Teaching Pyramid. Center on the Social and Emotional Foundations in Early Learning (CSEFEL) Agenda Review

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1 Teaching Pyramid Promoting Social-Emotional Development and Addressing Challenging Behavior: Program-Wide Implementation Developed by the Center on the Social and Emotional Foundations for Early Learning Adapted by WestEd Center for Child & Family Studies, San Marcos Office Welcome to the Leadership Team! Please reflect on the following questions which you will share during introductions: What are your earliest memories about school? What did your parents/family communicate to you about school? Agenda Review Welcome & Introductions What Brought Us Here? Overview of the Teaching Pyramid Policies & Procedures Review Focusing on Implementation Materials Coaching Preparing for Module 1 Training Scheduling Initial Coaching Visits Wrap-up and Continuous Improvement Center on the Social and Emotional Foundations in Early Learning (CSEFEL) It began with National CSEFEL Vanderbilt University University of Illinois University of South Florida University of Colorado at Denver and Health Sciences Center Georgetown University Center for Child and Human Development ZERO TO THREE WestEd Center for Child & Family Studies 1

2 National CSEFEL National Center focused on promoting the socialemotional development and school readiness of young children birth to age 5 Jointly funded by the Office of Head Start and the Child Care Bureau, under the auspices of the Administration on Children, Youth and Families at the U.S. Department of Health and Human Services Funding ended in Many of the faculty are part of Head Start National Center on Quality Teaching and Learning (NCQTL ) and are still promoting Pyramid practices and Practice-Based Coaching csefel.vanderbilt.edu Partner Project: TACSEI TACSEI (Technical Assistance Center on Social Emotional Intervention for Young Children) is a partner National Center focused on sharing practices that improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities Funded by the US Department of Education, Office of Special Education Programs (OSEP) Funding ended in Many faculty are part of the Early Childhood Technical Assistance Center (ECTA Center) funded through OSEP The Pyramid Framework: Promoting Social-Emotional Competence in Infants and Young Children CA CSEFEL Prevention Universal Promotion Treatment [Assessment-based interventions result in individualized behavior support plans.] California Collaborative on the Social and Emotional Foundations for Early Learning Collaborative Leadership Team at the state level Supporting dissemination of information across the state WestEd Center for Child & Family Studies 2

3 California s CSEFEL: Collaborative on Supporting Early Childhood Social-Emotional Foundations in Early Learning Map to Inclusion & Belonging WestEd CDE. Special Education Division, Assessment, Evaluation & Support Department of Developmental Services, Early Start State Services, Interagency Coordinating Council First 5 California Representatives from Mental Health WestEd Center for Prevention & Early Intervention CDE Head Start Collaboration Office California Child Care Resource & Referral Network California Head Start Association Team Co-Leaders Team Members California Department of Education (CDE) Child Development Division California Early Childhood Comprehensive System, Maternal, Child, Adolescent, Health Center for Excellence in Child Development, The Center for Human Services UCD Extension Sacramento Co. Office of Ed. SEEDS Project Child Development & FKCE California Community Colleges Head Start State-Based Training & Technical Assistance Office for CA WestEd Center for Child & Family Studies Children & Family Services Division, California Department of Social Services Child Care Licensing Division, California Department of Social Services Teaching Pyramid The Teaching Pyramid is the name used by CA CSEFEL to describe the training and technical assistance for the approach developed by the national Center on the Social Emotional Foundations for Early Learning (CSEFEL) There are California adapted versions for preschool, infant/toddler, and family child care The Teaching Pyramid Framework was built on evidence-based practices and has been shown to increase social-emotional competence and decrease challenging behavior Compliments CA Documents As part of the California Department of Education, Child Development Division s Early Learning & Development System, there are documents being produced to guide teachers of young children Foundations, Curriculum Frameworks, Program Guidelines, Assessment through the Desired Results measure, and Professional Development are all part of the Early Learning & Development System Infant Toddler Learning & Development Foundations and Curriculum Framework Social-Emotional Development is the first domain, followed by Language, Cognitive, and Perceptual & Motor Development Preschool Documents Preschool Learning & Development Foundations and Curriculum Frameworks come in 3 Volumes 1. Social-Emotional again is first, followed by Language & Literacy, English-Language Development, and Mathematics 2. Visual & Performing Arts, Physical Development, and Health are in the second volume 3. Science and History/Social Science make up the final foundations in the third volume All documents are downloadable on the CDE website or on the MAP website WestEd Center for Child & Family Studies 3

4 Teaching Pyramid Overview Updated August 2013 Families are Central Throughout the material, families are included Teaching Pyramid for Families is a set of materials to use with families of young children There are eight total sessions that can be done in two series of six and two The materials are in English, Spanish, and Chinese Alternative Series An alternative series available It is a California adaptation of the national Positive Solutions for Families sessions Included some of our key concepts, (PDA: Positive Descriptive Acknowledgement, Expectations, variations on Tucker) pyramid/materials_family.html Version: 02/2013 Facilitator s Guide Teaching Pyramid for Families Training of Facilitators (ToF) intended for teams from sites including parent educators/facilitators Suggest one person who is implementing at each site attend the ToF with the parent educator/facilitator The parent educator can also attend the module trainings as familiarity with the model is important They are given material electronically that can be modified for use in their site Originally developed by the Center on the Social Emotional Foundations for Early Learning. Adapted for use in California by WestEd for the California Collaborative on the Social Emotional Foundations for Early Learning Strong partnerships with family members is an important component when implementing the Teaching Pyramid Teaching Pyramid Originally developed by the Center on the Social Emotional Foundations for Early Learning. Adapted for use in California by WestEd for the California Collaborative on the Social Emotional Foundations for Early Learning (CA CSEFEL) May 2013 Children with persistent challenges Positive Behavior Support Targeted Social Skills Curricula Children at-risk High-quality Early Education All children Effective Work Force WestEd Center for Child & Family Studies 4

5 Program-Wide is What Makes CSEFEL Unique! The power of the Teaching Pyramid is most clearly seen when it is implemented across an entire site, district, or agency Program-Wide! Training is only one small part of the approach It takes planning by a group of leaders, training in a systematic way, and coaching/technical assistance to support implementation in order to be doing CSEFEL That is what we hope to do over the next year and beyond! Early Education Settings Early Education Settings Early Education Settings CA CSEFEL Enhancements There is an increased focus on the teacher s emotional experience, including cultural beliefs More information on connections to brain development Some of the forms and materials are streamlined to make them build on one another and be more teacher-friendly The materials are more aligned with California Early Learning & Development System and take local culture into consideration The development of individual behavior support plans is trained in an additional Top of the Pyramid training targeting those responsible for such plans The focus is on increasing teachers confidence and competence in promoting social-emotional behavior and addressing challenging behavior Sponsor s Vision Funding this year for implementation of the CA CSEFEL Teaching Pyramid in the county Leadership Team Teaching Pyramid Training Modules Coaching Intention is to take this approach to scale in the county WestEd Center for Child & Family Studies 5

6 Components & Commitment Two handouts may help you understand the components involved in program-wide implementation and the commitment for each component (Pages 22 & 23-24) We can fill in the commitments together The Steps to Implementing Program-Wide Teaching Pyramid Framework is also provided with the content of the module trainings on the back And now, a brief overview of the Pyramid CA CSEFEL Teaching Pyramid Leadership Team Training over Time Coaching Plans for sustainability Specialized Training Top of the Pyramid Teaching Pyramid for Families Teaching Pyramid Components Leadership Team (Implementation Team) Examination of the current program, including philosophy Planning for teacher implementation and training Ensuring administrative supports Developing well-defined procedures Training Four modules trained over several months Technical Assistance/Coaching Dedicated to supporting implementation, these days are used primarily to observe and meet with teachers Specialized Training Training on how to conduct the Teaching Pyramid for Families modules from CSEFEL Training on the Top of the Pyramid with an emphasis on developing behavior plans What is Social-Emotional Development? The developmentally and culturally appropriate ability to: Experience, express and manage emotions Establish positive and rewarding relationships with others California Infant/Toddler Learning and Development Foundations, 2009 WestEd Center for Child & Family Studies 6

7 Picture a Child Think of a child who graduated from your preschool last year who you know will do well in Kindergarten What social-emotional qualities, skills, or characteristics did he or she have? What Does Healthy Social- Emotional Development Look Like? A sense of confidence and competence Ability to develop good relationships with peers and adults/make friends/get along with others Ability to persist at tasks Ability to follow directions Ability to identify, understand, and communicate own feelings/emotions Ability to constructively manage strong emotions Development of empathy Eager To Learn, Neurons to Neighborhoods, The Kauffman Report on SE Development When there is NOT Healthy Social- Emotional Development What do children do when they don t develop these skills? When children do not have these skills, they often exhibit challenging behaviors What Is Challenging at Your Site? What is the biggest current challenge from children at your site? What is challenging about staff behavior? What has been your most effective way of addressing child or staff behavior? WestEd Center for Child & Family Studies 7

8 What Is Challenging Behavior? Any repeated pattern of behavior that interferes with learning or engagement in pro-social interactions with peers or adults Behaviors that are not responsive to the use of developmentally appropriate guidance procedures Prolonged tantrums, physical and verbal aggression, disruptive vocal or motor behavior, property destruction, self-injury, noncompliance, and withdrawal The Promise We have evidence-based practices to prevent and address challenging behavior: The foundation is healthy social-emotional development Earlier is better Support for parents matters High-quality environments are key A comprehensive approach is necessary Behavior consultation makes a difference Parents and teachers can implement the practices in natural settings The Challenge Teaching Pyramid How do we ensure that effective practices are accessible to all children, families, and staff? Children with persistent challenges Positive Behavior Support How do we build systems within programs and communities such that teachers and families have the support they need to implement the practices? Children at-risk All children Social Skills Curricula High-quality Early Education Effective Work Force WestEd Center for Child & Family Studies 8

9 SEK-CAP Head Start SEK-CAP Head Start Rural program in Southeast Kansas Covers over 7,000 square miles in 12 counties Serves 768 children and families Employs 174 staff in the Early Childhood Services Department 14 centers, 17 classrooms, 25 home visitors, and 19 child care partners What Do You Think? What are your reactions to this video? Have you ever felt like this director or her teacher? Why They Wanted a Program-Wide Model Even with ongoing training about behavior, staff reported: Leaving work in tears Unable to deal effectively with all children High levels of stress and burnout Looking to outside experts to solve problems in the classroom WestEd Center for Child & Family Studies 9

10 What They Did They developed a system wide, comprehensive plan that included Administrative leadership and commitment Reallocation of resources Professional development plan Plan for ongoing, onsite support for teachers and home visitors Monitoring and evaluation Outcomes Improved staff satisfaction/ decreased turnover Increase in overall program quality Clearly articulated and implemented policies and procedures More intentional teaching and purposeful in supporting children s emotional development Elimination of time-out Less reliance on outside experts Stronger collaboration with mental health providers SEK-CAP Kansas Results What Made It Work? A champion Administrative leadership Ongoing support for those working directly with children and families Clearly articulated policies and procedures related to behavior Commitment to long term process - systems change Collaboration between ECE and mental health/behavior consultants WestEd Center for Child & Family Studies 10

11 The Teaching Pyramid Promotes Social-Emotional Competence Program Philosophy Teacher Training and Implementation Administrative Supports Well-defined procedures Content of the Teaching Pyramid, Module 1 Building Relationships - Children, Families, and Teachers Positive Descriptive Acknowledgement Reflection on values, perceptions, and beliefs Environmental Support/Preventive Practices Physical design of environment Schedules & Routines Transitions Expectations Engaging activities Observing and positive focus Module 2 Social-Emotional Teaching Strategies What to teach - Friendship Skills - Emotional Literacy - Managing Strong Emotions - Problem Solving & Conflict Resolution When to teach - Group Instruction - Teachable Moments How to teach - Importance of being systematic and intentional - Many opportunities for practice Module 3 Intensive Individualized Interventions Identifying Persistent Challenging Behavior Finding the Function of the Behavior Individualizing Strategies - Using strategies from Module 2 in new and focused ways - Partnering with family members and specialists Behavior Support Plans - Components - How they are developed WestEd Center for Child & Family Studies 11

12 What Is Needed for Program-Wide Implementation Healthy Social Emotional Development is the goal Program-wide Leadership Team and/or sitebased Leadership Team Training of all staff Coaching and ongoing support for implementation in classrooms Program commits to 2-4 year process to achieve full implementation (systems change) What Is Needed (cont.) Program commits to evaluating outcomes in classrooms Leadership team commits to meeting regularly, monitoring progress, and using data for decision making Leadership team commits to Facilitating ongoing training and technical assistance Supporting teachers to implement the pyramid Developing and promoting program-wide expectations Developing plan to provide individualized positive behavior support as needed Change The only person who really likes change is a baby with a dirty diaper Never doubt that a small group of committed people can change the world, indeed, it is the only thing that ever has. Margaret Mead Implementation Program-Wide The lessons learned from other programs in California and the Kansas site have influenced the design of the training & technical assistance being offered to you The research behind the approach is summarized in the handout Administrator Strategies that Support High Fidelity Implementation of the Pyramid Model for Promoting Social-Emotional Competence & Addressing Challenging Behavior There are also benchmarks to measure the efforts WestEd Center for Child & Family Studies 12

13 Critical Elements: Benchmarks of Quality A. Establish Leadership Team B. Staff buy-in, ownership C. Family involvement D. Program-wide expectations E. Strategies for teaching & acknowledging expectations F. Implementation of the Teaching Pyramid G. Plan for responding to challenging behavior H. Professional development and staff support plan I. Coaching and technical assistance J. Monitoring implementation and outcomes Critical Elements: A. The Leadership Team Establish a Team Broad representation Administrative support Regular meetings Implementation plan (use critical elements) Review and revise plan at least annually What Does Leadership Do? Who is considered a leader in your program? What kind of leadership exists in your site/program now? How does this leadership operate? How will this new team fit in? Develop Policies & Procedures for Addressing Challenging Behavior Developmentally appropriate, classroom strategies Positive, proactive Crisis responses Who will facilitate? Follow-up? Functional assessmentbased process for children with ongoing challenging behavior Who will support this process? How is this process initiated? Steps for teachers to take before a referral Development of an individualized plan Who needs to be part of the Child Success Team (CST) for developing the plan? Partnerships with families How will you share this process with families? How will you involve families in the process as it unfolds for their child? WestEd Center for Child & Family Studies 13

14 Critical Elements: B. Staff Buy-In, Ownership Staff Ownership Important to establish early in project Staff need professional development on topic Leadership team maintains buy-in by inviting input and feedback Be prepared to tell staff how this will support their work Help staff see the connection to curriculum DRDP and other efforts Staff Development Staff Participation & Support All staff from the classroom attend training and commit to implementation Ongoing technical assistance built in Action plans developed to support on-site coaching WestEd partners with program staff to build capacity Inventory of practice available to support Pyramid implementation Group and individualized training strategies used Plan developed for taking the training program-wide Critical Elements: C. Family Involvement Input at the beginning Multiple mechanisms for sharing the initiative Multiple mechanisms for home implementation Family partnerships in developing and implementing individualized support Announcing Program-Wide Teaching Pyramid to Families Letter written in the child s voice Brochure to send home Include in parent manual, review with parents during conferences Share information in Parent Orientation (Template available from WestEd) Create a family friendly storybook that explains the initiative Create parent posters to send home (or fridge magnets, chore charts, etc.) Put a banner up that announces the effort (e.g., Teaching Pyramid Practiced Here ) in the center WestEd Center for Child & Family Studies 14

15 Critical Elements: D. Program-Wide Expectations Sample Expectations Broader than rules, these guide behavior Creates a shared focus and continuity for program, school, classrooms Gives school/program a shared language Communicates positively what is desired General enough for all settings, but specific enough to lead to the generation of rules for targeted settings. Expectations for Behavior Expectations are a framework for the behaviors that are expected for everyone in the program, including children, staff, and families, while on the site Expectations are best when set programwide and examples are created for specific settings such as in the classroom, in the outside yard, in the bathroom, in the hallway, and so forth Program-Wide Expectations Small number (3 to 5) Apply to staff and children Developmentally appropriate Staff are involved in the process Posted in classroom and common areas WestEd Center for Child & Family Studies 15

16 General Guidelines about Expectations Have a few simple expectations Involve the children in developing the examples (staff start this process in Module 1) Post the expectations and examples visually Teach the expectations systematically When first learning the expectations, call attention to children when they follow them with what they did linked to the expectation term Wow, you walked quietly to the bathroom. That was really respectful! You were being friendly when you asked Raul to play. Share Program-Wide Expectations 1. We are Safe 2. We are Respectful 3. We are Team Players (Friendly) How Do Children Know What Is Expected of Them? Staff Activity done during Module 1 Take a moment to write down the rules from your classroom or a classroom Why do we have rules? To let us know what we expect from each other Most classroom rules can be grouped together under three broad expectations 1. We are Safe 2. We are Respectful 3. We are Friendly Critical Elements: E. Teaching & Acknowledging Expectations Strategies developed for embedded instruction Variety of teaching strategies Strategies for acknowledging use of expectations WestEd Center for Child & Family Studies 16

17 Module 1 Handout 1.10: Behavior Expectation Matrix Examples 26 ACTIVITY AREAS We Are Friendly We Are Respectful We Are Safe You said hello to the You waited until there was You stayed with an adult teacher room to get things out of when walking to the You stopped and asked a the cubby classroom friend to walk with you as you arrived at the same Arrival/Departure time Promoting the Expectations Large Group/ Shared Space You sang, moved, and smiled to the songs You talked when it was your turn You kept your hands and feet to yourself Work Time/ Small Group You shared toys in the activity center You invited a friend to play You found another place to play when the work area was full You put away the puzzles when you finished WestEd Center for Child & Family Studies CA CSEFEL Teaching Pyramid Approach What Will Your Expectations Be? Take a few moments to discuss the types of rules that are in your classrooms How will you choose the expectations to use in your program? Setting the 3 or 4 expectations and selecting the language is an important task Broad Reasons Why Three or four broad categories 1. Friendly, Kind, Caring, Team Player 2. Respectful, Considerate 3. Safe, Healthy (sometimes Healthy is fourth) We are is more encouraging than Be, so that is the current wording WestEd Center for Child & Family Studies 17

18 Critical Elements: F. Implementation of the Teaching Pyramid Positive relationships Supportive environments Teaching social-emotional skills Initiate the development of individualized supports for children with persistent challenging behavior Implementation Issues Associated with the Teaching Pyramid Unfounded belief that the bottom three levels are already in place relationships, environment, teaching strategies Lack of understanding about the relationship between environment and social development and problem behavior Tendency to want to jump to the top of the pyramid Desire for a quick fix Stages of Implementation Implementation is not an event A mission-oriented process involving multiple decisions, actions, and corrections Implementing an evidence-based approach takes 2 to 4 years Critical Elements: G. Responding to Challenging Behavior Responding to problem behavior Developmentally appropriate classroom strategies Crisis responses Problem solving and support Team assessment-based process for tertiary level Partnerships with families WestEd Center for Child & Family Studies 18

19 Steps Toward Applying the Teaching Pyramid For An Individual Child 24. Teaching staff complete BORs 25. Teacher updates Child Success Team (CST) Information Form for meeting with family, supervisor, and classroom staff attaches completed BORs 26. CST meets and completes Positive Behavior Support Planning Chart 27. Strategies are implemented* 28. Focus on positive descriptive acknowledgement 29. CST meets to review progress 30. Referrals are made as appropriate Select Strategies 17. Use information from the BOR to identify function(s) and patterns of behavior* 18. Consult the Routine-Based Support Guide for ideas 19. Implement prevention strategies* 20. Teach new skills* 21. Focus on positive descriptive acknowledgement 22. Continue to collect BORs 23. Consult with family! Share strengths, successful strategies, concerns and work samples! Inform of continued need to support the student at this level of intervention, if successful! Inform of next step in process and coordinator/supervisor support to discuss and recommend other strategies Social-Emotional Strategies 10. Friendship Skills* 11. Emotional Literacy* 12. Managing Strong Emotions* 13. Problem Solving and Conflict Resolution* 14. Use positive descriptive acknowledgement for Collect Behavior Observation Reports (BOR) 16. Confer with staff who support implementation of the Teaching Pyramid Reinforce the Foundation 6. Examine the Environment with this child in mind to determine if it is Supportive* 7. Focus on positive descriptive acknowledgement 8. Review DRDP 9. Monitor the child s learning, collecting work samples and creating portfolios 1. Maintain Good Early Childhood Practices 2. Check that you are Building a Relationship with the child and family* 3. Review information from enrollment, family 4. Were there concerns on the developmental screening (ASQ)? 5. Does the child have an IEP (Individualized Education Plan)? * Refer to Inventory of Practices in Teaching Pyramid notebook 09/27/2012 WestEd Center for Child & Family Studies Critical Elements: H. Staff Support Plan Provide ongoing, in-classroom coaching and technical assistance for staff during implementation and beyond Identify and train the team who will facilitate behavior support processes Attend to ongoing professional development of individuals and teams Acknowledge staff accomplishments and progress toward implementation Professional Development Implementation Fidelity is the Goal! Ongoing Process Include All Staff Focus on Coaching Avoid Train and Hope! Critical Elements: I. Coaching and Technical Assistance Identify internal support for staff members as they implement the Teaching Pyramid Plan for coaching (external and internal) Implementation to fidelity is supported by coaching and technical assistance in the classroom Those providing coaching or technical assistance receive support as well WestEd Center for Child & Family Studies 19

20 TRAINING COMPONENTS Theory and Discussion..+Demonstration in Training + Practice & Feedback in Training + Coaching in Classroom Coaching Impact Joyce and Showers, 2002 OUTCOMES % of Participants who Demonstrate Knowledge, Demonstrate New Skills in a Training Setting, and Use New Skills in the Classroom Knowledge Skill Demonstration Use in the Classroom 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Critical Elements: J. Monitoring Implementation & Outcomes Monitoring implementation and outcomes Existing measures (incidents, referrals, calls to family members, etc.) Inventory of Practice can measure implementation Data collected and summarized Data shared with staff and families Data used for ongoing monitoring and problem solving Implementation Plan is updated, revised based on data Evaluation Plan Levels of Data Collection Implementation - Benchmarks of Quality - Inventory of Practice Program - Communications (calls to families, dismissals, transfer, requests for assistance, family conferences) - Behavior Reports Child - Desired Results System or other measure (social skills; problem behavior) Examining Policies & Procedures How clear are your current policies or procedures regarding steps staff need to talk when concerned about a child s challenging behavior? Is it linked to general concerns about development or other referrals? Do all staff know and understand these procedures? Who is the point person on your team to explain these policies or procedures to staff? What do your current policies or procedures have in place for addressing a crisis or emergency in terms of challenging behavior? WestEd Center for Child & Family Studies 20

21 Resource Materials The Teaching Pyramid website has gathered the best resources from CSEFEL & TACSEI What Works briefs Training Kits Articles for Families Research Articles Practical Strategies Social stories Book Nooks Solution Kit CA CSEFEL Adapted Materials Sonia Snail Takes Time to Tuck and Think Some materials have been adapted to match the philosophy and approach in CA There are also many materials developed just for California Social stories, activities, and more Continuous Improvement Continuous Improvement A Way of Fine-Tuning Together What Worked? Since we will be meeting several more times, we want to give you the ability to provide feedback in writing and as a group We start with this column so that we focus on the positive aspects This is unusual for some, but does help set a constructive tone Any Suggestions? This symbol is a delta for change (and is like the pyramid, so that s cool) This is not a time to problem solve We simply list ideas or comments here If possible, we will act on suggestions for next time WestEd Center for Child & Family Studies 21

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