Pyramid Model Overview

Intersections between Pyramid Model and PBIS in Wisconsin

Julie Betchkal, Pyramid Model Training and Coaching Coordinator

julieb@cesa11.k12.wi.usLana Nenide, Pyramid Model State Coordinator

lnenide@wiaimh.orgMarlene Gross-Ackeret, WI RtI Center PBIS TAC

grossackeretm@wisconsinpbisnetwork.org

Alike: National evidence based model for multi-leveled system of support

Infant/Early Childhood Mental Health

Developing capacity of the child to:• form close and secure adult and peer

relationships; • experience, regulate, and express emotions in

socially and culturally appropriate ways; and• explore the environment and learn - all in the context of family, community, and

culture.

Difference: There are Social and Emotional Learning Standards

A. EMOTIONAL DEVELOPMENT• A.EL. 1 Expresses a wide range of emotions.• A.EL. 2 Understands and responds to others’

emotions.B. SELF-CONCEPT• B.EL. 1 Develops positive self-esteem.• B.EL. 2 Demonstrates self-awareness.C. SOCIAL COMPETENCE• C.EL. 1 Demonstrates attachment, trust, and

autonomy.• C.EL. 2 Engages in social interaction and plays with

others.• C.EL. 3 Demonstrates understanding of rules and

social expectations.• C.EL. 4 Engages in social problem solving behavior

and learns to resolve conflict.

Difference: We start with training teachers!

• Preschool expulsion rates are 3 times higher than K-12 expulsion rates.– Boys are 4.5 times more likely than girls to be expelled.– African American children are twice as likely to be expelled than

white or Latino children and 5 times more likely than Asian American children.

• Challenging behavior in early childhood can be predictive of later social and academic failure.

• Supporting social and emotional development in large group environments is complicated and challenging!

Difference: We train all systems

Pyramid Model training for:• Group care providers

– WI PM 8 part series –OR-– Preschool Modules –OR-– Infant Toddler Modules

• Parents of children (infants through 3)- PIWI

• Parent of preschool children- Positive Solutions for Families

• Home visitors- Pyramid Model Family Coaching

• Behavior Interventionists- Pyramid Model Intensive Interventions

Group provider training:Evidence based practices and more…..

1. How will I know you care about me? Relationships

2. How do I know what to do? Rules & expectations

3. What are the messages I will get from my environment? Environments

4. How will I know when to do it? Schedules & transitions

5. What am I feeling? Emotional literacy

6. Will I have a friend? Friendships skills

7. How will you help me manage my feelings? Anger management and problem solving

8. How will my needs be met? Creating a behavior intervention plan

Universal:Pre-correction with visual supports

Universal: Intentional teaching of emotional literacy

• Identify, understand, and express emotions in a healthy way

I see that you are feeling……

I see your mouth… your body….your eyes…your

voice….

Universal:Intentional teaching of self regulation

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 think of a solution.

Universal:Intentional building of friendship skills

• Being helpful, assisting others

• Taking turns• Reading your friends’

cues/signals• Helping organize play• Building empathy• Sharing• Giving compliments• Knowing how and when

to give apologies

Modeling

Environmental arrangement

Intentional grouping

Peer mediated

Descriptive feedback

Guided play

Universal:Intentional teaching of problem solving process

?Step 1

What is my problem? Think, think, think of some

solutions.

Step 2

Step 3

What would happen?

Would it be safe?Would it be fair?How would everyone feel?

Give it a try!

Step 4

Difference/Alike?: Emphasize descriptive feedback

Targeted for: • Transitioning between

activities or environments

• Engaging in activities • Meeting classroom/home

expectations• Following directions • Using social skills • Expressing emotions• Becoming re-regulated enough

to begin engaging

I- Immediate F- FrequentE- EnthusiasticE- EffortD- Descriptive

Difference: Majors vs. Minors

• No T chart: Majors defined as:– Longer than expected– Non-responsive to “typical child guidance”– Adults are alarmed

• (data on all aggression, elopement, self-injury)

– Paper, not students go to the office

Behavioral breakdown in young children is developmentally common.

Alike: Data based decision makingDifferent: BIR/ Access database

Difference: Tier 2 isn’t as prescriptive

Intentional embedded social skill instruction:• Develop responsive/sensitive relationships

with children, families and staff• 5:1 ratio of positive to negative/neutral

attention• Set predictable and understandable

schedules and routines• Use routines within routines to heighten

predictability• Identify, post and teach behavioral

expectations• Teach, practice and acknowledge positive

peer-related social skillsM

ore

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ore

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frequ

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www.collaboratingpartners.com/wipyramidmodel.php

Find a trainer

Find a training

Alike: We support a systems change model.

Application completed with administration• Leadership team• Commitment to practice-based coaching• Data based decision making

Overview video:http://www.youtube.com/watch?v=JU1tuLGOcqo&feature=youtu.be

Alike: BoQ as a measure of program fidelity

Establish leadersh

ip team

Staff Buy-In

Family Involvement

Program-wide expectations

Strategies for te

aching expectations

All classrooms demonstra

te adoption of “Teac...

Procedures for re

sponding to challenging...

Staff Support Plan

Monitoring implementation and out...0.00

0.20

0.40

0.60

0.80

1.00

1.20

1.40

1.60

1.80

2.00

1.67

1.50

1.75

2.00

1.00 1.00

1.50 1.50

1.17

Benchmark of Quality

9/7/20102/22/201110/18/20114/24/2012Series5

Aver

age

Ratin

g

Alike/Different: Universal screening for risk

Fall 1 Spring 1 Fall 1 Spring 2 Fall 3 Spring 30%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

6%0% 0% 0% 0% 0%

7%0% 0% 0% 0% 0%

86%

0% 0% 0% 0% 0%

23%

0% 0% 0% 0% 0%

Above cut off

Close to cut off

Below cut off

Children in a Pyramid Model coached class-room

Spring 1 Spring 2 Spring 30%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

23%

0% 0%

27%

0% 0%

32%

0% 0%

18%

0% 0%

Spring results for children with scores above cutoff

in fallNo data

Above cutoff

Close to cutoff

Below cutoff

Spring 1 Spring 2 Spring 30%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

42%

0% 0%

0%

0% 0%

0%

0% 0%

58%

0% 0%

Spring results for children with scores close to cut

off in fall

No data

Above cut off

Close to cut off

Below cutoff

Alike: Flowchart for intervention

Difference: Practice based coaching to ensure teacher fidelity

Different: Data on teachers use of strategies

Difference?: Targeted feedback and coaching support to increase teachers use of skills

Summary of TPOT Observations/ Coaching Plan

Strengths• Schedule and routine are a balance of teacher and child directed activities• Center time allows kids to have higher rates of engagement. Adults initiate transitions based on

engagement of kids.• Children who aren’t yet skilled at group activities aren’t forced/required to participate.

Emerging Skills • Directions tell what to do but are often paired with a “no” or “not” first.• The visual schedule is referenced with individual children who ask questions related to the schedule.

Professional Development Needs • Structuring transitions to include: warnings, zone defense, descriptive feedback and routines that

have a beginning, middle and end.• Structure for circle time.

Proposed goals for Action Plans Transitions

• Planning for transitions• *Structure Circle Time

Focused PD through Teacher Averages

#8 #9 #10 #11 #12 #13 #14 #15 #16 #17 #18 #19 #20 #21 #22 # R.F. ALL ITEMs

8-22

0%10%20%30%40%50%60%70%80%90%

100%

TPOT Anchors Items 8-22

Fall 2010

Highlight and enterTPOT date ID here

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#8 #9 #10 #11 #12 #13 #14 #15 #16 #17 #18 #19 #20 #21 #22 # R.F. ALL ITEMs

8-22

0%10%20%30%40%50%60%70%80%90%

100%

TPOT Anchors Items 8-22

Fall 2010

spring 2011

Highlight and enterTPOT date ID here

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#8 #9 #10 #11 #12 #13 #14 #15 #16 #17 #18 #19 #20 #21 #22 # R.F. ALL ITEMs

8-22

0%10%20%30%40%50%60%70%80%90%

100%

TPOT Anchors Items 8-22

Fall 2010

spring 2011

fall 2011

Highlight and enterTPOT date ID here

Highlight and enterTPOT date ID here

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#8 #9 #10 #11 #12 #13 #14 #15 #16 #17 #18 #19 #20 #21 #22 # R.F. ALL ITEMs

8-22

0%10%20%30%40%50%60%70%80%90%

100% 90.28%98.44%

88.75%94.44% 89.29% 93.75%

87.25% 82.81%92.19%

77.50% 75.00%

56.25%

79.69%

60.71%

100.00%

0.00%

85.76%

TPOT Anchors Items 8-22

Fall 2010

spring 2011

fall 2011

spring 2012

Highlight and enterTPOT date ID here

Highlight and enterTPOT date ID here

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#8 #9 #10 #11 #12 #13 #14 #15 #16 #17 #18 #19 #20 #21 #22 # R.F. ALL ITEMs

8-22

0%10%20%30%40%50%60%70%80%90%

100%100.00% 100.00%

90.00%100.00% 100.00% 100.00%

83.00%

100.00% 100.00% 100.00%94.44%

100.00%87.50%

57.14%

100.00%

0.00%

95.22%TPOT Anchors

Items 8-22

Fall 2010spring 2011fall 2011spring 2012fall 2012Highlight and enterTPOT date ID hereHighlight and enterTPOT date ID hereHighlight and enterTPOT date ID here

1-7. Classroom Environment 16. Teaching children to express emotions8. Schedules and routines 17. Teaching problem solving9. Transitions between activities 18. Supporting friendship skills10. Teacher engages in supportive conversations 19. Supporting children with persistent problem behavior

11. Promoting children's engagement 20. Communication to promote family involvement12. Teaching children behavior expectations 21. Involving families in addressing problem behavior13. Providing directions 22. Building collaborative teaming relationships with other adults14. Using effective strategies to respond to problem behavior15. Teaching social skills and emotional competencies 23-38 Red flags

Pyramid Model Implementation Academy

• Readiness application• 2 day coaches training• 2 day team training• Team refresher• Parent module

training

External Coaches:• CESA Early Childhood PSTs• Private consultant- funded with United

Way community grant• Head Start State Based T and TA• CC R&R

Internal coaches:• Child care directors• Early learning center principals• 4K teachers• Head Start education director• Head Start mental health consultant• ECSE teachers• District level PSTs

Questions?