Pyramid Model Overview Intersections between Pyramid Model and PBIS in Wisconsin 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 Marlene: 2 minutes Introduction

Alike: National evidence based model for multi-leveled system of support Lana: 2 minutes overview of PM and national partners….. Applied researchers sifted MH and PBIS through the EC filter

Infant/Early Childhood Mental Health 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. Lana (2 minutes) Definition of I/EC MH…..

Difference: There are Social and Emotional Learning Standards A. EMOTIONAL DEVELOPMENT A.EL. 1 Expresses a wide range of emotions. A.EL. 2 Understands and responds to others’ emotions. B. SELF-CONCEPT B.EL. 1 Develops positive self-esteem. B.EL. 2 Demonstrates self-awareness. C. SOCIAL COMPETENCE C.EL. 1 Demonstrates attachment, trust, and autonomy. C.EL. 2 Engages in social interaction and plays with others. C.EL. 3 Demonstrates understanding of rules and social expectations. C.EL. 4 Engages in social problem solving behavior and learns to resolve conflict. Lana: (2 minutes) Explain WMELS are standards for children between birth through entry into first grade. Wisconsin has had these standards since 2003. Apply to cross sector programs serving young children and their families in WI. The WMELS standards include S and E so standards based instruction in WI includes SE content.

Difference: We start with training teachers! Preschool expulsion rates are 3 times higher than K-12 expulsion rates. Boys are 4.5 times more likely than girls to be expelled. African American children are twice as likely to be expelled than white or Latino children and 5 times more likely than Asian American children. Challenging behavior in early childhood can be predictive of later social and academic failure. Supporting social and emotional development in large group environments is complicated and challenging! Lana 2 minutes: Gilliam study…. Compounding effect of expulsion from systems…. Plans for expulsion/suspension study in WI

Difference: We train all systems Pyramid Model training for: Group care providers WI PM 8 part series –OR- Preschool Modules –OR- Infant Toddler Modules Parents of children (infants through 3)- PIWI Parent of preschool children- Positive Solutions for Families Home visitors- Pyramid Model Family Coaching Behavior Interventionists- Pyramid Model Intensive Interventions Julie (2 minutes): School is not the center of the universe for young children and their families; outline training efforts

Group provider training: Evidence based practices and more….. How will I know you care about me? Relationships How do I know what to do? Rules & expectations What are the messages I will get from my environment? Environments How will I know when to do it? Schedules & transitions What am I feeling? Emotional literacy Will I have a friend? Friendships skills How will you help me manage my feelings? Anger management and problem solving How will my needs be met? Creating a behavior intervention plan Julie (2 minutes): Overview of 8 part; plans for 3 day with preschool only;

Universal: Pre-correction with visual supports Julie (2 minutes): Content covers these universal practices; make comparisons to PBIS content

Universal: Intentional teaching of emotional literacy Identify, understand, and express emotions in a healthy way I see that you are feeling…… I see your mouth… your body….your eyes…your voice…. Julie (2 minutes): Content covers these universal practices; make comparisons to PBIS content

Universal: Intentional teaching of self regulation Recognize that you feel angry. “Think” Stop. Go into shell. Take 3 deep breathes. And think calm, coping thoughts. Come out of shell when calm and think of a solution. Julie (2 minutes): Content covers these universal practices; make comparisons to PBIS content

Universal: Intentional building of friendship skills Being helpful, assisting others Taking turns Reading your friends’ cues/signals Helping organize play Building empathy Sharing Giving compliments Knowing how and when to give apologies Modeling Environmental arrangement Intentional grouping Peer mediated Descriptive feedback Guided play Julie (2 minutes): Content covers these universal practices; make comparisons to PBIS content

Universal: Intentional teaching of problem solving process ? Step 1 What is my problem? Think, think, think of some solutions. Step 2 Step 3 What would happen? Give it a try! Step 4 Julie (2 minutes): Content covers these universal practices; make comparisons to PBIS content Would it be safe? Would it be fair? How would everyone feel?

Difference/Alike?: Emphasize descriptive feedback I- Immediate F- Frequent E- Enthusiastic E- Effort D- Descriptive Targeted for: Transitioning between activities or environments Engaging in activities Meeting classroom/home expectations Following directions Using social skills Expressing emotions Becoming re-regulated enough to begin engaging Julie (2 minutes): Content covers these universal practices; make comparisons to PBIS content

Difference: Majors vs. Minors No T chart: Majors defined as: Longer than expected Non-responsive to “typical child guidance” Adults are alarmed (data on all aggression, elopement, self-injury) Paper, not students go to the office Julie (2 minutes): Outline differences between Majors/Minors and BIR/ definition of problematic behavior in PM Behavioral breakdown in young children is developmentally common.

Alike: Data based decision making Different: BIR/ Access database Julie (3 minutes): BIR and BIR database

Difference: Tier 2 isn’t as prescriptive Intentional embedded social skill instruction: Develop responsive/sensitive relationships with children, families and staff 5:1 ratio of positive to negative/neutral attention Set predictable and understandable schedules and routines Use routines within routines to heighten predictability Identify, post and teach behavioral expectations Teach, practice and acknowledge positive peer-related social skills More intentional, more specialized, more frequent Julie (2 minutes) differences in tier 2; CICO as more of an verbal and universal practice

www.collaboratingpartners.com/wipyramidmodel.php Find a training Lana: 2 minutes go to website and show how to find a trainer/ training Find a training Find a trainer

Alike: We support a systems change model. Application completed with administration Leadership team Commitment to practice-based coaching Data based decision making Overview video: http://www.youtube.com/watch?v=JU1tuLGOcqo&feature=youtu.be Lana: 2 minutes Outline process of becoming PM program wide with comparisons to PBIS process

Alike: BoQ as a measure of program fidelity Lana (2 minutes) outline BoQ measurement, noting that it is available on PBIS assessments but that it references implementation of the Teaching Pyramid…so knowledge of PM is necessary for the program leadership team

Alike/Different: Universal screening for risk Julie (2 minutes) overview of ASQ:SE as universal screening; monitoring of implementation; make connections to ongoing assessment data review

Alike: Flowchart for intervention Julie (1 minute): create process/ structure for timely access to supports for interventions

Difference: Practice based coaching to ensure teacher fidelity Lana or Julie: 4 minutes We measure fidelity of teachers use of practices through direct observation and provide practiced based coaching to teachers on the practices promoted by the Pyramid Model. Discuss why? Adults mediate young children’s behavior; responsiveness can be challenging in groups of young children; young children are at acquisition levels of learning social and emotional skills and are vulnerable to the responsiveness of the adults In their environment TPOT is a published tool designed to provide coaching within the context of program wide implementation. Requires someone to be knowledgeable of practices promoted by the PM and who has met reliability standards

Different: Data on teachers use of strategies Lana: 2 minutes Example of information summary from TPOT observation used to guide planning between teacher and internal coach. Readministered every 6 months, with new action plan, until fidelity at 80%

Summary of TPOT Observations/ Coaching Plan Difference?: Targeted feedback and coaching support to increase teachers use of skills Summary of TPOT Observations/ Coaching Plan 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 Planning for transitions *Structure Circle Time Lana: 1 minute results in an action plan to guide internal coaches support

Focused PD through Teacher Averages 1-7. Classroom Environment 16. Teaching children to express emotions 8. Schedules and routines 17. Teaching problem solving 9. Transitions between activities 18. Supporting friendship skills 10. Teacher engages in supportive conversations 19. Supporting children with persistent problem behavior 11. Promoting children's engagement 20. Communication to promote family involvement 12. Teaching children behavior expectations 21. Involving families in addressing problem behavior 13. Providing directions 22. Building collaborative teaming relationships with other adults 14. Using effective strategies to respond to problem behavior 15. Teaching social skills and emotional competencies 23-38 Red flags Lana (1 minute): the TPOT scores for individual teachers can be averaged for the program and used the the leadership team to target PD.

Pyramid Model Implementation Academy Readiness application 2 day coaches training 2 day team training Team refresher Parent module training External Coaches: CESA Early Childhood PSTs Private consultant- funded with United Way community grant Head Start State Based T and TA CC R&R Internal coaches: Child care directors Early learning center principals 4K teachers Head Start education director Head Start mental health consultant ECSE teachers District level PSTs Lana (2 minutes) review the training strands for program wide implementing sites

Questions?