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Please Note
Please Note
This site is designed to support those who have received the training to implement our projects, B.A.S.I.C. and National Pyramid Consortium Institute (NCPMI) . While you are free to browse, know that fidelity of implementing all parts of the project together are key. We would rather your experience be a success. Please contact the Early Childhood Special Education Program at 501-682-4221 if you are interested in applying for support.
Overview of the Building Acces for Children in Classrooms (BASIC) Project
Overview of the Building Acces for Children in Classrooms (BASIC) Project
Research over many decades has shown the benefits of quality early childhood education on the future outcomes of children. There is no disputing the fact that children who acquire solid peer relationships in these critical years have better outcomes in school, post school opportunities and future relationships. For most, this process is simple. For others, this process is not less important but much more complicated.
Our projects are designed to fully integrate evidence-based practices that are good for ALL children. This is accomplished with the additional, critical support that will allow students with disabilities or with challenging behavior to succeed in the regular classroom with their typically developing peers. It differentiates the supports, accommodations, modifications, assistive technology and skill building that every child needs to be successful.
We move forward with my favorite quote in mind...
"Our job is to teach the kids we have. Not the ones we used to have. Not the ones we would like to have. The ones we have right now...ALL of them." Because they are ALL a critical part of the success of our communities.
What's in a Name?
What's in a Name?
Great evidence-based practices are great evidence-based practices regardless of the name attached to them. Pay attention to your state trainings! Many offer the same concept with slightly different vocabulary. Whatever terminology you hear, if you are hearing the same concepts over and over, it is because there is research that proves this is an effective practice, and is one you DEFINITELY want to add to your daily work.
About the Pyramid Model and a Multi-tiered System of Support
About the Pyramid Model and a Multi-tiered System of Support
School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) refers to the implementation of a multi-tiered approach to peer and adult interactions and behavior support within schools. Like SW-PBIS, the Pyramid Model is a multi-tiered framework comprised of a continuum of evidence-based practices that are organized in three-tiered continuum of promotion, prevention, and intervention. However, the Pyramid Model is uniquely designed to address the needs and contexts of programs serving infants, toddlers and preschoolers including children in public school early childhood classrooms and early childhood care and education programs in the community.
The implementation of the Pyramid Model within early childhood programs is often referred to as Early Childhood Program-Wide Positive Behavior Support (PW-PBS) or Program-Wide Positive Behavior Intervention and Support (PW-PBIS). When programs are implementing PBIS and want to include preschool classrooms, they may use the Pyramid Model to define the practices appropriate for use with young children and their families.
Understanding Program-Wide Implementation
Understanding Program-Wide Implementation
The expectation with all of our projects is that programs agree to program-wide implementation. In program-wide implementation, a self-appointed site leadership team guides the implementation process and develops the supports and infrastructure needed to ensure that implementation of the evidence-based practices occurs within the classrooms. The Site Leadership Team (SLT), with representation from program administrators, families, and practitioners, is focused on the ongoing process of supporting the implementation of the practices into the future. They are to ensure that new staff are oriented in the practices. They are to ensure that the philosophy of the programs establishes the vision that ALL children are important, vital parts of our classroom community.
In order to accomplish this, our system utilized and multi-tiered system of support model. In some circles, program-wide implementation might also be called Program-Wide Positive Behavior Intervention and Support (PW-PBIS), Early Childhood Positive Behavior Support (EC-PBS) or a Response to Intervention (RTI) Model to address social, emotional, and behavioral needs. For more information visit the site for the State-Wide Implementation Guide.
Program-Wide_Implementation_factsheet.pdfPractice-Based Coaching
Practice-Based Coaching
Seeing and reading about a practice can get you started...coaching from an expert can help you perfect it! While our materials are all obtained from open sources through our work with the Early Childhood Technical Assistance Center (ECTA) and the National Center for Pyramid Model Innovations (NCPMI), we suggest using them with caution unless a coach is available to assist you. For more information, contact our state office for more information.
For More Information Contact:
For More Information Contact:
BASIC SPECIALIST
Fabiola Amburgy
Early Childhood Program Advisor
Early Childhood Program Advisor
(501) 682-4221
(501) 682-4221
BASIC SPECIALIST
Naiveen Nurmohamed
Early Childhood Program Advisor
Early Childhood Program Advisor
(501) 682-4221
(501) 682-4221
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