READY FOR BIG SCHOOLA Cinematic Introduction to the Pyramid Model for Social and Emotional Development

Melissa Binkley

Team Tennessee Program Coordinator

Beth Vorhaus

Team Tennessee Assistant Program Coordinator

WHAT IS THIS PYRAMID MODEL I KEEP HEARING ABOUT?The whos, whats, & whys of: The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children

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The Who ( ) • The Center 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 readiness of young

children birth to age 5.

• 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.

• Team Tennessee• Represents Pyramid Model implementation in Tennessee with group of 11 members

representing Statewide departments (DOE, DHS, CCR&R, Higher Ed, DCS, TDMH, TEIS, DOE,

• 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

PROMOTION

PREVENTION →

INTERVENTION →

←

The What• Important Questions about Challenging Behavior• What is Challenging Behavior?• What is the child’s behavior “saying”?• What is the child trying to tell us?

The What

Examining Our Attitudes about Challenging Behaviors:1. What behaviors push your buttons?

2. How do these behaviors make you feel?

3. How does this impact your relationship with a child and his/her family?

The Why

Some Basic Assumptions:• Challenging behavior usually has a message- I am bored, I

am sad, you hurt my feelings, I need some attention.

• Children often use challenging behavior when they don’t have the social or communication skills they need to engage in more appropriate interactions.

• Behavior that persists over time is usually working for the child.

• We need to focus on teaching children what to do in place of the challenging behavior (Replacement Skills).

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

The WhyKey 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

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

The Why Promote Children’s Success:

• Create an environment where EVERY child feels good about coming to school. (RELATIONSHIPS)

• Design an environment that promotes • child engagement. (ENVIRONMENT)

• Focus on teaching children what To Do! •Teach expectations and routines. •Teach skills that children can use in place of challenging behaviors. (TEACHING SOCIAL SKILLS AND REPLACEMENT SKILLS)

READY FOR BIG SCHOOLChildren with Social Emotional Skills Behave Better and Learn More

Introduction to the Film:

Featuring Tennessee teachers in their classrooms using Pyramid Model strategies and discussing their experiences teaching Social Emotional Skills.

Featuring Tennessee teachers and administrators discussing implementation of Pyramid Model Practices.

Documentary Film Roundtable Discussion

Ready for Big School tells a story through the eyes of teachers and coaches who have experienced the successes and powerful effects of the Pyramid Model.

While We’re Watching the Film….

One of the teachers in the documentary says, “I think that a child that feels out of control, in some ways, feels trapped.” Why would a child with challenging behavior feel trapped?

You will see some children exhibiting challenging behaviors in this film. What do you think they are trying to communicate by using those behaviors?

Sometimes changes in a classroom or environment cause behaviors to become worse before they improve. Why do you think this happens?

When, and in what ways, did you see teachers intentionally teaching social emotional skills throughout the day?

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TELL ME ABOUT ALL THAT NEAT STUFF I JUST SAW... Materials for teaching social emotional skills

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Classroom Materials to Teach Social Skills

Checking In• Teachers and children can

“check in” each morning by choosing a feeling face that best describes their affective state and putting it next to their name.

• Children can be encouraged to change their feeling faces throughout the day as their feelings change.

How do you feel today?

CSEFEL Book Nooks

On Monday When It RainedBook Nook Activity Example

“I feel upset when my mommy didn’t get me

anything.”

“I feel excited when I get to go to my friend Coby’s

house to play.”

I Can Be a SUPER FRIEND!

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Created for Tab by Lisa Grant & Rochelle Lentini2002

Super Friends use:Use nice talking,

Listen with their ears, &

Look with their eyes,

Gentle hands and feet,

Take turns with toys, &

Go with the flow.

The Solution Kit

• Get a teacher• Ask nicely• Ignore• Play• Say, “Please stop.”

• Say, “Please.”• Share• Trade toys/item• Wait and take turns

Tucker Turtle Takes Time to

Tuck and Think

A scripted story to assist families with teaching the “Turtle Tuck”

By Rochelle LentiniAdapted for Families September 2006

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Tucker Turtle in the Classroom

CSEFEL Website:www.csefel.vanderbilt.edu

TACSEI Website:http://www.challengingbehavior.org/

Team Tennessee Website:http://teamtn.tnvoices.org

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

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

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

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

Questions?Melissa Binkley

Team Tennessee Program Coordinator

Tennessee Voices for Children

MBinkley@tnvoices.org

(615) 269-7751 x115

Beth Vorhaus

Team Tennessee Assistant Program Coordinator

Tennessee Voices for Children

BVorhaus@tnvoices.org

(615) 269-7751 x124