1. Ohio School Improvement Institute – November 2017
A Comprehensive Approach for Improving School Climate and Student Behavioral Health
Ohio School Improvement Institute – November 2017

2. Today’s Presenter Jill Jackson, Ph.D. Education Program Specialist
Office for Innovation and Improvement

3. Overview
Participants will discuss the use of strategic planning to improve school climate, student behavioral health and student professional skills.
Positive Behavioral Interventions and Supports (PBIS) will be used to inform how school climate strategies and student development programs and practices are implemented.
Participants will share the benefits of school, family and community partners meeting the needs of the whole child, improve school climate and student behavioral health outcomes.

4. Our Goal For Ohio Higher achievement for all students
Students receive high quality instruction aligned with academic content standards
Students have the right conditions and motivation for learning

5. Multi-Tier System of Support
Comprehensive Approach for Improving School Climate and Student Behavioral Health
Strategic Planning
Multi-Tier System of Support
Strategic Planning Process
Multi-Tier System of Support

6. Strategic Planning

7. Steps for Strategic Planning
Relationships
Data Driven Decision Making
Planning
Implementation
Evaluation
Relationships - Identify, Bring together, build relationship
Data Driven Decision Making – Use team of partners to review local behavioral health data
Planning – use school or district planning rubric to determine needed Multi Tier services and Multi Tiered service delivery
Implementation – provide Multi Tier services
Evaluation – Evaluate Multi Tier services and Multi Tiered service delivery and student outcomes and performance
Then repeat the process annually.

8. Approaches to Strategic Planning
Education
Ohio
Improvement
Process
(OIP)
Positive Behavioral Interventions and Supports
Comprehensive Continuous Improvement Plan (CCIP)
Prevention
Strategic Prevention Framework
Health
Community Health Improvement Plan
School-wide
School-wide and selected students
School-wide or selected students
Population or Community Intervention
Stage 1: Identifying Critical Need
Tiered Fidelity Inventory;
Data Review
Decision Framework
Assessment
& Capacity
Community Health Assessment
Stage 2: Developing a Focused Plan
Create PBIS Implementation Plan
Planning Tool and SMART Goals
Planning
Plan
Stage 3: Implementing and Monitoring the Focused Plan
Implementation of EBPs at Tier 1, then Tier 2 and 3
Strategies and Action Steps
Implementation & Evidence-Based Prevention Approaches
Implement
Stage 4: Evaluating the Improvement Process
Evaluation
District Goal and Monitoring
Track and Report
Sustainability
This slide demonstrates the connection between some of the various strategic processes that are being completed across communities in the education field, behavioral health field, and health field. Our goal in developing this crosswalk was to demonstrate the common activities taking place across agencies and provide the language to have discussion regarding connections and shared work.
We have included 3 potential strategic models for education. All schools are required to complete the CCIP. The planning tool portion of the CCIP contains the districts goals, strategies and action steps.
For the majority of this presentation we are going to focus on OIP.

9. Relationships
Establish or maintain relationships among school, family and community professionals at the agency, district and building level that address the needs of the whole child.
Trusting family-school partnerships
occur when:
§ Family members and school staff—through
respectful, mutually beneficial relationships—
share responsibility for student outcomes
§ Family members have options for meaningful
involvement in their children’s education and in
the life of the school
§ The school responds to family interests and
involvement in a culturally responsive manner

10. Partnership
To effectively meet the behavioral health needs of young people, schools must collaborate with a variety of sectors. What sectors might a school want to partner with?
behavioral health, health and medical, child welfare, and juvenile justice. What about local businesses and philanthropic sectors?
Before collaborative work begins relationship building is essential. Partnership doesn’t happen overnight and is not always an easy process. In fact, many times it can be difficult and require difficult conversations. We need to have difficult discussions about roles and responsibilities. Memorandums of understanding or agreement may be created.
Take a few minutes to discuss: How are relationships between the school and community partners established or maintained? Think both at the micro level (teacher and professional) and mezzo (school building to agency) and macro (community-wide). Explain how this aligns with OIP TBT, BLT, DLT
Collect response from group of current partnerships they are aware of. Discuss partnerships that do not exist but may be needed.
Stress need for partnerships at ALL THREE levels.

11. Systems
Strong systems enable effective schoolwide change and accurate and durable implementation of practices.
District Team
Building Team
Teacher Team
District Team, Building Team, Teacher Team

12. Data Driven Decision Making
Use school, family and community data to:
Identify needs of the students, families, and community.
Pinpoint a common agenda among school, family and community partners, and
Determine plans, partners, programs and services.
Example OHYES!

13. What Data is Collected and Analyzed by the PBIS Team?
What Behavioral Health Data Could PBIS Teams Include?
Flip Chart Paper Activity- Small groups or partner discussion. Answer each question.

14. School and Community Data
District and School Data (i.e. graduation rate, attendance, PBIS data, discipline data)
Alcohol and Mental Health Board Data (i.e. ATOD use)
Community Partners Data
Family Data
Health Department Data (i.e. YRBS data)
Police Department Data (i.e. juvenile arrest data, truancy data)
Pre and Post test
Program Evaluation
Tracking Process Activities
United Way Data
Discussion- What data points might be examined? How can data be shared?
What data does the school have to address non-academic barriers (behavioral/mental health?) Most common answer is ODR. Move beyond ODR
Attendance- are we looking at chronic absenteeism?
Harassment, Intimidation, and Bullying (especially if doing a bullying prevention program)Restraint and seclusion numbers
Referrals to BH
What data do community agencies have to offer?
Youth Risk Behavior Survey
Dating violence
ATOD
Rates of Trauma/Violence
Poverty

15. Data Driven Decision Making
Environmental Scan (District/School)
– What programs and services do we have?
Needs Assessments (District/School/Community Agency)
– What programs and services do students need?
Process Outcomes (District/School/Community Agency)
– How were outcomes achieved?
Program Evaluation (District/School/Community Agency)
– What have students learned?
Environmental Scan (District/School)
– What programs and services do we have?
Needs Assessments (District/School/Community Agency)
– What programs and services do students need?
Program Evaluation (District/School/Community Agency)
– What have students learned? (i.e. increased knowledge and performance)
Process Outcomes (District/School/Community Agency)
– How were outcomes achieved? (i.e. activities performed to meet intended goal like professional development with staff or parent sessions)

16. Develop a school and community plan to:
Planning
Develop a school and community plan to:
Policy and program review or development
Implement environmental strategies focused on behavioral health and violence prevention/promotion.
Address continuum of support
Refer students showing signs of risk to appropriate community agency.
Identify effective interventions (EBPs)
Ensure fit between cultural competencies, interventions and the school and community agenda.

17. Linguistic and Cultural Competency
Linguistics refers to integrated patterns of human behavior that include language, thoughts, communications, beliefs, values, actions, customs and institutions of a population.
Culture
Culture refers to the traits of a population’s behavior, values, practices, beliefs, religion, customs and behaviors that are found to be common.
Linguistic and Cultural Competency
Cultural competence is a set of policies, practices, attitudes and procedures that enable agencies, organizations and businesspeople to effectively interact with other cultures;
Components of cultural competence include cross-cultural skills, personal worldview of one's own culture, view of cultural differences and knowledge of other cultural practices;
In order to design, provide and evaluate a competent service delivery system that enables effective work in cross-cultural situations.
As the 21st century has moved forward, the ethnic, cultural, and linguistic makeup of the United States has been changing steadily. The different traditions, beliefs, and values present in the United States have created one of the most diverse societies in history.
This Issues in Ethics statement is developed to provide guidance to ASHA members and certificate holders so that they may provide ethically appropriate services to all populations while recognizing their own cultural/linguistic background or life experience and that of their client/patient/student.
The professional must recognize that differences do not imply deficiencies or disorders. Culture and language may influence the behaviors of individuals who are seeking health, habilitative, or rehabilitative care and their attitudes toward speech, language, and hearing services and providers. Similarly, the delivery of services is impacted by the values and experiences of the provider. Providing competent care is providing service that is respectful of, and responsive to, an individual's values, preferences, and language. Care should not vary in quality based on ethnicity, age, socioeconomic status, or other factors.
In addition, federal and state regulations and programs, such as Medicaid, Medicare, and the Individuals with Disabilities Education Act (IDEA), require that providers render culturally and linguistically appropriate services. These programs are in accordance with broader legislation such as Title VI, Executive Order 13166, and National Standards on Culturally and Linguistically Appropriate Services (CLAS). Audiologists, speech-language pathologists, and speech, language, and hearing scientists have legal and ethical responsibilities to provide services and conduct research that is culturally and linguistically appropriate.

18. Multi-Tier System of Support

19. Prevention/Intervention Approaches
Public Health Approach
Who
Academic
Behavior (PBIS)
Behavioral Health
Prevention and Promotion*
Indicated/
Targeted/ Tertiary
High-risk/
Identified problems
Individual attention
1:1 Instruction
Increased Time
Tutoring
504 or IEP
FBA/BIP
Individual Counseling
Wraparound Services
Information and referral
Screening and consultation
Selective/
Secondary
At-risk
Small groups
Small Group Supplemental Instruction
CICO
Behavior Chart/Plan
Small Group Skill Development
Peer support groups
Education for specific groups
Universal
All settings
Communities
All students
Core Curriculum
3-5 Behavior
Expectations
Teach Appropriate Behavior
Reinforce Appropriate Behavior
Access policies
Anti-bullying policies
Good Behavior Game
Life Skills training
Youth-led Prevention
Social Norms
Media Campaigns
*Behavioral Health Treatment occurs after diagnosis of a mental health or drug and alcohol disorder and can include individual counseling, wraparound services, and outpatient and intensive outpatient treatment.

20. Effective Practices
A variety of sources provide information on effective interventions.
Many sources can be accessed through Web sites, including
these:

21. Implementation Schools and community based agencies should:
Implement prevention strategies and interventions based on data, cultural competency and collaboration.
Implement mutually reinforcing prevention strategies and interventions.
Families should be aware of the prevention strategies and interventions to discuss and practice at home.
In other words are the prevention strategies and interventions:
Addressing the needs of the whole child.
Implementing environmental strategies focused on behavioral health and violence prevention/promotion.
Refering students showing signs of risk to appropriate community agency.

22. Ohio PBIS Network Vision Statement
How can we get there?
All public learning environments in Ohio will implement Positive Behavioral Interventions and Supports (PBIS) as an effective and proactive framework for improving safety, social competence, and academic achievement for all students.
Ohio PBIS Network Vision Statement
Policy on Positive Behavior Interventions and Supports and Restraint and Seclusion.
The Ohio PBIS Network was initiated by the Ohio Department of Education Office for Exceptional Children to develop materials, resources and training to support the scaling up of PBIS in Ohio schools. It is primarily composed of professionals from each of the 16 Ohio State Support Teams and the Office for Exceptional Children.
We have had 3 Train the Trainer session this year and we have about 140 Primary Trainers. These professionals can go out and Train PBIS.
The Ohio PBIS Network Vision Statement: All learning environments in Ohio will implement Positive Behavioral Interventions and Supports (PBIS) as an effective and proactive framework for improving safety, social competence, and academic achievement for all students.

23. PBIS is NOT Packaged Curriculum Manualized Program Limited to specific
As said, PBIS is a FRAMEWORK. It is not a packaged curriculum, scripted intervention, or manualized strategy. PBIS should look different in every school because it should be based on that school’s specific data and needs.
PBIS IS a prevention-oriented way for school personnel to (a) organize evidence-based practices, (b) improve their implementation of those practices, and (c) maximize academic and social behavior outcomes for students.
PBIS supports the success of ALL students. PBIS originally came out of special education but soon it was realized that PBIS is effective for the whole school and should take place at the school-wide level.
Limited to specific
group of students
Against Discipline

24. Why PBIS? Reduction in problem behavior Increased academic performance
Improved perception of safety
Reduction in bullying behaviors
Increased administrator time for instructional leadership
Horner 2013
For Administrators…these might be a ‘few’ of the reasons why you would be interested in implementing with fidelity…

25. Why PBIS? Reduction in staff turnover
Increased perception of teacher efficacy
Improved social-emotional competence
Increased positive school climate and culture
Horner 2013
For Administrators…these might be a ‘few’ of the reasons why you would be interested in implementing with fidelity…

26. Positive Behavioral Interventions and Supports
What Is PBIS?
Positive Behavioral Interventions and Supports
Framework
Outcomes
PBIS is a data-based decision making framework that guides selection and implementation of evidence-based practices to improve student outcomes. PBIS is defined by four inter-related elements:
Systems- PBIS is systemic. It is about school-wide change and involves all levels of the school, and all staff (administrators, teachers, librarian, cafeteria staff, maintenance, bus driver. Schools should develop system based teams- TBT, BLT, DLT Some schools have PBIS team. Depends on the structure of the school. Communication is key. When we have systems of support this means students are supported at all levels. Later we will discuss the continuum of care.
Data Driven- Information collected that identifies where a school is (baseline data) and helps them define where they want to go (outcomes). Using data schools can tailor the PBIS plan to meet the specific needs of that school and that community. This flexibility allows for each school to meet the unique cultural, linguistic, developmental needs of students. Since it is data driven, PBIS should look different in each school.
EB Practices- Using the data, schools identify the programs and tools they wish to use. Evidence based instructional and behavioral interventions, strategies, programs, curricula, etc. that are guided by that data
Outcomes- what we want students to learn and do well. This includes progress monitoring. Are we doing what we said we would do. Is it working?

27. Core Components

28. Continuum of Supports Tertiary: Few Secondary: Some Primary: All
The continuum of supports is based on the prevention model.
Tier I- Primary Prevention: Universal interventions target the entire school population and are designed to promote and enhance student wellness by increasing pro-social behaviors, emotional well being, skill development, and positive mental health.
Tier II-Secondary Prevention: Secondary interventions are targeted interventions designed for students who need additional supports beyond (yet in combination with) universal-level interventions.
Tier III-Tertiary Prevention: Tertiary interventions are intensive, individualized interventions for students exhibiting severe or persistent behavioral challenges who have not responded to prior supports at Tiers I or II.
Primary: All

29. Aligning and Integrating with PBIS
“One of the major variables affecting sustained implementation of effective practices is the introduction of new initiatives that either:
(a) compete with resources needed for sustained implementation or
(b) contradict existing initiatives.”
McIntosh (2015)
Expect Respect
PBIS
Olweus Bullying Prevention
Trauma Sensitive Schools
Social and Emotional Learning
Project ALERT
Project Alert- substance abuse prevention for grades 7-8
Mental health first aid
Restorative practices
McIntosh (2015) “One of the major variables affecting sustained implementation of effective practices is the introduction of new initiatives that either (a) compete with resources needed for sustained implementation or (b) contradict existing initiatives.”
Schools and teachers are facing program or initiative fatigue. We have too many programs or initiatives which makes it hard to implement them with fidelity. Look at alignment for efficiency and effectiveness.
Unaligned efforts are ineffective and inefficient
Doing many things, but none of them well

30. PBIS and 21st Century Community Learning Centers
CCLS staff are informed of the school-wide PBIS expectations.
School-wide expectations are incorporated into CCLS.
Work with school to integrate CCLS expectations into existing matrix.
CCLS staff can become members of the PBIS Team.

31. School, Family and Community Partners can…
Training Materials: 2013
School, Family and Community Partners can…
Implement a whole child framework. Looking at the needs of the student in context with their family, school and community.
Integrate school and community strategic planning.
Meet regularly to monitor progress of the plan, programs and the system of services.
Heighten awareness of how non-academic supports facilitate academic outcomes in school, classroom, family and community
Students showing signs of risk be identified and referred to system of services.
Educators, students, families and communities participate in environmental strategies focused on behavioral health and violence prevention/promotion.

32. Aligning and Integrating with PBIS
Audit of practices
Crosswalk system, core features, activities
Use common language across programs
Define the valued outcome(s) to be achieved.
Develop an inventory of the related initiatives that are currently implemented across the district.
Create visual of services and supports in the tiered triangle
Has the team identified the core system features for initiatives targeted for alignment?
Analyze and make decisions for alignment of initiatives
Design the plan for effective alignment including implementation, evaluation and professional development.

33. Implementing We have been through the whole process:
We collected and reviewed our data and used the data to identify and prioritize needs.
We did an audit of our existing practices
We took the needs that we want to address and identified evidence based practices and programs. We aligned those with our existing PBIS language and framework.
Now we implement.

34. Activities
1. Practice applying common expectations to behavioral health topics.
Example: Ohio School for the Deaf-Give Me Five
2. Consider continuum of supports that may apply for behavioral health topics.
Example: Trauma Informed Care Continuum of Supports
Depending on size of group- work alone, with partner, or in small group
Large group activity: Have different topic areas on poster paper and have participants identify continuum of supports per topic area:
Substance use
Healthy relationships/dating violence
Violence Prevention- HIB/other violence
Suicide
Trauma

35. Safe and Supportive Schools
Safety and Violence Prevention Curriculum
The Safety and Violence Prevention curriculum is designed to meet the requirement of Amended H.B. 1 and increase school professional’s knowledge of the following student behavioral health issues:
Project Overview
The Safety and Violence Prevention curriculum was designed to increase school professional’s awareness and knowledge of student behavioral health issues including: mental and behavioral health, substance use and abuse in students, depression and suicidal ideation, anti-harassment, intimidation, bullying, teen relationship abuse and child abuse and human trafficking.
Amended Substitute House Bill 276 of the 126th Ohio General Assembly (2007) mandated that the Ohio Department of Education work with state agency partners and education organizations to prepare a model policy that would guide every Ohio school district in developing a policy prohibiting harassment, intimidation and bullying. The bill also required ODE to develop a safety and violence prevention curriculum to train elementary school professionals to detect child abuse. Amended Substitute House Bill 1 of the 128th Ohio General Assembly (2009) extended this requirement to include public middle school and high school personnel. Substitute House Bill 59, passed in June 2013, added Human Trafficking to the required topics to be covered in the Safety and Violence Prevention Curriculum in-service training.
The Safety and Violence Prevention curriculum is designed to increase school professional’s awareness and knowledge of student behavioral health issues including: mental and behavioral health, substance use and abuse in students, depression and suicidal ideation, anti-harassment, intimidation, bullying, teen relationship abuse and child abuse and human trafficking.
Because Ohio law instructs schools to address these serious issues, In 2011 the Anti HIB Initiative added recognize, reach out, and refer as an strategy for addressing problems before they escalate.  Noticing and acting on risky behaviors employed by students is critically important for school professionals.  School staff should fully understand and refer back to their mandated reporter obligations, or seek advice and assistance if unsure about what to do. In many cases, students who are living with abuse, targeted for bullying, or are in an abusive relationship have been conditioned by the student who bullies to believe that no one can help them. School professionals may be their only hope. 
All elementary school professionals including nurses, teachers, counselors, school psychologists and administrators at public elementary, middle and high schools must take the training.
who were employed on the effective date of Amended House Bill 276 on March 30, 2007, were required to fulfill the in-service training requirements by March 30, 2009, and every five years thereafter.
All middle and high school professionals including nurses, teachers, counselors, school psychologists and administrators at public elementary, middle and high schools must take the training.
who were employed on the effective date of the July 14, 2009 legislation are required to fulfill the expanded in-service training requirements by October 16, 2011, and every five years thereafter training should incorporate the prevention of dating violence. New employees must complete the training within two years of commencing employment, and every five years thereafter.
Participants must take at least four hours training in the prevention of child abuse, violence, and substance abuse and the promotion of positive youth development . School districts and educational service centers may adopt or adapt the curriculum developed by the Ohio Department of Education (ODE) for this purpose, or they may develop their own program in consultation with public or private agencies or persons involved in child abuse prevention or intervention. (For middle and high school employees, school district and educational service centers may develop their own curriculum to fulfill the in-service training on the prevention of dating violence.)
Objectives
To build understanding of the relationship between nonacademic barriers and student academic achievement;
To increase awareness and knowledge regarding various student behavioral health issues;
To provide information regarding identification of student behavior health issues;
To build understanding about making appropriate referrals to an agency or organization.
Delivery Modality
A flexible curriculum that a district can deliver as one program or four individual trainings. It is intended that districts personalize the curriculum content to emphasize the needs of a particular school or district. Educators in Ohio are required to have this training in their local districts every five years or within two years of employment.

36. Data Driven Decision Making
Environmental Scan (District/School)
– What programs and services do we have?
Needs Assessments (District/School/Community Agency)
– What programs and services do students need?
Process Outcomes (District/School/Community Agency)
– How were outcomes achieved?
Program Evaluation (District/School/Community Agency)
– What have students learned?
Environmental Scan (District/School)
– What programs and services do we have?
Needs Assessments (District/School/Community Agency)
– What programs and services do students need?
Program Evaluation (District/School/Community Agency)
– What have students learned? (i.e. increased knowledge and performance)
Process Outcomes (District/School/Community Agency)
– How were outcomes achieved? (i.e. activities performed to meet intended goal like professional development with staff or parent sessions)

37. Evaluation and Sustainability
School and Community Partners should:
Meet regularly to monitor progress of the plan and the programs.
Progress monitoring should be an ongoing activity to ensure fidelity.
Plan to make adjustments to the plan and to sustain services and activities.
Areas for evaluation and sustainability:
Planning
Partnerships
Programming
Funding
Data sets

38. Create a Positive School Climate
Evidence Based Prevention and Intervention Strategies and Programs Can:
Create a Positive School Climate
Reduce threats to the safety of students and staff;
Help students learn to respect for others and learn how to behave in nonviolent ways;
Identify students exhibiting warning signs that may lead to violent behaviors; and
Provide interventions early on to students who have identified a need.
Presenter Notes
Bullying prevention efforts can reduce threats to the safety of students and staff.
Helping students learn to behave in nonviolent ways will help them succeed.
Bullies could be exhibiting warning signs that may lead to violent behaviors.
Providing help early on to students who need it is critically important.

39. Five Things You Can Do
Know if your district is implementing PBIS in their schools.
Find out HOW PBIS is being implemented in each building.
Take and apply the Safety and Violence Prevention Training.
Be apart of a school team to partner, plan, implement and evaluate prevention and intervention programs with school and community partners and parents.
Know who and where to report student behavior, Reach out and Refer.

40. Thank You for Your Time

41. Resources Education.ohio.gov keyword search: PBIS State Support Team
saferschools.ohio.gov

42. education.ohio.gov

43. Join the Conversation OHEducation OHEducation @OHEducation
@OHEducationSupt
Did you hear the news? We’re now on Instagram! Check out our official account and follow us at instagram.com/OHEducation. There, you can keep up with top news and updates and, this fall, be on the lookout for fun connections with Ohio teachers in their classrooms.
You also can stay up to date by following our other social media channels. In addition to Instagram, connect with us on Facebook, Twitter, and YouTube. Our handles are on the slide.
Superintendent of Public Instruction Paolo DeMaria even has his own Twitter account. Follow
OhioEdDept