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An Overview of NYS Pyramid Model Implementation and
Connection to the NYS SEL Benchmarks
Presented by Tracy Lyman, MSEd.
NYS Pyramid Model Master Cadre Trainer and Coach
AGENDA
• What is the Pyramid Model?
• Introduction to Modules
• Connection to the NYS SEL benchmarks
• Other Resources
TRACY LYMAN, MSED.
-NYS Certified Elementary and Special Education Teacher
-Early Intervention Provider in Broome County
-Master Cadre for NYS Pyramid Model
-Lecturer, University Supervisor, & Professional Development
Trainer for Binghamton University
Tertiary Intervention: Few Children
Secondary Prevention:
Some Children
Universal Promotion: All Children
The Pyramid Model: Promoting Social and Emotional Competence and Addressing Challenging Behavior
THE GOAL OF THE PYRAMID IS TO PROMOTE CHILDREN’S SUCCESS BY:
▪ Creating an environment where EVERY child feels good about coming to school.
▪ Designing an environment that promotes child engagement.
▪ Focusing on teaching children what TO DO!
• Teach expectations and routines.
• Teach skills that children can use in place of challenging behaviors.
KEY 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
What do children do when they don’t have each of these skills?
When children do not have these
skills, they often exhibit
challenging behaviors.
We must focus on TEACHING the
skills!
8
http://challengingbehavior.cbcs.usf.edu/
Challengingbehavior.org
http://www.nysecac.org/contact/pyramid-model
New York State Pyramid Model
• Most social/emotional
development and behavior is
promoted through positive
preventive measures
• Promote the development of
all children
• Provides a conceptual framework
for a comprehensive array of
interventions and approaches
Key Points about the Pyramid Model
Shared by Miriam Santiago
Some Key Assumptions
• Challenging behavior usually has a message: I am bored, I am sad, you hurt my feelings, I need some attention, I have anger, fear
• Children often use challenging behavior when they don’t have the social or communication skills they need to engage in more appropriate interactions.
• Behavior that persists over time is usually working for the child. Even if the outcome is negative.
• We need to focus on teaching children what to do in place of the challenging behavior.
• Punishment is not the answer.
Tom Herner (NASDE President) Counterpoint 1998, p.2
WE TEACH
“If a child doesn’t know how to read, we teach.
If a child doesn’t know how to swim, we teach.
If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave, we…
……teach? ……punish?
Why can’t we finish the last sentence as automatically as we do
the others?”
When children do not have these
skills, they often exhibit
challenging behaviors.
We must focus on TEACHING
the skills!
US PYRAMID IMPLEMENTATION
Pyramid Model
Partner
Pyramid Model
State
CSEFEL State
TACSEI State
http://www.pyramidmodel.org/about/partner-states/
NEW YORK STATE GOALS
• Universal practices implemented to prevent challenging
behaviors before they start in all child serving settings.
• Teachers, providers, administrators and parents equipped
with strategies to support children if they present
challenging behaviors.
• Children under 6 years old are not suspended or expelled
from early care and education programs.
SUSPENSION AND EXPULSION
https://youtu.be/vvRP6jTPlp8
ACCORDING TO THE SUSPENSION AND EXPULSION SURVEY SENT IN THE WINTER OF 2016 TO 18,000+ NYS AGENCIES…
• 1,200+ responses were received
• The greatest percentage of responses were from daycares programs. Responses were also received
from pre-K, Early Head Start, Head Start programs, early intervention programs and others.
• Preschool age children were almost twice
as likely as infants to be expelled (infants
0.7%; toddlers 0.8%; preschoolers 1.3%);
• Boys were approximately three times as
likely as girls to be expelled (0.6% girls;
1.7% boys);
• American Indian, Multiracial, and African
American children (1.8%, 1.6% & 1.5%
respectively) had a greater chance of being
expelled than their peers (White 0.8%;
Other 0.7%; Asian 0.4%).
FUNDERS
• NYS Office of Children and
Family Services
• NYS Head Start Collaboration
• Annie E. Casey Foundation
• Early Childhood Comprehensive
Systems IMPACT (ECCS) Grant
• NYS United Teachers (NYSUT)
• NYS Office of Mental Health
• Project LAUNCH Grant
IMPLEMENTATION TEAM
Each implementing agency/ school has a leadership team that
includes:
1. Administrator
2. Data Collector
3. Internal Coach
4. Behavior Specialist
5. External Leadership Coach (Master Cadre)
OVERVIEW OF INFANT TODDLER MODULES
•Understanding Social Emotional Development
•Understanding Behavior
•Making Sense of What You See and Hear
•Forming and Sustaining Relationships with Young Children and Families
•Essential Positive Messages
OVERVIEW OF PRESCHOOL MODULES
•Building relationships with children•Building relationships with families•Classroom team relationships•Creating engaging environments•Schedules, routines, & transitions•Teaching classroom rules•Ongoing monitoring and positive encouragement
1: Building Relationships and Creating Supportive Environments (7 hours)
Topic 1: Building Positive Relationships
Topic 2: Designing the Physical Environments
Topic 3: Schedules, Routines and Transitions
Topic 4: Planning Activities that Promote Engagement
Topic 5: Giving Direction & Teaching Classroom Rules
2: Social Emotional Teaching Strategies (6 hours)
Topic 1: Developing Friendship Skills
Topic 2: Enhancing Emotional Literacy
Topic 3: Controlling Anger/Impulse & Teaching Problem Solving
Topic 4: Individualizing Instruction
PRESCHOOL MODULES
3: Individualized Intervention (6 hours)
Topic 1: Overview/Process of Positive Behavior Supports
Topic 2: Functional Assessment/Data Collection
Topic 3: Developing a Behavior Support Plan Topic 4: Monitoring Outcomes
Preschool Module 4: Essential Leadership Strategies for Adopting the Pyramid Model
(6 hours) (also called Program-Wide Implementation)
Topic 1: What is Leadership?
Topic 2: Fidelity of Implementation
Topic 3: Collaborative Leadership
Topic 4: Effective Professional Development
Topic 4: Program/Systems-level Change
PRESCHOOL MODULES
Relationships: The Foundation of the Pyramid
Building Relationships
Why is it important?
• The relationships that we build with children, families, and colleagues are at the foundation of everything we do. It is important to build these relationships early on rather than waiting until there is a problem.
• Children learn and develop in the context of relationships that are responsive, consistent, and nurturing.
Building Relationships
• Helps each child feel accepted in the group
• Assists children in learning to communicate and get along with others
• Encourages feelings of empathy and mutual respect among children and adults
• Provides a supportive environment in which children can learn and practice appropriate behaviors as individuals and as a group
The Benefits!
• Influence a child’s emotional, cognitive, and social development
• Help children develop secure relationships with other adults
• Help children develop strong peer relationships
• Help reduce the frequency of behavior problems
• Help children develop positive self-esteem
• Result in higher rates of child engagement
• Greet every child at the door by name.
• Post children’s work around the room.
• Call a child’s parent (in front of them) to say what a great day she is having or send home positive notes.
• Call a child after a difficult day and say, “I’m sorry we had a tough day today. I know tomorrow is going to be better!”
• Really listen to the child.• Play on the floor with the child.
“Free” Ideas for Building Relationships
High Quality Supportive Environments
SUPPORTIVE ENVIRONMENTS
• Engagement of Every Child
• Designed for Learning
• Make Accommodations, Provide Support
Classroom Arrangement & Environmental Supports
• Physical Design
• Environmental Cues
• Photos of ME – I belong here
• Schedules and Routines
• Transitions
• Promoting Engagement During Large and Small Group Activities
• Simple Rules/Expectations
• Ongoing Monitoring and Positive Attention
Classroom Arrangement & Design: Learning Centers
Physical Design
• Clear boundaries
• Visibility
• Visual prompts when centers are not an option
• Size and location of centers
• Number of children in centers
• Organization of materials
• Preparation of centers
Partnering With Families
Helps families prepare
child for leaving home and
going to school.
Provides predictability
with a “schedule” of clear
expectations around the
morning routine.
“Getting Ready for School” Visual
Transitions
• Minimize the number of transitions that children have during the day.
• Minimize the length of time children spend waiting with nothing to
do.
• Prepare children for transitions by providing a warning.
• Structure the transitions so that children have something to do while
they wait.
• Individualize supports and cues.
Positive Attention
• Give children attention when they are engaging in appropriate behaviors.
• Monitor our behavior to ensure that we are spending more time using positive descriptive language and less time giving directions or correcting inappropriate behavior.
Targeted Supports
Learning Feeling Words
Most kids learn
– Happy
– Mad
– Sad
But what about:
Embarrassed? Nervous? Proud?
Empathy? Jealous? Apprehensive?
Manage Anger, Handle Disappointment and Friendship Skills
Intensive Intervention
PROCESS FORINDIVIDUALIZED INTERVENTIONS
Step 1: Establishing a collaborative team and identifying goals
Step 2: Gathering information (functional assessment)
Step 3: Developing hypotheses (best guess)
Step 4: Designing behavior support plans
Step 5: Implementing, monitoring, evaluating outcomes, and refining plan in natural environments
Evidence Re: School Wide-PBISPreK-12 School-wide Positive Behavior Support
▪ Decreases in Office Discipline Referrals
▪ 10,000+ schools nation-wide
▪First year decrease averages 66%
▪ Improvements in school culture
▪ School-wide academic improvements
•Parents Interacting with Infants (PIWI)
•Positive Solutions for Families
PARENT MODULES
POSITIVE SOLUTIONS FOR FAMILIES
•1-day training for Parent Educators: learn about, discuss, practice components of modules including videos, roll plays and resources.
•Parent Educators are trained to facilitate 6 parent group sessionsdesigned to support positive, effective parenting behaviors that:
•promote children’s social and emotional development•address challenging behavior and mental health needs of children in child care, preschool and Head Start
PRACTICE BASED CLASSROOM COACHING
•Classroom coaching is so important for lasting change.•As of January 2017 coaching is covered by EIP•OCFS Licensing will count formal coaching as training hours. [the coach would complete the certificate at the end of the coaching agreement]
REFLECTIVE PRACTICES AND OBSERVATION TOOLS
• Inventory of Practices
• TPOT Observation Tool
• TPITOS Observation Tool
WE AIM TO TRAIN
•Child Care Center Directors•Supervisors (we encourage them to bring teachers)•Other local ECE trainers•Teachers & Assistants •Family Child Care Providers•Licensors/Registers•After School Care Administrators•Principals
•Home Visiting Professionals•Participants at State Conferences•Others who work with young children or parents with young children•Sessions open to all (as space allows)•Cast a wide net with outreach and advertising for each session
AS MANY PEOPLE AS POSSIBLE!!
http://csefel.vanderbilt.edu/resources/what_works.html
What Works Briefs
DAP Briefs From New York
State Association for the
Education of Young Children
(NYSAEYC) and New York
State Head Start Collaboration
(NYSHSC)
https://www.nysut.org/resources/all-listing/2015/march/dap-
briefs-developmentally-appropriate-practice
PYRAMID
MODEL
NYS SEL
BENCHMARKS
Making the Connection:
Focusing on Social Emotional Needs In
Early Childhood Classrooms
FOCUS ON SOCIAL EMOTIONAL LEARNING
According to the Collaborative for Academic, Social, and Emotional Learning (CASEL),
social emotional learning “is the process through which children, youth and adults
acquire and effectively apply the knowledge, attitudes and skills necessary to:
understand and manage emotions;
set and achieve positive goals;
feel and show empathy for others;
establish and maintain positive relationships;
and make responsible decisions.”
BENEFITS OF SEL
Research shows that students who received SEL instruction exhibited the following
results:
• achievement scores are 11-13 points higher;
• improved attitudes and behaviors, including motivation to learn, commitment to
school, and engagement in the classroom;
• fewer negative behaviors, including disruptive classroom behaviors, non-compliance,
aggression, and disciplinary referrals; and
• reduced emotional stress, including student depression, anxiety, and social
withdrawal.
INTEGRATING SEL- NEW REGULATION AS OF MAY/JUNE 2018 AS PART OF ESSA
The new resources for educators include:
• Full Document of the Social Emotional Learning: Essential for Learning,
Essential for Life - a framework for SEL in New York;
• New York State Social Emotional Learning Benchmarks, that will provide
goals and activities by grade level on SEL competencies to guide SEL
practice.
• http://www.p12.nysed.gov/sss/sel.html
EARLY ELEMENTARY (K-3)
GOAL 1: DEVELOP SELF-AWARENESS AND SELF-MANAGEMENT SKILLS
ESSENTIAL TO SUCCESS IN SCHOOL AND IN LIFE. (A-C)
Knowing one’s emotions, how to manage them, and ways to express them constructively are essential life
skills. These skills enable one to handle stress, control impulses, and motivate oneself to persevere when
faced with personal, academic, or work-related obstacles. A related set of skills involves accurately assessing
one’s abilities and interests, building upon strengths, making effective use of family, school, and community
supports and resources. Finally, it is critical for an individual to be able to establish and monitor one’s own
progress toward achieving goals, whether personal, academic, and career or work-related. These social
emotional skills, thought processes and behavioral strategies can be contributing factors to one’s sense of
self-confidence and sense of optimism as they provide a strong foundation for achieving success in school
and in life.
EARLY ELEMENTARY (K-3)
GOAL 1: DEVELOP SELF-AWARENESS AND SELF-MANAGEMENT SKILLS
ESSENTIAL TO SUCCESS IN SCHOOL AND IN LIFE. (A-C)
A. Identify and manage one’s emotions
and behavior.
1A.1a. Recognize and describe
emotions and how they are linked to
behavior.
1A.1b. Demonstrate control of
impulsive behavior.
PYRAMID PRACTICES
• Feeling faces charts
• Tucker Turtle Social Narrative
• Feelings thermometers
• Role playing activities
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
thinking of a
solution.
Turtle Technique
EARLY ELEMENTARY (K-3)
GOAL 1: DEVELOP SELF-AWARENESS AND SELF-MANAGEMENT SKILLS
ESSENTIAL TO SUCCESS IN SCHOOL AND IN LIFE. (A-C)
B. Recognize personal qualities
and external supports.
1B.1a. Describe one’s likes,
dislikes, needs, wants, strengths,
challenges, and opinions.
1B.1b. Identify family, peer,
school, and community strengths
and supports.
PYRAMID PRACTICES
• Friendship activities
• Including family photos in the
classroom
• Emotional literacy activities
integrating math, writing, arts
EARLY ELEMENTARY (K-3)
GOAL 1: DEVELOP SELF-AWARENESS AND SELF-MANAGEMENT SKILLS
ESSENTIAL TO SUCCESS IN SCHOOL AND IN LIFE. (A-C)
C. Demonstrate skills related to achieving
personal and academic goals.
1C.1a. Describe why learning is
important in helping students achieve
personal goals.
1C.1b. Identify goals for personal
behavior progress, achievement, or success.
PYRAMID PRACTICES
• Individualized intervention plans
• Self monitoring charts for
behavior plans
The ability to recognize the thoughts, feelings, and perspectives of other individuals, including
ideas and viewpoints that are different from one’s own, and to empathize with others from
diverse backgrounds, is central to forming and maintaining positive relationships at all life
stages. Equally important to establishing positive peer, family, and work relationships are
strategies and skills that enable one to adapt one’s behavior in various settings, cooperate and
collaborate with another person or in a group, communicate respectfully, and constructively
resolve conflicts with others.
Early Elementary (K-3)
Goal 2: Use social awareness and interpersonal skills to establish and maintain positive
relationships. (A-D)
A. Recognize the feelings and
perspectives of others.
2A.1a. Recognize that others may
experience situations differently from
oneself.
2A.1b. Use listening skills to identify
the feelings and perspectives of others.
Early Elementary (K-3)
Goal 2: Use social awareness and interpersonal skills to establish and maintain
positive relationships. (A-D)
PYRAMID PRACTICES
• Emotional literacy activities
• Problem solving strategies
• Peer mediated social skills and
visual supports
On Monday
When
it Rained
Glad Monster
Sad MonsterHands Are Not
for Hitting
Book Nooks -Practical Ideas http://csefel.vanderbilt.edu/resources/strategies.html#booknook
B. Recognize individual and group
similarities and differences.
2B.1a. Describe the ways that
people are similar and different.
2B.1b. Describe positive qualities
in others.
Early Elementary (K-3)
Goal 2: Use social awareness and interpersonal skills to establish and maintain
positive relationships. (A-D)
PYRAMID PRACTICES
• Focus on compliments
• Emotional literacy activities
C: Use communication and social skills
to interact effectively with others.
2C.1a. Identify ways to work and
play well with others.
2C.1b. Demonstrate adaptability
and appropriate social behavior at
school.
Early Elementary (K-3)
Goal 2: Use social awareness and interpersonal skills to establish and maintain positive
relationships. (A-D)
PYRAMID PRACTICES
• Problem Solving Steps
• Peer mediated social skills and
visual supports
The Solution Kit
70
D. Demonstrate the ability to
prevent, manage, and resolve
interpersonal conflicts in
constructive ways.
2D.1a. Identify problems and
conflicts commonly experienced by
peers.
2D.1b. Identify approaches to
resolving conflicts constructively
Early Elementary (K-3)
Goal 2: Use social awareness and interpersonal skills to establish and maintain positive
relationships. (A-D)
PYRAMID PRACTICES
• Emotional literacy activities
• Problem solving strategies
• Peer mediated social skills and
visual supports
Early Elementary (K-3)
Goal 3: Demonstrate ethical decision-making skills and responsible behaviors in
personal, school, and community contexts. (A-C)
The ability to make ethical decisions and behave responsibly, taking into account the well-
being of others as well as one’s own, are essential to benefitting the good of the whole -
whether family, peers, colleagues, neighbors, or members of the community at large. It is the
foundation of responsible citizenship in a democratic society. Every individual at all life stages
needs the capacity to make ethical decisions and solve problems by accurately defining the
decisions to be made, being able to generate alternative solutions, anticipate the
consequences of each, and having the ability to evaluate and learn from the outcomes of
one’s decision making.
Early Elementary (K-3)
Goal 3: Demonstrate ethical decision-making skills and responsible behaviors in
personal, school, and community contexts. (A-C)
A: Consider ethical, safety, and
societal factors in making decisions.
3A.1a. Explain why acts that hurt
others are wrong.
3A.1b. Identify social norms and
safety considerations that guide
behavior
PYRAMID PRACTICES
• Emotional literacy activities
• Individualized interventions
• Social narratives
• Super friend activities
Early Elementary (K-3)
Goal 3: Demonstrate ethical decision-making skills and responsible behaviors in
personal, school, and community contexts. (A-C)
B: Apply decision-making skills to deal
responsibly with daily academic and
social situations.
3B.1a. Identify a range of
decisions that students make at school
and at home.
3B.1b. Make positive choices
when interacting with classmates.
PYRAMID PRACTICES
• Problem solving strategies
• Peer mediated social skills and
visual supports
Early Elementary (K-3)
Goal 3: Demonstrate ethical decision-making skills and responsible behaviors in
personal, school, and community contexts. (A-C)
C. Contribute to the well-being of
one’s school and community.
3C.1a. Identify and perform roles
that contribute to one’s classroom.
3C.1b. Identify and perform roles
that contribute to one’s family.
PYRAMID PRACTICES
• Classroom routines and procedures
• Individualized social narratives
NEW YORK STATE
Early Care & Learning Council - http://www.earlycareandlearning.org - The Early Care & Learning Council
is a statewide organization that provides training and technical assistance to early care and education
professionals. The website includes contact information for the State’s regional infant and toddler specialists.
Early Childhood.org - http://www.earlychildhood.org - This website provides a one-stop source of
information for those exploring or working in early childhood programs.
New York State Association for the Education of Young Children (NYSAEYC) - http://nysaeyc.org -
NYSAEYC provides resources for early childhood professionals to support the social-emotional, physical
and cognitive development of young children.
New York State Council on Children and Families (CCF) - http://www.ccf.ny.gov/ -The CCF brings together
the state’s health, education and human service agencies to build a coordinated system of services for
children and their families.
New York State Department of Health Bureau of Early Intervention (EI) -
http://www.health.ny.gov/community/infants_children/early_intervention/- The EI Program offers
therapeutic and support services to eligible infants and toddlers with disabilities and their families.
New York State Early Childhood Advisory Council (ECAC) - http://www.nysecac.org - The ECAC
provides strategic direction and advice to the State of New York on early childhood issues.
New York State Education Department Office of Early Learning - http://www.p12.nysed.gov/earlylearning
- This Office works closely with parents, early care and education agencies, schools and state agencies to
coordinate programs and resources on early learning.
New York State Education Department Office of Special Education -
http://www.p12.nysed.gov/specialed- Under this Office, there are two Centers: (1) the Early
Childhood Direction Centers which provide information on programs and services for young children
who have physical, mental or emotional disabilities and help families obtain services for their children -
http://www.p12.nysed.gov/specialed/techassist/ecdc/home.html; (2) Special Education Parent Centers
which provide information to parents of children with disabilities of all ages -
http://www.p12.nysed.gov/specialed/techassist/parentcenters.htm.
New York State Office of Children and Family Services Division of Child Care Services (OCFS) -
http://ocfs.ny.gov/main/childcare/default.asp -The OCFS is the state agency responsible for licensing and
regulating child care programs in New York State and overseeing initiatives to improve the quality of
such programs.
New York State Parenting Education Partnership (NYSPEP) - http://nyspep.org - The NYSPEP provides tools, skills and
support for professionals, parents and primary caregivers of children.
New York State Pyramid Model Partnership - http://www.nysecac.org/news-and-events/pyramid-model -
This Partnership, which includes a team of public and private representatives, is working to promote the
statewide use of the Pyramid Model, an evidence-based framework proven to be an effective approach to
building social and emotional competence in early care and education programs.
NATIONAL
Center for Parent Information and Resources (CPIR) - http://www.parentcenterhub.org/resources - The
CPIR serves as a central resource for parent information and resources for children with disabilities.
Early Childhood Learning and Knowledge Center (ECLKC) of the Office of Head Start, Administration
for Children and Families (ACF), U.S. Department of Health and Human Services -
https://eclkc.ohs.acf.hhs.gov/hslc/ttasystem/health/mental-health.html - This website includes information
for professionals and families to support the mental, social and emotional development of children from
birth to age five.
Early Childhood Technical Assistance Center (ECTA) - http://ectacenter.org - The ECTA Center
provides many resources on recommended practices for families and providers, including training
modules and other materials.
Individuals with Disabilities Education Act (IDEA) - http://idea.ed.gov - This federal website is a
comprehensive source for information about IDEA, which is the federal law that governs how states
and public agencies provide early intervention, special education and related services to children with
disabilities.
National Center for Pyramid Model Innovations (NCPMI)
http://challengingbehavior.cbcs.usf.edu/- The goals of the NCPMI are to assist states
and programs in their implementation of sustainable systems for the
implementation of the Pyramid Model within early intervention and early education
programs with a focus on promoting the social, emotional, and behavioral outcomes
of young children birth to five, reducing the use of inappropriate discipline practices,
promoting family engagement, using data for decision-making, integrating early
childhood and infant mental health consultation and fostering inclusion.
Pyramid Model Consortium - http://www.pyramidmodel.org - Promoting the high fidelity use of
the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children,
this website includes resources for parents and early childhood professionals, training materials
and research articles.
ZERO TO THREE - http://zerotothree.org - This website includes articles, tip sheets and pod casts
to support infants and toddlers and their caregivers.