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State early‑education team outlines training, consultation and referral supports to reduce exclusionary discipline
Summary
Staff from the state early‑education agency described a multi‑tiered technical‑assistance program for early childhood providers that emphasizes the Pyramid Model, classroom practices, consultation and referrals to behavioral‑health partners, and plans to expand capacity to address a waiting list for services.
The state early‑education team presented a suite of training, consultation and referral supports intended to help early childhood programs manage challenging behaviors, reduce exclusionary discipline and link children and families to mental‑health services.
Presenters described a multi‑tiered Pyramid Model of supports, direct classroom‑level strategies and a mix of technical assistance, consultation and referral pathways to community behavioral‑health providers. Eugenia (EEC staff) said the program aims to give teachers “the capacity to identify their students’ feelings” and to “teach them how to regulate those emotions,” linking classroom practice to longer‑term social‑emotional benefits for children.
EEC staff framed the initiative as a prevention‑oriented system that operates at three levels: universal/classroom‑wide supports; targeted group interventions for children who need more skill development; and individualized, focused interventions for children with the highest needs. The presenters emphasized five classroom practices — interactional corrections, predictable routines, clear behavioral expectations and related pillars — as the curriculum’s practical core.
Stacy Ware, identified in the presentation as a specialist, said the team provides on‑site and regional technical assistance and can make referrals to longer‑term partner organizations for clinical supports and staff training. “Soy Stacy Ware, soy una especialista,” she said when introducing herself; later the team described how those referrals connect programs to organizations that can deliver multi‑session training and ongoing supports.
The presentation listed specific regional partners and providers that accept referrals, including Community Healthlink for central Massachusetts and the Justice Resource Institute for southern regions; the transcript also referenced services in Canton, Westborough, Quincy and Foxborough and named other local providers for northern and coastal regions. Presenters said they will use the state learning management system to house Pyramid Model trainings and pointed attendees to links shared in the meeting chat.
EEC staff described additional offerings: communities of practice, in‑person and online trainings, an academy for professional development, classroom observation and consultation services, and materials for program leaders on inclusion and reducing suspensions and expulsions. Alexis (specialist) explained that consultation can include classroom observations, individualized child assessment and support to navigate parent consent and special‑education referrals so home and school strategies align.
Presenters said the work is constrained by workforce limits and demand: they noted a waiting list for some services and said the agency seeks funding and partnerships to expand staff capacity. “Hemos tenido cuarenta y cinco personas en un evento,” one presenter said, citing a recent training turnout as an example of local interest.
The team also described a partnership with the Office of the Child Advocate (OCA) to develop trauma‑informed training modules and equity‑focused materials. Presenters said they will share a learning module library and an online hub of resources; the session recording and slide deck will be distributed after the meeting, and a contact list (including Katherine Weekly) was posted for questions.
No formal votes or policy actions were recorded during the session. Presenters encouraged programs to request technical assistance, join regional communities of practice and use the state LMS for Pyramid Model training.
The agency said it will continue to develop protocols for crisis response teams tailored to early childhood settings and to expand reflective supervision and staff well‑being supports for program leaders.
Looking ahead, presenters said they plan to add more regional trainings before late spring and to continue refining referral pathways to behavioral‑health services so children and families can access supports more rapidly. The team asked participants to share feedback on the online resource hub to guide future content and rollout.
