Using Evidence-Based Discipline Practices in Preschool Programs Lise Fox, University of South Florida Mary Louise Hemmeter, Vanderbilt University National Center for Pyramid Model Innovations www.challengingbehavior.org

2019 OSEP Leadership Conference OSEP Disclaimer 2019 OSEP Leadership Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2019 OSEP Leadership Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)

A National Concern Early expulsion or suspension predicts later expulsion or suspension Estimates indicate that rates in early education are higher than in K12 settings. Data consistently indicate large racial disparities, with young boys of color being suspended and expelled at disproportionately high rates. US Department of Health and Human Services & US Department of Education (2014).Policy statement on expulsion and suspension policies in early childhood settings. Washington, DC: Author

A Framework of Evidence-Based Practices

Explicit within the Framework Promotion of social and emotional learning is essential for preventing and addressing challenging behavior Adopting a posture of support: Supporting all children Supporting all families Supporting all teachers and providers Promoting confidence and competence Supporting inclusion, not exclusion Elimination of expulsion and suspension

A Focus on Equity and Implicit Bias Disproportionality in the use of inappropriate and punitive discipline practices indicates issues of equity and implicit bias Programs should use data collection and accountability for identifying disparities, discipline responses, and use of culturally responsive promotion and prevention practices. Addressing implicit bias calls for awareness of implicit bias, professional development in culturally responsive practices, ongoing dialogue and support for change in practices. Community and family engagement is needed to deepen understanding of culture, communities, perspectives, and needs

Evidence-Based Professional Development High Quality Training Practice-Based Coaching Collaborative partnership with coaches Focused on a defined set of practices Delivered in complete cycles Shared Goals and Action Plan Focused Observation Reflection and Feedback Snyder, Hemmeter, & Fox, 2016

Practice-Based Coaching Snyder, P., Hemmeter, M. L., McLean, M., Sandall, S., McLaughlin, T., & Algina, J. (2018). Effects of Professional Development on Preschool Teachers’ Use of Embedded Instruction Practices. Exceptional Children, 84(2), 213–232. Sutherland, K. S., Conroy, M. A., Algina, J., Ladwig, C., Jessee, G., & Gyure, M. (2018). Reducing child problem behaviors and improving teacher-child interactions and relationships: A randomized controlled trial of BEST in CLASS. Early Childhood Research Quarterly, 42, 31-43. Hemmeter, M.L., Snyder, P., Fox, L., & Algina, J. (2016). Evaluating the implementation of the Pyramid Model for promoting social-emotional competence in early childhood classrooms. Topics in Early Childhood Special Education, 36, 133-146. Sutherland, K. S., Conroy, M. A., Vo, A., & Ladwig, C. (2015). Implementation integrity of practice-based coaching: Preliminary results from the BEST in CLASS Efficacy Trial. School Mental Health, 7, 21-33. Conroy, M. A., Sutherland, K. S., Wilson, R. E., Martinez, J., Whalon, K. J., Algina, J. (2015). Measuring teacher implementation of the BEST in CLASS intervention program and corollary child outcomes. Journal of Emotional and Behavioral Disorders, 23, 144-155. Snyder, P., Hemmeter, M.L., & Fox, L. (2015). Supporting implementation of evidence-based practices through practice-based coaching. Topics in Early Childhood Special Education, 35, 133-143.

Coaching Tools to Use Teaching Pyramid Observation Tool – preschool Teaching Pyramid Infant Toddler Observation Scale Early Interventionist Pyramid Practices Fidelity Instrument Coaching logs – fidelity and outcomes Pyramid Model Equity Coaching Guide

Putting it Together –Program Illustration Clifton Early Learner Academy Program leadership team including family member Program-wide expectations Ongoing professional development and practice-based coaching Family and community engagement Behavior support process to develop plan and support implementation with fidelity Use of data tools (fidelity, coaching, behavior, child outcomes) with monthly leadership team reviews

Using Implementation Science to Scale Up Stages (2-4 years) Implementation Teams Buy-in/Readiness Drivers (e.g. leadership & competence) Goal is High Fidelity implementation

A Systems Approach Cross sector State Leadership Team Professional Development Network of Program Coaches Implementation and Demonstration Sites Guided by a Site Leadership Team

Statewide Implementation Guide 4 Essential Support Structures State Leadership Team Professional Development Network of Program Coaches Demonstration and Implementation Sites Data Evaluation Systems Implementation Science: stages of implementation Exploration and Planning Installation Implementation: Initial to Full Scale-up Resources, templates and examples Available on http://ectacenter.org/sig/

Use of Data Decision-Making State Data Decision Making State implementation infrastructure Program (systems) coach fidelity and resource allocation Program implementation and outcome data (including suspension and expulsion) Local Program Data Decision Making Program implementation infrastructure fidelity Behavior incident tracking and responses (including disproportionality) Practitioner coach fidelity Practitioner fidelity Child outcomes

Tools to Use State Benchmarks of Quality Program Coach Log Practitioner Coach Log Program Benchmarks of Quality Teaching Pyramid Observation Tool Teaching Pyramid Infant Toddler Observation Scale Early Interventionist Pyramid Practices Fidelity Instrument Behavior Incident Report System See www.challengingbehavior.org for more information

Wisconsin Initial installation in 2009; Currently in scale-up Cross-Sector state team – 16 members Guided by Statewide Coordinator and Statewide Training and Coaching Coordinator Program coaches to guide implementation – 10 program coaches Comprehensive Training 120 trainers Training packages that are aligned with early learning standards and infant mental health Preservice training in WI Technical College Early Care and Education degree pathway Mentoring in the use of family training curricula Implementation Academy for program-wide implementation 108 implementation sites

Minnesota Initial installation in 2010; Currently in scale-up Supported by Minnesota Centers of Excellence for Young Children with Disabilities, Minnesota Department of Education; 11.5 FTE of Professional Development Facilitators One of three innovations (Pyramid Model, FGRBI, Classroom Engagement) District implementation – 72 implementation sites Statewide data tracking Program implementation fidelity Classroom implementation fidelity Classroom coaching Behavior incident system

Georgia Initial installation in 2015; Currently in scale-up Led by Georgia Department of Early Care and Learning (DECAL) for child care; PBIS alignment by Georgia Department of Education External Coaches at DECAL (8 FTE with an additional 10 FTE added in the next 12 months) 50 child care implementation sites across 5 cohorts PBIS school alignment guided by GDOE climate specialists – 2 school districts, 7 elementary schools Sites report TPOT (fidelity) and BIR data (incidents) to state Comprehensive training is provided state-wide via Inclusion and Behavioral Support Specialists that work for DECAL DECAL is in planning to provide grants (using CCDBG funds) to programs to support high fidelity implementation ($24k to $46k in year 1)

Nevada Currently in Initial Installation State Team Implementation within Part C service agencies State Team Program Coaches – Regional Quality Assurance Three Implementation Sites Rural regional program Urban/rural program Small local program

Considerations for Systems and Stakeholders How do we address implementation within community early care and education programs where children receive their services? What are the implications for preservice and inservice personnel preparation? What are the implications for parent partnerships in systems and practice implementation? How do we broaden our implementation focus from programs to communities and states?

2019 OSEP Leadership Conference OSEP Disclaimer 2019 OSEP Leadership Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2019 OSEP Leadership Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)