the shifting role of school psychologists within a multi-tiered system of support framework fasp...

The Shifting Role of School Psychologists within a Multi-tiered System of Support Framework

FASP Annual ConferenceOctober 29, 2015

EARLY WARNING SYSTEMS AND THE ROLE OF SCHOOL PSYCHOLOGISTS

Dr. Jayna Jenkins, Florida PS/RtI Project

Why: FDOE, K-20 Strategic Plan Student Services Personnel

• School Psychologist– Ensure students are engaged learners progressing

toward college and career readiness– District and school-based teams within MTSS• Provide continuum of services to maximize impact of

learning supports • Data-based problem solving process• Integrate behavioral, health, counseling, and social

serviceshttp://sss.usf.edu/integrated/fissm/Action_guide.html

http://www.ccrscenter.org/sites/default/files/CCRS%20Lifelong%20Learning%20Skills%20Policy%20Considerations_0.pdf

EWS: Big Picture

To graduate College/Career/Life Ready: Successfully navigate key transitions

– Acquire academic enabling behaviors (ABCs)• Attend classes• Behave• Complete course work well

• Early warning systems provide a mechanism for early identification of those students who signal they are not on-track for on-time graduation

Balfanz & Stenson, 2012

‘ABC’ Indicators

Attendance• Missing 20 or more days of school/ 10% of school

Behavior• 2 or more behavior infractions in a year (suspensions)

or sustained mild mis-behavior

Course performance• Failing ELA or math in MS;• Failing 2 or more credit bearing courses in HS

Balfanz: Foundational Research

Early Warning “System”• Most effective Early Warning systems combine:

– Access at classroom level to off-track and on-track indicators– Regular time to analyze data and organize a response system in

multiple tiers

• Most effective systems combine– whole school/class level preventions– Targeted problem solving and intervention support when preventions

do not work– Case managed high intensity supports for students with the most need

• Investments in mission building, consensus, professional development, coaching, networking

Balfanz & Stenson, 2012

Balfanz: Everyone Graduates

Example (Attendance): Tiered System of Supports

Individualized Interventions(Tier 3)

Re-entry Program (DJJ, OSS); Family Connections, Individual

Counseling

Early Interventions (Tier 2)Check-in Check-out; Social Skills Groups; Mentoring; Tutoring; Group Counseling

SBLT: Revised & Implemented Attendance Policy (Tier 1)

Sound policy with strategies to increase engagement, increase family involvement and community structures, consequences

for missing school, aligned interventions

Example (Behavior)Tiered System of Supports

Individualized Interventions(Tier 3)

Individual Counseling; Verbal De-escalation; Anger management

Early Interventions (Tier 2)Social Skills Groups; Tutoring; Group

Counseling; Conflict Resolution

SBLT: Revised Code of Conduct, Implemented PBIS (Tier 1)

School-wide positive system of support strategies: defining, teaching, and supporting all faculty and students to create a positive school environment across a defined continuum of

positive behavior supports (tiers) for all students.

Consider the role of the School Psychologist in assisting school teams

• Integrate three differing data points to better understand the relationships between attendance, behavior, course completion

• Determine the most actionable and reasonable level to intervene

• Fine tune (locally) indicators and cut points to balance efficiency and yield

Your thoughts• Discuss your role in supporting

your district and schools with the implementation of EWS within a multi-tiered system of supports (EWS data management, problem-solving, and implementing preventions and interventions)

• What additional supports / resources do you need?

• PS/RtI Staff: Advantages of collaboration?

SCHOOL PSYCHOLOGISTS AND SCHOOL IMPROVEMENT

Beth Hardcastle, Florida PS/RtI Project

NASP Research Summary: School Psychologists: Improving Student and School Outcomes

Address some of biggest educational challenges:• Improving instruction to close achievement

gap• Increasing graduation rates/decreasing drop

out rates• Creating safe, positive school climates• Providing meaningful accountability• Strengthening family-school partnerships

NASP: Ready to Learn, Empowered to Teach (2008)

Five guiding principles:1. High expectations for achievement with instruction

matched to student need2. Support services to address barriers to learning for all

students3. Comprehensive accountability and progress monitoring to

assess student and school functioning4. Capacity for instructional excellence that empowers

teachers to teach effectively5. Federal leadership and school-based research to promote

whole child

FDOE Bureau of School Improvement

The mission is to facilitate improved outcomes for all students by supporting collaborative problem solving of district and school leaders in the areas of:• Effective leadership;• Public and collaborative teaching;• Ambitious instruction;• Safe and supportive environments; and• Family and community engagement.

The Bureau of School Improvement supports the conditions required for successful MTSS implementation

2014/15 SIP Template

• Part 1: Current Status (5 Essentials)– Inform the review of data indicators – Prepare for Parts 2 and 3

• Part 2: Needs Assessment (Step Zero)– Review performance and EWS data to develop strategic goals and

learning targets– Identify strengths and needs

• Part 3: 8 Step Planning and Problem Solving for Implementation– Develop implementation plans for the school’s highest priority goals

Schools found to be strong in 3 or more of the five essential supports…

10X more likely to improve.

The 5 Essential suppo5ts5 Essential Supports

FDOE/BSI: 5 Essential Drivers of Improvement

• Effective Leadership(Leadership)

• Public and Collaborative Teaching(Professional Capacity)

• Ambitious Instruction and Learning(Instructional Guidance)

• Safe and Supportive Environment(Student-Centered Learning Climate)

• Family and Community Involvement(Parent-Community Ties)

Essential 1: Effective Leadership

Consider:- school’s mission, vision and infrastructure- data-based problem solving- trust and recognition- instructional leadership and professional

development

Essential 2: Public and Collaborative Teaching

Consider:- Infrastructure of the school- Data-based problem solving- Professional development- High expectations- Shared decision-making- Collegial development

Essential 3: Ambitious Instruction and Learning

Consider:- Infrastructure of the school- Instructional delivery strategies- Alignment of assessment and instruction

Essential 4: Safe and Supportive Environment

Consider:- Infrastructure of the school as it relates to

behavior management- Data-based problem solving- High Expectations- School Climate

Essential 5: Family & Community Involvement

Consider:- Data-based problem solving- School safety- Communication

Reflection…

How do the BSI’s 5 Essentials for School Improvement relate to NASP’s Service Model for School Psychologists?

2014/15 SIP Template

• Part 1: Current Status (5 Essentials)– Inform the review of data indicators – Prepare for Parts 2 and 3

• Part 2: Needs Assessment (Step Zero)– Review performance and EWS data to develop strategic goals and

learning targets– Identify strengths and needs

• Part 3: 8 Step Planning and Problem Solving for Implementation– Develop implementation plans for the school’s highest priority goals

SIP as Problem-Solving Doc

• SIP – (1) problem defined as difference between

current and expected, – (2) guiding questions for problem analysis; – (3) action planning steps to meet goals– (4) support for plan (e.g., PD & Monitoring

Fidelity); and – (5) plan for evaluation of progress towards goal(s).

Problem Solving within SIP

SIP template includes 8-step PS and Planning:1. Identify goal/targets—SMART2. Brainstorm resources and barriers3. Select an initial barrier4. Brainstorm strategies to address barrier5. Develop action plans6. Develop support plans7. Evaluate progress toward reducing barrier8. Evaluate progress toward identified goal

Your sphere of influence

• Part of the leadership team• Accessing the SIP• Familiarity with school’s student performance

data• Goal setting• Facilitation of Problem Solving• Evaluating progress of components of SIP;

student performance

Changing roles…

Discuss ways school psychologists can increase their role and influence in the development, implementation, and evaluation of the SIP.

SELF-ASSESSMENT OF MTSS IMPLEMENTATION

Kelly Justice, Florida PS/RtI Project

Why This Instrument?

• Enhance capacity of districts to support MTSS with fidelity in schools

• Assess all components of MTSS• Guide action planning toward improved

implementation

FAQs• Who completes the instrument?– School leadership team members

• What are the steps for completing the instrument?– Each member reviews the SAM– Team completes one form based on consensus

• How long does it take to complete?– Recommend 2-hour time block for first

administration

INSTRUMENT OVERVIEWSelf Assessment of Multi-tiered Systems of Support (SAM)

Content Domains

1. Leadership2. Building the Capacity/Infrastructure for

Implementation3. Communication and Collaboration4. Data-Based Problem Solving5. Three-Tiered Instructional/Intervention Model6. Data/Evaluation

(39 items)

Critical Components of MTSS

Data Evaluation

Problem Solving Process

Multiple Tiers of Instruction & Intervention

Leadership

Capacity Building

Infrastructure

Communication &

Collaboration

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.

ADMINISTRATION PROCEDURESSelf Assessment of Multi-tiered Systems of Support (SAM)

Administration Procedures

1. Instrument distributed to school leadership team members – Members independently review instrument and

think about school ratings

2. School leadership team meets– Trained facilitator guides team through

instrument, establishing consensus on the rating for each item

Scoring Practice

1. Read the scenario2. Use the rubric to determine the most

appropriate rating for the item3. Be prepared to share you rationale

Item 8 - Scenario

The school leadership team at Sunshine Elementary recently provided an introductory MTSS training to all school staff. The training focused on data-based problem-solving at different levels (e.g., school, classroom, small-group, student), as well as roles and responsibilities for staff engaging in data-based problem-solving. Following the introductory training, the school leadership team began planning how to provide follow-up coaching and modeling, but has yet to finalize an ongoing professional development plan.

How will the SAM help my school? Using SAM Data

Overal

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tems)

Leaders

hip

Capaci

ty/Infra

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re

Communication/C

ollaborati

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3-Tier

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Data/Ev

aluati

on0.00

0.50

1.00

1.50

2.00

2.50

3.00

1.9

0.8

2.0

2.8

2.5

2.0

1.5

Average Domain Scores0

= No

t Sta

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; 1 =

Em

ergi

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evel

opin

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pera

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izing

Areas of strength

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hip

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structu

re

Communication/C

ollaborati

onDBPS

3-Tier

Model

Data/Ev

aluati

on0.00

0.50

1.00

1.50

2.00

2.50

3.00

1.9

0.8

2.0

2.8

2.5

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1.5

Average Domain Scores0

= No

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Areas of need

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2. A le

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3. The l

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4. A st

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TSS i

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0

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Specific areas for focus

Additional Benefits

• Reflection• Team building • Increase common understanding• Increase common language

Uniquely Qualified

NASP Model for Comprehensive and Integrated School Psychological Services , 2010

Uniquely Qualified

• Engage in systems level consultation and collaboration

• Promote necessary systems level change• Demonstrate knowledge and skill re: effective

program evaluation• Create/maintain multi-tiered continuum of

services to support all students• Collect, analyze and interpret program

evaluation dataNASP Model for Comprehensive and Integrated School Psychological Services , 2010

COLLABORATING WITH DISTRICT LEADERS AND OTHER MULTI-DISCIPLINARY STAFF

Dr. David Wheeler, FDOE, Student Services Support Project

School Psychologists & MTSS

• School psychologists have the skill set, training, and knowledge required for successful implementation of a MTSS.

• MTSS provides school psychologists with an opportunity for systems impact.

• Challenge #1: Applying knowledge base, skill set, and consultative skills to systemic issues within a multi-tiered system of supports framework.

• Challenge #2: Collaborating with leadership to improve educational outcomes for all students.

Role of School Psychologist – NASP

School psychologists provide services to help children and youth succeed academically, socially, behaviorally, and emotionally. School psychologists work with parents, educators, and other professionals to create supportive learning and social environments for all children and apply their knowledge of both psychology and education during consultation and collaboration with others. They conduct effective decision-making using a foundation of assessment and data collection.

(NASP Model for Comprehensive & Integrated Services)

Essential Components of a MTSS

• Effective core instruction & learning supports.• Universal screening & progress monitoring. • Team data-based problem solving that

addresses systemic and individual student needs.

• Tiered supports that are evidence-based and matched to student need.

• Implementation fidelity.

Relevant MTSS Skills of School Psychologist

• Data collection• Data analysis/interpretation• Problem solving & decision making• Academic and behavioral expertise• Evidence-based interventions• Consultation• Training/Coaching• Program evaluation (e.g., effectiveness of MTSS)

Highly Effective Practices in the SSPEMDomain A: Data-based Decision Making and Evaluation of Practice

Analyzes, integrates, and interprets data from multiple sources at the school or district level, and uses the data to inform systems-level decisions.

Domain B: Instruction/Intervention Planning and Design

Collaborates to identify systems-level needs, resources, and infrastructure to access services and supports.

Domain C: Instruction/Intervention Facilitation and Delivery

Facilitates the development of MTSS at the district level by planning and implementing interventions that address systemic issues/concerns.

Domain D: Learning Environment

Examines need and feasibility for systemic intervention to support and increase student engagement district- wide.

Student Services Personnel Evaluation Model (SSPEM)

Three Ways Leadership Facilitates Learning Supports & Student Success

• Fostering student engagement• Engaging in data-based planning and problem

solving • Promoting a multi-tiered system of supports

Integrated Student Services: Action Guide

District Leadership Action Steps1. Facilitate a policy level adoption of integrated student services that

communicates the vision and critical roles for integrated learning supports to all stakeholders including school principals and district leaders.

2. Establish infrastructure and build capacity to meet students’ physical, mental, social, emotional, and behavioral needs within a framework where student services professionals and school personnel work collaboratively to implement evidence-based practices.

3. Prioritize the use of student support personnel to maximize the implementation of integrated student services in a way that accelerates the academic, behavioral, physical, mental and social-emotional performance for all students.

4. Evaluate the impact of integrated student services on student outcomes including student performance.

Integrated Student Services: Action Guide

Now is the time! Carpe diem!

• Step out of comfort zone (i.e., focus on individual student services).

• Identify district initiatives needs, policy and practice issues (e.g., District Improvement Plan).

• Match knowledge base and skills to district initiatives/needs.

• Look for opportunities to collaborate with district leadership (supply information, participate on district committee, task force, training, etc.).

Addressing Root Causes of Disparities in Discipline: An Educator’s Action Planning Guide

1) Who is being disparately disciplined and what is happening to them?

2) The systemic causes of disparities in school discipline and why they occur?

3) How to reduce and eliminate disparities in school discipline?

Addressing Root Causes of Disparities in Discipline: An Educator’s Action Planning Guide

• Stage 1 Digging Into the Data guides you through how to gather and analyze data that will help you understand who is being disciplined and what is happening to students who are disciplined.

• Stage 2 Getting at the Roots of Disparities explains how to conduct a root cause analysis to understand why these patterns exist.

• Stage 3 Creating an Action Plan describes how to address the root causes of disparities in school discipline by creating and implementing an action plan.

Turn & Talk

Identify a critical need in your district and discuss the role a school psychologist might play in supporting district leadership implement system level change from a multi-tiered system of support framework.

ORShare an example of how you are currently collaborating with district leadership to enhance the systemic impact of the multi-tiered system of support.