1. PBIS Goes to Preschool: Implementing the Pyramid Model within a PBIS system Julie Betchkal, Pyramid Model Training and Coaching Coordinator julieb@cesa11.k12.wi.us Lana Nenide, Pyramid Model State Coordinator lnenide@wiaimh.org Marlene Gross-Ackeret, WI RtI Center PBIS TAC grossackeretm@wisconsinpbisnetwork.org

2. Our panel Sheboygan 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

3. 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.

4. 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

5. Step 1: Train your staff Find a trainer: www.collaboratingpartners.com Find a trainer Find a training

6. 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

7. 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

8. 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 1 st Early Childhood Benchmarks of Quality and action plan

9. Internal coaches support fidelity of teacher practices Teaching Pyramid Observation Tool (TPOT) Teaching Pyramid Observation Tool (TPOT) Teaching Pyramid Infant Toddler Observation Scale (TPITOS)

10. 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 expectations 5. Strategies for teaching expectations 6. All classrooms demonstrate adoption of “Teaching Pyramid” 7. Procedures for responding to challenging behavior 8. Staff Support Plan 9. Monitoring implementation and outcomes

11. Broadcast your intentions through expectations

12. Plan for standards based social and emotional instruction and supports

13. 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

14. 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?

15. Training Outcomes Related to Training Components Training ComponentsTraining Outcomes Knowledge of Content Skill ImplementationClassroom Application Presentation/ Lecture Plus Demonstration 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

16. Practice based coaching model National Center on Quality Teaching and Learning

17. Pre-coaching Example 1-7. Classroom Environment16. Teaching children to express emotions 8. Schedules and routines17. Teaching problem solving 9. Transitions between activities18. Supporting friendship skills 10. Teacher engages in supportive conversations19. Supporting children with persistent problem behavior 11. Promoting children's engagement20. Communication to promote family involvement 12. Teaching children behavior expectations21. Involving families in addressing problem behavior 13. Providing directions22. Building collaborative teaming relationships with other adults 14. Using effective strategies to respond to problem behavior 15. Teaching social skills and emotional competencies23-38 Red flags

18. Summary of TPOT Observations 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 *Structure Circle Time

19. 6 months later 1-7. Classroom Environment16. Teaching children to express emotions 8. Schedules and routines17. Teaching problem solving 9. Transitions between activities18. Supporting friendship skills 10. Teacher engages in supportive conversations19. Supporting children with persistent problem behavior 11. Promoting children's engagement20. Communication to promote family involvement 12. Teaching children behavior expectations21. Involving families in addressing problem behavior 13. Providing directions22. Building collaborative teaming relationships with other adults 14. Using effective strategies to respond to problem behavior 15. Teaching social skills and emotional competencies23-38 Red flags

20. Focused PD through Teacher Averages 1-7. Classroom Environment16. Teaching children to express emotions 8. Schedules and routines17. Teaching problem solving 9. Transitions between activities18. Supporting friendship skills 10. Teacher engages in supportive conversations19. Supporting children with persistent problem behavior 11. Promoting children's engagement20. Communication to promote family involvement 12. Teaching children behavior expectations21. Involving families in addressing problem behavior 13. Providing directions22. Building collaborative teaming relationships with other adults 14. Using effective strategies to respond to problem behavior 15. Teaching social skills and emotional competencies23-38 Red flags

21. Teacher coaching can be phased into a program Pilot classroom Pilot age level Every classroom

22. 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?

23. Step 6: Use your data to guide decisions LookThinkAct http://challengingbehavior.fmhi.usf.edu/do/ resources/documents/roadmap_7.pdf

24. Data based decision making Child Level: – Behavior Incident Report 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

25. Behavior Incident Report Data

27. Spring data addition example

29. 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?

30. Questions??