SUPPORTING CHILDREN USING THE PYRAMID MODEL AND POSITIVE BEHAVIOR SUPPORT Kellie Nketiah Luba Bezborodnikova Claire Wilson Puget Sound Educational Service District

Learning outcomes:  Participants will learn about Positive Behavioral Interventions and Supports (PBIS) as a framework for meeting academic and behavioral outcomes.  Participants will learn strategies to prevent challenging behavior and increase social and emotional outcomes  Participants will learn critical elements for school wide implementation

Paradigm shift From delivering instruction to producing outcomes

P-3 alignment work  Alignment of discipline policies  Community alignment  Early Intervention/Early Childhood Special Education/K-12 Special Education alignment  Vertical and horizontal efforts

A FRAMEWORK for differentiated Services

Universal

Universal Supports: Process 1. Individualize for all children 2. Partner with families 3. Partner with coach/mentor to build skills 4. Notice what works!!!

Schedules and Routines Consider the following: 9:00-9:30 Breakfast 9:30-9:45 Books 9:45-10:15 Journals 10:15-10:30 Large Group (songs, review expectations and routine, calendar,) 10:30-11:30 Outside/Recess

Classroom routines should…  Balance teacher-directed and child-directed activities  Balance individual, small-group and large- group times  Balance movement and sitting  Allow time for transitions  Be explicitly taught

HSCI Curriculum Modifications Module 12 A teacher arranges her schedule so that when children are finished with snack, they can begin playing in an open learning center while the other kids finish eating.

Visual Schedules  Help children understand what to expect  Reduce frustration  Give them control over their day  Help children to predict what’s next  Support children with language delays, or children who are learning English

Visual Schedules should…  Be Simple  Use relevant photos of children when possible  Be flexible to accommodate changes

Using a Picture Schedule  Review daily schedule at first group meeting  Refer to picture schedule at every transition  Help individual children review more as needed

PROMOTING ATTACHMENT When children have a healthy attachment with an adult, they can:  Look to adults for love and affection.  Depend on adults for safety and security.  Seek out adults for conversation and play.  Accept adult’s help and comfort.

A memory of a favorite teacher  Why do you remember this teacher?  What did he/she do that you feel helped you feel special and cared for?  What do you do that creates this feeling for your children and families?

Supporting Classroom Community Children feel welcomed and safe when they understand what’s expected, know one nurturing adult, and have friends to play with. When children feel safe, engaged and included, they will have less frustration, anxiety, and challenging behavior.

Supporting Children’s Friendships  Help children get to know each other  Teach and review: How to Join in Play  Support parallel play and cooperative play  Give children problem-solving scripts and cues

Resources for Supporting Friendships/Social Skills  Beyond Behavior Management by Jenna Bilmes  Head Start Center for Inclusion  Center for the Social and Emotional Foundations of Early Learning  Technical Assistance Center on Social Emotional Intervention for Young Children

Children with IEPs are as likely to be identified for Tier 1 as tier 2/3. Targeted

Targeted Strategies: Process 1. Identify concern 2. Consult others (HS Coordinators, Consultants, Special Educators) 3. Identify targeted strategies 4. Train classroom staff on strategies 5. Implement strategies to fidelity 6. Monitor fidelity, monitor progress

Individual or Detailed Schedules

Dragon Brain

Children with IEPs are as likely to be identified for Tier 1 as tier 2/3. Individualized

Home School Community Other Supports

Intensive Intervention Process: 1. Build a Team 2. Collect Information 3. What’s the function? 4. Create a support plan 5. Implement to fidelity 6. Monitor fidelity, monitor progress 7. Meet often to review progress and strategies

Program Wide Critical Elements  Leadership team to guide implementation and sustainability  Staff buy-in  Family involvement  Program-Wide expectations  Strategies for teaching and acknowledging expectations  Classroom implementation of the teaching pyramid  Procedures for responding to challenging behavior  Staff professional development and support  Data-based decision making and monitoring of outcomes

SUPPORTING CHILDREN USING THE PYRAMID MODEL AND POSITIVE BEHAVIOR SUPPORT Kellie Nketiah Luba Bezborodnikova Claire Wilson Puget Sound Educational Service District