NYS Training Calendar &       Pyramid Model Module Descriptions

In this 4 hour session

Participants will be able to: 

• describe the importance of social emotional development for young children and

• list key social emotional skills that adults can help young children develop.

• describe the importance of social emotional development for young children and

• list key social emotional skills that adults can help young children develop.

• consider your beliefs about appropriate and inappropriate behavior,

• explore how culture influences beliefs about behavior and

• practice reframing your thoughts to manage the stress caused by challenging behavior.

In this 2 hour session

Participants will be able to: 

• Describe ways young children’s behavior and communication are meaningful to adult caregivers.

• Explain how knowledge of social emotional milestones in infants and toddlers and young children can help us understand behavior.

• Describe how learning from families supports the well-being of young children.

• Explain the concept of temperament and nine temperament traits 

• Consider the role that inborn traits play in young children’s patterns of behavior and ways of communicating.

• Describe the concept of  “goodness of fit”.

In this 4 hour session

Participants will be able to: 

• explain the difference between simple interactions and relationship building interactions. 

• describe how attachments and relationships build over time.

• describe ways of building relationships.

• describe why building relationships with families is important.

• identify strategies for engaging, building relationships with, and learning from families.

• Describe the importance of building relationships with co-workers and other adults

• Identify strategies for building relationships with co-workers and other adults

In this 2 hour session 

Participants will be able to: 

• identify key ways the physical environment can promote social emotional development in infants and toddlers.

• explore and consider the physical environment as part of the “curriculum” for infants and toddlers.

• identify the role educators play in the creating and supporting the environment. 

• describe how schedules and routines support infant and toddler social emotional development.

• identify strategies to use during daily routines to enhance social and emotional development of infants and toddlers.

In this 4 hour session

Participants will be able to: 

• identify key ways the physical environment can promote social emotional development in preschoolers

• explore and consider the physical environment as part of the “curriculum” for preschoolers.

• identify the role educators play in the creating and supporting the environment. 

• Recognize elements of a balanced classroom schedule for preschool children.

• Identify strategies for teaching the schedule and routines to preschool children.

• Identify strategies for promoting child engagement during small and large group activities.

• Describe the importance of planning for transitions.

• Identify ways to

  • teach the expectations of daily classroom transitions.

  • use specific cues to support transitions for young children.

  • give clear directions to preschool children.

• Describe the difference between rules and expectations.

• Recognize the importance of establishing program-wide expectations.

• Identify guidelines for creating and teaching classroom rules.

In this 4 hour session 

Participants will be able to: 

• identify key ways the physical environment can promote social emotional development in young children

• explore and consider the physical environment as part of the “curriculum” for young children

• identify the role educators play in the creating and supporting the environment.

• describe how schedules and routines support social emotional development in young children.

• identify strategies to use during daily routines and schedules to enhance social and emotional development of young children

• Describe the importance of planning for transitions.

• Identify ways to

  • teach the expectations of daily classroom transitions.

  • use specific cues to support transitions for young children.

  • give clear directions to young children.

• Describe the difference between rules and expectations.

• Recognize the importance of establishing program-wide expectations.

• Identify guidelines for creating and teaching family child care rules.

In this 3 hour session

Participants will be able to: 

• define emotional literacy and explain why it is important

• identify strategies educators can use to help identify and name emotions

• recognize how to use real-life situations to teach about feelings

• identify typical play and social skills in infants and toddlers

• describe how play and social skills lay the foundation for friendship skills 

• identify strategies that support the development of play and social skills

In this 4 hour session

Participants will be able to: 

• identify the stages of learning   new skills

• describe how to support learning at each stage

• define emotional literacy.

• identify skills that support emotional literacy in preschoolers.

• identify strategies to TEACH, PRACTICE, MAINTAIN & GENERALIZE emotional literacy skills. 

In this 4 hour session

Participants will be able to: 

• identify the stages of learning   new skills.

• describe how to support learning at each stage.

• define emotional literacy.

• identify skills that support emotional literacy in infants, toddlers and preschoolers.

• identify strategies to TEACH, PRACTICE, MAINTAIN & GENERALIZE emotional literacy skills. 

In this 3 hour session

Participants will be able to: 

• identify methods to assist in identifying children who are in need of support in developing social emotional skills

• explain considerations to keep in mind when determining what social emotional skills need targeted teaching

• identify the parts of a targeted teaching plan

• explain the importance of planning embedded learning opportunities

• describe two strategies for delivering helping prompts (most to least/least to most)

• describe considerations for successful implementation of a targeted teaching plan

• identify methods for monitoring a targeted teaching plan 

• apply the steps of the targeted teaching process to a case study

In this 4 hour session 

Participants will be able to: 

• define friendship skills.

• identify strategies to TEACH, PRACTICE, MAINTAIN & GENERALIZE friendship skills in preschoolers. 

• define emotional self-regulation.

• identify strategies to TEACH, PRACTICE, MAINTAIN & GENERALIZE emotional self-regulation skills in preschoolers. 

• define problem-solving skills.

• identify strategies to TEACH, PRACTICE, MAINTAIN & GENERALIZE problem-solving skills in preschoolers.

In this 4 hour session

Participants will be able to: 

• identify typical play and social skills in young children.

• describe how play and social skills lay the foundation for friendship skills. 

• identify strategies to TEACH play and friendship skills in young children. 

• define emotional self-regulation.

• identify strategies to TEACH, self-regulation skills in young children. 

• define problem-solving skills.

• identify strategies to TEACH, problem-solving skills in young children. 

• explain the importance of practicing, maintaining, and generalizing social emotional skills.

• Identify strategies for intentional teaching of play and friendship skills, emotional self-regulation, and problem solving skills.

In this 2 hour session

Participants will be able to: 

• identify how we define challenging behavior in infants and toddlers.

• understand how culture, values, and implicit bias can impact how educators view behavior.

• understand ways to gather information to help us better understand and identify challenging behavior. 

• Identify the difference between acting out and withdrawing behaviors.

• explain the importance of uncovering the function of behavior. 

In this 2 hour session

Participants will be able to: 

• identify how we define challenging behavior in preschoolers.

• understand how culture, values, and implicit bias can impact how educators view behavior.

• understand ways to gather information to help us better understand and identify challenging behavior. 

• explain the importance of uncovering the function of behavior.

In this 2 hour Session 

Participants will be able to: 

• identify how we define challenging behavior in young children.

• understand how culture, values, and implicit bias can impact how educators view behavior.

• understand ways to gather information to help us better understand and identify challenging behavior. 

• Identify the difference between acting out and withdrawing behaviors.

• explain the importance of uncovering the function of behavior. 

PIWI focuses on practices for supporting early childhood development by expanding on and strengthening parent-child interactions and relationships. This relationship-based model emphasizes building parents’ competence, confidence and mutual enjoyment. The parent-child (dyadic) interactions are both the focus and context for understanding and promoting children’s development. PIWI can be used in home-based services, parent-child groups, and socializations in a variety of settings including early intervention, itinerant services, and Early Head Start across all disciplines. Participants will learn about, discuss, and practice all components of PIWI, including the philosophy, dyadic interactions and strategies, triadic strategies (professionals supporting the dyad), and developmental observation topics. 

• Participants will be able to describe the PIWI Model and Philosophy 

• Participants will understand the importance of keeping the parent-child dyad at the center of everything we do 

• Participants will be able to describe how the components of the PIWI Model work together in the implementation process 

• Participants will develop an action plan 

Participants will be able to describe the difference between the role of a trainer & a Facilitator

Determine the modifications required to offer the parent sessions virtually - vs - in person.

Understand the content focus and activities the support each of the 7 parent sessions.

1. Making the Connection 

2. Keeping It Positive 

3. Behavior Has Meaning 

4. The Power of Routines 

5. Teach Me What to Do!

6. Responding With Purpose 

7. Bringing It All Together With a Plan

Practice-based coaching is a cyclical process for guiding practitioners' use of evidence-based practices for promoting positive child outcomes. Practice-based coaching involves forming collaborative partnerships, shared goals and action planning, focused observation, reflection and feedback.

This two day training explores the knowledge, skills and dispositions necessary for effective practice-based coaching with center and school based teaching staff around pyramid model practices. 

The Teaching Pyramid Observation Tool (TPOT) for Preschool Classrooms reliability training prepares attendees to assess preschool teacher implementation of the Pyramid Model practices using the published version of the TPOT instrument. This is an intensive workshop that requires prerequisite knowledge, preparation, and participation in the entire workshop. 

Description

The purpose of the TPITOS Reliability Training workshop is to learn how to administer the TPITOS in infant and toddler classrooms, and become a certified TPITOS observer. Participants who successfully complete the workshop and meet reliability standards will become certified TPITOS assessors, indicating they are reliable on the measure with TPITOS developers, and can serve as reliability partners with other observers. 

The Pyramid Model Consortium exists to promote the dissemination, sustainability, scale-up and high fidelity use of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children.

View Our Courses