1. Focused Conversation for TTA
What we are going to talk about now is how to have a focused, productive conversation when reviewing the SSOOPPRR in our peer to peer groups.. I know that you are already skilled at having conversations with your staff. Hopefully, using a Focused Conversation Structure will provide you with a tool to use when implementing both your peer to peer conversations as well as your Administrator-Practitioner Conversations.
We are so fortunate to have such great tools to guide our early intervention practices. With the use of the SSOOPPRR to provide the framework of our practice and the structure to support learning the SSOOPPRR including video, self assessment, peer to peer feedback, ECN support and supervisor to practitioner feedback, everyone can improve their practice.
Let’s take a look at what we will be doing for the next hour….
FIT FOCUS
Focused Conversation for Early Intervention
August 31, 2017
Dr. Ellen Pope

2. Agenda
Review Early Intervention Practices Professional Development Process
Focused Conversation
Objective, Reflective, Interpretative, Decisional (ORID)
Application of Focused Conversation to the Early Intervention Professional Development Process

3. Reflective Supervision Practice Based Coaching
Three tools in your toolkit
Practice Based Coaching
Focused Conversation
Just a reminder that you have multiple tools in your toolkit when providing support to one another. Reflective supervision, Coaching and Focused Conversation.
Today, we are introducing the Focused Conversation or ORID which is what you used in TTA and what you will be using for the EI Practices

5. Purpose: To reflect on prior events before coming to a conclusion
Peer to Peer Focused
Conversation
O Objective
R Reflective
I Interpretative
D Decisional
A guided conversation technique based on a specific method of questioning
Purpose: To reflect on prior events before coming to a conclusion
useful in helping people process information presented or helping people reach their own thoughtful conclusions.
EXTREMELY VERSATILE, PROVIDES AN EXCELLENT WAY TO FOCUS PEOPLE ON A TOPIC LONG ENOUGH TO DETERMINE WHAT DIRECTION IS NEEDED; HAS A WAY OF SIDETRACKING POLITICKING AND POWERPLAYS – PUSHES PEOPLE TO BE CREATIVE RATHER THAN CRITICAL
PROVIES ROOM FOR LISTENING AND SIDETRACKS NEGATIVE THINKING
APPLIES STRUCTURE TO THE THINKING PROCESS AND ALLOWS HONESTY

6. The Focused Conversation
Objective
What are the facts?
What did you observe?
Subjective
How did you feel?
What surprised you?
Interpretative
What is the meaning?
What is the insight?
Decisional
What actions will you take?
What decision is called for?

7. Preparing for the conversation
FOCUSED CONVERSATION
Preparing for the conversation
Become familiar with the video, self-assessment and peer coaching worksheet
Develop some reflective questions for the focused conversation
no right or wrong answers
questions are open and contentless
start with words like “how”, “what”, “which”, or “why"
EXAMPLES:
OBJECTIVE: WHAT HAPPENED? WHAT STANDS OUT?
REFLECTIVE: HOW DOES IT MAKE YOU FEEL? WHERE WERE YOU SURPRISED?
INTERPRETATIVE: WHAT DOES THIS MEAN? WHAT ARE WE LEARNING FROM THIS? WHY DO YOU THINK SOME SCORES ARE NOT YET? DECISIONAL: WHAT ARE THE NEXT STEPS?

8. What do you need to review during the P-P Focused Conversation?
Video of Home Visit +
EI Practitioner Self-Assessment of Early Intervention Practices +
Peer Coaching Worksheet + =
Identify EI Practices to focus on

9. Self-Assessment of NM SS-OO-PP-RR Early Intervention Practices
For each practice:
1. Using the scale below, indicate the extent you currently implement the practice:
Not observed
Partially
Yes
*For more information on the above scoring categories, please refer to the rubric contained in the Family Guided Routines Based Intervention: Key Indicators Manual.
2. In the “Examples” section jot down one or more examples that demonstrate why you chose that level.
3. In the “Ideas for Improvement” section jot down some initial thoughts about what you might do to improve your practice and what supports would be useful.
Practitioner:
Date:
Setting the Stage
Not observed
Partially
Yes
Example(s)
Ideas for improvement
EIP1
Gathers updates on child and family- listens and encourages caregiver reflection
EIP2
Asks caregiver to update intervention implementation since last visit- listens, encourages caregiver reflection and sets up problem-solving as needed
EIP3
Shares information related to development, current status, intervention, family interests- connects to IFSP or larger goals, priorities, builds consensus
EIP4
Reviews session priorities and jointly plans targets, teaching strategies, routines- facilitates caregiver participation and decision making
Observation and Opportunity to Practice
Not Observed
Ideas for Improvement
EIP5
Observes caregiver-child interaction in family-identified routines – provides feedback and builds on dyad strengths

13. Administrator to Practitioner Focused
Conversation
O Objective
R Reflective
I Interpretative
D Decisional
A guided conversation technique based on a specific method of questioning
Purpose: To reflect on prior events before coming to a conclusion

14. EI Practices Observer’s Rating Scale
What do you need to review during the Administrator to Practitioner Focused Conversation? +
Video of Home Visit
EI Practitioner Self-Assessment of Early Intervention Practices +
Peer Coaching Worksheet + +
EI Practices Observer’s Rating Scale =
Interim Rating and Quality Improvement Planning Worksheet =
Professional Development Plan

15. Observations/ Evidence
Observer’s Rating Tool of NM SS-OO-PP-RR Early Intervention Practices
Instructions:
1. Use the three-point scale to indicate the extent that you observed each practice.
Not observed
Partially
Yes
*For more information on the above scoring categories, please refer to the rubric contained in the Family Guided Routines Based Intervention: Key Indicators Manual.
2. For each practice, in the “Observations/Evidence” section describe the key observations or evidence that led to your rating.
Observer:
Practitioner:
Date(s) of Observations:
Setting the Stage
Not observed
Partially
Yes
Observations/ Evidence
EIP1
Gathers updates on child and family- listens and encourages caregiver reflection
EIP2
Asks caregiver to update intervention implementation since last visit- listens, encourages caregiver reflection and sets up problem-solving as needed
EIP3
Shares information related to development, current status, intervention, family interests- connects to IFSP or larger goals, priorities, builds consensus
EIP4
Reviews session priorities and jointly plans targets, teaching strategies, routines- facilitates caregiver participation and decision making
Observation and Opportunity to Practice
Not observed
Observations/ Evidence

16. Interim Rating and Quality Improvement Planning Worksheet
The supervisor and the practitioner should have a reflective conversation and considering the self-assessment ratings, the observational rating tool, and additional observations and documentation: 1) arrive at an interim rating; and 2) develop a Quality Improvement Plan.
Supervisor:
Practitioner: Date of Reflective Conversation: ____________
NM SS-OO-PP-RR Early Intervention Practices
Self-Assessment Rating
Observation Assessment Rating
Interim Rating
Supporting Evidence and Examples
Not Observed
Partially
Yes
Not
Observed
Not Observed (1)
Partially (3)
(5)
Setting the Stage
EIP1
Gathers updates on child and family- listens and encourages caregiver reflection
EIP2
Asks caregiver to update intervention implementation since last visit- listens, encourages caregiver reflection and sets up problem-solving as needed
EIP3
Shares information related to development, current status, intervention, family interests- connects to IFSP or larger goals, priorities, builds consensus
EIP4
Reviews session priorities and jointly plans targets, teaching strategies, routines- facilitates caregiver participation and decision making