Evaluations

Standards

TieredIntervent

ionWEDGING IN SOCIAL EMOTIONAL LEARNING:Navigating the Websites & Finding A Practical Application of the Pyramid Model to Meet Early Childhood Education Standards

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CLICK ON:“Wedging in Social Emotional Learning:

Practical Application of the Pyramid Model to Meet Early Childhood Education Standards”

PYRAMID MODEL OVERVIEWJust the Facts.

The Who ( ) • The Center on the Social and Emotional Foundations for Early Learning (CSEFEL)

• http://csefel.vanderbilt.edu • National resource center funded jointly by the Office

of Head Start and the Child Care Bureau for disseminating research and evidence-based practices to early childhood programs.

• Focus is the promotion of social emotional development and school readiness of young children birth to age 5.

The Who ( ) • Technical Assistance Center for Social Emotional Intervention (TACSEI)

• www.challengingbehavior.org • National resource center funded by the Department

of Education, Office of Special Education. • Creates FREE, research-based, products & resources

to improve social emotional outcomes for young children.

The Who ( ) • Team Tennessee

• http://teamtn.tnvoices.org • Represents Pyramid Model implementation in Tennessee

with group of 11 members representing Statewide departments (TDOE, TDMH, Head Start, TDHS, CCR&R, Higher Ed, TDCS, TEIS, TDOH, TECTA, and TAEYC)

• Four staff members work to promote Pyramid Model implementation in Tennessee.

• Statewide: Currently14 sites implementing the Pyramid Model, with support from over 25 trainers & coaches.

The What

Pyramid Model

PROMOTION

PREVENTION →

INTERVENTION →

←

The WhyKey Social Emotional Skills Children Need as

They Enter School:

• Confidence• Capacity to develop good

relationships with peers and adults

• Concentration and persistence on challenging tasks

• Ability to effectively communicate emotions• Ability to listen to instructions and be attentive• Ability to solve social problems

• Initially (2008-2009)• Trained Master Cadre of Coaches• Demonstration Site Selection

Team Tennessee Projects

9

Team Tennessee Projects• Secondary (2009-2011)

• Implementation Site Selection (TEIS) & Expansion• Higher Education • Pillars of Positive Solutions for Families • K-1 Age-Up

10

Team Tennessee Projects• Tertiary (Toward Sustainability) (2011-Present)

• Project B.A.S.I.C. • Early Connections Network• Team Tennessee Re-evaluation

11

• Training• Professional

Development• Family Support

Two Major Purposes

• Technical Assistance• Age-up • Home Visitors• PSF (Sustainability &

Scope of Distribution)

12

WEBSITE NAVIGATORWalk me through those confusing sites…

Find a variety of resources for Pyramid

Model Implementation

Learn About CSEFEL & the

Pyramid Framework

Let’s Start Here: http://csefel.vanderbilt.edu

CSEFEL Resources to Note:

What Works Briefs- (WWB)• Cover Topics across the tiers

of the Pyramid.

• 24 briefs in English & Spanish

• Appropriate for administrators, teachers & parents.

Let’s Take a Look! www.challengingbehavior.org

All about TACSEI

Learning about new materials on the website

What are you looking for?

Find It Here! www.challengingbehavior.org

Find It Here! www.challengingbehavior.org

Find It Here! www.challengingbehavior.org

Issue Briefs:• 5 different briefs

about Pyramid Model Implementation

TACSEI Resources to Note:

TACSEI Resources to Note:

Backpack Connection Series• A series of 14 handouts for

parents covering:• Emotions• Social Skills• Routines & Schedules• Challenging Behaviors

• Build relationships from school to home

• Encourage social emotional development.

Team Tennessee Website:http://teamtn.tnvoices.org

Here’s where you can download documents & look for new resources from us!

Here’s where you can find out about upcoming trainings & events.

Here’s where you can chat with each other about implementation progress.

Here’s where you can get in touch with us or send someone else to get in touch with us!

Team Tennessee’s Website:

http://teamtn.tnvoices.org/

Go Here!

Pyramid Model Resource Sheet-Administrators

Pyramid Model Resource Sheet-Family

Pyramid Model Resource Sheet-Educators• Links to Resources, Training Materials, Information• All listed by age group. • Many of the resources listed in the guides are found on

the CSEFEL and TACSEI websites

Team TN Resources to Note:

How to Start Finding Materials/Resources(Easier than Website Surfing!)

Most Important!Where can I find all the Pyramid

Model Implementation Materials?

Pyramid Model Resource Sheet-AdministratorsPyramid Model Resource Sheet-Family Pyramid Model Resource Sheet-Educators

MAKING THE CONNECTIONWhere to find the Pyramid Model in Early Childhood Education Standards

Finding Commonality inECE Classroom Standards

• Currently Used Classroom Standards in Tennessee:• CLASS Toddler/CLASS Pre-K• Common Core• TNELDS• TN State Content Standards• ITERS-R/ECERS-R• High Scope• Coming Soon: PARC

ITERS & ECERS

• Most Commonly Used Environment Rating Scales• Covers Classroom Environments for Children Birth-5

ITERS & ECERSThe revised ITERS includes items related to:

• Helping children understand language;• Nature/science; • Use of TV, video and computer; • Free play; and • Group play activities.

ITERS & ECERSThe revised ECERS contains items related to:

• Interaction (staff-child, child-child and discipline), • Curriculum (nature/science and math/number) • Health & Safety

Examples of ITERS/ECERS Standards• Peer Interaction: Staff explain

actions/intentions/feelings (observe 2 examples)

• Creative room arrangement (well defined interest centers, accessible materials)

• Concepts are introduced in response to children’s interests or to solve problems.

• ITERS-R (Interaction) 26. Peer Interaction

• ECERS-R (Space & Furnishings)4. Room Arrangement

• ECERS-R (Language-Reasoning)17. Using language to develop reasoning skills

Module 2: Emotional Literacy, Friendship Skills

Module 1: Classroom Arrangement

Module 2: Problem Solving Skills

Classroom Assessment Scoring System (CLASS)The CLASS Pre-K (ages 3 to 5) tool assesses teacher–child interactions through a 2- 3 hour observation cycle.

• Three key domains of teacher–student interaction: • Emotional Support• Classroom Organization,• Instructional Support

• Developmentally appropriate descriptions of what effective interactions look like in pre-K classrooms

Classroom Assessment Scoring System (CLASS)• Gives a picture of classroom interactions

• Highlights areas of strength and areas for growth to encourage professional development

• Identifies programs’ most urgent needs: accountability, professional development, and research

Head Start Framework

CLASS is mostcommonly being used in Head Start classrooms (Nationwide)

Examples of CLASS Pre-K Standards

• Maximizing learning time through use of routines, organized activities & directions

• Level of expressed anger, hostility or aggression by teacher and/or students

• Interactions with students & class that emphasize students’ interest, motivation & point of view.

• Domain: Classroom OrganizationDimension: Productivity

• Domain: Emotional SupportsDimension: Negative Climate

• Domain: Emotional SupportsDimension: Regard for Student Perspectives

Module 1: Schedules & Routines, Directions & Feedback

Module 1: Directions & FeedbackModule 2: Emotional Literacy, Teaching

Impulse & Anger Management

Module 1: Building Nurturing & Responsive Relationships

Module 2: Emotional Literacy

Common Core State Standards

“The Common Core is a great opportunity to show that without your ability to self-regulate, to problem solve, and to work in teams, you’re not going to be able to develop the critical thing that is necessary to achieve at this new more rigorous curriculum.”

-Eric Gordon Superintendent, Cleveland Metropolitan School District

[Educational Summit: Beyond Bullying, Safe Schools Successful Students. Teachers College, Columbia University (2013)]

Common Core State Standards

• Only Reading and Math standards for Pre-K through 5th Grade• Adopted by 45 states & the District of Columbia (4 territories &

the DoD)• Standards are a FRAMEWORK not a CURRICULUM• Developmentally appropriate, and build on each other each

year.

Common Core State Standards

• But most importantly:

Common Core opens the door for

more flexible classrooms & non-cognitive learning

within academic teaching.

Examples of Common Core State Standards• Speak audibly and express

thoughts, feelings, and ideas clearly

• Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

• Make sense of problems and persevere in solving them

• CCSS Reading:Speaking and Listening (SL)Kindergarten Standard 6

• CCSS Reading:Speaking and Listening (SL)First Grade Standard 1b

• CCSS Mathematics:Math PracticeAll Grades Standard 1

Module 2: Emotional Literacy

Module 1: Building Nurturing and Responsive Relationships

Module 2: Emotional Literacy, Friendship Skills

Module 2: Problem Solving Skills

Tennessee Content Standards

• Standards have been developed in themed content areas for PreK-5th Grade

• Standards include:• Arts Education• Computer Technology• Personal Health and Wellness• Social Studies• Science

Examples of State Content Standards

• Explain the purpose of rules and laws

• Identify the importance of developing and maintaining healthy relationships

• Experiment with sensory and emotional experiences to create a character

• Content StandardSocial StudiesKindergarten Standard 21

• Content StandardPersonal Health & WellnessKindergarten/First Grade Standard 8.3

• Content StandardArt (Theater)First Grade Standard 2.1

Module 1: Behavior Expectations & Rules

Module 1: Building Nurturing and Responsive Relationships

Module 2: Emotional Literacy, Friendship Skills

Module 2: Emotional Literacy,

READING THE CROSSWALKSTTACCT Pre-K TTACCT Infant-ToddlerCommon Core/State Standards

About the TTACCT

• Team TN Adapted Classroom Coaching Tool

• Short-form Classroom Coaching Tool based on the CSEFEL-Developed, Research-Based TPOT (Teaching Pyramid Observation Tool)

About the TTACCT

• Divided into four sections, based on levels of the Pyramid:• Relationships Items (Module 1)• Environment Items (Module 1)• Teaching Items (Module 2) • Red Flags (All Modules)

• Simple, yes-no, responses to items. • Allows for tracking progress & identifying areas of need for professional development

TTACCT CROSSWALK• Tool includes a crosswalk for referencing connections to

Classroom Standards AND for seeking out more information on a given topic.

• Full Pre-K Crosswalk has 5 Sections:

• Inventory of Practices (CSEFEL Developed)

• ECERS-R

• High Scope (Based on the Preschool Program Quality Assessment)

• TN-ELDS

• CLASS (Pre-K)

• Full Infant-Toddler Crosswalk has 3 Sections:

• Inventory of Practices (Developed by North Carolina CSEFEL)

• ITERS-R

• CLASS (Toddler)

TTACCT – Infant/Toddler

TTACCT Section

TTACCT Items

Related Number on Inventory of

Practices

Related Item on ITERS-R Score

Sheet

Related CLASS

Dimension

TTACCT – PRE-K

Related Item on ECERS-R Score

Sheet

Related Number on Inventory of

Practices

Related CLASS

Dimension

TTACCT Section

TTACCT Items

Related TNELDS

Standard(s)

Related Item on PQA Score Sheet

About the Common Core Crosswalk (Kindergarten-First Grade)

1. Pyramid Model Introduction for Teachers

2. Full Crosswalk: • Pyramid Model Training Module/Topic Area

(Based on K-1 Train-Coach-Train)• TDOE Standards (Common Core & Content)

About the Common Core Crosswalk (Kindergarten-First Grade)

3. Addressing Specific Challenging Behavior(s) with Teachers & Parents• Form & Function of Challenging Behavior• Prevention Strategies• Replacement Skills

4. Tennessee Standards Reference Guide

Reading Your Crosswalk: Decoding the Crosswalk

Pyramid Model

Module

Training Topic Area

KINDERGARTEN Common Core

State Standards(Topic Area: Item

#)KINDERGARTEN

TN Content Standards (Subject

Area: Item #)

FIRST GRADE Common Core

State Standards(Topic Area: Item

#)

FIRST GRADETN Content

Standards (Subject Area: Item #)

Under Construction

Crosswalk connected to Adapted Inventory of Practices for:

• Pre-K• Kindergarten-First Grade

Also Available

• CLASS & The Pyramid Model (Informational Document with descriptive crossover exclusively between these two tools)

• Project B.A.S.I.C. Goals – Crosswalked to Pyramid Model, Common Core, Content Standards, Commonly used Pyramid Model Materials (Separate documents for Kindergarten & First Grade)

• The Pillars of Positive Solutions for Families (Parent training series developed to mirror classroom/site implementation)

WHAT ABOUT MODULE 3?(Sort Of) Crosswalking the Top of the Pyramid

(Or: Please don’t make me create the IEP)

A Few Notes on the Top of the Pyramid

Who needs Intensive Intervention?• ONLY children who have very persistent and severe

challenging behavior.• ONLY children do not respond to the typical preventive

practices, child guidance procedures, or social emotional teaching strategies that would normally work with most children.

A Few Notes on the Top of the Pyramid

Intensive Intervention is…• An approach for changing

behavior• Is based on humanistic values

and research• Relies on understanding why

the behavior occurs and teaching new skills to replace behavior.

• A holistic approach that considers all factors that impact a child

Module 3 Topics

• Identifying Form & Function of Behavior

• Creating a Behavior Support Plan.

• Functional Behavior Assessment

• Behavioral Support Plan

Conducting a Functional Assessment

• Observe the child in target routines and settings

• Look for situations that predict challenging behavior and situations that predict appropriate behavior.

• Interview persons most familiar with the child

• Parents, Grandparents, Teachers

• Review records

Behavior Hypothesis

Expands on the behavior equation and incorporates what you have learned from the observations and interviews

Includes information about:• Function of the behavior• Triggers of the challenging behavior• Description of the challenging behavior• Responses that maintain the challenging behavior

Handout 10: Hypothesis Statement

1. Behavior Hypotheses• Purpose of the behavior; • your best guess about why the behavior occurs

2. Prevention Strategies• Ways to make events and interactions that trigger

challenging behavior easier for the child to manage

Behavior Support Plan

3. Replacement Skills• New skills to teach throughout the day to replace

the challenging behavior

4. Responses• What adults will do when the challenging behavior

occurs to ensure that the challenging behavior is not maintained and the new skill is learned

Behavior Support Plan

Functional Behavior Assessment

Behavior SupportPlanning

Example: Core Crosswalk

SO,WHAT ELSE?What do YOU, as a implementer, need from us?

CONTACT US

Melissa Binkley(615) 269-7751

mbinkley@tnvoices.org

Beth Vorhaus(615) 269-7751

bvorhaus@tnvoices.org