TACSEI Management Team

1. Effective Interventions for Promoting Social Development: Implementing and Sustaining Evidence-Based Practices

2. TACSEI Management Team • Lise Fox, University of South Florida • Glen Dunlap, University of South Florida • Barbara J. Smith, University of Colorado- Denver • Phil Strain, University of Colorado-Denver

3. TACSEI Center Faculty Judith Carta University of Kansas Diane Powell University of South Florida Karen Blase National Implementation Research Network Roxane Kaufmann Georgetown University Mary Louise Hemmeter Vanderbilt University Jill Giacomini University of Colorado Denver

4. TACSEI Mission 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.

5. Part C and 619 Child Outcomes Percent of children who demonstrate improved: • Positive social emotional skills (including positive social relationships) • Acquisition and use of knowledge and skills (including early language/ communication [and early literacy]) • Use of appropriate behaviors to meet their needs

6. TACSEI Focus Unified message Collaboration Models of effective practice Support states

7. Research Syntheses • Multiple Topics • Summaries of syntheses will be prepared for dissemination to multiple audiences in a variety of formats

8. Providing Evidence-Based Models Implementation and evaluation of the use of the Pyramid Model with children with or at risk for delays or disabilities Analysis of implementation and sustainability factors Implementation guidance Support for selected states in the implementation, sustainability, and scale-up of models

9. Intensive TA to States In years 2010-2012, six states will be selected through an application process based on “readiness” criteria

10. Technical Assistance Model • Universal Outreach • Targeted TA • Intensive TA

11. Web-based Technical Assistance • Resources • Communities of Practice • Interactive opportunities • State Technical Assistance pages

12. Consultant Bank Bank of consultants organized by expertise Web-based process of matching request to consultant Accountability procedures

13. TACSEI Partnerships Goal of Partnerships To collaborate with national organizations to extend the reach and impact of TACSEI

14. Primary Partners

16. Social Competence “Emotional well-being and social competence provide a strong foundation for emerging cognitive abilities, and together they are the bricks and mortar that comprise the foundation of human development.” (National Scientific Council on the Developing Child, 2007)

17. Pyramid Model Tertiary Intervention Secondary Prevention Universal Promotion

18. Nurturing and Responsive Relationships • Foundation of the pyramid • Essential to healthy social development • Includes relationships with children, families and team members

19. High Quality Environments • Inclusive early care and education environments • Supportive home environments

20. Supportive Home Environments • Supporting families and other caregivers to promote development within natural routines and community settings • Providing families and other caregivers with information, support, and new skills

21. Targeted Social Emotional Supports • Explicit instruction and support • Self-regulation, expressing and understanding emotions, developing social relationships

22. Individualized Intensive Interventions • Family-centered, comprehensive interventions • Assessment-based • Skill-building

23. Pyramid Model Tertiary Intervention Secondary Prevention Universal Promotion

24. Effective Workforce • Training and technical assistance • Coaching of teachers • Ongoing professional development • Fidelity of implementation

25. Program-Wide Commitment Teacher Training and Technical Assistance Intensive Interventions The Teaching Pyramid: Program-Wide PBS Data-Based Decision Making Well-Defined Procedures Targeted Social Emotional Supports High Quality Supportive Environments Partnerships with Families Administrative Support Nurturing and Responsive Caregiving Relationships

26. Evaluation Plan • Implementation • Benchmarks of Quality • Teaching Pyramid Observation Tool • Program • Program Incidents (calls to families, dismissals, transfer, requests for assistance, family conferences) • Behavior Incidents • Child • Social Skills Rating System or other measure (social skills; problem behavior)

27. Fidelity of Program-Wide Implementation

28. The Teaching Pyramid Observation Tool (TPOT) • The TPOT was developed to measure the extent to which Teaching Pyramid practices are being implemented in a classroom • Provides information that can be used to: • Describe “quality” of implementation of TPOT practices • Compare implementation within and across teachers/classrooms • Identify needs of teachers for training and support

29. ENV = 7/ 5 Anchor= .733 / 1.0667 Red Flags = 4 / 6

30. Overall Classroom Implementation Fidelity

32. How Often is the Behavior?

33. What Behaviors?

34. Who is having problem behavior?

35. Where is Problem Behavior?

36. When is problem behavior occurring?

44. State-wide Pyramid Implementation Initiatives Lessons Learned Thus Far

45. State Implementation • CSEFEL State Partnerships • CO, MD, IA, NE, NC, VT, HI, TN • TACSEI State Partnerships (to be selected in 2009 through an application process)

46. Implementation Purpose and Model • Purpose: PD system to support adoption and sustainability of Pyramid Model and practices • Model of state-wide implementation based on literature and experience re: how to: • Disseminate info on what works to program level staff and families • Support adoption of what works • Support sustained use over time of what works

47. Implementation Strategies • Literature and experience indicates the following strategies: • State level collaborative planning and support • State-wide trainers • Community/program level coaches • Demonstration sites

48. State Level Planning and Support • State level collaborative planning team • Planful group decision making processes that promote shared ownership and limits feelings of “winners and losers” • Written, shared: vision, language, agendas, meeting summaries, action plans • Shared decision making • Ground rules for conducting meetings and decision making See www.vanderbilt.edu/csefel for some examples

49. Trainers and Coaches • State wide Pyramid Model Trainers • Trained to train on Pyramid and practices • Trained on effective training techniques coaches • Pyramid Model Coaches • Trained on Pyramid Model and practices • Trained on effective training practices • Trained on effective coaching strategies

50. Demonstration Sites • Demonstration sites • High quality setting, committed leadership, enthusiastic about the Pyramid Model and being a demonstration site • Supported in implementation and sustainability of Pyramid Model and practices • Supported in data collection to ensure fidelity of implementation and positive outcomes • Supported as a site that stakeholders can visit to see the Pyramid in action!