{"id":25,"date":"2024-07-11T00:29:53","date_gmt":"2024-07-11T00:29:53","guid":{"rendered":"https:\/\/cainclusion.org\/catp\/?page_id=25"},"modified":"2026-07-24T17:52:45","modified_gmt":"2026-07-24T17:52:45","slug":"about","status":"publish","type":"page","link":"https:\/\/cainclusion.org\/teachingpyramid\/about\/","title":{"rendered":"About the CA Teaching Pyramid"},"content":{"rendered":"

About the CA Teaching Pyramid<\/h1>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/div>

Vision<\/h2>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/div>

Social-emotional development is foundational for learning and development in young children, and California is committed to promoting and supporting healthy social-emotional development in all its children.<\/p><\/div><\/div><\/div>

The\u00a0<\/span>National Center for Pyramid Model Innovations (NCPMI)<\/a>\u00a0<\/span>formerly operating as the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is a national center focused on strengthening the capacity of child care and Head Start programs to improve the social and emotional outcomes of young children. The Center has developed and disseminated evidence-based, user-friendly information to help early childhood educators meet the needs of the growing number of children with challenging behaviors and mental health concerns in child care and Head Start programs. The Teaching Pyramid is a systematic framework that incorporates Early Childhood Positive Behavior Support (EC-PBS) through promoting social-emotional development, providing support for children\u2019s appropriate behavior, preventing challenging behavior, and addressing problematic behavior. For a more extensive description of the Teaching Pyramid framework as adapted for California, see\u00a0<\/span>WestEd\u2019s Case Study Final Report (PDF)<\/a>\u00a0<\/span>conducted after implementation of the Teaching Pyramid framework across multiple partner site programs.<\/p>\n

Through a partnership with NCPMI, WestEd, San Marcos Office (WestEd), is able to offer the comprehensive, program-wide CA Teaching Pyramid Framework to districts and organizations. There are versions for preschool, infant\/toddler programs, family child care programs, home visitors and early elementary (K-2). Professional development packages offered are individualized and tailored to the needs of the school district, program, or cohort of programs, but must include all of the recommended CA Teaching Pyramid components.<\/p><\/div><\/div><\/div><\/div><\/div><\/div>

Outcomes from Teaching Pyramid Professional Development<\/h2>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/div>

Programs that implement WestEd\u2019s comprehensive program-wide approach to the CA Teaching Pyramid will have a successful and sustainable approach for ensuring healthy social and emotional development of the children they serve. At the conclusion of the training, technical assistance and coaching programs strive for and can expect:<\/p><\/div><\/div><\/div>

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  1. An effective leadership team<\/strong>\u00a0<\/span>that continues to meet regularly, serves as a guide for implementation of CA Teaching Pyramid framework, and champions and supports implementation and sustainability.<\/li>\n \t
  2. Competent, well-trained staff<\/strong>\u00a0<\/span>who understand the CA Teaching Pyramid concepts, are equipped with CA Teaching Pyramid tools, and strive to implement the practices.<\/li>\n \t
  3. Staff who are able to reflect on and adjust as needed their use of CA Teaching Pyramid practices<\/strong>\u00a0<\/span>in the classroom through support from coaching and competent internal coaches who can support staff in reflecting and implementing CA Teaching Pyramid practices in the classroom.<\/li>\n \t
  4. Staff who are trained to facilitate sessions for parents and family members<\/strong>\u00a0<\/span>who subsequently are then able to implement CA Teaching Pyramid concepts at home.<\/li>\n \t
  5. Children who are socially competent and emotionally literate.<\/strong>\u00a0<\/span>They are able to talk about their feelings, regulate their strong emotions, solve their own conflicts, and model the language and tools of the CA Teaching Pyramid.<\/li>\n<\/ol><\/div><\/div><\/div><\/div><\/div><\/div>

    How the CA Teaching Pyramid Works<\/h2>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/div>

    When an early education setting commits to the CA Teaching Pyramid professional development, they start by establishing a Leadership Team. An internal coach is identified to work with the external, WestEd coach. Staff attend five all day trainings spread out over the course of six to nine months. Teaching staff apply what they learn after each module training with coaching support. It is a circular process. The early education setting staff attend module training, apply what they have learned through work with their internal and external coach, the leadership team makes recommendations for refining or adjusting the training or implementation based on the information from the coaches, staff makes adjustments, and they attend the next training.<\/p>\n

    The provided video illustrates how the components work together to support implementation of the CA Teaching Pyramid Practices.<\/p><\/div><\/div><\/div>