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Effective Safe and Supportive School Climate and Culture Presented by: Michele Carmichael ISBE Principal Consultant Behavioral Health Supports in Schools.

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Presentation on theme: "Effective Safe and Supportive School Climate and Culture Presented by: Michele Carmichael ISBE Principal Consultant Behavioral Health Supports in Schools."— Presentation transcript:

1 Effective Safe and Supportive School Climate and Culture Presented by: Michele Carmichael ISBE Principal Consultant Behavioral Health Supports in Schools

2 Definitions Safe Supportive Climate Culture

3 US DOE Guiding Principles* Guiding Principle 1: Climate and Prevention Guiding Principle 2: Clear, Appropriate, and Consistent Expectations and Consequences Guiding Principle 3: Equity and Continuous Improvement. *

4 US DOE-DOJ Joint “Dear Colleague” Letter “The Departments strongly support schools in their efforts to create and maintain safe and orderly educational environments that allow our nation’s students to learn and thrive. Many schools have adopted comprehensive, appropriate, and effective programs demonstrated to: (1) reduce disruption and misconduct; (2) support and reinforce positive behavior and character development; and (3) help students succeed. Successful programs (may incorporate a wide range of strategies to reduce misbehavior and maintain a safe learning environment, including conflict resolution, restorative practices, counseling, and structured systems of positive interventions. The Departments recognize that schools may use disciplinary measures as part of a program to promote safe and orderly educational environments”

5 US DOE-DOJ Joint “Dear Colleague” Letter  “Regardless of the program adopted, Federal law prohibits public school districts from discriminating in the administration of student discipline based on certain personal characteristics.”  “Federal law also prohibits discriminatory discipline based on other factors, including disability, religion, and sex.”

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7 Framework for Safe & Successful Schools* Efforts to improve school climate, safety, and learning are not separate endeavors. They must be designed, funded, and implemented as a comprehensive school-wide approach that facilitates interdisciplinary collaboration and builds on a multitiered system of supports * Cowan, K. C., Vaillancourt, K., Rossen, E., & Pollitt, K. (2013). A framework for safe and successful schools [Brief]. Bethesda, MD: National Association of School Psychologists.

8 Illinois’ Essential Elements of School Improvement 1.Leadership 2.Professional Development 3.Curriculum 4.Instruction 5.Assessment 6.Conditions for Learning 7.Community & Family 8.Data Driven Decision Making

9 Curriculum & Instruction Curriculum Instruction Governance/ Management Leadership Comprehensive Planning-Data Driven Decision- Making Professional Development Assessment Learning Supports-MTSS Conditions for Learning Community and Family Engagement IL-SIP Systems Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

10 Trauma Informed Practices Bullying Prevention PBIS Substance Use and Abuse Wraparound SASS LRE Autism Transition Planning Health Centers Special Education Family & Community Engagement 21 st Century Poverty Mental Health Military Families SEL Restorative Practices What?

11 Trauma Informed Practices Bullying Prevention PBIS SEL Wraparound SASS LRE Autism Health Centers Family & Community Engagement 21 st Century Poverty Mental Health Military Families Special Education Transition Planning Restorative Practices

12 How? MTSS: Framework for organizing a continuum of interventions  Ensure ALL students get appropriate instruction & supports within a safe & supportive environment  Maximize student achievement AND  Increase social, emotional, behavioral student competencies

13 MTSS “MTSS encompasses: Wellness promotion; Universal screening for academic, behavioral, and emotional barriers to learning; Implementation of evidence- based interventions that increase with intensity as needed; and Values cultural and ethnic diversity.

14 MTSS cont. Intensity & Duration of intervention based on student need(s) Intervention Wellness Promotion/Prevention Early Intervention Intensive Individualized

15 MTSS cont. Monitoring of on-going student progress in response to implemented interventions, and Engagement in systematic data-based decision- making about services needed for students based on specific outcomes.

16 MTSS cont.  Holistic approach to integrate academic, social, emotional, behavioral and physical efforts (Whole Child)  State, Community, LEA, School, Classroom

17 MTSS Evidence supporting social, emotional and behavioral supports within a MTSS framework:  Grounded in the Public Health Model  Grounded in Organizational Theory  Ground in Ecological Approach  Theoretical foundations in: o Behaviorism o ABA o PBS  Randomized control trials in behavioral supports  Meta-Analyses on social, emotional supports

18 Essential Element: Leadership  MTSS requires effective leadership, leadership that is dedicated to principles that ensure high levels of success for all students.  This leadership is symbolized by a collaborative style that is focused on the mission that all students will achieve and the creation of a system to be certain that good intentions are translated into success.

19 Essential Element: Professional Development  Professional development for teachers is determined by data (including classroom observations and review of lesson plans) that demonstrate teachers' attention to academic, social, emotional, and behavioral expectations and standards.

20 Essential Element: Conditions for Learning  Integrate supports through collaboration  MTSS for academic, physical, social, emotional, and behavioral programming  Resources identified and allocated/reallocated for MTSS’s implementation.  Implementation is monitored and evaluated for continuous improvement

21 Essential Element: Conditions for Learning cont.  School personnel actively model and foster a positive school environment where students feel valued and are challenged to be engaged and grow cognitively.  School Leadership actively models and fosters a positive school environment where staff members feel valued and are challenged to be engaged and grow professionally.

22  The environment of the school (physical, social, emotional, and behavioral) is safe, welcoming, and conducive to learning.  The school culture supports teachers in practicing effective and responsive instruction to meet individual student needs.  All teachers invite valid and reliable Learning Supports identified by their school leadership into their classrooms including but not limited to programs/strategies, co-teaching opportunities, and consultation. Essential Element: Conditions for Learning cont.

23  The school culture promotes and supports the academic, physical, social, emotional, and behavioral skill development and engagement of students.  The school culture promotes and supports the physical, social, emotional, and behavioral health of all school personnel.  All school personnel work effectively and equitably with racially, culturally, linguistically, and economically diverse students. Essential Element: Conditions for Learning cont.

24 Essential Element: Community and Family Engagement  School Leadership and primary caregivers engage in regular communication to provide mutual supports and guidance between home and school for all aspects of student learning.  All teachers communicate regularly with primary caregivers and encourage them to participate as active partners in teaching and reinforcing physical, social, emotional, behavioral, and academic competencies.

25 Essential Element: Assessment  Data-driven process o Screening o Diagnostic o Progress Monitoring/ Formative Assessment o Evaluative Assessment ScreeningDiagnostic Progress Monitoring Evaluation

26 Screening Assessment  Social, Emotional, Behavioral screening o Pediatrician o Child Find  0-3  EC  School-age o Local  Indicators  Attendance, Nurse visits, ODRs, …

27 Diagnostic Assessment Functional Behavior Assessment o Simple/Practical  Mild to moderate problem behaviors  Not dangerous  Occurring in few settings o Complex Analysis  Moderate to severe behavioral issues  May be dangerous  May occur in multiple settings

28 Progress Monitoring (Formative) Assessment  Social, emotional, behavioral progress monitoring o Is the intervention working (Universal, Targeted & Individual) o Continue? o Revise? o Change?  Lack of student progress

29 Progress Monitoring (Formative) Assessment  Social, emotional, behavioral progress monitoring  Lack of student progress o Implemented with fidelity? o Match the function of behavior? o Correct function? o Appropriate intervention? o Need additional supplemental supports?

30 Multi-Tiered System of Support

31 Functional Behavior Assessment (FBA)/ Behavior Support Planning(BSP)  Functional Behavior Assessment o Simple/Practical  Mild to moderate problem behaviors  Not dangerous  Occurring in few settings o Complex Analysis  Moderate to severe behavioral issues  May be dangerous  May occur in multiple settings

32 FBA/BSP  “A primary goal of FBA is to guide the development of effective positive interventions based on the function of the behavior.”*  Interventions based on FBA result in significant change in student behavior. ** * Horner, 1994 ** Carr et al., 1999; Ingram, Lewis-Palmer, & Sugai, 2005

33 FBA/BSP  At the Universal – Tier 1 Prevention Level FBA can be used as a school-wide practice to predict environmental changes and develop interventions to prevent.  At the Targeted – Tier 2 Early Intervention Level FBA can be used as a simple assessment/intervention process for students with mild to moderate issues.  At the Intensive – Tier 3 Individualized Level FBA involves a more complex assessment/intervention process for students with more chronic, intensive behavior issues which potential cross multiple domains and where Universal and targeted interventions were unsuccessful at supporting the student. * Horner, 1994 ** Carr et al., 1999; Ingram, Lewis-Palmer, & Sugai, 2005

34 Basic FBA to BSP  Trainer’s Manual Authors o Sheldon Loman, Ph.D. Portland State University o M. Kathleen Strickland-Cohen, Ph.D. University of Oregon o Chris Borgmeier, Ph.D. Portland State University o Robert Horner, Ph.D. University of Oregon

35 ISTAC Illinois Statewide Technical Assistance Collaborative Service entity Training and Technical Assistance

36 Basic FBA/BSP ISTAC SERVICES Statewide team of Technical Assistance Specialists Provision of both training and targeted technical assistance Content aligned with Eight Essentials Technical assistance provided through a coach the coach model at district or coop level Common goals: build local capacity and establish sustainability

37 Basic FBA/BSP ISTAC SERVICES ISTAC TRAINING CURRICULUM – Data-driven decision making – Systemic support structures – School climate and culture – Inclusive educational environments – Leadership skill development – Student behavior – Stakeholder engagement – Transition planning and other special education mandates Evidence-based/Evidence-informed Practices for:

38 ISTAC TRAINING CURRICULUM  Available to all public schools  All trainings accessible through statewide training calendar https://www.illinoiscsi.org/Pages/Calendar. aspx & https://www.illinoiscsi.org/Pages/Calendar. aspxwww.ISTAC.net  Duplicate trainings offered on regional basis to ensure statewide consistency and equitable access

39 Closure/Contacts Michele Carmichael o Behavioral Health Supports & Schools, ISTAC o o 217/


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