United for Every Child: Inclusion and the Pyramid Model in Action

Young children are being suspended and expelled at alarming rates — often for behaviors that reflect unmet needs, stress, or developmental challenges. Early childhood programs must be safe spaces for all children. It is a daily commitment to see children clearly, respond thoughtfully, and refuse to give up on them. When we protect joy, we protect childhood.

In this keynote, early childhood professionals will be encouraged to connect to the heart of the work: protecting joy, strengthening relationships, and responding to behavior with skill and understanding. Participants will explore practical strategies for supporting emotional regulation, maintaining positive regard, and creating classrooms where every child is supported to thrive.

This session examines how the Pyramid Model and play‑based instruction work together to create inclusive preschool environments where every child thrives. Participants will explore practical strategies for nurturing relationships, designing supportive environments, and embedding social-emotional competence within play. Through hands-on activities and real-world examples, educators will learn how to use Pyramid Model practices and SC‑ELS to increase access, participation, and engagement for all learners. Attendees will leave with evidence-based tools and play-based approaches that strengthen inclusive practice and promote belonging for every child. 

Jennifer Stock is an early childhood educator with two decades of experience supporting young learners through relationship‑based, student‑centered instruction. She has served in both early childhood and elementary settings, designing engaging play‑based learning and partnering closely with families to support each child’s growth. She holds a Master’s in Language and Literacy from the University of South Carolina and a Bachelor’s in Early Childhood Education from Columbia College. Outside of work, Jennifer and her husband stay busy traveling across the Southeast for their two daughters’ travel softball schedules, and they are a proud, loud, Gamecock‑loving family. 

Anna Williams has been an educator for more than 20 years. Throughout her career, she has served as an interventionist, Reading Recovery teacher, and literacy specialist before moving into her current role as an Early Learning Specialist at the district level. Her work focuses on supporting high-quality instruction, early literacy, and strong systems for young learners. Anna lives in the Upstate with her husband and their very curious, outgoing, and adventurous seven-year-old son. Their family loves spending time outdoors, especially hunting and fishing, and they enjoy an active, nature-focused lifestyle together. 

Christine Zamboki is an Instructional Coach and CERDEP Specialist with the South Carolina Department of Education. She believes early learning should be joyful, meaningful, and built to last. Christine works side-by-side with teachers, modeling lessons and strengthening programs from the ground up. Her focus includes language, literacy, numeracy, and the physical environment “4 feet and below,” where young children thrive. As someone with dyslexia, she brings personal insight into the power of early intervention. Known for her practical strategies and warm style, Christine also coaches youth basketball and believes high expectations and encouragement matter—on the court and in the classroom. 

What is Early Relational Health? Join this session to learn about Early Relational Health and how Pyramid Model practices promote safe, stable, and nurturing relationships between young children and their caregivers. Presenters will discuss the importance of small interactions during everyday routines and how activities can mitigate the effects of adverse childhood experiences. 

Dr. Heather Googe is a Research Associate Professor at the Child Development Research Center at USC and is the Principal Investigator for projects related to including children with disabilities in early childhood settings across sectors. She has over 25 years of experience in the field of early childhood special education and holds a PhD in Special Education from the University of South Carolina. Her research and professional interests include professional development to support inclusive practices among early childhood teachers, developmental screening practices of early childhood teachers, and the development and implementation of cross-sector professional development systems in early childhood.

Inclusion is more than just physical presence; it is the intentional promotion of belonging and engagement for every child, including children with disabilities and developmental concerns. This Family Connection session explores the intersection of Inclusion and the Pyramid Model’s Family Engagement practices. Participants will learn how to move past “surface-level” communication to build real partnerships with families that strengthen social-emotional competence. We’ll share evidence-based strategies for coaching families in Pyramid Model practices, supporting consistency between inclusive early learning settings and home.

Laurie Strickland is the Director of Early Childhood at Family Connection SC, where she leverages over 7 years of experience to empower families. With a Social Work degree and a Master’s of Education from Winthrop University, she brings a unique perspective to child development across medical and educational settings. Having served as a Family Education Specialist and preschool director, Laurie is a fierce advocate for "the family voice." She is dedicated to helping families navigate complex systems to secure vital resources. A devoted wife, mother, and grandmother, Laurie’s personal life fuels her lifelong commitment to South Carolina’s children.

Annia Knight was born in Costa Rica and moved to the U.S. in 2004. A dual graduate of the University of South Carolina, she holds a Master’s in Early Childhood Education and a certificate in Special Education Interpreting. Following her years as a preschool teacher, Annia joined Family Connection of South Carolina in 2018 and currently serves as Director of Peer Support. She is dedicated to assisting families of children with disabilities, specifically helping them navigate complex systems and language barriers. Annia’s mission focuses on reducing isolation and ensuring every family feels supported, included, and empowered to overcome obstacles in their path.

When challenging behavior arises, even the most well-trained educators can find it difficult to access strategies in the moment. This interactive session brings the Pyramid Model and other best practices together in practical, meaningful ways educators can use immediately. Participants will explore how proactive supports, intentional routines, emotional literacy, and responsive guidance work together to create inclusive, emotionally safe learning environments. Through practical examples and reflection, participants will strengthen confidence in de-escalating challenging situations while maintaining the flow of learning. Participants will leave with practical tools and strategies they can apply right away to strengthen inclusive practices and support children’s social-emotional growth.

With over 25 years of experience in early childhood education, Sandy Ampudia brings a compassionate blend of expertise as a Speech Language Pathologist, Early Childhood Educator, and Special Education professional. She has led professional development at local, state, and national levels, supporting educators, leaders, and families through coaching, training, and practical tools that honor the whole child. Sandy’s work centers on social-emotional development, mental wellness, inclusive and neurodiversity-affirming practices, and developmentally appropriate strategies educators can apply immediately. As Director of Professional Development at The Discovery Source, she designs innovative learning experiences and resources that strengthen practice, deepen relationships, and support emotionally safe, responsive environments.

The first year of life is a time of extraordinary brain growth, laying the foundation for emotional regulation, learning, and behavior. This session explores the sequence of early brain development and the impact of early experiences—including movement, touch, and connection—on long-term function. Educators and caregivers will gain a deeper understanding of how brain organization influences early behavior and development, along with simple, developmentally supportive activities that can be incorporated into routines at home or in care settings. This session complements Pyramid Model Tier 1 practices by offering strategies that promote regulation, connection, and a strong start for all children.

Sandy Smith is the Certified NeuroDevelopmental Specialist at Carolinas Biofeedback Clinic in Pineville, NC. A former early childhood educator and mom of three, Sandy combines professional expertise with real-life experience to support children with developmental, behavioral, and learning challenges. Through NeuroDevelopmental Movement® programs and a sensory-motor lens, she helps families and educators address the root causes of dysregulation, inattention, and academic struggles. Sandy is known for making brain development understandable, practical, and applicable to real classrooms. She regularly speaks to educators, therapists, and parents about how early brain development impacts regulation, behavior, and learning across settings.

Grab your playbook and get ready for kickoff! The Pyramid Playbook: Decreasing Challenging Behavior One Play at a Time is a play-by-play on decreasing challenging behavior as we run the field with the Five Classroom-wide Practices. Get ready for a touchdown as we explore the impact of Program-wide Implementation and Practice-Based Coaching.

Nichole Hudgens is a Pyramid Model Program Implementation Coach with the Pyramid PIECES team, supporting school districts with program-wide implementation. Before joining Pyramid PIECES, Nichole served as an Inclusion Specialist with the SC Inclusion Collaborative and as Quality Coach with the South Carolina Child Care Resource and Referral Network for four years. Nichole earned a BA in Early Childhood Education from Clemson University and received her master’s degree in Education from Ashford University. Nichole also taught pre-kindergarten, kindergarten, and upper elementary school. She holds a certification as a Certified Trainer and Technical Assistance Provider with the SC Endeavors.

Ellyn Andrews has been serving the early childhood community for over 30 years as a teacher, director, and early childhood training specialist in Ohio, Texas, Colorado, North Carolina, and South Carolina. She is currently a Behavior Specialist, part of the Behavior Support Network, with South Carolina’s Pyramid PIECES team. Ellyn approaches her work with programs, children, and families from the heart of a teacher. She is passionate about encouraging teachers to gain confidence to handle challenging behaviors in the classroom by strengthening relationships and supporting children's growth and development.

Children with Fetal Alcohol Spectrum Disorder (FASD) are significantly overrepresented in child welfare, education, behavioral health, and justice systems, yet FASD remains one of the most misunderstood and underrecognized developmental disabilities. This session explores FASD through both professional expertise and lived experience, highlighting the brain-based impacts of prenatal alcohol exposure and the barriers families face in accessing meaningful supports. Participants will learn how early childhood and preschool inclusion practices can play a critical role in improving long-term outcomes for children with FASD. The session will examine how traditional discipline and behavioral approaches often fail children with FASD; instead, focusing on inclusive, relationship-based, brain-informed strategies that support regulation, communication, participation, and belonging in preschool and community settings as seen in the framework of the Pyramid Model. Attendees will leave with practical tools to build more inclusive environments, strengthen family supports, reduce stigma, and promote disability rights and equity for young children with FASD and their families.

Kimberly Tissot is the President & CEO of Able South Carolina, the state’s oldest and largest disability-led organization dedicated to advancing disability rights, belonging, and true integration. A nationally recognized disability advocate, Kimberly has been a leading force in South Carolina around systems of change, working to improve policies, services, and opportunities for people with disabilities. Kimberly holds a degree in Human Development from Boston University Wheelock College of Education & Human Development with a focus on children with disabilities, including those with complex medical needs, as well as a Master’s of Social Work focused on macro policy from the University of South Carolina. Kimberly brings both professional expertise and lived experience to her work as a childhood cancer survivor and person with multiple disabilities.

This interactive session explores potty learning as a key developmental milestone and an opportunity to strengthen Tier 1 universal supports within the Pyramid Model. Participants will examine how evidence-based best practices and Pyramid Model–aligned strategies can be embedded into toileting routines to create emotionally safe, predictable, and supportive environments. The session highlights the role of adult language, visual supports, and consistent routines in promoting children’s independence, regulation, and communication. Participants will leave with practical strategies and tools to support positive potty learning experiences and strengthen collaboration with families and teams.

With over 25 years of experience in early childhood education, Sandy Ampudia brings a compassionate blend of expertise as a Speech Language Pathologist, Early Childhood Educator, and Special Education professional. She has led professional development at local, state, and national levels, supporting educators, leaders, and families through coaching, training, and practical tools that honor the whole child. Sandy’s work centers on social-emotional development, mental wellness, inclusive and neurodiversity-affirming practices, and developmentally appropriate strategies educators can apply immediately. As Director of Professional Development at The Discovery Source, she designs innovative learning experiences and resources that strengthen practice, deepen relationships, and support emotionally safe, responsive environments.

In this interactive session, participants will explore how to view challenging behaviors as signs of developing skills rather than “bad behavior.” Together, we will identify the key abilities emerging in preschoolers and learn evidence-based strategies to strengthen and support them.

Karen has 30 years of experience in educational systems as a classroom teacher, researcher, trainer, technical support specialist, evaluator, and project director. These experiences have focused on the scale-up of evidence-based practice in behavior support, multi-tiered implementation frameworks, and parent involvement, very similar to the structure of the Pyramid Model. Her work has centered on research into practices promoting positive behavior and on translating those practices into implementation. She has disseminated pertinent findings through professional networks (books, peer-reviewed journals, conference presentations, live training, virtual webinars), parent networks, and community networks. For the last three years, she has supported the Behavior Alliance of South Carolina, a statewide technical assistance center.

Mya Kelley, Ph.D., CCC-SLP, is a Program Manager for the Behavior Alliance of South Carolina. Her professional and research interests focus on supporting preservice and in-service educators in implementing instructional practices that recognize and value the unique identities of all students while promoting positive student outcomes. Her work also centers on identifying effective strategies to support students and families as they navigate the challenges of special education within public school systems.

This session will introduce participants to the connection between the Pyramid Model framework and Part C Early Intervention practices, with an emphasis on relationship-based home visiting and family-centered supports. Attendees will explore how Pyramid Model practices align with EI principles and can be integrated into everyday interactions, routines, and caregiver coaching to support infants’ and toddlers’ healthy development. The session will provide an overview of key practices, examples of implementation within home visiting, and selected resources to support practitioners in partnering with families and promoting positive social-emotional outcomes in natural environments.

Dr. Heather Googe is a Research Associate Professor at the Child Development Research Center at USC and is the Principal Investigator for projects related to including children with disabilities in early childhood settings across sectors. She has over 25 years of experience in the field of early childhood special education and holds a PhD in Special Education from the University of South Carolina. Her research and professional interests include professional development to support inclusive practices among early childhood teachers, developmental screening practices of early childhood teachers, and the development and implementation of cross-sector professional development systems in early childhood.

Kerri Wikel is the Pyramid Model Coordinator at SC Pyramid PIECES. She coordinates and facilitates the work of the State Leadership Team (SLT) and supports the work of the professional development network as they provide training and program coaching. Kerri holds a BA in Psychology and a Master’s in Early Childhood Education from the University of South Carolina and is endorsed through the South Carolina Infant Mental Health Association as an infant family associate. Kerri is passionate about promoting and supporting the cross-sector work of early childhood education professionals.

Advancing Pyramid Model practices requires a focus on prevention, clarity, and strong partnerships with families. This session explores how relationships, routines, and reflective data use support inclusive early learning environments and reduce challenging behaviors before they escalate. Participants will examine practical, evidence-based strategies aligned with the Pyramid Model to strengthen Tier 1 supports while fostering collaboration across classroom and home settings. Designed for early childhood educators and leaders, this session emphasizes actionable tools that promote belonging, consistency, and positive outcomes for all young children.

Chauntell Roberts is an educator, academic coach, and parent engagement consultant with over 20 years of experience supporting young children and families. She has taught across all elementary grade levels in the United States and abroad, working extensively with early learners, English Language Learners, and students with diverse learning needs. As the founder of Elevated Training Solutions, LLC, Chauntell partners with schools and organizations to strengthen early learning outcomes through inclusive practices, family engagement, and prevention-focused supports. Her work centers on helping educators and families build clarity, confidence, and consistent routines that promote belonging and positive behavior for all children.

Early childhood behavior is often rooted in sensory processing and nervous system regulation, not defiance. In this interdisciplinary presentation, a pediatric OT and PT will explore the connection and interplay between sensory processing, connection & belonging, and emotional regulation. Educators will learn evidence-based strategies for proactive co-regulation, positive reinforcements for supporting intrinsic motivation, and classroom supports that promote efficient self-regulation skills even in the most challenging moments. The course will also highlight research-informed family engagement practices to strengthen the consistency and communication between a child’s home, school, and community environments. Participants will leave with practical, classroom-ready tools to reduce escalation, increase participation, and support children’s emotional resilience and readiness to learn.

Elyse Comer received her Master’s degree in Occupational Therapy from Quinnipiac University in 2015 and has since dedicated her career to supporting children and families through both clinical expertise and innovative program development. Elyse co-founded Pace Pediatric Therapies in 2021, an outpatient pediatric therapy clinic that partners with South Carolina’s early intervention program, BabyNet, to provide services to children in their natural environments. Under Elyse’s leadership, Pace has pioneered an interdisciplinary toilet-training program by offering a collaborative approach to support the child's comprehensive sensory profile and overall emotional well-being.

Dr. Sarah Pate received her Bachelor of Science from Furman University, completed a post-baccalaureate research fellowship with the HABITUS lab studying human behavior, consumerism, and body image, and her Doctor of Physical Therapy degree from the University of South Carolina in 2017. She worked as a developmental physical therapist in a hospital-based outpatient setting and then ventured into pediatric pelvic floor therapy as well as serving as a Therapeutic Pain Specialist. Sarah co-founded PACE Pediatric Therapies and pioneered the interdisciplinary Bowel and Bladder Management program. Sarah firmly believes that continence supports improved emotional and mental well-being for children and caregivers.