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Pyramid Equity Project

The Pyramid Equity Project (PEP) was funded to develop, demonstrate and disseminate an effective approach for the promotion of social competence in young children and the prevention of suspension, expulsion, and discipline disparities in early learning programs.  This project is being implemented in collaboration with the OSEP-funded Technical Assistance Center on PBIS.

Project Staff include:

  • University of Oregon – Rob Horner and Kent McIntosh
  • University of South Florida – Lise Fox, Jolenea Ferro, Denise Perez Binder, Myrna Veguilla
  • University of Colorado Denver – Phil Strain, Rosemarie Allen, Barbara Smith
  • University of Nevada Reno – Glen Dunlap
  • Vanderbilt University – Mary Louise Hemmeter

Pyramid Model Stories


The Pyramid Equity Project: Promoting Social Emotional Competence and Addressing Disproportionate Discipline in Early Childhood Programs. Overview of the Pyramid Equity Project.




Pyramid Model Stories


Supporting Children & Families during a Difficult Time. This fact sheet provides guidance for supporting children and families during difficult circumstances (e.g., national protests, community violence).




Pyramid Model Stories


Implementing the Pyramid Model to Address Inequities in Early Childhood Discipline. This fact sheet describes how the Pyramid Model is implemented to address equity issues.




Pyramid Model Stories


Tips for Responding to Challenging Behavior in Young Children. Tips for how to respond to challenging behavior when it occurs in the classroom.





Pyramid Model Stories


Defining Disproportionate Discipline. This fact sheets provides information on the metrics that are used to examine disproportionate discipline.





Pyramid Model Stories

Early Childhood Program-Wide PBS Benchmarks of Quality v. 2.0. The Early Childhood Program-Wide PBS Benchmarks of Quality have been revised to include critical elements related to addressing equity and culturally responsive practices.





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All materials available on the TACSEI website, unless otherwise stated, may be reproduced or shared in their original form for educational purposes. This includes using videos and other multimedia materials for training purposes. When distributing or sharing TACSEI resources, please include authors (if applicable) and the following information: "Created by and available from the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) at".

Peer Review of TACSEI Print Products

The TACSEI faculty is committed to providing resources that reflect the best available information and evidence on practices and strategies related to improving young children’s social, emotional competence and behavior. One of the procedures we have adopted to help ensure we meet this goal is peer review of website print products. TACSEI print products are reviewed, at a minimum, by the TACSEI faculty. Often other important voices are sought for review and comment. The review consists of a consideration of content as well as format. Reviewers provide information about available research and resources, comment on implications and recommendations and provide guidance on appropriate format.

CSEFEL Resources

Our partner Center, 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 five. CSEFEL has an abundance of informative materials that you will find referenced throughout this site. Please visit the CSEFEL website to explore the many valuable resources that CSEFEL has to offer.