2. Pyramid Model and PBIS Listening Session- Aligning Early Childhood positive behavior support practices with K-12 positive behavior support practices
Julie Betchkal
Kathy Ryder
wisconsinrticenter.org

3. Session Outcomes Participants will :
Get a sense of Wisconsin’s Pyramid Model
The Pyramid Model is a multi-leveled system of support to enhance social and emotional competence in infants, toddlers, and young children.
Get a sense of Wisconsin’s vision for aligned social, emotional, behavioral support from cradle to career
Get an understanding of the complexity of aligning the early learning and K-12 systems
Give feedback on how best to align these systems, into one equitable and developmentally appropriate multi-level system of supports to enhance behavioral interactions and social and emotional competence for children, birth through 12th grade
Acknowledge with audience that it can be tricky between pk and K12 implementation
** See if we can get national 5k office incident rates** OR ask audience what their ODR data is telling them at the K and 1 level?

4. Wisconsin DPI’s vision for early education
Julie can facilitate this discussion

5. Long Term Outcomes: What does the Research Say?
From a range of studies with young children
Academic benefit from early SE development
American Journal of Nursing
Strong social skills in kindergarten predict success
Julie will intro the evidence base

6. Predicting academic success
“The more responsive, attentive, and cognitively stimulating” early caregiving, the better the outcomes.” (NICHD Study of Early Child Care and Youth Development, 2002)
“….. the quality of teacher-child interaction consistently is the strongest predictor of children's learning” (Sabol, Hong, Pianta, & Burchina, 2013)
“Our measures of the classroom environment were far less potent predictors of later language and literacy than our measures of teacher-child interaction” (Dickinson & Tabors, 2002)
“Students who see teachers as supportive are more likely to pursue goals valued by teachers, such as engagement in academic activities.” (Hamre & Pianta, 2005)
Closer teacher-child relationships …predicted steady effect: higher standardized test scores in language and math (NICHD, 2002)
Teacher-child closeness was positively linked with children's academic performance (Mashburn, et al., 2008)
Julie will cover this slide

7. American Journal of Nursing: Strong Social Skills in Kindergarten Predict Success
Early prosocial skills in kindergarten were associated with
an increased likelihood of graduating from college and having a stable job, compared with having less-developed social skills.
Less social competence correlated with
a greater chance of being arrested,
a higher risk of alcohol dependence,
a higher risk of receiving public assistance, in comparison with greater social competence.
The study suggests that social and emotional skills are as important as cognitive skills in determining long-term outcomes.
Kathy
American Journal of Nursing, October 2015

8. Wisconsin’s Pyramid Model
Framework of multi-leveled system of support to enhance social and emotional competence in infants, toddlers, and young children.
Goal is fidelity of evidence based practices at program and classroom level
Training in classroom practices to address relationship, environment, intentional teaching and individualized intervention
Practice based coaching is provided to individual teachers
System’s level implementation: teaming, data based decision making
Julie
This handout can be uploaded: WI Pyramid Model Key Messages:
Transition: One of the ways DPI is supporting the use of developmentally appropriate practices is through the promotion of the Pyramid model as a Birth to K framework for PBIS.
applies to ALL environments that support infants, toddlers and young children between birth to 6

9. Wisconsin’s Framework for Equitable Multi-Level System of Supports
kathy- insert link to Framework Doc
11 Key Features to address in a K-12 System
PBIS is an evidence-based multi-level system of support directly addressing behavior within a K- 12 system
Ensuring Equity is at the heart of the work
Multiple levels of support for all students
Identifies, defines, and trains in evidence-based practices to be delivered by all in the system with fidelity
Kathy
Wisconsin’s Framework for Equitable Multi-Level System of Supports

10. Commonalities between Pyramid Model and PBIS
To achieve equity, high quality instruction is both culturally responsive and developmentally appropriate.
High quality instruction rests upon use of evidence- based universal practices system-wide delivered with fidelity
High quality instruction includes the identification, training, practice and measuring success in strategies, responses, and new skills for the prevention of challenging behavior
Strategic use of data and data systems are promoted and used
Both use systems coaching model
Kathy
Examples of PM and PBIS for each bullet
In pyramid model, behavior expectations are created based on students culture, family, social norms, etc and are developmentally appropriate to child’s age. Instruction at early levels may be demonstrated repeatedly, represented by pictures, role-played or songs created, where as in K-12 system they may be more written rather than picture based, taught at the beginning, middle and end of year rather than daily or weekly,
Evidence-based practices of Check In Check Out is more developmentally appropriate at the elementary and middle school level but may be more one to one time with teacher at the early level (or another EC

11. Commonalities between Pyramid Model and PBIS
Instruction, demonstration, reinforcement and re-teaching behavioral expectations are central to each model.
Intervention for young children is focused on instruction via universal practices
Multi-level instruction is intended to show educators how they can organize instruction, interventions, and supports by level of intensity rather than labeling students or placing them in tiers
Office Discipline Report or Behavior Incident Reports are not interventions, but rather data points to study
Julie will cover this slide
EC example to K12 Example-Understanding that young children are at acquisition learning of many social and emotional skills, visual schedules, role playing versus written classroom expectations, cool tools, and school wide assemblies
Reteach, reteach, reteach!!
Level of intensity is core at any grade or age level of support. Repeating instruction, practicing new behaviors, and providing opportunities to practice are core to PM and PBIS- how and when may look different or on a continuum- EXAMPLEs
Discipline reports are just that, reports. They are not interventions and not central to the program instruction but rather a data set to review to see if instruction is to fidelity. Both have goals to reduce discipline referrals or reports, reduce problem behavior in the educational environment. Keeping in mind developmentally appropriate decision rules that are aligned with the “system”, but flexible given the developmental learning pattern of the grade level.

12. Unique aspects of Pyramid Model or PBIS
Many 3, 4, and 5 year olds often spend their days in multiple environments “geared” for young children. (home, Child Care, Head Start, 4K classrooms)
HOW the commonalities are implemented
Developmental expectations about behavioral errors
Behavior Incident Report vs. Office Discipline Referral
Re-teaching and guiding is different: teacher managed versus office managed
Schoolwide and classwide expectations: Pictural versus words
Daily instruction in meeting expectations versus Cool Tool group instruction and refreshers
Julie walks through the bullets, Kathy pipe up here and there
K-12 typically have the same educational environment, even with 4k or 5 k that are in learning center where as with the young children, those environments can be very different and run by different groups, not the public school system.
How the common aspects of PM and PBIS are what are unique to those environments. If you think of the same system differentiated for the age/grade level and developmental level, then think of it as a continuum.
Early years is a significant amount of teaching, reteaching, hand over hand and repeated modeling and practicing of behaviors
Elementary years is about teaching and reteaching, creating opportunities to practice in unstructured times, moving toward academic engaged time which has inherant behavioral expectations.

13. Unique aspects of Pyramid Model or PBIS
Practice based coaching for implementation fidelity at the teacher level
Julie-
The evidence based for coaching in early children is practice based coaching.
Describe aspects of practice based coaching= TPOT.
PBIS- classroom management modules

14. What do you currently see in your “system”?
Connections between Birth to 6 and 1st to 12 PBIS
Disconnect between Birth to 6 and 1st to 12 PBIS
Julie will facilitate Developmental responsiveness (Kathy will capture notes)

15. How to transition between age/grade levels
What might be helpful to you for Pyramid Model and PBIS to describe the continuum of implementation, based on developmental growth of children?
What might your “system” need to create a “seamless” PBIS system?

16. session-a.questionpro.com