Presentation on theme: "Susan Barrett & Patti Hershfeldt Sheppard Pratt Health System"— Presentation transcript:
1Susan Barrett & Patti Hershfeldt Sheppard Pratt Health System Using Guiding Questions and Facilitated Activities to Build the Implementation Plan for High SchoolsSusan Barrett & Patti HershfeldtSheppard Pratt Health System
2Maryland’s Unique Collaboration Since 1999, MSDE has been working in collaboration with Sheppard Pratt Health System and Johns Hopkins University to train 840 of its 1400 schools in PBISa systemic tiered frameworkpromotes a safe and supportive school environment and reduces school violence (Sugai & Horner, 2006).
3Maryland’s PBIS Foundations 900 schools trained in MarylandInitiative has had greatest success and impact:At the elementary and middle school levelImplementing universal supports, rather than more intensive targeted and indicated interventions (Barrett et al., 2008)Identified need for expansionfocus on high schoolsDevelopment of intensive preventive interventions (IOM, 2009) for students at greater need.
4High Schools and Advanced Tiers Students with unmet social and emotional needs create challengesHigh Schools are often unprepared to implement Tier 2 and Tier 3 interventions or to address mental health needs and resources at the local and state level have been limited to expand and support implementationRelatively few developmentally appropriate EBPs (Greenberg et al., 2001).
5School Climate Model School Climate Safety Environment Engagement RelationshipsRespect for DiversitySchool ParticipationSafetyEmotional SafetyPhysical SafetySubstance UseEnvironmentPhysical EnvironmentAcademic EnvironmentWellnessDisciplinary EnvironmentConsideration: This may be a possible lens or framework for the day. How are we mapping onto the big picture????Which school improvement planning goals do you have that map onto this model?Where does ESD/PBIS “show up” with school climate?Where are we with implementing ESD/PBIS and how is it supporting our SIP? These are common areas of SIP. We will be making connections today about how the interventions/EBPS with PBIS/ESD support these?Through Bullying prevention and on-time graduation, these are all ways that climate is coming into the policy today-which brings our attention to school climate. There is a big picture about school climate right now. Which is why you probably have school climate embedded in your sip and there are common themes. Generally, they are reflective somewhere in this model.Consider a cross-walk with this model and their sip.In order to effect climate change/growth, need an implementation plan. With PBIS/ESD, we have BoQ/implementation snapshots to direct plan of implementation.School Climate Model, Office of Safe and Drug-Free Schools.Kristen Harper .
6Maryland Safe and Supportive Schools (MDS3) overview Participating Schools52 high schools across the state of MarylandIn the following districts: Anne Arundel, Baltimore County, Charles, Caroline, Dorchester, Somerset, Washington, Wicomico, Worcester and Queen Anne’sSecond cohort of 8 additional schools planned for spring 2012, for a total of 60 schoolsDesign3 years (spring 2011 through summer 2014)All 52 schools participated in the data collection activities29 “implementation schools” who are implementing the MDS3 Initiative23 schools are in the “focus” or control group for the evaluationSchools were assigned to these groups through a lottery
7Climate SurveyResearch-based measure developed by a team at Johns Hopkins University – Center for Prevention of Youth ViolenceItems derived from previously published and validated measuresGather data from students, staff, and parents around each of these targeted areas of school
8How was the survey administered? All versions were web-based, anonymous, voluntary, parental passive consentStudents25 Classrooms of students (n=21,189 )7 9th grade6 of grades 10-12Schools selected classroomsStaff survey (n=3,499)announcements, memos, s etcParent survey (n=1,955)announcements, memos, s, web site etcTimeline: Late April through the end of the school year
911 MDS3 Climate Survey Categories and Sample Questions SAFETY1. Physical SafetyI feel safe at this school.How much of a problem at this school is physical fighting among students?2. BullyingDuring the current school year have you been bullied?Adults at this school try to stop bullying.3. Social-Emotional WellbeingIt is OK to hit someone if they hit me first.I feel depressed.4. Substance UseDuring the past 30 days, how many days did you have 1 drink of alcohol?Based on your experience, how much of a problem at this school is students’ drug use?
1011 MDS3 Climate Survey Categories and Sample Questions (cont) ENGAGEMENT5. Relationships and ConnectednessI feel like I belong.My teachers care about me.6. School Participation and Academic EmphasisI like this school.My teachers encourage me to work hard in my classes.7. Parental InvolvementMy parent or guardian feels welcome at this school.This school tries to involve parents or guardians.8. Culture of Inclusion and EquityTeachers believe that all students can do well if they try.This school provides instructional materials that reflect my culture, ethnicity, and identity.
1111 MDS3 Climate Survey Categories and Sample Questions (cont) ENVIRONMENT9. Order and DisciplineDisruptions by other students can get in the way of my learning.Students are rewarded for positive behavior.10. Physical EnvironmentThe school has a bright and pleasant appearance.This school is usually clean and well-maintained.11. Supportive ServicesThis school has programs to deal with violence and conflict among students.Students who need help for their problems are able to get it through school.
12School Climate Profile Scores to Be Posted on MSDE’s MDS3 Website by October 3, 2011 OVERALL SCOREJones High School3.793School climate profile scores range from 1 (poor) to 7 (favorable).Only the overall score is publically posted.Schools receive details report of all 11 subscales, and 3 scales, and overall score.
13Other data sources… School-wide Evaluation Tool data Individual Students System Evaluation Tool – modifiedSuspension/Expulsion data reported to MSDEOffice Discipline ReferralsSWISCounty developed SW reporting databaseObservation of classroom and non-classroom environment, student/staff interactions, student behavior, school building, and grounds (supported by a grant to JHU from the William T. Grant Foundation)
14Menu of EBPs Life Skills program (Botvin et al., 2006) Olweus Bullying Prevention (Olweus, 2007)Check and Connect (Anderson et al., 2004)Check in Check Out (Hawken & Horner, 2003Cognitive Behavioral Intervention for Trauma in Schools (Kataoka et al., 2003)Supported through collaboration with The University of Maryland, Center for School Mental Health
15School Climate ModelSchool ClimateCulturally Responsive Teaching (Double Check)Check and ConnectEngagementRelationshipsRespect for DiversitySchool ParticipationOlweus Bully PreventionBotvin Life SkillsSafetyEmotional SafetyPhysical SafetySubstance UseCBITS & Mental Health Awareness+ Academic SupportCheck in Check OutEnvironmentPhysical EnvironmentAcademic EnvironmentWellnessDisciplinary EnvironmentOffice of Safe and Drug-Free Schools. Kristen Harper
16Climate SpecialistsMasters level professionals supporting high school personnel …target the needs of high schools through the evaluation of multiple data sourcessystematic selection, implementation and monitoring of selected EBPs that address substance use, student engagement (truancy), school violence and bullyingprovide ongoing technical assistance over 3 school years to develop building level capacity and sustainabilityVaried professional backgrounds, (SW, Teachers, Gen ed and Special Ed, Counselors, Administrators, Attorney for Children)
17Training and Implementation plan Climate specialist- Scope and Sequence, developmental process WIKISchool Teams- Implementation Plan, WIKIDistrict Level- TA, Implementation Science, Organizational Changes that support school implementation, Building Capacity
18…target the needs using multiple data sources Considering data sources mentioned previouslyCSs took teams through brainstormingOther ‘soft’ data sourcesTeacher recommendations/inputParent recommendations/inputCommunity agency referrals
19…systematic selection, implementation and monitoring of selected EBPs According to data… what are the needs of your school?What systems are in place to support implementation of…What systems are not in place and need to be developed to ensure successful implementation
20Guiding Questions for Implementation Planning Valued Outcome How is the practice linked to overall outcome outlined in your school improvement plan? Systems Teaming Structure – RFA process Communication Coaching and Staff Support Data Decision Rules Progress Monitoring Criteria to define success (exit criteria)What does your data say?
21Valued Outcome: How is the practice linked to overall outcome outlined in your school improvement plan?Common CoreIntegrate with academicsSafe and supportive schools
22Systems: Teaming Structure What are your current Service Delivery Teams (i.e. Leadership Team, Student Services Team, Problem Solving Team)What are roles and responsibilities of each team?
23Systems: RFA processHow do teachers and support staff access these supports? Request for Assistance? How long does it take to get supports in place?Is the process FORMAL or INFORMAL?How is RFA perceived?
24Systems: Coaching and Staff Support What are the structures that support skill development for staff? Structures that support follow along activities? What are the structures that support fidelity, on going teacher support and performance feedback? (Coaching)
25Systems: Communication How do your academic and behavior teams communicate with each other ?. “How are we going to be sure everyone gets the same information about implementation? “ (M. Piper)Morgen ran a school team through this problem solving topic. How are we going to be sure everyone gets the same information about implementation? This extends to communication from middle to high
26Data Decision Rules for access Progress Monitoring Criteria to define success (exit criteria)Fidelity measuresStudent selection activity
27MDS3 Implementation Plan – page 1 Check and Connect Valued Outcome: _______________________Step 1: What does the data say?____________________________Step 4: What will we do to support staff?______________________________________________________________________________________________________________________________________________________________________________________________________DATA + Culture– Supports Decision MakingSYSTEMS – Support Staff BehaviorStep 2: What is the goal?______________________________________________________________________________________________________________________________________________________________________________________Step 3: What will we do to support student behavior?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Provide standard agenda that includes the logic. This will be given to coaches and teams during upcoming trainings. DCs will have it and will be looking for it.PRACTICES –Support Student Behavior
28Practices, Initiatives, Programs for a FEW Triangle Activity:Applying the Three-Tiered Logic to Your SchoolTier 3Practices, Initiatives,Programs for a FEWTier 2Practices, Initiatives,Programs for SOMETier 1Practices, Initiatives,Programs for ALLPre-correct-You can’t id a practice that kids only get when they get kicked out of class. Ask- what are the practices you have to support the conditions for learning?Pre-correct- We do not have yellow kids, red kids, etc. We have kids needing supports at each tier and we are all over depending on our needs and strengths.You see solid lines, but they really are blurred and should be designed for bridging practices in tiers. Students may move in and out of tiers.What do you have in place for behavior interventions for all, some, and a few? Think about this on a school-wide level and maybe think about it around one of the top behaviors in your school. Say disrespect or disruption. Think about kids down the road too-who do not respond to universal.Be sure to make the connections to the pyramid for academics and you will always look to both –the connections. Our work will be looking at what we have, what can we tweak, and what are we missing.What are the EBPs? How are you monitoring effectiveness with data? Are there any that are really getting significant outcomes?How will you take your staff through this process?
29MDS3 Implementation Plan – page 2 In planning for the next school year, please complete the following MDS3 implementation plan. Consider how the Climate Specialist will help support you this year.SafetyWhat needs to be done?Who will do it?What resources are needed to get it done?When should it be done?How will you know if it was done correctly?EngagementHow will you know if it was done correctlyEnvironmentSW InterventionsChoose 1…. What does your data say?
30Lessons learned thus far.. Enrolling schools in the projectEngaging them to do the workEmpowering
31Enrolling schools in the project Voluntary participationWhat’s in it for me?Don’t NAME itWhile it is theorized that school-wide PBIS will meet the needs of 80-85% of students, the remaining 15-20% of students will require more intensive supports to be successful in school (Lewis & Sugai, 1999). The reasons that students do not respond vary, but students often have social-emotional needs that go unaddressed.
32Engaging the adults The mission begins with coordinating the resources Taking a comprehensive look at what is already placeResource Mapping Activity…and one step further (AACPS)Coordinating those resourcesMultiple Mentors -Developing communication systems/networks
33What do you already have? Brainstorm inventory of current practices…We realize that you are doing A LOT already. Stop the madness!!!!!!!! Let’s take do a few things well. Write on sticky notes all the activities
34School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic SystemsBehavioral SystemsTier 3/Tertiary Interventions %Individual studentsAssessment-basedHigh intensity1-5% Tier 3/Tertiary InterventionsIndividual studentsAssessment-basedIntense, durable proceduresTier 2/Secondary Interventions %Some students (at-risk)High efficiencyRapid responseSmall group interventionsSome individualizing5-15% Tier 2/Secondary InterventionsSome students (at-risk)High efficiencyRapid responseSmall group interventionsSome individualizingTier 1/Universal Interventions %All studentsPreventive, proactive80-90% Tier 1/Universal InterventionsAll settings, all studentsPreventive, proactiveIllinois PBIS Network, Revised May 15, Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at
35Resource MappingWhat are the practices in place at each tier of the triangle?Are they evidence-based practices?How are you measuring effectiveness of practices (data)?Who are the service delivery teams/personnel (e.g., Climate, School Improvement Team, Discipline)?Link to outcomes- Strategic Plan (School Improvement Plan)Pre-correct-You can’t id a practice that kids only get when they get kicked out of class. Ask- what are the practices you have to support the conditions for learning?We will never finish resource mapping-we will continue to add, revise our resource mapping. When we work more with advanced tiers, it will always be anchored to universals.
36Practices, Initiatives, Programs for a FEW Triangle Activity:Applying the Three-Tiered Logic to Your SchoolTier 3Practices, Initiatives,Programs for a FEWTier 2Practices, Initiatives,Programs for SOMETier 1Practices, Initiatives,Programs for ALLPre-correct-You can’t id a practice that kids only get when they get kicked out of class. Ask- what are the practices you have to support the conditions for learning?Pre-correct- We do not have yellow kids, red kids, etc. We have kids needing supports at each tier and we are all over depending on our needs and strengths.You see solid lines, but they really are blurred and should be designed for bridging practices in tiers. Students may move in and out of tiers.What do you have in place for behavior interventions for all, some, and a few? Think about this on a school-wide level and maybe think about it around one of the top behaviors in your school. Say disrespect or disruption. Think about kids down the road too-who do not respond to universal.Be sure to make the connections to the pyramid for academics and you will always look to both –the connections. Our work will be looking at what we have, what can we tweak, and what are we missing.What are the EBPs? How are you monitoring effectiveness with data? Are there any that are really getting significant outcomes?How will you take your staff through this process?
37Are you successful with these practices? How do you know they are successful ?Is there overlap?Who do they serve? The students you intended to serve?How do you decide who gets the intervention?Do staff receive training and support to deliver intervention effectively?Do you share impact of intervention with faculty?Can you live without a couple? Wouldn‘t it be nice to do less but have the same outcome?Consider Morgen’s slides here?
38Communication Systems: Feedback -Give it and Get it 2 times per term minimumEspecially important at high school and for students receiving Tier II supportsGather feedback from the participating staffHow do teachers get feedback?Unique ways to communicate
39Empowering: Kids are key! Student involvement is the KEY to successDigital LearnersStephen Decatur High School Worcester County Public SchoolsTeaching the ExpectationsDundalk High School Baltimore County Public SchoolsStudent generated newsletterNorth County High School Anne Arundel County Public SchoolsThe story of one!
40Efforts to promote sustainability beyond the life of the grant. Always a part of every discussion!Graduated supportCross training (all stakeholders)Involving community stakeholders
41Roadblocks to success “We don’t need something else” “Money is too tight to…”Common Core comes firstSchools with high academic achievement