2. PBIS Goes to Preschool: Implementing the Pyramid Model within a PBIS system
Julie Betchkal
Nicole Tepe
Wisconsin Alliance for Infant Mental Health
Wisconsin Pyramid Model Project Manager
Mt. Horeb School District
4K Admin and Psychologist
Marisa Kahler
Jolee Zehren
Verona School District- Verona Area First Five Years
4K School Psychologist and Interventionist
Green Bay Area Public Schools Head Start
Internal Coach

3. Assessment Connection
The content of this session connects to
NAME, item X.x
NAME, items X.x, X.x, X,x

4. Pyramid Model for Social and Emotional Competence
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.

5. Pyramid Model is a cross systems initiative
Available to all providers in the state:
For teachers
Infant/Toddler Series
Promoting Mental Health in Young Children
WI 8-part training series
E-Modules with Reflective Coaching
For parent educators
PIWI: Parents Interacting with Infants
Positive Solutions for Families
Available to program wide implementing sites:
For internal coaches
TPOT (Teaching Pyramid Observation Tool)
TPITOS (Teaching Pyramid Infant Toddler Observation Scale)
For program leadership teams
Pyramid Model Team Kick off
For Behavior Interventionists
Pyramid Model Individualized Interventions

6. Readiness is key: Unique aspects of Pyramid Model implementation
Social and Emotional Early Learning Standards and Wisconsin Social and Emotional Comp.
Social and emotional learning training for teachers
Teacher/classroom fidelity is measured
(Almost) all behavior is teacher managed
Adjusted behavioral categories
Family involvement/ multiple environments/ cross system
Positive descriptive social feedback versus token system
Reliant on Early Childhood BoQ measure

7. An “innovation” for EMLSS in EC
1. Shared leadership team creates culture and context
2. Data based decision making
Program level- EC Benchmarks of Quality
Classroom level- TPOT/TPITOS
Child level- Behavior Incident Report; universal SE screening; ongoing assessment
3. Practice Based Coaching

8. WI Pyramid Model Training “Strands”

9. Critical Program Elements
Team Training: EC BoQ
Critical Program Elements
1. Establish leadership team
2. Staff Buy-In
3. Family Involvement
4. Program-wide expectations
5. Strategies for teaching expectations
6. All classrooms demonstrate adoption of “Teaching Pyramid”
7. Procedures for responding to challenging behavior
8. Staff Support Plan
9. Monitoring implementation and outcomes

10. Practice Based Coaching
Teaching Pyramid Observation Tool (TPOT)
Teaching Pyramid Infant Toddler Observation Scale (TPITOS)
National Center on Quality Teaching and Learning

11. Data based coaching at the classroom level
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

12. Coaching for consistent use of evidence based practices
Program wide implementing sites
Comparison sites
Fall Spring

13. Data based system, classroom, child support

14. IN-SCHOOL SUSPENSION ALERTS OUT-of-SCHOOL SUSPENSION ALERTS
INCIDENT ALERTS
Check Race/Ethnicity Equity Profile
Check Gender Equity Profile
Check DLL Status Profile
IN-SCHOOL SUSPENSION ALERTS
OUT-of-SCHOOL SUSPENSION ALERTS
Check Race/Ethnicity OSS Equity Profile
Check Gender OSS Equity Profile
Check IEP Status ISS Equity Profile
Check DLL Status ISS Equity Profile
DISMISSAL ALERTS
Check IEP Status Dismissal Equity Profile
Equity Profiles

15. Universal Screen/ Family Connection

16. Supporting families to support children

17. It’s about closing gaps when they are small
Well Below Average
Program wide implementing sites
Comparison sites
Below Average
Average
Fall Spring

18. Mount Horeb 4K

19. Who we are:
137 4K students ( SY)
4 sites/9 sections (7 DPI certified teachers)
Feeds into the Early Learning Center (kindergarten only)
6th year of 4K in Mount Horeb
Team taught special education/general education classroom with EC and 4K teacher
We will be coaching in all 4 sites this year (6 out of 7 teachers)

20. Who I am:
23 years as a School Psychologist in Mount Horeb
Passionate about early intervention
5th year as 4K Coordinator
This is a dream job!

22. Where we started:
All staff trained in Pyramid Model (8 sessions) in (2nd year of 4K)
Many teachers began implementing PM principles as training progressed
Sent a team to leadership training in spring of 2016

23. Our team:
Directors from three of the four sites
Teacher representatives from two of the sites
Parent representative
4K Coordinator
External Coach

24. Our Roles:
4K Coordinator
Internal Coach
Program Leader
Behavioral Specialist
Site Director– Agenda Development
4K teacher – Note Taker
Site Director – Behavioral Specialist
4K teacher – Data Coordinator
Parent representative– Parent Trainer
External Coach– External Coach!

25. Additional training:
Positive Solutions for Families ( )
4K Coordinator, Parent Representative, Member of Parent Advisory Board, School Social Worker, Site Administrator
Pyramid Model Intensive Interventions ( )
Site Director with team role of behavioral specialist, 4K Coordinator, Early Childhood Special Education teacher
Nurtured Heart Training ( )
4K teachers and co-teachers

26. Our team structure:
Monthly leadership team meetings
Monthly review of PM implementation plan
Planning based on data
Fall and Spring Benchmarks of Quality assessment
Fall and Spring TPOT in “coached” classrooms
Annual TPOT in classrooms at fidelity on the TPOT
Annual offering of Positive Solutions for Families parent training (6 week course)

27. Cover page of our team implementation plan– our guiding document

28. Data Based Decision Making

29. Data Based Decision Making
Benchmarks of Quality Data
Guides PMLT agendas
Guides utilization of resources
ASQ:SE Data
Guides Special Education referrals
Guides inclusion in our Positive Solution For Families parent training
TPOT Data
Guides coaching focus
Guides staff meeting and PD topics
BIR (Behavior Incident Referral) Data
Determines implementation of the Pyramid Model Intensive Intervention protocol (Tier 3) based on established data rules

30. BoQ Results 4/16 vs. 5/19

31. A 3 year snapshot of our PM implementation progress

32. The Coaching Component
Coaching is one of the significant differences between Pyramid Model and PBIS
My Experiences:
A good school psychologist doesn’t necessarily transfer into a good coach
There is never enough time, so creativity is required
Positive Descriptive Feedback is effective with adults

33. Connecting Pyramid Model in 4K to PBIS in 5K (2018-2019)
Carry over of Curriculum/Common language
Second Step
Problem Solving
Handling Emotions
Social Thinking Curriculum
Following the Group Plan
Thought Bubble
Expected and Unexpected Behaviors

34. Connecting Pyramid Model in 4K to PBIS in 5K (2018-2019)
Common language
The three Rs:
Respectful (Taking care of others)
Responsible (Taking care of yourself)
Ready (Following the Group Plan)
Teacher and paraprofessional training
Pyramid Model Overview
Importance of Play
Solution Kit
Tucker Turtle

35. Gleanings, Obstacles, and Future Goals
Data is Necessary
Common language and strategies have helped bridge the gap between 4K and 5K
Families need to be included
Time and academic expectations will forever be an obstacle
Staff turnover will forever be an obstacle and requires contractual commitments and standard operating procedures
Our youngest learners need and deserve the Pyramid Model to be implemented to fidelity.
This works! A peek at some outcome data….

36. Longitudinal Kindergarten BIRs
527
342 91 57
First cohort following PM training

37. An effective Tier 1– a reason to celebrate!
First cohort following PM training

38. Questions? tepenicole@mhasd.k12.wi.us
Like PBIS, the Pyramid Model works, and we need them both now more than ever.
Questions?

39. Verona Area First Five Years
Pyramid Model Implementation

40. Verona Area School District Demographics
•Pre-K and EC (323 students)
•Elementary (2,471 students)
•Middle School (1,212 students)
•High School (1,650 students)
•5,656 VASD students
*27% free and reduced lunch district-wide
Scope of Program

41. Verona Area Schools 2 High Schools (including 1 charter school)
3 Middle Schools (including 1 charter school)
7 Elementary Schools (including 3 charter schools)
13 Pre-K Sites
Scope of Program

42. Verona Area First Five Years
A Verona Area School District organization that works with community partners to provide individual and group support, resources, and programming to all families in the Verona and Fitchburg area with children ages 0-5.
Scope of Program
About 800 children at our collaborative sites that we support through Pyramid Model (7 sites currently in implementation of 13, all sites expected to implement pieces)
Also support families and children not at sites in developing social emotional skills and using behavioral strategies at play groups and through coaching as needed

43. Leadership Tier 1 District Wide BEST Team VAFFY BEST Team
Site Leadership Teams
Tier 2/3
District Wide MTSS Team
Early Childhood Support Team
Behavioral Specialist
Leadership
Family Advisory Council provides feedback on Pyramid Model every month

44. Universal Supports for Staff
coaching

45. Coaching District Coaching Site Coaching
56 staff members have been coached between 2014 and 2019
Coaching
Who is being coached and how is it managed
How are coaches trained?
Early Childhood Educators - training them in the practice of coaching so they can help teachers used best practices for all students

46. Implementation
Coaching

47. Implementation
coaching

48. Implementation
coaching

49. Walk Through Data
53% to 68% from for Children who knew some or all of the rules

50. Outcomes for Staff ONE EXAMPLE Capacity Building Data Collection
MINDSET - recent staff meeting

51. *does not include children who left program
Outcomes for Children
Child Climate Survey
ASQ:SE 2 Decreases
80%
of children who scored at risk on ASQ:SE 2 in fall 2018 were not at risk in spring 2019
*does not include children who left program
Anecdotal - more socially prepared for Kindergarten, better plans for children who are demonstrating challenging behaviors, higher levels of social/emotional skills

52. Green Bay Public Schools Head Start
Keller
​1806 Bond Street, Green Bay, 54303
Tel: (920)
English/EC Collaborative
HS/4K Only
AM: 8: :30
PM: 12:00 - 3:30
​Head Start Learning Center HSLC
​1150 Bellevue Street, Green Bay, WI 54302
Tel: (920)
​HS/4K placement by HS
Bilingual
Full Day: 8:30 a.m. - 3:30 p.m.
Howe
526 S. Monroe Ave, Green Bay 54301
Tel: (920) ​
​Southwest
​1331 Packerland Dr, Green Bay, 54304
Tel: (920)

53. Expectations
Expectations

54. Zones of Regulation

55. Solution Kit

56. Learn more about connecting
National Center for Pyramid Model Innovations
Pyramid Model Consortium
WI Pyramid Model

57. Questions? Connections?
Image by Gerd Altmann from Pixabay

58. dsession.questionpro.com