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THE PYRAMID PLUS CENTERLEADERSHIP TOOLKIT
For Program and Community Leadership Teams
Special Thanks to Pyramid Plus Funders
Department of Human Services ▪ Division of Child Care ▪ Division for Developmental Disabilities, Early Intervention Program (Part C) ▪ Division of Behavioral Health ▪ Division of Child Welfare
The Colorado Health Foundation The Temple Hoyne Buell Foundation Mile High United Way
Agenda
▪ Learning Objectives/Logistics ▪ What is Leadership? ▪ Fidelity Implementation ▪ Collaborative Leadership Model ▪ Collaborative Teaming Strategies ▪ Applying the Strategies and Tools at the Program and
Community Levels ▪ Activity: Thought Seeds ▪ Wrap Up: Quality Improvement
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Learning Objectives
▪ Participants will explore the importance of leadership in achieving fidelity implementation of the Pyramid Model and the Pyramid Plus Approach
▪ Participants will identify collaborative teaming strategies and action planning as effective leadership strategies
▪ Participants will learn to apply collaborative action planning strategies for improving children’s social-emotional and behavioral outcomes
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Logistics
▪ Establish Ground Rules ▪ Parking Lot ▪ Review Session Handouts ▪ Others (e.g. location of restroom, etc.)
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Leadership is ultimately about creating a way for people to contribute to making something extraordinary happen.
(Alan Keith of Genentech)
What is Leadership?
Effective Workforce: The Role of Leaders
Quality of services matters • Provide vision of high standards and expectations • Use evidence-based practices (EBPs) • Implement the EBPs with fidelity • Monitor practices and child outcomes • Provide professional development • Provide support, policies and resources • Model collaborative leadership: work as a team!
The Goal…
Fidelity Implementation of Evidence-Based Practices (EBPs), such as the Pyramid Plus Approach that lead to…. positive outcomes for children, families, providers, and programs
Positive Social-Emotional Outcomes from EBPs
▪ Decrease in: • Withdrawal, aggression, noncompliance, and disruption • Teen pregnancy, juvenile delinquency, and special education
placement
▪ Increase in: • Positive peer relationships including understanding of
friendship, cooperation, and sharing • Self-control, self-monitoring, self-correction,
and improved social-emotional health • Academic success
What is Fidelity Implementation?
▪ The degree to which interventions are accurately and consistently carried out as originally specified by the developers
▪ The only way to know if a practice or intervention is being accurately applied with fidelity is to measure implementation
(Mincic, Smith, & Strain, 2009)
Challenges to Fidelity Implementation of Effective EBPs
Four Categories of Challenges:
▪ Lack of knowledge / skill ▪ Beliefs / Attitudes ▪ Lack of collaboration within programs, with families,
and within communities ▪ Lack of adequate fiscal resources and procedures
(As identified in focus groups with T/TA providers, state policy makers, program personnel, and families)
Administrative Support is Key to Implementation Fidelity
▪ Administrative Leadership and Vision ▪ Time ▪ Resources ▪ Training ▪ Coaching ▪ Data Collection ▪ Fidelity Implementation Measures (TPOT™, TPITOS)
▪ Written Policies and Procedures ▪ Families
Collaboration… ▪ is a process not an event ▪ is hard work that needs trust and respect - true shared
decision-making (yours may not be the decision chosen!) ▪ requires buy-in and ownership of all stakeholders -
attention to team needs and stage ▪ you can’t mandate what matters (Fullan, 1993)
Collaborative Leadership & Teaming
Take a few minutes and write one thing for each question. Be prepared to debrief as a large group:
1. What made a collaborative or team effort you were involved in not worth the time and effort?
2. What made a collaborative or team effort you were involved in worth the time and effort?
Activity: Is Collaboration Effective?
Collaborative Planning that works...
▪ Collaborative planning needs to show results; evaluation.
▪ Collaboration and collaborative planning requires: • objective facilitation • skills and trust re: collaboration • shared understanding about current state and what
needs to be changed • shared vision about goals • ongoing supports and resources, incentives • shared ground rules
The Collaborative Planning Model
A model based on literature used to: • implement program-wide DEC Recommended Practices • implement EC program-wide PBS/Pyramid model • build community-wide coordinated EC systems • improve and expand community-wide EC inclusion
opportunities • create collaborative PD systems in CSEFEL and TACSEI
partner states Hayden, Frederick & Smith (2003). A roadmap for facilitating collaborative teams. Longmont: CO, Sopris West
Collaborative Planning Model: Components
1. Leadership and Commitment 2. Set a Shared Vision 3. Identify Challenges & Strengths related to the Shared Vision
4. Develop Objectives 5. Write an Action Plan 6. Implement the Action Plan 7. Evaluate Progress
1. Leadership and Commitment
▪ Building commitment: hearing information and experiences of peers
▪ Administrative Leadership (“champion”) ▪ Decision-making / resource allocation authority ▪ Meaningful…committed to cause and shared decision-
making (decisions by team!) ▪ Stakeholder Leadership Team; Who?
• Has a stake, will be committed and positive • Can make decisions, commit resources as needed • Membership depends on purpose
2. Set a Shared Vision
▪ Destination, goal, outcome, etc. ▪ Binds the team to a common direction, creating a sense
of commonality and giving coherence to diverse activities (Senge, l990)
▪ Builds on past and present ▪ Is concrete and attainable ▪ Is uplifting, compelling, and important for all members ▪ Is clear and understandable to team and public ▪ Can change if all agree! (true vision may emerge over time as
team becomes cohesive and reflective) (Fullan, 1993)
3. Identify Challenges and Strengths related to Vision
▪ What must we overcome to reach the vision/goal? ▪ What are the categories of challenges? ▪ Which challenges do we address, which are priority
(prioritize)? ▪ What are our assets?
4. Develop Objectives
Prioritize Objectives: • “Think big, but start small” • Short term, long term • Cost-benefit analysis
5. Write an Action Plan
! Objective ! Strategies ! Who is responsible ! Timeline ! Indicator of success /
evaluation plan
! Coordinate activities ! Establish work groups ! Serve as meeting
agendas ! Evaluate progress toward
vision ! Establish policies,
agreements, resources, staff
For each prioritized challenge or category develop a written action plan including: Use the Action Plan to:
6. Implement the Action Plan
▪ Set the Action Plan in motion ▪ Use the Action Plan as a Guide to completing work in
an organized and operational manner ▪ Capture implementation information regarding
questions, needs, barriers, successes, etc. in an ongoing fashion
▪ Address implementation information collected when updating the Action Plan
7. Evaluate Progress
▪ Process: Meeting evaluations/interviews, etc. Do members feel:
• Valued? • It is a worthwhile use of their time? • That they are making progress toward the vision? • That the vision and action plan are appropriate? • The ultimate evaluation is whether they keep coming
back! ▪ Outcome: Action plan evaluations; data that show
progress toward vision
Information
Leadership: ▪ Administration ▪ Stakeholder Team
Evaluation: ▪ Process ▪ Outcome
Assessment of
Challenges to Vision
Action Planning: ▪ Objectives/Strategies ▪ Action Steps ▪ Resources ▪ Timelines ▪ Outcome/Impact
Commitment Vision Setting
Collaborative Planning Model for Program Improvement & Systems Change
Experiences
Smith, B.J. (2006), Module 4, Center on Social and Emotional Foundations for Early Learning
…for Collaborative Decision Making
Effective Teaming Strategies…
Leadership Team Logistics
▪ Who/Size: approximately 10-15 people, core team vs. work groups; commitment; roles, team building
▪ Place/Time: for meetings (food! morning, frequency) ▪ Ground Rules:
• no representatives • decision-making (modified consensus: with changes can
agree to publicly support decisions) • stable attendance • support decisions made in your absence • communication rules (one at a time, respectful
disagreement, updating missing members, etc.)
Leadership Team Logistics continued
▪ Administrative tasks: Adm. and/or staff share all team tasks (minutes, food, facilitator, time-keeper, etc.)
▪ Meeting facilitation: objective, uses strategies that build consensus vs. winners and losers; maintains enthusiasm
▪ Agenda: objectives, decision to be made, team roles, time allotments for each item
▪ Meeting evaluation: were objectives met, how was the facilitation, how was individual participation, did meeting move team toward it’s vision, was it valuable?
Leadership Team: Member Responsibilities
▪ Monitor implementation, use data for decision-making ▪ Plan and implement professional development
activities ▪ Create system of support for addressing behavior
issues ▪ Maintain communication with staff ▪ Evaluate progress
Leadership Team: Member Roles
▪ Host – provides the space and technology needed for the meeting
▪ Facilitator – starts meetings, prepares meeting agendas and evaluations, keeps team meeting focused
▪ Note Taker– records meeting summary with team actions, disseminates meeting summary and evaluations
▪ Timekeeper – ensures the team maintains agenda timeline in order to keep the meeting moving forward
▪ Snack Provider - brings snacks ▪ Buddy – supports new members in understanding the
processes and procedures of the meeting
Team Member Role Sign Up Sheet
Date Host Facilitator Note Taker
Time keeper
Snack Buddy
Agenda, Actions, & Summary
Meeting Evaluation
Meeting Objectives 1. 2. 3. 4.
Please answer the following questions. Low High
Degree to which the meeting objectives were achieved: 1 2 3 4 5
Facilitation of the meeting was: 1 2 3 4 5
I would rate my own contributions to the meeting as: 1 2 3 4 5
Degree to which I think this meeting contributed toward achieving our purpose: 1 2 3 4 5
Comments:
Action Planning Form
Strategy/Action to be Taken
Persons Responsible Resources Needed
Timeline
Indicators of Success Evaluation Plan
Status Date Completed
Date: Goal/Vision: Objective: Team/ Work Group Members:
Team Decision Making Activities
Purposes of activities: ▪ Get EVERYONE’S ideas ▪ Hear all voices ▪ Ownership ▪ Effective and efficient
Facilitation materials: ▪ Sticky wall ▪ Flip chart paper (sticky
on back) ▪ Egg timer ▪ Tape ▪ Markers ▪ Index cards, etc.
Team Decision Making Activities
▪ Activities: • Brain storming on sticky wall then merge categories
(vision setting, identifying challenges to vision, etc.) • Small group work with flip chart paper (identifying
objectives for each challenge; editing vision statement and objectives, etc.)
Program-wide & Community-wide
What is a Program-wide and / or Community-wide model for preventing and addressing challenging behaviors?
Builds on the Pyramid Model and the Pyramid Plus Approach by designing intervention from the whole (universal) program to the individual child
Uses collaboration to ensure: • Administrative support and buy-in • Buy-in from staff • Family involvement
Adoption and Implementation
Program-wide
Program-wide, what makes it work?
▪ A champion ▪ Administrative leadership ▪ Shared decision-making with a collaborative
leadership team ▪ Ongoing support for those working directly with
children and families ▪ Clearly articulated policies and procedures related to
behavior ▪ Commitment to long term process - systems change ▪ Collaboration between ECE and mental health/
behavior consultants
Program Readiness Criteria
▪ Supporting behavior is Program’s main goal ▪ Leadership Team is formed and includes:
• Administrator • Training and Technical Assistance • Person with behavioral expertise • Teachers
▪ Leadership Team commits to evaluating classroom outcomes
▪ Leadership Team commits to true team shared decision-making
Program Readiness Criteria continued
▪ Leadership Team commits to meeting monthly for 2-3 years to achieve full implementation, monitoring progress, and using data for decision making
▪ Leadership Team commits to • Facilitating ongoing training and TA • Supporting teachers to implement the pyramid • Developing and promoting program/community-wide
expectations • Developing plan to provide individualized positive
behavior support (PBS)
Program Outcomes
▪ Reduced challenging behavior ▪ Promotion of social development ▪ Improved staff satisfaction ▪ Decreased turnover ▪ Increase in overall program quality ▪ Clearly articulated/implemented policies/procedures ▪ More intentional teaching and purposeful in supporting
children’s emotional development ▪ Elimination of “time-out” ▪ Less reliance on “outside” experts ▪ Stronger collaboration with mental health providers
Program-wide Critical Elements:
1. Establish a Team • Broad representation (membership) • Administrative support • Regular meetings • Implementation / action plan • Review and revise plan at-least annually • True shared collaborative decision-making • Effective teaming procedures
Program-wide Critical Elements:
2. Staff / Stakeholder Buy-In: • Staff / community poll establishes and indicates
awareness of initiative, interest and buy-in • Leadership Team maintains buy-in by inviting input
and feedback from key stakeholders such as staff, parents, community
Program-wide Critical Elements:
3. Family Involvement • Build awareness of and input to the initiative from
the beginning • Membership on Leadership Team • Multiple mechanisms for sharing and having input
into the initiative • Multiple mechanisms for home implementation • Family partnerships in developing and implementing
individualized support
Program-wide Critical Elements:
4. Classrooms and programs are implementing the Pyramid Model
• Positive relationships • Supportive environments • Teaching social emotional skills • Individualized supports for children with persistent
challenging behavior
Program-wide Critical Elements:
5. Professional Development and Staff Support Plan • Ongoing technical assistance - Coaching • Behavior support specialists are trained • Needs assessment for pyramid implementation • Individualized professional development plan • Group and individualized training strategies • Incentives and acknowledgment
Program-wide Critical Elements:
6. Responding to challenging behavior • Developmentally appropriate strategies • Crisis responses • Problem solving and support • Team assessment-based process for tertiary level • Partnerships / teaming with families
Program-wide Critical Elements:
7. Monitoring implementation and outcomes • Measurement of Implementation • Measure outcomes • Data collected and summarized • Data shared with staff, programs, community and
families • Data used for ongoing monitoring and problem
solving • Action Plan is updated, revised based on data
Program-wide Data Measures:
▪ Program Implementation Data Collection • Benchmarks of Quality • TPOT™, TPITOS
▪ Program Data Collection • Program Incidents (calls to families, dismissals,
transfer, requests for assistance, family conferences)
▪ Child Data Collection • ASQ-SE or other measure (social skills; problem
behavior) • Behavior / Skill rating for tier 2 and tier 3
… are in place to respond to challenging behaviors? As a team, answer the following questions: What processes do you have in place in your program for… and how are they working?:
• Responding to crisis situations
• Problem solving with teachers around challenging behavior
• Developing individualized plans for children with ongoing challenging behavior
What resources, activities, training do you need in order to ensure these processes are in place?
Activity: What processes…
Example of Program-Wide Adoption: SEK-CAP Head Start
▪ Rural program in southeast Kansas ▪ Covers over 7,000 square miles in 12 counties ▪ Serves 768 children and families ▪ Employs 174 staff in the Early Childhood Services ▪ 4 centers, 17 classrooms, 25 home visitors, and 19
child care partners ▪ Available from www.challengingbehavior.org ▪ Watch a video illustration on You Tube! http://www.youtube.com/watch?v=_8Rl00F49Hg
Adoption and Implementation
Community-wide
Resources and References
▪ CSEFEL (Center on the Social and Emotional Foundations for Early Learning): What Works Briefs, Training Modules, and other web based resources www.vanderbilt.edu/csefel
▪ TACSEI (Technical Assistance Center on Social-Emotional Intervention): Recommended Practices fact sheets, tool kits, and other web based resources
www.challengingbehavior.org ▪ The Pyramid Model Consortium http://
www.pyramidmodel.org/ )
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Activity: Thought Seeds56
What will I change in my behavior in regard to this topic?
What will I apply to the families and the children that I work with in regard to this topic?
What will I take back to my team/co-workers in regard to this topic?
What went well today?
What needs improvement?
Quality Improvement57
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