wedging in social emotional learning:
DESCRIPTION
Tiered Intervention. Wedging in Social Emotional Learning:. Evaluations. Standards. Navigating the Websites & Finding A Practical Application of the Pyramid Model to Meet Early Childhood Education Standards. IF YOU DID NOT GET A HANDOUT:. GO TO: http://teamtn.tnvoices.org - PowerPoint PPT PresentationTRANSCRIPT
Evaluations
Standards
TieredIntervent
ionWEDGING IN SOCIAL EMOTIONAL LEARNING:Navigating the Websites & Finding A Practical Application of the Pyramid Model to Meet Early Childhood Education 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 OVERVIEWJust 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
Pyramid Model
PROMOTION
PREVENTION →
INTERVENTION →
←
The WhyKey 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
• Initially (2008-2009)• Trained Master Cadre of Coaches• Demonstration Site Selection
Team Tennessee Projects
9
Team Tennessee Projects• Secondary (2009-2011)
• Implementation Site Selection (TEIS) & Expansion• Higher Education • Pillars of Positive Solutions for Families • K-1 Age-Up
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Team Tennessee Projects• Tertiary (Toward Sustainability) (2011-Present)
• Project B.A.S.I.C. • Early Connections Network• Team Tennessee Re-evaluation
11
• Training• Professional
Development• Family Support
Two Major Purposes
• Technical Assistance• Age-up • Home Visitors• PSF (Sustainability &
Scope of Distribution)
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WEBSITE NAVIGATORWalk me through those confusing sites…
Find a variety of resources for Pyramid
Model Implementation
Learn About CSEFEL & the
Pyramid Framework
Let’s Start Here: http://csefel.vanderbilt.edu
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
All about TACSEI
Learning about new materials on the website
What are you looking for?
Find It Here! www.challengingbehavior.org
Find It Here! www.challengingbehavior.org
Find It Here! www.challengingbehavior.org
Issue Briefs:• 5 different briefs
about Pyramid Model Implementation
TACSEI Resources to Note:
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 download documents & look for new resources from us!
Here’s where you can find out about upcoming trainings & events.
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!
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
Team TN Resources to Note:
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-AdministratorsPyramid Model Resource Sheet-Family Pyramid Model Resource Sheet-Educators
MAKING THE CONNECTIONWhere to find the Pyramid Model in Early Childhood Education Standards
Finding Commonality inECE 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 & ECERSThe 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 & ECERSThe 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
actions/intentions/feelings (observe 2 examples)
• Creative room arrangement (well defined interest centers, accessible materials)
• Concepts are introduced in response to children’s interests or to solve problems.
• ITERS-R (Interaction) 26. Peer Interaction
• ECERS-R (Space & Furnishings)4. Room Arrangement
• ECERS-R (Language-Reasoning)17. Using language to develop reasoning skills
Module 2: Emotional Literacy, Friendship Skills
Module 1: Classroom Arrangement
Module 2: Problem Solving 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 mostcommonly 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 OrganizationDimension: Productivity
• Domain: Emotional SupportsDimension: Negative Climate
• Domain: Emotional SupportsDimension: Regard for Student Perspectives
Module 1: Schedules & Routines, Directions & Feedback
Module 1: Directions & FeedbackModule 2: Emotional Literacy, Teaching
Impulse & Anger Management
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 Standard 6
• CCSS Reading:Speaking and Listening (SL)First Grade Standard 1b
• CCSS Mathematics:Math PracticeAll Grades Standard 1
Module 2: Emotional Literacy
Module 1: Building Nurturing and Responsive Relationships
Module 2: Emotional Literacy, Friendship Skills
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
• Experiment with sensory and emotional experiences to create a character
• Content StandardSocial StudiesKindergarten Standard 21
• Content StandardPersonal Health & WellnessKindergarten/First Grade Standard 8.3
• Content StandardArt (Theater)First Grade Standard 2.1
Module 1: Behavior Expectations & Rules
Module 1: Building Nurturing and Responsive Relationships
Module 2: Emotional Literacy, Friendship Skills
Module 2: Emotional Literacy,
READING THE CROSSWALKSTTACCT Pre-K TTACCT Infant-ToddlerCommon 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 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)
• Full Infant-Toddler Crosswalk has 3 Sections:
• Inventory of Practices (Developed by North Carolina CSEFEL)
• ITERS-R
• CLASS (Toddler)
TTACCT – Infant/Toddler
TTACCT Section
TTACCT Items
Related Number on Inventory of
Practices
Related Item on ITERS-R Score
Sheet
Related CLASS
Dimension
TTACCT – PRE-K
Related Item on ECERS-R Score
Sheet
Related Number on Inventory of
Practices
Related CLASS
Dimension
TTACCT Section
TTACCT Items
Related TNELDS
Standard(s)
Related Item on PQA Score Sheet
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
#)KINDERGARTEN
TN Content Standards (Subject
Area: Item #)
FIRST GRADE Common Core
State Standards(Topic Area: Item
#)
FIRST GRADETN 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
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
Behavior Support Plan
Functional Behavior Assessment
Behavior SupportPlanning
Example: Core Crosswalk
SO,WHAT ELSE?What do YOU, as a implementer, need from us?
CONTACT US
Melissa Binkley(615) 269-7751
Beth Vorhaus(615) 269-7751