1. The Pyramid Model and PBIS: Exploring How the two Frameworks may Effectively Bridge Pre-K through Grade 3 LeAnne Johnson Assistant Professor, University of Minnesota, chaf0032@umn.edu Hope Beissel Professional Development Facilitator, Minnesota Centers of Excellence for Young Children with Disabilities, hope.beissel@metroecsu.org Jessica Cabeen Principal, Woodson Kindergarten Center, Austin Public Schools, jessica.cabeen@austin.k12.mn.us

2. Our goals today… Form and Function of Pyramid Drivers Form and Function of SWPBIS Drivers Are there children in certain age ranges/grade levels who have the most to gain when frameworks become aligned and systems become linked? Early Childhood Programs K-12 Schools

3. Key Terms School-Wide PBIS ( SW-PBIS): Framework for addressing social emotional learning needs in K-12 systems Program-wide PBIS (PW-PBIS): Version of SW-PBIS adapted for early childhood programs Pyramid Model (formerly known as TACSEI/CSEFEL): Similar framework as SWPBIS, but emphasizes developmentally appropriate practices across variety of early childhood systems to promote program- wide adoption (i.e., school readiness, Head Start, ECSE, ECFE)

4. The Minnesota Experience Implementation of SW-PBIS began over 10 years ago with statewide scaling in K-12 supported through 3 regional efforts guided by a leadership team at MDE. Implementation of the Pyramid Model began 6 years ago with statewide scaling in early childhood supported by the Minnesota Centers of Excellence for Young Children with Disabilities (MN COE) in 11 regions with a leadership team at MDE.

5. Growth of Minnesota PBIS Schools pbisMN.org 5

6. By the Numbers…………. # of Districts/Charters in MN PBIS to date = 203 # Schools in MN PBIS to date = 583 % of MN schools PBIS = 29% # Students impacted by SW-PBIS = 250,613 6 pbisMN.org

7. Pyramid Model History in MN Cohort 1/2010-2012: 3 demonstration sites, 9 classrooms total trained Cohort 2/2011-2013: Added 13 expansion sites, 16 sites total trained, 67 classrooms total trained, 992 children served Cohort 3/2012-2014: Added 12 expansion sites, 28 sites total trained, 100 classrooms total trained, 1843 children served Cohort 4/2013- 2015: Added 14 expansion sites, 42 sites total trained, 167 classrooms total trained, over 2300 children served Cohort 5/2014-2016: Added 12 expansion sites, 54 sites total trained, 175 classrooms total trained, over 3000 children served Cohort 6/2015-2020: Added 3 expansion sites, 57 sites total trained, 203 classrooms total trained, over 3163 children served

8. The Many Pathways to Kindergarten: Types of Programs Implementing the Pyramid Model (as of 2015-2016) Collaborative ECSE and Other 73 School Readiness 41 Head Start 38 ECFE 30 Center-based Child Care 22 ECSE Only 14 Other 17 Home visiting/Early Intervention 3

9. Through 2015-2016 school year, 34 Pyramid Model trained programs feed into elementary schools trained in PBIS Additional Pyramid Model trained programs exist within school districts where there is PBIS training taking place for one or more schools 5 Pyramid Model sites where a Pyramid Model Implementation Team member also sits on the District’s PBIS Leadership Team Connections Between Pyramid Model and PBIS at the site level

10. Are you ready to explore alignment between early childhood and early elementary for your district/program/school/center?

11. Implementation Stages ExplorationInstallation Partial Implementation Full Implementation Implementation Stages 2-4 Years for School-Based Implementation 2-8+ Years for District-Based Implementation Assess Needs. Assess Fit and Feasibility. Identify Structural and Functional Changes. Promote “Buy-In.” Structural Changes Made. Define and Initiate Training. Develop Coaching Plans. Evaluate Readiness of Data Systems. Adjust Implementation Drivers. Manage Change. Deploy Data Systems. Initiate Improvement Cycles. Maintain and Improve Skills. Change Policies Regularly to Support Work. Use Data Systems that are Reliable and Efficient.

12. Created with Haiku Deck Full implementation of WHAT?

13. Implementation Drivers FIDELITY

14. Competency Drivers: Selection Examples and Successes for an Aligned System Consistent staffing across early childhood and early elementary helped during exploration to promote shared vision and buy-in. Full year spent building rapport and shared beliefs once a 5 year implementation process was adopted. Challenges and Needs for More Exploration for an Aligned System Separate application processes that do not require consideration of an aligned system that spans the age continuum. Document intentional and thoughtful coordination of Pyramid and/or PBIS work within a district as part of the application process. Fit of different PD structures/requirements across programs Early Childhood: Pyramid ModelSchool-wide PBIS Application and 5 year commitment Active Implementation Hexagon Tool (Readiness) Program Buy-In ECSE & Inclusion partners meeting criteria Application and two year commitment Active Implementation Implementer Blueprint and Self- Assessment (Readiness) PBIS Commitment Tool (Buy-In) School meeting readiness criteria

15. Competency Drivers: Training Examples and Successes for an Aligned System PBIS Expectations Matrix was helpful for organizing expectations in early childhood and supporting overall system of supports needed for program wide implementation (i.e., posting of expectations with visuals). Pyramid Solutions Toolkit and other specific practices/strategies have been added to training for early elementary for work in specific classrooms with specific children Challenges and Needs for More Exploration for an Aligned System District PD Structures New staff training Applicability to all ages PBIS offers systems supports, Pyramid offers more classroom supports Consistent language use and presentation of expectations to bridge early childhood and kindergarten Early Childhood: Pyramid ModelSchool-wide PBIS YR 1: 4 days of content training over 6 months. Tiered system. Full team trained later. YR 1: 6 days over 7 months YR 2: 3 days Ongoing: Summer Institute

16. Competency Drivers: Coaching Examples and Successes for an Aligned System Depth of knowledge about developmentally appropriate expectations from coach has been helpful to supporting early elementary teachers Communication about kindergarten expectations that have changed in recent years supports better preparation by early childhood teachers Pyramid coaching is very individualized with each teacher. Trying to bring more individual coaching to early elementary teachers. Early elementary teachers in PBIS supported through representatives on leadership team who discuss and support Challenges and Needs for More Exploration for an Aligned System Involvement of all staff in classrooms Teacher buy-in to the process Time Early Childhood: Pyramid ModelSchool-wide PBIS Internal coach using PBC (Focused Observation, Action Plan & Shared Goals, Reflection & Feedback) for classroom implementation External coach from MN COE Behavior coach Internal PBIS Coach supporting school-wide implementation External Coach support through Regional Implementation Projects (RIP)

17. Organization Drivers: Decision Support Data System Examples and Successes for an Aligned System Child level data explored at every meeting to support action planning about specific child needs or areas of programming that need intervention SWIS creates an opportunity to evaluate if teachers are gathering data needed for program planning. BOQ supports action planning in early childhood programs, not used currently in kindergarten. SET, though not completed formally, still used to guide needs and priorities Challenges and Needs for More Exploration for an Aligned System Access to data and time and knowledge to process and use it Connecting data to child level outcomes Linked database Early Childhood: Pyramid ModelSchool-wide PBIS Data Manager & Implementation Team BOQ, TPOT, TPITOS, ASQ-SE, Coaching Logs, BIR’s Data manager & school team using precision problem solving School Profile, SAS, ODR, TFI, BOQ, SET Online systems through SWIS or district data system and PBSApps

18. Competency and Organization Drivers Supporting Fidelity Examples and Successes for an Aligned System End of year assessments use for action planning going into next year. Kindergarten teachers who are new to working with young children receive additional support in setting up developmentally appropriate practices TPOTs conducted with all teachers has helped provide specific feedback about practices in kindergarten classrooms Challenges and Needs for More Exploration for an Aligned System Clearly defined definition of fidelity How to support continued implementation to fidelity throughout programs Tying fidelity to improved outcomes More of a systems wide evaluation/assessment piece Early Childhood: Pyramid ModelSchool-wide PBIS TPOT/TPITOS 2x/year Classroom Observations and Teacher Interview Self-Assessment Survey 1x/year TFI 3x/year in training Fidelity measure 1x/year out of training ODR monthly

19. Organization Drivers: Facilitative Administration Examples and Successes for an Aligned System Administrator on board and understands developmental needs across early elementary and early childhood. Administrator who is open minded to learning about different developmental needs and spending time in classrooms and hearing from teachers about what children need. Present data about successes and challenges helped to build administrator awareness and buy-in when there are changes Challenges and Needs for More Exploration for an Aligned System Continual staff buy-in Priorities of early childhood versus K-3 (academic versus social emotional) Early Childhood: Pyramid ModelSchool-wide PBIS Program Wide Efforts Gather staff feedback Efforts led by Implementation Team, including Gen Ed & Special Ed administrators School Wide Effort supported by Superintendent School Administrator active member of Team Efforts led by School Leadership Team to remove barriers to scheduling, funding,etc

20. Organization Drivers: Systems Intervention Examples and Successes for an Aligned System Need for additional Tier 2 and 3 professional development and support identified through SWIS data helped to rationalize allocation of funds to provide training time in PLCs and individualized professional development Teacher appraisal system includes items that teachers have identified that are consistent with what is examined through the TPOT Opportunities for ongoing professional development to continue to improve implementation. Challenges and Needs for More Exploration for an Aligned System Time for procedural changes Different procedures for Gen Ed and Special Ed For kids moving into some of the elementary buildings, PBIS efforts within the district do not occur in the early grades, creating a gap in support Early Childhood: Pyramid ModelSchool-wide PBIS Administrative Support at all levels. School Board approval. New policies, procedures, & culture. Coordination with other agencies for aligned initiatives (e.g.,SLMH) Regional Implementation Projects, SLT, PBIS TA Center New policies, procedures, & culture.

21. Leadership Drivers: Technical Examples and Successes for an Aligned System Time is made available for representative from PBIS to sit on Pyramid team and vice versa Commitments made to funding shared efforts such as joint building and program expectation posters and recognition system Required classroom observations using TPOT in kindergarten classrooms Challenges and Needs for More Exploration for an Aligned System Different funding structures & requirements Different teacher contracts Early Childhood: Pyramid ModelSchool-wide PBIS Allocation of funds and time Use and development of Behavior Matrix & Crisis Plan Resource commitments made Use and development implementation blueprint to identify people to fulfill needed roles and plan action steps

22. Leadership Drivers: Adaptive Examples and Successes for an Aligned System Discussion of developmental needs of children in early elementary created opportunities to discuss benefits of Pyramid Model strategies, which then created motivation. Classroom observations using TPOT highlighted practices and supported success Learn to use data to support decisions about what the needs are and options for addressing those needs Challenges and Needs for More Exploration for an Aligned System Academic versus Social Emotional Focus Developmentally appropriate strategies to address challenging behaviors Early Childhood: Pyramid ModelSchool-wide PBIS Philosophy, beliefs, and attitudes around SE Development and challenging behaviors. Data based decision making. Philosophy, beliefs, and attitudes around Social-Emotional and prevention of challenging behaviors

23. Based on your current understanding of the frameworks, as you consider where you work, are there children who would be better served by aligning the frameworks and linking the systems? In other words... We’ve described what the Pyramid Model and SWPBIS look like... We’ve provided examples of efforts to align early childhood and early elementary systems and procedures...

24. ...Is there a problem for which new solutions need to be explored? Team Initiated Problem Solving (TIPS)

25. Created with Haiku Deck Enhancing Motivation if a Goal for Change is Identified Decisional Balance Exercise: What good and not so good things might happen if we continue in the same way or we change some things?

26. Some Good Things We Think that Might Come from Aligned Pyramid and PBIS Efforts Staff view themselves as having the skills to better support broader ranges of developmental needs of children in classrooms (meaning reductions in need for mental health consultations and other services) Staff look to each other as sources of additional information and support. Staff become intentional and purposeful in interactions with children in order to build on strengths. Family engagement with school district is enhanced through early and intentional efforts A culture of social-emotional support is created that enhances transition into early elementary (more children enter ready to learn)

27. Questions and/or Thoughts?