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SWK102Integra3ngMentalHealthwithinaSchool-WideSystemofPBIS:

Systems,Prac3ces,Data

March28,2018APBSpre-conferenceworkshop

1:00–5:00pm

LucilleEberandKellyPeralesMidwestPBISNetwork

AGENDA

1:00 Overview,history,keymessages Reflec3on,discussion,ques3ons

2:00 Alignmentwithexamples

Reflec3on,discussion,ques3ons3:00 Break3:15 WorkbookStructure,Leadership,Teaming,Training,

Planning,Youth/FamilyEngagement Discussion

4:00 Interven3onSelec3on

Implementa3onProgress,Data-basedDecisionMaking IntegratedAc3onPlanning Discussion

4:45Wrap-up

WhereWe’veBeen:

•  2002-2007:SiteDevelopmentwithPBISExpansion(informalandindependent)

•  2005:CoPfocusonintegra3onofPBISandSMH•  2008:ISFWhitePaper:formalpartnershipbetweenPBISandSMH•  2009-2013Monthlycallswithimplementa3onsites,na3onal

presenta3ons(fromsessionstostrands)•  2009-2011GrantSubmissions•  June2012-September2013ISFMonograph•  MonographAdvisorygroup•  2015:ISFLearningCommunity,SOCWebinarSeries•  2016:RCTGrantawarded•  2016:TargetedWorkGroupWebinars(8)•  2017:TargetedWorkGroupWebinarscon3nuing,knowledge

developmentsitesacrosscountry

AdvancingEduca3on

Effec3veness:Interconnec3ngSchoolMentalHealthandSchool-Wide

Posi3veBehaviorSupport

Editors:SusanBarre0,

LucilleEberandMarkWeistpbis.org

csmh.umarylandIDEAPartnershipNASDSE

•  2017-18TWGwebinarsandknowledgedevelopmentsitescon3nue

•  Training/TAcurriculumandworkbookavailableonline

•  Otherresources,tools,examplesalsoavailable

•  Inprocessofdeveloping“MonographVolume2:AnImplementa3onGuide”

WhereWeAreHeaded: StructureofWorkbook

1.  District/CommunityLeadership2.  Teaming3.  Cross-trainingandPlanning4.  FamilyYouthandEngagement5.  Interven3onSelec3on,Implementa3on

Progress6.  Data-basedDecisionMaking7.  IntegratedAc3onPlanning

hgps://docs.google.com/document/d/1t4K2q0IobAN18KKq5flG5LMaY01_pDCUsJ0-djDu5I/edit#heading=h.un8lps78ozl

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www.midwestpbis.org SeveralPagesareAvailable

JointheTargetedWorkgroupWebinars FollowUsOnSocialMedia

This two-day forum for school, state, district,and regional Leadership Teams and otherprofessionalshasbeendesignedtoincreasetheeffec3venessofPBISimplementa3on. Sessions are organized by strands that supportini3al through advanced implementa3on in afullrangeofeduca3onsenngs,andassiststatelevel planning to improve school quality andstudent success. Featuring sessions specific toJuvenile Jus3ce, Alterna3ve Educa3onalSenngs , Menta l Hea l th , and Fami l ypartnerships.

October 4-5, 2018

PBIS: Celebrating Positive & Safe

Learning Environments

Hilton Chicago 720 S. Michigan Avenue

RegistraBonopensApril3rd.Formoreinforma3on,visittheUpcomingEventspageatwww.pbis.orginMarch.

OSEP Technical Assistance Center on PBIS | 2018 PBIS Leadership Forum | Chicago, IL

OVERVIEW,HISTORY,

KEYMESSAGES

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Partnershipsareneeded:

•  Onein5youthhaveaMH�condi3on�•  Atleast50%ofthosegetnotreatment•  Schoolis�defacto�MHprovider•  JuvenileJus3cesystemisnextlevelofsystemdefault•  Suicideis2ndleadingcauseofdeathamongyoungadults•  Factorsthatimpactmentalhealthoccur‘roundtheclock’•  Itischallengingforeducatorstoaddressthefactorsbeyond

school•  Itischallengingforcommunityproviderstoaddressthe

factorsinschool

Addi3onalContext•  33%increaseinteensrepor3ngsymptomsofdepression

•  46%ofchildrenintheUShaveexperiencedatleastoneAdverseChildhoodExperience(ACE)

•  UShashighestrateofopioiduseintheworld•  TheCDCreports“electronicaggression”asanemergingpublichealthproblem– Anytypeofharassmentorbullyingthatoccursthroughemail,achatroom,instantmessaging,awebsiteortextmessaging

SuperintendentR.RuncieBrowardCountyPublicSchools

“Well,givenwhatI’veseensofar,Ibelievethatweneedasmartersystem.Weneedasmarterinfrastructurewherevariousagencies,departments,schoolsystems,they’reworkinginamoreintegratedandcollabora3vefashiontoensurethatwecansharedata,wecanshareinforma3on,toenhanceourlevelofeffec3veness.Ithinkfolksareworkingashardastheycan.Butwe’reworkinginsilos.Begerintegra3oninsupportofthat,itwouldbehelpful.” -MeetThePress,2/18/18

SomeBigPictureChallenges:

•  Lowintensity,lowfidelityinterven3onsforbehavior/emo3onalneeds

•  Habitualuseofrestric3vesenngs(andpooroutcomes)foryouthwithdisabili3es

•  HighrateofundiagnosedMHproblems(s3gma,lackofknowledge,etc.)

•  Changingtherou3nesofineffec3veprac3ces(systems)thatare�familiar�tosystems•  “ReferralstoaMHperson”viewedasaninterven3on

KeyQuesBons

§  Can we expand the effectiveness of the school-based continuum if we include a broader group of school/community mental health providers?

§  Can we enhance the continuum with a greater array of EBP’s to meet the needs of more students with greater effectiveness ?

Challenges

•  Adhocandweakconnec3onsofcommunitymentalhealthproviderstoschools– Needforsystema3cMOUsthatclarifyroles–  Integra3onintoschool-basedteams– Fundingsupporttofunc3onatTier1and2,andtonotbe“co-located”atTier3

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PrimaryPrevenBon:School-/Classroom-WideSystemsforAllStudents,

Staff,&Senngs

Secondary Prevention: Specialized Group

Systems for Students with At-Risk Behavior

TerBaryPrevenBon:Specialized

IndividualizedSystemsforStudentswith

High-RiskBehavior

~80% of Students

~15%

~5%

SCHOOL-WIDE

POSITIVEBEHAVIOR

SUPPORTFRAMEWORK:

•  Students•  Staff•  Parents/Families

ExperimentalResearchonSWPBIS

Bradshaw,C.P.,Koth,C.W.,Thornton,L.A.,&Leaf,P.J.(2009).Alteringschoolclimatethroughschool-widePosi3veBehavioralInterven3onsandSupports:Findingsfromagroup-randomizedeffec3venesstrial.PrevenEonScience,10(2),100-115

Bradshaw,C.P.,Koth,C.W.,Bevans,K.B.,Ialongo,N.,&Leaf,P.J.(2008).Theimpactofschool-widePosi3veBehavioralInterven3onsandSupports(PBIS)ontheorganiza3onalhealthofelementaryschools.SchoolPsychologyQuarterly,23(4),462-473.

Bradshaw,C.P.,Mitchell,M.M.,&Leaf,P.J.(2010).ExaminingtheeffectsofSchool-WidePosi3veBehavioralInterven3onsandSupportsonstudentoutcomes:Resultsfromarandomizedcontrolledeffec3venesstrialinelementaryschools.JournalofPosiEveBehaviorIntervenEons,12,133-148.

Bradshaw,C.P.,Reinke,W.M.,Brown,L.D.,Bevans,K.B.,&Leaf,P.J.(2008).Implementa3onofschool-widePosi3veBehavioralInterven3onsandSupports(PBIS)inelementaryschools:Observa3onsfromarandomizedtrial.EducaEon&TreatmentofChildren,31,1-26.

Bradshaw,C.,Waasdorp,T.,Leaf.P.,(2012)EffectsofSchool-wideposi3vebehavioralinterven3onsandsupportsonchildbehaviorproblemsandadjustment.Pediatrics,130(5)1136-1145.

Horner,R.,Sugai,G.,Smolkowski,K.,Eber,L.,Nakasato,J.,Todd,A.,&Esperanza,J.,(2009).Arandomized,wait-listcontrolledeffec3venesstrialassessingschool-wideposi3vebehaviorsupportinelementaryschools.JournalofPosiEveBehaviorIntervenEons,11,133-145.

Horner,R.H.,Sugai,G.,&Anderson,C.M.(2010).Examiningtheevidencebaseforschool-wideposi3vebehaviorsupport.FocusonExcepEonality,42(8),1-14.

Ross,S.W.,Endrulat,N.R.,&Horner,R.H.(2012).Adultoutcomesofschool-wideposi3vebehaviorsupport.JournalofPosiEveBehavioralIntervenEons.14(2)118-128.Waasdorp,T.,Bradshaw,C.,&Leaf,P.,(2012)TheImpactofSchoolwidePosi3veBehavioralInterven3onsandSupportsonBullyingandPeerRejec3on:ARandomizedControlledEffec3venessTrial.ArchiveofPediatricAdolescentMedicine.2012;166(2):149-156Bradshaw,C.P.,Pas,E.T.,Goldweber,A.,Rosenberg,M.,&Leaf,P.(2012).Integra3ngschoolwidePosi3veBehavioralInterven3onsandSupportswith3er2coachingtostudentsupportteams:ThePBISplusModel.AdvancesinSchoolMentalHealthPromo3on,5(3),177-193.doi:10.1080/1754730x.2012.707429Freeman,J.,Simonsen,B.,McCoachD.B.,Sugai,G.,Lombardi,A.,&Horner,(submiged)Implementa3onEffectsofSchool-widePosi3veBehaviorInterven3onsandSupportsonAcademic,Agendance,andBehaviorOutcomesinHighSchools.

SWPBIS Experimentally Related to: 1.  Reduction in problem behavior 2.  Increased academic performance 3.  Increased attendance 4.  Improved perception of safety 5.  Reduction in bullying behaviors 6.  Improved organizational efficiency 7.  Reduction in staff turnover 8.  Increased perception of teacher efficacy 9.  Improved Social Emotional competence

PBISProvidesaSolidFoundaBon….but

MoreisNeeded…

•  Manyschoolsimplemen3ngPBISstruggletoimplementeffec3veinterven3onsatTiers2and3

•  Youthwith“internalizing”issuesmaygoundetected

•  PBISsystems(althoughshowingsuccessinsocialclimateanddiscipline)ouendonotaddressbroadercommunitydataandmentalhealthpreven3on.

ISFDefined

–  Structureandprocessforeduca3onandmentalhealthsystemstointeractinmosteffec3veandefficientway.

–  Guidedbykeystakeholdersineduca3onandmentalhealth/communitysystems

–  Whohavetheauthoritytoreallocateresources,changeroleandfunc3onofstaff,andchangepolicy.

ISF Implementation Inventory Tier I

1.8 – Family representation on Tier I team 1.9 – Family perspective of ISF implementation solicited 1.10 – Families are aware of continuum of interventions and how to enroll students 1.11 – Students are informed, engaged, and participate in ISF implementation

Example –Expanded Stakeholder Voice

•  HighSchoolTierIteamiden3fiedmorethan50%ofODRswerefromstudentswhoweretardytoschoolandrepresentedoverhalfofallstudents.

•  Studentsandfamilieswereresponsiblefortransporta3oninthisdistrict.

•  Schoolpersonnelwasconcentratedontransporta3onastheissue.

•  Studentinputonteamguidedteamtosurveystudentstodeterminewhystudentswerelate.

•  Determinedthatstudentswerestoppingforcoffeeandbreakfastonwaytoschool.

•  TierIteamestablishedacoffeeshopinthecafeteria.

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ISF Enhances MTSS Core Features Effective teams that include community mental health providers Data-based decision making that include school data beyond ODRs and community data Formal processes for the selection & implementation of evidence-based practices (EBP) across tiers with team decision making Early access through use of comprehensive screening, which includes internalizing and externalizing needs Rigorous progress-monitoring for both fidelity & effectiveness of all interventions regardless of who delivers Ongoing coaching at both the systems & practices level for both school and community employed professionals

TradiBonal

MHcounselor“sees”studentatappointments

Cliniciansonlydo“mentalhealth”

Casemanagementnotes

AnInterconnectedSystemsFramework

MHpersononteamsatall3ers.Interven3onsaredefined(corefeatures,

dosage,frequency,outcomes)

MHiseveryone’sjob.Clinicianscontributeto

integratedplan

FidelityANDoutcomedatadeterminedbeforedelivery;datamonitoredcon3nuously

byteams

KeyMessages

1.SingleSystemof

Delivery

2.Accessis

NOTenough

3.MentalHealthisforALL

4.MTSSessen3altoinstallSMH

1.SingleSystemofDelivery

•  Onecommigedandfunc3onalteamwithauthorityguidesthework,usingdataatthree3ersofinterven3on

•  MH/communitypartnerspar3cipateacrossALLTiers•  EvidenceBasedPrac3ces/Programsintegratedateach3er•  Symmetry(ofprocess)atDistrictandBuildinglevel

•  DistricthasaplantointegrateMHatallbuildings•  Planisbasedoncommunityandschooldata

•  Plantobuild“socialemo3onal”capacityacrossstaff•  TrainingandCoachinginplaceforALLstaff(communityandschoolemployed)

•  Staffarecompetentandconfidentiniden3fying,interveningand/orreferring

WhatDoesitMeantoIntegrate? Changeinrou3nesandprocedures?(e.g.whoneedstobeavailabletopar3cipateinteammee3ngs?)

Changeinhowinterven3onsareselectedandmonitored?(e.g.teamreviewofdata/researchvsindividualclinicianchoice?)

Changeinlanguageweuse?(e.g.iden3fyingspecificinterven3onsvsgenerictermssuchas“counseling”or“supports”?)

ChangesinRoles/func3onsofstaff?(e.g.clinicianscoordina3ng/overseeingsomeinterven3onsthatnon-cliniciansdeliver?)

AcademicMTSSDirector

District Community Leadership Team Implementation Team

Local MH provider/Core Service Agency

Student Supports Director Administrative and Teacher Representative

(Union)

Social Services Afterschool

Dept of Recreation Services

Special Education Director,

Law Enforcement

Juvenile Services Coordinator

Family Youth Community Leaders

SchoolImprovement

ProfessionalDevelopment/TeacherMentoring

Youth Move

Board Member

Whoshouldbeontheteam?

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OneSystem

SchoolDataàCommunityData

(StudentandSystemlevel)

•  Academic(Benchmark,GPA,Creditaccrualetc)

•  Discipline•  Agendance•  Climate/Percep3on•  VisitstoNurse,SocialWorker,Counselor,etc

•  Screeningfromoneview

•  CommunityDemographics

•  FoodPantryVisits•  Protec3veandRiskFactors

•  Callstocrisiscenters,hospitalvisits

•  Screeningatmul3pleviews

2.AccessisNOTenough

AllworkisfocusedonensuringposiEveoutcomesforALLchildrenandyouthandtheirfamilies.

•  Interven3onsmatchedtopresen3ngproblemusingdata,monitoredforfidelityandoutcome

•  Teamsandstaffareexplicitabouttypesofinterven3onsstudentsandyouthreceive(e.g.from“studentreceivescounseling”to“studentreceives4copingskillsgroupsessions)

•  SkillsacquiredduringsessionsaresupportedbyALLstaff(e.g.staffareawarethatstudentisworkingondevelopingcopingskillsandprovidesprompts,pre-corrects,acknowledgesacrossschoolday)

Example •  Community clinician joined Tier II team •  Helped recognize that a group of students identified

for support had likely experienced trauma. •  Community clinician and school clinician collaborated

to select an evidence-based trauma informed group. •  Trauma informed group was added to school’s

continuum of interventions •  Community and school clinician co-facilitated the

group •  Students receiving intervention had improved

academic and behavioral data as well as self-reporting feeling more connected to school.

Example:

•  A student at risk of change in placement may be referred to clinician for individualized intervention

•  Clinician conducts assessment for Tier III team to determine type of EBP to select

•  Once intervention selected, clinician will collect and monitor both fidelity and outcome data to report progress

Daily Progress Report (DPR) Sample

NAME:______________________ DATE:__________________

EXPECTATIONS 1st block 2nd block 3rd block 4th block 5th block

6th block

7th block

Be Safe 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

2 1 0

2 1 0

Be Respectful 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

2 1 0

2 1 0

Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

2 1 0

2 1 0

Total Points

Teacher Initials

Mark will keep hands to self

Mark will hold up a yellow card to indicate

needing a break

Mark will fill out assignment notebook

“Individualized Student Card for

Mark” (FBA/BIP)

Replacement behavior Possible behaviors taught in previous SAIG groups

“Social & Academic Instructional

Groups” (sample academic skills group)

Walk to class Keep hands to self

Use appropriate language

Raise hand to speak

Bring materials Fill out assignment

notebook

MulBpleEvidence-BasedIntervenBons

ofVaryingIntensity

•  Installfounda3onalinterven3onsSchool-wide•  Ensuringiden3fica3on,monitoring,andselec3onprocessareinplace

•  Iden3fyingaddi3onalinterven3onsthatmightbeneededsuchas:•  TraumaInformedInterven3ons•  CopingCat•  CheckandConnect

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Example:Data-BasedDecision

Process

a)IdenBficaBonforTraumaInformedGroup(IN):

§  Studentiden3fiedinhighlyelevatedrangeforInternalizingRiskonscreener

§  Studenthas2ormoreeventsleadingtosuspension§  StudenthasnotrespondedtoalowerlevelTier2interven3on

b)Progress-monitoring(ON):§  DPRdataiscollecteddaily&reviewedeveryotherweek.Dataiscollectedandreviewedfor6weeksforandmonitoredforupwardtrend.

c)ExiBng/transiBoning(OUT):§  Studentreceivedatotalof80%ofDPRpointsaveragedperday/weekfor6weeksandhashadnonewODRs,suspensions,or3meoutofclassconcerns.Studentmaybetransi3onedtoCICOfor4weeks.

RegionalISFImplementaBonExample

BendlePublicSchools,GeneseeCountyMichigan

TradiBonal

•  PBISteamiden3fiesproblemindisciplinedata,referstoclinicianforsmall“girls”group

•  Clinicianfacilitatesgroupandkeepsdiscussionswithstudentsconfiden3al

•  PBISteammonitorsdataandknowsgroup“worked”,movesontonextproblembehaviortoaddress(becauseinfoaboutgroupunknown,willnotbeabletopromptorreinforceuseofskillsacrosssenngs)

Integrated

•  Integratedteamreviewsschool-communitydatatogether

•  TeamselectsEBPtoaddressdatapoint,clinicianfacilitatessmallgroupteachingskills,teachersandparentsknowwhatskillsarebeingtaught

•  Teamcanmonitordata,alladultsacrosssenngscanprompt,prac3ce,andreinforceskillsbeingtaughtingroup

3.MentalHealthisforALL

•  Posi3veschoolclimateandcultureservesasprotec3vefactor.Social/emo3onal/behavioralhealthaddressedwithsamelevelofagen3onandconcernasisourchildren’sacademicandcogni3veachievement.

•  SocialbehaviorskillstaughtandreinforcedbyALLstaffacrossALLsenngs,andembeddedinALLcurriculum

•  Behaviorandsocialemo3onalexamplesusedtoexplicitlyteachwhatbehaviorslooklikeandsoundlikeacrossschoolsenngs.

Teaching Matrix

INCORPORATE Coping Strategies for Managing Stress

All Settings Halls Playgrounds Lunch

Library/ Computer Lab

Assembly Bus

Respectful

Be on task. Give your best effort.

Be prepared.

Walk. Have a plan. Study, read,

compute. Sit in one

spot. Watch for your stop.

Achieving &

Organized

Be kind. Hands/feet

to self. Help/share with others.

Use normal voice

volume. Walk to right.

Share

equipment. Include others.

Whisper. Return books.

Listen/watch. Use

appropriate applause.

Use a quiet voice. Stay in

your seat.

Responsible Recycle. Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Push in chairs. Treat books

carefully.

Pick up. Treat chairs

carefully. Wipe your

feet.

Expe

cta3

ons

1.Expe

cta3ons

2.NATURAL

CONTEXT(Loca3ons)

3.Rules

orSpeci

fic

Behavio

rs

Have a lunch plan and choose quiet or social

lunch area

Invite friends to join me

Invitethosesinngaloneto

joinin

Use my breathing technique Listen to my signals

MessagesonConBnuumof

IntervenBons

•  SEL/PBISbeginwithfounda3onatTierOne•  IncreasesupportwithCICOandDPR•  Smallgroupinstruc3ononspecificskillsets

– Social,coping,problemsolvingetc.skillsaslowlevelgeneric,higherfrequencydosageofteaching

– SkillsarelayeredintoDPR•  Smallgroupinstruc3ontoaddressaspecificiden3fiedneed– Useofscreening,expandeddata,referral

Which students might we consider for Social AcademicInstrucBonalGroups? Why?

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4.Installedandalignedwithcore

featuresofMTSSframework.•  Integratedteamsrepresenta3veofallstakeholders

includingfamiliesandstudents;•  Applydata-baseddecisionmaking;•  Haveaformalprocessforselec3ngandimplemen3ngevidence-basedprac3ces;

•  Ensureearlyaccessthroughcomprehensivescreening;

•  Progressmonitorforbothfidelityandeffec3veness;•  Ensurecoaching.

WhereDoSpecific

“MH”IntervenBonsFit?

§  ThatdependsonthedataoftheschoolandcommunityExamplesofExpandedViewofdata:•  Childwelfarecontacts,•  Violencerates•  Incarcera3onrates•  Deployedfamilies,•  Homelessfamilies,•  Unemploymentspikes•  Newcomers

3-Tiered System of Support Necessary Conversations

CICO

SAIG Group w. individual

feature

Complex FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team with family; uses FBA/BIP process for one youth

at a time

Uses Process data; determines overall

intervention effectiveness

Sept. 1, 2009

Universal Team

Universal Support

Familyandcommunity Familyand

community

Familyandcommunity

Community

IntegratedTeam(s)

SampleBESS-3Data

Use Screening Data to Drill Down on Skills Needed

Parent Screener for ALL students transitioning to Middle school

Missoula,MT

CreateaRouBneforSelecBng

EBPs

Iden3fyaprocesstoguideselec3on:•  ConsumerGuidetoSelec3ngEBPs(ISF

Monograph)•  HexagonToolfromNIRN

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InstallandImplement

•  DefineanddeliverProfessionalDevelopment–  What will facilitators (both school and

community employed) need? –  What will staff, students, and families need?

•  Definetheinterven3on–  Who will deliver? When? –  Decision rules (in, on, and out)

•  Student identified in highly elevated range for Internalizing Risk

•  Crisis hotline has been called for student •  Student has 2 or more events leading to

suspension

DailyProgressReport(DPR)Sample

NAME:______________________DATE:__________________

TeacherspleaseindicateYES(2),SO-SO(1),orNO(0)regardingthestudent’sachievement

inrela3ontothefollowingsetsofexpecta3ons/behaviors.

EXPECTATIONS

1 st block 2 nd block 3 rd block 4 th block

Be Safe 2 1 0 2 1 0 2 1 0 2 1 0

Be Respectful 2 1 0 2 1 0 2 1 0 2 1 0

Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials

AdaptedfromGrantMiddleSchoolSTARCLUB

AdaptedfromRespondingtoProblemBehaviorinSchools:TheBehaviorEducaEonProgrambyCrone,Horner,andHawken

Trauma-Informed Tier 2 Group

Self-Check Use calming strategy

Use your words Use safe hands

Ask for help Connect with safe

person

Monitor–Fidelity(focusonfeaturesoftheintervenBon)

Monitor-Outcomes

QuickReflecBon

•  Inyourexperiences,whatdidyouhearthatissimilartothewayofworkinyoursite?Whatisdifferent?– Turntoyourneighbortodiscuss– Reportout– Whatques3onsdoyouhave

TOOLSthatmaybeuseful…District/DivisionCommunityLevel:

v  TeamImplementa3onPlanningGuide

SchoolLevel

v  SurveyonSchoolReadinessforInterconnec3ngPosi3veBehaviorInterven3ons&Supports&SchoolMentalHealth(Anello&Weist,2013)

v  ISFcompanionforTFIAc3onPlanningv  ConsumerGuidetoSelec3ngEvidencedBasedMentalHealthServices

withinaSWPBSmodel

v  ISFImplementa3onInventory

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1.1TeamComposi3on:SingleSystemSubscale TieredFidelityInventory:TierI

Features

Teams

1.1TeamComposition:TierIteamincludesaTierIsystemscoordinator,aschooladministrator,afamilymember,andindividualsabletoprovide(a)appliedbehavioralexpertise,(b)coachingexpertise,(c)knowledgeofstudentacademicandbehaviorpatterns,(d)knowledgeabouttheoperationsoftheschoolacrossgradelevelsandprograms,andforhighschools,(e)studentrepresentation.

PBIS Big Idea: Effective PBIS teams are knowledgeable, representative of stakeholders, and have administrative authority. ISF Big Idea: Community Partners, including family representatives, can provide an expanded view/context of how the students’ lives outside of school are to be considered and can enhance the Tier 1 Team’s ability to promote healthy social emotional functioning for ALL students.

ISFEnhancement

ISF leadership teams include community employed and school employed staff with mental health expertise. Teams also include families and students as active leaders.Communitypartners’rolesatTier1areclearlyde5inedthroughamemorandumofunderstanding(MOU).

ALIGNMENT–DCLTFOCUS

OneSocialEmo3onalAcademicFramework

Restora3vePrac3ces

SocialSkillsProgramming

TraumaInformedStrategies

SocialEmo3onalLearning

SchoolMentalHealth

DropoutPreven3on

BullyingPreven3on

ClassroomManagement

CulturalResponsiveness

Wellness&Self-Regula3on

LiteracyInstruc3on

Cogni3veBehaviorCounseling

CheckInCheckOut

SchoolClimate

Check&ConnectFunc3on-basedSupport

Wraparound

DisciplineandSafety

Poten3alIni3a3ves

TABriefforAlignment

RDQBriefasexamplewithMental

HealthIntegraBon Technical Guide for Alignment of Initiatives, Programs and Practices in School Districts (OSEP Technical Assistance Center on PBIS, 2017) http://www.pbis.org/blueprintbriefstools Roundtable Dialogue: Aligning and Integrating Mental Health and PBIS to Build Priority for Wellness http://www.pbis.org/presentations/chicago-forum-17

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Steps for Alignment 1.  Coordinatetheprocesswithanexecu3velevelteam2.  Definethevaluedoutcome(s)tobeachieved3.  Developaninventoryoftherelatedini3a3vesthat

arecurrentlyimplementedacrossthedistrict4.  Iden3fycoresystemfeaturesforini3a3vestargeted

foralignment5.  Analyzeandmakedecisionsforalignmentof

ini3a3ves6.  Designtheplanforeffec3vealignmentincluding

implementa3on,evalua3on,andprofessionaldevelopment

CabinetLevel:implementa3onscienceexperienceandprovidesauthoritytoleadershipfor

alignment

LeadershipTeam:Chargedwithalignmentinstallingprocessfor

alignment

Implementers:peoplewithknowledgeof

theini3a3vesdirectexperiencewith

implementa3onofcorefeaturesandprac3ces

Step1:Coordinateandlead

alignmentprocesswithanexecuBve

levelteam

ISF Key Message Single System of Delivery

District/Community Leadership Team (DCLT) •  Leadership from education and mental

health with authority guide local implementation through collaborative effort

•  Develop a shared mission •  Form consensus on shared outcomes •  Create policies and procedures to guide

integration of Mental Health and PBIS at the school level

DistrictCommunityLeadershipTeam

PotenBalMembership

•  SchoolDistrictSuperintendentorDesignee•  MentalHealthAgencyDirectororDesignee•  DistrictCoach•  MentalHealthCoach•  BuildingPrincipalorDesignee•  FamilyMember(s)•  Othercommunitypartners

StakeholderSupport

WorkforceCapacity

Policy&SystemsAlignment

Funding

LEADERSHIPTEAMING

Training CoachingEvalua3on&PerformanceFeedback

BehavioralExper3se

LocalImplementa3onDemonstra3ons

Execu3veFunc3ons

Implementa3onFunc3ons

Step 2: Define the valued outcome(s) to be achieved

Are the highly valued outcome(s) for children and families defined for initiatives to be aligned? (i.e. social emotional behavior initiatives alignment)

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ISF Key Message Mental Health is for ALL

•  Aligning mental health and PBIS to improve outcomes for ALL

•  Identifying a previously unrecognized group of students (i.e. students with internalizing mental health needs)

Forming Consensus

•  Identify needs of district and community School Data •  Attendance •  Grades •  Office Discipline

Referrals (ODRs) •  Suspensions •  Visits to school nurse •  Visits to clinician •  Universal screening data

Community Data •  Number of families who

are homeless •  Number of families

accessing food pantry •  Number of calls/visits to

mental health crisis center

•  Number of families receiving support/intervention from Child Protection

•  Number of youth arrested and/or on probation

Example – Expanded Data View

•  DCLTreviewingcommunitydata•  Increaseinhospitaliza3onsforsuicidalidea3onsacrosscounty

•  Iden3fiedlackofsystemicsuicidepreven3onandinterven3onprac3ces

•  NeedfitwithinDCLTvaluedoutcomes•  Expeditediden3fica3onandinstalla3onofinterven3ons

•  Fundingsecuredbasedonengagementofkeystakeholders

Step 3: Develop an inventory of the related initiatives currently being implemented across the district.

a)  Has a list of all related grants, initiatives, and practices including population served across schools and community agencies been developed?

b)  Has the department or division that oversees the initiative (i.e. budget authority) as well as individuals leading the implementation been identified?

c)  Has the research to determine the evidence for each initiative been reviewed/identified?

d)  Has the expected outcome(s) and documented results to date for each initiative been identified?

Alignment Worksheet (Appendix B from Alignment TA Brief)

Section I Initiative A Initiative B Initiative C Initiative D

Inventory of Initiatives

SEL

Trauma Informed Group (CBITS)

Mental Health First Aid

Lunch Groups

1. Name of department/division with budget authority

Student Support

Services

Community Mental

Health Agency

Community Mental

Health Agency

School Social Worker

2. Population served (e.g. Tier I,II,III, students, staff, families, grade level)

Tier I

Tier II – Middle School & High

School

School/community staff and families

trained Serve all students

Tier II

3. Research Based (e.g. peer reviewed)

Yes Yes Yes No

4. Outcome(s) achieved to date

Unknown

60 students received intervention; 45 student responded

•  All school/community staff trained; 50 family members trained

•  Referrals for risk assessment increased by 10% with 80% of referrals requiring follow-up intervention

40 students have

been in lunch groups

No outcome data tracked

Inventory of Initiatives

•  Identify initiatives and/or organization •  Identify goals of each initiative •  Population served by initiative •  Evidence base of initiative •  Outcome achieved

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Step 4 Has the team identified the core system features for initiatives targeted for alignment?

a)  Havethespecificsofteambasedleadershipandcoordina3onforeachrelatedini3a3vebeeniden3fied?

b)  Havethefidelitymeasuresforeachini3a3vebeeniden3fied?c)  Havethespecificcoreprac3cesacrosseach3erbeeniden3fied?d)  Havetheoutcomemeasure(s)beeniden3fiedforeachini3a3ve

(e.g.,disciplineproblemsdecreasing,riskra3osdecreasing,increasingagendance,increasingon3megradua3on)?

e)  Havethecomprehensivescreeningmeasure(s)foreachini3a3vebeeniden3fied?

f)  Havethecurrentprofessionaldevelopmentplans,includingcoachingwithlocalcontentexper3se)foreachini3a3vebeeniden3fied?

Section II: List the MTSS core system features used to implement initiative:

Initiatives 1.Leadership Team a. Name of team b. List individuals on team c. List individuals who provide coordination

2.. List the Fidelity Measure(s).

3. List the core practices by tier.

4. List the outcome measure(s).

5. List the comprehensive screening measure(s). 6. Describe the plan for professional development that includes clear process for establishing coaching supports and performance feedback.

Example •  PriortoaligningmentalhealthandPBIS•  Astudentexperiencinganxietyinclassroommetwithclinician30minutesperweek

•  Thestudentouenspent3mecoloringandreportedfeelingposi3veaboutspending3mewithclinician;however,s3llexperiencedanxietyinclassroom.

•  Auerintegra3on,across-systemteammovedtoselectanevidencebasedinterven3onforstudentswithanxiety.

•  Staffandcliniciansreceivedtrainingoninterven3onandskillsbeingtaught.

•  Over3me,studentu3lizedstrategiesinclassroomandreportedreduc3oninanxietyduringschoolday.

Step5:Analyzeandmakedecisionsfor

alignmentofiniBaBves

a)  Havecommonali(esanddifferencesinsystemfeaturesoftherelatedini3a3vesbeenexaminedforconsistencyandpoten3aloverlap?

b)  Hastheteamresolvedconflictsand/orduplicityofsystemfeatures(e.g.ensureallprac3cesaremonitoredthroughateam)?

c)  Hastheteamdefinedwhatisacceptableanddeterminedwhichprac(ceswithineachini3a3vecanbealigned?

d)  Hastheteamiden3fiedini3a3ves/prac(ceswithoutfidelityandoutcomesanddeterminedifmeasurementispossible

e)  Hastheteamdeterminedwhichini3a3ves/prac(cesshouldbeeliminated(e.g.prac3cesoverlappingorcontraindicatedormodified?(e.g.outcomeredefinedtoaddressstudentbenefit,fidelitymeasureadded)

f)  Hastheteamdeterminedthevalueaddedand/orrisksindecisionsregardingwhattoalignoreliminate?

Consensus & Prioritizing

•  DCLT reaches consensus on common mission/vision

•  Prioritizes collective goals •  Leads to restructuring to ensure focus on

shared goals •  Priority given to top 2 or 3 goals

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Alignment Decisions

DCLTresponsiblefor:•  Choosingprogramsandini3a3vestocon3nueandeliminate

•  Determiningrolesofstaff– Possiblechangesinjobdescrip3onsorfunc3ons

DCLT Responsibility

•  Establish integrated implementation goals •  Determine an evaluation plan •  Outline what data will be used to monitor

impact and fidelity of all interventions within single system of delivery

Example •  IntegratedDCLTalignedtheworkofallschoolandcommunitypartnerstoworktowardcommongoals.

•  20+communitypartners•  60serviceagencyproviders•  Eachyeardivideschoolandcommunityallianceintoworkgrouparoundpriori3zedgoals

•  Exampleofworkgrouppriori3es:–  Familyengagement–  Reduc3oningangac3vity–  Traumainformedcare–  Restora3veprac3ces

MemorandumofUnderstanding

•  Clarifies roles and responsibilities of each organization and their staff

•  Consideration given to: – Staff working together on teams – Funding of staff time – Sharing information (confidentiality)

•  Sample 1 •  Sample 2

BlendedProfessionalDevelopment

•  Review of school and community data to determine priorities to address

•  For example, students impacted by trauma is a data point that often comes up across the country. DCLT will use data to determine extent of supports (i.e. Tier I, II or III). Regardless training all staff on understanding impact of trauma on students would be one goal.

Example Aligned Professional Development Plan

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Step6:DesigntheplanforeffecBvealignment

includingimplementaBon,evaluaBonand

professionaldevelopment

a)  Hastheteamdeterminedhowthesystemfeatureswillbealignedtosupportefficiencyandclarityatthebuildinglevel(e.g.teamingstructure,integrateddatasystem,dosageoftrainingandcoaching)?

b)  Hastheteamdeterminedhowtheprac3cefeatureswillbealignedattheschoollevel?(e.g.integra3onofsocialskillstaughtacross3ersbasedonbuildingleveldata)

c)  Hastheteamdeterminedcommonfidelitytool(s)toassesssystemfeaturesandcoreprac3ces?

d)  Hastheteamdeterminedoutcomemeasure(s)tosupporteffec3vealignment?

e)  Hastheteamdeterminedwhenandhowleadershipteamsandstaffaretrainedandsupported?(e.g.teamtraining,coachingandcapacitybuilding)?

Integrated Action Plan Example

Evaluation Plan

On-going Coaching

•  DCLT monitors implementation of interventions to ensure fidelity

•  On-going coaching and technical assistance from trained facilitators is key to successful implementation

•  Reallocation of time may be required to ensure coaching exists

Example •  DCLTiden3fiedlargepercentageofbehaviorproblemsoccurringinkindergartenacross11elementarybuildings

•  DCLTdecidedtotrainkindergartenteachersinPrevent-Teach-Reinforce(PTR)

•  Individualstudentsandfamilieswereiden3fiedtoreceivedParentChildInterac3veTherapy(PCIT)frommentalhealthclinicians

•  Data1yearlaterwasunclearofdesiredoutcomes•  DCLTdecidedtoprovideaddi3onalcoachingandtechnicalassistancetoensurefidelityandthencheckoutcomesagain

QuickReflecBon

•  Sharewithyourneighbortheini3a3vesthatareinyourschool/district.Whatsugges3onstoyourleadershipteamwouldyoumakeforalignment?–  Ini3a3vestoeliminate–  Ini3a3vestointegrate–  Ini3a3vestoadd

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ImplementaBonofSWPBIS

•  SchoolmaybejustgenngstartedwithPBISandcanintegratementalhealthatthesame3me

•  SchoolmayneedtoboostsomefeaturesofPBISimplementa3onsothatenhancementswithMentalHealthcanoccur

•  MentalHealthintegra3onsupportscon3nuumofEBPs

ExampleofWorkFlowChecklist1.  FormorExpandDistrictTeam(Workgroupofexis3ngteam?)

•  Membership2.  EstablishOpera3ngProcedures3.  SelectSites(knowledgeDevelopment/Demonstra3on)4.  ConductResourceMappingofcurrentprograms/ini3a3ves/teams

•  Iden3fygaps/needs•  Assessstaffu3liza3on•  Examineorganiza3onalbarriers•  Establishpriority-measureableoutcomes

5.  DevelopEvalua3onPlan•  DistrictandSchoolLevel•  ToolsIden3fied•  EconomicBenefits

6.  DevelopIntegratedAc3onplan•  Iden3fica3onofFormalProcessforSelec3ngEBP’s•  SystemforScreening•  Communica3onandDissemina3onPlan

7.  WriteMOU-Determinewhowillimplementtheplan

Break

ISFWORKBOOK

ISFWorkbook

•  Complementsthetrainingcurriculum

•  Focusonimplementa3onatthebuildinglevel

•  U3lizesthedomainsofimplementa3onfromtheISFImplementa3onInventory

StructureofWorkbook

1.  District/CommunityLeadership2.  Teaming3.  Cross-trainingandPlanning4.  FamilyYouthandEngagement5.  Interven3onSelec3on,Implementa3on

Progress6.  Data-basedDecisionMaking7.  IntegratedAc3onPlanning

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PurposeofISFImplementaBon

Inventory

•  Toassistschoolandcommunitypartnersintheirinstalla3onandimplementa3onofISF

•  Toassessbaselineand/orongoingimplementa3onprogressofcri3calISFfeatures

•  Toinformac3onplanningthatadvancesandenhancesISFimplementa3on

•  TomeasureISFimplementa3onfidelity

Tier1 Tier2 Tier319items 16items 19items

ImplementaBonofSWPBIS:ArecorefeaturesofSWPBISimplementedwithfidelity?

Teaming:Doteammemberscollaborate?Doteammembersincludeeduca3onandmentalhealthsystemrepresenta3ves,families,andstudentsasindicatedwithac3veopportuni3esforpar3cipa3onandcollabora3on

CollaboraBvePlanningandTraining:DoallteammembershavePDandtrainingacrosssystemsandcorefeaturesofISF,aswellasinterven3onprac3cesasappropriate?

FamilyandYouthEngagement:Arestudentsandfamiliesincludedinteaming,decisionmaking,interven3onselec3onandimplementa3on,interven3onmonitoring,andsystemprocesses?

IntervenBonSelecBon,ImplementaBonandProgress:Areevidence-basedinterven3onsselectedbasedonneed,implementedwithfidelity,progressmonitored,andconcludedaueragainmentofposi3veoutcomes?

Data-BasedDecisionMaking:Aredatarepresenta3veofschool,homeandcommunitybehaviorcollected,analyzedandusedfordecisionmaking,includingoutcome/impact,process,andfidelitydata?

ISFImplementaBonInventoryReport

Card

• Percentofimplementa3onfidelityisgraphed

• Graphedby3erandassessment3mepoint

DickeyElementarySchool

Teaming

•  District/CommunityLeadershipTeam

•  Coaching(districtandpartneragency)

•  BuildingLeadershipTeam

•  “AdvancedTier”Team

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DCLT Implementation Activity WhatexperiencesdoyouhavewiththefollowingDCLTac3vi3es?Whatques3onsdoyouhaveregardingtheseac3vi3es?

Four Workgroups Buncombe County Schools, North Carolina

•  Fundingandsustainability

•  Evalua3on(dataandoutcomes)

•  Parentandcommunityvoice

•  Implemen3ngevidence-basedprac3cesandcoaching

SystemsChangeFeatures

•  Vaya(MCO)–changedfundingstructurewhichleadto….

•  CommunityMHstaffonbuildinglevelteamsandwithmoreflexibilitytoprovideinterven3ons

•  Beginningconversa3onsofalignmentofini3a3vesandNOTviewing“ISF”as“onemorething”

Integra3ngMHintoMTSSFramework

Tier1(Core):•  QP/Therapistworkinwholeclasses•  Wholeschooldatasharing•  QP/therapisttrainedinschoolexpecta3ons

andacknowledgmentsystem•  Universalscreeners•  HomeworkDiners/CommunitySchools•  Wholeschoolcoordina3onandcollabora3on

Tier2(Supplemental):•  CommunitySchools

Mentors•  MH/QPhelpinglead

Groups•  ProblemSolvingteams,

incl.nurses

Tier3(Individualized):•  Individualproblemsolving

teams•  Individualcounseling•  Data&strategysharing•  Parentpartnershipand

communica3on

CoachingChecklistWhatexperiencesdoyouhaveincomple3ngtheseac3vi3es?Whatques3onsdoyouhaveabouttheseac3vi3es?

Example:PASS

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QuickCheck

•  Whatteamsalreadyexistinyourbuildingstodiscussstudentswithsocial/emo3onaland/orbehavioralconcerns?

•  Howaredecisionscurrentlymaderegardingindividualstudentinterven3onsforsocial/emo3onaland/orbehavioralconcerns?

CrossPlanningandTraining

•  ResourceMapping

•  DevelopingProfessionalDevelopmentPlan

•  DevelopingIntegratedAc3onPlan

Collabora3vePlanningandTraining

•  Opencommunica3onandcollabora3onacrosssystems,includingstudentandfamilyvoice

•  Providingtrainingonhoweachsystemoperates,includingdatasystems

•  Ensuringallstudents,familiesandstaffunderstandthecorefeaturesacross3ersandhowtoaccessallaspectsofthesystem,includinginterven3ons/prac3ces

•  Professionaldevelopmentforallinvolvedintheuseofinterven3ons.

WhyResourceMapping?

•  Manyyouth,family,andschool-basedstaffarenotawareofanddon’tknowhowtoaccessresources

•  Communitypartnersareouennotawareofschool-basedresourcesandhowtoaccessthem

•  School-communitypartnershipsmayexist,butreallinkagesouendonot

Anderson-Butcher,Stetler,&Midle,2006

BenefitsofResourceMapping

•  Iden3fyvaluableresources•  Improveaccess•  Avoidduplica3onofservices/resources•  Enhanceservices•  Usedatatomakeinformeddecisions•  Enhancecommunica3onandcollabora3onacrossagencies/programs

ConductatleastAnnuallyanduseforAc3onPlanning

•  Iden3fyallexis3nginterven3ons,availabledatasources(school,community,home)andcurrentsystemfeaturesacrossall3ers

•  Docurrentinterven3onsaddresstheneedsiden3fiedwithinthedata?

•  Aretheirgapswithinthecon3nuum?•  Iden3fyanypoten3albarriersanddevelopstrategiestoaddress

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Interven3onMappingAc3vity

Pg28

Training

PBISTraining

HowdoyoucurrentlytrainallschoolemployedstaffonPBISsystems,data,andpractices(i.e.:newfacultyorientation,boostertrainings,etc)?Howcancommunitypartnersbeincludedinthesetrainingopportunities?

DataSystems

Howwillbothsettingstraineachotherontheirdatasystems?Thendeterminewhatdatawillbesharedandwhatadditionaldataisneeded?WhatconFidentialitycautionsmightyouneedtoconsiderinsharingdata?JointGuidanceonFERPAandHIPAA.

Interven3onsWhenandhowwillcommunitypartnersbetrainedinschool-basedpractices?Whenandhowwillschoolstaffbetrainedininterventionsprovidedbycommunitypartners?Howwillbothpartnersbetrainedincriteriaforentering,monitoringandexitinginterventions?Whatistheprocessforstafftorequestassistanceforastudentaroundbehavioralconcerns?

MentalHealthAwarenessHowareallstafftrainedtoidentifyinternalizingbehaviors?Whattrainingisprovidedonmentalhealthdisorders?Whattrainingisprovidedforsuicideawarenessandprevention?Howmightcommunitypartnershowtoexpandthistrainingtoschoolstaff?

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Considera3onsforCrossTrainingPlan

ReferenceGuidingQues3onsinworkbookpages30and31

•  PBISTraining•  DataSystems•  Interven3ons•  MentalHealthAwareness

FAMILYENGAGEMENT

Family Engagement and Participation

AligningandIntegra3ngFamilyEngagementinPosi3veBehavioralInterven3onsandSupports(PBIS):ConceptsandStrategiesforFamiliesand

SchoolsinKeyContexts

Editors:MarkD.Weist,S.AndrewGarbacz,KathleenLane,andDonKincaid*availableatwww.pbis.org

Applying the Logic to Families

80-90%

5-10%

1-5%

Tier1:UniversalIntervenBons

➢ SelfAssessments:FamilyEngagementChecklist,Surveys

➢ SkillBuildingSeriesGuestSpeaker(TopicsVary-SurveyFamilies)

➢ Newsleger,ResourceLibrary,“ShoutOuts”➢ VolunteerOpportuni3es(DOGS-DadsofGreatStudents)➢ TeacherConferences-GoalSenng,FamilyVision,StrengthsDiscovery

➢ FamilyFunNightsthroughouttheyear

➢ Par3cipateindevelopmentoftheSchoolHandbook(TeachingMatrix–promotecommonlanguagebetweenschoolandhome)

Tier2:TargetedGroupIntervenBons

➢ SupportGroups(MilitaryFamilies,NewcomerGroup)

➢ SkillBuildingSessions(AcademicandBehavior)

Tier3:Intensive,IndividualIntervenBons

➢ FamilyLiaison-matchedwithfamily,needsmatchedwithcommunityresources

➢ IndividualSkillBuildingSessions-

PBIS Parent Survey Where are you asking about communication preferences? U3lizingaSingleSystemofDelivery

•  SchoolDistrictLeadership,CommunityMentalHealthLeadership,andFamilyPartnersworktogethertodevelopanintegratedac3onplan

•  Familypartnersareperceivedasequalpartnersatalllevelsandtheirinputisvalued

•  Fostersagreatersenseofcollabora3onandtrust

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U3lizingaSingleSystemofDelivery

•  Parentsaremorelikelytopar3cipateintheirchild’sinterven3oniftheyfeeltheyhavehadanauthen3cvoiceinthedevelopmentoftheplan.

•  Reduc3onins3gmaassociatedwithmentalhealth

•  RootedintheSystemofCarephilosophy

CrossSystemProfessionalDevelopment

•  Familiesreceiveinforma3on/trainingregardingavailableinterven3onsandsupportsandtheirpoten3alrole

•  Familiesreceiveinforma3on/trainingregardingmentalhealthandwellness,includingmostcommondiagnosis,howtoiden3fypoten3alconcerns,andhowtosupportachildoradolescent

•  Familiespar3cipateinthedevelopmentofprofessionaldevelopmentforschoolandcommunityemployedprofessionals,withspecificinputontheirinsightsintothecultureandclimateoftheschoolcommunity

CrossSystemProfessionalDevelopmentCon3nued:

•  Familyinvolvementandvoiceinpolicydevelopmentandqualityimprovementprocesses

•  Familymemberscanserveaspeermentorsandadvocatesforotherparents,forexample,aparentwhohaspar3cipatedinthedevelopmentofastudent’sindividualsupportplancouldserveasamentortoanotherparentwhoisnewtothislevelofinterven3onwiththeirchild.

Promoting Mental Health for All

▪  Emphasis on mental health and wellness of all adults – families, faculty and staff, etc. ▪  Family voice in development for insight into culture

and climate of school community ▪  Families receive information/training regarding

mental health and wellness ▪  Family education nights ▪  Newsletters

▪  Families and community partners are able to promote social, emotional, and behavioral skills for all children ▪  Knowing school-wide expectations ▪  Knowing skills taught from interventions

PBISMatrixforHomeI am respectful Listen to my parents

Be truthful to my parents Play cooperatively Speak nicely to others

I am responsible Put away my toys, bike, and equipment

Help with jobs at home Follow my parents’ directions Share Thursday folder with parents

I am safe Play safely with others

Stay in designated areas Stay away from strangers Wear bike helmet and equipment

I am prepared Finish homework and share with parent

Pack backpack at night for school the next day Go to bed on time Get up and get ready for school when called

Beyond Access: Mental Health Interventions Connected to Specific

Outcomes ▪  Families understand interventions

matched to presenting problems using data; monitored for fidelity and impact

▪  Families can identify the skills students are taught in intervention

▪  Families have a way to reinforce skills taught in interventions and provide feedback on student progress

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Recommenda3ons

•  Developabroadstakeholdersystem

•  Implementlayeredandconnectedinterven3onsthatarematchedtostudentneed

•  Provideprofessionaldevelopmenttosupportadults

Activity: Resource Mapping Family

Engagement

QuickCheck

•  Sharewithyourneighborwhichworkbookac3vityyoucouldbeginusingwithyoursitetodevelopanintegratedac3onplanforgenngstartedwithISF

•  Reportoutanddiscussion

IntervenBonSelecBon,

ImplementaBon,andProgress

Monitoring

UsingDataforDecisionMaking

DevelopingaProtocol(DCLT)

•  ConsumerGuide-inmonograph

•  HexagonTool

•  NIRNIni3a3veInventory

MessagesonData-BasedDecisionMaking

•  Expandedviewofdatawithinschools– Visitstonurse,counselor,3meoutofclass

•  Expandedviewofdatafromcommunity– Studentandfamilypercep3on– Connectedtootherchildservingsystems–JJ,CYS– Riskandprotec3vefactors– Demographics– Highrateof:unemployment,military,immigrant

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DemographicData

▪  Percentoflowincomeenrollmenthasincreasedby20%overpasttenyears.▪  Lossofbusinessincommunityhasincreasedunemploymentby3%overpasttenyears.▪  Hospitaliza3onsforadultsmentalhealthhaveincreasedby10%andyouthby15%inlastyear.▪  Druguseinthecountyhasincreasedby5%overpast5years.▪ Movestomorerestric3veplacementshasincreasedby20%inthedistrict.

No3ceableImpactofData

▪  Familiesarebeingseparateddueto▪  Treatment ▪  Hospitalizations ▪  Incarceration

▪  Thesefactorsmayimpactschoolswithincommunityindifferentways

Iden3fyLevelofSupportsSchoolA

School-Communitydataindicates:▪  85%agendancerate▪  22%ofstudentsreceivemore

than1ODRlastschoolyear▪  20%ofstudentswerereferred

orrequestedtoseecounselormorethan13melastschoolyear

▪  30%ofstudentswereinanelevatedrangeonuniversalscreener

▪  Crisiscallsweremadefor5%ofstudentslastyear

SchoolBSchool-Communitydataindicates:▪  97%agendancerate▪  8%ofstudentsreceivedmore

than1ODRlastschoolyear▪  5%ofstudentswerereferredor

requestedtoseecounselormorethan13melastschoolyear

▪  12%ofstudentswereinanelevatedrangeonuniversalscreener

▪  Crisiscallsweremadefor2%ofstudentslastyear

Teaching Matrix

INCORPORATE Coping Strategies for Managing Stress

All Settings Halls Playgrounds Lunch

Library/ Computer Lab

Assembly Bus

Respectful

Be on task. Give your best effort.

Be prepared.

Walk. Have a plan. Study, read,

compute.

Sit in one spot.

Watch for your stop.

Achieving &

Organized

Be kind. Hands/feet

to self. Help/share with others.

Use normal voice

volume. Walk to right.

Share

equipment. Include others.

Whisper. Return books.

Listen/watch. Use

appropriate applause.

Use a quiet voice. Stay in

your seat.

Responsible Recycle. Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Push in chairs. Treat books

carefully.

Pick up. Treat chairs

carefully.

Wipe your feet.

Expe

cta3

ons

1.Expe

cta3ons

2.NATURAL

CONTEXT(Loca3ons)

3.Rules

orSpeci

fic

Behavio

rs

Havealunchplanandchoosequietorsocialluncharea

Invitefriendsto

joinme

Invitethosesinngaloneto

joinin

UsemybreathingtechniqueListentomysignals

EnhanceWhatWeTeach

DailyProgressReport(DPR)Sample

NAME:______________________DATE:__________________

TeacherspleaseindicateYES(2),SO-SO(1),orNO(0)regardingthestudent’sachievement

inrela3ontothefollowingsetsofexpecta3ons/behaviors.

EXPECTATIONS

1 st block 2 nd block 3 rd block 4 th block

Be Safe 2 1 0 2 1 0 2 1 0 2 1 0

Be Respectful 2 1 0 2 1 0 2 1 0 2 1 0

Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials

AdaptedfromGrantMiddleSchoolSTARCLUB

AdaptedfromRespondingtoProblemBehaviorinSchools:TheBehaviorEducaEonProgrambyCrone,Horner,andHawken

Trauma-Informed Tier 2 Group

Self-Check Use calming strategy

Use your words Use safe hands

Ask for help Connect with safe

person

M.K.Strickland-Cohen(2011)ECS,UniversityofOregon

Consequence/Function Access Peer Attention Peers laugh and talk with him, and talk about it after class

Antecedent Asked to finish homework or write in his journal independently

Setting Event Parent brings to school (does not interact with peers on bus)

Alternative Behavior Ask to work with a peer

Problem Behavior Out of seat (walking around room), making noises, and talking to peers

Consequence Good grades, teacher acknowledgement

Routine 1st Period Writing

Setting Events Manipulate Antecedent Teach Behavior Alter Consequences

Arrange time for positive adult attention before writing on days when student is brought by parent

Remind student before independent-work time that he may choose to work quietly with a peer Allow student to sit with preferred peer in 1st period writing

Teach student to appropriately ask to work with a peer Explicitly teach what “on-task” behavior looks like (and does not look like) in writing class

Rewards Student can work with peer when asks appropriately Student can earn 5 minutes of free time with a peer, if stays on task for 90% of period for 5 consecutive days Response to Problem When student starts to get out of seat/engage in problem behavior, remind him to ask appropriately to work with a peer

Desired Behavior Complete writing assignment and turn in work

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ProgressMonitoringGuidingQues3ons•  Whatinterven3onisselectedandhowwillitbe

delivered?(group/individual;considerfrequencyanddura3on)

•  Whatisthepresen3ngconcerntobeaddressed?(datadecisionrule(s)for“in”)

•  Whatisthedesiredgoal/outcome?(i.e.,presen3ngconcerntobeincreasedordecreased?)

•  Whatskillswillbetaughtduringtheinterven3on?(pro-social,coping,problemsolving)

ProgressMonitoringGuidingQues3onscont.

• Whatisthespecificplantomonitorprogresstowardsthedesiredoutcome?(DPR,changeindatapointreviewedinateammee3ng,etc.–datadecisionrule(s)for“on”)

• Whatarethedecisionrulestoindicateendingtheinterven3on?(datadecisionrule(s)for“out”)

• Whowilldelivertheinterven3on?(whatskills/trainingdotheyneed)

Example:

PASSCon3nuumofInterven3ons

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YouthSelf-Report

IntegratedAc3onPlan

HowtoGetStartedandKeepMoving

Forward– ApplyingImplementa3onScience

– Engagingcommunitypartners– Engagingfamiliesandyouth– Selec3ngEBP– Usingdatatomonitorfidelityandoutcomes–  Increasingstaffcompetenceandconfidence– Communica3onwithdistrictlevelstaff

IntegratedAc3onPlan

•  Schoolemployedandcommunityemployedstaffshareresponsibili3esandresources

•  UsesframeworkofPBISandblendsinSMHacrossTierstoprovidefullcon3nuumofpreven3onandinterven3onbasedondataanduseofEBPs

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QuickCheck

•  Whatconceptfromtheworkbookstuckouttoyouassomethingnew?

•  WhatconceptfromtheworkbookdoyouhaveinplaceORcouldeasilyaccomplishwithsmallchange?

WrapUp

•  Ques3ons

•  Discussion

This two-day forum for school, state, district,and regional Leadership Teams and otherprofessionalshasbeendesignedtoincreasetheeffec3venessofPBISimplementa3on. Sessions are organized by strands that supportini3al through advanced implementa3on in afullrangeofeduca3onsenngs,andassiststatelevel planning to improve school quality andstudent success. Featuring sessions specific toJuvenile Jus3ce, Alterna3ve Educa3onalSenngs , Menta l Hea l th , and Fami l ypartnerships.

October 4-5, 2018

PBIS: Celebrating Positive & Safe

Learning Environments

Hilton Chicago 720 S. Michigan Avenue

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OSEP Technical Assistance Center on PBIS | 2018 PBIS Leadership Forum | Chicago, IL

ContactUs

LucilleEber

Lucille.eber@midwestpbis.org

KellyPeralesKelly.perales@midwestpbis.org