CSEFEL works to promote and sustain healthy social-emotional development of young children in schools, homes, and in the community through collaborative planning, advocacy, and education. Our membership includes First 5 Santa Barbara County, Resource and Referall of SB County, early childhood education centers and family childcare providers, directors, teachers, and agencies that support high quality inclusive early educationfor infant, toddler, and preschool children. It is the goal of our team to increase awareness and use of the California Collaborative on Social/Emotional Foundations for EArly Learning (CA-CSEFEL) Teaching Pyramid.
About Our Program
Santa Barbara County Leadership Team of C-CSEFEL
The Santa Barbara County Leadership Team of California Center on Social-Emotional Foundations for Early Learning (CSEFEL) Teaching Pyramid Leadership Team is a county-wide, multi-agency group focused on spreading the Teaching Pyramid framework throughout Santa Barbara County.
The CSEFEL Teaching Pyramid Leadership Team will promote and sustain healthy social emotional development of young children in school, home, and in the community through collaborative planning, advocacy, and education.
The CSEFEL Teaching Pyramid Leadership Team envisions a culture within Santa Barbara County that acknowledges and supports the social and emotional well-being of every young child.
What We Do:
The Santa Barbara County California Collaborative on Social Emotional Foundations for Early Learning (SBC CA-CSEFEL) Teaching Pyramid Model is a positive behavioral intervention and support framework based on evidence-based practices. The Pyramid Model organizes evidence-based practices that include: 1) universal promotion practices for all children at the base of the pyramid, 2) practices for children who need targeted social-emotional supports, 3) and individualized behavior support practices at the center levels, and 4) practices for children with significant social skill deficits or persistent challenging behavior at the top of the pyramid.
These practices are based on research focused on effective instruction for young children, strategies to promote child engagement and appropriate behavior, the promotion of children’s social skills, and the implementation of individualized assessment-based behavior support plans for children with the most severe behavior challenges.