pbis goes to preschool: implementing the pyramid model within a pbis system julie betchkal, pyramid...
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PBIS Goes to Preschool: Implementing the Pyramid Model within a PBIS system
Julie Betchkal, Pyramid Model Training and Coaching Coordinator
[email protected] Nenide, Pyramid Model State Coordinator
[email protected] Gross-Ackeret, WI RtI Center PBIS TAC
Our panelSheboygan Area School District:• Pam Kugi, Principal of
Sheboygan Early Learning Center
• Kathy Kobelsky, PBIS coach• Annette Wisse, 4K Teacher/
Leadership Team Member
Verona School District• Jennifer Skibba, Early
Learning Coordinator
Wausau School District• Julie Zinda, 4K teacher/
Internal Coach
Pyramid Model for Social Emotional Competence
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.
Pyramid Model is a cross systems initiative
Available to all providers in the state:
For teachers • Infant/Toddler Modules• Preschool Modules• WI 8-part training series
For home visitors • Home Visiting/ Family Coaching Modules
For parent educators • PIWI: Parents Interacting with Infants• Positive Solutions for Families
Available to program wide implementing sites:
For internal coaches • TPOT (Teaching Pyramid Observation Tool)• TPITOS (Teaching Pyramid Infant Toddler
Observation Scale) For program leadership teams • Pyramid Model Team Training
For Behavior Interventionists • Pyramid Model Individualized Interventions
Step 1: Train your staff
Find a trainer:
www.collaboratingpartners.com
Find a trainer
Find a training
Implementation Readiness is key• Strong administrative commitment and support• Ability to form and sustain a program leadership
team• Social emotional competence as a professional
development priority• Evidence of staff buy-in for implementation• Capacity to support an internal coach• Access to external coaching support• A champion
Step 2: Find a champion, Review your readiness (the application) and
Poll the staff
• I am interested and willing to participate in the program wide implementation
• I like the idea of program wide implementation, but want more training first
• I like the idea of program wide implementation, but am not ready to commit
• I don’t think that program wide implementation would be beneficial to me and/or the program
Application and Readiness Checklist to become Wisconsin Pyramid Model implementation site and to attend Pyramid Model Program Wide Implementation Academy
Program-wide adoption of the Pyramid Model refers to a systemic effort within a program for Pyramid Model implementation fidelity. It is the most effective way to change practice and support social and emotional development of children in your program. In program-wide adoption, a leadership team guides the implementation process and develops the supports and infrastructure needed to ensure that adoption of the Pyramid Model can occur within the classrooms and services provided to children and their families.
Programs selected to become WI Pyramid Model Implementation sites will send their leadership team to attend Pyramid Model program wide implementation academy. The goal of the academy is to support and prepare teams for planful implementation of the Pyramid Model in their programs.
Implementation Academy details:
When: July 30, July 31st, August 1st, August 2nd, 2012
July 30th and 31st - external coaches and/or internal coaches* *It is most beneficial for the implementation if both internal and external coaches attend the Coaches training, but if funds are limited, please make sure that external coach attends the event
August 1st and 2nd - the entire program leadership team
Where: Jefferson Street Inn (check) http://www.jeffersonstreetinn.com/
A block of rooms is being held ($70 single/ $99 double) until July 9th under Pyramid Model.
Cost per participant $25/day: Breakfast, lunch and materials included in the cost
What:
Training for Coaches (July 30 and 31st, 2012)
Day 1 & Day 2 (part 1) TPOT (Teaching Pyramid Observation Tool) reliability training Day 2 (part 2) is evidence based coaching practices
Team Implementation meeting (August 1st and August 2nd, 2012)
This two-day meeting event is for program leadership teams that are committed and ready to implement Pyramid Model practices and procedures. Teams will leave the meeting event with an understanding of and plan for implementing the Pyramid Model in their program. It is vital that the entire leadership team attend this meeting. Planning during this meeting will launch your program’s implementation of the Pyramid Model.
Step 3: Train your team
Representative team attends: administrator, teachers and a behavior support person/internal coach
• Day 1 and 2: Internal coach reaches fidelity on Teaching Pyramid Observation Tool- TPOT (teacher fidelity tool)
• Day 3 and 4: Leadership team training: complete 1st Early Childhood Benchmarks of Quality and action plan
Internal coaches support fidelity of teacher practices
• Teaching Pyramid Observation Tool (TPOT)
Teaching Pyramid Infant Toddler Observation Scale (TPITOS)
Team supports fidelity of program practices: EC Benchmarks of Quality
Critical Program Elements
1. Establish leadership team
2. Staff Buy-In
3. Family Involvement
4. Program-wide expectations5. Strategies for teaching expectations6. All classrooms demonstrate adoption of “Teaching Pyramid”
7. Procedures for responding to challenging behavior
8. Staff Support Plan9. Monitoring implementation and outcomes
Location:
Family Involvement
11. Family involvement in the initiative is supported through a variety of mechanisms including home teaching suggestions, information on supporting social development, and the outcomes of the initiative. Information is shared through a variety of formats (e.g., meetings, home visit discussions, newsletters, open house, websites, family friendly handouts, workshops, rollout events).
Early Childhood Program-Wide PBS Benchmarks of Quality
Program Name: Sample Program address
Team Members: Team members listed here
4. Team has established a clear mission/purpose. The team purpose or mission statement is written. Team members are able to clearly communicate the purpose of the leadership team.
3. Team has regular meetings. Team meetings are scheduled at least 1x per month for a minimum of 1 hour. Team member attendance is consistent.
*** Only one answer may be checked ***
1. Team has broad representation that includes at a minimum a teacher, administrator and a member with expertise in behavior support. Other team members might include parent, teaching assistant, related service specialists and other program personnel.
Critcal Elements Benchmarks of Quality
6. Team reviews and revises the plan at least annually.
Staff Buy-In 7. Staff are aware of and supportive of the need for a program wide system for addressing children’s social emotional development and challenging behavior. A staff poll establishes buy-in before the initiative is launched.
Establish Leadership Team
5. Team develops an implementation plan that includes all critical elements. A written implementation plan guides the work of the team. The team reviews the plan and updates their progress at each meeting. Action steps are identified to ensure achievement of the goals.
2. Team has administrative support. Administrator attends meetings and trainings, is active in problem-solving to ensure the success of the initiative, and is visibly supportive of the adoption of the model.
9. Family input is solicited as part of the planning process. Families are informed of the initiative and asked to provide feedback on program-wide adoption and mechanisms for promoting family involvement in the initiative.
8. Staff input and feedback is obtained throughout the process - coffee break with the director, focus group, suggestion box. Leadership team provides update on the process and data on the outcomes to program staff on a regular basis.
14. Expectations are written in a way that applies to both children and staff. When expectations are discussed, the application of expectations to program staff and children is acknowledged.
15. Expectations are developmentally appropriate and linked to concrete rules for behavior within activities and settings.
17. Expectations are shared with families and staff assist families in the translation of the expectations to rules in the home.
Totals (%):
Totals (%):
18. Expectations are posted in classrooms and in common areas in ways that are meaningful to children, staff and families.
12. Families are involved in planning for individual children in a meaningful and proactive way. Families are encouraged to team with program staff in the development of individualized plans of support for children including the development of strategies that may be used in the home and community.
10. There are multiple mechanisms for sharing the program wide plan with families including narrative documents, conferences, and parent meetings to ensure that all families are informed of the initiative.
13. 2-5 positively stated program wide expectations are developed. Totals (%):
16. All program staff are involved in the development of the expectations.
Program-Wide Expectations
Broadcast your intentions through expectations
Be respectful.
Be responsible.
Be resourceful.
Plan for standards based social and emotional instruction and supports
Support families to enhance social and emotional competence
• PIWI: Parents Interacting with Infants• Positive Solutions for Families• Family Tools• Backpack Connection Series• Making Life Easier
AND SO MUCH more….
http://www.challengingbehavior.org/do/resources/making_life_easier.html http://www.challengingbehavior.org/do/resources/backpack.html http://csefel.vanderbilt.edu/resources/family.html
Why/How did you decide to you were ready to move to program
wide implementation?
Which ages/classrooms/staff you are focusing on implementing the
Pyramid Model and why?
Training Outcomes Related to Training Components
Training Components Training Outcomes
Knowledge of Content
Skill Implementation ClassroomApplication
Presentation/ Lecture
PlusDemonstration
Plus Practice
Plus:• Coaching• Admin Support• Data Feedback
10 % 5% 0%
30% 20% 0%
60% 60% 5%
95% 95% 95%
Joyce & Showers, 2002
Step 5: Coach your teachers
Practice based coaching model
National Center on Quality Teaching and Learning
Pre-coaching Example
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
Environment
Sch and rout
Transtions
Conversation
Engagement
Expectation
DirectionSkip
General instru
Express emotions
Problem solving
Friendship
Support prob bev
Family involvement
Fam prob behavior
Collaborative team
Red FlagsTotal
0%10%20%30%40%50%60%70%80%90%
100%
TPOT Percentage of Items in place
9/17/2010(highlight and type date 5)(highlight and type date 6)
• Summary of TPOT ObservationsStrengths• 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• *Structure Circle Time
6 months later
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
Environment
Sch and rout
Transtions
Conversation
Engagement
Expectation
DirectionSkip
General instru
Express emotions
Problem solving
Friendship
Support prob bev
Family involvement
Fam prob behavior
Collaborative team
Red FlagsTotal
0%10%20%30%40%50%60%70%80%90%
100%100%
56%
75%
90% 89%
57%
100%
0%
38%
75%
20%11%
0%
100%
14%
100%
0%
62%
TPOT Percentage of Items in place
9/17/20103/11/2011(highlight and type date 5)(highlight and type date 6)
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
Highlight and enterTPOT date ID here
Highlight and enterTPOT date ID here
#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
Highlight and enterTPOT date ID here
Highlight and enterTPOT date ID here
#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
Highlight and enterTPOT date ID here
#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
Highlight and enterTPOT date ID here
#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
Teacher coaching can be phased into a program
• Pilot classroom• Pilot age level• Every classroom
How are you providing coaching to your teachers?
What has been the reaction of your teachers to coaching?
What are the benefits….and the barriers to using the Pyramid Model coaching model in your program?
Step 6: Use your data to guide decisions
Look Think Act
http://challengingbehavior.fmhi.usf.edu/do/resources/documents/roadmap_7.pdf
Data based decision making• Child Level:
– Behavior Incident Report– Ongoing assessment: Social and emotional– Universal Screen: ASQ:SE (version 2 in Fall)
• Teacher level data:– Individual TPOT (and TPITOS ) data
• Program level data: – Benchmarks of Quality– TPOT averages across teachers – Universal screen data (e.g., ASQ:SE, DECA) – Ongoing assessment data (e.g., Teaching Strategies Gold, Portage)– ECERS, ELLCO, CLASS, EE– Expulsion/Suspension/ Retention
• Family level data:– Family survey
Behavior Incident Report Data
FALL 1 SPRING 1 FALL 2 SPRING 2 FALL 3 SPRING 30.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
10.6%6.7%
13.0%
6.1%
0.0% 0.0%1.7% 0.7% 1.2% 3.3%0.0% 0.0%
87.8%92.7%
85.7%91.3%
0.0% 0.0%
Fall and Spring ASQ:SE score percentagesCohort 1
Above cut offLinear (Above cut off)Close to cut offBelow cut off
Spring data addition example
Spring 1 Spring 2 Spring 30%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
75%
0% 0%
0%
0% 0%
25%
0% 0%
Spring results for children with scores above cutoff in fall
Above cutoff
Close to cutoff
Below cutoff
Spring 1 Spring 2 Spring 30%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
100%
0% 0%
0%
0% 0%
0%
0% 0%
Spring results for children with scores close to cut off in fall
Above cut off
Close to cut off
Below cutoff
How are you using data in your planning or communicating?
How are you funding your implementation?
What advice would you give to programs/teams that are considering
moving to program wide implementation?
Questions??