PBS Staff Activities

To Enhance Implementation

Of Universal Strategies

in

Early Childhood Learning

Presented to you by: Karen Shepherd-EI/ECSE Coordinator

NW Regional ESD Nancy Ford-Director of EI/ECSE

NW Regional ESD Colleen Nolan-School Psychologist

NW Regional ESD Felicia McLaughlin-Early Childhood Education

SpecialistNW Regional ESD

*Northwest Regional ESD (Serving Wash., Tillamook, Clatsop and Columbia Counties)

A Brief History of EC PBS with Northwest Regional ESD 2006: State wide Social Emotional Group selected

training modules from the Center on Social and Emotional Foundations for Early Learning (CSEFEL) to bring PBS to ECSE and Head Start settings;

2006-2007: Three ECSE and two Head Start classrooms served as pilot sites and completed all training modules;

2007-2008: An additional five teams completed training; 2008-2009: Pilot classrooms maintained through

coaching and consultation; 2009-2010: All ECSE staff received training on universal

strategies; .8 School Psychologist and 1.0 ECES assigned to provide follow up coaching and hands on classroom training.

Presentation Goal:

This session will give examples of staff activities designed to increase understanding and implementation of Universal Strategies in Early Childhood Settings.

This session will describe the key components of tier 1 strategies for Early Childhood settings, common challenges in implementation and activities to increase fidelity of implementation.

Presentation Outline:

Provide examples of Staff/Team activities designed to increase understanding and implementation of universal strategies in early childhood settings.

Universal strategies that have been developed/implemented in our classroom settings.

Additional Resources (Newsletter and Grant Money) Challenges faced in implementation.

2009-2010 Targets: Building Positive Relationships and Creating Supportive Environments

Social Emotional Teaching Strategies

Creating Supportive Environments

Building Positive Relationships

Universal Strategies:

Individualized Intensive

Interventions

2009-2010 Region Wide Goals

1. Posting Rules;

2. Teaching rules; Using Embedded Language. Social Stories Games to teach the rules.

3. Create reinforcement systems;

4. Build positive relationships with children;

Professional Coaching Activities

Monthly activities are presented at monthly team meetings.

Goal of activities is to get teams to think “outside the box”.

Teams participate in a “share-out” or team discussion.

Examples of Monthly Coaching Activities

Developmentally Appropriate Activities “Every Child needs one Person who is Crazy about

Him/Her” Reinforcement Methods in PBS Teacher Walk Through Positive to Negative (can be part of teacher walk

through or its own activity) Hot Button/Reframing activity Design Lesson Plan around a classroom rule Design Matrix for Creative Curriculum Centers

To help with Embedded Languagepost rules everywhere!

They will serve as a reference and a reminder!!Don’t forget to be culturally sensitive!

Embedded Language

Higher rate of positive: negative Tying the expectation back into the classroom

rule. Verbally reinforce on a daily basis the skill you

are trying to teach (Johnny I really like how your sitting in your chair. You’re being a really good worker!).

Versus

Scripted Stories

The rules or expectations of social interactions are typically learned by example. Children with communication difficulties and/or behavior challenges often do not learn these interactions incidentally, but may need more explicit instructions through a scripted description of the social situation.

*Center on the Social and Emotional Foundations for Early Learning

Teach Rules Through Games!! Matching/Categorizing Stop / Go Bingo Role Playing

How about a game of Stop & Go??

Reinforcement Strategies

“A behavior modification intervention is only as effective as its reinforcer. Regardless of the intervention applied in a behavior change program, if the exhibition of the behavior is not reinforced, the behavior probably will not change. In a behavior change program, all factors may be carefully planned and the intervention precisely implemented, but if the child is not reinforced by the result of his or her behavior, little probability exists for a permanent behavior change”. ~Behavior Management, A Practical Approach for Educators

Questions to Ask

Does the chosen reinforcement method reflect the rules you’re trying to teach?

Have you taken measures to determine what your students will find motivating?

Is the method you’ve created motivating for your students?

*Be Safe*Be a Worker*Be Friendly

Johnny

Reinforcement needs to

be fun!!

Step by Step Reinforcement Strategy

1 2 3

1

2

3

Toys and Games as Motivators

and Rewards

Program and/or Implementation Challenges:

Funding Time Coaching

FUNDING

It is important to allocate dedicated time to positive behavior supports.

Identifying individuals to work with teams on regular basis assists in developing relationships.

Provides consistency and follow through. Providing the funding support reaps many

benefits.

Time to Meet With Administration

Time should be allocated on a regular basis with administration in order to promote communication with staff and ensure the program is progressing and professional development goals are being addressed. Issues, concerns and discussion of systematic change within a program can be discussed at this time.

Challenges and Strategies

Challenge: Administrator time divided across many issues and

PBS gets lost in the shuffleStrategies: At least one administrator must be part of the PBS

team and puts PBS on the agenda regularly; Administrators must all buy in to PBS as a target for

professional development and provide feedback to the PBS team on training needs;

Administrators encourage all staff to write a professional goal related to PBS and include in supervision/evaluation process.

Time for Team Meetings

Team Meetings should be held on a regular basis. During this time the team can discuss particular sites or students and what the effects PBS have on the program.

Some Reasons to Hold Regular Team Meetings:

Improve communication

Getting everyone “onto the same page”

Goal setting

Identifying/utilizing strengths

Brainstorming Collaboration

Challenges and Strategies

Challenges: Time for meetings; staff not skilled on running a

meeting; staff need to feel a meeting has a direct impact on classroom strategies.

Strategies: Have a PBS team member facilitate the team

meeting; assign a time keeper; end team meeting with an action item; action item needs to benefit the teacher and the classroom.

Time for In-service

At least 2 In-service days should be designated within a work year. The goal of the In-service should be to help the professional develop skills and connect them with their work in PBS.

An In-service can consist of special programs and workshops.

The Goal of an In-service

Promote content knowledge. Promote systematic changes. Promote strategies and

techniques.

Challenges and Strategies

Challenges: Time for in-service; resources to be used for

in-service.

Strategies: Do a one day in-service with follow up

trainings integrated into team meetings; use in house expertise for resources for in-service.

Challenges: Coaching

2:4 (2 PBS Coaches to 4 Counties) Level of buy in from staff. Level of implementation of universal

strategies. Guiding a change in thought process and

approach to behavior. Consistencies within community preschool

settings.

Strategies

Having administrator buy in. Coaches assist in creating materials that will

help the teacher implement PBS strategies. Have a share drive of PBS materials

available for teachers. Attend collaboration meetings with

community pre-schools when ever possible.

Changing Thought Process

Old Way: General intervention

applied to all behaviors challenges (you yell, you sit).

Behaviors reduced through the use of consequences/punishments (child kicks teacher and is sent to time out).

Doesn’t actively teach the child what to do.

New Way: Intervention is matched to

the function of the behavior (a child who yells is taught to tap the teachers shoulder to gain attention).

Behaviors are reduced through the acquisition of skills.

Additional Resources

Newsletter-Monthly newsletter that goes out to EI/ECSE staff with helpful suggestions and what’s going on around our region.

Grant Money-is helping our team create a lending library for our staff based off of Practical Strategies on the CSEFEL Site.

Share drive-a share drive is being creating that has available tools already created for staff.

Helpful Internet Links Center on the Social Emotional Foundations For Early Learning http://www.vanderbilt.edu/csefel Zero to Three

http://www.zerotothree.org Maryland State Department of Education

The Early Childhood Gateway http://www.mdecgateway.org

Special Quest Birth-Five http://www.specialquest.org Developmental Behavioral Pediatrics Online http://www.dbpeds.org