1
Bringing the Pyramid Model to Systems and Programs
Lise [email protected]
National Centers - Resources
Center on the Social and Emotional Foundations for Early LearningCenter on the Social and Emotional Foundations for Early Learning(CSEFEL) (CSEFEL)
www.vanderbilt.edu/csefelwww.vanderbilt.edu/csefel
Technical Assistance Center on Social Emotional InterventionTechnical Assistance Center on Social Emotional Intervention
www.challengingbehavior.orgwww.challengingbehavior.org
2
Young Children with Challenging Behavior
It begins earlyB t 10 30% f h l t d tBetween 10-30% of preschool students are
not behaviorally and emotionally ready to succeed in school
Early problem behavior is predictive of future challenges
Best predictor of delinquency in adolescence, gang membership, incarceration
Early educators are challengedP h l t h t th t hild ’Preschool teachers report that children’s disruptive behavior is the single greatest challenge they facePreschool children are three times more likely to be expelled than children in K-12
3
Pyramid Model
Evidence-Based
SecondaryPrevention
TertiaryIntervention
Practices that Promote the Social
Emotional Development of All
Children
UniversalPromotion
Nurturing and Responsive Relationships
Foundation of the pyramidEssential to healthy social developmentIncludes relationships with children, families, and team
membersMeets criteria for high quality practices as defined by NAEYC
and DEC
4
High Quality Environments
Inclusive early care and education environments
C h i t fComprehensive system of curriculum, assessment, and program evaluation
Environmental design, instructional materials, scheduling, child guidance, and teacher interactions that meet high quality practices as d ib d b NAEYC ddescribed by NAEYC and DEC
Targeted Social Emotional Supports
Self-regulation, expressing and understanding emotions problem solvingemotions, problem solving, developing social relationships
Explicit instructionIncreased opportunities
for instruction, practice, feedback
Family partnershipsProgress monitoring and
data-based decision-making
5
Feeling Wheels & Feeling Dice
Turtle Technique
Recognize Recognize
that you that you “Think” “Think”
StopStopfeel angry. feel angry.
Stop.Stop.
Go into shell. Go into shell. Take 3 deep Take 3 deep b thb th
Come out of Come out of shell when shell when
breathes. breathes. And think And think calm, calm, coping coping thoughts. thoughts.
calm and calm and thinking of thinking of a solution.a solution.
6
The Solution Kit
11
Secondary – Skill Instruction
Identify target skillIdentify learning opportunities and seek toIdentify learning opportunities and seek to
maximize the number of learning trialsSelect procedure for teaching
e.g., least to most, most to least, incidental teaching procedure, peer support, modeling, visual promptsvisual prompts
Track child progress
7
Sample Data Form
Individualized Intensive Interventions
Comprehensive interventions
Assessment-basedSkill-buildingPartnerships with
familiesProgress monitoring
and data-based decision-making
8
Positive Behavior Support
Convene a teamConductConduct
functional assessmentIdentify
hypothesesDevelop behavior
support plan for all pp prelevant environments
Assess your program
On your Pyramid, assign your program or classroom a grade for each level howor classroom a grade for each level…how well are you doing? (A-F) What’s working; what needs to be improved?
Relationships – UniversalSupportive Environments – UniversalSocial Emotional Skills Instruction –TargetedIndividualized Positive Behavior Support -Tertiary
9
Secondary Prevention:
Tertiary Prevention:Specialized
IndividualizedSystems for Students with
High-Risk Behavior
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
POSITIVE BEHAVIORSUPPORT
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Specialized GroupSystems for Students with
At-Risk Behavior
~15%
Center for Positive Behavior Interventions and Supports (2002)
~80% of Students
Coming to a district near you! 9600 schools nationwide
We are talking about babies…
Developmental ages from 6 months to 5 yearsfrom 6 months to 5 years
Limited understanding and expression
Moving from solitary play to social play
Moving from object exploration to representationexploration to representation
Implications for guidance, corrective feedback, classroom management, instruction
10
It’s about play…
Instruction is embedded within play and routine activitiesand routine activities
Major focus is to facilitate peer social interaction and concept development
Instructional activities are brief and concrete
How social skills are taught, the concepts of rules and expectations
Meltdown moments are expected
CryingHead Bangingg gBitingThrowing objectsPinchingPulling hairHittingSpitting food
Topography of behavior is not meaningful, context is what matters. Formulas for majors/minors might not be helpful.
11
Early Educators
Often lack formal credentialsH littl t i i i b h iHave very little training in behaviorHave limited to no experience with
teaming
Intensity and frequency of training andIntensity and frequency of training and technical assistance
Programs might
Be minimally staffedHave no access to mental health orHave no access to mental health or
behavioral consultationUse exclusion to resolve behavioral
issuesOffer no opportunities for professional
development or trainingdevelopment or training
Systems building and community linkages critical to success
12
The non-system of early childhood
“Early childhood policies and procedures are highly fragmented with complex and confusing points offragmented, with complex and confusing points of entry that are particularly problematic for underserved populations and those with special needs. This lack of an integrative early childhood infrastructure makes it difficult to advance prevention-oriented initiatives for all children and to coordinate services for those with complexcoordinate services for those with complex problems.”
(Shonkoff & Phillips, 2000, p.11)
The Pyramid Model: Program-Wide PBS
Program-Wide Commitment
Teacher Training and Technical IntensiveIntensive
Assistance (coaching)
Data-Based Decision Making
Well-Defined Procedures
Administrative Support
Partnerships with Families
High Quality Supportive Environments
Targeted Social Emotional Supports
Intensive Intensive InterventionsInterventions
Support with FamiliesEnvironments
Nurturing and Responsive Caregiving Nurturing and Responsive Caregiving RelationshipsRelationships
13
Critical Elements: Leadership Team
Establish a TeamB d t tiBroad representationAdministrative supportRegular meetingsImplementation planReview and revise plan at-least annuallyp y
Team Responsibilities
Establish a vision and action planM it i l t ti d tMonitor implementation and outcomesHold regular (monthly) meetingsPlan and implement professional development activities (i.e., coaching)Create system of support for addressing behavior issuesMaintain communication with staffData-based decision-makingCreate the infrastructure for sustainability
14
Team Roles
Team Leader – starts meetings, prepares agendas keeps team focusedprepares agendas, keeps team focused
Recorder – takes minutes, disseminates minutes, records discussions, maintains team records
Evaluation Coordinator– synthesizes data and prepares data presentations fordata and prepares data presentations for review
Behavior Specialist– provides leadership in behavior support strategies and tertiary systems development
What is Your Vision?
What is the Dream?Wh t i th G l f th Y ?What is the Goal for the Year?
Why are you here?
15
•As a Team Discuss Your Dream•As a Team, Discuss Your Dream•If it was perfect, what would be happening?•If all was in place, what would it look like?•Ideas, bullets•5 minutes
•What are your goals for the upcoming year?•What is positive and possible?•What do you want to achieve?•10 minutes
16
Critical Elements: Staff Buy-In
Staff Buy-InSt ff ll t bli h b iStaff poll establishes buy-inLeadership team maintains buy-in by inviting input and feedback
Critical Elements: Program-Wide Expectations
Program-wide ExpectationsS ll b (3 t 5)Small number (3 to 5)Stated positivelyApply to staff and childrenDevelopmentally appropriateStaff are involved in the processpPosted in classroom and common areas
17
Sample Expectations
Program-Wide Expectations:Be a Friend – in Centers
Share toysQuiet voicesHelp your friends
18
Rolling Out Expectations
Bulletin BoardsT-shirts
Classroom celebrationsT-shirts
Photo DisplaysClassroom booksPlaysSongsRoll Out Rally
celebrationsFamily lesson plansPlayground partyVideo productionFamily newsletterStaff yacknowledgementInvite the Mayor!
“Together We Can”Support Positive Behavior at Valeska Hinton
19
CARE – roll out
Critical Elements: Expectations
Teaching and Acknowledging the ExpectationsExpectations
Strategies developed for embedded instructionVariety of teaching strategiesStrategies for acknowledging use of expectations
All day, all year, embedded in context
20
Acknowledging the Expectations
Critical Elements: Family Involvement
Family InvolvementI t t th b i iInput at the beginningMultiple mechanisms for sharing the ModelMultiple mechanisms for home implementationFamily partnerships in developing and implementing individualized support
21
Announcing to Families
Letter written in the child’s voice
Brochure to send homeI l d i t l i
Take a photo of the child and include on a handout that explains the initiative. For example the handout could beInclude in parent manual, review
with parents during conferencesCreate a family friendly
storybook that explains the initiative Create parent posters to send
home --- or fridge magnets, chore charts, etc.
Put a banner up that announces the effort (e.g., “Together We Can”) in the center.
example, the handout could be titled “Learning to Be a Friend” and include the child’s picture and some ways that will be worked on in preschool.
Have a party where refreshments are served (e.g., cookies in the shape of your symbol!)
Children’s performance related to expectations
Make buttons that say “Ask me about PBS”. Have staff wear the buttons and be ready to explain the new initiative
Adopt a symbol (e.g., star, heart, hands). Send a symbol home and describe the initiative on the back.
related to expectations Host an open house where
parents are encouraged to drop in; set up an activity where the child can introduce the parent to the initiative.
Create anticipation about the initiative (Burma shave signs)
Maintaining Family Involvement
“look at me” notes with photo of child engaging in expectations
newsletter that is related to the initiative
Have families submit stories about their child using the expectations at home. Put in a jar for a drawing initiative
Provide children’s books that teach social skills.
“Homework” assignments to practice social skills with family members (e.g., “give each person in your family 3 compliments”).
Host classroom and program celebrations of success and invite parents
gCollect stories and create a
newsletter to share with all or create a collage and post.
At every parent/teacher conference, share information on the initiative and the progress of the child
Have children make books about the skills they are learning to take home Include photos of the child inDisplay the expectations in your
entryway and put up photos of the children and program staff engaging in expectations. Encourage families to submit pictures of families and children
home. Include photos of the child in the book
Send home tip sheets on how to promote the expectations at home
Personal notes that comment on the parent’s strengths and efforts in supporting their child’s development
Provide teachers with a list of sample notes to make it easier for them to do
22
Critical Elements: Teaching Pyramid
Classrooms are implementing the Teaching PyramidTeaching Pyramid
Positive relationships - universalSupportive environments - universalTeaching social emotional skills - secondaryInitiate the development of individualized psupports for children with persistent challenging behavior - tertiary
Professional Development
Implementation Fidelity is the Goal!O i POngoing ProcessInclude All StaffAvoid Train and Hope!
23
Training Modules
Module 1- Promoting Children’s Success: Building Relationships and Creating Supportive Environments
Module 2 - Social-Emotional Teaching StrategiesModule 2 Social Emotional Teaching StrategiesModule 3a- Individualized Intensive
Interventions: Determining theMeaning of Challenging Behavior
Module 3b - Individualized IntensiveInterventions: Developing a BehaviorSupport Plan
Also offered! Infant/Toddler moduleswww.vanderbilt.edu/csefelwww.vanderbilt.edu/csefel
OUTCOMES% of Participants who Demonstrate Knowledge,
Demonstrate New Skills in a Training Setting, and Use Ne Skills in the Classroom
Joyce and Showers, 2002
Coaching Impact
and Use New Skills in the Classroom
TRAININGCOMPONENTS
Knowledge SkillDemonstration
Use in theClassroom
Theory and Discussion
10% 5% 0%
..+Demonstration 30% 20% 0%.. Demonstration in Training
30% 20% 0%
…+ Practice & Feedback in
Training
60% 60% 5%
…+ Coaching in Classroom
95% 95% 95%
24
The goal should drive activities
Implementation fidelity within the programprogram
Build the capacity of the teacher/program to sustain the effort
Ensure that a data based model is used to make decisions and monitor outcomes
Coaching Teachers in Implementing the Pyramid
Hearing about it in training
Implementing it in daily practice
25
Coaching Teachers in the Pyramid
Provides ongoing support to teachers after or as they receive training in theafter or as they receive training in the Pyramid Model
Focuses on specific skill sets from the pyramid framework
A ti PlE l t
L-E-A-R-N: 360° of Coaching
Action Plan
Look and Li t
Evaluate
Reflect andGive
New SkillBuilding
Listen GiveFeedback
26
CSEFEL Inventory of Practices
Self-assessment and action planning tooltool
Identifies practices at each level of the pyramid model
Using the Teaching Pyramid Observation Tool (TPOT)
Assess implementationF f i l d l tFocus your professional development
effortsIdentify where teachers may need
assistance (coaching, ideas, support)Shows teacher growth in g
implementation
27
Critical Elements:Responding to Challenging Behavior
Responding to problem behaviorD l t ll i t lDevelopmentally appropriate, classroom strategiesCrisis responsesProblem solving and supportTeam assessment-based process for tertiary levelPartnerships with families
PBS Problem Solving Process Part II:Obtaining Behavioral Support for an Individual Child
Tools to Use
Ages & Stages, Denver, Informal
Observations
Concerns Identified
Persons Responsible
Teaching Staff, Parents, Caregivers, Partners
Observation card, Incident Reports
Team Meeting Minutes
Team Meeting Minutes
Request for A i t F
Classroom observations
Team meeting
Teams decides on need for Request for assistance from Behavior Support Facilitator
Center Team
Center Team
Center Team/copy minutes & leave in notebooks
Observation cards, ABC chart
Assistance Form
Behavior Support Facilitator Observes
TEAM Meeting
pp
Behavior Support Facilitator
Team Recommends individual behavioral support plan
Team Recommends classroom/staff behavioral support plan or, TTYC Used
28
Tools to Use
Team meeting minutes Convene Behavior Support Team*
Behavior Support Process
Person Responsible
Behavior Support Facilitator
PCP Template
FBA Assessment tools
FBA Template, data
Complete Person Centered Planning
Meeting & compile PCP Summary
Conduct Functional Behavioral Assessment & Compile FBA Summary
Review PCP & FBA Summaries to identify hypothesis and develop
Behavior Support Facilitator and Team
Behavior Support Facilitator and Team
Behavior Support Facilitator and Team
Support Plan templateReview intervention effectiveness and
Specify data needed to evaluate plan’s Behavior Support Facilitator and Team
Critical Elements: Data Based Decision Making
Monitoring implementation and outcomesoutcomes
Measurement of ImplementationMeasure outcomes Data collected and summarizedData shared with staff and familiesData used for ongoing monitoring and problem solvingPlan is updated, revised based on data
29
Data Collection
• Implementation• Benchmarks of Quality (or Pre-K SET)
T hi P id Ob ti T l• Teaching Pyramid Observation Tool• Program
• Program Incidents (calls to families, dismissals, transfer, requests for assistance, family conferences)
• Behavior Incidents• Child
Social Skills Rating System or other measure (social skills; problem behavior)
Benchmarks of Quality
Program-Wide ImplementationA t t tAssess your current status
30
Cohort 1 Program Incidents
9.00
10.00 20072008
2.00
3.00
4.00
5.00
6.00
7.00
8.00
Mon
thly
Ave
rage
0.00
1.00
Calls to families Dismissal fromprogram
Transfer Requests forAssistance
Family conference
Cohort 1 Benchmarks of Quality
103.78110
120
130Fall Spring
78.8
94.488.40
103.78
40
50
60
70
80
90
100
Ave
rage
Sco
re
0
10
20
30
2007 2008
31
Cohort 1 TPOT
3.413.35
3.93
3.5
4
4.5
5Fall
Spring
2.65
1
1.5
2
2.5
3
Ave
rage
sco
re
0
0.5
2007 2008
Cohort 1 Behavior Incidents
35
40
45
50
20072008
15
20
25
30
35
Ave
rage
Num
ber o
f Inc
iden
ts
0
5
10
Oct Nov Dec Jan Feb Mar Apr May
32
Cohort 1
100
102
104
Fall 2008Spring 2008FallSpring
94
96
98
100
Ave
rage
Sta
ndar
d Sc
ore
90
92
SSRS social skills
“Systems change involves changing the capacity interrelationships andcapacity, interrelationships and interdependencies among parts, levelsand stakeholders of a system with the consequence that desired changes in one part and level are accompaniedby changes in other parts and levels to reach an idealized and sustainable vision of the whole”.
http://www.nectac.org/~pdfs/pubs/tatopics/topics_thinkingpoints.pdf
33
Change
Change is a journey and not a one-time event.event.
Because systems are conservative and components are interrelated, a change in one component is likely to be forced back to the status quo, unless accompanied by supportive changes in all related components.
Ch i t th lt fChange impacts the culture of an organization, organizational structures, policies and procedures; job responsibilities, communications, and use of technology.
More on change
There are always natural “innovators,” ready to try new ways A single person aready to try new ways. A single person, a team, or a program may commit to “pilot” and then model successful strategies for others.
“Show me” people are often willing to h h th bchange when they can observe new
procedures and evidence of effectiveness. The “fence sitters” will join as more people are successful.
34
Gearing up for Change
PlanningCreate a shared “Vision of the Solution” to theCreate a shared Vision of the Solution to the precipitating problems that are driving the need to change.Paint a picture for individuals of how a system will look and work after the change effort.
SustainingGather and share meaningful process and outcomes data at regular intervals.Actively build capacity for lasting improvement (continuous learning, ongoing coaching and mentoring, communities of practice, open communication within and outside the system).
FundingVisibility Political
Support
Creating a State or Community System
Leadership Team
Training
CoachingCoordination
Evaluationg
Local School/District ImplementationsCommunity Early Childhood Programs and Services
35
Context
Many initiatives to improve early educationeducation
Initiatives too often conflicting and/or competing
Wraparound
CLASS observations
Using the Pyramid to Align Systems
PBS
ECMH consultation
Early Literacy
CLASS observations
ALIGNMEN
T
Pyramid Model to promote the
Family Involvement
Early Childhood Special Education
A
Child and Family Outcomes
promote the development of ALL
young children
36
Top Related