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Pine City Schools Pine City Schools Early Childhood Our Mission To educate the WHOLE child MIND & HEART Pine City Schools Early Childhood.

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Presentation on theme: "Pine City Schools Pine City Schools Early Childhood Our Mission To educate the WHOLE child MIND & HEART Pine City Schools Early Childhood."— Presentation transcript:

1 Pine City Schools Pine City Schools Early Childhood Our Mission To educate the WHOLE child MIND & HEART Pine City Schools Early Childhood Our Mission To educate the WHOLE child MIND & HEART

2 So adorable So……. Why do we need a social-emotional framework in pre-k
Why does this matter? Increase in challenging behaviors Behaviors interrupting education Staff Burnout

3 National Study National Study A national study of state-funded early childhood programs indicated the expulsion rate of preschoolers is 3 times higher than elementary and secondary students due the challenging behaviors (Hemmeter, Snyder, Fox, & Algina, 2016).

4 Why……. US Dept of Health & Human Services & US Dept of Ed
federal spotlight on expulsion growing concern for social, emotional, behavioral health, and development at the early childhood level (Hemmeter et al., 2016; Taylor, Oberle, Durlak &Weissberg, 2017; U.S. Department of Health & Human Services and U.S. Department of Education, 2015; Vihn, Strain, Davidon, & Smith, 2016).

5 Why……. recent studies indicate the problem may not reside in the skills of the preschoolers but in the ability of early childhood provider to competently and confidently prevent and address challenging behaviors (Patten & Newhart, 2018; Vihn et al., 2016).

6 Pyramid Model Innovations - year 2 Our Mission To educate the WHOLE child MIND & HEART
Hexagon tool Is there enough buy-in Is there enough administrative support

7 Government agencies working together
MN Center of Excellence MN Department of Education Government agencies working together Pine City Public Schools Early Childhood

8 Government agencies working together
Scale UP EC Classrooms Childcare Government agencies working together Kindergarten MN Center of Excellence MN Department of Education Departments working together Pine City Public Schools

9 A tiered System Our Mission To educate the WHOLE child MIND & HEART
As you start moving up the Pyamid -

10 Action Plans EC Classrooms Childcare Kindergarten lence
MN Department of Education Plans Pine City Public Schools

11 Training https://challengingbehavior.cbcs.usf.edu/ Tiers of training
Online webinars E-modules Coaching training T-pot training

12 Tier 1 Universal Strategies

13 Building relationships with families & students

14 Data Collection Plan - Do - Study - Act Behavior Incident Reports
Benchmarks of Quality Action Plans Plan - Do - Study - Act

15 Benchmarks of Quality Leadership Team Staff Buy-in Family Involvement
Program-Wide Expectations Strategies for Teaching Expectations All classrooms Adopting Pyramid Model Procedures for responding to Challenging Behaviors Staff Support Plan Monitoring Outcomes

16 MN Department of Education
Benchmarks of Quality EC Classrooms Childcare Action Kindergarten lence MN Department of Education Plans

17 Behavior Incidents BIRS

18 BIRS DATA Quotations are commonly printed as a means of inspiration and to invoke philosophical thoughts from the reader.

19 Why collect BIRS Behavior Incident Reports
Preparation Need for Professional Development Why collect BIRS Look for Patterns In behavior In the environment Planning For challenging behaviors Changes in the environment Behavior Incident Reports

20 Data Process Look Think Act More incidents in a certain area? Ideas

21 If you can PREDICT it You can PREVENT it! ~Hope
Coaching webinar

22 If you can PREDICT it You can PREVENT it! ~Hope
Coaching webinar

23 Equal vs Equitable

24 Equal vs Equitable

25 Phil Strain’s Pickle Escape Plan Increased Outcomes
Multiplaiction Increased Outcomes

26 Family Involvement Ripple Effect Ripple effect Supporting parents
50% Ripple Effect Ripple effect Supporting parents to help support their children Zero to Three

27 We teach Solutions Magnets - Ideas for dispursing?
More posters in hall Tv monitor for updates

28 Visual Schedule

29 Feelings check in

30 Schedule

31 Timers

32 Feelings Check in

33 Visual Schedule

34 SCHEDULEs To the 3rd Power
What are the steps in Welcome? Question of the day Hang up Backpack Wash hands Departure SCHEDULEs To the 3rd Power What are the steps in wash hands???? Line up Song of the day Movement 5 day read aloud Schedule Within the Schedule Depending on the size of the class, 2-5 kids will not comprehend all of the components And when they are off task….. They WILL bring friends with thim We are out numbered, we NEED to use the environment to help guide the kids Task analysis to break down routines What does this mean i.e. line up predictability is key But predictability is NOT monotonous Predictability does not mean doing the same thing every day Need a balance between novelty & consistency For some kids, you might have to break down skills to the 5th power

35 Mini schedule to build independence & engagement
Example of schedule Creates peers as the teacher

36 Flexible Seating

37 The Goal: Transdisciplinary Classrooms
When you walk into a classroom, can you tell who is the “teacher” Is every adult actively engaged? Is everyone actively taking data? Are we working in zones?

38 Research to Practice Matching professional development to needs of staff

39 Goal OUR Goal: Creating an environment where EVERY child feels good about coming to school

40 Want big impact? Use big image.
Team from Prek to high school has been attending monthly trainings for a shift to “Marzano” evaluation Marzano Training

41 Tips for challenging behaviors
Close proximity a calm voice Breathe & model calming strategies Restate expectations Reinforce schedule

42 Circle Time Bathroom SCHEDULE Snack time Within the Schedule JPA

43 Focus on teaching children what
Teachings Goal: Focus on teaching children what TO DO

44 Explicit Feedback Is not just “good job”

45 Design an environment that promotes child engagement
OUR Goal: Design an environment that promotes child engagement

46 What’s it like for the kid!
Wonders Wonders Wonder…….. What’s it like for the kid! I wonder what it is like for (Alex) when his name is said so many times I wonder how (Michael) feels in circle time

47 Tier 2 Working in small groups
Interventions

48 To build confidence in young children

49 I can think of solutions!
Problem Solvers I can think of solutions!

50 What are the reinforcers
Caution What are the reinforcers

51 Increase ability to communicate emotions
Communication Increase ability to communicate emotions

52 Increase ability to listen to instructions
Listening Increase ability to listen to instructions

53 Learn to control Anger & Impulse

54 Expectations and Routines
Goal: Teaching Expectations & Routines

55 Behavior Incident Reports
BIRs Behavior Incident Reports

56 Schedules Routines Transitions
Stability Routines Stability Transitions Stability

57 Teaching replacement behaviors
Goal: Teaching Replacement Behaviors for challenging behaviors

58 Want big impact? Use big image.

59 Want big impact? Use big image.

60 Effective Workforce Nurturing & Responsive Relationships
------ Nurturing & Responsive Relationships ----- High Quality Supportive Environment -----

61 Action Plans Goal Steps to complete Timeline

62 Goal prevention not punishment

63 Promotion Prevention Intervention
Teaching to all students Prevention Setting up success Intervention A little extra TLC

64 Calming Strategies Calm mind Calm body

65 Building relationships Teachers…. Support Staff… & Administration
Teamwork Building relationships Teachers…. Support Staff… & Administration

66 Any questions? You can find me at cstolp@isd578.org
Thanks! Any questions? You can find me at

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