Maryland Social Emotional Foundations For Early Learning Pyramid Model

maryland social emotional foundations for early learning: pyramid model demonstration site selection criteria and process demons

Maryland Social Emotional Foundations for Early Learning:
Pyramid Model Demonstration Site
Selection Criteria and Process
Demonstration sites: Maryland will identify 3-4 demonstration sites
where the child, teacher, and program outcomes from the training and
implementation coaching can be evaluated.
Coaches: Each of the 3-4 potential demonstration sites will identify a
coach that is linked to their individual program or program site where
their role includes training program personnel and providing coaching
for implementation. Coaching support should be occurring or planned to
occur with a frequency of weekly visits to classrooms or providers
where the implementation coach is able to observe, demonstrate, and
evaluate practices.
Demonstration Site Selection Criteria:
□ Sites should represent a strong combination of coach and program.
□ Demonstration sites are individual programs (in the age range of
birth-5) that provide services that include promoting young children’s
social competence and addressing challenging behavior and include a
strong family component. These sites may include a center-based
program with multiple sites or a single site (e.g., a single child
care center; a cluster of centers that are one program; a blended
program representing a variety of funding sources such as Head Start,
public school, child care, etc.; a program that has home-visiting as a
component, etc.). The unit of CSEFEL support may be one “class” with
the expectation that the program will train others within the program.
□ Appropriate demonstration sites are sites that are high quality
(i.e., one or more of the following: in regulatory compliance, NAEYC
Accreditation, State Accreditation, Maryland State Credentials, other
outside evaluative data such as Head Start child outcome data, H. S.
Performance Standards, training in Maryland Model of School Readiness
(MMSR), etc.).
□ Demonstration sites represent diversity of child and family
characteristics appropriate to the state as well as CSEFEL funders
(Head Start and Child Care) but can include others as well as blended
programs.
□ Demonstration sites must serve or have the capacity to serve
children with disabilities (with IEPs or IFSPs).
□ Geographic representation will be taken into account.
□ Programs are configured to ensure a successful demonstration (i.e.,
strong leadership, stable funding, adequate resources, quality
programming, stable staff, experience with serving as a demonstration
site, etc.).
□ Program is willing to serve as a state demonstration site for
approximately 3 years and will allow visits from other programs to see
the implementation of practices.
□ Program will participate in the Pyramid train the trainer events and
is enthusiastic about the conceptual model, approach, materials and
practices.
□ After receiving training, the program commits to implementing the
CSEFEL Pyramid and participating in quarterly evaluation activities.
Data collection at the demonstration sites will be collected on a
frequent and ongoing basis to meet quarterly evaluation requirements.
Data will be child and program specific. CSEFEL evaluation instruments
will be used at the demonstration sites. Once analyzed, data results
will be shared with each program to inform internal decision-making
and program modifications. Program agrees that if implementation is
less than satisfactory they will no longer serve as demonstration
site.
□ Program will work collaboratively with CSEFEL staff and coaches to
ensure adoption of CSEFEL Pyramid Model and practices and fidelity of
implementation.
□ Program will collect evaluation data on teacher, child and program
outcomes as needed by CSEFEL (Note: Coaches and teachers will be
working together to collect the data).
□ Program and administrative leadership demonstrate a strong
commitment to implementing the CSEFEL Pyramid Model and practices and
to serving as a demonstration site for the state.
CSEFEL cannot provide funding to the program for this initiative,
however, CSEFEL commits to individualized technical assistance to the
program and the coach that represents over $10,000 in in-kind support.
Note: All criteria will be reiterated in a letter of agreement and
will be agreed to in writing by the highest level of leadership (e.g.,
director) as well as those who will implement the program (i.e.,
supervisors, teachers, coaches, etc.)
CSEFEL, with support from the Maryland Planning Team will provide:
In Year One
*
Training to coaches
*
Training to a leadership team from all sites
*
Monthly calls with each coach
*
Monthly group calls with coaches
*
Facilitation of a Google group with coaches
*
Consultation to program administrators as needed
*
Follow-up materials and print/web-based resources
*
Processing of evaluation data
In Year Two
*
Monthly group calls with coaches
*
Quarterly calls with individual coaches
*
Facilitation of a Google group with coaches
*
Consultation to program administrators as needed
*
Follow-up materials and print/web-based resources
*
Processing of evaluation data
In Year Three
*
Quarterly group calls with individual coaches
*
Facilitation of a Google group with coaches
*
Consultation to program administrators as needed
*
Follow-up materials and print/web-based resources
*
Processing of evaluation data
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