ExplainThis is an example of a supplemental material or resource – the Step by Step Guide for Families in the Moving on Up Module. The Building a Strong Foundation for School Success: The KY EC Standards Parent Guides are also included in several modules. These modules are included for download, however, you may want to check with you Regional Training Center to see if they have copies for your scheduled training, or you may contact KDE 502.564.7056 and ask for Tonia to determine availability of the Standards Parent Guides.
- ExplainYou have a better idea about the kinds of materials available in each module, so we need to deal with miscellaneous details.First we will discuss some alternative ways to use Modules with diverse families.Then I will explain some things you need to that involve reporting and documenting your use of these materials.Then we will end with one more opportunity to ask/answer questions.
- Instruct participants to go back to the User Guide.ExplainYou have a page in the Family/Professional User Guide with ideas captured from the June Face to Face Training for the ENGAGEMENT Series. Here are some additional thoughts which could be used as well as the creativity of each of you in ways to get the module information used by families who may never come to an actual training.
- ExplainThe State Personnel Development Grant (SPDG) requires some tracking of modules presented, numbers of participants (both family members and professionals), and information to see if the knowledge of the participate on the topic improved after receiving the training. Because of these impact requirements, the SPDG partners (KDE, the Regional Training Centers, and KECTP) are asked to make a commitment to using these modules in a variety of ways. They have steps to adhere to for accountability purposes. an FYI for you onlyI am sure you are thinking “I sure am glad that is them and this is me”…Step #1: Complete online or face-to-face Overview training Step #2: Receive link to obtain materials (or obtain thumb drive)Step #3: Select a module to become your first presentationStep #4: Become familiar with module materialsStep #5: Schedule training and send flyers out with date of training to your distribution list Step #6: Send needs assessment to registered participants if appropriateStep #7: Provide trainingStep #8: Enter data into SPDG data base on KDE websiteStep #9: Send sign in sheet and evaluations to Joanne Farley, UK HDI by email, fax, or snail mailStep # 10: Celebrate! u could help?
- ExplainYou are not required to do these nine steps, however, it would really help in data collection to have a better understanding of how many modules were presented, how many attended, the impact of the training on the learning outcomes, etc. So, we wish you would consider committing to following these voluntary steps to support the data collection effort. But, if you don’t, the SPDG Police will not show up at your door. You also have the RTC listings in your Resource Materials. Questions about this?
- Explain The reason we are asking for commitment to replicate modules is that the SPDG partners are responsible for an evaluation plan to report for the grant we received, you do not have to understand this Plan, but you can be a part of implementation of this plan in a variety of ways. That we know. Overviews have already been presented to over 100 people. We have five teams of Resource Trainers. Many of the people who have been trained have their Trainers Credential.You are not required to have your Trainer Credential to do any of the modules. However, if you are planning to provide child care credit, you must have your credential. Also, many of the conferences now require a Trainer Credential. Information as to how you can obtain your credential is provided in the User Guide. What we don’t know is how far this can go – can we implement the series in every community in KY? Not without you and many others. Will all families come, no, but we can still use alternative methods to get information into those homes to impact their family too. We just have to be innovative thinkers and care. Like the “Little Engine that Could”, I think I can, I think I can.
- 5 Regional Training Centers