PBIS Goes to Preschool: Implementing the Pyramid Model within a PBIS system Julie Betchkal, Pyramid Model Training and Coaching Coordinator [email protected]

PBIS Goes to Preschool: Implementing the Pyramid Model within a PBIS system

Julie Betchkal, Pyramid Model Training and Coaching Coordinator

[email protected] Nenide, Pyramid Model State Coordinator

[email protected] Gross-Ackeret, WI RtI Center PBIS TAC

[email protected]

mailto:[email protected]



Our panelSheboygan Area School District:• Pam Kugi, Principal of

Sheboygan Early Learning Center

• Kathy Kobelsky, PBIS coach• Annette Wisse, 4K Teacher/

Leadership Team Member

Verona School District• Jennifer Skibba, Early

Learning Coordinator

Wausau School District• Julie Zinda, 4K teacher/

Internal Coach

Pyramid Model for Social Emotional Competence

Developing capacity of the child to:• form close and secure adult and

peer relationships; • experience, regulate, and

express emotions in socially and culturally appropriate ways; and

• explore the environment and learn - all in the context of family,

community, and culture.

Pyramid Model is a cross systems initiative

Available to all providers in the state:

For teachers • Infant/Toddler Modules• Preschool Modules• WI 8-part training series

For home visitors • Home Visiting/ Family Coaching Modules

For parent educators • PIWI: Parents Interacting with Infants• Positive Solutions for Families

Available to program wide implementing sites:

For internal coaches • TPOT (Teaching Pyramid Observation Tool)• TPITOS (Teaching Pyramid Infant Toddler

Observation Scale) For program leadership teams • Pyramid Model Team Training

For Behavior Interventionists • Pyramid Model Individualized Interventions

Step 1: Train your staff

Find a trainer:

www.collaboratingpartners.com

Find a trainer

Find a training

http://www.collaboratingpartners.com/social-emotional-competence-sefel-trainer-coach.php

http://www.collaboratingpartners.com/wipyramidmodel.php

Implementation Readiness is key• Strong administrative commitment and support• Ability to form and sustain a program leadership

team• Social emotional competence as a professional

development priority• Evidence of staff buy-in for implementation• Capacity to support an internal coach• Access to external coaching support• A champion

Step 2: Find a champion, Review your readiness (the application) and

Poll the staff

• I am interested and willing to participate in the program wide implementation

• I like the idea of program wide implementation, but want more training first

• I like the idea of program wide implementation, but am not ready to commit

• I don’t think that program wide implementation would be beneficial to me and/or the program

Application and Readiness Checklist to become Wisconsin Pyramid Model implementation site and to attend Pyramid Model Program Wide Implementation Academy

Program-wide adoption of the Pyramid Model refers to a systemic effort within a program for Pyramid Model implementation fidelity. It is the most effective way to change practice and support social and emotional development of children in your program. In program-wide adoption, a leadership team guides the implementation process and develops the supports and infrastructure needed to ensure that adoption of the Pyramid Model can occur within the classrooms and services provided to children and their families.

Programs selected to become WI Pyramid Model Implementation sites will send their leadership team to attend Pyramid Model program wide implementation academy. The goal of the academy is to support and prepare teams for planful implementation of the Pyramid Model in their programs.

Implementation Academy details:

When: July 30, July 31st, August 1st, August 2nd, 2012

July 30th and 31st - external coaches and/or internal coaches* *It is most beneficial for the implementation if both internal and external coaches attend the Coaches training, but if funds are limited, please make sure that external coach attends the event

August 1st and 2nd - the entire program leadership team

Where: Jefferson Street Inn (check) http://www.jeffersonstreetinn.com/

A block of rooms is being held ($70 single/ $99 double) until July 9th under Pyramid Model.

Cost per participant $25/day: Breakfast, lunch and materials included in the cost

What:

Training for Coaches (July 30 and 31st, 2012)

Day 1 & Day 2 (part 1) TPOT (Teaching Pyramid Observation Tool) reliability training Day 2 (part 2) is evidence based coaching practices

Team Implementation meeting (August 1st and August 2nd, 2012)

This two-day meeting event is for program leadership teams that are committed and ready to implement Pyramid Model practices and procedures. Teams will leave the meeting event with an understanding of and plan for implementing the Pyramid Model in their program. It is vital that the entire leadership team attend this meeting. Planning during this meeting will launch your program’s implementation of the Pyramid Model.

Step 3: Train your team

Representative team attends: administrator, teachers and a behavior support person/internal coach

• Day 1 and 2: Internal coach reaches fidelity on Teaching Pyramid Observation Tool- TPOT (teacher fidelity tool)

• Day 3 and 4: Leadership team training: complete 1st Early Childhood Benchmarks of Quality and action plan

Internal coaches support fidelity of teacher practices

• Teaching Pyramid Observation Tool (TPOT)

Teaching Pyramid Infant Toddler Observation Scale (TPITOS)

Team supports fidelity of program practices: EC Benchmarks of Quality

Critical Program Elements

1. Establish leadership team

2. Staff Buy-In

3. Family Involvement

4. Program-wide expectations5. Strategies for teaching expectations6. All classrooms demonstrate adoption of “Teaching Pyramid”

7. Procedures for responding to challenging behavior

8. Staff Support Plan9. Monitoring implementation and outcomes

Location:

Family Involvement

11. Family involvement in the initiative is supported through a variety of mechanisms including home teaching suggestions, information on supporting social development, and the outcomes of the initiative. Information is shared through a variety of formats (e.g., meetings, home visit discussions, newsletters, open house, websites, family friendly handouts, workshops, rollout events).

Early Childhood Program-Wide PBS Benchmarks of Quality

Program Name: Sample Program address

Team Members: Team members listed here

4. Team has established a clear mission/purpose. The team purpose or mission statement is written. Team members are able to clearly communicate the purpose of the leadership team.

3. Team has regular meetings. Team meetings are scheduled at least 1x per month for a minimum of 1 hour. Team member attendance is consistent.

*** Only one answer may be checked ***

1. Team has broad representation that includes at a minimum a teacher, administrator and a member with expertise in behavior support. Other team members might include parent, teaching assistant, related service specialists and other program personnel.

Critcal Elements Benchmarks of Quality

6. Team reviews and revises the plan at least annually.

Staff Buy-In 7. Staff are aware of and supportive of the need for a program wide system for addressing children’s social emotional development and challenging behavior. A staff poll establishes buy-in before the initiative is launched.

Establish Leadership Team

5. Team develops an implementation plan that includes all critical elements. A written implementation plan guides the work of the team. The team reviews the plan and updates their progress at each meeting. Action steps are identified to ensure achievement of the goals.

2. Team has administrative support. Administrator attends meetings and trainings, is active in problem-solving to ensure the success of the initiative, and is visibly supportive of the adoption of the model.

9. Family input is solicited as part of the planning process. Families are informed of the initiative and asked to provide feedback on program-wide adoption and mechanisms for promoting family involvement in the initiative.

8. Staff input and feedback is obtained throughout the process - coffee break with the director, focus group, suggestion box. Leadership team provides update on the process and data on the outcomes to program staff on a regular basis.

14. Expectations are written in a way that applies to both children and staff. When expectations are discussed, the application of expectations to program staff and children is acknowledged.

15. Expectations are developmentally appropriate and linked to concrete rules for behavior within activities and settings.

17. Expectations are shared with families and staff assist families in the translation of the expectations to rules in the home.

Totals (%):

Totals (%):

18. Expectations are posted in classrooms and in common areas in ways that are meaningful to children, staff and families.

12. Families are involved in planning for individual children in a meaningful and proactive way. Families are encouraged to team with program staff in the development of individualized plans of support for children including the development of strategies that may be used in the home and community.

10. There are multiple mechanisms for sharing the program wide plan with families including narrative documents, conferences, and parent meetings to ensure that all families are informed of the initiative.

13. 2-5 positively stated program wide expectations are developed. Totals (%):

16. All program staff are involved in the development of the expectations.

Program-Wide Expectations

Broadcast your intentions through expectations

Be respectful.

Be responsible.

Be resourceful.

Plan for standards based social and emotional instruction and supports

Support families to enhance social and emotional competence

• PIWI: Parents Interacting with Infants• Positive Solutions for Families• Family Tools• Backpack Connection Series• Making Life Easier

AND SO MUCH more….

http://www.challengingbehavior.org/do/resources/making_life_easier.html http://www.challengingbehavior.org/do/resources/backpack.html http://csefel.vanderbilt.edu/resources/family.html

http://www.challengingbehavior.org/do/resources/making_life_easier.html

http://www.challengingbehavior.org/do/resources/making_life_easier.html

http://www.challengingbehavior.org/do/resources/backpack.html

http://www.challengingbehavior.org/do/resources/backpack.html

http://csefel.vanderbilt.edu/resources/family.html

http://csefel.vanderbilt.edu/resources/family.html

Why/How did you decide to you were ready to move to program

wide implementation?

Which ages/classrooms/staff you are focusing on implementing the

Pyramid Model and why?

Training Outcomes Related to Training Components

Training Components Training Outcomes

Knowledge of Content

Skill Implementation ClassroomApplication

Presentation/ Lecture

PlusDemonstration

Plus Practice

Plus:• Coaching• Admin Support• Data Feedback

10 % 5% 0%

30% 20% 0%

60% 60% 5%

95% 95% 95%

Joyce & Showers, 2002

Step 5: Coach your teachers

Practice based coaching model

National Center on Quality Teaching and Learning

Pre-coaching Example

1-7. Classroom Environment 16. Teaching children to express emotions8. Schedules and routines 17. Teaching problem solving9. Transitions between activities 18. Supporting friendship skills10. Teacher engages in supportive conversations 19. Supporting children with persistent problem behavior

11. Promoting children's engagement 20. Communication to promote family involvement12. Teaching children behavior expectations 21. Involving families in addressing problem behavior13. Providing directions 22. Building collaborative teaming relationships with other adults14. Using effective strategies to respond to problem behavior15. Teaching social skills and emotional competencies 23-38 Red flags

Environment

Sch and rout

Transtions

Conversation

Engagement

Expectation

DirectionSkip

General instru

Express emotions

Problem solving

Friendship

Support prob bev

Family involvement

Fam prob behavior

Collaborative team

Red FlagsTotal

0%10%20%30%40%50%60%70%80%90%

100%

TPOT Percentage of Items in place

9/17/2010(highlight and type date 5)(highlight and type date 6)

• Summary of TPOT ObservationsStrengths• Schedule and routine are a balance of teacher and child directed activities• Center time allows kids to have higher rates of engagement. Adults initiate

transitions based on engagement of kids.• Children who aren’t yet skilled at group activities aren’t forced/required to

participate.Emerging Skills • Directions tell what to do but are often paired with a “no” or “not” first.• The visual schedule is referenced with individual children who ask

questions related to the schedule. Professional Development Needs • Structuring transitions to include: warnings, zone defense, descriptive

feedback and routines that have a beginning, middle and end.• Structure for circle time.

Proposed goals for Action Plans• *Transitions• *Structure Circle Time

6 months later



Environment

Sch and rout

Transtions

Conversation

Engagement

Expectation

DirectionSkip

General instru

Express emotions

Problem solving

Friendship

Support prob bev

Family involvement

Fam prob behavior

Collaborative team

Red FlagsTotal

0%10%20%30%40%50%60%70%80%90%

100%100%

56%

75%

90% 89%

57%

100%

0%

38%

75%

20%11%

0%

100%

14%

100%

0%

62%

TPOT Percentage of Items in place

9/17/20103/11/2011(highlight and type date 5)(highlight and type date 6)

Focused PD through Teacher Averages

#8 #9 #10 #11 #12 #13 #14 #15 #16 #17 #18 #19 #20 #21 #22 # R.F. ALL ITEMs

8-22

0%10%20%30%40%50%60%70%80%90%

100%

TPOT Anchors Items 8-22

Fall 2010

Highlight and enterTPOT date ID here



#8 #9 #10 #11 #12 #13 #14 #15 #16 #17 #18 #19 #20 #21 #22 # R.F. ALL ITEMs

8-22

0%10%20%30%40%50%60%70%80%90%

100%


Fall 2010

spring 2011




#8 #9 #10 #11 #12 #13 #14 #15 #16 #17 #18 #19 #20 #21 #22 # R.F. ALL ITEMs

8-22

0%10%20%30%40%50%60%70%80%90%

100%


Fall 2010

spring 2011

fall 2011




#8 #9 #10 #11 #12 #13 #14 #15 #16 #17 #18 #19 #20 #21 #22 # R.F. ALL ITEMs

8-22

0%10%20%30%40%50%60%70%80%90%

100% 90.28%98.44%

88.75%94.44% 89.29% 93.75%

87.25% 82.81%92.19%

77.50% 75.00%

56.25%

79.69%

60.71%

100.00%

0.00%

85.76%


Fall 2010

spring 2011

fall 2011

spring 2012




#8 #9 #10 #11 #12 #13 #14 #15 #16 #17 #18 #19 #20 #21 #22 # R.F. ALL ITEMs

8-22

0%10%20%30%40%50%60%70%80%90%

100%100.00% 100.00%

90.00%100.00% 100.00% 100.00%

83.00%

100.00% 100.00% 100.00%94.44%

100.00%87.50%

57.14%

100.00%

0.00%

95.22%TPOT Anchors

Items 8-22

Fall 2010spring 2011fall 2011spring 2012fall 2012Highlight and enterTPOT date ID hereHighlight and enterTPOT date ID hereHighlight and enterTPOT date ID here



Teacher coaching can be phased into a program

• Pilot classroom• Pilot age level• Every classroom

How are you providing coaching to your teachers?

What has been the reaction of your teachers to coaching?

What are the benefits….and the barriers to using the Pyramid Model coaching model in your program?

Step 6: Use your data to guide decisions

Look Think Act

http://challengingbehavior.fmhi.usf.edu/do/resources/documents/roadmap_7.pdf




Data based decision making• Child Level:

– Behavior Incident Report– Ongoing assessment: Social and emotional– Universal Screen: ASQ:SE (version 2 in Fall)

• Teacher level data:– Individual TPOT (and TPITOS ) data

• Program level data: – Benchmarks of Quality– TPOT averages across teachers – Universal screen data (e.g., ASQ:SE, DECA) – Ongoing assessment data (e.g., Teaching Strategies Gold, Portage)– ECERS, ELLCO, CLASS, EE– Expulsion/Suspension/ Retention

• Family level data:– Family survey

Behavior Incident Report Data

FALL 1 SPRING 1 FALL 2 SPRING 2 FALL 3 SPRING 30.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

10.6%6.7%

13.0%

6.1%

0.0% 0.0%1.7% 0.7% 1.2% 3.3%0.0% 0.0%

87.8%92.7%

85.7%91.3%

0.0% 0.0%

Fall and Spring ASQ:SE score percentagesCohort 1

Above cut offLinear (Above cut off)Close to cut offBelow cut off

Spring data addition example

Spring 1 Spring 2 Spring 30%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

75%

0% 0%

0%

0% 0%

25%

0% 0%

Spring results for children with scores above cutoff in fall

Above cutoff

Close to cutoff

Below cutoff

Spring 1 Spring 2 Spring 30%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

100%

0% 0%

0%

0% 0%

0%

0% 0%

Spring results for children with scores close to cut off in fall

Above cut off

Close to cut off

Below cutoff

How are you using data in your planning or communicating?

How are you funding your implementation?

What advice would you give to programs/teams that are considering

moving to program wide implementation?

Questions??

Documents

PBIS Goes to Preschool: Implementing the Pyramid Model within a PBIS system Julie Betchkal, Pyramid Model Training and Coaching Coordinator [email protected]