Wedging in social emotional learning
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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

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Wedging in social emotional learning

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

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 overview

Pyramid Model Overview

Just the Facts.


The who

The Who ( )

  • TheCenter 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 readinessof young children birth to age 5.


The who1

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 who2

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

INTERVENTION→

The What

PREVENTION →

PROMOTION

Pyramid Model


The why

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

Team Tennessee Projects

  • Initially (2008-2009)

    • Trained Master Cadre of Coaches

    • Demonstration Site Selection


Team tennessee projects1

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 projects2

Team Tennessee Projects

  • Tertiary (Toward Sustainability) (2011-Present)

    • Project B.A.S.I.C.

    • Early Connections Network

    • Team Tennessee Re-evaluation


Two major purposes

Two Major Purposes

  • Training

    • Professional Development

    • Family Support

  • Technical Assistance

    • Age-up

    • Home Visitors

    • PSF (Sustainability & Scope of Distribution)


Wedging in social emotional learning

“In My

Classroom…”

  • THINK:

  • General Behavior

  • Specific Issue


Website navigator

Website Navigator

Walk me through those confusing sites…


Let s start here http csefel vanderbilt edu

Let’s Start Here: http://csefel.vanderbilt.edu

Find a variety of resources for Pyramid Model Implementation

Learn About

CSEFEL & the Pyramid Framework


Csefel resources to note

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

Let’s Take a Look!www.challengingbehavior.org

What are you looking for?

Learning about new materials on the website

All about TACSEI


Find it here www challengingbehavior org

Find It Here! www.challengingbehavior.org


Find it here www challengingbehavior org1

Find It Here! www.challengingbehavior.org


Find it here www challengingbehavior org2

Find It Here! www.challengingbehavior.org


Tacsei resources to note

TACSEI Resources to Note:

Issue Briefs:

  • 5 different briefs about Pyramid Model Implementation


Tacsei resources to note1

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.


Wedging in social emotional learning

Team Tennessee Website:

http://teamtn.tnvoices.org

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

progress.


Team tennessee s website

Team Tennessee’s Website:

Go Here!

http://teamtn.tnvoices.org/


Team tn resources to note

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

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

Making The Connection

Where to find the Pyramid Model in Early Childhood Education Standards


Finding commonality in ece classroom 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

WHAT Common Language?


Iters ecers

ITERS & ECERS

  • Most Commonly Used Environment Rating Scales

  • Covers Classroom Environments for Children Birth-5


Iters ecers1

ITERS & ECERS

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.


Iters ecers2

ITERS & ECERS

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

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

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 class1

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 most commonly being used in head start classrooms nationwide

Head Start FrameworkCLASS is mostcommonly being used in Head Start classrooms (Nationwide)


Examples of class pre k standards

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

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 standards1

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 standards2

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

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

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

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

Reading the Crosswalks

TTACCT Pre-K

TTACCT Infant-Toddler

Common Core/State Standards


About the ttacct

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 ttacct1

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

TTACCT CROSSWALK

  • 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 – Infant/Toddler

TTACCT Section

Related CLASS Dimension

TTACCT Items

Related Number on Inventory of Practices

Related Item on ITERS-R Score Sheet


Ttacct pre k

TTACCT – PRE-K

TTACCT Section

Related CLASS Dimension

Related Item on ECERS-R Score Sheet

Related TNELDS Standard(s)

TTACCT Items

Related Item on PQA Score Sheet

Related Number on Inventory of Practices


About the common core crosswalk kindergarten first grade

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 grade1

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

    Reading Your Crosswalk: Decoding the Crosswalk

    Pyramid Model Module

    FIRST GRADE

    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

    KINDERGARTEN

    TN Content Standards (Subject Area: Item #)


    Under construction

    Under Construction

    Crosswalk connected to Adapted Inventory of Practices for:

    • Pre-K

    • Kindergarten-First Grade


    Also available

    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

    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

    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 pyramid1

    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

    Module 3 Topics

    • Identifying Form & Function of Behavior

    • Creating a Behavior Support Plan.

    • Functional Behavior Assessment

    • Behavioral Support Plan


    Conducting a functional assessment

    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

    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 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 plan1

    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

    Example: Core Crosswalk

    Functional Behavior

    Assessment

    Behavior Support

    Planning


    So what else

    So,What else?

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


    Contact us

    CONTACT US

    Melissa Binkley

    (615) 269-7751

    [email protected]

    Beth Vorhaus

    (615) 269-7751

    [email protected]


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