Pyramid Model Overview Intersections between Pyramid Model and PBIS in Wisconsin Julie Betchkal, Pyramid Model Training and Coaching Coordinator [email protected]Lana Nenide, Pyramid Model State Coordinator [email protected]Marlene Gross-Ackeret, WI RtI Center PBIS TAC [email protected]
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Pyramid Model Overview Intersections between Pyramid Model and PBIS in Wisconsin Julie Betchkal, Pyramid Model Training and Coaching Coordinator [email protected].
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Pyramid Model Overview
Intersections between Pyramid Model and PBIS in Wisconsin
Julie Betchkal, Pyramid Model Training and Coaching Coordinator
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
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
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