A: Staff would not be required to retake the Introduction to CSEFEL, however, they will need to take Infant/Toddler Modules 1 and 2 and the Introduction to Module 3.  Not all staff need to take the full I/T Module 3 or PS Modules 3a and 3b, only the Behavior Support team.

A: Currently, only those individuals who have taken the CSEFEL "Train the Trainer" training sponsored by the Early Childhood Services Bureau and the Early Childhood Project. Program directors or education coordinators/managers may not train their own staff.

1. The person whose responsibilities include supervision of the educational services, guides curriculum and program planning, serves as a resource for education specialists and/or teachers and teacher assistants; analyzes data, completes reports, supervises classroom and other education staff. For example, a Head Start or Early Head Start Executive Director may not be the individual that manages and supervises the early care and education staff and program, that role may have the title of Education Manager or Director of Education.
2. In addition DPHHS Licensing Requirements for Day Care Centers states that “Director” means the person designated on the center application or otherwise by written notice to the department as the person responsible for the daily operation of a day care center. A director is also responsible for implementing appropriate child development principles and knowledge of family relationships in providing daily care to the children cared for in the facility.
3. Talk this over with your coach to determine which person in fits the description of “director” for CSEFEL Pyramid Model implementation.

A: Primary Caregivers, aides, classroom teachers, lead teachers, teacher assistants, teacher aides, education managers, disability managers, education specialists, disability assistants, anyone who interacts with children

1. www.vanderbilt.edu/csefel
2. www.challengingbehavior.org

A: Fidelity to the CSEFEL Pyramid Model is important and modules need to be presented in a sequence beginning with the Introduction to the CSEFEL Pyramid Model, followed by Module 1, Module 2 and Module 3. There is flexibility in the presentation of the modules. For example: each Module script has suggested times but you may spend more or less time in some areas of the CSEFEL Pyramid Model module than the script calls for depending on the needs of your audience.  For STARS, each module should be a minimum of six hours. Depending on your training calendar and provider needs, you may offer the CSEFEL Pyramid Model training modules in a series of two-hour sessions or you may choose to offer three or six hour sessions. The important thing is to present the trainings to providers in a sequence and cover all of the CSEFEL Pyramid Model materials. You also have the flexibility to insert your own pictures into the PPT and pick and choose which handouts and activities that best meet the needs of a particular audience.

A: They are modules that combine the Infant/Toddler Modules and the Preschool modules for the Family or Group Home setting put together by Dr. Sharon Doubet and Dr. Amanda Quesenberry for Montana's STARS program. Trainers may want to offer this training for Family and Group Home Providers with multiple age groups. It is an option for the local CCR&R to determine when and if this training should be offered.

A: Education staff should be encouraged to take both the I/T and Preschool training, STARS only requires education staff to take the Modules of the age group they work with on a regular basis.

A: CSEFEL Pyramid Model modules for Infant/Toddler Modules cover the ages 0-3 and Preschool Modules cover the ages 2-5. Family & Group Home Modules cover 0-5 in a family or group home setting. A coach should work with the program to determine which training the education staff would benefit from, taking into consideration age group and the training calendar

1. All education staff needs to take the 2-hour Module 3 Overview training for the age group they work with, if they are not taking the full Module 3 trainings.  If staff members take the Module 3 trainings, they do not need to take the Module 3 Overview.
2. The program will identify members of a Behavior Support team that will attend Module 3 training.

A: It is up to the local CCR&R to establish a policy about missing a session. It is the participant's responsibility to make a plan with the coach on how to complete the training.

1. An external coach is assigned to the program by ECSB to help the program with all STARS activities including CSEFEL Pyramid Model activities.
2. An internal coach is identified by the program and external coach to assist the program in implementing the CSEFEL Pyramid Model

A: The early childhood program has the responsibility for presenting the CSEFEL Pyramid Model information to parents. Coaches can play a supportive role in helping programs decide how best to help educate parents on the Pyramid Model.

A: Throughout the implementation of CSEFEL Pyramid Model, information is available for parents. At STAR Level 3 or before there is a brochure about the CSEFEL Pyramid Model that may be shared with parents. At STAR levels 4 and 5 actual training will be offered to parents around the CSEFEL Pyramid Model. The information will be offered to parents, but parents are not required to attend CSEFEL Pyramid Model training.

A: The program director and coach will make this determination together.

A: CSEFEL Pyramid Model trainings offered through the CCR&R agencies are not offered for college credit. All of the CSEFEL trainings are approved by the Early Childhood Project and many CCR&R agencies offer Continuing Education Units (CEUs) for the CSEFEL training.

1. First call your STARS Coach.
2. CSEFEL Coaches should call the CSEFEL Pyramid Model State Coordinator.

1. Working intensely on implementing the CSEFEL Pyramid Model will probably differ somewhat from program to program, as many programs and teachers may already have in place useful strategies to deal with challenging behaviors, but often early childhood settings need additional supports and the Pyramid Model is a systematic way of making certain that you have all of the right supports in place for staff, children and families.
2. Director and staff will communicate with families about the Pyramid Model (Positive Solutions for Families can be used as a resource).
3. An internal (onsite) coach will be identified and job description will reflect the new duties.
4. TPOT/TPITOS will be used as assessments and to guide coaching activities.
5. 50% or more of the classrooms will work on implementing the Pyramid Model which first of all includes working toward nurturing and responsive relationships among classroom staff, administration, children and families and having in place a high quality supportive environment. Classroom staff begins to use what was learned in CSEFEL Pyramid Model training and putting it into practice; using CSEFEL Pyramid Model tools (i.e. Inventory of Practices, Benchmarks of Quality, scripted stories, Turtle Technique, visual cues, solutions cards, books to teach social emotional skills, etc.) as well as other appropriate resources.   For a complete list of CSEFEL tools, resources, and strategies that support the Pyramid Model go to the www.vanderbilt.edu/csefel and to the TACSEI website www.challengingbehavior.org  (the Teaching Tools for Young Children toolkit may be especially helpful).

A: Yes, CSEFEL Pyramid Model trainings must be taken in order as a series. The CSEFEL Pyramid Model training modules are based on the teaching Pyramid Model of promotion, prevention, and intervention and using evidence based strategies to support children's challenging behavior. Each level of the Pyramid provides the foundation for the next level which can prevent many problem behaviors in early childhood settings. You will need to work with your coach to determine if you need to take the Infant/Toddler Modules, Preschool Modules, or F/GH Modules. If you or someone in your program is not able to take a Module when it is offered in your area, look on the Early Childhood Projects statewide training calendar, it may be offered in a nearby community.

A: No. At STAR 3, the criterion is for the Director and staff to complete Module 2 training and an overview of Module 3. At STAR 4, the Matrix should read: "The Behavior Support Team will participate in Module 3 training". For Infant Toddler teachers/caregivers, Module 3 is 5 hour training. For Preschool teachers/caregivers, Module 3a is 6 hours and Module 3b is 6 hours, for a total of 12 hours. Programs and coaches will work together on developing a Behavior Support Team and help owner/directors determine the needs of the family or group home provider.

A: No. At STAR 3, the criteria is for the Director and staff to complete Module 2 training, and an overview of Module 3, which is being created for MT and will be available soon. At STAR 4, the Matrix should read: "The Behavior Support Team will participate in Module 3 training". For Infant Toddler teachers/caregivers, Module 3 is a 5 hour training. For Preschool teachers/caregivers, Module 3a is 6 hours and Module 3b is 6 hours, for a total of 12 hours for Module 3.

A:  The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is focused on promoting the social emotional development and school readiness of young children birth to age 5.  CSEFEL is a national resource center funded by the office of Head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country.  Montana has adopted the CSEFEL Pyramid Model Training and Coaching approach and incorporated this into requirements and support for Best Beginnings STARS to Quality.  For more information, go to the following link: www.vanderbilt.edu/csefel