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Foundational Practices in Early Learning
Foundational Practices in Early Learning
PREVENT, TEACH, REINFORCE
PREVENT, TEACH, REINFORCE
Check out the NEW CCSD Early Learning Guide for Challenging Behaviors.
This guide will be used in place of the PDP for our Early Learning communities as we think about how to:
PREVENT challenging behaviors from occurring,
TEACH desired behaviors and appropriate skills, and
REINFORCE the behaviors we want to see.
Universal support for all children through nurturing, responsive relationships and high quality environments. At the universal level, we include the practices needed to ensure the promotion of the social development of all children.
Benchmarks of Quality (School wide PBIS)
Benchmarks of Quality-Culturally Responsive Companion (School wide PBIS)
The SC-ELS Goals and Developmental Indicators describe expectations for what children will learn, starting with infancy and covering all ages through kindergarten entry. The Goals and Developmental Indicators are divided into six domains. All six of the domains are essential components in the SC- ELS because all children develop differently. All domains are equally important and overlap is to be expected. The overlap is needed because children’s development and learning are integrated or interrelated.
High Quality Supportive Environments
Designing Supportive Environments 1 and 2 and (Action Plan)
Nurturing and Responsive Relationships
Building Positive Relationships 1 and 2 and (Action Plan)
Early Learning: Tier I
Early Learning: Tier I
Universal Promotion
Universal Promotion
What we do for all children?
What we do for all children?
Universal supports for all children through nurturing and responsive relationships and high quality environments. At the universal level we include the practices needed to ensure the promotion of the social development of all children.
Universal supports for all children through nurturing and responsive relationships and high quality environments. At the universal level we include the practices needed to ensure the promotion of the social development of all children.
High Quality Environments
High Quality Environments
- Inclusive early care and education environments
- Supportive home environments
Nurturing and Responsive Relationships
Nurturing and Responsive Relationships
- Essential to healthy social development
- Includes relationships with children, families and team members
Data Sources: BESS data, Log Entries in PowerSchool for teachers/staff and administration, Review 360 Reports, SEL fidelity measures, Classroom based needs assessment,
Data Sources: BESS data, Log Entries in PowerSchool for teachers/staff and administration, Review 360 Reports, SEL fidelity measures, Classroom based needs assessment,
Social Emotional and Behavior
Social Emotional and Behavior
PBIS Classroom matrix and lessons for Pre-K, will vary from school to school
Second Step lessons (online resources)
Establish Safe Space in classroom (Co-regulation/Self-regulation, Mindfulness)
Encouraging Friendship
Conscious Discipline (Preschool Special Education)
Visual Supports
Reteaching & Error Correction
Increased Positive Contacts
Literacy
Literacy
Creative Curriculum Guided Studies
Intentional Teaching Experiences
Mighty Minutes
Heggerty Phonemic Awareness
Unique Learning Systems (Preschool Special Education)
Math
Math
Creative Curriculum Guided Studies
Integration of standards into Toys and Games Area
Counting Collections
Pre-K Bridges (some programs)
OGAP Additive
Unique Learning Systems (Preschool Special Education)
Skill-based small group instruction based on the SC Early Learning Standards
Counting Collections
Reteaching of Heggerty Phonemic Awareness skills
Implementation of skill-based Mighty Minutes or Intentional Teaching Experiences
Varying the size of the group for read-alouds based on students’ needs
Early Learning: Tier 2
Early Learning: Tier 2
Explicit and Intentional
Explicit and Intentional
What we do intentionally for some children?
What we do intentionally for some children?
Prevention which represents practices that are targeted social emotional strategies to prevent problems. The prevention level includes the provision of targeted supports to children at risk of challenging behavior.
Prevention which represents practices that are targeted social emotional strategies to prevent problems. The prevention level includes the provision of targeted supports to children at risk of challenging behavior.
Targeted Social Emotional Supports
Targeted Social Emotional Supports
- Explicit instruction and support
- Self-regulation, expressing and understanding emotions, developing social relationships and problem-solving
Data Sources: BESS data, Log Entries in PowerSchool for teachers/staff and administration, Review 360 Reports, SEL fidelity measures, Classroom based needs assessment, Teacher Support for Problem Solving Template , Prevent, Teach, Reinforce Planning
Data Sources: BESS data, Log Entries in PowerSchool for teachers/staff and administration, Review 360 Reports, SEL fidelity measures, Classroom based needs assessment, Teacher Support for Problem Solving Template , Prevent, Teach, Reinforce Planning
Social Emotional and Behavior
Social Emotional and Behavior
Small group Second Step and SEL instruction (reteach, extension of lessons, and increased opportunities for practice)
Embedded activity/routine based instruction (push in) by teacher, assistant, or identified support staff (guidance) for real time scaffolded practice using Solution Kits and Problem Solving
Pyramid Practices Checklist or Teaching Social Skills (focused on problem of practice or identified need and using small group/routine based instruction listed above)
Math
Math
Mighty Minutes selection based on needed skill reinforcement
Implementation of Counting Collections based on needed skill reinforcement in smaller groups
Daily, skills-based small group instruction lasting between 5-10 minutes per group
Skill reinforcement based on the SC Early Learning Standards (linked below)
Utilization of Pre-K Bridges Interventions (some programs
Literacy
Literacy
Mighty Minutes selection based on needed skill reinforcement
Small group Read-Alouds
Daily, skills-based small group instruction lasting between 5-10 minutes per group
Skill reinforcement based on the SC Early Learning Standards (linked below)
Reteaching of targeted Heggerty Phonemic Awareness activities in groups of 2-3 students
Early Learning: Tier 3
Early Learning: Tier 3
Individual and Intense
Individual and Intense
What we do explicitly for few children?
What we do explicitly for few children?
Intervention which is comprised of practices related to individualized intensive interventions. The tertiary level of the Pyramid Model describes the need to provide individualized and intensive interventions to the very small number of children with persistent challenges.
Intervention which is comprised of practices related to individualized intensive interventions. The tertiary level of the Pyramid Model describes the need to provide individualized and intensive interventions to the very small number of children with persistent challenges.
Individualized Intensive Interventions
Individualized Intensive Interventions
- Family-centered, comprehensive interventions
- Assessment-based
- Skill-building
Data Sources: BESS and/or Panorama data, Review 360 Office Referrals, Attendance Reports, Log Entries, Teacher/Family Referrals for support, Threat Assessments or other expressed risks, SEL Screeners
Data Sources: BESS and/or Panorama data, Review 360 Office Referrals, Attendance Reports, Log Entries, Teacher/Family Referrals for support, Threat Assessments or other expressed risks, SEL Screeners
Social Emotional and Behavior
Social Emotional and Behavior
Targeted Social Skill Instruction with instructional response trackers
Individualized positive behavior support plans based on practical assessments and function based assessments
Task analysis with instruction tracker
Parent-child interaction training (PCIT)
Math
Math
Mighty Minutes selection based on needed skill reinforcement
Implementation of Counting Collections based on needed skill reinforcement with 1-2 students
Daily, skills-based small group or individualized instruction lasting between 2-5 minutes per group
Skill reinforcement based on the SC Early Learning Standards (linked below)
Utilization of Pre-K Bridges Interventions (some programs
Literacy
Literacy
Mighty Minutes selection based on needed skill reinforcement
Individual Read-Alouds
Daily, skills-based small group instruction lasting between 2-5 minutes per student
Skill reinforcement based on the SC Early Learning Standards (linked below)
Reteaching of targeted Heggerty Phonemic Awareness activities with 1-2 students
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