crtiec capacity 09 12.pptlise fox partnership for scaling up ... glen dunlap barbara smith phil...
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Scaling Up the Implementation of an
RtI for Social Emotional Competence:
The Pyramid ModelLise Fox
Scaling Up the Implementation of an
RtI for Social Emotional Competence:
The Pyramid ModelLise Fox
Partnership for Scaling UpPartnership for Scaling Up
Center on the Social and Emotional Foundations for Early Learning
www.vanderbilt.edu/csefel/
Pyramid Model FacultyPyramid Model Faculty
Lise Fox
Glen Dunlap
Barbara Smith
Phil Strain
Judith Carta
Kathleen Baggett
Karen Blase
Erin Barton
Mary Louise Hemmeter
Rob Corso
Micki Ostrosky
Roxane Kaufmann
Amy Santos
Tweety Yates
Amy Hunter
Matt TimmAnd many others
The non-system of early childhood
The non-system of early childhood
“Early childhood policies and procedures are highly fragmented, with complex and confusing points of entry that are particularly problematic for underserved populations and those with special needs. This lack of an integrative early childhood infrastructure makes it difficult to advance prevention-oriented initiatives for all children and to coordinate services for those with complex problems.”
(Shonkoff & Phillips, 2000, p.11)
Primary Partner AssociationsPrimary Partner AssociationsDivision for Early Childhood of the Council for Exceptional Children (DEC)
IDEA Infant and Toddler Coordinators Association (ITCA)
National Association forBilingual Education
(NABE)
National Association of Child Care Resource& Referral Agencies (NACCRRA)
National Association for the Education of Young Children (NAEYC )
National Association of State Directors of Special Education(NASDSE)
National Association of State Mental Health Program Directors
(NASMHPD)
National Head Start Association (NHSA)
Parent Advocacy Coalition for Educational Rights (PACER)
IDEA 619Coordinators Consortium
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Pyramid ModelPyramid Model
UniversalPromotion
SecondaryPrevention
TertiaryIntervention
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Nurturing and Responsive Relationships
Nurturing and Responsive Relationships
Foundation of the pyramidEssential to healthy social developmentIncludes relationships with children, families
and team members
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High Quality EnvironmentsHigh Quality Environments
Inclusive early care and education environments
Comprehensive system of curriculum, assessment, and program evaluation
Environmental design, instructional materials, scheduling, child guidance, and teacher interactions that meet high quality practices as described by NAEYC and DEC
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Supportive Home EnvironmentsSupportive Home Environments
Supporting families and other caregivers to promote development within natural routines and environments
Providing families and other caregivers with information, support, and new skills
Targeted Social Emotional Supports
Targeted Social Emotional Supports
Self-regulation, expressing and understanding emotions, problem solving, developing social relationships
Explicit instructionIncreased opportunities for
instruction, practice, feedback
Family partnershipsProgress monitoring and
data-based decision-making12
Targeted Social Emotional Supports
Targeted Social Emotional Supports
The support and coaching of families to enhance their child’s social development within natural environments and activities
Self-regulation, expressing and understanding emotions, developing social relationships
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Individualized Intensive Interventions
Individualized Intensive Interventions
Comprehensive interventions across all settings
Assessment-based
Collaborative team
Skill-building
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Individualized Positive Behavior Support
Individualized Positive Behavior Support
Convene a team
Conduct functional assessment
Identify hypotheses
Develop behavior support plan for all relevant environments
Program-Wide Adoption: A Multi-tiered
System of Support
Program-Wide Adoption: A Multi-tiered
System of Support
Program-Wide Implementation of the Pyramid Model Framework
ALL Levels Require Administrative
Support
Data-Based Decision Makingincluding screening and progress monitoring
Program-Wide Commitment and Leadership
Teacher Training and Technical
Assistance (Coaching)
Well-Defined Procedures
Partnerships with Families
Readiness for Program-Wide PBS
Readiness for Program-Wide PBS
Clear commitment and buy-in
Leadership Team is formed and includes:
Administrator
Internal Coach – professional development
Person with behavioral expertise
Teachers
Program commits to 2-3 year process to achieve full implementation
Program commits to using data and evaluation systems including screening, progress monitoring and fidelity assessments
Readiness (continued)Readiness (continued)
Leadership team commits to meeting monthly, monitoring progress, and using data for decision making
Support of children
Support of teachers
Leadership team commits to
Facilitating ongoing training and TA
Supporting teachers to implement the pyramid
Developing and promoting program-wide expectations
Developing plan to provide individualized PBS
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Data Decision MakingData Decision Making
ImplementationBenchmarks of Quality – program-wide implementationTeaching Pyramid Observation Tool (TPOT)The Pyramid Infant Toddler Observation Scale (TPITOS)
Program Status and OutcomesProgram Incidents (calls to families, dismissals, transfer, requests for assistance, family conferences)Behavior Incidents
Child Status and OutcomesASQ-SE (screening)Social Skills Rating System or other measure (social skills; problem behavior)Direct Behavior Rating ScaleDirect Observation
What Programs NeedWhat Programs Need
Practice framework
Leadership framework
Leadership team structure
Leadership team training
Training materials and professional development resources
What Programs NeedWhat Programs Need
Implementation plan
Data tools and evaluation systemsFidelity
Decisions
Outcomes
Tertiary intervention capacity
What Programs NeedWhat Programs Need
External coachingConfident and knowledgeable facilitator to
build leadership team capacity to guide implementation and fidelity
Professional developmentTraining
Practice-based coaching
Ongoing support
Building Capacity/Scaling Up
Building Capacity/Scaling Up
Implementation TeamImplementation Team
State/District/ProgramEstablish implementation sites/programs
Review implementation status and success
Ensure provision of external coaching
Ensure access to ongoing training
Align effort with ongoing work of quality early education
Align effort with cross-sector systems building
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And also…And also…
Secure resources
Provide infrastructure
Build political investment
Ensure systems integration
A Long Term Endeavor
Professional Development Professional Development
Training and support in evidence-based practices
Training and support in data tools and decision-making
Training and support in practice-based coaching
From awareness…….to expert
Implementation ProgramsImplementation Programs
Competitive application processReadiness features
Leadership team commitment (signatures)
Site visits
Long term TA support to build capacityLeadership team capacity building
Program Capacity BuildingProgram Capacity Building
External coach support to the leadership team
Teaming
Professional development and coaching
Establishing systems and policies
Data systems and decision-making
Family engagement
Lessons LearnedLessons Learned
Implementation science must guide installation, expansion, growth
Time
Structure
Investment
Resources
Systems
Thoughtful process to move from exploration to full implementation and sustainability
Lessons LearnedLessons Learned
Implementation fidelity is criticalFidelity of intervention
Universal promotion
Targeted prevention
Intensive intervention
Fidelity of systems and processesDecision-making
Program-wide implementation plan
