Celebrating Pyramid Model Implementation in Eastern Oregon

v

Oregon Early Childhood Inclusion (OECI)

OECI Structure of Support

Oregon Pyramid Model and Inclusion Indicator Frameworks Implementation Map 

Map of communities and programs implementing the Pyramid Model and inclusion practices. 

OECI Outcomes

OECI Key Findings

• Increased access to early learning environments for children with disabilities from 38% in 2020 to 55.4% in 2024
• 9 communities have leadership teams, expanding community-wide implementation across 19 counties
• Strong commitment to belonging and meaningful collaboration
• Over 400 early learning professionals have accessed eModules for implementation of Pyramid Model
• Over 1000 early learning professionals have accessed live Pyramid Model and Inclusion Trainings through ELSI

2019-2024 Oregon Inclusion Data

2023-2025 Eastern Oregon Community BOQ

2023-2025 Eastern Oregon Community BOQ

Malheur Education Service District

“Our programs have greatly benefited from implementing Pyramid Model practices. It has given classrooms a strong foundation and has allowed teachers to feel supported and purposeful. Students feel connected to staff and one another. Parents notice the effects the positive environments have on their children. As a coach, it allows me to guide teachers using research-based practices to improve outcomes and develop collaborative partnerships. The Pyramid Model has also benefited my personal life as I raise my own kids, coach their sports teams, or interact with others in the community.”

Jenna Mejia, Practitioner Coach

Wiggles and Giggles Childcare Center

“The Pyramid Model has had a significant impact on our program by promoting social-emotional competence and addressing challenging behaviors. It has provided our teachers with strategies to prevent and address these behaviors. Since implementing the model, we have seen a decrease in disciplinary issues and an improvement in family engagement.” Jaecie Manzo

​

2022-2025 Eastern Oregon �Teaching Pyramid Observation Tool (TPOT) Data

2022-2025 Eastern Oregon TPOT Data

2022-2025 Eastern Oregon TPOT Data

SR - Schedules, Routines, and Activities

TR - Transitions Between Activities Are Appropriate

SC - Teachers Engage in Supportive Conversations with Children

ENG - Promoting Children's Engagement

PD - Providing Directions

CT - Collaborative Teaming

TBE - Teaching Behavior Expectations

TSC - Teaching Social Skills and Emotional Competencies

FR - Teaching Friendship Skills

TEE - Teaching Children to Express Emotions

TPS - Teaching Problem Solving

PCB - Interventions for Children with Persistent Challenging Behavior

COM - Connecting with Families

INF - Supporting Family Use of the Pyramid Model Practices

2022-2025 Eastern Oregon �Teaching Pyramid Infant-Toddler Observation Scale (TPITOS) Data

2022-2025 Eastern Oregon TPITOS Data

2022-2025 Eastern Oregon TPITOS Data

CBR - Provides opportunities for communication and building relationships

DWR - Demonstrates warmth and responsivity to individual children 

PPI - Promotes positive peer interactions

CAE - Promotes children's active engagement

REF - Responsive to children's expression of emotions and teaches about feelings

CBE - Communicates and provides feedback about developmentally appropriate behavioral expectations

RDC - Responds to children in distress and manages challenging behaviors

SMD - Uses specific strategies or modifications for children with disabilities/delays, or who are dual-language learners 

SRT - Conveys predictability through carefully planned schedule, routines, and transitions 

EA - Environment is arranged to foster social-emotional development 

TCP - Collaborates with his/her peers to support children's social emotional development

EEP - Has effective strategies for engaging parents in supporting their child's social-emotional development and addressing challenging behavior

CWF - Has effective strategies for communicating with families and promoting family involvement in the classroom 

​