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.
At JLU we have a staff member, Mrs. Dawn Brugger, dedicated to supporting The Pyramid Model implementation centerwide. She provides many hours of individualized observation and support of teachers to help implement new strategies in their classrooms to better meet the social and emotional needs of the students.
Parents can learn more about Pyramid Model strategies through training sessions, as well as materials readily available onsite to take home. As more targeted social-emotional supports are needed, or intensive intervention, Mrs. Brugger also leads behavior support meetings with teachers and families so we can work in partnership through the behavior support process.
We have adopted program-wide expectations pictured below are used consistently throughout JLU and posted in all classrooms and common areas.
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.
Our goal is to partner with families to model these expectations and remind your children of these expectations as you come to school. We regularly share common language, literature and strategies for parents to practice with your child(ren) at home. Family support and engagement within our program provide consistency in their young lives, support their healthy social emotional development, and provide the tools needed for future success.
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).
BIR’s help us collect specifics on the type of challenging behavior, the possible motivation of the behavior, and the teachers response to the behavior. Over time, this documentation gives us the ability to not only track but also make data driven decisions about how to move forward.
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:
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