The Pyramid Model Meets PBIS Kate Rogers Vermont

The Pyramid Model Meets PBIS Kate Rogers, Vermont Agency of Education Rebecca Lallier, Dothan Brook School & VTPBIS State Team Wifi Information: Grand. Guest Find all materials at: www. pbisvermont. org Bulletin Board

Maximizing Your Session Participation Consider these questions: – – Where are we in our implementation? What do I hope to learn? What did I learn? What will I do with what I learned? By when? Use the Learning Reflection Sheet

Where are you in the implementation process? Adapted from Fixsen & Blase, 2005 Exploration & Adoption • We think we know what we need so we are planning to move forward (evidence-based) Installation • Let’s make sure we’re ready to implement (capacity infrastructure) Initial Implementation • Let’s give it a try & evaluate (demonstration) Full Implementation • That worked, let’s do it for real and implement all tiers across all schools (investment) • Let’s make it our way of doing business & sustain implementation (institutionalized use)

BEST Expectations • Be present • Engage with others • Strengths-based • Team solutions

Learning Outcomes Participants will: • Understand the differences and similarities between the Pyramid Model and PBIS • Understand how the Pyramid Model can inform and deepen PBIS implementation • Identify ways in which their PBIS leadership teams can increase staff capacity for: • developing nurturing and responsive relationships • creating positive learning environments and opportunities • promoting targeted social-emotional skills • supporting children with challenging behavior

Agenda • What do you hope to gain from this session? • The Pyramid Model & PBIS • What Works: Practical Applications & Examples • What are your take-aways? • What do you need?

The Pyramid Model A multi-tiered framework of prevention and intervention, supports and services designed to build social competence and decrease challenging behaviors for young children

An Evidence-Based Framework: The Pyramid Model Red Tier: Intervention which is comprised of practices related to individualized intensive interventions. Green Tier : Prevention which represents practices that are targeted social emotional strategies to prevent problems. Blue Tier : Universal supports for all children through nurturing and responsive relationships and high quality environments. Yellow Foundation: The foundation for all of the practices in the pyramid are the systems and policies necessary to ensure a workforce able to adopt and sustain these evidence-based practices.

Why do we wait so long to focus on challenges? 9

Early MTSS Professional Learning

5 Key Components of Early MTSS 1. Strong System Support • Functioning Leadership Team • Staff Commitment • Supportive Systems 2. Partnership & Collaboration • Family Partnership • Early Childhood Community Based Partners • Transition (including K-3 transition) 3. Well-Designed Professional Development • Identification of Staff need • Provision of Professional Development Supports • Assessment of Learning and Implementation 4. Provision of High Quality & Responsive Learning Environments • Social and Emotional Confidence and Competence • Early Learning (Literacy) Confidence and Competence • Early Learning (Numeracy) Confidence and Competence 5. Comprehensive & Functional Assessment system • Effective Problem Solving Process • Data-Based Decision Making • Promotes Ongoing Improvement

Leadership Team • Administrator, teaching staff, parent, special educator • Completes Program Inventory and Goal Setting Tool • Ensures necessary financial resources and supports to sustain EBP practices and resources Systems Coach • State Cadre of Systems Coaches receive intensive & ongoing training • Supports completion of program inventory • Supports development and follow through of systems implementation plan • Collects, analyzes and reports pre/post data Practice-based Coach • State Cadre of Practice-based Coaches receive intensive and ongoing training in Practice Based Coaching training • Supports teaching staff EBPs • Completes TPOT and Inclusive Classroom Profile as pre and post data • Dialogue with admin and staff to develop action plan • Supports implementation of Pyramid Model EBP and ICP action plan Cohort Site Evaluation Fidelity Measures • All staff and admin (ownership) • Receive train-coach-train PD • Internal coaches • Materials and resources to share with families • Strategies to include families • Program wide Systems Inventory • TPOT • ICP • SSIS • Building family partnerships

Making a “Data” Difference Tool Who When Social Skills Improvement Scale (SSIS) Child Progress recorded by Teacher Fall and Spring Behavior Incident Report (BIR) Child Incident report by Teacher Monthly Teaching Pyramid Observation Tool (TPOT) Teacher Implementation of Practices by Practice Based Coach Program Inventory and Goal Setting Plan Program Progress towards goals Annual by Leadership Team with support of Early MTSS System Coach Fall and Spring 13

Program Inventory Used by programs to assess progress so that Early MTSS initiatives are implemented with fidelity, sustainable and benefit children and families Grounded in the science of implementation Bridges gap between evidence based practices (EBP) and high fidelity implementation of practice Goal Setting Tool for Professional Development

Fidelity Measure: Teaching Pyramid Observation Tool Chart 17 displays the 201617 average pre/post ratings of the 14 TPOT components, sorted by degree of implementation at post-test.

Chart 16, all four sites were implementing the Pyramid Model evidence-based practices with fidelity. One site (D), however, had a lower post-TPOT than their initial results.

Similarities and Differences between Pyramid Model and SW-PBIS • Both Pyramid Model and PBIS emphasize evidence-based practices, behavior analysis, prevention and behavioral sciences, learner outcomes, embedded training and coaching, capacity building, explicit teaching and instruction, and continuous progress monitoring and evaluation. • They differ primarily with regard to the chronological age and developmental stage, that is, infants, toddlers, and preschoolers versus school-age children and youth.

Program-Wide PBS and School-Wide PBIS Crosswalk Lise Fox, Rob Corso, and Denise Binder Pyramid Model Consortium and Brandi Simonsen, Heather George, Jen Freeman, and George Sugai Center for Positive Behavioral Interventions and Supports University of Connecticut

Table Talk • Comparison Discussion • Tables choose one “feature” • Review content for Pyramid Model and PBIS • Identify 3 elements that are similar and discuss • Identify 3 elements that are different and discuss • What popped for you? Why? • What do you want to learn more about?

What Works: Practical Applications How the Pyramid Model Can Inform PBIS

PBIS Universal for Young Children Teaching Universal Expectations • Posted expectations have visual component for non-readers • Materials are posted at young children’s eye-level • Consider modifying school-wide roll-out for kindergarten • Make instruction even more explicit • Spread teaching over longer time period • Additional practice time

PBIS Universal for Young Children School-wide PBIS Assemblies • Content developmentally meaningful • Visual supports Acknowledgement System • Developmental fit • Frequency • Always pair with positive descriptive feedback Office Discipline Reports & Data Review • Consider behavior through developmental lens

PBIS Universal for Young Children Social-Emotional Learning • Foundation • Self-regulation • Emotional literacy • Social skills, including problem-solving • Incorporating SEL • School-wide • School Counseling curriculum • Responsive Classroom

SEL Curricula for Young Children • Zones of Regulation • We Thinkers! (The Incredible Flexible You) from Social. Thinking • Superflex, Thinkables, & Unthinkables from Social. Thinking • Healthy Minds Kindness Curriculum (Mindfulness) FREE! https: //centerhealthyminds. org/join-the-movement/sign-up-toreceive-the-kindness-curriculum • Second Step: Early Learning, K-5 • PATHS: Preschool, Elementary

Identifying SEL Curricula CASEL • Ratings of evidence-based SEL programs • Guidelines for selection and implementation • LOTS of resources on SEL! • Programs for Preschool and Elementary (2013)

Universal: Pyramid to PBIS Nurturing and Responsive Relationships • Relationship – “the space between us” • Make the need for this more explicit for adults • Model and teach • Use early-childhood expertise for leadership team & staff trainings High Quality, Supportive Environments • Re-examine this from students’ point of view

PBIS Components Decrease unexpected behaviors Positive, descriptive feedback Nurturing & Responsive Relationship Incentives/ reinforcement Prevent behavior problems PBIS Components

PBIS Targeted for Young Children • CICO Modifications • One goal • Punch/star cards with earned breaks • Check-in/out at different time than older students • Small Groups • Play-based small groups • Social Skills/Self-regulation • Pre-teach SEL lessons

PBIS Intensive for Young Children Increased focus on relationship and environment • Provide support and positive reinforcement for all staff working with child • Encourage growth mindset among staff • Be solution-focused rather than massaging the problem • Build system so adults can “tap out” when needed

Include in BSP Process What’s working What’s challenging Things to Try Think about ____ as a much younger child when she’s feeling overwhelmed and provide her with the safety feelings as if she is very young Entering a group Enter and/or leave each space/activity 5 minutes ahead of the rush. ____ begins to calm when adults name her behavior as “It looks like you are having strong feelings. ” _____ cannot yet say when she’s having strong feelings Offer safe place choice and/or “Let’s look at the Feelings Chart to figure this out together” Transitioning ahead of the group is working for transitioning to after-school program. She is still sometimes anxious Use “____’s Song” and music and loud even with early as a possible de-escalation transition. strategy Noise made by other people and by herself. Crowd noises Experiment with headphones to help _____ soothe herself

Relationship-Based BSP Model conceptualized by Judy Houde-Hardy

Relationship-Based BSP Model conceptualized by Judy Houde-Hardy

The Classroom is Home (even when you’re not living there) Model conceptualized by Judy Houde-Hardy

How to Obtain a VTPBIS State-Approved Coach 1. Contact your VTPBIS State TA to review the needs of your SU/SD/School 2. Review the VTPBIS Coach Fees: $62. 50/hour, $250/half day or $500/day plus mileage 3. Coordinate with your central office Grants Coordinator to use local funds or to apply for BEST/Act 230 funds: http: //education. vermont. gov/sites/aoe/files/documents/edu-integratedframeworks-best-act-230 -innovation-grant-instructions. pdf. 4. Contact a VTPBIS State-Approved Coach: http: //www. pbisvermont. org/resources/coaches-a-coordinators/coaches.

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Questions? Contact a VTPBIS TA When in doubt, contact Anne Dubie! (802) 656 -5775 or Anne. Dubie@uvm. edu

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