Conducting a Buy-In Presentation

• Staff meeting to explain the Pyramid Model
• Goal is to share information and get all program staff on board
• Buy-in poll is conducted at end, seeking 80% agreement that doing this work is a good idea for the program

To listen to Lise Fox of NCPMI explain the staff buy-in process and how to use the slide deck click on this link:

https://youtu.be/DPipdc7uPvE

Doing the Presentation

Invite all staff….

• Record it in advance and have staff watch on their break and complete poll
• Have a staff meeting and present (20 minutes without showing full video; 45 minutes with the video)
• Offer video to staff to watch before meeting and then do the shorter meeting

Implementing the Pyramid Model

Promoting social-emotional skills and addressing challenging behavior

AGENDA

• Why focus on social-emotional development
• What are your biggest challenges – group discussion
• What is the Pyramid Model?
• How does the Pyramid Model Work?
• What are the benefits to our program?
• Poll

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Young Children with Challenging Behavior

• It begins early
• Between 10-30% of preschool students are not behaviorally and emotionally ready to succeed in school
• Early problem behavior is predictive of future challenges
• Best predictor of delinquency in adolescence, gang membership, incarceration

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Young Children with Challenging Behavior

Early educators are challenged

• Preschool teachers report that children’s disruptive behavior is the single greatest challenge they face
• Preschool children are three times more likely to be expelled for behavioral issues than children in K-12

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What Are Your Challenges?

Key Social Emotional Skills�

• 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
• Ability to calm down when feeling strong emotions

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What do children do when they don’t have each of these skills?

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Pyramid Model Approach

• Adopting a posture of support:
• Supporting each and every child
• Supporting each and every family
• Supporting each and every teacher and provider
• Promoting equity and addressing bias
• Supporting inclusion, not exclusion

“If a child doesn’t know how to read, we teach.

If a child doesn’t know how to swim, we teach.

If a child doesn’t know how to multiply, we teach.

If a child doesn’t know how to drive, we teach.

If a child doesn’t know how to behave,

we……..... …….teach? ……punish?

Why can’t we finish the last sentence as automatically as we do the others?”

Tom Herner (NASDE President ) Counterpoint 1998, p.2)

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The Goal of the Pyramid is to Promote Children’s Success By:

• Creating an environment where EVERY child feels good about coming to preschool.
• Designing an environment that promotes child engagement and prevents challenging behavior.
• Focusing on teaching children what to do!
• Teach expectations and routines.
• Teach skills that children can use in place of challenging behaviors.
• Teach social-emotional skills that are critical to child outcomes

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The Pyramid Model

https://challengingbehavior.cbcs.usf.edu/videos/Promoting-Social-Emotional-Competence.mp4

Pyramid Model for Promoting the Social Emotional Competence of Young Children

Tertiary Intervention Few

Secondary Prevention Some

Universal Promotion All

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A Framework of �Evidence-Based Practices

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Pyramid Model Teachers

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Connected, Confident, and Competent

Pyramid Model

Universal Promotion All

Nurturing and Responsive Relationships

• Foundation of the Pyramid
• Essential to healthy social development
• Includes relationships with children, families and team members

High 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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Pyramid Model

Secondary Prevention Some

Universal Promotion All

Targeted Social Emotional Supports

• Self-regulation, expressing and understanding emotions, problem solving, developing social relationships as social emotional learning for ALL
• Explicit instruction for Some
• Increased opportunities for instruction, practice, feedback
• Family partnerships
• Progress monitoring and data decision-making

Pyramid Model

Tertiary Intervention Few

Secondary Prevention Some

Universal Promotion All

Individualized Intensive Interventions to Address Challenging Behavior

• Comprehensive interventions across all settings including home and community
• Assessment-based
• Collaborative team
• Skill-building

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Process of Individualized Positive Behavior Support

• Step 1: Establishing a collaborative team and identifying goals
• Step 2: Gathering information (functional assessment)
• Step 3: Developing hypotheses
• Step 4: Designing behavior support plans
• Step 5: Implementing, monitoring, evaluating outcomes, and refining plan in natural environments

Program-Wide Implementation �Guided by the Leadership Team

Outcomes for Children

• Growth in social and emotional skills
• Decreases in overall disruptive behavior in the classroom
• Reduction in child challenging behavior
• Increases in social interactions between children
• Increases in child engagement in learning opportunities

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Happy

Outcomes for Teachers and Staff

• Shared language for communicating expectations
• Improved capacity to teach social and emotional skills
• Improved capacity to address challenging behavior
• Ability to support families to promote social and emotional skills
• Feeling supported by program in efforts to address challenging behavior
• Positive relationships with families around issues related to challenging behavior
• High fidelity programs report that No children are asked to leave due to behavior

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Excited

Outcomes for Families

• Teaming between family and teachers for intervention strategies
• Parents report feeling more supported in preventing and addressing challenging behavior
• Decreases in parent concerns about safety and behavior

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Proud

For More Information…

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www.challengingbehavior.org

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Poll

• Our team really wants to commit to implementing Pyramid Model across our program.
• But we want your input!
• Please complete the survey at your table and leave in the box on your way out.

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Sample Staff Buy-In Poll

Please take a moment to give us input on how you feel about program-wide adoption of Pyramid Model.

• I feel confident about adopting the Pyramid Model. I support the need for a program-wide effort for:
• Addressing children’s social competence and challenging behavior.
• Using culturally responsive practices.
• Addressing implicit bias.
• I like the idea of program-wide adoption, but believe I need more training around this topic.
• I like the idea of program-wide adoption, but do not feel I can make a commitment at this time.
• I don’t feel like program-wide adoption will be beneficial and would rather not participate in the process.