1. Implementing, Sustaining, & Scaling Up the Pyramid Model
Rob Corso, PhD
Executive Director
Darcy Allen Young, MEd

2. Pyramid Model Professional Development

3. Few children Children at-risk All Children
The Pyramid is a holistic approach. We know there will be challenges with implementing this w/fidelity.
Some see this as a parallel process; feels a little funky for adults, but we should recognize that teachers need varying degrees of support to implement effectively. 3

4. Terminology CSEFEL/TACSEI = Pyramid Model = EC-PBIS = EC-PBS
EC-MTSS, …

5. Welcome/Introduction
Name
Agency
Where the services you support fit into the initiative

6. Roadmap to Implementation

7. Lessons learned from 10 years of work with States
Incorporates best practice from:
Systems Thinking
Implementation Science
Cross-Agency Collaborative Planning

8. Model for Installing, Sustaining and Scaling up the Pyramid Model: 4 components
State Leadership Team to plan and implement a sustainable, cross-agency, state infrastructure; develops sustainability and scale-up plans
A Master Cadre of training and technical assistance (T/TA) professionals that support high fidelity use of the Pyramid Model
Implementation/Demonstration Sites with Leadership Teams to demonstrate effectiveness and to model for others; and scale-up to implementation or expansion sites
Data/Evaluation and data feed-back systems for data-based decision making at all levels, ensuring fidelity, demonstrating effectiveness, and making system recommendations

9. 1. State Leadership Team Is a committed, cross-agency group about 15
Makes multi-year commitment
Meets monthly; uses effective meeting strategies
Uses implementation science and provides the supports for local and regional use of implementation science
Establishes Demo sites, Master Cadre, data systems
Secures resources, provides infrastructure
Builds political investment
Ensures systems integration
Works to sustain initial effort and to scale up statewide

10. Demonstration Programs
Visibility
Political
Support
Funding
Policy
State Leadership Team
Active Coordination
Training
Coaching
Content
Expertise
Evaluation
1 min; explain relationship to the state team and our role with the state
Demonstration Programs
Sugai et al.,
NECTAC/ECO/WRRC 2012

11. 2. Master Cadre: Professional Development and Technical Assistance
Master T/TA Cadre
Carefully selected initial team of T/TA providers
Regionally located
Expertise in Pyramid Model implementation; professional development, providing technical assistance
Mentored to provide training, external coaching to programs, and data systems

12. Master Cadre Serves as an External Coach-
Meets with local Leadership team
Supports the internal coach
Provides additional training and content support to local professionals
Helps Local leadership team collect, disaggregate and act on data for quality program implementation
Helps scale-up statewide

13. Mentoring a Master Cadre of External Coaches
We support MC to guide implementation in initial programs
MC supports programs to implement with fidelity
MC assists state with scale-up by training and coaching new external coaches, trainers, and expansion programs
Programs improve child and family outcomes

14. What Programs Need External coaching
Confident and knowledgeable facilitator to build leadership team capacity to guide implementation and fidelity
Professional development
Training
Internal practice-based coaching
Ongoing support
Data Tools and procedures
Fidelity
Decisions
outcomes

15. What Programs Need Implementation plan Internal coaching capacity
Resources to address full range of individual child needs
Data tools and evaluation systems
Fidelity
Decisions
Outcomes

16. 3. Program-Wide Demonstrations of High Fidelity Implementation
High fidelity demonstrations that exemplify the value of the program- wide implementation of the Pyramid Model
Demonstration programs help build the political will needed to scale-up and sustain implementation
Demonstration programs provide a model for other programs and professionals, “seeing is believing”
Demonstration programs “ground” the work of the State Team in the realities and experiences of programs and professionals

17. Components of Program Wide (PW) Implementation
Establish leadership team
Recruit and promote staff buy-in
Ensure family engagement
Establish program-wide expectations
Implement strategies for teaching and acknowledging expectations

18. Components of Program Wide (PW) Implementation
Support Pyramid Model practice implementation
Identifying and responding to individual children’s social and emotional support needs
Offer continuous professional development (coaching) and staff support
9. Monitoring implementation and outcomes

19. 4. A Data Decision-Making Approach
Outcomes are identified
Fidelity and outcomes are measured
Data are summarized and used to:
Identify training needs
Deliver professional development
Make programmatic changes
Problem solve around specific children or issues
Ensure child learning and success
Data collection AND ANALYSIS is an ongoing process

20. Programs Use Data Implementation Benchmarks of Quality
Teaching Pyramid Observation Tool (TPOT); TPITOS
Program
Program Incidents (calls to families, dismissals, transfer, requests for assistance, family conferences)
Behavior Incident Reports
Child
Progress Monitoring (PTR)
Child curriculum-based assessment or rating scales 20

21. State Leadership Team Uses Data
To plan: determine fit with Pyramid Model, select Team members; to build awareness and support
To implement & install:
selection of MC and implementation, demonstration and expansion sites
evaluate and improve MC (their services, their supports), sites (fidelity, child outcomes, BoQ) and State Team (BoQ, meeting evaluations, action plans, meeting notes)
To scale up: whom, where, when, how
To sustain: sustain only what data indicate is successful for children, families and programs; use data to build support

22. State Wide Model Components
State Leadership Team
Demo Sites
Implementation/ Expansion Sites
Master Cadre
Data

24. Current Context
Pyramid Model Implementation to date
Lessons learned from other systems building initiatives in NH

25. Setting the Vision
What are we wanting to achieve in New Hampshire?
Over the next year?
Over the next 3 years?
Over the next 5 years?

27. Collaborative Leadership and Teaming

28. ACTIVITY: 3 minutes 1) What made a collaborative or team effort
By yourself, write one thing for each question:
1) What made a collaborative or team effort
you were involved in not worth the time
and effort?
2) What made a collaborative or team effort you were involved in worth the time and effort?

29. What Works Collaboration is a process not an event
Collaboration is hard work: collaboration
Collaboration needs trust and respect: true shared decision-making (yours may not be the decision that is chosen!)
Collaboration needs buy-in and ownership of all stakeholders: attention to team needs and stage
you can’t mandate what matters (Fullan, 1993)

30. What Works
Collaborative planning needs to show results: Goal setting and Evaluation
Collaboration and collaborative planning requires:
Objective facilitation
Skills and trust re: collaboration
Shared understanding about current state and what needs to be changed
Shared vision about goals
Ongoing supports and resources, incentives
Shared ground rules

31. The Collaborative Planning Process
1. Leadership & Commitment
2. Teaming Practices
3. Set a Shared Vision
4. ID Strengths/Challenges
5. Develop Objectives
6. Write Action Plan
7. Implement Action Plan
8. Evaluate Progress

32. 1. Leadership and Commitment
Building commitment: information and experiences; hearing from peers
Administrative Leadership (“champion”)
Who?
Decision-making / resource allocation authority
Meaningful…committed to cause and shared decision-making (decisions by team!)

33. Leadership and Commitment (cont.)
Stakeholder Team Leadership
Who?
Includes all relevant stakeholders
Need their support
Will be committed and positive
Can make decisions, commit resources as needed (or can within 1 or 2 weeks)
Membership depends on purpose

34. 2. Teaming: Logistics/Ground Rules
Who/Size: approximately people, core team vs. work groups; commitment; roles, team building
Place and time for meetings (food!, a.m., frequency)
Ground rules:
no representatives
decision-making (modified consensus: with changes can agree to publicly support decisions)
stable attendance
support decisions made in your absence (!)
communication rules (one at a time, respectful disagreement, updating missing members, etc.)

35. Logistics (cont.)
Administrative tasks: Adm. Staff and/or share all team tasks (minutes, food, facilitator, timekeeper, etc.)
Meeting facilitation: objective, uses strategies that build consensus vs. winners & losers; maintains enthusiasm
Agenda: objectives, decision to be made, team roles, time allotments for each item
Meeting evaluation: were objectives met, how was the facilitation, how was individual’s participation, did meeting move team toward it’s vision, was it valuable?

36. Teaming Practices: Decision Making
Purposes of activities:
Get EVERYONE’S ideas
Hear all voices
Ownership
Effective and efficient

37. 3. Setting a Shared (written) Goal/Vision
Destination, goal, outcome, etc.
Binds the team to a common direction, creating a sense of commonality (Senge, l990)
Builds on past and present
Is concrete and attainable
Is uplifting, compelling and important for all members
Can change if all agrees! (true vision may emerge over time as team becomes cohesive and reflective) (Fullan, 1993)
Is clear and understandable to team and public

38. 4. I.D. Strengths/Challenges
What must we overcome to reach the vision/goal?
What are current challenges you are experiencing in your state?
Which challenges do we address? Which are our priority?
What is working well that we can build from?
What infrastructure is in your state to scale up new initiatives?

39. 5. Develop Objectives Prioritize Strategies
“Think big, but start small”
Short term, long term
Cost-benefit analysis

40. 6. Write Action Plans
For each prioritized challenge develop a written action plan based on assessment using State Benchmarks of Quality
Objective
Strategies
Who is responsible
Indicator of success / evaluation plan
Timeline

41. 7. Implement Action Plans
Use the Action Plans to:
Coordinate activities
Establish work groups
Serve as meeting agendas
Evaluate progress toward vision
Establish policies, agreements, resources, staff

42. Decisions for today Are we missing any critical members?
When and how often should we meet?
Ground rules for how our team will function?

43. Final reflections on the day

44. Contact Information
Rob Corso
Darcy Allen-Young