An Effective Behavioral Health System Starts with Every

An Effective Behavioral Health System Starts with Every

An Effective Behavioral Health System Starts with Every Student September 27, 2017 Office of Learning Supports Katy Goebel: [email protected] Kim Watchorn: [email protected] This CDE guidance document is meant for clarification, is not legally binding, and is not to be confused with legal advice. This guidance reflects CDEs recommendations, but Local Education Agencies (LEAs) and Administrative Units (AUs) may have developed their own policies or procedures that differ from those described herein. Be sure to refer to your local AUs policies and procedures through local leadership (e.g., Directors of Special Education, Title I Coordinators, superintendents). If you are seeking legal advice, please contact your legal counsel. Note that the contents of this presentation and corresponding handouts were developed under a grant from the U.S. Department of Education. However, the content does not necessarily represent

the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government. Welcome! Who is in the room? Hold up 1, 2, or 3 fingers for your response. If you choose to abstain, you dont need to raise your hand. PROMPTS A. I am in a: (1) large, (2) medium, or (3) small community? B.My current status:

(1) new to schools [1 yr or less], (2) been in schools 2-3 yrs., (3) veteran: in schools 4+ yrs. C. My familiarity with MTSS: (1) I read the session descriptionmaybe googled. (2) I have read, viewed, studied, or followed some. (3) I feel fluent; I can implement and/or coach. Acknowledgements

Multiple offices/units within the Colorado Department of Education (CDE) Frank Porter Graham Child Development Institute, Mary Ruth Coleman Iowa Department of Education, David Tilly Michigans Integrated Behavior and Learning Supports Initiative (MiBLSi), Steve Goodman National Association of School Psychologists (NASP), Stacy Skalski National Implementation Research Network (NIRN), Caryn Ward

National Technical Assistance Center on PBIS (OSEP), Rob Horner and George Sugai RtI Action Network RtI Innovations (Annual Conference) State Implementation Scaling up Evidence-Based Practices Center (SISEP), Karen Blase & Dean Fixsen University of South Florida, George Batsche University of North Carolina at Charlotte, Bob Algozzine & Kate Algozzine University of Oregon, Kent McIntosh, Steve Newton, & Anne Todd Utah Multi-Tiered System of Supports (UMTSS) Learning Session Outcomes Participants will Reflect on the Multi-Tiered System of Supports (MTSS) framework Focus on two of the five MTSS Essential Components: FSCP and EBP

Consider acceptable variations, adaptations to concepts, and potential (personal/system) applications Common Language and Common Understanding Language reveals belief; belief informs action; action is visible in the behavior of adults which is what we are trying to change or shape to support students. What is MTSS? Review the document Consider key

features How does this connect to the work you are doing / plan to do? 2 minutes Prevention-Based: The Aim is to eliminate Barriers BEFORE they are shaped Preventative approach applied across all tiers Identify who needs support as early as possible; Implement supports when needed; and Determine if those supports are effective Prevent development of

new problems Reduce the number of existing challenges Reduce the intensity and complexity of needed supports Data-Based Problem Solving MTSS Layered Continuum of Supports Evidence-based

Practices i. and every family and every school setting Im academic & behavior supports Every student, every staff member p. S c Family, School, and Community Partnering

Team-based Shared Leadership Every Ed Gen. Ed., Spec. Ed., Gifted Ed., CLD, ESEA Definitions Review the Definitions Consider key features How are these component definitions represented in your system? 1-2 minutes

Which Bike do you Like? Adapted from original slide from: U.S. Department of Education (Family Engagement) MTSS = Organizational Framework General Education + Special Education [it really is every ed] Academic + Behavioral Supports Response to Intervention (RtI) + Positive Behavioral Interventions and Supports (PBIS) School-wide Systems + Individual Systems Multiple Funding Streams Merging Data, Practices, and Systems MTSS Makes it Possible

ALP UIP READ IEP ICAP ILP CAS SR HS ELDGs

Focus on the System To get to all, we must pay attention to every. We must pay attention to the system first, and then, we move to small groups and individuals. -Dave Tilly Systems Thinking Systems thinking is an approach to organizational improvement based on awareness of the whole, the part, and the interactions between the two. Adaptation of ideas expressed in Asayesh, G (1993, Fall). Using systems thinking to change systems. Journal of Staff

Development, 14(4) 8-12. Image: MS ClipArt One System (with sub-systems & supports) Discussion: Turn and Talk ? Now How could you contribute to systems conversationsWhat are your assets/strengths? What do you predict are challenges with thinking about

What MTSS is and how to implement it? What questions do you have in relation to what we have shared? Taking Stock Current State Desired State HIGH-QUALITY IMPLEMENTATION We need to take stock to be able to take action Classroom, School, District, BOCES, State Shared responsibility: Everyone in the learning

community (every stakeholder, i.e., families, school staff, students) School is often referred to as the unit of change Contextual application: Implementation may vary by size or dynamics of system but guiding principles are the same Think of the BIKE you LIKE! MTSS and Essential Components Team-Driven Shared Leadership Family, School, and Community Partnering

Evidence-Based Practices Data-Based Problem Solving and Decision-Making Layered Continuum of Supports OVERLAPPING SPHERES OF INFLUENCE Theoretical Model Factors Influencing Effective Partnering

Experiences, Beliefs, Practices What are you ready to impact? Multi-Tiered Family, School, and Community Partnering (FSCP) Universal FSCP Targeted FSCP Intensive FSCP MTSS FSCP Implementation Guide (ESSU resource) http:// www.cde.state.co.us/c desped/mtssfscp_impl ementationguide Why do people conflict?

Conflict is a signal or message that something is not working and needs to be different. -Talk Through Conflict Using Interests-Based Problem Solving, Education Service Center Region 4. (2011). Miscommunication Misperceptions

Perceived threat Past issues and relationships Cultural differences Different interests or goals Different processing styles

Different values Lack of information or misinformation Ambiguity Emotions Unmet psychological needs

Limited resources or unequal control How do we build the capacity of our partners? What are ideas for stakeholders? The Why, the What, and the How of PARTNERING (FSCP) The Why = supports Disposition or mindset; The What = Knowledge; The How = Skills Staff learn: FSCP Families learn: FSCP Community learn: FSCP

FSCP Standards-Aligned Resources MTSS FSCP page: http://www.cde.state.co.us/mtss/fscp (has video and supporting tools) and links to Practice Profile FYI in your conference toolkit: http:// www.cde.state.co.us/mtss/fscp-practiceprofile MTSS and Essential Components Team-Driven Shared Leadership Family, School, and Community Partnering Data-Based Problem Solving and Decision-Making Layered Continuum of Supports

Evidence-Based Practices EBP for Social Skills Can just use your expectationsdefine the expectation more explicitly Discrete steps; what it is/is not Teaching of Skill Controlled and Applied Settings Model, Practice and Reinforcement of of Skill Skill All Settings

Generalization and Maintenance Monitor and Evaluation Formula for Success What How Where Effective Interventions Effective Implementation Methods Enabling

Contexts EBPs (Academic, Behavior, FSCP Supports) Systems, protocols, teams Supportive Infrastructure & Culture Why Desired Outcomes Adapted from 2012 Dean Fixsen and Karen Blase, National Implementation Research Network

Questions Teams Asks Schoolwide Implementation Impact Student Systems-Implementation: Who is on each team? When/where do the teams meet? What supports and interventions are available? What personnel development is provided (to individuals; to teams)? Is fidelity of use at least 90%? Student-Implementation:

What determines if a student should receive Tier 2 or 3 supports? What is the process? What documentation is needed? Who is responsible? Systems-Impact: Are at least 80% of students successful with Tier 1 supports alone? Is there a maximum of 10-15% of the student population who need Tier 2 or 3 supports? Are at least 80% of students receiving Tier 2 and 3 supports successful? Student-Impact: Which students need additional supports or interventions?

What support or intervention does the student need? What progress is the student making? What is the success of students with this level of support? Attention-seeking hereYou cant Attention-seeking hereYou cant just live here. Must do all... just live here. Must do all... Feature Description Teach the student exactly what is expected using examples and nonexamples to illustrate desired behaviors (consider avoidance of appropriateness). Typically: Define behaviors, role play, and cite feedback for initial and ongoing implementation.

Structured prompts This might include reminders of expected behaviors, visuals, or cues on for behaviors a point card. Skill practice should be embedded throughout the school day and Opportunities to across [relevant] environments (and not just in an isolated practice the skills instructional/skills group setting). Students should receive positive and corrective feedback at regular Frequent feedback intervals throughout the school day on the expectations or skills being targeted (usually at least once per period or subject area). Feedback to the student should be consistent and specific and focus on positive interactions. This often involves reducing the number of times the student is Mechanism to fade prompted or receives feedback about a skill. It can also involve support increasing the interval between delivery of acknowledgements (positive referrals) associated with success. Outreach to parents/families (e.g., brief notes home , daily or weekly ;

Communication phone calls, emails, post card mailers or other quick, culturally-relevant with students communication forms). Considerations: Content & Confidentiality & families Two-way options Explicit instruction of expectations/skills Adapted from CDE PBIS presentations Levels of School-wide SEL and 5 Domains of SEL FAMILY, & COMMUNITY PARTNERSHIPS FAMILY & COMMUNITY PARTNERSHIPS SCHOOLWIDE PRACTICES & POLICIES SEL CURRICULUM & INSTRUCTION

SELF-MANAGEMENT SELF-AWARENESS Social and SOCIALSEL AWARENESS CURRICULUM & INSTRUCTION Emotional RESPONSIBLE Learning SEL CURRICULUM DECISION(SEL) & INSTRUCTION MAKING RELATIONSHIP SKILLS SCHOOLWIDE PRACTICES & POLICIES

Collaborative for Academic, Social, and Emotional Learning http://www.casel.org/ Additional tool (on CDE site & from CASEL & SAMHSA): http :// www.cde.state.c o.us/cdesped/sc hool-familypart nershipstrategie s Priorities ?

PROMPT(s) Connections to your systems and your work? Grant guidelines? Behavioral Health Framework: http ://www.coloradoedinitiative. org/resources/schoolbehavio ralhealth / What are you personally planning to impact? See Action Planning Handout: What would you like to see in place? (Pick any duration) 30 Days

60 Days 90 Days Re: Action Planning Handout: Alternatively, you can use the back side of handout, which has a sample (more-detailed) template. For more information: http://www.cde.state.co.us/mtss PPT on: http://www.cde.state.co.us/mtss/adultlearningopportunities

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