1. Pyramid Model Overview Intersections between Pyramid Model and PBIS in Wisconsin
Julie Betchkal, Pyramid Model Training and Coaching Coordinator
Lana Nenide, Pyramid Model State Coordinator
Marlene Gross-Ackeret, WI RtI Center PBIS TAC
Marlene: 2 minutes Introduction

2. 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

3. 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…..

4. 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 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.

5. 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

6. 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

7. 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;

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

9. 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

10. 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

11. 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

12. 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?

13. 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

14. 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.

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

16. 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

17. 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

18. Alike: We support a systems change model.
Application completed with administration
Leadership team
Commitment to practice-based coaching
Data based decision making
Overview video:
Lana: 2 minutes Outline process of becoming PM program wide with comparisons to PBIS process

19. 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

20. 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

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

22. 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

23. 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%

24. 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

25. 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.

26. 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

27. Questions?