Implementing the Pyramid Model State-Wide: State Benchmarks of Quality

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1 Implementg the Pyramid Model State-Wide: State Barbara J. Smith, Glen Dunlap, Karen Blase April 3, 3 Purpose The State is used by a collaborative State Leadership Team (SLT) to assess progress and plan future actions so that the Pyramid Model for Supportg Social Emotional Competence Infants and Young Children is available to providers and families state-wide. The Benchmarks are grounded the science of implementation which bridges the gap between an evidence-based practice (EBP) or model and the actual high fidelity implementation of that practice. Implementation has several stages begng with assessg needs and explorg which EBPs to implement. Once the SLT has chosen the Pyramid Model as the EBP to implement, the is used to track progress on the stages of planng/stallation, implementation and scale-up as well as planng for sustaability. Activities related to sustag the effort are embedded throughout the process rather than beg left until later. Directions The is a self-assessment tool that can be completed by the SLT as a whole or small groups with the results from each group compiled to one consensus document to ensure all SLT members are agreement. The SLT should use the data for planng future work and trackg progress. Suggestions for how to use the data are found at the end of this document. In Technical Assistance Center on Social Emotional Intervention for Young Children Department of Child & Family Studies College of Behavioral & Community Sciences University of South Florida The listed this column represent the core features and structures needed to successfully implement and susta the Pyramid Model. The items under the Benchmarks of Quality column describe the functions to be performed order to operationalize the core feature. The relevant implementation stage is aligned with each Benchmark function to help the SLT match activities to the stage of work. In the column, dicate the person or structure (e.g. coordator, staff, SLT) responsible for that item. In For each item marked as In, provide evidence such as documents, data, descriptions, mutes of meetgs etc.

2 In In State Leadership Team (SLT) State Leadership Team has written criteria for membership which ensures broad representation from a range of stakeholders programs and agencies (e.g. early childhood special education, early tervention, higher education, Head Start, families, child care, mental health). [Planng State Leadership Team establishes a clear, written mission/vision. [Planng State Leadership Team members are able to clearly communicate the vision and mission of the State Leadership Team. [Planng State Leadership Team adopts written ground rules and logistics cludg: criteria for membership, no substitutes at meetgs, agreeg to decisions made ones absence, all agencies will share resources, all members attend Pyramid Model trag, uses effective meetg strategies to ensure meetgs are engagg and all members voices are heard (see the TACSEI website for Meetg Tool Kit and examples of effective meetg ground rules and logistics). [Planng State Leadership Team records decisions from each SLT meetg. [Every State Leadership Team evaluates each meetg and uses the data to improve meetgs (see Meetg Tool Kit on the TACSEI website for samples of meetg materials such as meetg evaluations). [Every State Leadership Team achieves consistent attendance and quality of meetgs (75% average attendance over the year; and at least an average of 4 on the 5 pot meetg evaluations). [Every Team meets at least monthly durg Planng and Implementation Stages and as needed durg the Scale-up Stage. [Every State Leadership Team has process place for membership succession with their own agencies (replacg themselves) that ensures contued commitment and understandg and progress of State Team work. [Sustaability planng] State Leadership Team has process place for orientg new members. [Begng with Planng State Leadership Team develops an action plan that cludes objectives related to all critical elements of these Benchmarks. The action plan guides the work of the Team cludg designation of work groups if necessary. The action plan has both short and long term objectives. [Every State Leadership Team reviews the action plan and updates their progress at each meetg. The action plan has an evaluation component for each action item and the evaluation is reviewed each meetg. [Every SLT Membership and Logistics Action Planng

3 In In Action Planng Contued State Leadership Team cludes every action plan objectives and activities that attend to sustaability and scale-up efforts by developg strategies for creasg the number of settgs and services usg the Pyramid Model with the goal of achievg state-wide, high fidelity implementation over time. [Every The SLT action plan cludes strategies for stitutionalizg and embeddg the Pyramid Model to state frastructures such as Quality Ratg Systems and Early Learng Guideles, etc. [Sustaability planng and Scale-up State Leadership Team annually reviews mission/vision statement, action plan outcomes and other evaluation data, Team membership, ground rules and logistics and makes revisions as necessary. The annual review cludes a celebration of accomplishments. [Every A State Leadership Team member serves as Team Coordator or Chair (i.e., lead contact) to represent the Team and work with staff to facilitate the work of the SLT and to coordate ternal and external communication. [Planng The Pyramid Initiative and State Leadership Team are supported by funded staff to implement the work. [Begng with Initial Implementation The SLT sustaability and scale-up planng cludes plans for adequate and appropriate professional and admistrative staffg. [Begng with Planng Fundg sources to cover activities for at least three years are identified. [Sustaability planng & Scale-up State Leadership Team members share resources for the work of the action plan (staffg, materials, trag, etc.). [Every An annual written report is developed to report on the progress and outcome data to programs, funders and policy makers. [Begng with Initial Implementation] Dissemation strategies are identified & implemented to ensure that stakeholders are kept aware of activities & accomplishments (e.g., website, newsletter, conferences). [Every A written awareness and marketg plan is developed cludg a presentation to policy makers, current and potential funders and is used to recruit programs and dividuals (e.g. presentation based on annual data and report). [Initial Implementation SLT Coordation and Staffg SLT Fundg SLT Communication & Visibility 3

4 In The Pyramid Model work aligns with the goals and objectives of each agency represented on the SLT. [Every Each SLT representative is authorized to make decisions for their agency related to the Pyramid Initiative and/or are able to return a decision to the SLT with two-weeks. [Every State Leadership Team members engage activities with their agency that result support for the Pyramid Initiative (e.g. succession planng, presentg annual reports, orientation presentations). [Every The State Leadership Team has written communication protocols for regularly hearg from staff who are charged with implementg the Pyramid Model as well as the Master Cadre, demonstration sites, implementation sites and communities. The protocols focus on surfacg challenges that need to be attended to by the SLT and cannot be resolved by dividual programs or staff. [Initial Implementation In Authority, Priority, and Communication Lkages Family Involvement The State Leadership Team has representation from family organizations. [Planng Trag opportunities related to the Pyramid Model are available for families. [Every Multiple mechanisms for communicatg with families about the itiative are developed and employed. [Every Mechanisms are developed for family members to provide feedback at least annually on the quality of the Pyramid Model experienced by their children. [Every Family Participation and Communication Pyramid Model Sites Demonstration programs (for the case of home visitg, Demonstration Professionals) are selected and partnered with to provide data that demonstrates the effectiveness of the Pyramid Model and to provide tours and formation for terested parties. Demonstration Programs have a Leadership Team and at least one approved ternal coach [Initial Implementation Readess criteria, recruitment and acceptance procedures, and MOUs are developed for programs participatg the itiative as Demonstration programs. [Initial Implementation Readess criteria, recruitment and acceptance procedures, and MOUs are developed for new community and program entities to participate the Pyramid Model itiative. All participatg programs and communities agree to havg a Leadership Team, approved coaches and traers [Scale-up A state-wide capacity (fundg, staffg) is developed for trag and supportg new Pyramid Model program- and community-wide Leadership Teams, coaches, traers the high fidelity adoption/implementation process as well as supportg the high fidelity of the origal Demonstration programs. [Implementation & Scale-up Demonstration Programs Implementation Communities and Expansion Sites 4

5 In In Professional Development Master Cadre A state-wide network or master cadre of Pyramid Model approved, ternal (to program) and external (for community scale-up) traers and coaches is established to build and susta high fidelity implementation. [Implementation A state-wide capacity is created for trag and supportg Pyramid Model approved behavior specialists who can guide the tertiary (tensive, dividualized) behavior support process. [Implementation A process, recruitment, acceptance criteria and MOUs are developed for Pyramid Model traers, coaches and behavior specialists. [Initial Implementation A state-wide Pyramid Model trag capacity is developed which cludes providg ongog trag and support for approved traers and ternal and external coaches. [Implementation A quality assurance mechanism (e.g. certification, approval) is place for ensurg that traers are able to tra the Pyramid Model accurately and effectively; coaches are able to coach coaches to implementation fidelity, and behavior specialists are able to provide effective support to programs resultg success for children and providers [Implementation A plan exists that ensures that programs and communities state-wide have access to approved traers, coaches and behavior specialists cludg necessary resources and on-site coachg that results the high fidelity adoption, implementation, and sustaability of the Pyramid Model. [Planng A technical assistance plan is employed for ongog support and resources for Pyramid Model traers, external and ternal coaches, behavior specialists, demonstration sites, and implementation and expansion sites to ensure high fidelity implementation and sustaability. Such support cludes planng for turn-over and succession of key dividuals. [Sustaability planng and Scale-up An external coach is available to meet at least monthly with each emergg Program Leadership Team (emergg teams are teams that have not met the high fidelity implementation criteria), and at least quarterly with established teams. [Sustaability planng & Scale-up An external coach or TA provider is available to meet at least quarterly with Program Leadership Teams who have been implementg the Pyramid Model for at least one year with high fidelity. [Sustaability planng] Ongog Support and Technical Assistance 5

6 In In Evaluation/Data-Based Decision Makg All programs, communities, coaches, traers, and behavior specialists submit the data agreed upon their respective MOU. [Implementation Stage & Sustaability planng] Trag, materials and support is available to traers, coaches, programs and communities on what data to collect, why, and how to use the data for makg decisions for improvg outcomes for children, providers, programs, and communities as well as how to submit the data. [Every A process is place for programs and communities to enter and summarize the data elements above as well trag on how to use the data for program improvement. [Every A process is place for the State Leadership Team to access the data or summaries of the data described above. The Team uses these data as part of their action plan regular evaluation as well as the annual evaluation report. [Every The SLT annually prepares an evaluation report that describes: a) the extent to which program- and community-wide high fidelity adoption is beg implemented, sustaed and scaled-up, b) impact of program-wide adoption and/or community-wide adoption on child, provider and program outcomes, and c) impact of trag and coachg. The evaluation report is used by the SLT for their progress monitorg and planng as well as providg a public report on outcomes [Every State Leadership Team provides a public celebration of outcomes & accomplishments annually [Every Data Based Decision Makg 6

7 Next Steps For each benchmark marked as a or, update the appropriate action plan item with the date, status and plans for improvement. For each benchmark marked as a, update the appropriate action item; note plans for sustaability and scale-up and clude the progress and evidence the annual report. Acknowledgements This document was adapted from the followg program-wide and school-wide PBS system tools: PBS District Readess Checklist..9.doc FLPBS: RtIB Project at University of South Florida. (from Heather George via communication). Fox, L., Hemmeter, M.L., & Jack, S. (6). Early Childhood Program-Wide Positive Behavior Support. Tampa, Florida: University of South Florida. PBS Implementation and Planng Self-Assessment (). Center on Positive Behavioral Interventions and Supports. (retrieved from PBIS.org) Jack, S. & Fox, L. (). Implementg the Pyramid Model Community-Wide:. Tampa, Florida: University of South Florida. 7