What it Takes Implementing and Sustaining a ProgramWide Model to Promote Young Childrens Social Deve

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What it Takes! Implementing and Sustaining a
Program-Wide Model to Promote Young Childrens
Social Development and Address Challenging
Behavior
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Conference Call

• Introduction to program-wide adoption of the
  pyramid
• Conceptual model
• Critical elements
• SEK-CAP discussion Linda Broyles
• Resources for adoption, implementation, and
  scale-up

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Center for Positive Behavior Interventions and
Supports (2002)
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Evidence Re SW-PBS

• Decreases in Office Discipline Referrals
• 6000 schools nation-wide
• First year decrease averages 33-66
• Improvements in school culture
• School-wide academic improvements
• www.pbis.org

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Issues to Consider when Implementing Program Wide
in ECE Settings

• Range of service delivery systems
• Training and expertise of teachers
• Program philosophy, curriculum practices
• Age and developmental level of children
• Many early childhood programs do not have
  expertise in behavior support or resources to
  access this expertise
• Lack of policies and procedures in place related
  to behavior support and guidance
• Lack of systematic measure of effects

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The Teaching Pyramid Promoting Social and
Emotional Competence and Addressing Challenging
Behavior
Treatment/Focused Intervention
Intensive Interventions
Targeted Social Emotional Supports
Prevention
High Quality Supportive Environments
Universal Promotion
Nurturing and Responsive Caregiving Relationships
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The Teaching Pyramid Program-Wide PBS
Program-Wide Commitment
Teacher Training and Technical Assistance
Intensive Interventions
Data-Based Decision Making
Well-Defined Procedures
Targeted Social Emotional Supports
High Quality Supportive Environments
Partnerships with Families
Administrative Support
Nurturing and Responsive Caregiving Relationships
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Program Wide Models

• Kansas SEK-CAP Head Start
• Florida Child Care, Head Start, ECSE
• Iowa Head Start, ECSE, Child Care
• Colorado ECSE, Child Care, Head Start
• Illinois Child Care, ECSE Public School Pre-K
• West Virginia ECSE, Child Care
• Tennessee ECSE

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Critical Elements Leadership Team

• Establish a Team
• Broad representation
• Administrative support
• Regular meetings
• Implementation plan (use critical elements)
• Review and revise plan at-least annually

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Critical Elements Staff Buy-In

• Staff Buy-In
• Staff poll establishes buy-in
• Leadership team maintains buy-in by inviting
  input and feedback

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Critical Elements Expectations

• Teaching and Acknowledging the Expectations
• Strategies developed for embedded instruction
• Variety of teaching strategies
• Strategies for acknowledging use of expectations

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Critical Elements Family Involvement

• Family Involvement
• Input at the beginning
• Multiple mechanisms for sharing the initiative
• Multiple mechanisms for home implementation
• Family partnerships in developing and
  implementing individualized support

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Critical Elements Teaching Pyramid

• Classrooms are implementing the Teaching Pyramid
• Positive relationships
• Supportive environments
• Teaching social emotional skills
• Initiate the development of individualized
  supports for children with persistent challenging
  behavior

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Critical ElementsProfessional Development and
Staff Support

• Staff Support Plan
• Ongoing technical assistance
• Behavior support facilitators are trained
• Needs assessment for pyramid implementation
• Individualized professional development plans
• Group and individualized training strategies
• Incentives and acknowledgment

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Critical ElementsResponding to Challenging
Behavior

• Responding to problem behavior
• Developmentally appropriate, classroom strategies
• Crisis responses
• Problem solving and support
• Team assessment-based process for tertiary level
• Partnerships with families

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Critical Elements Monitoring Implementation
Outcomes

• Monitoring implementation and outcomes
• Measurement of Implementation
• Measure outcomes
• Data collected and summarized
• Data shared with staff and families
• Data used for ongoing monitoring and problem
  solving
• Plan is updated, revised based on data

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What it Takes! Implementing and Sustaining a
Program-Wide Model to Promote Young Childrens
Social Development and Address Challenging
Behavior

• Linda Broyles, Deputy Director
• Southeast Kansas Community Action Program
  (SEK-CAP) Head Start

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The SEK-CAP story

• Desire to adopt the model
• Process
• Outcomes
• Administrative actions to sustain

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Desire to adopt the model

• Even with training in behavior management
  techniques, Head Start staff reported
• Leaving work in tears
• Unable to deal with all children
• High levels of stress, burnout, fatigue and
  turnover
• Unable to teach because they were always dealing
  with challenging behaviors
• Looking to outside experts to solve the
  problems in the classroom
• Lack of joy for the job

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Desire to adopt the model

• Our experience indicates that
• Workshops dont work
• Reactive strategies dont work
• A system is really necessary to have a consistent
  response to challenging behavior
• The teaching pyramid model offers an approach to
  promote social competence and address challenging
  behavior

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ProcessThis systems level approach requires

• Administrative commitment and leadership
• Resource deployment and budgeting
• Staff development and staff support plans
• Shared decision making and collaboration with
  staff, families community partners
• Accountability

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Administrative Commitment and Leadership

• Develop a staff support model for addressing
  challenging behavior
• Develop a core team The original SEK-CAP core
  team was comprised of administrative and
  management staff
• Build internal expertise as a safeguard and
  additional support prior to the implementation of
  the program-wide approach

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Resource deployment and budgeting

• Know what you dont know!
• Obtain the services of an expert who does know
• Plan for costs associated with the development of
  the model
• Learn how people react and adapt to change and
  have strategies in place to help them make a
  successful transition to a new culture

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Staff development and support plan

• Ongoing technical assistance from behavior
  consultant
• Core team trained in basics of the Teaching
  Pyramid model before school year begins
• Entire early childhood team receive training in
  the model
• Self assessment results in site specific
  implementation plans developed by the direct
  service team their direct supervisor

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Staff development and support plan continued

• Monthly meetings of core team consultant used
  for sharing information, data analysis, planning
  and further development of the model
• Quarterly brainstorming sessions with field
  staff, the core team and the behavior consultant
  to discuss lessons learned, share successes,
  review strategies set goals

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Staff development and support plan continued

• Individualized professional development plans for
  each member of the team
• Group and individualized training opportunities
  based on identified need
• Incentives and acknowledgement

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Shared decision making collaboration with
staff, families and community partners

• Build staff buy-in and commitment to change
• Articulate expectations of the model so that
  everyone clearly hears and understands the goals
  
• Openly discuss and provide opportunities for
  input into the development of the model
• Identify potential barriers to success

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Shared decision making collaboration with
staff, families and community partners

• Involve families as partners as you are
  developing the relationship
• Give community partners a voice
• Provide feedback

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How did we do this? Accountability!

• Self assessment and ongoing observation used to
  make immediate corrections
• Data collection needs established in the
  beginning
• Baseline data accumulated, compiled analyzed by
  consultant

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Accountability continued

• Data collection tools established to provide
  feedback from a variety of sources (many CSEFEL
  tools used)
• Data is reported, analyzed and used for planning
  and continuous quality improvement
• Ongoing monitoring and evaluation

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Outcomes

• Staff view themselves as having the skills to
  better support children in the classroom. They
  feel confident and competent.
• Staff report having time to actually teach!
• Staff look to each other as sources of additional
  information and support
• Staff can demonstrate the fundamental elements of
  the Teaching Pyramid model in their classrooms
• Teamwork has been strengthened

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Outcomes continued

• Staff now understand that there is not a bad
  childthere is only inappropriate behavior
• A culture of friendship and support is created
  throughout the program
• We have become intentional and purposeful in our
  interactions with children in order to build on
  their strengths
• We look at ways children are alike instead of how
  they are different
• Children are able to self- regulate

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Outcomes continued

• The Teaching Pyramid model works for all children
• Internal expertise has increased. Staff have
  asked for fewer suggestions from outside experts
  on dealing with challenging behavior
• Time out has been eliminated

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Outcomes continued

• The number of children receiving individual
  counseling from psychologists has decreased
• The number of children identified as having
  challenging behavior and referral for mental
  health services has decreased

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Outcomes continued

• Resources have been reallocated to prevention
  instead of intervention
• In management and direct service staff
  debriefings at the end of the last two years,
  challenging behavior was not mentioned one time
  as a barrier to teaching. They now have the
  skills and support they need to figure it out!
  Staff satisfaction has increased
• Staff turnover has decreased
• We have hope!

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Administrative Actions to Sustain the Effort Over
Time

• Provide leadership and vision
• You do not have power until you give it away
• Promote cooperative visioning and goal setting
• Appeal to shared aspirations
• Comply with requirements
• Ensure child well- being and progress

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Administrative Actions to Sustain the Effort Over
Time Continued

• Provide effective policies and resources. Embed
  the model throughout every aspect of programming
• Ensure staff competence
• Support professional development
• Support the transfer of learning
• Provide opportunities for coaching/mentoring
• Evaluate and acknowledge efforts of staff
• Engage in collaborative leadership and planning

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Administrative Actions to Sustain the Effort Over
Time Continued

• Employ substitutes who are trained in the model
  as additional support
• Support continuing education
• Maintain contact with consultants
• Listen to staff concerns and respond
• Provide feedback on data to improve performance
  and celebrate growth
• Maintain a level of enthusiasm, passion, and
  excitement for the work that is contagious. Live
  that passion.

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Impact of PBS

• Our staff say
• it has changed my actual teaching style.
• The stress level is reduced. I feel more
  confident to try new things.
• By having the program, its helping daily. More
  children are more successful.
• And it helps keep our turnover down. People
  stay.
• I think overall the environment has shifted.

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Resources

• Pyramid Training and Program-Wide Implementation

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National Centers - Resources

• Center on the Social and Emotional Foundations
  for Early Learning
• www.vanderbilt.edu/csefel
• Technical Assistance Center on Social Emotional
  Intervention (TACSEI)
• www.tacsei.org

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CSEFEL Resources
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CSEFEL - What Works Briefs
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Training Materials

• 3rd Edition of Training Modules
• Focused on 2 5 year olds
• Expanded activities, scripts, handouts
• More case examples
• New videoclips with guidance for presenters
• More diverse examples
• - Available in English Spanish

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Pyramid Model Overview DVD

• Promoting Social Emotional Competence
• 22 min. video
• Overview of Framework
• English and Spanish
• open captioning

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Teaching Social Emotional Skills

• 28 minute video
• Illustrates application of practices in 3
  classrooms

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CSEFEL New Materials Coming in 2008

• Research Syntheses
• Infant mental health
• Screening and assessment
• Implementing and sustaining practices
• New What Works Briefs
• What Works Briefs Training Kits
• Expanded Training Modules (birth 2)
• Decision-making Guidelines
• Tools for Families

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Technical Assistance Center on Social Emotional
Intervention

• Provide a unified message and approach to the
  field
• Work in collaboration with existing
  organizations and technical assistance providers
• Develop and evaluate models of effective
  practice
• Support states to sustain scaled-up
  implementation of evidence-based models and
  evidence-based practices

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TACSEI/CEBP Resources
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TACSEI Recommended Practices
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TACSEI Family Materials
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www.challengingbehavior.org

• Powerpoints to download
• Policy Summit presentations
• Individualized Positive Behavior Support
  applications for young children
• Teaching Tools materials

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Providing Evidence-Based Models

• Years One and Two (2008 2009)
• Guide the implementation and evaluation of the
  Pyramid Model within a variety of programs that
  serve children (0-5) with or at risk for delays
  or disabilities
• Conduct an analysis of the factors that
  facilitate fidelity of implementation and
  sustainability
• Develop model implementation guidance that
  includes professional development activities,
  methods for assessing implementation fidelity,
  evaluation activities, and elements needed to
  promote sustainability.
• Years Three to Five (2010 2012)
• Support states in the implementation,
  sustainability, and scale-up of models with a
  focus on the development of an infrastructure for
  ongoing professional development and support

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Products Coming in 2008

• Description of Pyramid model and its application
  for children served by IDEA in multiple formats
• Pyramid model within a RTI framework
• Syntheses of knowledge related to
• Evidence-based and developmentally appropriate
  intervention methods and curricula for promoting
  social development and addressing challenging
  behavior
• Delivery of interventions in inclusive settings
  and natural environments
• Delivery of family-centered services to promote
  the social-emotional development of children in
  the Part C system
• Assessment instruments and methods for
  monitoring growth and progress and
• TA strategies that lead to utilization,
  sustainability of change, and outcomes.

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This is not your typical conference! Come to
Florida for intensive workshops where you can
expect practical strategies for supporting a
positive approach to social emotional
development. Get real solutions to behavior
challenges in early childhood settings!
April 2-5, 2008 Sheraton Sand Key Resort,
Clearwater Beach, Florida
www.addressingchallengingbehavior.org
HURRY! Space is Limited
Center for Evidence Based Practice Young
Children with Challenging Behavior (CEBP) and
Center for Social Emotional Foundations in Early
Learning (CSEFEL)
Sponsored by
In partnership with
DEC, NHSA, NAEYC, NACCRRA, NABE and NASMHPD
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Contact the Center

• Lise Fox fox_at_fmhi.usf.edu
• www.challengingbehavior.org

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This presentation first appeared as part of a
conference call series coordinated by The
National Early Childhood TA Center (NECTAC) in
collaboration with OSEP Preschool LRE Community
of Practice, Mountain Plains Regional Resource
Center, The National Professional Development
Center on Inclusion, and The Technical Assistance
Center on Social Emotional Intervention for Young
Children. For more information, visit
http//www.nectac.org/calls/2008/sec619/sec619.as
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