NYS Training Calendar & Pyramid Model Module Descriptions
Announcing our New 2024 Virtual Training Calendar
To increase access to FREE training for all New York State Providers we are now offering a variety of Pyramid Model Modules in 1 hr., 1.5 hr., and 2 hr. sessions during the day and in the evening. Many modules are offered as a series with consistent days and times.
The Registration Links in the the table at the right show all offerings available during the quarter for the content area. You can enroll in several sessions on one form.
TPOT & TPITOS Observer Reliability Training is also offered through the virtual calendar.
New links will be posted throughout the year so check back frequently.
You can also locate upcoming virtual or in-person training events by entering "Pyramid" into the search bar. Use the Aspire Registry logo button to visit the Aspire website. Need an individualized training solution? Contact your Regional Coordinator, they can help you access grant funded on-site Pyramid Model Training, Coaching, Observations, or Program Wide Implementation Supports.
Pyramid Model Module Descriptions
There are 3 Birth to Age 8 Modules - These help to create a common language and foundation for the Pyramid Model Framework - Use the arrow to open the description in the drop down box.
Learner Objectives
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.
Learner Objectives
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”.
Learner Objectives
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
Beginning with Creating Responsive Environments the Pyramid Model Module Content shifts to be both age and/or modality specific. Use the arrow to open the description in the drop down box.
Learner Objectives
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.
Learner Objectives
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.
Learner Objectives
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.
Learner Objectives
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
Learner Objectives
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.
Learner Objectives
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.
Learner Objectives
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
Learner Objectives
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.
Learner Objectives
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.
Learner Objectives
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.
Learner Objectives
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.
Learner Objectives
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.
These are some additional training options once you have completed the modules above related to the age groups you work with or support. Use the arrow to open the description in the drop down box.
Learner Objectives
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
Learner Objectives
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.
Making the Connection
Keeping It Positive
Behavior Has Meaning
The Power of Routines
Teach Me What to Do!
Responding With Purpose
Bringing It All Together With a Plan
Description
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.
Description
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.
Description
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.