The Pyramid Model at JLU
JLU Child Care is proud to use the NYS Pyramid Model framework as a guide to help develop social emotional competence in our students. The Pyramid Model is a three-tiered framework for supporting the social and emotional development of the children in our care.
Our program promotes engagement in learning by building positive relationships between children, families, and staff; the first tier of the Pyramid. Behavior expectations are taught, and children will receive instruction in social skills; the second tier of the Pyramid. Those struggling receive individual support; the third tier of the Pyramid.
Despite having concrete expectations and predicable schedules, we also know that kids can (and will) have big feelings and conflicts with their friends. As part of our Pyramid Model framework, we work with children to intentionally teach conflict resolution and coping skills, such as labeling their feelings, giving them appropriate ways to express their feelings, problem solving, and self-regulation strategies such as taking a breath, reading a book and taking a break.
Pyramid Model Coaches
Mrs. Katie Groff, Spencerport
Mrs. April Hamilton, Brockport
Mrs. Katie Groff and Mrs. April Hamilton play an important role in supporting the successful implementation of the Pyramid Model at both locations.
Through ongoing coaching and collaboration, they help ensure our classrooms are equipped to meet the unique emotional and developmental needs of each student while fostering confidence, independence, and strong relationships.
Behavior Support Process
When normal behavior management techniques prove ineffective with persistent challenging behavior, or when one child hurts another, teachers will document this behavior on a Behavior Incident Report (BIR).
A BIR will likely be written for your child while at JLU.
A few BIRs every now and then are completely normal and expected. We ask parents to sign the BIR form to ensure parents are notified of the incident. However, if your child is having challenging behavior that is persistent, frequent and intense, we may begin to initiate our Behavior Support Planning process. These individual plans may include any of the following:
- Documentation – Behavior incident reports will be written for any behaviors in which a child is a threat to others, themselves or property. The documentation will act as a tracking tool for the frequency of behaviors and also as a communication tool between JLU staff and parents.
- Family Meeting – Parents will be invited to the center to speak with the teachers and administrator about observed behaviors that are of concern. Additional paperwork may be requested at this time from parents and teachers to gather more information about the student.
- Arranging a Behavioral Support Team (BST) - Parents, teachers and outside professionals will be identified to give suggestions and supports for the behavioral concerns.
- Behavior Support Plan (BSP) – The behavior support team will meet to develop a behavior support plan together. Once the behavior support plan is in place, the program will make every effort to work with the child and family to learn strategies to support the child with successful outcomes.
- BSP Follow Up – Support plans will be reviewed and changed, if needed, on a regular basis with the behavior support team, including parents. These reviews will help determine what is in the best interest of the child and if JLU Child Care can continue to meet their needs.
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