BoQ EarlyChildhood Program Wide

Transcript

1 Early -Wide PBS Childhood Program Benchmarks of Quality Lise Fox, -Binder Mary Louise Hemmeter, Susan Jack, Denise Perez and Program Name: Date: Location: Team Members: Check One Critical In Partially Not in Benchmarks of Quality Elements Place Place in Place (1) (0) (2) Establish 1. Team has broad representation that includes at a minimum a teacher, administrator, a member who will provide Leadership Team coaching to teachers, a member with expertise in behavior support and a family member. Other team members might include a teaching assistant, relat ed service specialists, a community member, and other program personnel. Team has administrative support. Administrator attends 2. to ensure problem solving meetings and trainings, is active in the the success of the initiative, and is visibly supportive of adoption of the model. 3. Team has regular meetings. Team meetings are scheduled at least 1x per month for a minimum of 1 hour. Team member attendance is consistent. Team has established a clear mission/purpose. The team 4. purpose or mission statement is written. Team members are able to clearly communicate the purpose of the leadership team. Program has a child discipline policy statement that includes 5. the promotion of social and emotional skills, use of positive approaches and eliminates the guidance and prevention use of suspension and expulsion. Team develops an implementation plan that includes all 6. critical elements. A written implementation plan guides the work of the team. The team reviews the plan and updates each meeting. Action steps are identified to their progress at ensure achievement of the goals. 7. Team reviews and revises the plan at least annually. - In A staff poll is conducted in which at least 80% of staff Staff Buy 8. indicate they are aware of and supportive of the need for a program wide effort for (a)addressing children’s social emotional competence and challenging behavior, (b) using culturally responsive practices, and (c) addressing implicit bias. 9. Staff input and feedback is obtained throu ghout the process – coffee break with the director, focus group, suggestion box. Leadership team provides update on the process and data on the outcomes to program staff on a regular basis. - Family planning and decision Family input is solicited as part of the 10. Engagement making process. Families are informed of the initiative and version 2.0, revised 2.017

2 Early Wide PBS Benchmarks of Quality (continued) Childhood Program- Check One Critical Not in In Partially Benchmarks of Quality Elements Place in Place Place (2) (1) (0) asked to provide feedback on program Family - wide adoption and Engagement mechanisms for promoting family involvement in the initiative (e.g., suggestions box, focus group). -continued - There are multiple mechanisms for sharing the program wide 11. plan with families including narrative documents, conferences, and parent meetings to ensure that all families are informed of the initiative. through a 12. Family involvement in the initiative is supported variety of mechanisms including home teaching suggestions, information on supporting social development, and the outcomes of the initiative. Information is shared through a variety of formats (e.g., meetings, home visit discussions, in multiple languages, open house, websites, newsletters family friendly handouts, workshops, rollout events, access to staff with bilingual capacity). 13. Families are involved in planning for individual children in a meaningful and proactive way. Families are encou raged to team with program staff in the development of individualized plans of support for children including the development of strategies that may be used in the home and community. expectations are - Wide 14. 2 - 5 positively stated program - wide Program developed. Expectations 15. Expectations are written in a way that applies to both children and staff. When expectations are discussed, the application of expectations to program staff and children is acknowledged. Expectations are developmentally appropriate and linked to 16. concrete rules for behavior within activities or settings. Program staff and families are involved in the identification 17. -wide expectations that address needs, of the program ogram and community. cultural norms and values of the pr 18. Expectations are shared with families and staff assist families in the translation of the expectations to rules in the home. 19. Expectations are posted in classrooms and in common areas in ways that are meaningful to children, staff and families. 20. Strategies for acknowledging children’s use of the expectations are developmentally appropriate and used by all program staff including administrative and support staff (e.g., clerical, bus drivers, kitchen staff). 21. A plan for providing ongoing support, training, and Professional coaching in each classroom on the Pyramid Model Development including culturally responsive practices and implicit bias is and Staff developed and implemented. Support Plan 22. Practice - based coaching is used to assist classroom staff Pyramid Model practices to fidelity. with implementing the rt processes Staff responsible for facilitating behavior suppo 23. are identified and trained. 2 evised version 2.0, r 2017

3 Early Childhood Program- Wide PBS Benchmarks of Quality (continued) Check One Critical Not in Partially In Benchmarks of Quality Elements in Place Place Place (1) (0) (2) A needs assessment and/or observation tool is used to Professional 24. Development determine training needs on Pyramid Model practices. and Staff Support Plan All teachers have an individualized professional 25. -continued - implementing development or action plan related to Pyramid Model and culturally responsive practices with fidelity. 26. A process for training new staff in Pyramid Model and culturally responsive practices is developed. 27. Incentives and strategies for acknowledging staff effort in the impl ementation of Pyramid Model practices are implemented. Teachers have received training related to potential bias Procedures for 28. when responding to behavior challenges and have Responding to strategies to reflect o n their responses to individual children. Challenging Behavior 29. Program staff respond to children’s problem behavior appropriately using evidence -based approaches that are positive, sensitive to family values, culture and home language, and provide the child with guidanc e about the desired appropriate behavior and program -wide expectations. 30. A process for responding to crises situations related to problem behavior is developed. Teachers can identify how to request assistance when needed. A plan for addressing child’s individual behavior support needs is initiated the following requests for crisis assistance. 31. Teachers have opportunities to problem solve with colleagues and family members around problem behavior. Teachers are encouraged to gain support in develo ping ideas for addressing problem behavior within the classroom -support, classroom mentor meeting, (e.g., peer brainstorming session). 32. A team - based process for addressing individual children with can persistent challenging behavior is developed. Teachers -based process identify the steps for initiating the team including fostering the participation of the family in the process. 33. An individual or individuals with behavioral expertise are identified for coaching staff and families throughout the process of developing and implementing individualized intensive interventions for children in need of behavior support plans. Strategies for partnering with families when there are 34. problem behavior concerns are identified. Teachers have strategies for initiating parent contact and partnering with the family to develop strategies to promote appropriate behavior. 3 2017 evised 2.0, r version

4 Early Wide PBS Benchmarks of Quality (continued) Childhood Program- Check One Critical Not in In Partially Benchmarks of Quality Elements in Place Place Place (0) (2) (1) Monitoring 35. Data are collected, summarized with visual displays, and reviewed by the leadership team on a regular basis. Implementation and Outcomes 36. The program leadership team monitors implementation -wide implementation fidelity of the components of program and uses data for decision making about their implementation goals. 37. The program measures implementation fidelity of the use of Pyramid Model practices by classroom teachers and uses data on implementation fidelity to make decisions about professional development and coaching support. behavior incidents and The program collects data on 38. program actions in response to behavior and uses those data to address child and teacher support needs. Behavior incident and monthly program action data are 39. analyzed on a regular basis to identify potential issues sciplinary action bias. related to di 40. Program - level data are summarized and shared with program staff and families on a regular basis. 41. Data are used for ongoing monitoring, problem solving, ensuring child response to intervention, and program improvement. National Center for Pyramid Model Innovations ChallengingBehavior.org of this The reproduction document is encouraged. Permission to copy is not required. If modified or used in another format, please cite original source. h is funded by product of the National Center for Pyramid Model Innovations and was made possible by Cooperative Agreement #H326B170003 whic This is a epresent the policy of the Department of the U.S. Department of Education, Office of Special Education Programs. However, those contents do not necessarily r Education, and you should not assume endorsement by the Federal Government. 4 evised version 2.0, r 2017

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