1. Classroom Management Assessment:
OFFICE OF CHILD DEVELOPMENT | Propel Charter Schools
Implementation of Integrated School- and Community-Based Behavioral Health Supports
Caitlin Forbes Spear, PhD; Tracy Larson, M.Ed, NCSP; Stephen J. Bagnato, EdD; Amber Greenwood, Caroline Barmen
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CONTEXT
Propel schools began implementing many of the components of the PPIW initiative in three schools in January of the school year. Though Propel expanded to another three schools in the school year, this Program Evaluation focuses on the initial cohort of PPIW schools.
A Focus on Prevention
TCV practitioners and Propel support staff recognized the need and opportunity to focus on prevention at the classroom and teacher-level. TCV staff requested a tool that could be used to guide their observations, consultation, and support work with teachers, which led to the use of an adapted version of the Classroom Management Assessment (CMA; Simonsen et al., 2008; MacSuga & Simonsen, 2011)
INTRODUCTION
Propel Partners in Wellness (PPIW) is an innovative school-wide behavioral health intervention pilot initiative for a vulnerable and high-risk urban population of students from grades K-12th. PPIW uses a Multi-tiered Systems of Support (MTSS; e.g., RTI, PBIS) model that encompasses a continuum of broad-based prevention-to- intervention supports to address student, teacher, school climate, and family assets and needs and to promote healthy learning, behavior, interpersonal relationships, school environments, and community-based interagency partnerships.
The operational element of the PPIW model is a school- community partnership and teamwork model to engage teachers, support staff, parents/families, and community partners in supporting students so as to promote their healthy behaviors and progress. The PPIW pilot model engages a partnership between Propel Schools and Turtle Creek Valley Community Services (TCV). The central intervention elements of Propel Partners in Wellness are organized across three overarching pillars:
CMA Baseline Results
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Initial Cohort of Schools Implementing PPIW:
Schools (# of students):
School 1: K-8 (n = 372)
School 2: K-8 (n = 373)
School 3: 9th-12th (n = 288)
Participants across Schools:
Students: ~ 1000
Teachers/Instructional Staff: ~100
TCV Staff: 8 (2/school + support staff)
CMA Part 1: Assessment
Discussion
CMA results highlight the need for prevention, and indicate that teacher- and classroom-level supports are warranted for prevention purposes. These CMA results also align with student screening results and highlight the need to support students and teachers in navigating social emotional and behavioral challenges. Engaging in the process of using the CMA also illustrates many of the strengths, and challenges of community-school partnerships:
Need for Prevention and Intervention
Direct Services
Tiered academic and behavioral support (RTI, PBIS)
Services provided by school-community mental health staff
Individual/group student counseling
Teacher consultation/ Mentoring
SAP supports
Family Engagement
Parents
Community Partners
Focus Groups
Social Support
Parent Academy
Community Council
Professional Development
Teacher/Staff Support
Weekly in-vivo classroom mentoring and support by TCV staff
Ongoing PD opportunities
Training Considerations
Engaging in this process highlighted similarities and differences in the skill sets, expectations, and contexts of community and school-based settings.
What skills do community partners need to engage in this type of work?
What level and type of training is required to support community partners providing teacher- and student-level supports in MTSS framework?
Classroom Management Assessment:
1. Assess whether each classroom management practice was evident.
2. Sum the number of “yes” scores for each practice to determine whether the
practice is:
In place (All indicators = yes)
Partially in place (At least half of the indicators = yes)
Not in place (Less than half of the indicators = yes)
3. Sum the overall number of “yes” scores across practices to determine
overall classroom management score:
Effective (At least 13 “yes” scores; %)
Somewhat Effective (10-12 “yes” scores; 61-80%)
Area for Development (0-9 “yes” scores; 0-60%)
Note. Missing data is not included; scores do not total 100%.
Given its prevention framework, a key component of the PPIW model has involved the implementation and support for universal screening procedures to identify and target supports. Results from Year 1 highlight the urgency of the PPIW model.
Coaching and Consultation Considerations
TCV staff are in a unique position to provide consultation and coaching to teachers, but several questions around coaching effectiveness warrant discussion.
What are the challenges involved when non-school based staff are in this role?
How can the partnership foster strong relationships between school and community staff?
PPIW Model
At its core, the PPIW model involves the integration of a community-school partnership into a MTSS framework to provide a continuum of broad-based prevention-to-intervention supports. In the PPIW model, TCV and Propel partner to provide supports across multiple levels, focusing on the following:
CMA Part 2: Action Planning
Measurement and Data Considerations
What types of measures and observations support community partners in using data to support effective coaching?
What level of training is required to support community partners in using specific measures for data-based decision making?
Students
Family Needs & Assets
Teachers
School Climate
Note. Missing data is not included; scores do not total 100%.

2. Presenter name, Associates and Collaborators
OFFICE OF CHILD DEVELOPMENT | PARTNER PROGRAM NAME HERE
Research Study Title
Presenter name, Associates and Collaborators
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INTRODUCTION
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