An Overview of NYS Pyramid Model Implementation and ... · New York State Pyramid Model •Most...

An Overview of NYS Pyramid Model Implementation and

Connection to the NYS SEL Benchmarks

Presented by Tracy Lyman, MSEd.

NYS Pyramid Model Master Cadre Trainer and Coach

AGENDA

• What is the Pyramid Model?

• Introduction to Modules

• Connection to the NYS SEL benchmarks

• Other Resources

TRACY LYMAN, MSED.

-NYS Certified Elementary and Special Education Teacher

-Early Intervention Provider in Broome County

-Master Cadre for NYS Pyramid Model

-Lecturer, University Supervisor, & Professional Development

Trainer for Binghamton University

Tertiary Intervention: Few Children

Secondary Prevention:

Some Children

Universal Promotion: All Children

The Pyramid Model: Promoting Social and Emotional Competence and Addressing Challenging Behavior

THE GOAL OF THE PYRAMID IS TO PROMOTE CHILDREN’S SUCCESS BY:

▪ Creating an environment where EVERY child feels good about coming to school.

▪ Designing an environment that promotes child engagement.

▪ Focusing on teaching children what TO DO!

• Teach expectations and routines.

• Teach skills that children can use in place of challenging behaviors.

KEY SOCIAL EMOTIONAL SKILLS CHILDREN NEED AS THEY ENTER SCHOOL

• Confidence

▪ Capacity to develop good relationships with peers and adults

▪ Concentration and persistence on challenging tasks

▪ Ability to effectively

communicate emotions

▪ Ability to listen to

instructions and be attentive

▪ Ability to solve social

problems

What do children do when they don’t have each of these skills?

When children do not have these

skills, they often exhibit

challenging behaviors.

We must focus on TEACHING the

skills!

8

http://challengingbehavior.cbcs.usf.edu/

Challengingbehavior.org

http://www.nysecac.org/contact/pyramid-model

New York State Pyramid Model

http://challengingbehavior.cbcs.usf.edu/

http://www.nysecac.org/contact/pyramid-model

• Most social/emotional

development and behavior is

promoted through positive

preventive measures

• Promote the development of

all children

• Provides a conceptual framework

for a comprehensive array of

interventions and approaches

Key Points about the Pyramid Model

Shared by Miriam Santiago

Some Key Assumptions

• Challenging behavior usually has a message: I am bored, I am sad, you hurt my feelings, I need some attention, I have anger, fear

• Children often use challenging behavior when they don’t have the social or communication skills they need to engage in more appropriate interactions.

• Behavior that persists over time is usually working for the child. Even if the outcome is negative.

• We need to focus on teaching children what to do in place of the challenging behavior.

• Punishment is not the answer.

Tom Herner (NASDE President) Counterpoint 1998, p.2

WE TEACH

“If a child doesn’t know how to read, we teach.

If a child doesn’t know how to swim, we teach.

If a child doesn’t know how to multiply, we teach.

If a child doesn’t know how to drive, we teach.

If a child doesn’t know how to behave, we…

……teach? ……punish?

Why can’t we finish the last sentence as automatically as we do

the others?”

When children do not have these

skills, they often exhibit


We must focus on TEACHING

the skills!

US PYRAMID IMPLEMENTATION

Pyramid Model

Partner

Pyramid Model

State

CSEFEL State

TACSEI State

http://www.pyramidmodel.org/about/partner-states/

NEW YORK STATE GOALS

• Universal practices implemented to prevent challenging

behaviors before they start in all child serving settings.

• Teachers, providers, administrators and parents equipped

with strategies to support children if they present


• Children under 6 years old are not suspended or expelled

from early care and education programs.

SUSPENSION AND EXPULSION

https://youtu.be/vvRP6jTPlp8

ACCORDING TO THE SUSPENSION AND EXPULSION SURVEY SENT IN THE WINTER OF 2016 TO 18,000+ NYS AGENCIES…

• 1,200+ responses were received

• The greatest percentage of responses were from daycares programs. Responses were also received

from pre-K, Early Head Start, Head Start programs, early intervention programs and others.

• Preschool age children were almost twice

as likely as infants to be expelled (infants

0.7%; toddlers 0.8%; preschoolers 1.3%);

• Boys were approximately three times as

likely as girls to be expelled (0.6% girls;

1.7% boys);

• American Indian, Multiracial, and African

American children (1.8%, 1.6% & 1.5%

respectively) had a greater chance of being

expelled than their peers (White 0.8%;

Other 0.7%; Asian 0.4%).

FUNDERS

• NYS Office of Children and

Family Services

• NYS Head Start Collaboration

• Annie E. Casey Foundation

• Early Childhood Comprehensive

Systems IMPACT (ECCS) Grant

• NYS United Teachers (NYSUT)

• NYS Office of Mental Health

• Project LAUNCH Grant

IMPLEMENTATION TEAM

Each implementing agency/ school has a leadership team that

includes:

1. Administrator

2. Data Collector

3. Internal Coach

4. Behavior Specialist

5. External Leadership Coach (Master Cadre)

OVERVIEW OF INFANT TODDLER MODULES

•Understanding Social Emotional Development

•Understanding Behavior

•Making Sense of What You See and Hear

•Forming and Sustaining Relationships with Young Children and Families

•Essential Positive Messages

OVERVIEW OF PRESCHOOL MODULES

•Building relationships with children•Building relationships with families•Classroom team relationships•Creating engaging environments•Schedules, routines, & transitions•Teaching classroom rules•Ongoing monitoring and positive encouragement

1: Building Relationships and Creating Supportive Environments (7 hours)

Topic 1: Building Positive Relationships

Topic 2: Designing the Physical Environments

Topic 3: Schedules, Routines and Transitions

Topic 4: Planning Activities that Promote Engagement

Topic 5: Giving Direction & Teaching Classroom Rules

2: Social Emotional Teaching Strategies (6 hours)

Topic 1: Developing Friendship Skills

Topic 2: Enhancing Emotional Literacy

Topic 3: Controlling Anger/Impulse & Teaching Problem Solving

Topic 4: Individualizing Instruction

PRESCHOOL MODULES

3: Individualized Intervention (6 hours)

Topic 1: Overview/Process of Positive Behavior Supports

Topic 2: Functional Assessment/Data Collection

Topic 3: Developing a Behavior Support Plan Topic 4: Monitoring Outcomes

Preschool Module 4: Essential Leadership Strategies for Adopting the Pyramid Model

(6 hours) (also called Program-Wide Implementation)

Topic 1: What is Leadership?

Topic 2: Fidelity of Implementation

Topic 3: Collaborative Leadership

Topic 4: Effective Professional Development

Topic 4: Program/Systems-level Change

PRESCHOOL MODULES

Relationships: The Foundation of the Pyramid

Building Relationships

Why is it important?

• The relationships that we build with children, families, and colleagues are at the foundation of everything we do. It is important to build these relationships early on rather than waiting until there is a problem.

• Children learn and develop in the context of relationships that are responsive, consistent, and nurturing.

Building Relationships

• Helps each child feel accepted in the group

• Assists children in learning to communicate and get along with others

• Encourages feelings of empathy and mutual respect among children and adults

• Provides a supportive environment in which children can learn and practice appropriate behaviors as individuals and as a group

The Benefits!

• Influence a child’s emotional, cognitive, and social development

• Help children develop secure relationships with other adults

• Help children develop strong peer relationships

• Help reduce the frequency of behavior problems

• Help children develop positive self-esteem

• Result in higher rates of child engagement

• Greet every child at the door by name.

• Post children’s work around the room.

• Call a child’s parent (in front of them) to say what a great day she is having or send home positive notes.

• Call a child after a difficult day and say, “I’m sorry we had a tough day today. I know tomorrow is going to be better!”

• Really listen to the child.• Play on the floor with the child.

“Free” Ideas for Building Relationships

High Quality Supportive Environments

SUPPORTIVE ENVIRONMENTS

• Engagement of Every Child

• Designed for Learning

• Make Accommodations, Provide Support

Classroom Arrangement & Environmental Supports

• Physical Design

• Environmental Cues

• Photos of ME – I belong here

• Schedules and Routines

• Transitions

• Promoting Engagement During Large and Small Group Activities

• Simple Rules/Expectations

• Ongoing Monitoring and Positive Attention

Classroom Arrangement & Design: Learning Centers

Physical Design

• Clear boundaries

• Visibility

• Visual prompts when centers are not an option

• Size and location of centers

• Number of children in centers

• Organization of materials

• Preparation of centers

Partnering With Families

Helps families prepare

child for leaving home and

going to school.

Provides predictability

with a “schedule” of clear

expectations around the

morning routine.

“Getting Ready for School” Visual

Transitions

• Minimize the number of transitions that children have during the day.

• Minimize the length of time children spend waiting with nothing to

do.

• Prepare children for transitions by providing a warning.

• Structure the transitions so that children have something to do while

they wait.

• Individualize supports and cues.

Positive Attention

• Give children attention when they are engaging in appropriate behaviors.

• Monitor our behavior to ensure that we are spending more time using positive descriptive language and less time giving directions or correcting inappropriate behavior.

Targeted Supports

Learning Feeling Words

Most kids learn

– Happy

– Mad

– Sad

But what about:

Embarrassed? Nervous? Proud?

Empathy? Jealous? Apprehensive?

Manage Anger, Handle Disappointment and Friendship Skills

Intensive Intervention

PROCESS FORINDIVIDUALIZED INTERVENTIONS

Step 1: Establishing a collaborative team and identifying goals

Step 2: Gathering information (functional assessment)

Step 3: Developing hypotheses (best guess)

Step 4: Designing behavior support plans

Step 5: Implementing, monitoring, evaluating outcomes, and refining plan in natural environments

Evidence Re: School Wide-PBISPreK-12 School-wide Positive Behavior Support

▪ Decreases in Office Discipline Referrals

▪ 10,000+ schools nation-wide

▪First year decrease averages 66%

▪ Improvements in school culture

▪ School-wide academic improvements

•Parents Interacting with Infants (PIWI)

•Positive Solutions for Families

PARENT MODULES

POSITIVE SOLUTIONS FOR FAMILIES

•1-day training for Parent Educators: learn about, discuss, practice components of modules including videos, roll plays and resources.

•Parent Educators are trained to facilitate 6 parent group sessionsdesigned to support positive, effective parenting behaviors that:

•promote children’s social and emotional development•address challenging behavior and mental health needs of children in child care, preschool and Head Start

PRACTICE BASED CLASSROOM COACHING

•Classroom coaching is so important for lasting change.•As of January 2017 coaching is covered by EIP•OCFS Licensing will count formal coaching as training hours. [the coach would complete the certificate at the end of the coaching agreement]

REFLECTIVE PRACTICES AND OBSERVATION TOOLS

• Inventory of Practices

• TPOT Observation Tool

• TPITOS Observation Tool

WE AIM TO TRAIN

•Child Care Center Directors•Supervisors (we encourage them to bring teachers)•Other local ECE trainers•Teachers & Assistants •Family Child Care Providers•Licensors/Registers•After School Care Administrators•Principals

•Home Visiting Professionals•Participants at State Conferences•Others who work with young children or parents with young children•Sessions open to all (as space allows)•Cast a wide net with outreach and advertising for each session

AS MANY PEOPLE AS POSSIBLE!!

http://csefel.vanderbilt.edu/resources/what_works.html

What Works Briefs

DAP Briefs From New York

State Association for the

Education of Young Children

(NYSAEYC) and New York

State Head Start Collaboration

(NYSHSC)

https://www.nysut.org/resources/all-listing/2015/march/dap-

briefs-developmentally-appropriate-practice

http://nysaeyc.org/dap-briefs/

PYRAMID

MODEL

NYS SEL

BENCHMARKS

Making the Connection:

Focusing on Social Emotional Needs In

Early Childhood Classrooms

FOCUS ON SOCIAL EMOTIONAL LEARNING

According to the Collaborative for Academic, Social, and Emotional Learning (CASEL),

social emotional learning “is the process through which children, youth and adults

acquire and effectively apply the knowledge, attitudes and skills necessary to:

understand and manage emotions;

set and achieve positive goals;

feel and show empathy for others;

establish and maintain positive relationships;

and make responsible decisions.”

BENEFITS OF SEL

Research shows that students who received SEL instruction exhibited the following

results:

• achievement scores are 11-13 points higher;

• improved attitudes and behaviors, including motivation to learn, commitment to

school, and engagement in the classroom;

• fewer negative behaviors, including disruptive classroom behaviors, non-compliance,

aggression, and disciplinary referrals; and

• reduced emotional stress, including student depression, anxiety, and social

withdrawal.

INTEGRATING SEL- NEW REGULATION AS OF MAY/JUNE 2018 AS PART OF ESSA

The new resources for educators include:

• Full Document of the Social Emotional Learning: Essential for Learning,

Essential for Life - a framework for SEL in New York;

• New York State Social Emotional Learning Benchmarks, that will provide

goals and activities by grade level on SEL competencies to guide SEL

practice.

• http://www.p12.nysed.gov/sss/sel.html

EARLY ELEMENTARY (K-3)

GOAL 1: DEVELOP SELF-AWARENESS AND SELF-MANAGEMENT SKILLS

ESSENTIAL TO SUCCESS IN SCHOOL AND IN LIFE. (A-C)

Knowing one’s emotions, how to manage them, and ways to express them constructively are essential life

skills. These skills enable one to handle stress, control impulses, and motivate oneself to persevere when

faced with personal, academic, or work-related obstacles. A related set of skills involves accurately assessing

one’s abilities and interests, building upon strengths, making effective use of family, school, and community

supports and resources. Finally, it is critical for an individual to be able to establish and monitor one’s own

progress toward achieving goals, whether personal, academic, and career or work-related. These social

emotional skills, thought processes and behavioral strategies can be contributing factors to one’s sense of

self-confidence and sense of optimism as they provide a strong foundation for achieving success in school

and in life.




A. Identify and manage one’s emotions

and behavior.

1A.1a. Recognize and describe

emotions and how they are linked to

behavior.

1A.1b. Demonstrate control of

impulsive behavior.

PYRAMID PRACTICES

• Feeling faces charts

• Tucker Turtle Social Narrative

• Feelings thermometers

• Role playing activities

Recognize

that you

feel angry.

“Think”

Stop.

Go into shell.

Take 3 deep

breathes.

And think

calm, coping

thoughts.

Come out of

shell when

calm and

thinking of a

solution.

Turtle Technique




B. Recognize personal qualities

and external supports.

1B.1a. Describe one’s likes,

dislikes, needs, wants, strengths,

challenges, and opinions.

1B.1b. Identify family, peer,

school, and community strengths

and supports.

PYRAMID PRACTICES

• Friendship activities

• Including family photos in the

classroom

• Emotional literacy activities

integrating math, writing, arts




C. Demonstrate skills related to achieving

personal and academic goals.

1C.1a. Describe why learning is

important in helping students achieve

personal goals.

1C.1b. Identify goals for personal

behavior progress, achievement, or success.

PYRAMID PRACTICES

• Individualized intervention plans

• Self monitoring charts for

behavior plans

The ability to recognize the thoughts, feelings, and perspectives of other individuals, including

ideas and viewpoints that are different from one’s own, and to empathize with others from

diverse backgrounds, is central to forming and maintaining positive relationships at all life

stages. Equally important to establishing positive peer, family, and work relationships are

strategies and skills that enable one to adapt one’s behavior in various settings, cooperate and

collaborate with another person or in a group, communicate respectfully, and constructively

resolve conflicts with others.

Early Elementary (K-3)

Goal 2: Use social awareness and interpersonal skills to establish and maintain positive

relationships. (A-D)

A. Recognize the feelings and

perspectives of others.

2A.1a. Recognize that others may

experience situations differently from

oneself.

2A.1b. Use listening skills to identify

the feelings and perspectives of others.


Goal 2: Use social awareness and interpersonal skills to establish and maintain

positive relationships. (A-D)

PYRAMID PRACTICES


• Problem solving strategies

• Peer mediated social skills and

visual supports

On Monday

When

it Rained

Glad Monster

Sad MonsterHands Are Not

for Hitting

Book Nooks -Practical Ideas http://csefel.vanderbilt.edu/resources/strategies.html#booknook

http://a1204.g.akamai.net/7/1204/1401/04022408011/images.barnesandnoble.com/images/7430000/7436245.jpg

B. Recognize individual and group

similarities and differences.

2B.1a. Describe the ways that

people are similar and different.

2B.1b. Describe positive qualities

in others.


Goal 2: Use social awareness and interpersonal skills to establish and maintain

positive relationships. (A-D)

PYRAMID PRACTICES

• Focus on compliments


C: Use communication and social skills

to interact effectively with others.

2C.1a. Identify ways to work and

play well with others.

2C.1b. Demonstrate adaptability

and appropriate social behavior at

school.




PYRAMID PRACTICES

• Problem Solving Steps


visual supports

The Solution Kit

70

D. Demonstrate the ability to

prevent, manage, and resolve

interpersonal conflicts in

constructive ways.

2D.1a. Identify problems and

conflicts commonly experienced by

peers.

2D.1b. Identify approaches to

resolving conflicts constructively




PYRAMID PRACTICES




visual supports


Goal 3: Demonstrate ethical decision-making skills and responsible behaviors in

personal, school, and community contexts. (A-C)

The ability to make ethical decisions and behave responsibly, taking into account the well-

being of others as well as one’s own, are essential to benefitting the good of the whole -

whether family, peers, colleagues, neighbors, or members of the community at large. It is the

foundation of responsible citizenship in a democratic society. Every individual at all life stages

needs the capacity to make ethical decisions and solve problems by accurately defining the

decisions to be made, being able to generate alternative solutions, anticipate the

consequences of each, and having the ability to evaluate and learn from the outcomes of

one’s decision making.




A: Consider ethical, safety, and

societal factors in making decisions.

3A.1a. Explain why acts that hurt

others are wrong.

3A.1b. Identify social norms and

safety considerations that guide

behavior

PYRAMID PRACTICES


• Individualized interventions

• Social narratives

• Super friend activities




B: Apply decision-making skills to deal

responsibly with daily academic and

social situations.

3B.1a. Identify a range of

decisions that students make at school

and at home.

3B.1b. Make positive choices

when interacting with classmates.

PYRAMID PRACTICES



visual supports




C. Contribute to the well-being of

one’s school and community.

3C.1a. Identify and perform roles

that contribute to one’s classroom.

3C.1b. Identify and perform roles

that contribute to one’s family.

PYRAMID PRACTICES

• Classroom routines and procedures

• Individualized social narratives

WANT MORE INFORMATION?

•Tracy Lyman

•[email protected]

•607-341-6096

mailto:[email protected]

NEW YORK STATE

Early Care & Learning Council - http://www.earlycareandlearning.org - The Early Care & Learning Council

is a statewide organization that provides training and technical assistance to early care and education

professionals. The website includes contact information for the State’s regional infant and toddler specialists.

Early Childhood.org - http://www.earlychildhood.org - This website provides a one-stop source of

information for those exploring or working in early childhood programs.

New York State Association for the Education of Young Children (NYSAEYC) - http://nysaeyc.org -

NYSAEYC provides resources for early childhood professionals to support the social-emotional, physical

and cognitive development of young children.

New York State Council on Children and Families (CCF) - http://www.ccf.ny.gov/ -The CCF brings together

the state’s health, education and human service agencies to build a coordinated system of services for

children and their families.

New York State Department of Health Bureau of Early Intervention (EI) -

http://www.health.ny.gov/community/infants_children/early_intervention/- The EI Program offers

therapeutic and support services to eligible infants and toddlers with disabilities and their families.

New York State Early Childhood Advisory Council (ECAC) - http://www.nysecac.org - The ECAC

provides strategic direction and advice to the State of New York on early childhood issues.

New York State Education Department Office of Early Learning - http://www.p12.nysed.gov/earlylearning

- This Office works closely with parents, early care and education agencies, schools and state agencies to

coordinate programs and resources on early learning.

New York State Education Department Office of Special Education -

http://www.p12.nysed.gov/specialed- Under this Office, there are two Centers: (1) the Early

Childhood Direction Centers which provide information on programs and services for young children

who have physical, mental or emotional disabilities and help families obtain services for their children -

http://www.p12.nysed.gov/specialed/techassist/ecdc/home.html; (2) Special Education Parent Centers

which provide information to parents of children with disabilities of all ages -

http://www.p12.nysed.gov/specialed/techassist/parentcenters.htm.

New York State Office of Children and Family Services Division of Child Care Services (OCFS) -

http://ocfs.ny.gov/main/childcare/default.asp -The OCFS is the state agency responsible for licensing and

regulating child care programs in New York State and overseeing initiatives to improve the quality of

such programs.

New York State Parenting Education Partnership (NYSPEP) - http://nyspep.org - The NYSPEP provides tools, skills and

support for professionals, parents and primary caregivers of children.

New York State Pyramid Model Partnership - http://www.nysecac.org/news-and-events/pyramid-model -

This Partnership, which includes a team of public and private representatives, is working to promote the

statewide use of the Pyramid Model, an evidence-based framework proven to be an effective approach to

building social and emotional competence in early care and education programs.

NATIONAL

Center for Parent Information and Resources (CPIR) - http://www.parentcenterhub.org/resources - The

CPIR serves as a central resource for parent information and resources for children with disabilities.

Early Childhood Learning and Knowledge Center (ECLKC) of the Office of Head Start, Administration

for Children and Families (ACF), U.S. Department of Health and Human Services -

https://eclkc.ohs.acf.hhs.gov/hslc/ttasystem/health/mental-health.html - This website includes information

for professionals and families to support the mental, social and emotional development of children from

birth to age five.

Early Childhood Technical Assistance Center (ECTA) - http://ectacenter.org - The ECTA Center

provides many resources on recommended practices for families and providers, including training

modules and other materials.

Individuals with Disabilities Education Act (IDEA) - http://idea.ed.gov - This federal website is a

comprehensive source for information about IDEA, which is the federal law that governs how states

and public agencies provide early intervention, special education and related services to children with

disabilities.

National Center for Pyramid Model Innovations (NCPMI)

http://challengingbehavior.cbcs.usf.edu/- The goals of the NCPMI are to assist states

and programs in their implementation of sustainable systems for the

implementation of the Pyramid Model within early intervention and early education

programs with a focus on promoting the social, emotional, and behavioral outcomes

of young children birth to five, reducing the use of inappropriate discipline practices,

promoting family engagement, using data for decision-making, integrating early

childhood and infant mental health consultation and fostering inclusion.

Pyramid Model Consortium - http://www.pyramidmodel.org - Promoting the high fidelity use of

the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children,

this website includes resources for parents and early childhood professionals, training materials

and research articles.

ZERO TO THREE - http://zerotothree.org - This website includes articles, tip sheets and pod casts

to support infants and toddlers and their caregivers.

http://challengingbehavior.cbcs.usf.edu/-

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