2018 OSEP Project Directors’ Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2018 Project Directors’ Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)

Expanding MTSS/PBIS to Preschool through SPDG

Young Children with Challenging Behavior It begins early Between 10-30% of preschool students are not behaviorally and emotionally ready to succeed in school Early problem behavior is predictive of future challenges Best predictor of delinquency in adolescence, gang membership, incarceration 3

Children with Challenging Behavior Children who have aggression or oppositional behavior during early years are more likely to have clinical concerns in adolescence Of children who have high levels of externalizing behavior challenges at 2; 63% continued at age 5 Young children with chronic antisocial behavior comprise 6-7% of the population; yet 50% of adolescent crime and 75% of violent crime

Supporting Vulnerable Children Preschool teachers report that children’s disruptive behavior is the single greatest challenge they face Black children make up 19% of preschool enrollment, but 46% of preschool children suspended more than once (OCR, 2016). Black girls are 20% of preschool female population but 54% of girls suspended from preschool (OCR, 2016).

MTSS MTSS is a framework to ensure successful education outcomes for ALL students by using a data-based problem solving process to provide, and evaluate the effectiveness of multiple tiers of integrated academic, behavior, and social- emotional instruction/intervention supports matched to student need in alignment with educational standards. A Collaborative Partnership Between Florida’s Problem Solving/Response to Intervention Project, Florida’s Positive Behavior Support Project, and the Florida Department of Education

Multi-Tiered System of Supports ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & Supports The most intense instruction and intervention based on individual student need, in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports. Tier 2: Targeted, Supplemental Interventions & Supports More targeted instruction/intervention and supplemental support, in addition to and aligned with the core academic and behavior curriculum. Tier 1: Core, Universal Instruction & Supports General academic and behavior instruction and support provided to all students in all settings. 7 7

Core Features of MTSS

Pyramid Model Tertiary Intervention Few Secondary Prevention Some Universal Promotion All

Systems Model for Implementation and Scale-Up Incorporates best practice from: Systems Thinking Implementation Science Cross-Agency Collaborative Planning

Stages of Implementation Description Should we do it? Exploration/ Adoption Decision regarding commitment to adopting the program/practices and supporting successful implementation. Work to do it right! Installation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan. Initial Implementation Try out the practices, work out details, learn and improve before expanding to other contexts. Work to do it better! Elaboration Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation. Continuous Improvement/ Regeneration Make it easier, more efficient. Embed within current practices. Steve Goodman

Implementation Drivers

Virginia of ALL Children!

State of Virginia F Fairfax Richmond Roanoke Virginia Beach

Virginia’s Current Early Childhood Education System Collaboration Within Our Early Childhood System Virginia Preschool Initiative Head Start Early Childhood Special Education Community Based Preschool Community Based Child Care Military

Why Preschool MTSS provides a framework for assessment and high quality services Increases collaboration between various stakeholders throughout the early childhood community Provides early intervention to potentially remediate learning gaps prior to Kindergarten entry Intensive and systematic interventions are essential for students who are at-risk Links preschool to early elementary Intervention should be multiple years to obtain the greatest benefit

Challenges in Preschool Virginia does not have universal preschool Early Childhood Education can occur in a variety of locations There are differences in early childhood programs and requirements Lack of tier one research-based instructional practices Lack of tier two and three research-based instructional practices Preschool implementation is just evolving Preschool does not have Standards of Learning, but a curriculum that addresses developmental areas

EXPLORATION STAGE “Should we do it?” Developed an Early Childhood State Team Gathered information about current initiatives in VA Reviewed VTSS assessments and tools to inform EC implementation (e.g., DCA, TFI) Completed resource mapping for social- emotional development, language and literacy, and mathematics

EXPLORATION….MOVING TO INSTALLATION Developing Early Childhood Enhancements to the TFI List of required and recommended team members Elements of the data dashboard Data sources Considerations for social-emotional development Developing EC Examples and Enhancements Designing a training and technical assistance plan to recruit, train, and support demonstration programs

Project Outcomes

iSocial Improving Social Emotional Outcomes for Children Birth – Age 5 Project Directors Meeting, July 2018 Ruth Littlefield, New Hampshire Department of Education

What is iSocial?

Variables important for sustainability Administrative support Consistent implementation approach Effective teams Frequent data sharing with school staff High quality professional learning Access to coaching

Critical Implementation Drivers

The ECTA System Framework: Infrastructure Components Good outcomes for children with disabilities and their families Implementation of Effective Practices

Stakeholder Engagement

Resources ECTA System Framework http://ectacenter.org/sysframe/ Statewide Implementation Guide http://ectacenter.org/sig/ National Center for Pyramid Model Innovations www.challengingbehavior.org Implementation Science http://ectacenter.org/implementprocess/ https://implementation.fpg.unc.edu/

2018 OSEP Project Directors’ Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2018 Project Directors’ Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)