ScalingScaling--Up the Pyramid Model for Up the Pyramid Model for Promoting Young ChildrenPromoting Young Children’’s Social s Social

Emotional Competence and the Emotional Competence and the SpecialQuest Approach: Colorado SpecialQuest Approach: Colorado

Pyramid Plus CenterPyramid Plus Center

Barbara J. SmithUniversity of Colorado Denver

May 18, 2010National Early Childhood Inclusion Institute

The Center on Social and Emotional Foundations for Early Learning (CSEFEL)

www.vanderbilt.edu/csefel

CSEFEL

National Center focused on promoting the social emotional development and school readiness of young children birth to age 5. .

Jointly funded by the Office of Head Start and the Child Care Bureau, under the auspices of the Administration on Children, Youth and Families at the U.S. Department of Health and Human Services.

vTechnical Assistance

Center on Social Emotional Intervention

(TACSEI)

www.challengingbehavior.org

Technical Assistance Center on Social

Emotional Intervention(TACSEI)

www.challengingbehavior.org

TACSEI MissionTACSEI Mission

Funded by the US Dept of Ed, Office of Special Education

Programs (OSEP)

To identify, disseminate and promote the implementation of evidence-based practices

in order to improve the social, emotional, and

behavioral functioning of young children with or at risk

for delays or disabilities.

Pyramid Model

UniversalPromotion

SecondaryPrevention

TertiaryIntervention

State Partnership “Model” for Building a PD System for Implementing, Sustaining and Scaling Up the Pyramid

Model

• Convene an interagency, collaborative team to develop policies, procedures and other mechanisms to implement, evaluate and sustain the Pyramid Model;

• Train trainers and coaches to build the capacity of the workforce and support local implementation of Model and practices with fidelity;

• Identify at least 3 local programs to serve as demonstration sites to demonstrate the effectiveness of the Pyramid Model and practices; and

• Evaluate outcomes.

Why is this our PD Planning Model?

Insufficient Methods:• Implementation by laws/ compliance by itself doesn’t work• Implementation by “following the money” by itself doesn’t work• Implementation without changing supporting roles and functions

doesn’t work• Diffusion/dissemination of information by itself does not lead to

successful implementation• Training alone, no matter how well done, does not lead to successful

implementation

Fixsen, Naoom, Blase, Friedman, Wallace, 2005

OUTCOMES(% of Participants who Demonstrate Knowledge,

Demonstrate new Skills in a Training Setting, and Use new Skills in the Classroom)

TRAININGCOMPONENTS

Knowledge(in training)

SkillDemonstration

(in training)

Use in the Classroom

Theory and Discussion 10% 5% 0%

..+Demonstration in Training

30% 20% 0%

…+ Practice & Feedback in Training

60% 60% 5%

…+ Coaching in Classroom

95% 95% 95%

Joyce and Showers, 2002

Evaluation/Data Collection• Systems planning

• Team meeting evaluations• Action Plans: objectives met,• Policies, procedures, resources allocated, etc.• Survey of team members

• Training and coaching implementation• Quarterly training cadre report (optional)• Coaching log• Teaching Pyramid Observation Tool (TPOT) & Teaching Pyramid Infant Toddler

Observation System (TPITOS)• Program and child outcomes

• Demographics • Behavior Incidents (optional)• Social Skills Improvement System (SSIS) or Ages and Stages Questionnaire:

Social-Emotional(ASQ:SE)

Progress to Date

• CSEFEL States: CO, MD, IA, VT, NE, TN, HI, NC, CA, MA, WI

• TACSEI States: AK, MN

• 4 TACSEI States will be selected in 2010 & 2011

Progress to Date• States:

– Interagency State Teams to plan, implement, and sustain the state-wide use of the Pyramid Model

– Developed shared Vision– Developed and implemented interagency action plans– Held monthly meetings– Developed evaluation, data systems– Trained Pyramid Trainers (thousands of trainers)– Selected and trained Coaches (over 100)– Selected Demonstration sites (appx. 50)– Have OWNERSHIP!

Progress to Date

• The earliest states have moved toward sustainability and scale up through:– funding– policies– embedding the Pyramid work within on-going

state initiatives– establishing a “home” for the sustained effort

Progress to Date• Pyramid College courses created • Pyramid content embedded in other college courses• Agencies providing stipends to attend courses• Program teams attending courses together• Part C adopting the Pyramid Model for training providers• Higher education faculty trained to deliver Pyramid content to fidelity• Developing Pyramid trainer certification process• Plans to require Pyramid training and/or course work for child care

administrators• Pyramid approach adopted as PBS for preschool programs in “PBS”

schools• ECMH consultants required to take Pyramid training• Agencies jointly funding a “Center” to sustain the effort across systems

(CO)

Lessons Learned So Far

• Programs and families like the Pyramid Model and practices

• Programs and coaches can implement the model and practices to fidelity

• Programs report improved outcomes

• Our state partnership “Model” works!

Lessons Learned So Far• It takes time, time, time, time• Time for training• Time for providers to be coached to fidelity• Time for coaches to coach to fidelity• Time for helping families to implement the practices to

fidelity• Time for system/program planning • Time for data collection and analysis• And, Time=money and other resources!

PYRAMID PLUS: THE COLORADO CENTER FOR SOCIAL EMOTIONAL COMPETENCE AND INCLUSION

Funded by the Colorado Department of Human Services

• Division of Child Care

• Division for Developmental Disabilities, Early Intervention Program (Part C)

• Division of Behavioral Health

How We Got Here

4 years ago, CO selected as a CSEFEL/Pyramid Model state

2 years ago, CO selected as SpecialQuest State

The Pyramid Model interagency state team established train the trainers, demo sites, coaches, and a plan to scale-up and sustain

The SpecialQuest interagency state team established trainers and built upon a network of programs and communities

How We Got Here, cont.Both State Teams shared a passion for both Models as well as several team members

The team members proposed a state center to combine both PD efforts and sustain and scale-up

Three state programs (Child Care, Developmental Disabilities/Part C, Behavioral Health) issued an RFP

Pyramid Plus: the CO Center for Social Emotional Competence and Inclusion

Overall Goal

• to ensure the high fidelity implementation in early care and education settings of two national models:

• Pyramid Model for Promoting Social and Emotional Development of Infants and Young Children [Center on the Social and Emotional Foundations for Early Learning (CSEFEL); Technical Assistance Center on Social Emotional Interventions (TACSEI)]

• SpecialQuest Birth-Five Approach to Early Childhood Inclusion of children with or at risk for disabilities

• as well as other related evidence-based practices

Pivotal Concepts• tiered approaches that promote outcomes for all children (Pyramid

Model, Inclusion Model, TA Model) (Universal, Targeted, Intensive)

• evidence-based practices (EBP) (see below for definition)

• teaching to fidelity: implementing practices or interventions asintended by the developer (typically takes coaching to achieve)

• scaling-up: bringing the practice or model to more programs and families

• sustainability: continuing the high fidelity implementation over a sustained period of time

• “transformation zone”: a local to state model of demonstration, evaluation and communication feedback loop

Coaching

TACSEI definition:• On-going, outcome focused approach to improving

intervention practices by providing opportunities to observe practices, implement with support and eventually implement independently.

• On-site and in-vivo guidance provided by a consulting professional in order to help a practitioner (e.g. parent, teacher, child care professional) learn to implement an intervention procedure with fidelity.

Our TA Approach

• Tiered:• Universal: to anyone: website, information resource,

electronic newsletter, etc

• Targeted: tailored to specific groups: teachers/service providers, administrators, coaches, demo sites, communities, families

• Intensive: face-to-face TA: certifying coaches, trainers, demo sites

Certification Process

First cadre: current coaches, trainers, programsSecond cadre: those associated with Child Care, EI, and ECMHMust have Pyramid Module training as first step to certificationPay fee and agree to attend all trainings and other requirements(coaching and training requirements as well as present to local councils)Participate in 8 more days of training: intensive interventions,program-wide implementation, inclusionReceive on-going individualized professional development plan, observation, feedback, webinars, and other training & support from Pyramid Plus staffExpectation: 20% FTE to Pyramid Plus work

Plan for Sustainability and Scale-up

• Pyramid Plus State Policy Team • Pyramid Model and SpecialQuest/inclusion (Pyramid

Plus)• Policies and resources needed for sustaining current

accomplishments and scaling up state wide• Technical Advisory Groups (TAGS) to advise

Pyramid Plus State Policy Team and link with other initiatives

• Evaluation Data and Translation for Policy• Public Relations• Collaborate with and build on other initiatives