Pyramid Model Crosswalk Tennessee Pre-K Classroom Standards

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Pyramid Model Crosswalk Tennessee Pre-K Classroom Standards Pyramid Model Introduction for Teachers Pyramid Model Session Session 1: An Introduction to Challenging Behavior Related Pyramid Model Materials Picture of Pyramid-Handout http://www.challengingbehavior.org/do/resources/documents/pyramid_model_handout.pdf Pyramid Model Module TTACCT ECERS-R (as numbered on score sheet) CLASS Pre-K TN-ELDS M O D 1 Session 2: Building Positive Relationships Session 3: Classroom Design Session 4a: Schedule & Routines Session 4b: Directions & Feedback Session 5: Behavior Expectations & Rules 1, 6 18, 17 Positive Climate, Teacher Sensitivity, Student Perspective, Quality Feedback 7, 8, 9, 10, 11, 12 1, 4, Specifics: 19-27 Student Perspective, Productivity. Instructional Learning Formats 2, 14 34, 35, 36 Positive Climate, Teacher Sensitivity, Student Perspective, Instructional Learning 4, 15 30, 34 Positive Climate, Teacher Sensitivity, Behavior Management, Productivity, Quality Feedback 3, 13 14, 31, 33 Positive Climate, Teacher Sensitivity, Student Perspective, Instructional Learning Formats SE.PK.4, SE.PK.5, SL.PK.1b, SL.PK.3, SL.PK.4, SS.PK.4 AL.PK.1, AL.PK.2, AL.PK.4 AL.PK.1, AL.PK.2, AL.PK.9 SE.PK.13 AL.PK.9 SE.PK.3, SE.PK.13 PD.PK.9 SE.PK.12, SE.PK.13, SE.PK.14 SS.PK.4, SS.PK.5

Pyramid Model Module TTACCT ECERS-R (as numbered on score sheet) CLASS Pre-K TN-ELDS M O D 2 Session 6: Enhancing Emotional Literacy Session 7a: Teaching Anger Management Session 7b: Teaching Problem Solving Session 8: Teaching Friendship Skills 16, 17 17, 18, 32, 33 Positive Climate, Teacher Sensitivity, Quality Feedback, Language Modeling, Concept Development 17 32, 33 Positive Climate, Teacher Sensitivity, Quality Feedback, Productivity, Instructional Learning Formats 18 17 Teacher Sensitivity, Concept Development, Instructional Learning, Quality Feedback, Language Modeling 5 17, 33 Positive Climate, Behavior Management, Regard for Student Perspectives AL.PK.8 CA.PK.6 SE.PK.1, SE.PK.2, SE.PK.3, SE.PK.7, SE.PK.8, SE.PK.9, SE.PK.10, SE.PK.11 SS.PK.5 CA.PK.6 SE.PK.8, SE.PK.9, SE.PK.10, SE.PK.11 SS.PK.5 AL.PK.7, AL.PK.8, AL.PK.9, AL.PK.10 SE.PK.9, SE.PK.11 SL.PK.3 SE.PK.6, SE.PK.7, SE.PK.8 SL.PK.1, SL.PK.1a Addressing Specific Challenging Behavior(s) with Teachers and Parents Pyramid Model Module Session 9 Form and Function of Challenging Behavior Related Pyramid Model Materials (See Resource Guides for Parents & Teachers for adult handouts and articles about specific challenging behaviors) Routine Guides: o Pre-K Classroom Routine Guides o Pre-K Family Routine Guides Session 10 Prevention Strategies First! Routine Guides: o Pre-K Classroom Routine Guides o Pre-K Family Routine Guides

Impact of a Quality & Supportive Classroom Environment (handout) Transition Tricks, Tips & Ideas (handout) Positive Solutions for Families (English) Positive Solutions for Families (Spanish) Problem Solving Steps K-1 Solution Kits for interactions with others Stop/Go Signs Visuals for schedules and routines Tucker Turtle Books (Anger Management & Impulse Control) Create Scripted Stories to fit classroom need Visuals for schedules and routines

Standards Reference Guide Team Tennessee Adapted Classroom Coaching Tool (TTACCT) Relationships Items Environmental Items Teaching Items 1. Teachers engage in supportive conversations with children 2. Promoting children s engagement 3. Teaching children behavior expectations (i.e. posted classroom rules or program wide expectations) 4. Providing directions 5. Supporting friendship skills 6. Promoting relationships with families 7. Learning centers have clear boundaries 8. The classroom is arranged such that all children can move easily around the room 9. The classroom is arranged such that there are no large, wide open spaces where children could run 10. There is an adequate number and variety of centers of interest to children and to suppor the number of children (at least 4 centers, 1 center per every 4 children) 11. Materials in all centers are adequate to support the number of children allowed to play 12. Materials/centers are prepared before children arrive at the center or activity 13. Classroom rules or program-wide expectations are posted, illustrated with a picture or photo of each rule or expectation, limited in number (3-5), and stated positively (all have to be true to score a yes ) 14. Schedules and Routines 15. Transitions between activities are appropriate 16. Teaching social skills and emotional competencies (general) 17. Teaching children to express emotions 18. Teaching problem solving 19. Using effective strategies to respond to problem behavior

Early Childhood Environmental Rating Scale - Revised Space and Furnishings Personal Care Routines Language-Reasoning Activities 1. Indoor Space 2. Furniture for care, play, & learning 3. Furnishings for Relaxation 4. Room Arrangement 5. Space for Privacy 6. Child-related display 7. Space for gross motor 8. Gross motor equipment 9. Greeting/departing 10. Meals/snacks 11. Nap/rest 12. Toileting/diapering 13. Health practices 14. Safety practices 15. Books & pictures 16. Encouraging children to communicate 17. Using language to develop reasoning skills 18. Informal use of language 19. Fine Motor 20. Art 21. Music/movement 22. Blocks 23. Sand/water 24. Dramatic play 25. Nature/Science 26. Math/number

Interaction Program Structure Parents & Staff 27. Use of TV, video, and/or computer 28. Promoting acceptance of diversity 29. Supervision of gross motor activities 30. General supervision of children 31. Discipline 32. Staff-child interactions 33. Interactions among children 34. Schedule 35. Free play 36. Group time 37. Provisions for children with disabilities 38. Provisions for parents 39. Provisions for personal needs of staff 40. Provisions for professional needs of staff 41. Staff interaction and cooperation 42. Supervision and evaluation of staff 43. Opportunities for professional growth Tennessee Early Learning Developmental Standards (TN-ELDS) AL.PK.1 Independently interact with a variety of materials through multiple play activities Approaches to Learning (AL) AL.PK.2 Self-select play activities to support own curiosity and to engage in pretend and imaginative play (e.g. testing theories, acting out imagination) AL.PK.4 Choose materials/props and use novel ways to represent ideas, characters, and objects in a move toward symbolic play AL.PK.7 Identify a problem and attempt multiple ways to solve it, with or without assistance AL.PK.8 Demonstrate a willingness to collaborate with others to solve a problem

AL.PK.9 AL.PK.10 Maintain focus appropriate to completing task and/or learning activity Seek assistance and/or information when needed to complete a task Social Emotional (SE) SE.PK.1 Describe self using several different identifying characteristics and/or unique qualities SE.PK.2 SE.PK.3 SE.PK.4 SE.PK.5 (e.g. abilities, interests, gender, culture). Develop a basic awareness of self as an individual, self within the context of family and self within the context of community Display sense of accomplishment, contentment, and acknowledgment when completing a task or solving a problem Interact and develop positive relationships with significant adults (e.g. primary caregivers, teachers, and other familiar adults) Seek and accept guidance from primary caregivers, teachers, and other familiar adults SE.PK.6 SE.PK.7 SE.PK.8 SE.PK.9 SE.PK.10 SE.PK.11 SE.PK.12 SE.PK.13 SE.PK.14 Initiate play and interact positively with another child or children Develop friendship skills (e.g. help, share, take turns, give compliments) with increasing ease and comfort to sustain interaction by cooperating, helping, and suggesting new ideas for play. Show empathy and caring for others Express feelings, needs, opinions, and desires in a way which is appropriate to the situation Appropriately name types of emotions (e.g. happy, sad, frustrated) and associate them with different facial expressions, words, and behaviors. Demonstrate ability to modify behavior in different situations using multiple problem solving strategies (e.g. trade, take turns, share, wait) with or without adult guidance and support Demonstrate an understanding of rules through actions and conversations Engage easily in routine acitivites (e.g. large group, small group, center time). Use materials purposefully, safely, and respectfully as set by group rules Speaking and Listening (SL) SL.PK.1 Participate in collaborative conversations which include book reading and themerelated vocabulary, with adults and other children during transitions and routine daily activities, including free play.

SL.PK.1a SL.PK.1b SL.PK.3 SL.PK.4 Observe and use appropriate ways of interacting in a group (e.g. taking turns in talking, actively listening to peers, waiting to speak until another person is finished talking, asking questions and waiting for an answer). Engage in an extended conversation, stiving for five verbal exchanges between adult and child. With modeling and guidance, ask and answer questions in order to seek help, get information, or clarify something which is not understood. Actively participate in conversations to tell or talk about familiar people, places, things and events, and with prompting and support, add additional details that help enrich and extend the conversation. Social Studies (SS) SS.PK.4 Recognize that all children and adults have roles, rights, and responsibilities at home, school, in the classroom and in the community. SS.PK.5 Participate in the community or group life of the class (e.g. making and following rules, doing classroom jobs, expressing concern for others, participating in decision making processes). Creative Arts (CA) CA.PK.6 Express feelings of what is felt and heard through dance or creative movement. Physical Development (PD) PD.PK.9 Demonstrate awareness and understanding of safety rules CLASS Pre-K Positive Climate Teacher Sensitivity Regard for Child Perspective Relationships Positive Affect Respect Positive Communications Awareness Responsiveness Addressing Problems Student Comfort Flexibility & Student Focus Support Autonomy & Leadership Student Expression

Behavior Management Productivity Instructional Learning Formats Concept Development Quality of Feedback Language Modeling Restriction of Movement Clear Behavior Expectations Proactive Redirection of Misbehavior Student Behavior Maximizing Learning Time Routines Transitions Preparation Effective Facilitations Variety of Modalities & Materials Student Interest Clarity of Learning Objectives Analysis & Learning Creating Integration Connections of the Real World Scaffolding Feedback Loops Prompting Thought Processes Providing Information Encouragement & Affirmation Frequent Conversation Open-ended Questions Repetition & Extension Self & Parallel Talk Advanced Language

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