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Bringing the Pyramid Model to Systems and Programs

Lise Foxfox@fmhi.usf.edu

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

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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

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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

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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

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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.

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The Solution Kit

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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

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Sample Data Form

Individualized Intensive Interventions

Comprehensive interventions

Assessment-basedSkill-buildingPartnerships with

familiesProgress monitoring

and data-based decision-making

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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

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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

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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.

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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

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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

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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

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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?

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•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

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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

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Sample Expectations

Program-Wide Expectations:Be a Friend – in Centers

Share toysQuiet voicesHelp your friends

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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

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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

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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

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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

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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!

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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%

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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.

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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

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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

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