Data decision-making is a foundational element of the Pyramid Model. State leadership teams use data decision-making when examining statewide implementation components and outcomes for local programs, practitioners, and children. Programs use data decision-making to examine their implementation of the Pyramid Model, practitioner implementation of Pyramid Model practices, and outcomes for families and children.
Data Decision-Making Tools
These tools and spreadsheets provide coaches, program leaders, and practitioners with data gathering tools and displays that facilitate data decision-making.
State Leadership Team Benchmarks of Quality
The State Benchmarks of Quality is used by a collaborative State Leadership Team (SLT) to assess progress and plan future actions so that Recommended Practices (RPs) (e.g., Pyramid Model practices) are available for providers and families statewide. The Benchmarks are grounded in the science of implementation which bridges the gap between an evidence-based practice (EBP) and the actual high-fidelity implementation of that practice.
Early Childhood Program-Wide PBS Benchmarks of Quality v. 2.0
Authors: Lise Fox, Mary Louise Hemmeter, Susan Jack, and Denise Perez Binder (2017).
The Early Childhood Program-Wide PBS Benchmarks of Quality (Program BoQ) is designed to help programs evaluate their progress toward implementing the Pyramid Model program-wide. The tool was revised in 2017 to include critical elements to address issues related to equity and culturally responsive practices. The tool and spreadsheet used for analysis are provided below.
Teaching Pyramid Observation Tool for Preschool Classrooms
Authors: Mary Louise Hemmeter, Lise Fox, and Patricia Snyder (2014). Available from Paul H. Brookes Publishing, at www.brookespublishing.com. The Teaching Pyramid Observation Tool™ (TPOT™), Research Edition is used to assess the implementation of the Pyramid Model in classrooms for children who are 2-5 years old. The tool can be purchased from Paul Brookes and a spread sheet is offered for analysis. A new spreadsheet that offers the ability to do additional analyses will be posted when available in October 2018.
Coaching contact data provides a summary of the number and duration of coaching visits that were provided to teachers and a description of the professional development strategies used during coaching contacts. Coaching is used to support teachers in their implementation of Pyramid Practices. Coaches submit these data monthly for summary. Spread sheet for analyzing data is coming soon!
Behavior Incident Report System
The Behavior Incident Report System (BIRS) provides early care and education programs and classrooms with a system to collect and analyze behavior incidents in their program. The system provides and efficient mechanism for gathering information on elements related to behavior incidents that can be used analytically to make decisions about providing supports to teachers and children within the program. Teachers within programs collect data on behavior incidents that are not developmentally normative or are a cause of concern to the teacher. These data are summarized monthly to provide formative data for examining factors related to behavior incidents (child, teacher, activity, behavior type, behavior motivation, and responses to the behavior). In addition, these data provide summative information on the frequency of behavior incidents over time and an analysis of potential equity issue by calculating disproportionality related to race, ethnicity, IEP status, gender, and dual language learners.
Data Decision-Making and Program-Wide Implementation of the Pyramid Model
The TACSEI Roadmap on Data Decision-Making and Program-Wide Implementation of the Pyramid Model provides programs with guidance on how to collect and use data to ensure the implementation of the Pyramid Model with fidelity and decision-making that improves the provision of implementation supports, delivery of effective intervention, and the promotion of meaningful child outcomes. The roadmap was developed through the contributions and knowledge of multiple faculty members working with the Center on Social and Emotional Foundations for Early Learning (CSEFEL) and the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI). Their efforts to develop meaningful measures and data decision-making tools were conducted in partnership with the numerous demonstration sites, programs, coaches, and state leadership teams within CSEFEL and TACSEI states. This document reflects over a decade of collective effort to identify or develop data decision-making tools that were useful, efficient, and reliable. (March, 2014)