1. EvaluationsStandards Tiered Intervention WEDGING IN SOCIAL EMOTIONAL LEARNING: Navigating the Websites & Finding A Practical Application of the Pyramid Model to Meet Early Childhood Education Standards

2. IF YOU DID NOT GET A HANDOUT: GO TO: http://teamtn.tnvoices.org SCROLL DOWN TO: ANNOUNCEMENTS CLICK ON: “Wedging in Social Emotional Learning: Practical Application of the Pyramid Model to Meet Early Childhood Education Standards”

3. PYRAMID MODEL OVERVIEW Just the Facts.

4. The Who ( ) The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) http://csefel.vanderbilt.edu National resource center funded jointly by the Office of Head Start and the Child Care Bureau for disseminating research and evidence-based practices to early childhood programs. Focus is the promotion of social emotional development and school readiness of young children birth to age 5.

5. The Who ( ) Technical Assistance Center for Social Emotional Intervention (TACSEI) www.challengingbehavior.org National resource center funded by the Department of Education, Office of Special Education. Creates FREE, research-based, products & resources to improve social emotional outcomes for young children.

6. The Who ( ) Team Tennessee http://teamtn.tnvoices.org Represents Pyramid Model implementation in Tennessee with group of 11 members representing Statewide departments (TDOE, TDMH, Head Start, TDHS, CCR&R, Higher Ed, TDCS, TEIS, TDOH, TECTA, and TAEYC) Four staff members work to promote Pyramid Model implementation in Tennessee. Statewide: Currently14 sites implementing the Pyramid Model, with support from over 25 trainers & coaches.

7. The What Pyramid Model PROMOTION PREVENTION → INTERVENTION → ←

8. The Why Key Social Emotional Skills Children Need as They Enter School: Confidence Capacity to develop good relationships with peers and adults Concentration and persistence on challenging tasks Ability to effectively communicate emotions Ability to listen to instructions and be attentive Ability to solve social problems

9. Initially (2008-2009) Trained Master Cadre of Coaches Demonstration Site Selection Team Tennessee Projects 9

10. Secondary (2009-2011) Implementation Site Selection (TEIS) & Expansion Higher Education Pillars of Positive Solutions for Families K-1 Age-Up 10

11. Team Tennessee Projects Tertiary (Toward Sustainability) (2011-Present) Project B.A.S.I.C. Early Connections Network Team Tennessee Re-evaluation 11

12. Training Professional Development Family Support Two Major Purposes Technical Assistance Age-up Home Visitors PSF (Sustainability & Scope of Distribution) 12

14. WEBSITE NAVIGATOR Walk me through those confusing sites…

15. Find a variety of resources for Pyramid Model Implementation Learn About CSEFEL & the Pyramid Framework Let’s Start Here: http://csefel.vanderbilt.edu http://csefel.vanderbilt.edu

16. CSEFEL Resources to Note: What Works Briefs- (WWB) Cover Topics across the tiers of the Pyramid. 24 briefs in English & Spanish Appropriate for administrators, teachers & parents.

17. Let’s Take a Look! www.challengingbehavior.org www.challengingbehavior.org All about TACSEI Learning about new materials on the website What are you looking for?

18. Find It Here! www.challengingbehavior.orgwww.challengingbehavior.org

19. Find It Here! www.challengingbehavior.orgwww.challengingbehavior.org

20. Find It Here! www.challengingbehavior.orgwww.challengingbehavior.org

21. Issue Briefs: 5 different briefs about Pyramid Model Implementation TACSEI Resources to Note:

22. Backpack Connection Series A series of 14 handouts for parents covering: Emotions Social Skills Routines & Schedules Challenging Behaviors Build relationships from school to home Encourage social emotional development.

23. Team Tennessee Website: http://teamtn.tnvoices.org Here’s where you can download documents & look for new resources from us! Here’s where you can find out about upcoming trainings & events. Here’s where you can chat with each other about implementation progress. Here’s where you can get in touch with us or send someone else to get in touch with us!

24. Team Tennessee’s Website: http://teamtn.tnvoices.org/ Go Here!

25. Pyramid Model Resource Sheet-Administrators Pyramid Model Resource Sheet-Family Pyramid Model Resource Sheet-Educators Links to Resources, Training Materials, Information All listed by age group. Many of the resources listed in the guides are found on the CSEFEL and TACSEI websites Team TN Resources to Note:

26. How to Start Finding Materials/Resources (Easier than Website Surfing!) Most Important! Where can I find all the Pyramid Model Implementation Materials? Pyramid Model Resource Sheet-Administrators Pyramid Model Resource Sheet-Family Pyramid Model Resource Sheet-Educators

27. MAKING THE CONNECTION Where to find the Pyramid Model in Early Childhood Education Standards

28. Finding Commonality in ECE Classroom Standards Currently Used Classroom Standards in Tennessee: CLASS Toddler/CLASS Pre-K Common Core TNELDS TN State Content Standards ITERS-R/ECERS-R High Scope Coming Soon: PARC

29. ITERS & ECERS Most Commonly Used Environment Rating Scales Covers Classroom Environments for Children Birth-5

30. ITERS & ECERS The revised ITERS includes items related to: Helping children understand language; Nature/science; Use of TV, video and computer; Free play; and Group play activities.

31. ITERS & ECERS The revised ECERS contains items related to: Interaction (staff-child, child-child and discipline), Curriculum (nature/science and math/number) Health & Safety

32. Examples of ITERS/ECERS Standards Peer Interaction: Staff explain actions/intentions/feelings (observe 2 examples) Creative room arrangement (well defined interest centers, accessible materials) Concepts are introduced in response to children’s interests or to solve problems. ITERS-R (Interaction) 26. Peer Interaction ECERS-R (Space & Furnishings) 4. Room Arrangement ECERS-R (Language- Reasoning) 17. Using language to develop reasoning skills Module 2: Emotional Literacy, Friendship Skills Module 1: Classroom Arrangement Module 2: Problem Solving Skills

33. Classroom Assessment Scoring System (CLASS) The CLASS Pre-K (ages 3 to 5) tool assesses teacher–child interactions through a 2- 3 hour observation cycle. Three key domains of teacher–student interaction: Emotional Support Classroom Organization, Instructional Support Developmentally appropriate descriptions of what effective interactions look like in pre-K classrooms

34. Classroom Assessment Scoring System (CLASS) Gives a picture of classroom interactions Highlights areas of strength and areas for growth to encourage professional development Identifies programs’ most urgent needs : accountability, professional development, and research

35. Head Start Framework CLASS is most commonly being used in Head Start classrooms (Nationwide)

36. Examples of CLASS Pre-K Standards Maximizing learning time through use of routines, organized activities & directions Level of expressed anger, hostility or aggression by teacher and/or students Interactions with students & class that emphasize students’ interest, motivation & point of view. Domain: Classroom Organization Dimension: Productivity Domain: Emotional Supports Dimension: Negative Climate Domain: Emotional Supports Dimension: Regard for Student Perspectives Module 1: Schedules & Routines, Directions & Feedback Module 1: Directions & Feedback Module 2: Emotional Literacy, Teaching Impulse & Anger Management Module 1: Building Nurturing & Responsive Relationships Module 2: Emotional Literacy

37. Common Core State Standards “The Common Core is a great opportunity to show that without your ability to self-regulate, to problem solve, and to work in teams, you’re not going to be able to develop the critical thing that is necessary to achieve at this new more rigorous curriculum.” - Eric Gordon Superintendent, Cleveland Metropolitan School District [Educational Summit: Beyond Bullying, Safe Schools Successful Students. Teachers College, Columbia University (2013)]

38. Common Core State Standards Only Reading and Math standards for Pre-K through 5 th Grade Adopted by 45 states & the District of Columbia (4 territories & the DoD) Standards are a FRAMEWORK not a CURRICULUM Developmentally appropriate, and build on each other each year.

39. Common Core State Standards But most importantly: Common Core opens the door for more flexible classrooms & non-cognitive learning within academic teaching.

40. Examples of Common Core State Standards Speak audibly and express thoughts, feelings, and ideas clearly Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. Make sense of problems and persevere in solving them CCSS Reading: Speaking and Listening (SL) Kindergarten Standard 6 CCSS Reading: Speaking and Listening (SL) First Grade Standard 1b CCSS Mathematics: Math Practice All Grades Standard 1 Module 2: Emotional Literacy Module 1: Building Nurturing and Responsive Relationships Module 2: Emotional Literacy, Friendship Skills Module 2: Problem Solving Skills

41. Tennessee Content Standards Standards have been developed in themed content areas for PreK-5 th Grade Standards include: Arts Education Computer Technology Personal Health and Wellness Social Studies Science

42. Examples of State Content Standards Explain the purpose of rules and laws Identify the importance of developing and maintaining healthy relationships Experiment with sensory and emotional experiences to create a character Content Standard Social Studies Kindergarten Standard 21 Content Standard Personal Health & Wellness Kindergarten/First Grade Standard 8.3 Content Standard Art (Theater) First Grade Standard 2.1 Module 1: Behavior Expectations & Rules Module 1: Building Nurturing and Responsive Relationships Module 2: Emotional Literacy, Friendship Skills Module 2: Emotional Literacy,

43. READING THE CROSSWALKS TTACCT Pre-K TTACCT Infant-Toddler Common Core/State Standards

44. About the TTACCT Team TN Adapted Classroom Coaching Tool Short-form Classroom Coaching Tool based on the CSEFEL-Developed, Research-Based TPOT (Teaching Pyramid Observation Tool)

45. About the TTACCT Divided into four sections, based on levels of the Pyramid: Relationships Items (Module 1) Environment Items (Module 1) Teaching Items (Module 2) Red Flags (All Modules) Simple, yes-no, responses to items. Allows for tracking progress & identifying areas of need for professional development

47. TTACCT CROSSWALK Tool includes a crosswalk for referencing connections to Classroom Standards AND for seeking out more information on a given topic. Full Pre-K Crosswalk has 5 Sections: Inventory of Practices (CSEFEL Developed) ECERS-R High Scope (Based on the Preschool Program Quality Assessment) TN-ELDS CLASS (Pre-K) Full Infant-Toddler Crosswalk has 3 Sections: Inventory of Practices (Developed by North Carolina CSEFEL) ITERS-R CLASS (Toddler)

48. TTACCT – Infant/Toddler TTACCT Section TTACCT Items Related Number on Inventory of Practices Related Item on ITERS-R Score Sheet Related CLASS Dimension

49. TTACCT – PRE-K Related Item on ECERS-R Score Sheet Related Number on Inventory of Practices Related CLASS Dimension TTACCT Section TTACCT Items Related TNELDS Standard(s) Related Item on PQA Score Sheet

50. About the Common Core Crosswalk (Kindergarten-First Grade) 1. Pyramid Model Introduction for Teachers 2. Full Crosswalk: Pyramid Model Training Module/Topic Area (Based on K-1 Train-Coach-Train) TDOE Standards (Common Core & Content)

51. About the Common Core Crosswalk (Kindergarten-First Grade) 3. Addressing Specific Challenging Behavior(s) with Teachers & Parents Form & Function of Challenging Behavior Prevention Strategies Replacement Skills 4. Tennessee Standards Reference Guide

52. Reading Your Crosswalk: Decoding the Crosswalk Pyramid Model Module Training Topic Area KINDERGARTEN Common Core State Standards (Topic Area: Item #) KINDERGARTEN TN Content Standards (Subject Area: Item #) FIRST GRADE Common Core State Standards (Topic Area: Item #) FIRST GRADE TN Content Standards (Subject Area: Item #)

53. Under Construction Crosswalk connected to Adapted Inventory of Practices for: Pre-K Kindergarten-First Grade

54. Also Available CLASS & The Pyramid Model (Informational Document with descriptive crossover exclusively between these two tools) Project B.A.S.I.C. Goals – Crosswalked to Pyramid Model, Common Core, Content Standards, Commonly used Pyramid Model Materials (Separate documents for Kindergarten & First Grade) The Pillars of Positive Solutions for Families (Parent training series developed to mirror classroom/site implementation)

55. WHAT ABOUT MODULE 3? (Sort Of) Crosswalking the Top of the Pyramid (Or: Please don’t make me create the IEP)

56. A Few Notes on the Top of the Pyramid Who needs Intensive Intervention? ONLY children who have very persistent and severe challenging behavior. ONLY children do not respond to the typical preventive practices, child guidance procedures, or social emotional teaching strategies that would normally work with most children.

57. A Few Notes on the Top of the Pyramid Intensive Intervention is… An approach for changing behavior Is based on humanistic values and research Relies on understanding why the behavior occurs and teaching new skills to replace behavior. A holistic approach that considers all factors that impact a child

58. Module 3 Topics Identifying Form & Function of Behavior Creating a Behavior Support Plan. Functional Behavior Assessment Behavioral Support Plan

59. Conducting a Functional Assessment Observe the child in target routines and settings Look for situations that predict challenging behavior and situations that predict appropriate behavior. Interview persons most familiar with the child Parents, Grandparents, Teachers Review records

60. Behavior Hypothesis Expands on the behavior equation and incorporates what you have learned from the observations and interviews Includes information about: Function of the behavior Triggers of the challenging behavior Description of the challenging behavior Responses that maintain the challenging behavior Handout 10: Hypothesis Statement

61. 1. Behavior Hypotheses Purpose of the behavior; your best guess about why the behavior occurs 2. Prevention Strategies Ways to make events and interactions that trigger challenging behavior easier for the child to manage Behavior Support Plan

62. 3. Replacement Skills New skills to teach throughout the day to replace the challenging behavior 4. Responses What adults will do when the challenging behavior occurs to ensure that the challenging behavior is not maintained and the new skill is learned Behavior Support Plan

63. Functional Behavior Assessment Behavior Support Planning Example: Core Crosswalk

64. SO, WHAT ELSE? What do YOU, as a implementer, need from us?

65. CONTACT US Melissa Binkley (615) 269-7751 mbinkley@tnvoices.org Beth Vorhaus (615) 269-7751 bvorhaus@tnvoices.org