Utilizing MTSS to Establish Effective, Safe, Caring Learning Environments for ALL Susan Barrett sbarrett@midatlanticpbis.org Center Partner, PBIS www.pbis.org.

Utilizing MTSS to Establish Effective, Safe, Caring Learning Environments for ALL
Susan Barrett Center Partner, PBIS

Acknowledgements George Sugai Rob Horner Lucille Eber Mark Weist
Kelly Perales

PURPOSE To enhance (a) common understanding of purpose, expectation, & outcomes & (b) analysis & planning w/ respect to development of implementation capacity DESCRIPTION: The purpose of this presentation is to highlight the important influence of behavior success on academic engagement for all students, especially students with disabilities. Topics will include classroom and school climate, multi-tiered systems of support, response to intervention, social skills instruction, and culture. Examples and practices will be highlighted within a systems perspective.

System Change “For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation” (R. Elmore, 2002) Elmore, R. (2002). Bridging the gap between standards and achievement: The imperative for professional development in education. Washington, DC: The Albert Shanker Institute.

Why PBIS? The fundamental purpose of PBIS is to make schools more effective, efficient and equitable learning environments for all students Positive Predictable Consistent Safe

Multi-Tiered Systems of Support
Invest in Prevention First Build Multiple Tiers of Support Intensity Early Access to Support

Big Shift Student Deficit Logic Systems Deficit Logic
Student limitations lead to lack of success Goal is to define how the student must change to be successful Systems Deficit Logic Everyone can succeed under the right conditions Goal is to define the conditions that must change so the student will be successful

MTSS shifts focus on the System

Implementation Framework Social Emotional and Behavioral Health
We organize our resources Multi-Tier Mapping, Gap Analysis So kids get help early Actions based on outcomes (data!), not procedures We do stuff that’s likely to work Evidence-Based interventions We provide supports to staff to do it right Fidelity: Benchmarks of Quality And make sure they’re successful Coaching and Support Progress monitoring and performance feedback Problem-Solving process Increasing levels of intensity Problem solving process

What matters? ALL behavior change is an instructional process INSTRUCTION MATTERS Some things work better than others – what’s the simplest way to make a difference in the success EFFECTIVENESS and EFFICIENCY MATTERS Student behavior changes when adult behavior changes ADULT BEHAVIOR MATTERS

Need a Framework to Install ANY Innovation
Coaching School Team Data based problem solving Effective interventions Kincaid!!! School Leadership Implementation

Key Messages What do our children need (academic, social emotional behavioral) and linking to specific evidence based interventions that increase use of skills across settings? How do you calculate prevalence rates in every school and match EBP to need? What skills do we ALL need to navigate life/social situations? How do we build protective environments (proactive and preventative/foster care, respect and connection)? How do we build environments across our system to influence skill acquisition and support for ALL? (staff skills/policy/data system)

Maslow’s Hierarchy of Needs

Wellbeing Should central role of education be building and improving wellbeing ? How would academic achievement improve if we had students, youth, educators in environments that fostered emotional health and wellbeing? How would that impact healthcare? Justice system, Poverty, Homelessness, Drug Use? Unemployment?

Starts with Equal Priority
Academic Rigor Social Emotional Health/ Mental Wellness/Physical Health Organizational Health: Workforce Socially Significant Outcomes © 2012 Dean Fixsen and Karen Blase, National Implementation Research Network Adapted from © Fixsen and Blase 2013, 2013

Link Domains of Instruction: Teaching Process is the SAME !!!
Academic Enablers -Organizational Skills -Study Skills -Group Process -Time Management Social/Emotional -Communication Skills -Healthy Relationships -Managing Stress Academic Content -Academic Standards -Graduation Requirements And…if we ask employers “What are the skills you are looking for in a potential employee?” So what are the skills required to succeed in college, career and life?

Protective Factor or Vulnerable Contexts
“Failing School” “High Achieving School” Don’t mistake academic label as an indication of “health” SHIFTS/EXAMPLES AT FEDERAL, STATE, LEA/DISTRICT LEVEL Exhibit range of behaviors-Externalizing and Internalizing Types of Behaviors

School Climate & Discipline
School Violence & Mental Health School Climate & Discipline Disproportionality & School-Prison Pipeline Every Student Succeeds Act

Vermont Joint House/Senate Resolution ( J.R.H 6) 2013
Whereas, following the mass shootings at the Sandy Hook Elementary School in Newtown, Connecticut, we, as a nation, have had time to reflect collectively on who we are and how best to respond to the slaughter of the innocents, and Whereas, the General Assembly rejects the singular response of meeting force with force, and Whereas, alternatively, the General Assembly embraces a Vermont commitment that the mental, physical, and nutritional health of our students and their caregivers is addressed with the same level of attention and concern as is our students’ academic and cognitive achievement, and Whereas, Vermont schools must offer a learning environment that encourages all students to attain mastery of academic content, to practice generosity, to experience belonging, and to realize independence in their daily lives, now therefore be it Resolved by the Senate and House of Representatives: That the tears of Sandy Hook and our nation will not fall on fallow ground but will give rise to a rededication to our goal of maintaining safe and healthy schools, and be it further Resolved: That the General Assembly declares Vermont to be a state in which equity, caring, and safety, both emotional and physical, are evident in all of our schools’ practices. We are seeing states like Vermont the commitment for mental physical and nutritional health addressed at the same level as our concern for academic an cognitive achievement

MTSS aka PBIS, SWPBS, MTSS-B, MTBF, RtI-B…
for enhancing adoption & implementation of of evidence-based interventions to achieve & behaviorally important outcomes for students Framework Continuum Academically All

Continuum of Support for All
Universal Targeted Intensive Few Some NOTICE GREEN GOES IS FOR “ALL” All Dec 7, 2007

Continuum Logic & Key PBIS Working Elements
Outcomes Data Practices Systems INCREASED EFFORT DOSAGE Layered and Connected

ı ı ı ı ı ı ı ı ı ı ı ı ı ı ı ı ı ı ı ı ı ı
Where is your classroom & school on the climate scale? Negative Climate ı ı ı ı ı ı ı ı ı ı ı ı ı ı ı ı ı ı ı ı ı ı Positive Climate Academic failure Reactive management Exclusion Reprimands Non-compliance Social withdrawal Low rates praise Negative engagements Bullying Negative expectations Academic success Positive engagements Active supervision Reteaching Many response opportunities Welcoming environment Positive reinforcement Teaching social skills Positive expectations Model expected behavior Reinforcing Cycle Coercive Cycle PBIS goal to establish & maintain positive teaching & learning environment

Alignment of Initiatives with Similar Outcomes Need to be Aligned at
BOTH the System and Practice Level Evidence Based= Skill acquisition across domains Practice Practice Practice Stakeholder Based Leadership Training and Coaching with performance feedback Data to continuously monitor fidelity and impact Early screening with increase and adaptive supports layered and connected Selection of EBP is a Formal Process that is based on identified need MTSS =Core Features or Way of Work Adaptive to fit ALL Large Urban Districts and Small Rural

State Implementation & Scaling-up of Evidence-based Practices http://sisep.fpg.unc.edu/

DCA Action Planning

Stages of Implementation
Focus Stage Description Exploration/ Adoption Decision regarding commitment to adopting the program/practices and supporting successful implementation. 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. 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. Should we do it Getting it right Implementation is not an event A mission-oriented process involving multiple decisions, actions, and corrections Making it better

District Community Leadership Guide

Feature: District and Community Leadership Team: Form/Expand Team Membership
Local Integration team identified (membership should include representatives from the following areas to ensure local stakeholders is fully represented). a.) School System Student Services and Special Education Directors b.) Local Mental Health Provider c.) Core Service Agency’s Child and Adolescent Coordinator d.) Juvenile Services Coordinator/Law Enforcement e.) Coalition of Families offices f.) Family, Youth and Community members g.) Local Management Board representative h.) Social Services representative other to include (where present) Youth MOVE Rep, System of Care Case Management entity or Family Navigator, community health provider, non-public special education school rep, recreation services, local health dept, board of education representative or other stakeholders identified by leadership Who else do we need to include? Who are you recruiting? Can this team change job descriptions, re-allocate/flex funding, shape policy and address other organizational barriers that come up? Think about your current sites…are you working with District level PBIS leadership teams? Could you expand their current role ? Who else should be included ? Let’s review the list and brainstorm potential “expansion group” If you are not currently working with a district level team…are there other exec teams that are meeting that you can join? Can you get 10 min on agenda? What is the best way to get started? How does new MH policy impact level of priority- or new ESEA waiver etc….

DCLT: Big Idea Big Idea #1: Provide the authority and problem solving needed to overcome organizational barriers and implement the efficiencies needed to functionally interconnect educational, behavioral and mental health supports. This typically requires the difficult process of abandoning long held patterns of “doing business” and creating new models based on the strengths of the schools/district/community, and the changing needs of students and families.

Actions Get the right people on the team (cabinet level people with authority to change policy, positions and funding) Guiding Questions: Which voices of with mental health/behavioral/content expertise within school system could benefit this team? Which voices of mental health agency/wellness center partners could benefit this team? Consider individuals who are positioned to be social/emotional leaders for the district In what ways are we ensuring that multiple stakeholder’s voices (i.e. staff, health centers/agencies, parents/families, students, etc.) will stay at the table through the development of systems and overall implementation?

School Climate: Engagement, Environment, Safety
The United States spent an estimated $201 billion on mental disorders like anxiety and depression in 2013, according to the new analysis published in the journal Health Affairs. That makes it the costliest medical condition in the country.

Role/Function of the DCLT
This graphic should look familiar. This is a revised version from the most recent Implementers Blueprint. Think about the way your DCLT currently operates? What needs to happen to improve? For many teams they have delivered well with training/coaching/building local content expertise and have local sites that serve as PBIS champions. But many sites still struggle with leveraging funding, visibility, political support, policy/system alignment and personnel readiness/selection…it’s the top tier that really needs cabinet level authority – What is your current status and how will MH help/hinder ?

Role and Function of District Team Clear and Consistent Leadership
Define how evidence-based practices will be selected so the process is transparent.- Consumer Guide Provide the authority and problem solving needed to overcome organizational barriers and implement the efficiencies needed to functionally interconnect educational, behavioral and mental health supports. This typically requires the difficult process of abandoning long held patterns of “doing business” and creating new models based on the strengths of the schools/district/community, and the changing needs of students and families. What will be the role of the DCLT? Here are some ways we can help clarify some of the ways we work… Here is where the consumer guide comes into play…we continue to overwhelm staff and system with more to do….how to we become better consumers of EBP? How could we use the consumer guide to ask the right questions before we add one more thing??? How do we use the implementation framework to be the common “way of work”???

Clear and Consistent Leadership
Provide the funding, visibility, and political support needed to allow school teams to travel through the full sequence of adoption stages. Adopting an integrated framework is process that will challenge the assumptions and traditional practices of most school faculty, and mental health systems. Provide the training, coaching and feedback systems needed to establish personnel with both the specific technical skills needed to deliver integration and the organizational vision to deliver those skills within a unified framework. Again, reflecting the DCLT graphic, the team has the authority to provide funding (flex funding for MH providers to get paid beyond fee for service model and serve on systems planning teams), promote visibility and political support and understand that this is a process that takes time to install, implement- taking place in stages and changing current structures The team will also provide ongoing access to training (PD is delivered to school/community teams with admin support, use of data and assigned a coach to support implementation )

Actions 2. Establish meeting procedures and common way of work (role and function clearly established) 3. Define how evidence-based practices will be selected so the process is transparent. 4.Provide the funding, visibility, and political support needed to allow school teams to travel through the full sequence of adoption stages. Adopting an integrated framework is process that will challenge the assumptions and traditional practices of most school faculty, and mental health systems.

Collaborative Assessment, Goal Setting
Big Idea #2: Provide opportunity to take have school employed staff and community employed staff, families and other stakeholder take inventory of current initiatives and assess the extent to which they are implemented programs for children and youth with fidelity and assess extent to which programs have had impact/outcomes for children and youth. Talk about alignment and politics around investing in small number of initiatives that match with local level needs and culture.

Actions 1. DCLT Conducts Resource Mapping Process: Gather Information through Self-Assessment 2. DCLT Hosts Stakeholder Focus Groups/Guiding Questions What is currently in place that is working (facilitating positive outcomes for youth and families)? What is currently in place that is either a) not being monitored for effectiveness using data, or b) being monitored and deemed ineffective in terms of response? Is there consensus about the identified goals? How will this be communicated to key stakeholders? 3. Conduct Staff Utilization (i.e. changing role of school based clinician) 4. Review Multiple Data Sources Academic, Social Behavior, Behavioral Health, Community Data (Census, GIS, service use) Data Review Process Here’s what So What Now What 6. Examine Organizational Barriers (i.e. new leadership, competing initiatives) 7. Identify common Goal (Specific, measurable, outcome oriented)

Possible Tools Resource Mapping Guide Guiding Questions for School Based Clinicians

Academic & Behavior Success
Trauma Informed Strategies Discipline Handbook School Mental Health Wraparound Check & Connect Function-based Support Classroom Management Academic & Behavior Success Restorative Practices Wellness & Self-Regulation Cognitive Behavior Counseling Check In Check Out Social Emotional Learning Dropout Prevention Bullying Prevention School Climate Literacy Instruction Cultural Responsiveness Social Skills Programming

DATA PRACTICES SYSTEMS
Alignment: Mapping Current Initiatives What information do we have? What practices do we have/need? What systems do we have/need? DATA PRACTICES SYSTEMS

Charting the Course of Action…
Choose one component and engage in dialogue : Where do you want to be with this (what will it look like and sound like)? What do you have in place? What do you need to do to reach your desired outcome?

Additional Topic/Discussions

Review of Systems Implementation Best Practice & Organizational Implementation Capacity Development
School Climate & Multi-tiered Systems of Support Core Features of State Implementation Systems Shaping Alignment from LEA to School to Classroom

School Climate & MTSS

Effective Organizations
GOAL: Effective Teaching & Learning Environments School Classroom Common Language “Organizations are groups of individuals whose collective behaviors are directed toward a common goal & maintained by a common outcome” Skinner, 1953, Science of Human Behavior Effective Organizations Common Experience Common Vision/Values District State Quality Leadership

PBIS & MTSS Share Functions
Implement w/ FIDELITY Develop CONTINUUM of Evidence-based Practices & Systems Develop LOCAL EXPERTISE & Implementation Fluency Use TEAM to Coordinate Implementation MONITOR PROGRESS Continuously SCREEN Universally Decide with DATA PBIS & MTSS Share Functions

Supporting Culturally Valid Decision Making
Supporting Important Culturally Equitable Academic & Social Behavior Competence OUTCOMES Supporting Culturally Valid Decision Making Supporting Culturally Knowledgeable Staff Behavior SYSTEMS DATA CULTURE is one our major considerations, and CULTURAL INFLUENCE is reflected in high attention toward CULTURAL EQUITY of expectations CULTURAL VALIDITY of data CULTURAL RELEVANCE of practices CULTURAL KNOWLEDGE of implementers PRACTICES Supporting Culturally Relevant Evidence-based Interventions Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab

POSITIVE SCHOOL & CLASSROOM CLIMATE
Definition: Shared norms, beliefs, attitudes, experiences, & behaviors that shape nature of interactions between & among students, teachers, & administrators Outcomes Data Practices Systems Academic Self-management Interpersonal Career & postsecondary Mental health Screening Progress monitoring Implementation fidelity ALL Leadership MTSS Teaming Professional development Evaluation Policy Exemplars demonstrations SOME FEW

POSITIVE SCHOOL & CLASSROOM CLIMATE
Definition: Shared norms, beliefs, attitudes, experiences, & behaviors that shape nature of interactions between & among students, teachers, & administrators Outcomes Data Practices Systems Academic Self-management Interpersonal Career & postsecondary Mental health Screening Progress monitoring Implementation fidelity ALL Social skills Restorative discipline Leadership MTSS Teaming Professional development Evaluation Policy Exemplars demonstrations SOME Check in/out Targeted SS Check-connect FEW CBT FBA-BIP

Implementation Drivers

Basic PBIS Implementation Framework
SWPBS practices, data, systems Policy, funding, leadership, priority, agreement District Behavior Team 2 yr. action plan Data plan Leadership Team meeting schedule School Behavior Team SWPBS CWPBS Small group Individual student School Staff Academic Expectations & routines Social skills Self-management Student Benefit Regional/State Leadership Internal Coaching Support External Coaching Support Team Coaching Support

Discussion: Program alignment Implementation Fidelity
Implementation Sustainability Accountability Leadership

a. What challenges have been experienced?
1. PROGRAM ALIGNMENT How well are practices, programs, intervention, etc. organized around expected outcomes & along a continuum of behavior supports? a. What challenges have been experienced? b. What strategies have been successful in addressing these challenges? c. What does success look like?

DATA PRACTICES SYSTEMS
HOMEWORK: Resource Mapping, Alignment, & Capacity Development What information do we have? What practices do we have/need? What systems do we have/need? DATA PRACTICES SYSTEMS

2. IMPLEMENTATION FIDELITY
How accurately, fluently, relevantly are practices, programs, interventions, etc. being implemented? a. What implementation fidelity challenges have been experienced? b. What strategies have been successful in addressing these challenges? c. What does successful implementation fidelity look like?

3. IMPLEMENTATION SUSTAINABILITY
How durable, long-lasting, resistant, etc. is implementation of practices, programs, interventions, etc.? a. What challenges have been experienced? b. What strategies have been successful in addressing these challenges? c. What does success look like?

5. IMPLEMENTATION ACCOUNTABILITY
To what extent & how are personnel, programs, systems, etc. held responsible for practice & system implementation? a. What challenges have been experienced? b. What strategies have been successful in addressing these challenges? c. What does success look like?

6. IMPLEMENTATION LEADERSHIP
To what extent is leadership in place w/ authority to support practice & system implementation? a. What challenges have been experienced? b. What strategies have been successful in addressing these challenges? c. What does success look like?

Resources District Capacity Assessment Implementation Blueprint
Implementation Blueprint School Climate Technical Brief

General Discussion & Wrap Up
Other topics, comments, questions, suggestions, other? Next steps Closing comments

Utilizing MTSS to Establish Effective, Safe, Caring Learning Environments for ALL Susan Barrett sbarrett@midatlanticpbis.org Center Partner, PBIS www.pbis.org.

Similar presentations

Presentation on theme: "Utilizing MTSS to Establish Effective, Safe, Caring Learning Environments for ALL Susan Barrett sbarrett@midatlanticpbis.org Center Partner, PBIS www.pbis.org."— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Utilizing MTSS to Establish Effective, Safe, Caring Learning Environments for ALL Susan Barrett sbarrett@midatlanticpbis.org Center Partner, PBIS www.pbis.org.

Similar presentations

Presentation on theme: "Utilizing MTSS to Establish Effective, Safe, Caring Learning Environments for ALL Susan Barrett sbarrett@midatlanticpbis.org Center Partner, PBIS www.pbis.org."— Presentation transcript:

Similar presentations

About project

Feedback