This hybrid professional development series is designed to support early childhood educators serving Pre-K through 3rd grade, including general education and special education teachers, related service providers, and instructional staff, in strengthening inclusive classroom practices using the Pyramid Model and Universal Design for Learning (UDL).

The focus is on embedding inclusive, developmentally appropriate practices that promote engagement, belonging, social relationships, and positive behavior across early learning environments.

The PD is organized into three learning cycles, each consisting of asynchronous pre-work, a live synchronous session, and post-session classroom application with reflection. This cycle-based structure supports meaningful implementation and reflection while allowing educators to apply learning directly to their classrooms between sessions.

Each cycle aligns with a tier of the Pyramid Model and integrates UDL to support diverse learners across instructional settings, routines, transitions, and play-based learning:

• Cycle 1 – Tier 1: Student Engagement
  Strengthening universal, inclusive practices by examining classroom environments, routines, and instruction through a UDL lens to increase access, participation, and engagement for all young learners.

• Cycle 2 – Tier 2: Friendship Skills
  Embedding intentional instruction of social and friendship skills into daily early childhood routines and activities to promote peer relationships, social competence, and a sense of belonging.

• Cycle 3 – Tier 3: Replacement Behavior
  Using developmentally appropriate, function-based approaches to understand challenging behavior and teach replacement behaviors that support regulation, communication, and positive participation.

Participants will design, implement, and reflect on classroom-based strategies during each cycle, strengthening inclusive practices that meet the needs of young children across general and special education settings.

Clock hours will be awarded for completion of required pre-work, participation in synchronous sessions, and submission of post-cycle classroom application reflections.