{"id":68,"date":"2024-07-11T00:29:53","date_gmt":"2024-07-11T00:29:53","guid":{"rendered":"https:\/\/cainclusion.org\/catp\/?page_id=68"},"modified":"2025-07-14T21:48:24","modified_gmt":"2025-07-14T21:48:24","slug":"walking-up-the-ca-teaching-pyramid","status":"publish","type":"page","link":"https:\/\/cainclusion.org\/teachingpyramid\/materials\/walking-up-the-ca-teaching-pyramid\/","title":{"rendered":"Walking Up the CA Teaching Pyramid"},"content":{"rendered":"<div id=\"cs-content\" class=\"cs-content\"><div class=\"x-section e68-e1 m1w-0\"><div class=\"x-row x-container max width e68-e2 m1w-1 m1w-2\"><div class=\"x-row-inner\"><div class=\"x-col e68-e3 m1w-3\"><div class=\"x-div x-hide-md x-hide-sm x-hide-xs e68-e4 m1w-4 m1w-5\"><ul class=\"x-menu-first-level x-menu x-menu-collapsed e68-e5 m1w-9 m1w-6 m1w-7 m1w-6 m1w-8\" data-x-hoverintent=\"[]\"><li class=\"menu-item menu-item-type-custom menu-item-object-custom menu-item-493\" id=\"menu-item-493\"><a class=\"x-anchor x-anchor-menu-item has-particle m1w-6 m1w-7\" tabindex=\"0\" href=\"#workforce\"><span class=\"x-particle is-primary\" data-x-particle=\"scale-y inside-c_c\" aria-hidden=\"true\"><span style=\"\"><\/span><\/span><div class=\"x-anchor-content\"><div class=\"x-anchor-text\"><span class=\"x-anchor-text-primary\">Effective Workforce<\/span><\/div><i class=\"x-anchor-sub-indicator\" data-x-skip-scroll=\"true\" aria-hidden=\"true\" data-x-icon-s=\"&#xf107;\"><\/i><\/div><\/a><\/li><li class=\"menu-item menu-item-type-custom menu-item-object-custom menu-item-494\" id=\"menu-item-494\"><a class=\"x-anchor x-anchor-menu-item has-particle m1w-6 m1w-7\" tabindex=\"0\" href=\"#relationships\"><span class=\"x-particle is-primary\" data-x-particle=\"scale-y inside-c_c\" aria-hidden=\"true\"><span style=\"\"><\/span><\/span><div class=\"x-anchor-content\"><div class=\"x-anchor-text\"><span class=\"x-anchor-text-primary\">Nurturing and Responsive Relationships<\/span><\/div><i class=\"x-anchor-sub-indicator\" data-x-skip-scroll=\"true\" aria-hidden=\"true\" data-x-icon-s=\"&#xf107;\"><\/i><\/div><\/a><\/li><li class=\"menu-item menu-item-type-custom menu-item-object-custom menu-item-495\" id=\"menu-item-495\"><a class=\"x-anchor x-anchor-menu-item has-particle m1w-6 m1w-7\" tabindex=\"0\" href=\"#environments\"><span class=\"x-particle is-primary\" data-x-particle=\"scale-y inside-c_c\" aria-hidden=\"true\"><span style=\"\"><\/span><\/span><div class=\"x-anchor-content\"><div class=\"x-anchor-text\"><span class=\"x-anchor-text-primary\">High Quality Supportive Environments<\/span><\/div><i class=\"x-anchor-sub-indicator\" data-x-skip-scroll=\"true\" aria-hidden=\"true\" data-x-icon-s=\"&#xf107;\"><\/i><\/div><\/a><\/li><li class=\"menu-item menu-item-type-custom menu-item-object-custom menu-item-496\" id=\"menu-item-496\"><a class=\"x-anchor x-anchor-menu-item has-particle m1w-6 m1w-7\" tabindex=\"0\" href=\"#supports\"><span class=\"x-particle is-primary\" data-x-particle=\"scale-y inside-c_c\" aria-hidden=\"true\"><span style=\"\"><\/span><\/span><div class=\"x-anchor-content\"><div class=\"x-anchor-text\"><span class=\"x-anchor-text-primary\">Targeted Social-Emotional Supports<\/span><\/div><i class=\"x-anchor-sub-indicator\" data-x-skip-scroll=\"true\" aria-hidden=\"true\" data-x-icon-s=\"&#xf107;\"><\/i><\/div><\/a><\/li><li class=\"menu-item menu-item-type-custom menu-item-object-custom menu-item-497\" id=\"menu-item-497\"><a class=\"x-anchor x-anchor-menu-item has-particle m1w-6 m1w-7\" tabindex=\"0\" href=\"#intervention\"><span class=\"x-particle is-primary\" data-x-particle=\"scale-y inside-c_c\" aria-hidden=\"true\"><span style=\"\"><\/span><\/span><div class=\"x-anchor-content\"><div class=\"x-anchor-text\"><span class=\"x-anchor-text-primary\">Intensive Intervention<\/span><\/div><i class=\"x-anchor-sub-indicator\" data-x-skip-scroll=\"true\" aria-hidden=\"true\" data-x-icon-s=\"&#xf107;\"><\/i><\/div><\/a><\/li><\/ul><\/div><\/div><div class=\"x-col e68-e6 m1w-3\"><div class=\"x-div e68-e7 m1w-4\" id=\"workforce\"><div class=\"x-text x-text-headline has-graphic e68-e8 m1w-a m1w-b\"><div class=\"x-text-content\"><span class=\"x-graphic\" aria-hidden=\"true\"><i class=\"x-icon x-graphic-child x-graphic-icon x-graphic-primary\" aria-hidden=\"true\" data-x-icon-s=\"&#xf2ec;\"><\/i><\/span><div class=\"x-text-content-text\"><h2 class=\"x-text-content-text-primary\">It Always Starts with YOU! Teacher Self-Reflection and Support<\/h2>\n<\/div><\/div><\/div><div class=\"x-text x-content e68-e9 m1w-g\"><p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/cainclusion.org\/catp\/wp-content\/uploads\/sites\/6\/2024\/07\/005-title-th.png\" width=\"250\" height=\"225\" class=\"alignright\" \/><\/p>\n<p>In order to support children, it is important that you take care of yourself. In these uncertain times, it is natural to feel stressed and overwhelmed. Consider activities that help you feel calm and implement them within the classroom routine on a more frequent basis.<\/p><\/div><div class=\"x-text x-content e68-e10 m1w-g\"><ul>\n \t<li style=\"list-style-type: none;\">\n<ul>\n \t<li>Yoga<\/li>\n \t<li>Art<\/li>\n \t<li>Music<\/li>\n \t<li>Increase time outside<\/li>\n \t<li>Meditation or breathing activities<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/cainclusion.org\/catp\/wp-content\/uploads\/sites\/6\/2024\/07\/005-bg.png\" width=\"200\" height=\"200\" class=\"alignleft\" \/><\/p>\n\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/relationships\/For%20Families%20or%20Communicating%20with%20Families\/Stay-Calm_Infographic.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Help Us Stay Calm (PDF)<\/a>\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/relationships\/For%20Families%20or%20Communicating%20with%20Families\/Stay-Calm_Infographic_SP.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: Help Us Stay Calm (PDF)<\/a><\/li>\n<\/ul>\n<\/li>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/workforce\/Taking-Care-of-Yourself.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Taking Care of Yourself (PDF)<\/a><\/li>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/workforce\/TakingCare_ProviderBk_final.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Taking Care of Ourselves (PDF)<\/a>\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/workforce\/TakingCare_ProviderBk_Spanish.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: Taking Care of Ourselves (PDF)<\/a><\/li>\n<\/ul>\n<\/li>\n \t<li><a href=\"https:\/\/preventingchildcareexpulsionca.org\/put-your-own-oxygen-mask-on-first\/\" target=\"_blank\" rel=\"noopener noreferrer\">Put Your Own Oxygen Mask On First<\/a><\/li>\n<\/ul><\/div><hr class=\"x-line e68-e11 m1w-h\"\/><\/div><div class=\"x-div e68-e12 m1w-4\" id=\"relationships\"><div id=\"relationships\" class=\"x-text x-text-headline has-graphic e68-e13 m1w-a m1w-c\"><div class=\"x-text-content\"><span class=\"x-graphic\" aria-hidden=\"true\"><i class=\"x-icon x-graphic-child x-graphic-icon x-graphic-primary\" aria-hidden=\"true\" data-x-icon-s=\"&#xf2ec;\"><\/i><\/span><div class=\"x-text-content-text\"><h2 class=\"x-text-content-text-primary\">It\u2019s All About Relationships<\/h2>\n<\/div><\/div><\/div><div class=\"x-text x-content e68-e14 m1w-g\"><p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/cainclusion.org\/catp\/wp-content\/uploads\/sites\/6\/2024\/07\/004-title-th.png\" width=\"250\" height=\"225\" class=\"alignright \" \/><\/p>\n<p>Make sure you find new ways to develop, maintain, and deepen relationships with families<\/p><\/div><div class=\"x-text x-content e68-e15 m1w-g\"><ul>\n \t<li>Plan to connect with families as you transition back \u2013 <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/relationships\/For%20Families%20or%20Communicating%20with%20Families\/Transitioning-Back-Connecting-w-Families.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Transitioning Back to the Program: Connecting with Families (PDF)<\/a><\/li>\n \t<li>If you don\u2019t currently have a family wall or family book, ask families to send in pictures of important people in your child\u2019s life that you can have available for children to view during the day.\n<ul>\n \t<li>Consider multiple methods for on-going communication with the family \u2013 <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/relationships\/For%20Families%20or%20Communicating%20with%20Families\/Communicating-with-Families.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Communicating with Families: Helpful Suggestions (PDF)<\/a><\/li>\n \t<li>Gather information on what the time home has been like for the families \u2013 <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/relationships\/For%20Families%20or%20Communicating%20with%20Families\/My-teacher-wants-to-know_WelcomeBack.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">My Teacher Wants to Know (PDF)<\/a>\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/relationships\/For%20Families%20or%20Communicating%20with%20Families\/My-teacher-wants-to-know_WelcomeBack_SP.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: My Teacher Wants to Know (PDF)<\/a><\/li>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/relationships\/For%20Families%20or%20Communicating%20with%20Families\/My-teacher-wants-to-know_WelcomeBack-Vietnamese.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Vietnamese Translation: My Teacher Wants to Know (PDF)<\/a><\/li>\n<\/ul>\n<\/li>\n \t<li>Strengthen your partnership with Families \u2013 <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/relationships\/Family-Professional-Partnerships.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Nurturing Positive Family and Professional Partnerships (PDF)<\/a><\/li>\n \t<li>Share information with families about coping with the Pandemic \u2013 <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/relationships\/For%20Families%20or%20Communicating%20with%20Families\/Pandemic_Supporting-Yourself_tipsheet.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Tips for Supporting Yourself During the Pandemic<\/a>\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/relationships\/For%20Families%20or%20Communicating%20with%20Families\/Pandemic_Supporting-Yourself_tipsheet_SP.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: Tips for Supporting Yourself During the Pandemic (PDF)<\/a><\/li>\n<\/ul>\n<\/li>\n \t<li>Share information with families about self-care \u2013 <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/relationships\/For%20Families%20or%20Communicating%20with%20Families\/TakingCare_ParentBk_final.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Taking Care of Ourselves<\/a>\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/relationships\/For%20Families%20or%20Communicating%20with%20Families\/TakingCare_ParentBk_Spanish.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: Taking Care of Ourselves (PDF)<\/a><\/li>\n<\/ul>\n<\/li>\n \t<li>Share strategies that can support the families to have a good day \u2013 <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/relationships\/For%20Families%20or%20Communicating%20with%20Families\/Family-Strategies_Infographic.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Help Us Have a Good Day! Positive Strategies for Families<\/a>\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/relationships\/For%20Families%20or%20Communicating%20with%20Families\/Family-Strategies_Infographic_sp.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: Help Us Have a Good Day! Positive Strategies for Families (PDF)<\/a><\/li>\n<\/ul>\n<\/li>\n \t<li>If parents need a way to explain the coronavirus to their children \u2013 <a href=\"https:\/\/www.pbs.org\/parents\/thrive\/how-to-talk-to-your-kids-about-coronavirus\" target=\"_blank\" rel=\"noopener noreferrer\">How to Talk to Your Kids About Coronavirus<\/a>\n<ul>\n \t<li><a href=\"https:\/\/www.pbs.org\/parents\/thrive\/como-hablar-con-tus-hijos-sobre-el-coronavirus\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: How to Talk to Your Kids About Coronavirus<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n  <p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/cainclusion.org\/catp\/wp-content\/uploads\/sites\/6\/2024\/07\/004-bg.png\" width=\"200\" height=\"200\" class=\"alignleft \" \/><\/p>\n \t<li>Focus on building relationships with children.\n<ul>\n \t<li>Create points of connection throughout the school day.\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/relationships\/Greeting-Board_EN-SP.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Greet children when they enter the classroom (PDF)<\/a><\/li>\n \t<li>Add an emotional check-in with the daily health check\/screening \u2013 <a href=\"https:\/\/cchp.ucsf.edu\/sites\/g\/files\/tkssra181\/f\/MorningHealthCheck-COVID-19-4.20.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Morning Health Check (PDF)<\/a>\n<ul>\n \t<li><a href=\"https:\/\/cchp.ucsf.edu\/sites\/g\/files\/tkssra181\/f\/MorningHealthCheck-POST-ch-2018.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Chinese Translation: Morning Health Check (PDF)<\/a><\/li>\n \t<li><a href=\"https:\/\/cchp.ucsf.edu\/sites\/g\/files\/tkssra181\/f\/MorningHealthCheck_SP_2018nov18.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: Morning Health Check (PDF)<\/a><\/li>\n<\/ul>\n<\/li>\n \t<li>Plan check-in points throughout the day.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul><\/div><hr class=\"x-line e68-e16 m1w-h\"\/><\/div><div class=\"x-div e68-e17 m1w-4\" id=\"environments\"><div class=\"x-text x-text-headline has-graphic e68-e18 m1w-a m1w-d\"><div class=\"x-text-content\"><span class=\"x-graphic\" aria-hidden=\"true\"><i class=\"x-icon x-graphic-child x-graphic-icon x-graphic-primary\" aria-hidden=\"true\" data-x-icon-s=\"&#xf2ec;\"><\/i><\/span><div class=\"x-text-content-text\"><h2 class=\"x-text-content-text-primary\">Design a Supportive Environment<\/h2>\n<\/div><\/div><\/div><div class=\"x-text x-content e68-e19 m1w-g\"><h3><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/cainclusion.org\/catp\/wp-content\/uploads\/sites\/6\/2024\/07\/003-title-th.png\" width=\"250\" height=\"225\" class=\"alignright\" \/>Expectations for Behavior<\/h3>\n<ul>\n \t<li>Provide intentional instruction on the posted previously established and new behavior expectations and examples.\n<ul>\n \t<li>In large and small group activities<\/li>\n \t<li>With individual children as needed<\/li>\n \t<li>Demonstrate, take new photos of children for posting<\/li>\n<\/ul>\n<\/li>\n \t<li>Provide positive descriptive acknowledgement to children on meeting expectations.\n<ul>\n \t<li>Comment frequently on appropriate child behavior linking the behavior to the posted expectations.<\/li>\n \t<li>If you need to remind a child about the expectation, remember to follow-up with PDA.<\/li>\n<\/ul>\n<\/li>\n \t<li>Update the examples for the expectations based on the new ways of being together \u2013 <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/cacsefel\/BehaviorExpectationMatrixRev.doc\" target=\"_blank\" rel=\"noopener noreferrer\">Behavior Expectations Matrix (DOC)<\/a>\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/cacsefel\/BehaviorExpectationMatrixRev_chinese.docx\" target=\"_blank\" rel=\"noopener noreferrer\">Chinese Translation: Behavior Expectations Matrix (DOC)<\/a><\/li>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/cacsefel\/BehaviorExpectationMatrixRev_spanish.docx\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: Behavior Expectations Matrix (DOC)<\/a><\/li>\n \t<li>Healthy and Safe\n<ul>\n \t<li>We make sure there is space between us when we play<\/li>\n<\/ul>\n<\/li>\n \t<li>Respectful\n<ul>\n \t<li>We keep our materials in our own bin<\/li>\n<\/ul>\n<\/li>\n \t<li>Friendly and Kind\n<ul>\n \t<li>We wait until the teacher tells us we can use the toys<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>Schedules &amp; Routines<\/h3>\n<ul>\n \t<li>Consider there will be new or unfamiliar routines for young children especially related to safety as well as state, and CDC guidelines.\n<ul>\n \t<li>Teach\/re-teach the sequence of activities and routines with the visual schedule and add in new routines (hand washing, toy washing, drop off routines).<\/li>\n \t<li>Consider making posted visuals of new routines that might be happening throughout the day.<\/li>\n \t<li>Schedule cards can be used to teach new routines. Consider having these cards on a key ring to help support the transition from family to classroom<\/li>\n \t<li>Send home classroom schedule for families to review with children (visual schedule).<\/li>\n<\/ul>\n<\/li>\n \t<li>Create scripted stories for the classroom and for families to review any altered routines (drop off\/pick up, playground time, lunchtime, other groups activities that may have changed) \u2013 <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/environments\/washing-hands_story.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">I Can Be Safe and Healthy by Washing My Hands! (PDF)<\/a>\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/environments\/washing-hands_story_sp.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: I Can Be Safe and Healthy by Washing My Hands! (PDF)<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>Transitions<\/h3>\n<ul>\n \t<li>Drop-off and Pick-up routines may be more complicated with new requirements for families.\n<ul>\n \t<li>Scripted Stories can be used to help teach the new routines\/expectations for children returning to care.<\/li>\n \t<li>Have children practice new routines like drop off by using dolls\/stuffed animals. \u201cHelp the bear put on his mask\u201d<\/li>\n \t<li>When possible allow children to hold on to comfort items for a longer period\/allow access during the day. Sometimes a laminated photo of a family member can be comforting.<\/li>\n \t<li>Share resources for families to help them re-establish morning routines at home \u2013 <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/backpack-series\/bkpk_morning_routine.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">How to Help Your Child Have a Successful Morning (PDF)<\/a>\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/backpack-series\/bkpk_morning_routine_chinese.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Chinese Translation: How to Help Your Child Have a Successful Morning (PDF)<\/a><\/li>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/backpack-series\/bkpk_morning_routine_spanish.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: How to Help Your Child Have a Successful Morning (PDF)<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n \t<li>Children may need more transition cues and signals having been away from the classroom \u2013 <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/environments\/Provide-Transition-Signals.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Provide Transition Signals<\/a>\n<ul>\n \t<li>Explore different types of signals \u2013\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/environments\/Transition-Signals.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Transition Signals (PDF)<\/a><\/li>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/environments\/Transition-visual_cards.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Transition Visual Cards (PDF)<\/a>\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/catp\/wp-content\/uploads\/sites\/6\/2024\/07\/Transition-visual_cards_SP.png\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: Transitions Visual Cards (PDF)<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n \t<li>The steps of transitions should include activities to keep children engaged (wait times may be longer due to cleaning and sanitation requirements)<\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/cainclusion.org\/catp\/wp-content\/uploads\/sites\/6\/2024\/07\/003-bg.png\" width=\"200\" height=\"200\" class=\"alignleft\" \/><\/p>\n\n<h3>Large\/Small Group Activities<\/h3>\n<ul>\n \t<li>Have children help you set-up areas with defined numbers of children<\/li>\n \t<li>The use of a check-in board may help keep smaller group sizes<\/li>\n \t<li>Rethink large group activities: read stories with smaller groups, sing songs outside<\/li>\n<\/ul>\n<h3>Physical Environment<\/h3>\n<ul>\n \t<li>Visual cues will be even more important as we help children keep a safe distance from other children\n<ul>\n \t<li>Think about simple tools to mark space such as painters masking tape, hula hoops, yarn, cardboard boxes (that can be used between children or children can sit in their own mini-box)<\/li>\n \t<li>Keep looking for new \u201chot spots\u201d (where there is conflict or children are too close) and \u201ccool spots\u201d (areas that work well for the children).<\/li>\n<\/ul>\n<\/li>\n \t<li>Do as much outdoors as you can.<\/li>\n \t<li>Have a quiet space for children outside as well as inside<\/li>\n<\/ul>\n<h3>Scanning for Success<\/h3>\n<ul>\n \t<li>Plan for PDA. Makes lists of behaviors you want to see and review the list often<\/li>\n \t<li>Use as much PDA as you can when children are following one of the newer guidelines such as maintaining physical distance or wearing a mask.<\/li>\n \t<li>Recognize small successes.<\/li>\n \t<li>Alter the typical expectations for attention and behavior.\n<ul>\n \t<li>Provide multiple prompts, cues and re-directs followed by PDA and PDA Plus.<\/li>\n<\/ul>\n<\/li>\n<\/ul><\/div><hr class=\"x-line e68-e20 m1w-h\"\/><\/div><div class=\"x-div e68-e21 m1w-4\" id=\"supports\"><div class=\"x-text x-text-headline has-graphic e68-e22 m1w-a m1w-e\"><div class=\"x-text-content\"><span class=\"x-graphic\" aria-hidden=\"true\"><i class=\"x-icon x-graphic-child x-graphic-icon x-graphic-primary\" aria-hidden=\"true\" data-x-icon-s=\"&#xf2ec;\"><\/i><\/span><div class=\"x-text-content-text\"><h2 class=\"x-text-content-text-primary\">We Need to Teach<\/h2>\n<\/div><\/div><\/div><div class=\"x-text x-content e68-e23 m1w-g\"><h3>Friendship Skills<\/h3>\n<p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/cainclusion.org\/catp\/wp-content\/uploads\/sites\/6\/2024\/07\/002-title-th.png\" width=\"250\" height=\"225\" class=\"alignright \" \/><\/p>\n\n<ul>\n \t<li>There will be new ways to \u201cshare\u201d, with an emphasis on keeping items separate.<\/li>\n \t<li>Nurture helping and cooperation skills<\/li>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/scripted-stories\/SuperFriendRevised.2017.ppt\" target=\"_blank\" rel=\"noopener noreferrer\">I Can Be a Super Friend (PPT)<\/a>\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/scripted-stories\/SuperfriendStoryAdapted_May2013_Chinese.ppt\" target=\"_blank\" rel=\"noopener noreferrer\">Chinese Translation: I Can Be a Super Friend (PPT)<\/a><\/li>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/scripted-stories\/SuperfriendStoryAdapted_May2013_Spanish.ppt\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: I Can Be a Super Friend (PPT)<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>Emotional Literacy<\/h3>\n<ul>\n \t<li>Emotion check in chart \u2013 Children can \u201ccheck-in\u201d by placing an indicator with their name or picture on how they are feeling throughout the day. This provides teachers with an opportunity to talk about how feelings can change and provide strategies to manage changing feelings \u2013 <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/supports\/FeelingFaces_cards_large_EN-SP.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Feeling Faces: Large Cards (PDF)<\/a><\/li>\n \t<li>Use a mirror to teach children what eyes or body language look like with different emotions.<\/li>\n \t<li>Use scripted stories or children\u2019s literature to support understanding of emotions.\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/scripted-stories\/AmysBookofFeelings.ppt\" target=\"_blank\" rel=\"noopener noreferrer\">Amy\u2019s Book of Feelings (PPT)<\/a>\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/scripted-stories\/AmysBookofFeelings_chinese.ppt\" target=\"_blank\" rel=\"noopener noreferrer\">Chinese Translation: Amy\u2019s Book of Feelings (PPT)<\/a><\/li>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/scripted-stories\/AmysBookofFeelings_spanish.ppt\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: Amy\u2019s Book of Feelings (PPT)<\/a><\/li>\n<\/ul>\n<\/li>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/scripted-stories\/HaileysBookofFeelings.ppt\" target=\"_blank\" rel=\"noopener noreferrer\">Hailey\u2019s Book of Feelings (PPT)<\/a>\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/scripted-stories\/HaileysBookofFeelings_chinese.ppt\" target=\"_blank\" rel=\"noopener noreferrer\">Chinese Translation: Hailey\u2019s Book of Feelings (PPT)<\/a><\/li>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/scripted-stories\/HaileysBookofFeelings_spanish.ppt\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: Hailey\u2019s Book of Feelings (PPT)<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n \t<li>Talk about emotions and use a variety of strategies to teach children to recognize emotions in themselves and others.<\/li>\n \t<li>Validate children\u2019s emotions by labeling them (in a respectful way).<\/li>\n \t<li>Model and label your emotions.<\/li>\n \t<li>Provide opportunities for students to observe you use coping skills. \u201cI wasn\u2019t expecting to change classrooms today, I\u2019m feeling a little overwhelmed, I\u2019m going to take three deep breaths, does anyone want to breath with me? My body feels calm, I\u2019m ready to change rooms.\u201d Use visuals to help support these opportunities \u2013 <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/supports\/Calm-Down_ChoiceCards.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Help Us Calm Down: Strategies for Children (PDF)<\/a>\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/supports\/Calm-Down_ChoiceCards_SP.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: Help Us Calm Down: Strategies for Children (PDF)<\/a><\/li>\n<\/ul>\n<\/li>\n \t<li>If you are wearing a mask (link to Wearing-Masks_Tipsheet ), you need to think about your facial cues\/expressions \u2013 <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/supports\/Wearing-Masks_Tipsheet.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Helping Children Understand Emotions When Wearing Masks (PDF)<\/a><br \/>\nBe mindful of your:\n<ul>\n \t<li>Tone of voice<\/li>\n \t<li>Eye contact<\/li>\n \t<li>Proximity<\/li>\n \t<li>Gestures<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>Managing Strong Emotions<\/h3>\n<ul>\n \t<li>Teach acceptable ways for children to manage strong emotions in the classroom\n<ul>\n \t<li>Teach Calming Techniques \u2013 <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/scripted-stories\/ICanGetCalm.2018.pptx\" target=\"_blank\" rel=\"noopener noreferrer\">I Can Get Calm (PPT)<\/a>\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/scripted-stories\/ICanGetCalm.2018-chinese.pptx\" target=\"_blank\" rel=\"noopener noreferrer\">Chinese Translation: I Can Get Calm (PPT)<\/a><\/li>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/scripted-stories\/ICanGetCalm.2018-spanish.pptx\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: I Can Get Calm (PPT)<\/a><\/li>\n<\/ul>\n<\/li>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/supports\/Calm-Down-Area_Tipsheet.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Taking a Break: Using a Calm Down Area at Home (PDF)<\/a><\/li>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/supports\/relaxation-thermometer-2020.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Relaxation Thermometer (PDF)<\/a><\/li>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/supports\/Smell-Blow.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Self-Regulation Skills: Breathing Strategies (PDF)<\/a>\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/supports\/Smell-Blow_SP.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: Self-Regulation Skills: Breathing Strategies (PDF)<\/a><\/li>\n<\/ul>\n<\/li>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/scripted-stories\/TuckerTurtle-At-Home-2020.pptx\" target=\"_blank\" rel=\"noopener noreferrer\">Tucker Turtle Takes Time to Tuck and Think at Home (PPT)<\/a>\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/supports\/TuckingTechnique-Tucker.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Tucking Technique with Tucker Turtle (PDF)<\/a><\/li>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/supports\/TuckingTechnique-Tucker-Spanish.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: The Tucking Technique with Tucker Turtle (PDF)<\/a><\/li>\n<\/ul>\n<\/li>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/scripted-stories\/SoniaSnail-At-Home-2020.pptx\" target=\"_blank\" rel=\"noopener noreferrer\">Sonia Snail Takes Time to Tuck and Think at Home (PPT)<\/a>\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/supports\/TuckingTechnique-Sonia.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Tucking Technique with Sonia Snail (PDF)<\/a><\/li>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/supports\/TuckingTechnique-Sonia-Spanish.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: The Tucking Technique with Sonia Snail (PDF)<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/cainclusion.org\/catp\/wp-content\/uploads\/sites\/6\/2024\/07\/002-bg.png\" width=\"200\" height=\"200\" class=\"alignleft\" \/><\/p>\n\n<h3>Problem-Solving\/Conflict Resolution<\/h3>\n<ul>\n \t<li>Teach systematic way to solve problems and resolve conflicts \u2013\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/problem-solving-and-conflict-resolution\/ConflictResolutionSteps.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Conflict Resolution Steps (PDF)<\/a>\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/problem-solving-and-conflict-resolution\/ConflictResolutionSteps-SP.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: Conflict Resolution Steps (PDF)<\/a><\/li>\n<\/ul>\n<\/li>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/problem-solving-and-conflict-resolution\/ConflictResolutionSteps-SchoolAge.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Conflict Resolution Steps: School Age (PDF)<\/a>\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/problem-solving-and-conflict-resolution\/ProblemSolvingSteps-SP.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: Problem Solving Steps (PDF)<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/problem-solving-and-conflict-resolution\/ProblemSolvingSteps-SchoolAge.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Problem Solving Steps: School Age (PDF)<\/a><\/li>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/We-Can-Be-Problem-Solvers-at-Home.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">We Can Be Problem Solvers at Home (PDF)<\/a><\/li>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/Solution-Kit-Home-Edition-large.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Solution Kit: Home Edition \u2013 Large (PDF)<\/a>\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/Solution-Kit-Home-Edition-small.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Solution Kit: Home Edition \u2013 Small (PDF)<\/a><\/li>\n<\/ul>\n<\/li>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/solution-kit\/SolutionKit.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Solution Kit (PDF)<\/a>\n<ul>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/solution-kit\/SolutionKit_4x4.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Solution Kit Cue Cards (PDF)<\/a><\/li>\n \t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/solution-kit\/SolutionKit_11x17.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Solution Kit Poster (PDF)<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul><\/div><hr class=\"x-line e68-e24 m1w-h\"\/><\/div><div class=\"x-div e68-e25 m1w-4\" id=\"intervention\"><div class=\"x-text x-text-headline has-graphic e68-e26 m1w-a m1w-f\"><div class=\"x-text-content\"><span class=\"x-graphic\" aria-hidden=\"true\"><i class=\"x-icon x-graphic-child x-graphic-icon x-graphic-primary\" aria-hidden=\"true\" data-x-icon-s=\"&#xf2ec;\"><\/i><\/span><div class=\"x-text-content-text\"><h2 class=\"x-text-content-text-primary\">Individualized Support<\/h2>\n<\/div><\/div><\/div><div class=\"x-text x-content e68-e27 m1w-g\"><p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/cainclusion.org\/catp\/wp-content\/uploads\/sites\/6\/2024\/07\/001-title-th.png\" width=\"250\" height=\"225\" class=\"align right\" \/><\/p>\n<ul>\n\t<li>Examine all of the tiers with this individual child in mind &#8211;\n\t\t<ul>\n\t\t\t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/intervention\/TieredPlanofActionInfTod.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Tiered Plan of Action for Infant &amp; Toddlers (PDF)<\/a><\/li>\n\t\t\t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/intervention\/TieredPlanofActionPreK.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Tiered Plan of Action for Pre-K (PDF)<\/a><\/li>\n\t\t<\/ul>\n\t<\/li>\n\t<li>Anticipate that children may misread social cues or exhibit previously unrecognized behavior. Children may come to the center with new challenging behaviors that weren\u2019t there before &#8211; <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/intervention\/Strategies%20to%20Support%20InfTod%20ChalBeh.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Strategies for Responding to Infant and Toddlers&#8217; Challenging Behavior<\/a>\n\t\t<ul>\n\t\t\t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/intervention\/Strategies%20to%20Support%20InfTod%20ChalBeh_SP.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: Strategies for Responding to Infant and Toddlers&#8217; Challenging Behavior<\/a><\/li>\n\t\t<\/ul>\n\t<\/li>\n\t<li>Provide guidance and support to children who feel anxious in the classroom through the changes. \n\t\t<ul>\n\t\t\t<li>Make sure there is a primary person assigned to the child and a secondary as well<\/li>\n\t\t\t<li>Be consistent and focus on emotional deposits and scanning for success (commenting with PDA)<\/li>\n\t\t\t<li>Separation anxiety and other forms of anxiety could become present (fearfulness\/withdrawal from activities).\n\t\t\t\t<ul>\n\t\t\t\t\t<li>Consider a personal a visual schedule (accessible to the child) to increase predictability<\/li>\n\t\t\t\t\t<li>Review the visual schedule frequently throughout the day, including expectations for drop off routines and transitions<\/li>\n\t\t\t\t\t<li>Allow and encourage transition objects and rituals<\/li>\n\t\t\t\t\t<li>Create collages\/family books with pictures of each child\u2019s family members. Have collages\/family books easily accessible for children to reference throughout the day.<\/li>\n\t\t\t\t\t<li>Validate emotions \u2013 offer ideas of something they could do to feel better (Ex: draw a picture for mom, look at their family picture book, hold their transition object, etc.).<\/li>\n\t\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t<\/ul>\n\t<\/li>\n\t<li>Anticipate possible &#8211; <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/intervention\/But%20What%20Do%20I%20Do%20When%20He%20Hits.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">But What Do I Do When He Hits? (PDF)<\/a>\n\t\t<ul>\n\t\t\t<li>Regression of self-regulation or impulse control<\/li>\n\t\t\t<li>Lower frustration threshold<\/li>\n\t\t\t<li>More frequent tantrums<\/li>\n\t\t\t<li>Power struggles and need for autonomy<\/li>\n\t\t<\/ul>\n\t<\/li>\n\t<li>For those trained in Positive Behavior Support, collect Behavior Observation Reports and use the Routine-Based Support Guide to develop a plan &#8211; <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/intervention\/ABC-to-PTR.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Applying the ABCs of Challenging Behavior (PDF)<\/a><\/li>\n<\/ul>\n\n<h3>Trauma-Informed Care<\/h3>\n<ul>\n\t<li>Understand the Adverse Childhood Experiences (ACEs) impact on children &#8211; <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/trauma-informed\/ACESHandoutForParents.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Understanding Adverse Childhood Experiences (ACES) (PDF)<\/a>\n\t\t<ul>\n\t\t\t<li>Understand the Adverse Childhood Experiences (ACEs) impact on children &#8211; <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/trauma-informed\/ACESHandoutForParents%20Spanish%20rev%2012-04-15.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: Understanding Adverse Childhood Experiences (ACES) (PDF)<\/a><\/li>\n\t\t<\/ul>\n\t<\/li>\n<p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/cainclusion.org\/catp\/wp-content\/uploads\/sites\/6\/2024\/07\/001-bg.png\" width=\"200\" height=\"200\" class=\"alignleft\" \/><\/p>\t\n\t<li>Explore resources for Trauma-Informed Care \n\t\t<ul>\n\t\t\t<li>Implementation of the Teaching Pyramid is a good foundation for Trauma-Informed Care &#8211; <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/trauma-informed\/Trauma-Informed-Care_PyramidModel.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Trauma-Informed Care and the Teaching Pyramid (PDF)<\/a>\n\t\t\t\t<ul>\n\t\t\t\t\t<li>Infuse Trauma-Informed Practices in your work &#8211; <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/trauma-informed\/Trauma-Informed-Care-Checklist.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Checklist of Early Childhood Practices that Support Trauma-Informed Care (PDF)<\/a><\/li>\n\t\t\t\t\t<li>Examine all of the tiers with Trauma in mind &#8211; <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/trauma-informed\/TieredPlanofAction_Trauma.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Tiered Plan of Action for Trauma (PDF)<\/a>\n\t\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/trauma-informed\/TieredPlanofAction_Trauma_SP.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: Tiered Plan of Action for Trauma-Informed Care (PDF)<\/a><\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t<\/li>\n\t\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<li>Connect with Mental Health Resources &#8211; <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/trauma-informed\/iecmhc-and-pyramid-model-graphic.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Understanding Infant and Early Childhood Mental Health Consultation and the Teaching Pyramid (PDF)<\/a>\n\t\t\t\t<ul>\n\t\t\t\t\t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/trauma-informed\/crosswalk-early-childhood-mental-health-services.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Crosswalk of Early Childhood Mental Health Services (PDF)<\/a><\/li>\n\t\t\t\t\t<li>Partner with Early Childhood Mental Health Specialists &#8211; <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/trauma-informed\/IECMHC_All-Hands-on-DeckCA.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">All Hands on Deck (PDF)<\/a><\/li>\n\t\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<li>Help children attend to sensory as well as emotional feelings &#8211; <a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/trauma-informed\/Listening-To-My-Body-Activity-Guide-2020.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Listening to My Body: A Discussion and Activity Guide (PDF)<\/a>\n\t\t\t\t<ul>\n\t\t\t\t\t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/trauma-informed\/Cuerpo-Activity-Guide-2020.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: Listening to My Body: A Discussion and Activity Guide (PDF)<\/a><\/li>\n\t\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/trauma-informed\/The%20Impact%20of%20Adversity.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Impact of Early Adversity on Children&#8217;s Development (PDF)<\/a>\n\t\t\t\t<ul>\n\t\t\t\t\t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/trauma-informed\/EL-IMPACTO-DE-LA-ADVERSIDAD.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: The Impact of Early Adversity on Children&#8217;s Development (PDF)<\/a><\/li>\n\t\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/trauma-informed\/Toward%20a%20Better%20Understanding%20of%20Behavior.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Toward a Better Understanding of Children&#8217;s Behavior (PDF)<\/a>\n\t\t\t\t<ul>\n\t\t\t\t\t<li><a href=\"https:\/\/cainclusion.org\/resources\/tp\/materials\/walking-up-the-pyramid\/trauma-informed\/Toward%20a%20Better%20Understanding%20of%20BehaviorSpanish.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish Translation: Toward a Better Understanding of Children&#8217;s Behavior (PDF)<\/a><\/li>\n\t\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t<\/ul>\n\t<\/li>\n<\/ul><\/div><hr class=\"x-line e68-e28 m1w-h\"\/><\/div><\/div><\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Effective WorkforceNurturing and Responsive RelationshipsHigh Quality Supportive EnvironmentsTargeted Social-Emotional SupportsIntensive InterventionIt Always Starts with YOU! Teacher Self-Reflection and Support In order to support children, it is important that you take care of yourself. In these uncertain times, it is natural to feel stressed and overwhelmed. Consider activities that help you feel calm and implement them within the classroom routine on &#8230; <\/p>\n<div><a href=\"https:\/\/cainclusion.org\/teachingpyramid\/materials\/walking-up-the-ca-teaching-pyramid\/\" class=\"more-link\">Read More<\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"parent":65,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-blank-5.php","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-68","page","type-page","status-publish","hentry","no-post-thumbnail"],"acf":[],"publishpress_future_action":{"enabled":false,"date":"2026-04-12 11:41:32","action":"change-status","newStatus":"draft","terms":[],"taxonomy":"","extraData":[]},"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"https:\/\/cainclusion.org\/teachingpyramid\/wp-json\/wp\/v2\/pages\/68","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/cainclusion.org\/teachingpyramid\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/cainclusion.org\/teachingpyramid\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/cainclusion.org\/teachingpyramid\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/cainclusion.org\/teachingpyramid\/wp-json\/wp\/v2\/comments?post=68"}],"version-history":[{"count":3,"href":"https:\/\/cainclusion.org\/teachingpyramid\/wp-json\/wp\/v2\/pages\/68\/revisions"}],"predecessor-version":[{"id":636,"href":"https:\/\/cainclusion.org\/teachingpyramid\/wp-json\/wp\/v2\/pages\/68\/revisions\/636"}],"up":[{"embeddable":true,"href":"https:\/\/cainclusion.org\/teachingpyramid\/wp-json\/wp\/v2\/pages\/65"}],"wp:attachment":[{"href":"https:\/\/cainclusion.org\/teachingpyramid\/wp-json\/wp\/v2\/media?parent=68"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}