Tiered
Intervention
WEDGING IN
SOCIAL EMOTIONAL
Evaluations
LEARNING:
Navigating the Websites
& Finding A Practical
Application of the
Pyramid Model to Meet
Early Childhood Education
Standards
Standards
IF YOU DID NOT GET A HANDOUT:
GO TO:
http://teamtn.tnvoices.org
SCROLL DOWN TO:
ANNOUNCEMENTS
CLICK ON:
“Wedging in Social Emotional Learning:
Practical Application of the Pyramid Model to Meet Early
Childhood Education Standards”
PYRAMID MODEL
OVERVIEW
Just 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
INTERVENTION
PREVENTION
→
→
←PROMOTION
Pyramid Model
The Why
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
9
Team Tennessee Projects
• Initially (2008-2009)
• Trained Master Cadre of Coaches
• Demonstration Site Selection
10
Team Tennessee Projects
• Secondary (2009-2011)
• Implementation Site Selection (TEIS) & Expansion
• Higher Education
• Pillars of Positive Solutions for Families
• K-1 Age-Up
11
Team Tennessee Projects
• Tertiary (Toward Sustainability) (2011-Present)
• Project B.A.S.I.C.
• Early Connections Network
• Team Tennessee Re-evaluation
12
Two Major Purposes
• Training
• Professional
Development
• Family Support
• Technical Assistance
• Age-up
• Home Visitors
• PSF (Sustainability &
Scope of Distribution)
WEBSITE
NAVIGATOR
Walk me through those confusing sites…
Let’s Start Here: http://csefel.vanderbilt.edu
Find a variety
of resources
for Pyramid
Model
Implementation
Learn About
CSEFEL & the
Pyramid Framework
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
What are you
looking for?
Learning about
new materials
on the website
All about
TACSEI
Find It Here! www.challengingbehavior.org
Find It Here! www.challengingbehavior.org
Find It Here! www.challengingbehavior.org
TACSEI Resources to Note:
Issue Briefs:
• 5 different briefs
about Pyramid Model
Implementation
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 find out about
upcoming trainings
& events.
Here’s where you
can download
documents & look
for new resources
from us!
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!
Team TN Resources to Note:
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
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-Administrators
Pyramid Model Resource Sheet-Family
Pyramid Model Resource Sheet-Educators
MAKING THE
CONNECTION
Where to find the Pyramid Model in Early Childhood
Education Standards
Finding Commonality in
ECE 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 & ECERS
The 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 & ECERS
The 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
• ITERS-R (Interaction)
actions/intentions/feelings
(observe 2 examples)
26. Peer Interaction
• Creative room arrangement
• ECERS-R (Space &
(well defined interest centers,
accessible materials)
Module 2: Emotional Literacy,
Friendship Skills
Furnishings)
4. Room Arrangement
Module 1: Classroom
Arrangement
• Concepts are introduced in
response to children’s
interests or to solve
problems.
• ECERS-R (Language-
Reasoning)
17. Using language to
developModule
reasoning
skills Solving
2: Problem
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 most
commonly 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 Organization
Dimension: Productivity
Module 1: Schedules & Routines,
Directions & Feedback
• Domain: Emotional Supports
Dimension: Negative Climate
Module 1: Directions & Feedback
Module 2: Emotional Literacy, Teaching
Impulse & Anger Management
• Domain: Emotional Supports
Dimension: Regard for Student
Perspectives
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
StandardLiteracy
6
Module 2: Emotional
• CCSS Reading:
Speaking and Listening (SL)
First
Grade
Standard
1b and
Module
1: Building
Nurturing
Responsive Relationships
Module 2: Emotional Literacy,
Friendship Skills
• CCSS Mathematics:
Math Practice
All Grades Standard 1
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
• Content Standard
Social Studies
Module 1: Behavior Expectations &
Kindergarten Standard
21
Rules
• Content Standard
Personal Health & Wellness
Module 1: Building
Nurturing and
Kindergarten/First
Grade
Responsive
Relationships
Standard
8.3
Module 2: Emotional Literacy,
Friendship Skills
• Experiment with sensory and
emotional experiences to create
a character
• Content Standard
Art (Theater)
First Grade Standard 2.1
Module 2: Emotional Literacy,
READING THE
CROSSWALKS
TTACCT Pre-K
TTACCT Infant-Toddler
Common 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 Infant-Toddler Crosswalk
has 3 Sections:
• Inventory of Practices
(Developed by North
Carolina CSEFEL)
• ITERS-R
• CLASS (Toddler)
• 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)
TTACCT – Infant/Toddler
TTACCT
Section
Related
CLASS
Dimension
TTACCT
Items
Related Number on
Inventory of
Practices
Related Item on
ITERS-R Score
Sheet
TTACCT – PRE-K
TTACCT
Section
Related Item on
ECERS-R Score
Sheet
TTACCT
Items
Related Number on
Inventory of
Practices
Related
TNELDS
Standard(s)
Related Item on
PQA Score Sheet
Related
CLASS
Dimension
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 #)
FIRST GRADE
Common Core
State Standards
(Topic Area: Item #)
KINDERGARTEN
TN Content
Standards (Subject
Area: Item #)
FIRST GRADE
TN 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
Behavior Support Plan
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
Example: Core Crosswalk
Functional Behavior
Assessment
Behavior Support
Planning
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