Community Submissions

The Pyramid Model Practices Implementation Checklist for Infant and Toddler Classrooms is a tool designed to be used by practitioners to identify training and/or classroom implementation needs in eight areas. The checklist encourages individual self-reflection and discussion between classroom teachers and practitioner coaches.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This fact sheet reviews the definition of social-emotional development.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This one page fact sheet contains the developmental continuum of social and emotional indicators for infant, toddler, and preschool age children.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This is a form to assist Community Leadership Teams with action steps and meeting tracking.

This is a form to assist Community Leadership Teams with action steps and meeting tracking.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This infographic represents data compiled from a survey sent to programs in 9 states engaged in statewide implementation using the Pyramid Model state implementation and scale up plan. The resource can be used by state and program leaders wishing to implement the Pyramid Model as a tool for awareness, marketing and to solicit funding. It can also be used as a tool to share the benefits of Pyramid Model with families and community members.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This image of the Pyramid Model framework can be used as a visual support, or incorporated into presentations, websites, and other materials for educational purposes.

Please cite the as follows:

Pyramid Model for Promoting Social and Emotional Competence in Infants and Young Children. From National Center for Pyramid Model Innovations at the University of South Florida, www.challengingbehavior.org. Reprinted with permission.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This tool can be used by practitioners working in a classroom to begin to open communication about how they are best able to work as a collaborative team.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

The Community-Wide Benchmarks of Quality (CW-BoQ) was developed to provide Community Leadership Teams (CLT) with a tool to identify the critical elements for implementing the Pyramid Model for Promoting the Social and Emotional Competence of Infants and Young Children within early childhood education and care programs across the community. This tool might be used by a regional entity that has oversight for early childhood education programs in an area (e.g., county, service district), by a school district or Head Start grantee that has classrooms across multiple schools and programs, or by a community-level cross-sector team that has been formed to implement and scale-up Pyramid Model implementation.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This handout helps practitioners examine how challenging behavior impacts adult-child relationships.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This article highlighting ways your Pyramid Model Leadership Team can partner with families.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This manual provides a valuable resource that is full of tips and guidance for coaches as they implement practitioner coaching with classroom teachers.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This resource provides family child care home providers with best practices that can be used to support children at each tier of the Pyramid Model.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This resource provides family child care home providers with best practices that can be used to support children at each tier of the Pyramid Model.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This resource provides family child care home providers with best practices that can be used to support children at each tier of the Pyramid Model.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This resource provides family child care home providers with best practices that can be used to support children at each tier of the Pyramid Model.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This resource provides family child care home providers with best practices that can be used to support children at each tier of the Pyramid Model.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

When children engage in behavior that pushes your buttons, it is important to be intentional in how you respond. This resource provides strategies that you might use when a child’s behavior pushes your buttons to help you respond in a way that is supportive of the child.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

When children engage in behavior that pushes your buttons, it is important to be intentional in how you respond. This resource provides strategies that you might use when a child’s behavior pushes your buttons to help you respond in a way that is supportive of the child.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

When children engage in behavior that pushes your buttons, it is important to be intentional in how you respond. This resource provides strategies that you might use when a child’s behavior pushes your buttons to help you respond in a way that is supportive of the child.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

When children engage in behavior that pushes your buttons, it is important to be intentional in how you respond. This resource provides strategies that you might use when a child’s behavior pushes your buttons to help you respond in a way that is supportive of the child.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

When children engage in behavior that pushes your buttons, it is important to be intentional in how you respond. This resource provides strategies that you might use when a child’s behavior pushes your buttons to help you respond in a way that is supportive of the child.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This resource provides family child care home providers with best practices that can be used to support children at each tier of the Pyramid Model.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

What are the strategies that can be used during your observations and debriefing sessions? This handout provides a list and operational definitions.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

When children engage in behavior that pushes your buttons, it is important to be intentional in how you respond. This resource provides strategies that you might use when a child’s behavior pushes your buttons to help you respond in a way that is supportive of the child.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

When children engage in behavior that pushes your buttons, it is important to be intentional in how you respond. This resource provides strategies that you might use when a child’s behavior pushes your buttons to help you respond in a way that is supportive of the child.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This resource provides family child care home providers with best practices that can be used to support children at each tier of the Pyramid Model.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This tool is designed to track and assist in measuring disciplinary actions across demographics of children.

The translation of this document was performed by a third party. NCPMI makes no guarantees as the accuracy of the translation.

This fact sheet describes the BIR system, features, and value for an early childhood program.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This presentation introduces the BIR to programs/teachers and explains how and why we collect data and make it meaningful.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

The BIR Instructions document includes a link for BIR training, definitions, and guidance on when and how to complete a BIR.

This form translates the English version of the instructions in the BIRS package.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This resource provides teachers tools to engage families in promoting positive interactions between toddlers and their friends (or siblings). It includes a teacher’s guide for using the tool, a family handout, and an activity idea that teacher can use to communicate with families about their children’s play activities at home.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This resource provides teachers tools to engage families in teaching infants and toddlers about emotions. It includes a teacher’s guide for using the tool, a family handout, and an activity idea that teacher can use to communicate with families about teaching emotions.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This resource provides teachers tools to promote families to build relationships with infants and toddlers. It includes a teacher’s guide for using the tool, a family handout, and an activity idea that teacher can use to communicate with families about building relationships with children.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

Toddlers experience big emotions as they learn to make meaning of their world and communicate their needs. Toddlers look to their primary caregivers to let them what they are experiencing is okay. Caregivers can use the strategies included in this infographic to provide toddlers with predictability in their day, safety in relationships, meaning to their experiences and emotions, and begin to build their problem-solving skills.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

Guidance on how adults can use neutralizing routines to stay calm when guiding a child whose behavior is challenging.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

The BIR form is used to report behavior incidents in the classroom. This form translates the English version of the form in the BIRS package.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

The BIR form is used to report behavior incidents in the classroom. This form translates the English version of the form in the BIRS package.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This resource provides teachers tools to engage families in teaching infants and toddlers about emotions. It includes a teacher’s guide for using the tool, a family handout, and an activity idea that teacher can use to communicate with families about teaching emotions.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This resource provides teachers tools to promote families to build relationships with infants and toddlers. It includes a teacher’s guide for using the tool, a family handout, and an activity idea that teacher can use to communicate with families about building relationships with children.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

Toddlers experience big emotions as they learn to make meaning of their world and communicate their needs. Toddlers look to their primary caregivers to let them what they are experiencing is okay. Caregivers can use the strategies included in this infographic to provide toddlers with predictability in their day, safety in relationships, meaning to their experiences and emotions, and begin to build their problem-solving skills.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This resource provides teachers tools to engage families in promoting positive interactions between toddlers and their friends (or siblings). It includes a teacher’s guide for using the tool, a family handout, and an activity idea that teacher can use to communicate with families about their children’s play activities at home.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This handout describes the importance of building relationships with young children and contains practical strategies for for building positive relationships with children in the early childhood education setting.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This resource provides teachers tools to promote families to build relationships with infants and toddlers. It includes a teacher’s guide for using the tool, a family handout, and an activity idea that teacher can use to communicate with families about building relationships with children.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

Are you coaching teachers to implement behavior support plans? You will probably want to start with an action plan. This sheet provides a template to use with a teacher for action planning.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

These easy-to-use guides were created especially for teachers/caregivers and parents to provide hands-on ways to embed social emotional skill building activities into everyday routines. Each book nook is comprised of ideas and activities designed around popular children’s books.

IdahoSTARS translated this resource for Spanish speakers (note the use of @ for gender-neutral Spanish translation).

This is a scripted story that talks about what it means to feel annoyed, and tools to use when you’re feeling annoyed.

MNCoE created this PTR-YC Implementation Guide to support Pyramid Model Implementation Sites in creating the structures that are necessary for PTR-YC to be scaled and sustained! We in Minnesota found that Implementation Sites had a degree of work to do around creating the structures that make PTR-YC happen, so we took this opportunity to create a PTR-YC Implementation Guide supporting programs in developing this structure….so we decided to take a stab at it. While this is a lengthy process programs can choose to go through at their own pace, it eventually supports programs in having the conversations they need to around PTR-YC.

Thanks to the MN Centers of Excellence for Young Children with Disabilities Project for sharing their newly created resource to assist their PM Implementation Sites to clearly define Behavior Coach roles and provide sites with questions to reflect on to determine what that role will look like in their program.

This modified version of the Problem-Solving steps adds a fifth step of reflection/evaluation. This encourages teachers help the children reflect on the problems and how effective the solutions were. Coaches can help teachers design solution suitcases that include the steps on the outside and solutions on the inside. Including this fifth step on the outside of the suitcase ensures that it’s not missed by teachers nor students. This resource supports students who thrive on routines and left-to-right visual schedules to be able to follow the process through the four steps and to the fifth of sharing if it worked or not and how they knew or what they would do next time.

When a child is engaged in challenging behavior or experiencing anger, stress, sadness or frustration, it is important to stay calm. The strategies in this infographic help both caregiver and child stay calm during challenging behavior. Early care and education and family support programs are encouraged to download the infographic to use in their social media to families or repost on their web site.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This sample scripted story shows a child learning the steps to brushing their teeth.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This infographic is the first in a series of tips for families. Early care and education and family support programs are encouraged to download the infographic to use in their social media to families or repost on their web site.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

Use these strategies and visual to teach children self-regulation through controlled breathing and belly breathing.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

Providing positive encouragement is a powerful practice for helping children meet behavior expectations. This fact sheet provides ideas for how caregivers can deliver positive encouragement.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

When a child is engaged in challenging behavior or experiencing anger, stress, sadness or frustration, it is important to stay calm. The strategies in this infographic help both caregiver and child stay calm during challenging behavior. Early care and education and family support programs are encouraged to download the infographic to use in their social media to families or repost on their web site.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

Letter addressed to families announcing the use of the solution kit at the program.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to to the accuracy of the translation.

This infographic is the first in a series of tips for families. Early care and education and family support programs are encouraged to download the infographic to use in their social media to families or repost on their web site.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

Use these strategies and visual to teach children self-regulation through controlled breathing and belly breathing.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This infographic is the first in a series of tips for families. Early care and education and family support programs are encouraged to download the infographic to use in their social media to families or repost on their web site.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

Providing positive encouragement is a powerful practice for helping children meet behavior expectations. This fact sheet provides ideas for how caregivers can deliver positive encouragement.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This infographic is the first in a series of tips for families. Early care and education and family support programs are encouraged to download the infographic to use in their social media to families or repost on their web site.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

When a child is engaged in challenging behavior or experiencing anger, stress, sadness or frustration, it is important to stay calm. The strategies in this infographic help both caregiver and child stay calm during challenging behavior. Early care and education and family support programs are encouraged to download the infographic to use in their social media to families or repost on their web site.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

When a child is engaged in challenging behavior or experiencing anger, stress, sadness or frustration, it is important to stay calm. The strategies in this infographic help both caregiver and child stay calm during challenging behavior. Early care and education and family support programs are encouraged to download the infographic to use in their social media to families or repost on their web site.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

This sample scripted story shows a child learning the steps to brushing their teeth.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to to the accuracy of the translation.

Letter addressed to families announcing the use of the solution kit at the program.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

Use this scripted story to help children find a solution to her problem.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

The Rise School of Denver is working to promote evidence based LEAP social skills across their entire program. They are finding success with their efforts by finding opportunities to teach each skill, one at a time and teach it systematically while remembering to reinforce. Check out the visual they have created to support their efforts.

Thanks to Heather Lyons, Pre-K Coordinator at the Lamar County Early Learning Collaborative for sharing their Executive Functioning Family Night flyer. Check out the 4 skills they highlighted and the activities they incorporated for families to complete during their fun night of learning!

Many children are facing multiple substitute teachers, being split up from their classmates, and being put in different classrooms in an attempt to patchwork together coverage during this difficult time of COVID-19. This can be scary and unsettling for young children. Our thanks to Rachel Moshman, an infant mental health consultant with Tykes and Teens, for creating a scripted story to help explain to children what to expect when a substitute teacher is necessary and reassuring them they are safe.

Check out Teaching Pyramid Observation Tool (TPOT) and Teaching Pyramid Infant-Toddler Observation Scale (TPITOS) Tips of the Week! These are two products that have identified tips for teachers, coaches and teams to help support using TPOT and TPITOS practices in the classroom Each tip has a brief youtube video to demonstrate that skill. Our thanks to Erin Sizemore, PWPBS at USF.

HRA Early Child Care Program in New Britain, CT is recognizing staff for exemplary Pyramid Model implementation. This recognition initiative is a way for staff, families and administration to recognize each other, as they support program-wide implementation. It is to incentivize staff by applauding their efforts.

Check out Teaching Pyramid Observation Tool (TPOT) and Teaching Pyramid Infant-Toddler Observation Scale (TPITOS) Tips of the Week! These are two products that have identified tips for teachers, coaches and teams to help support using TPOT and TPITOS practices in the classroom Each tip has a brief YouTube video to demonstrate that skill. Our thanks to Erin Sizemore, PWPBS at USF.

A blackline template of a face mask. The face mask cut outs are adhered to the visual schedule. This provides children with the expectation of when mask are to be worn.

Reminding children about masks: Using the visual schedule. Check out this creative idea from Michigan. The face mask cutouts are adhered to the visual schedule to help children with the expectation of when masks are to be worn. To be used with the Facemask cutout template

Problem solving steps strategies and poster. Includes boy and girl versions.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

Make these wrist cards with the Problem-Solving Steps and keep within reach to review with children as needed.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

Scripted story to help children understand the steps to problem solving. Includes problem scenario cards to help children practice finding a solution to common social problems.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

Social Skills posters to 1) display when giving descriptions of the skill and 2) serve as a reminders to children when they are involved in a play activity. By referencing the posters and giving verbal reminders, you can prompt children to use the skills they have learned.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

Use the solution kit cards as prompts to assist in problem-solving.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

Completing TPOT observations is a critical step in Practice Based Coaching. Taming Your TPOT Fears is a scripted story written to help explain the TPOT observation process to teachers and other classroom staff. Thanks to Erin Sizemore from USF in creating a resource modeling one of the strategies we often suggest for children.

The Affirmation Cards are designed to support the Positive Solutions for Families and the Teaching Pyramid for Families Sessions by providing a snapshot of the Family Handbook activities. The rack cards are shared with the preschool community during enrollment and throughout the school year to encourage families to participate, fostering family engagement.

A new decision tree resource from Clifford Beers and Yale-New Haven Hospital Daycare Center that offers staff more guidance on how to proceed with addressing challenging behaviors including where BIRs and PTR-YC strategies are incorporated in the process, as well as other community options that may be appropriate for helping teachers and staff understand the process of addressing concerning behavior.

Here is a new Book Nook idea to add to your collection. This Book Nook provides activity ideas to accompany the book A Little SPOT of Anxiety: A Story About Calming your Worries, by Diane Alber.

Here are some ways Ms. Meuleners has shared Pyramid Model resources in Seesaw with her preschool children and families. These lessons and activities were created using Pyramid Model resources and designs, and were re-created to be taught in a digital format. They can be taught to all students as a whole class, in small groups or done individually, via Seesaw.

Mackenzie Meuleners created the lessons, all Pyramid Model graphics and resources were found on the NCPMI website or in my Pyramid Model Team folder put together by my External Pyramid Model Coach.

Healthy Child Care Colorado is proud to share their new Masking in Child Care Guidebook. This Guidebook is a compilation of key resources and tips for supporting children, staff, and families with mask-wearing. It also includes sample program policies, activities to engage children, and materials you can download or print and share broadly.

Checkout these one page Family Routine Guide Snapshots taken from the Family Routine Guide. Each snapshot breaks down a challenge families frequently struggle with and offers strategies to try to prevent the challenging behavior from occurring and what to do if it does occur. This can offer a quick approach to specific behaviors, so families can focus on one behavior at a time.

Information derived from the Family Routine Guide. Snapshot by Mary Lees, BCBA via the Metro Nashville Public Schools EIR Grant

Checkout these one page Family Routine Guide Snapshots taken from the Family Routine Guide. Each snapshot breaks down a challenge families frequently struggle with and offers strategies to try to prevent the challenging behavior from occurring and what to do if it does occur. This can offer a quick approach to specific behaviors, so families can focus on one behavior at a time.

Information derived from the Family Routine Guide. Snapshot by Mary Lees, BCBA via the Metro Nashville Public Schools EIR Grant

Checkout these one page Family Routine Guide Snapshots taken from the Family Routine Guide. Each snapshot breaks down a challenge families frequently struggle with and offers strategies to try to prevent the challenging behavior from occurring and what to do if it does occur. This can offer a quick approach to specific behaviors, so families can focus on one behavior at a time.

Information derived from the Family Routine Guide. Snapshot by Mary Lees, BCBA via the Metro Nashville Public Schools EIR Grant

Checkout these one page Family Routine Guide Snapshots taken from the Family Routine Guide. Each snapshot breaks down a challenge families frequently struggle with and offers strategies to try to prevent the challenging behavior from occurring and what to do if it does occur. This can offer a quick approach to specific behaviors, so families can focus on one behavior at a time.

Information derived from the Family Routine Guide. Snapshot by Mary Lees, BCBA via the Metro Nashville Public Schools EIR Grant

Checkout these one page Family Routine Guide Snapshots taken from the Family Routine Guide. Each snapshot breaks down a challenge families frequently struggle with and offers strategies to try to prevent the challenging behavior from occurring and what to do if it does occur. This can offer a quick approach to specific behaviors, so families can focus on one behavior at a time.

Information derived from the Family Routine Guide. Snapshot by Mary Lees, BCBA via the Metro Nashville Public Schools EIR Grant

Checkout these one page Family Routine Guide Snapshots taken from the Family Routine Guide. Each snapshot breaks down a challenge families frequently struggle with and offers strategies to try to prevent the challenging behavior from occurring and what to do if it does occur. This can offer a quick approach to specific behaviors, so families can focus on one behavior at a time.

Information derived from the Family Routine Guide. Snapshot by Mary Lees, BCBA via the Metro Nashville Public Schools EIR Grant

This is a scripted story explaining what happens in online learning. It provides teachers with a simple child-friendly explanation of what will happen during online learning, connecting to rules and routines to enhance an at home online learning environment experience for families.

The information and tips provided in this document are to help infants, toddlers and young children adjust and cope during transition into programs. The document includes links to resources that may be helpful as programs intentionally plan to support young children, their families and their teachers to rejoin group learning.

The information and tips provided in this document are to help infants, toddlers and young children adjust and cope during transition into programs. The document includes links to resources that may be helpful as programs intentionally plan to support young children, their families and their teachers to rejoin group learning.

This webinar was created for administrators and/or Implementation Team members from Pyramid Model sites who have not started PTR-YC yet, in an effort to support them in recognizing the value PTR-YC can bring to their program and to encourage them to consider next steps.

This infographic/handout describes considerations practitioners can make while supporting young children while wearing masks. It provides rationale, considerations, and strategies practitioners may consider while wearing masks or use as a reminder while wearing masks.

Infographic with Pyramid Model Considerations for Re-Opening After an Extended Closure

This YouTube channel features Javier Ramos Gonzalez taking the Positive Solution for Families training virtual! This is a great resource for families, as well as for program leaders to better understand how we can continue to support family trainings using distance technology.

This YouTube channel features Javier Ramos Gonzalez taking the Positive Solution for Families training virtual! This is a great resource for families, as well as for program leaders to better understand how we can continue to support family trainings using distance technology.

This video illustrates how Clifton Early Learner Academy is helping teach their program-wide expectations of “”We are safe. We are kind. We are learners” while children are at home.

This video illustrates how Clifton Early Learner Academy is helping teach their program-wide expectations of “”We are safe. We are kind. We are learners” while children are at home.

This handout provides visuals and reminders for children and families about how they can be safe at home.

This handout provides visuals and reminders for children and families about how they can be kind at home.

This handout provides visuals and reminders for children and families about how they can be learners at home.

The Family Behavior Support App (FBSApp) is designed for use by parents with young children (ages 2 – 5) with disabilities and challenging behaviors, and to test the usability, feasibility, fidelity of implementation, and promise of FBSApp when used by parents in home settings. The goal of this website is to share resources related to FBSApp. The FBSApp infographics were developed to support families and professionals as they work together to support young children with challenging behavior. The following resources are organized into three categories directly linked to the ABCs of behavior: prevent, teach, and new response.

This one page handout provides caregivers with helpful tips on working from home with young children.

Rosie the Dog is here to help educators and caregivers talk to children about the ongoing COVID-19 Pandemic. This video features Rosie in her Social Distancing scripted story.

Rosie the Dog is here to help educators and caregivers talk to children about the ongoing COVID-19 Pandemic. This scripted story discusses social distancing and helps children understand and adapt to the challenging times.

The YouTube channel is a collection of videos for supporting young children’s social/emotional development. The videos explain or show how to use a variety of Pyramid Model practices and tools from NCPMI.

This Youtube Channel features Ms. Ellen, a coach supporting Pyramid Model Implementation at HOPES Community Action Partnership, Incorporated (HOPES CAP, Inc.). These videos highlight the ways we can connect with children and families via distance technology, and help families and children access social emotional supports and skills at home.

The children at Sacred Heart Early Childhood Center spend lots of time outdoors. Creating an Outdoor Solution Board helps children and teachers use key social and emotional strategies while having fun in the sun! The board is placed in an accessible area where children can get visual reminders of the Tucker Turtle calming steps and the problem solving steps. The addition of the pin-wheel makes it easy for children to practice taking “deep breaths.”

Rooted in Relationships invites you to explore videos showcasing the impactful work occurring in Nebraska and their efforts to “enhance sustainability” of the Pyramid Model. This PDF contains links to a wide range of videos, from the Impact of the Pyramid Model to success stories from individual county implementation of the Pyramid Model. All videos can also be found on the Rooted in Relationships website under Resources at www.rootedinrelationships.org.

The Process Guide was developed by Rooted in Relationships to assist communities in Nebraska plan for and implement the Pyramid Model. State leadership teams, program leadership teams, and program coaches will benefit from the comprehensive scope of resources located within this online Process Guide. From information on using community data, developing work plans, and budgeting and reporting, the resources within the Process Guide are a must see!

The Early Childhood Development Collaborative Pyramid Model Coaching Project provides Pyramid Model Coaching across a large rural area of Southwest Colorado. Hear the voices and experiences of teachers and directors committed to Pyramid Model Coaching and the positive effect that coaching is having on teachers and their students.

This resource illustrates how state leadership teams can support statewide implementation of the Pyramid Model.  New York’s Pyramid Model State Leadership Team developed this Program-Wide Implementation guide to promote the statewide use of the Pyramid Model in all child-serving settings. The guide provides an overview of the implementation process, including formation of leadership teams, training, coaching, and data collection. Additionally, a wide range of tools and resources to assist leadership teams during all stages of implementation are linked within the guide.

This video showcases how San Jose California is using the Pyramid Model to train teachers to explicitly teach social and emotional skills. Credits: The Franklin-McKinley School District, Educare California at Silicon Valley, The Santa Clara County Office of Education, Head Start, Early Learning Lab, Tweety Yates