Presentation on theme: "Effective Safe and Supportive School Climate and Culture"— Presentation transcript:
1Effective Safe and Supportive School Climate and Culture Presented by:Michele CarmichaelISBE Principal ConsultantBehavioral Health Supports in Schools
2Definitions Safe Supportive Climate Culture Safe: in a position or situation that offers protection, so that harm, damage, loss or unwanted tampering is unlikelySupportive: providing additional help, encouragement, informationClimate: school climate refers to the quality and character of school life. It is based on patterns of school life experiences and reflects norms, goals, values, interpersonal relationships, teaching, learning and leadership practices and organizational structures(National School Climate Council). It plays a role in:the adoption of new practices; large transformational changes; social and emotional learning; the prevalence of mental health issues the prevalence of school violence and bullying; academic success; teacher attrition; and much more.According to the National School Climate Center, most researchers agree that the essential school climate areas of focus include: Safety (e.g. rules and norms; physical safety; social-emotional safety);Relationships (e.g. respect for diversity; school connectedness/engagement; social support– adults; social support – students; leadership);Teaching and Learning (e.g. social, emotional, ethical and civic learning; support for learning; professional relationships); andthe Institutional Environment (e.g. physical surrounding).Culture: the integrated pattern of thoughts, communications, actions, customs, beliefs, values and institutions associated wholly or partially with racial, ethnic, linguistic groups as well as with spiritual, biological, geographical or sociological characteristics. Culture is dynamic in nature and individuals may identify with multiple cultures over the course of their lifetimes (Gilbert, Goode, & Dunne, 2007; HHS OMH, 2005)
3US DOE Guiding Principles* Guiding Principle 1: Climate and PreventionGuiding Principle 2: Clear, Appropriate, and Consistent Expectations and ConsequencesGuiding Principle 3: Equity and Continuous Improvement .*http://www2.ed.gov/about/offices/list/ocr/letters/colleague title-vi.html
4US 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”
5US 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.”
7Framework 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.
8Illinois’ Essential Elements of School Improvement LeadershipProfessional DevelopmentCurriculumInstructionAssessmentConditions for LearningCommunity & FamilyData Driven Decision Making
9Curriculum & Instruction Governance/ Management IL-SIP SystemsCurriculum & InstructionCurriculumInstructionGovernance/ ManagementLeadershipComprehensivePlanning-Data Driven Decision-MakingProfessionalDevelopmentAssessmentLearningSupports-MTSSConditionsfor LearningCommunity andFamily EngagementContent contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
10Trauma Informed Practices What?Substance Use and AbuseFamily & Community Engagement21st CenturySELPBISTrauma Informed PracticesRestorative PracticesWraparoundTransition PlanningHealth CentersSASSLREMilitary FamiliesPovertyBullying PreventionAutismMental HealthSpecial Education
12How? MTSS: Framework for organizing a continuum of interventions Ensure ALL students get appropriate instruction & supports within a safe & supportive environmentMaximize student achievement ANDIncrease social, emotional, behavioral student competenciesProcess vs organizational framework
13MTSS “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; andValues cultural and ethnic diversity.
14Intensive Individualized MTSS cont.InterventionEarly InterventionIntensity & Duration of intervention based on student need(s)Wellness Promotion/Prevention
15MTSS cont.Monitoring of on-going student progress in response to implemented interventions, andEngagement in systematic data-based decision-making about services needed for students based on specific outcomes.
16MTSS cont.Holistic approach to integrate academic, social, emotional, behavioral and physical efforts (Whole Child)State, Community, LEA, School, Classroom
17MTSSEvidence supporting social, emotional and behavioral supports within a MTSS framework:Grounded in the Public Health ModelGrounded in Organizational TheoryGround in Ecological ApproachTheoretical foundations in:BehaviorismABAPBSRandomized control trials in behavioral supportsMeta-Analyses on social, emotional supports
18Essential Element: Leadership MTSS requires effective leadership, leadership that is dedicated to principlesthat ensure high levels of success for allstudents.This leadership is symbolized by a collaborative stylethat 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.
19Essential 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.
20Essential Element: Conditions for Learning http://isbe Integrate supports through collaborationMTSS for academic, physical, social, emotional, and behavioral programmingResources identified and allocated/reallocated for MTSS’s implementation.Implementation is monitored and evaluated for continuous improvement
21Essential 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.
22Conditions for Learning cont. Essential Element:Conditions for Learning cont.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.
23Conditions for Learning cont. Essential Element:Conditions for Learning cont.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.
24Essential 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.
27Diagnostic Assessment Functional Behavior AssessmentSimple/PracticalMild to moderate problem behaviorsNot dangerousOccurring in few settingsComplex AnalysisModerate to severe behavioral issuesMay be dangerousMay occur in multiple settings
28Progress Monitoring (Formative) Assessment Social, emotional, behavioral progress monitoringIs the intervention working (Universal, Targeted & Individual)Continue?Revise?Change?Lack of student progress
29Progress Monitoring (Formative) Assessment Social, emotional, behavioral progress monitoringLack of student progressImplemented with fidelity?Match the function of behavior?Correct function?Appropriate intervention?Need additional supplemental supports?Is the intervention being implemented with fidelity?Does the intervention match the function of behavior?Has the correct function been identified?Has the appropriate intervention been implemented?Does the student need additional supplemental supports?
31Functional Behavior Assessment (FBA)/ Behavior Support Planning(BSP) Simple/PracticalMild to moderate problem behaviorsNot dangerousOccurring in few settingsComplex AnalysisModerate to severe behavioral issuesMay be dangerousMay occur in multiple settings
32FBA/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* Horner, 1994** Carr et al., 1999; Ingram, Lewis-Palmer, & Sugai, 2005
33FBA/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 LevelFBA can be used as a simple assessment/intervention process for students with mild to moderate issues.At the Intensive – Tier 3 Individualized LevelFBA 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* Horner, 1994** Carr et al., 1999; Ingram, Lewis-Palmer, & Sugai, 2005
34Basic FBA to BSP Portland State University University of Oregon Trainer’s Manual AuthorsSheldon Loman, Ph.D.Portland State UniversityM. Kathleen Strickland-Cohen, Ph.D.University of OregonChris Borgmeier, Ph.D.Robert Horner, Ph.D.
36ISTAC SERVICES Basic FBA/BSP Statewide team of Technical Assistance SpecialistsProvision of both training and targeted technical assistanceContent aligned with Eight EssentialsTechnical assistance provided through a coach the coach model at district or coop levelCommon goals: build local capacity and establish sustainability
37ISTAC TRAINING CURRICULUM ISTAC SERVICESBasic FBA/BSPEvidence-based/Evidence-informed Practices for:Data-driven decision makingSystemic support structuresSchool climate and cultureInclusive educational environmentsLeadership skill developmentStudent behaviorStakeholder engagementTransition planning and other special education mandates
38ISTAC TRAINING CURRICULUM Available to all public schoolsAll trainings accessible through statewide training calendar https://www.illinoiscsi.org/Pages/Calendar. aspx &Duplicate trainings offered on regional basis to ensure statewide consistency and equitable access
39Closure/Contacts Michele Carmichael Behavioral Health Supports & Schools, ISTAC217/