New Hampshire - Pyramid Model Consortium

In 2017 New Hampshire became the 28th Pyramid Model State. With funding support from the Endowment for Health, a State Leadership Team (SLT) was established with NH leaders from public and private organizations concerned with the social-emotional development of young children and their families. PTAN Project Director, Joan Izen serves as the SLT Meeting Facilitator.

The SLT has worked closely with the Pyramid Model Consortium to develop a comprehensive strategic plan for statewide implementation of the Pyramid Model and complete the exploration/planning stage for each of the Pyramid Model key structures (state leadership team or SLT; a master cadre of training and TA professionals; behavior specialists; implementation programs and communities; and data and evaluation systems).

Welcome to the New Hampshire Pyramid Model Home Page! We have created a number of tabs to help organize the wonderful work happening across the state. See the list below to help you select which tab at the top of this page to select. The table below does not contain live links to content or tabs.

Tab Title	Content
Home	New Hampshire Pyramid Model History MTSS-B Alignment with Pyramid Model Pyramid Model State Leadership Team Annual Report Archive eNewsletter Archive ProSolutions Courses and Additional Resource Websites Social Media
Preschool Technical Assistance Network (PTAN)	Overview Our Staff – Contact Information PTAN Consultant and Coaches PTAN Child Care Inclusion Project
State Leadership Team	Mission and Vision New Member Materials Benchmarks of Quality Meeting Minutes Workgroup Action Plans Products and Resources
Practice-Based Coaching	Systems Decisions: Choosing a Delivery Method Orientation Materials
TPITOS & TPOT	Fact Sheet Overview
Family Engagement	iSocial Communicating with Families Guide Tip Sheets Positive Solutions for Families Webinars and Resources Resources Developed by The Children’s Center
Pathway to Pyramid	Granite Steps for Quality (GSQ)

The Pyramid Model in New Hampshire

Interested in becoming a Program Coach with our New Hampshire team? Complete this application!

Connect to ProSolutions for online learning opportunities for New Hampshire!

New Hampshire Resources

iSocial

Child Care Aware of NH / NH Connections

NH Association for Infant Mental Health (NHAIMH)

NH Department of Education- Bureau of Special Education Support

NH Department of Health and Human Services – Bureau of Child Development and Head Start Collaboration

New Hampshire’s Preschool Development Grant

Race 2K

National Resources

The Pyramid Model Consortium

National Center for Pyramid Model Innovations

ECTA Center

Division for Early Childhood

Center for Early Childhood Mental Health Consultation

National Association for the Education of Young Children

Stay Connected!

PTAN is a grant-funded statewide technical assistance and training network that promotes quality, developmentally appropriate and culturally competent early childhood education and special education programs in New Hampshire.

The PTAN Child Care Inclusion Project provides FREE (grant-funded) services to NH child care teachers and directors to support their successful inclusion and retention of children with challenging behaviors and other special needs. Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child to participate in a broad range of activities and contexts as full members of families, communities, and society regardless of ability.

Our Staff

Joan Izen, PTAN Project Director

In 1992, Joan conceived and designed the Preschool Technical Assistance Network (PTAN), a statewide, grant funded project that promotes quality programs for New Hampshire’s young children and their families. She has served as the Project Director since its inception and has supported NH’s State offices to develop new systems and policies that promote the successful inclusion of all young children in their early care and education settings. Most recently, Joan supported the State’s efforts to become the twenty-eighth Pyramid Model state. For the past five years she has served as the facilitator of the State Leadership Team and through a funded project supported the development of the State’s first Master Cadre of coaches and trainers.

Joan earned a B.S. in Communication Disorders from Emerson College and an M.A. in Speech Communication from the University of Maine-Orono. In 2008 she completed the Organization Development Certificate Program at Antioch University New England and in 2010 graduated from the Leadership NH program.

[email protected]

Hillary Pincoske, PTAN Project Coordinator

Hillary grew up in New Hampshire and holds a Bachelor’s of Science degree in Early Childhood Education. She spent the first 20 years of her career working as a Kindergarten teacher and Assistant Director of Program at a small independent school in the lakes region of NH. She joined the PTAN staff in June 2017 to start her new adventures supporting the social emotional needs of young children throughout the state.

[email protected]

Becky Britton

Becky Britton has spent over 20 years working with children and families. She holds a B.A in Psychology from Rivier University. Her credentials include a certificate in Traumatic Stress Studies, an intermediate level Early Childhood and Family Mental Health Credential, and a NH Early Childhood Master Professional Credential with Program Consultant Endorsement. Work experience includes overseeing the mental health content area for Head Start, Behavioral Support Coaching for Project LAUNCH, and Practice-Based Coaching for iSocial.

Becky has substantial experience working with staff and families in supporting children with challenging behaviors and/or disabilities, providing professional trainings on areas related to social-emotional development and challenging behavior, and facilitating parent education groups. In her free time, Becky enjoys spending time with her family.

Annie Dintino-Cucchi

Annie Dintino-Cucchi holds a B.A. in psychology from Keene State and an M.Ed in Early Childhood Special education from Champlain College. She has taught for Head Start, private programs and in the public school system. She holds a Master level Teaching Credential with endorsements in Workshop Trainer, Program Consultant, Coach and Individual Mentor.

Annie is currently pursuing her Doctorate in Clinical Psychology at Rivier University. Her study focus is around maternal and infant mental health with an emphasis on Perinatal Child-Parent Psychotherapy.

Annie is passionate about supporting and empowering children, teachers and families through strength-based models. She is a strong advocate for nature-based and farming education. In her spare time, Annie loves to be in the woods exploring and learning with her family and pets.

Sandy Hogan

Sandy Hogan is a NH Licensed Clinical Mental Health Counselor and is also credentialed as an Early Childhood Master Professional/Allied Professional with the Child Development Bureau. She has 25 plus years’ experience working with young children and families as well as the many professionals who interface with them.

She has worked with PTAN for more than 10 years. For fun, Sandy likes to hike and to play with her grandchildren and dog.

Jane Merrithew

Jane Merrithew is a NH licensed clinical mental health counselor, having received her master’s degree over 20 years ago from University of Southern Maine. Prior to becoming a LCMHC, she practiced as an occupational therapist from 1978 until the early 1990’s. This background provides a wonderful foundation for how she views the child before her. Clinical mental health experience has been centered on children and families, and has taken place in community mental health, residential, school and now private practice settings.

Administrative experience has included work in residential treatment and private special education. Jane is a lifelong learner and has received specialty training in infant parent mental health through UMASS Infant Parent Mental Health Program, a 2 year non degree fellowship program. She is a rostered CPP clinician, is certified by NH in Early Childhood and Family Mental Health (advanced) and as an Early Childhood Master Professional with an allied health endorsement. In addition to professional training and experience, she has the lived experience of being a parent, grandparent, a foster parent, and active community member involved in children’s programs for nearly 45 years.

Jan Richards

Jan Richards has been in the field of Early Childhood Education for over 30 years. She holds a B.A. in Home Economics with a focus on Early Childhood Education from Keene State College; a Master’s degree in Community Mental Health and Mental Health Counseling with a focus on Children and Families from Southern New Hampshire University; Pyramid Model TPOT and TPITOS Interobserver Reliability Trainer and Observer; and New Hampshire credentials that include Early Childhood Master Teacher, Infant and Toddler Foundational level 11, Workshop Trainer, Faculty, and Program Consultant.

Jan recently retired from the Child Development Center on the campus of Keene State College where she worked with infants and their families. Her role also included mentoring undergraduate college students enrolled in the Early Childhood Education program at KSC. She is passionate about infant development; quality environments for young children; guiding and coaching adult learners working in the Early Childhood field; and the importance of healthy brain development within the first years of life and how it affects the person as an adult.

Julie Sackett

Julie Sackett’s background in early childhood education (ECE) includes a variety of experiences, which began when she started a small child care center in Plymouth with her husband in 1991. Since that time, she has served as Executive Director of a nonprofit child care organization in the Lakes Region, and as Director of Head Start, Early Head Start and Child Care for Belknap-Merrimack Community Action Program. in addition, she has worked in Child Care Resource & Referral, served as Adjunct Faculty for Plymouth State University, and she has been actively involved with state-level organizations, including Early Learning NH, Spark NH, and the Child Care Advisory Council.

She has a Bachelor’s degree in Business Administration, a Master’s degree in Community Psychology, and a Master’s degree in Education. Currently, she enjoys working on a variety of initiatives as an Independent Contractor, including PTAN consultation. Her primary focus is on supporting Pyramid Model implementation, as a Practice-Based Coach supporting individual practitioners in implementation of Pyramid Model practices in the classroom, as well as Program Coach supporting leadership teams in system development to support program-wide implementation. She is also a member of the NH Master Cadre of trainers and coaches, and is certified to administer TPOT and TPITOS classroom assessments.

Deborah M. Stokel

Deb earned her Bachelor of Science Degree in Elementary Education from Plymouth State University and hold’s a Master Professional Credential from the State of NH. She is a Pyramid Model trained Master Cadre member. Deb is certified in the administration of the TPITOS and TPOT Pyramid Model Fidelity tools. Recently she was an adjunct faculty member in the Early Childhood Program at Great Bay Community College (GBCC) where she acted as the Project Manager for the GBCC Community Partners Initiative. She is a past Co-executive Director and Early Childhood Program Director for a large, non-profit, NAEYC Accredited program in the NH Seacoast area. Deb is a former private school owner as well as an Independent Contractor: Trainer, Mentor, and Consultant for public and private schools throughout New England.

Tammy Vittum

Tammy was a preschool special education teacher and coordinator for a public school district in NH for 33 years. She earned a Master’s of Education from Keene State College and is National Board Certified as an Exceptional Needs Specialist. She holds NH certifications in Elementary Education, Special Education and Early Childhood Special Education.

She has been a member of the NH Pyramid Model State Leadership Team since its inception. During her 2 years as a Distinguished Educator with the NH Department of Education, she gained a depth of knowledge in systems work, which she applies as a Process Coach for several programs implementing the Pyramid Model. She is also certified in administering the Teaching Pyramid Observation Tool (TPOT) and is a member of NH’s Pyramid Model Master Cadre. She is Co-Director of Early Childhood Region 1 through Impact Monadnock – Monadnock United Way. Tammy enjoys spending time in nature, especially while visiting National Parks.

Charna Aversa

Charna holds a BS in Family Studies and a M.Ed, in Early Childhood Education from the University of NH where she also did some post-graduate studies in Inclusion Facilitation. She has nearly 22 years of experience in the field including teaching at the preschool-4^th grade levels. Much of her career has been spent working in a Head Start Program as a Teacher, Family Advocate, Disabilities & Mental Health Services Manager and Administrator. Charna’s state level work includes membership on the Interagency Coordinating Council, Spark NH and the Pyramid Model State Leadership Team. She currently provides program coaching as part of the Master Cadre and has recently become a PTAN Consultant. Charna is passionate about play and nature-based learning and ensuring all children are supported to thrive and succeed in the classroom. When she is not working with young children, Charna enjoys spending quality time with her grandchildren and her dog, taking advantage of the beautiful lakes and mountains NH has to offer.

Marie David

Marie brings the experience of working in the field of Early Childhood Education for over 30 years. She holds a M. Ed. From Rivier University where she has also been an adjunct faculty member. She is currently the Child Behavior Support Coordinator for Belknap Merrimack Head Start in addition to her work as a Master Cadre Member. Her experiences span from classroom teacher, to Education/Disabilities Supervisor for Head Start, Director of NAEYC Accredited Early Childhood Center, Practice Based and Process Coach. She is a validated TPOT and TIPITOS Administrator.

Marie focuses her work on developing and building upon the strengths of children, families, teachers and administrators through the implementation of the Pyramid Model Strategies. She loves gardening and spending time with her grandchildren who often make her laugh!

Katrina Watson

Katrina holds a Master’s in Early Childhood Education from New York University and is pursuing a CAGS in Trauma-Informed Policy and Practice at the University of New Hampshire. She is currently the Home-Based Specialist at Belknap Merrimack County Early Head Start and has a diverse background as an early childhood educator and practice-based coach.

Katrina is excited to be joining the PTAN cohort. She will be supporting programs in Pyramid Model Implementation through coaching, training, and consulting; she is committed to fostering awareness and intentionality among educators and administrators in their work with young children and families. She enjoys walking, yoga, and reading stories with her two young children.

Jo-Ann Mulligan

Jo-Ann is an early childhood educator at heart. She has a passion for creating inclusive spaces where children feel empowered to communicate, express their feelings, build meaningful connections with peers and adults and explore their environment with confidence as they learn and grow. Jo-Ann earned a B.S. in Communication Disorders and M.Ed. in Early Childhood Special Education from the University of New Hampshire. She has worked in the field for over 35 years in roles as teacher, therapist, mentor, coach and administrator. She holds an Early Childhood Professional Development Specialist credential, a NH Experienced Educator certification in Early Childhood Special Education and is a licensed Speech-Language Pathologist. Jo-Ann’s joys in life include spending time with family, getting lost in a good book and leisurely neighborhood walks with a sweet old beagle.

Vanessa Gordon-Grundy

Vanessa Gordon-Grundy holds a Bachelor’s Degree in Early Childhood Studies and a MS in Early Childhood Studies-Administration, Management & Leadership. She has taught for Early Head Start and served as the Education and Disabilities Services Specialist for Belknap-Merrimack Community Action Program for most of her career, for both Home Based and Center Based Program options. She is also an adjunct faculty member at NHTI, in the Family Studies Department.

Vanessa is passionate about providing high quality programming for young children and their families through supporting, guiding, and working collaboratively with early childhood professionals in a strengths-based approach.

Interested in becoming a Program Coach with our New Hampshire team? Complete this application!

PTAN Child Care Inclusion Project

The goal of the PTAN Child Care Inclusion Project is to support child care teachers and directors so that they can successfully include children who have challenging behaviors and/or other special needs thus reducing the need to suspend or expel a child and family from their child care program.

PTAN services are FREE thanks to grant funding from the Bureau of Child Development and Head Start Collaboration at the NH Department of Health and Human Services. Skilled and knowledgeable PTAN consultants provide telephone and onsite consultation depending upon the intensity of need. Services continue until program staff feel confident in their abilities to maintain the child in their program and promote his or her successful inclusion in program activities.

To request assistance, NH child care teachers and directors can call the PTAN Project Coordinator at (603) 865-7145.

The PTAN Child Care Inclusion Project is a comprehensive statewide program that offers:

Free and equitable access to consultation and training for NH child care programs
Short- and long-term consultation and technical assistance to support a program’s efforts to maintain children with challenging behaviors and other special needs
On-going, program improvement consultation and training to increase capacity of child care programs for parents of children with special needs
Consultation that integrates Pyramid Model evidence-based practices to support children’s social and emotional development

PTAN services and supports for NH child care providers are grounded in the belief that:

Children are capable individuals
Behavior is a form of communication
Describing behaviors and feelings is a more effective support to children than labeling them
It is the teacher’s role and responsibility to teach children positive (pro-) social skills
Time out is not an effective behavior management strategy because it doesn’t teach children pro-social skills
Change in child behavior depends on change in the teacher’s behavior.
PTAN Child Care Inclusion Consultants model respect and active listening in all interactions
Reflective consultation is a form of professional development that has direct, positive impact on children’s behaviors
Consultation is most effective when it is requested not mandated
Establishing a strong consultative relationship with teachers and administrators is key to having a positive impact on children’s behaviors

Maintaining children with special needs in their child care setting benefits children, parents, providers and the community at-large; children are spared the trauma associated with expulsion, parents are secure in their child’s placement and able to focus on their workplace responsibilities and providers feel more confident and competent, decreasing the likelihood of provider turnover.

Information about the PTAN Child Care Inclusion Program

PTAN Child Care Inclusion Project Flyer– Post this flyer in your program so that staff have access to information about FREE project services. Please change to: To request services contact the PTAN Project Coordinator at 603-865-7145 or [email protected].

Resources to Support Young Children who Bite and Their Family:

PTAN Biting Protocol
How to Help Your Child Stop Biting
Responding To Your Child’s Bite

DEC Position Statement on Challenging Behavior and Young Children

The Division for Early Childhood (DEC)’s July 2017 Position Statement on Challenging Behavior and Young Children (https://tinyurl.com/y8omad5d)readdresses the significance of the healthy social-emotional competence of all children and provides guidance to practitioners, teachers, and families in preventing and effectively responding to challenging behaviors. DEC’s position includes culturally sustaining, family-focused practices, as well as a commitment to inclusion, professional development, technical assistance, and using approaches that eliminate suspension and expulsion.

The Backpack Connection for Teachers and Parents

The Backpack Connection Series includes twenty-five brief articles that address a variety of topics about supporting young’s children’s social emotional skill development. Each article includes content and suggested strategies intended to support teachers and family members. The articles are easy to download, copy and share and are an excellent resource to send home when a new strategy or skill is introduced in the classroom to inform parents about what their child is learning at school and to provide specific ideas on how to use the strategy or skill at home.

Nice Kids Finish First: Study Finds Social Skills Can Predict Future Success

This is a brief (4 minute) piece from NPR about the importance that ‘pro-social’ skills play in a child’s development. Listen to it here.

More resources:

Preventing the Use of Restraint and Seclusion with Young Children: The Role of Effective, Positive Practices

Social-Emotional Development Tip Sheet

Behavior Communicates Tip Sheet

Aggression Tip Sheet

Shocking Language Tip Sheet

ZERO TO THREE website offers a variety of resources to help parents and teachers support children with challenging behaviors.

What is expulsion?

The complete and permanent removal of a child from an educational system, e.g., child care center (Gilliam & Shahar, 2006).
Terminating the enrollment of a child or family in the regular group setting because of a challenging behavior or a health condition. (Caring for Our Children; National Health and Safety Performance Standards Guidelines for Early Care and Education Programs, 3^rd edition)

What is suspension?

Reduction in the amount of time a child may be in attendance of the regular group setting, either by requiring the child to cease attendance for a particular period of time or reducing the number of days or amount of time that a child may attend. Requiring a child to attend the program in a special place away from the other children in the regular group setting is included in this definition. (Caring for Our Children; National Health and Safety Performance Standards Guidelines for Early Care and Education Programs, 3^rd edition)

What are challenging behaviors?

Any behavior that makes it difficult for a young child to be successful in a group environment. Such behaviors interfere with a child’s ability to positively interact with others and may disrupt the learning process or even pose health and/or safety risks. Such behaviors often frustrate adults because the behaviors do not respond to typical behavior intervention strategies. (Izen and Kalinowski, 2010)
Any repeated pattern of behavior that interferes with or is at risk of interfering with optimal learning or engagement in prosocial interactions with peers and adults. (Powell, Fixsen, Smith, & Fox, 2007)

What is required by NH Child Care Regulations?

The NH Child Care Licensing Rules passed on November 3, 2017 include language specific to preventing the expulsion of young children from child care due to challenging behaviors. This language is included in the rule: He-C 4002.25 Behavior Guidance and Treatment of Children which can be found HERE (pages 81-82).

The rule states that:

(g) Programs shall develop and implement a written policy to address the limitations of expelling children from the child care program for challenging behaviors. The policy shall address at a minimum:

(1) The steps the program will take to assist the child in maintaining enrollment prior to expelling the child for challenging behaviors;

(2) Parent notification requirements regarding their child’s challenging behavior; and

(3) The responsibilities of the program if the challenging behavior results in a serious safety risk to the child or others within the program.

(h) The written policy in (g) above shall be provided to parents at enrollment.

(i) The expulsion policy shall only apply when addressing a child’s behavior and not a parent’s misconduct or the parent’s failure to comply with other child care rules or laws.

All NH licensed child care programs are required to have a policy in place by April 30, 2019. Licensed-exempt providers serving children birth to five years of age and their families are included in this requirement.

Where can I find resources to support the development and implementation of expulsion prevention policy?

For support on writing your expulsion prevention policy contact Child Care Aware of NH for technical assistance.

Call: 1-855-393-1731 or (603) 578-1386 ext. 32
Email: [email protected]

This TEDx Talk by Rosemary Allen serves as a great introduction to suspension and expulsion. It provides insight into the core issues and helps you think about strategies to address the problem.

Resources to Share with Families contains articles, links, and tools that can either be directly shared with family members or used to help staff think about how to communicate with families about challenging behavior.

Preventing Suspensions and Expulsions in Early Childhood Settings: A Program Leader’s Guide to Supporting ALL Children’s Success is an excellent resource developed by national experts. The guide is a research-based tool aimed at helping you eliminate suspensions and expulsions in your early childhood program by addressing the underlying root causes. The guide provides information, recommended policies and practices, resources, and tools targeted at three levels or tiers of support to help program leaders. There are links to a variety of video clips and programs that may be useful for staff development and a brief (5-7 minute) optional self-assessment is provided that will result in a tailored roadmap to navigating the guide.

A Guide for Developing an Expulsion Prevention Policy is a tool to help NH child care programs develop and implement a policy to prevent or to minimize expulsion. The tool offers suggestions and resources to support a program’s preparation, policy writing, informing families and staff, and implementation.

The Expulsion Prevention Self-Reflection Checklist is a checklist that includes steps teachers can take to support ALL children in their child care program. This tool is used to support PTAN consultation and can also be used by programs and teachers independently.

Vision: New Hampshire families, early childhood programs and communities provide environments that nurture, promote and facilitate the social emotional development and learning of all young children, birth through six years. [revised 2/21/2023]

Mission: The NH Pyramid Model SLT establishes and maintains a sustainable state infrastructure that supports high fidelity implementation of the Pyramid Model in early childhood care and education settings statewide. [revised 2/21/23]

Anticipated outcomes:

A sustainable, complementary infrastructure to support Pyramid Model statewide is implemented and monitored.
NH early childhood education and care workforce has the capacity to implement Pyramid Model practices with fidelity.
Early childhood programs statewide have access to high fidelity Pyramid Model trainers and coaches.
NH has a statewide cadre of high-fidelity program-wide and community-wide implementation sites.
Families are engaged across all levels of the system to enhance skills and strategies to support children’s social emotional well-being.
Programs that engage in program-wide PM implementation demonstrate increased children’s pro-social skills and reduced challenging behaviors.

Practice-Based Coaching

Practice-Based Coaching (PBC) is a professional development strategy that uses a cyclical process. This process supports teachers’ use of effective teaching practices that lead to positive outcomes for children. PBC occurs in the context of collaborative partnerships. Click HERE to view videos about PBC.

Practice-based coaching resources from Head Start/ECLKC (Early Childhood Learning & Knowledge Center) can be found HERE.

Systems Decisions: Choosing a Delivery Method for Practice-Based Coaching

Expert coaching, reciprocal peer coaching, or group coaching? Which delivery format is right for your program?
Choosing a Delivery Method for Practice-based Coaching will introduce a systems level approach to support leadership teams in preparing for practice-based coaching. NH Master Cadre member, Becky Britton, will take you through the details of expert coaching, reciprocal peer coaching, and practice-based coaching in a group. This training will outline key points for teams to consider when making program level decisions regarding practice-based coaching.

This 45-minute webinar presented by Pyramid Model Consortium Consultant and Trainer, September Gerety is another resource that provides detail about each delivery format.

Downloadable tip sheets to support decision-making around coaching formats

NCPMI Webinar Links

Using Practice Based Coaching in a Group Coaching Format (4/28/21)

Practice-Based Coaching Orientation

September Gerety presented this 38-minute webinar to the first NH cohort of practice-based coaches on 10/3/16 . She provides an overview of PB coaching and specifically addresses components of the expert coaching model.

TPITOS and TPOT

Fact Sheets

Fact sheets were created to inform administrators and practitioners about the Pyramid Model fidelity measures, TPOT and TPITOS (Teacher Pyramid Infant Toddler Observation Scale for Infant and Toddler Classrooms). Click on the links below to download:

Overview of the Teaching Pyramid Observation Tool (TPOT)

This webinar was presented by Pyramid Model Consortium Consultant and Trainer, September Gerety on 6/12/17. It provides an overview of the TPOT including:

TPOT and the Pyramid Model
TPOT Administration: What to expect
TPOT Data: What it tells us, what it doesn’t
TPOT and Practice-Based Coaching

TPOT Overview Video

Family Engagement

At every tier of the Pyramid Model, practitioners and programs should consider what strategies might be used to welcome and support diverse families; how to create opportunities to learn from families; strategies for partnering with families to promote child outcomes; and providing the supports and services that families might need to promote their child’s skill development.
(Fox & Swett, 2017, Implementing partnerships with families to promote the social and emotional competence of young children)

New Resource!

Looking to for ideas to get the word out about Pyramid Model?

This iSocial Communicating with Families Guide is designed for programs to do just that! Inside you’ll find:

ideas to share program specific information
a Cut, Copy, & Paste section to use to promote social emotional development, address challenging behavior, and invite conversation and engagement
links to additional resources and materials to share, print out and/or order and share with families

Regardless of if your program uses newsletters, daily notes, social media platforms, text, or a communication app., this guide can take your family engagement to the next level.

What is the Pyramid Model?

These Pyramid Model (PM) Information Cards have been developed to provide basic information about what social emotional development is, and how the Pyramid Model supports children, families and professionals.

Tip Card – Families Want to Know

Provides information about NH’s support of Pyramid Model and the benefits of focusing on social emotional development for professionals, families, and children and childcare.

Tip Card – What is Pyramid Model

An introduction to the tiered approach of providing universal supports to all children to promote wellness, targeted services to those who need more support, and intensive services to those who need them.

Tip Card – Calming Down & Problem Solving

Shares strategies to support children to calm down when experiencing anger, sadness and frustration. Introduces the steps of problem solving and potential solution ideas.

Positive Solutions for Families

PSF is an evidence-based series developed by the Center on the Social and Emotional Foundations for Early Learning (CSEFEL), designed to help parents and caregivers promote their young child’s social and emotional development and to better understand young children’s challenging behaviors.

Positive Solutions for Families Training Modules Available from NCPMI (Preschool Parents)

Resources Developed by The Children’s Center – Wolfeboro, NH

Fostering Footprints Intro to Pyramid Model Brochure

Family Leadership Team Member Orientation Packet

Granite Steps for Quality (GSQ)