Team TN

The Team Tennessee (Team TN) Leadership Group is composed of 10-12 senior officials from key state departments, institutions of higher education, and stakeholder organizations.

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Our Mission

Team Tennessee strives to promote the social and emotional development of children, birth-early elementary age, through a cross-agency collaborative professional development system, including community-based training, continuing education, and higher education, that fosters and sustains the state-wide, high-fidelity use of the Pyramid Model integrated with other relevant Tennessee efforts.

Our Members

The Team Tennessee (Team TN) Leadership Group is composed of 10-12 senior officials from key state departments, institutions of higher education, and stakeholder organizations.

Pyramid Model Framework

The Pyramid Model is an evidence-based framework that promotes healthy social and emotional development and addresses challenging behavior. The Model builds upon a tiered public health approach to provide universal supports to all children to promote wellness, targeted services to those who need more support, and intensive services to those who need them.


An Effective Workforce provides systems, policies, and professional development foundations necessary to ensure a workforce is able to adopt, implement, and sustain these evidence-based practices.


Universal Supports are essential for all children to promote social emotional health through nurturing and responsive relationships and high quality environments.


Prevention which promotes practices that teach targeted social emotional strategies (friendship skills, emotional literacy, anger management and problem solving) to prevent problems.


Intervention which supports practices that focus on children who need individualized intensive intervention when the child’s behavior does not respond to practices from the lower levels of the pyramid.


The Pyramid Model has been validated by more than a decade of research. Program and classroom implementation of Pyramid Model practices have been show to:

  • Decrease students’ use of challenging behaviors
  • Increase students’ social skills
  • Increase positive classroom environment
  • Increase in positive behavior management practices

Fox, L., Dunlap, G., Hemmeter, M. L., Joseph, G., & Strain, P. (2003). The Teaching Pyramid: A model for supporting social emotional competence and preventing challenging behavior in young children. Young Children, 58(4), 48-52.

Hemmeter, M. L., Fox, L., & Doubet, S. (2006). Together we can: An early childhood center’s program wide approach to addressing challenging behavior. Young Exceptional Children Monograph Series, 8, 1-14.

Hemmeter, M. L., Fox, L., Jack, S., & Broyles, L. (2007). A program-wide model of positive behavior support in early childhood settings. Journal of Early Intervention, 29, 337-355.

Hemmeter, M. L., & Fox, L., (2009). The Teaching Pyramid: A model for the implementation of classroom practices within a program-wide approach to behavior support. Head Start Dialogue, 12(2), 133-147.

Fox, L., & Hemmeter, M. L. (2011). Coaching early educators to implement effective practices: Using the Pyramid Model to promote social-emotional development. Zero to Three, 32(2), 18-24.

Hemmeter, M.L., Snyder, P., Fox, L., & Algina, J. (2016). Evaluating the Implementation of the Pyramid Model for Promoting Social-Emotional Competence in Early Childhood Classrooms. Topics in Early Childhood Special Education, 36(3), 133-146.

Children in Pyramid Model classrooms showed statistically significant increases in social skills use and reductions in challenging behavior.

Project B.A.S.I.C.