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Behavioral-health team outlines Pyramid Model trainings, consultation and crisis supports for early‑childhood educators
Summary
A behavioral‑health team presented a package of supports for early‑childhood programs including Pyramid Model training, regional consultation, LMS modules and plans to expand crisis response and reduce exclusionary discipline; presenters said capacity and wait lists remain constraints.
A behavioral‑health team delivered a roughly hour‑long virtual presentation describing training, consultation and crisis‑response supports for early‑childhood educators, presenters said.
The presenters described a three‑tier Pyramid Model framework for prevention and intervention, availability of regional mental‑health consultation, a new set of online learning modules (LMS), upcoming in‑person and virtual trainings beginning in April, and partnerships with a child‑welfare/child‑advocacy office to develop trauma‑informed materials and coaching.
The presentation framed the work as a response to post‑pandemic changes in children’s social and emotional skills and a rise in behavior that educators and programs are reporting. A facilitator noted educators are seeing more physical symptoms and trauma responses in young children and said supporting educators’ practices and well‑being is central to sustaining classroom inclusion and safety.
Stacy Where, identified in the meeting as a behavioral‑health specialist, described the team’s role in providing first‑line technical assistance: coaching educators, offering classroom management strategies, helping staff reflect on practice, and connecting programs to further training. Alex Stereo, a regional behavioral‑health staffer, outlined the Pyramid Model levels: universal supports for whole classrooms; secondary prevention for some students who need extra social‑skills help; and tertiary, individualized interventions for a small number of children who require focused attention.
Presenters said regional consultation can include classroom observation, individualized assessments with parental consent, development of individualized support plans, training for educators on partnering with families, and referrals to community services. The team said consultation is available both at early‑childhood centers and in some non‑center programs, and that providers statewide can access resources and region‑specific links through the LMS portal.
Training and implementation supports described included recently completed two‑day, full‑day trainings for internal staff; follow‑up with three virtual communities of practice; a core “champions” training intended to create local trainers; and both in‑person and online sessions scheduled to expand starting in April and continuing through spring. Presenters said they will share registration links and region‑specific access codes through the meeting chat and the LMS.
Presenters said the initiative also seeks to reduce exclusionary discipline and preserve children’s access to programs. They described plans to develop guidance, resource packs and technical assistance aimed at minimizing expulsions and suspensions while protecting child and staff safety. The presenters cautioned crisis response is distinct from everyday classroom supports and said some crisis teams lack specialized early‑childhood training; expanding crisis‑response capacity for very young children was listed as a priority.
Presenters acknowledged capacity limits: the team described existing wait lists for consultation and said expanding staff and regional partners is needed to reach more programs. They requested feedback from educators on which resources are most useful and encouraged providers to register for LMS modules and upcoming trainings.
Background materials mentioned during the session included an online LMS with several modules based on trauma‑informed principles and a “Pyramid Model Plus” curriculum and resource set; presenters also referenced work with a child‑advocacy/child‑welfare office (referred to as OCA) that has supported training and development of trauma‑informed content. Regional coverage named in the presentation included Boston and surrounding regional offices and other regional provider networks.
The meeting ended with presenters inviting questions in chat, offering email contact for further inquiries, and asking participants to use the LMS and the shared links to register for training and access resources. Presenters said they will continue follow‑up training and communities of practice to support implementation and that they plan to expand partnerships to increase workforce capacity and reduce exclusionary practices.
