# Promoting Positive Family Partnerships within the Pyramid Model ! ## Coffee Chat with Brookes **Alana Griffin Schnitz, Ph.D., BCBA** **Jaclyn Joseph, Ph.D., BCBA-D** **Meghan Von Der Embse, Ed.S., NCSP** ! ## Webinar Tips To submit a question, click “Questions” in the webinar panel and type in your question. If you experience audio issues, check the Audio tab of the webinar panel for correct speakers, ensure speakers are turned up, or try reconnecting to the webinar. --- ## Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers Created by Pyramid Model developers and experts, this is the first book to provide a comprehensive, step‐by‐step overview of the Pyramid Model for children ages 2–5. [bpub.fyi/Unpacking-PM](bpub.fyi/Unpacking-PM) --- ## Certificates Certificates of attendance are available for all webinar viewers. More information will be provided at the end of the webinar. --- ## Pyramid Model for Promoting Social and Emotional Competence in Infants and Young Children ### Tertiary Intervention Few ### Secondary Prevention Some ### A Framework of Evidence-Based Practices ### Universal Promotion All # Families and the Pyramid Model | Practice | Never | Sometimes | Often | Always | | --- | --- | --- | --- | --- | | 1. I am aware of my own biases and I use strategies with all families to affirm culture, language, and identity. | | | | | | 2. I make efforts to personally connect with all families by learning information about the family and their circumstances. | | | | | | 3. I make home visits. | | | | | | 4. I represent each child's family in the classroom in multiple ways. | | | | | | 5. I offer a variety of opportunities for families to be involved in the classroom. | | | | | | 6. I use in-person, paper, and electronic strategies to communicate with families, based on their preferences. | | | | | | 7. I engage in formal and informal bidirectional communication with families that includes information about the good things their children are doing. | | | | | | 8. I use a data collection system to ensure that I have regular, personalized communication with all families. | | | | | | 9. I send home practical suggestions for supporting children's social-emotional development and addressing challenging behavior at home and in the community. | | | | | | 10. I provide families with support as needed so that they are confident and comfortable supporting their children's social-emotional development. | | | | | | 11. I share information with families about community resource related to social-emotional development and challenging behaviors. | | | | | - Helps to address needs, cultural norms and values of the program and community - Builds relationships with families - Honors family values - Identifies potential cultural mismatches --- ## Ongoing Relationship Building ### Making Deposits in Families’ Piggy Banks How do you make deposits with families? ### Making Deposits for EACH Family - Options for all family members to engage in classroom - Family has opportunity to share goals - Family culture and identity is affirmed - Communicate using preferred modes of family --- ## Communicating with Families ### Multiple Ways to Check In + Share - From everyone - Classroom team - Director - One Another - In a variety of ways - App - Text - Email - Call ### Open Communication - Share information bi-directionally - Families feel safe expressing concerns - Sharing their child’s skill progress - Reporting changes in their child or family structure - Share information in preferred ways ## Difficult Conversations: Strategies - Teamwork is key - Provide reassurance of your support and desire to help - Express concern related to families’ goals - Seek the families’ perspective - Foster hope --- ## How to Start Difficult Conversations - Express concerns related to the family’s goals - Reaffirm the child’s strengths - Ask the family if they experience similar situations at home or in the community - Use open-ended questions - Communicate your desire to support the family ### Sample Statements - "Your point of view is so important, can you tell me …" - "Tell me how … makes you feel?" - "You stated that …" - "What would you like to see happen with …?" --- ## Promoting Pyramid Model Practices at Home ### Supporting Families to Implement Strategies at Home - Offer support in a variety of ways - Follow up with families - Share excitement about skills children are learning --- ## Emotional Regulation: Tucker Turtle - School and Home Versions - Social Story - Turtle Technique Cards - Song and Finger Play - Help Us Calm Down: Strategies for Children ## Problem-Solving Skills - Social Story - Problem-Solving Steps - Solution Kit - Positive Feedback Notes --- ## Thank You The contents of this presentation were developed under a grant from the U.S. Department of Education, #H326B170003. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project officer, Sunyoung Ahn. --- ### Questions? Certificates of attendance are available for download from the “Handouts” section of the webinar panel or from the URL below: [bpub.fyi/UPM-Partnerships-Cert](bpub.fyi/UPM-Partnerships-Cert)