[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-584972-105":59,"doc-detail-584972-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","north-carolina-pre-k-pyramid-model-evaluation-study-implementation-and-outcomes-executive-summary","North Carolina Pre-K Pyramid Model Evaluation Study - Implementation and Outcomes Executive Summary","","A pilot implementation of the NC Preschool Pyramid Model in private center-based NC Pre-K classrooms during the 2022–23 school year was evaluated for both implementation fidelity supports and outcomes. The study reviewed 40 classrooms and 253 children, combining outcomes and process evaluation evidence, including focus groups and interviews across two years. Findings showed stronger evidence-based practice indicators, improved teacher-child interactions, more supportive teaching practices, and benefits to children’s social skills and adult relationships, alongside stable concerning practices levels for Pyramid classrooms.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/north-carolina-pre-k-pyramid-model-evaluation-study-implementation-and-outcomes-executive-summary/584972/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/north-carolina-pre-k-pyramid-model-evaluation-study-implementation-and-outcomes-executive-summary/584972.png","ImageObject",300,407,{"name":92,"@type":93},"Sophia Brooks","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-11","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was evaluated in the North Carolina Pre-K Pyramid Model pilot study?","Question",{"text":112,"@type":113},"The study evaluated implementation and outcomes of the NC Preschool Pyramid Model, including evidence-based teacher-child practice indicators and child social-emotional-related outcomes. It also examined what supports are needed to implement the model with fidelity.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many classrooms and children were included in the outcomes evaluation?",{"text":117,"@type":113},"Outcomes evaluation included 40 classrooms (24 pilot, 16 public, and 9 comparison classrooms not yet implementing) and 253 children. Among the children, 196 were enrolled in Pyramid Model classrooms and 57 in non-Pyramid classrooms.",{"name":119,"@type":110,"acceptedAnswer":120},"What key outcome differences were observed for children in Pyramid Model classrooms?",{"text":121,"@type":113},"Children in Pyramid Model classrooms showed higher social skills ratings than the national average, more initiative, and fewer children screening positive for need of additional support services versus Business-as-Usual. Behavioral concerns increased more in Business-as-Usual, while both groups improved in behavioral regulation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584972,1792895438,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},962084925636,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","North Carolina Pre-K Pyramid Model Evaluation Study  \nImplementation and Outcomes Executive Summary  \nA pilot implementation of the NC Preschool Pyramid Model (Pyramid Model) in NC PreK classrooms located in private center-based settings was conducted during the 2022- 23 school year. The Pyramid Model is a social-emotional coaching program to support NC Pre-K teachers to engage in practices that are evidence-based. This pilot implementation of Pyramid Model was an expansion of implementation in NC Pre-K classrooms located in public school settings.  \nAn outcomes evaluation included 40 classrooms (24 pilot classrooms, 16 public school classrooms, and 9 comparison classrooms who had not yet implemented) . The study also included 253 children, 196 children enrolled in Pyramid Model classrooms and 57 in non-Pyramid classrooms. A process evaluation then focused on what supports may be necessary to implement the Pyramid Model to fidelity in NC Pre-K classrooms. Eighteen focus groups and interviews for coaches, administrators, teachers, and  \nparents/guardians were conducted across the two years. Participating classrooms were located in one urban and three rural counties in different regions of North Carolina.  \nOutcomes Evalua􀆟on Study Results  \nPositive outcomes were noted in Pyramid Model classrooms, with high-quality teacher-child interactions observed at mid-year and end-ofyear. Most NC Pre-K classrooms were also observed having children engaged in socialemotional learning activities at least some of the time during their observation which increased across the school year; Pyramid classrooms more than Business-as-Usual classrooms.  \n\n| % Evidence-Based Practice Indicators\u003Cbr> Pyramid  Business-as-Usual |  |  |\n| --- | --- | --- |\n| 70.3%\u003Cbr>66.2% | | 72.8%\u003Cbr>**\u003Cbr>59.2% |\n| Mid-Year End-of-Year |  |  |\n\nNotes. * p \u003C 0.05, ** p \u003C 0.01, *** p \u003C 0.001.  \nPyramid classrooms also demonstrated many improvements in their Pyramid Teaching Practices from mid-year to end-of-year, with very high scores in the area of supportive conversations with children. They also showed an increased use of 5% or more indicators in following practices: connecting with families, transitions between activities, and teaching social-emotional competencies. However, teaching problem-solving strategies were observed less often at end-of-year.  \n\n| Number of Concerning Practices\u003Cbr> Pyramid  Business-as-Usual |  |  |  |\n| --- | --- | --- | --- |\n| 0.39 0.37 | |  | 1.56 0.44 |\n| Mid-Year |  | End-of-Year |  |\n\nPyramid classrooms stayed stable in the number of observed practices that are not supportive of socialemotional development (17 possible red flag indicators) from the mid-year (0.39) to end-of-year (0.44), while Business-as-Usual classrooms started out with similar levels at mid-year (0.37) and increased from mid-year to end-of-year (1.56) .  \nChildren in Pyramid Model classrooms had higher social skills ratings than the national average, demonstrated more initiative, and had fewer children screening positive for need of additional support services than Business-as-Usual classrooms. Behavioral concerns increased more in Business-as-Usual classrooms, while both groups showed improvements in behavioral regulation. Public school Pyramid attendees also had more positive relationships with adults.  \n\n| DECA Children Identified as Having an Area of Need-Pyramid versus\u003Cbr>Business-as-Usual\u003Cbr>***\u003Cbr>25.5%\u003Cbr>*\u003Cbr>\u003Cbr>|  |  |\n| --- | --- | --- |\n| Attachment/Relationship Behavioral Concerns\u003Cbr> Pyramid Mid-Year  Pyramid End-of-Year | Initiative\u003Cbr> BAU Mid-Year | Self-Regulation\u003Cbr> BAU End-of-Year |\n\nNotes. * p \u003C 0.05, ** p \u003C 0.01, *** p \u003C 0.001.  \nProcess Evalua􀆟on Study Results  \nThe implementation of Pyramid model showed effectiveness in improving child outcomes by providing them skills to navigate and solve their own problems. The Pyramid Model enabled teachers to feel more confident in their ability to provide support to the children and engage with familie","cbCaimhxVydpPhhn","https://ap.wps.com/l/cbCaimhxVydpPhhn","pdf",313029,"English","# Implementation and Outcomes Executive Summary\n## Pilot Implementation Overview\n## Outcomes Evaluation Study Results\n## Process Evaluation Study Results\n## Summary\n## Acknowledgments","[{\"question\":\"What was evaluated in the North Carolina Pre-K Pyramid Model pilot study?\",\"answer\":\"The study evaluated implementation and outcomes of the NC Preschool Pyramid Model, including evidence-based teacher-child practice indicators and child social-emotional-related outcomes. It also examined what supports are needed to implement the model with fidelity.\"},{\"question\":\"How many classrooms and children were included in the outcomes evaluation?\",\"answer\":\"Outcomes evaluation included 40 classrooms (24 pilot, 16 public, and 9 comparison classrooms not yet implementing) and 253 children. Among the children, 196 were enrolled in Pyramid Model classrooms and 57 in non-Pyramid classrooms.\"},{\"question\":\"What key outcome differences were observed for children in Pyramid Model classrooms?\",\"answer\":\"Children in Pyramid Model classrooms showed higher social skills ratings than the national average, more initiative, and fewer children screening positive for need of additional support services versus Business-as-Usual. Behavioral concerns increased more in Business-as-Usual, while both groups improved in behavioral regulation.\"}]","North Carolina Pre-K Pyramid Model Evaluation Study - Implementation and Outcomes Executive Summary | PDF",1792053154]