Wedging in social emotional learning
Sponsored Links
This presentation is the property of its rightful owner.
1 / 65

Wedging in Social Emotional Learning: PowerPoint PPT Presentation

  • Uploaded on
  • Presentation posted in: General

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:

Download Presentation

Wedging in Social Emotional Learning:

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript



Wedging in Social Emotional Learning:



Navigating the Websites

& Finding A Practical

Application of the

Pyramid Model to Meet

Early Childhood Education







“Wedging in Social Emotional Learning:

Practical Application of the Pyramid Model to Meet Early Childhood Education Standards”

Pyramid Model Overview

Just the Facts.

The Who ( )

  • TheCenter on the Social and Emotional Foundations for Early Learning (CSEFEL)


    • 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 readinessof young children birth to age 5.

The Who ( )

  • Technical Assistance Center for Social Emotional Intervention (TACSEI)


    • 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


    • 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

The Why

Key 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

Team Tennessee Projects

  • Initially (2008-2009)

    • Trained Master Cadre of Coaches

    • Demonstration Site Selection

Team Tennessee Projects

  • Secondary (2009-2011)

    • Implementation Site Selection (TEIS) & Expansion

    • Higher Education

    • Pillars of Positive Solutions for Families

    • K-1 Age-Up

Team Tennessee Projects

  • Tertiary (Toward Sustainability) (2011-Present)

    • Project B.A.S.I.C.

    • Early Connections Network

    • Team Tennessee Re-evaluation

Two Major Purposes

  • Training

    • Professional Development

    • Family Support

  • Technical Assistance

    • Age-up

    • Home Visitors

    • PSF (Sustainability & Scope of Distribution)

“In My


  • THINK:

  • General Behavior

  • Specific Issue

Website Navigator

Walk me through those confusing sites…

Let’s Start Here:

Find a variety of resources for Pyramid Model Implementation

Learn About

CSEFEL & the Pyramid Framework

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!

What are you looking for?

Learning about new materials on the website

All about TACSEI

Find It Here!

Find It Here!

Find It Here!

TACSEI Resources to Note:

Issue Briefs:

  • 5 different briefs about Pyramid Model Implementation

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:

Here’s where you can find out about upcoming trainings & events.

Here’s where you can get in touch with us or send someone else to get in touch

with us!

Here’s where you can download documents & look for new resources from us!

Here’s where you can chat with each other about implementation


Team Tennessee’s Website:

Go Here!

Team TN Resources to Note:

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

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-Administrators

Pyramid Model Resource Sheet-Family

Pyramid Model Resource Sheet-Educators

Making The Connection

Where 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


    • High Scope

    • Coming Soon: PARC

WHAT Common Language?


  • Most Commonly Used Environment Rating Scales

  • Covers Classroom Environments for Children Birth-5


The revised ITERS includes items related to:

  • Helping children understand language;

  • Nature/science;

  • Use of TV, video and computer;

  • Free play; and

  • Group play activities.


The 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


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 FrameworkCLASS 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 Organization

    Dimension: Productivity

  • Domain: Emotional Supports

    Dimension: Negative Climate

  • Domain: Emotional Supports

    Dimension: Regard for Student Perspectives

Module 1: Schedules & Routines, Directions & Feedback

Module 1: Directions & Feedback

Module 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 Practice

    All 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 Standard

    Social Studies

    Kindergarten Standard 21

  • Content Standard

    Personal Health & Wellness

    Kindergarten/First Grade Standard 8.3

  • Content Standard

    Art (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 Crosswalks


TTACCT Infant-Toddler

Common 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


  • Tool includes a crosswalk for referencing connections to Classroom Standards AND for seeking out more information on a given topic.

  • Full Infant-Toddler Crosswalk has 3 Sections:

    • Inventory of Practices (Developed by North Carolina CSEFEL)

    • ITERS-R

    • CLASS (Toddler)

  • 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)

TTACCT – Infant/Toddler

TTACCT Section

Related CLASS Dimension


Related Number on Inventory of Practices

Related Item on ITERS-R Score Sheet


TTACCT Section

Related CLASS Dimension

Related Item on ECERS-R Score Sheet

Related TNELDS Standard(s)


Related Item on PQA Score Sheet

Related Number on Inventory of Practices

About the Common Core Crosswalk (Kindergarten-First Grade)

  • Pyramid Model Introduction for Teachers

  • 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)

  • Addressing Specific Challenging Behavior(s) with Teachers & Parents

    • Form & Function of Challenging Behavior

    • Prevention Strategies

    • Replacement Skills

  • Tennessee Standards Reference Guide

  • Reading Your Crosswalk: Decoding the Crosswalk

    Pyramid Model Module


    TN Content Standards (Subject Area: Item #)

    KINDERGARTEN Common Core State Standards

    (Topic Area: Item #)

    FIRST GRADE Common Core State Standards

    (Topic Area: Item #)

    Training Topic Area


    TN 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

    Behavior Support Plan

    • Behavior Hypotheses

      • Purpose of the behavior;

      • your best guess about why the behavior occurs

    • Prevention Strategies

      • Ways to make events and interactions that trigger challenging behavior easier for the child to manage

    Behavior Support Plan

    • Replacement Skills

      • New skills to teach throughout the day to replace the challenging behavior

    • 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

    Example: Core Crosswalk

    Functional Behavior


    Behavior Support


    So,What else?

    What do YOU, as a implementer, need from us?


    Melissa Binkley

    (615) 269-7751

    [email protected]

    Beth Vorhaus

    (615) 269-7751

    [email protected]

  • Login