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Module 4Leadership, ISF & Equity:
Do our Systems Harm or Help?
Presented by:Kurt Hatch, M.Ed.
Jessica Swain-Bradway, PhDSusan Barrett, MA
Kelcey Schmitz, MSEd
January 19, 2021
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Disclaimer
This presentation was prepared for the MHTTC Network under a cooperative agreement from theSubstance Abuse and Mental Health Services Administration (SAMHSA). All material appearing inthis presentation, except that taken directly from copyrighted sources, is in the public domain andmay be reproduced or copied without permission from SAMHSA or the authors. Citation of thesource is appreciated. Do not reproduce or distribute this presentation for a fee without specific,written authorization from the MHTTC Network Coordinating Office. This presentation will berecorded and posted on our website.
The opinions expressed herein are the views of the speakers, and do not reflect the official positionof the Department of Health and Human Services (DHHS), or SAMHSA. No official support orendorsement of DHHS, SAMHSA, for the opinions described in this presentation is intended orshould be inferred.
Land Acknowledgement The University of Washington SMART Center and Northwest MHTTC acknowledge that we learn, live, and work on the ancestral lands of the Coast Salish people who walked here before us, and those who still walk here. We are grateful to respectfully live and work on these lands with the Coast Salish and Native people who call this home.
The Pacific Southwest MHTTC is led by the Center for Applied Research Solutions, which has offices across California in Sacramento (the land of the Nisenan people), Santa Rosa (land of eight Cahuilla Bands) and Los Angeles, (land of the Tongva peoples); CARS acknowledges the belonging of this land to the Indigenous people named and the unrecognized tribes and peoples as well.
Mental Health Technology Transfer Center (MHTTC) Network
Visit the MHTTC website at https://mhttcnetwork.org/
Acronyms & Abbreviations Acronym/Abbreviation Meaning CICO Check-in/Check-OutEBP Evidence-Based PracticeFBA-BIP Functional Behavior Assessment – Behavior Intervention Plan ISF Interconnected Systems FrameworkMHTTC Mental Health Technology Transfer Center MTSS Multi-Tiered System of SupportsPBIS Positive Behavioral Interventions and Supports PD Professional Development SAIG Social/Academic Instructional GroupSEB Social Emotional BehavioralSEL Social Emotional Learning SMH School Mental Health TFI Tiered Fidelity Inventory VDP Vulnerable Decision Points
A Quick ReviewInterconnected Systems Framework: Fact Sheets and Webinars
bit.ly/ISFwebinars
Fact Sheets Created by the Pacific Southwest MHTTC
Susan Barrett, MA, serves as a Director for the Center for Social Behavior Supports Center (CSBS) at OldDominion University and an Implementer Partner with the U.S. National Technical Assistance Center onPositive Behavioral Interventions and Supports (PBIS). She assists with large-scale implementation of PBIS;partners with researchers to evaluate the impact of PBIS on students, school staff, and school communities;and serves on the Association of Positive Behavior Supports Board of Directors. She also co-leads thedevelopment of the Interconnected Systems Framework, a mental health and PBIS expansion effort.
Jessica Swain-Bradway, PhD, is the executive director for Northwest PBIS Network. Her work in school-wide positive behavioral interventions and supports (SW-PBIS) and multi-tiered systems of support (MTSS) focuses on equipping teachers with high leverage strategies for instruction, relationship-building, and designing effective learning environments. She has extensive experiencing supporting districts and states to build capacity for PBIS implementation and working across agencies to maximize resources for developing the organizational health of the school environment.
Kurt Hatch, M.Ed., serves as Associate Director at the Association of Washington School Principals. A former teacher, instructional coach and award-winning principal, Kurt has served in a variety of systems across the state and Shanghai, China. Currently based out of Olympia, his work includes systems leadership, policy analysis, advocacy, leading the Mastering Principal Leadership Network and facilitating professional learning for school leaders.
Leadership, ISF & Equity: Do our Systems Harm or Help?
Today’s Learning Objectives1. Participants will learn about inequitable school systems and the impacts educational inequities have on student mental health and well-being. 2. Participants will understand how the Interconnected Systems Framework supports equity, promotes wellness & a healing approach to school mental health.3. Participants will learn about vulnerable decision points and neutralizing routines.4. Participants will be able to access resources to support their efforts to dismantle inequitable and harmful systems and promote wellness and healing.
Self Care Expectations Self Care Behaviors
Safe● Create an emotional support team.● Double check on friends. ● Ask for help if you feel sense of hopelessness
● Suicide Hotline: 800-273-8255
Engaged
● Be aware of your stress level. ● Recognize and name the emotions you are experiencing. ● Pay attention to joy. ● Recognize and validate grief. ● Do a body check for areas of tightness, discomfort.● Take movement breaks, hydrate.
Respectful● Nurture your body with healthy food.● Build calming routines for sleep. ● Build routine for daily exercise.
Afternoon Meditation
Resources for Troubling Times
For Educators · Helping Students in Troubling Times (American School Counselor Association)· Responding to the Insurrection at the US Capitol (Facing History and Ourselves)· When Bad Things Are Happening (Teaching Tolerance) · Resources for Talking to Students About the Attack on the Capitol (We Are Teachers)
For Family Members· Discussing Hate and Violence with Children (ADL)· Explaining the News to Our Kids (Common Sense Media)· Helping Kids Navigate Scary News Stories (PBS)
The Gottman Institute, Mindfulness Tips for a Hard Conversation
Support principals and the principalship in the education of
each and every student.
http://www.awsp.org/
● Lead on diversity & equity issues for historically underserved populations.● Use an equity lens to best serve all our members.
Goal 2: Principal Support● Work to create longer principal tenures within their buildings.● Shape the role and responsibilities of the principal. Make the job as
fulfilling and sustainable as possible.
Goal 1: Equity
Kurt’s “Why”...
…to lead with loving-kindness in order to eradicate racism and unapologetically prioritize the education and well-being of students kept furthest away from educational justice.
Racial Literacy: An understanding of the origins and function of race in US schools and society. It is essential to the work of educational leaders.
Motivation...
“We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do this.
Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.”
Culture, Systems and Learning
Siloed Systems
Break Down the Silos
Connect the Silos
Silos into Systems
Create an Interconnected Framework in order to Transcend the Silos so they become high functioning Systems.
SkeletalNervousMuscularEndocrineRespiratoryImmuneCardiovascularUrinaryIntegumentaryReproductiveDigestive
Creating a new silo to address “Learning Loss”
Learning is complicated. Plutarch famously wrote that minds are not vessels to be filled but fires to be kindled. Fires don't leak. You don't measure them in months. Learning loss is a calculation masquerading as a concept—a rather shallow, naïve, ridiculous concept.
-The Ridiculousness of “Learning Loss” by John Ewing
“Learning Loss”
When people discuss learning loss, they generally don't know the answers to any of these questions. And if the notion is so vague, how can research firms so easily and precisely measure it?
“Learning Loss”
The term "learning loss" comes from the language of test companies and test enthusiasts. For them, learning is a substance that's poured
into students over time.
Getting Clearer: Schooling Loss is not Learning Loss
-Kelly Niccolls and Rebecca Midles
The narrative of “learning loss” is weaponizing static achievement against young people and families in ways that further harms them in a time of global pandemic and disarray.
Redefining t h e p u r p oses an d p r act ices of edu ca t ion t owar d m ean in gfu l lea r n in g an d well- bein g r equ ir es r efu s in g t h e idea
of “ lea r n in g loss .”
-Fixating on Pandemic “Learning Loss” Undermines the Need to Transform Education
Besides… “Learning Loss” isn’t what we should be even talking about right now, anyway!
Racial Literacy: An understanding of the origins and function of race in US schools and society. It is essential to the work of educational leaders.
“Learning loss research is driven by a deficit theory...And the thing about deficit theories is that they are usually expressions of racial bias more than they are objective statements of truth.”
“Learning Loss”Standardized Testing
Deficit Theory
Racial Literacy
Dr. Lewis Terman - Stanford
Deficit Theory
White Supremacy
Systemic Racism
Dr. Clarence Gamble - Harvard
“There are significant racial differences in general intelligence.”
What tha!?!
Two Concrete Steps:
1. Discontinue using the Stanford-Binet I.Q. Test2. Remove Learning Loss from our vocabulary
Doing so...
● Reduces Deficit Thinking
● Is an indicator of Racial Literacy
● Helps breakdown harmful silos so they can be replaced by integrated, evidence-based, systemsPBIS and ISF.
The broad purpose of PBIS is to improve the effectiveness, efficiency and equity of schools and other agencies. PBIS improves social, emotional and academic outcomes for all students, including students with disabilities and students from underrepresented groups.
Interconnected Systems Framework (ISF)Defined
• A structure and process for education and mental health systems to interact in most effective and efficient way
• Guided by key stakeholders in education and mental health/community systems, youth and family
• Who have the authority to reallocate resources, change role and function of staff, and change policy
Key Messages
1. Single
System of Delivery
2. Access is
NOT enough
3. Mental
Health is for ALL
4.MTSS
essential to install SMH
One Set of Teams
Success defined by Outcomes
ISF: Creating a Human-Centered System
• School and community invests in common way of work guided by core features of PBIS/MTSS.
• Eliminate the cycle of disadvantaged families (e.g., differential access to housing, healthcare).
• Formal routines that shape daily routines and teaming routines.• Invest in proactive/preventative measure.
– Uncover unmet needs, resources and gaps
• Describes to stakeholders how interconnected effort will be different.
Examining your current system•Are resources distributed equitably?
-staffing, sports/clubs/activities/transportation/physical building
•Does your data system inform equitable decision making? (disaggregated by sub groups including special education)•Do your teams review community data and make adjustments based on specific community/neighborhood need?•What are some unintended side effects from policy/procedure decisions?•How does practice -> policy-> feedback loop benefit/harm disadvantaged youth, families?•How does your professional development allow for time to apply new content? How do you track fidelity before assigning blame to students?•Do you have a co-response model (discipline and mental health response) for supporting students who exhibit behaviors that are communicating to us that they are hurting and need us to do something different?
Vulnerable Decision Points
Vulnerable Decision Points• A specific decision in which
we are more likely to act from implicit bias
• Less likely to use evidence-based instructional approach
VDPs from National Data• Subjective problem behavior
– Defiance, Disrespect, Disruption– Major vs. minor
• Hallways• Classrooms• Afternoons
Vulnerable Decision Points (VDPs)
• Reflect on the types of behaviors, students, times of day you are – Most likely, – Least likely – To react versus fall back on an evidence-based practice (e.g. re-teaching,
praise around, etc.) • Self-assessment (record yourself) or peer observation• Patterns of office discipline referrals
• The goal is to use evidence-based practices regardless of the behavior.
Neutralizing Routine
In a VDP, we need an alternative • Neutralizing Routine, An instructional response to unwanted
behavior instead of a harsher one. • It is a quick, clear, doable action that interrupts the chain of events
and keeps students involved in instruction.• Learning strategies to help educators respond in line with their
values.https://bit.ly/neutralizingroutineoverview
Neutralizing Routine
5 critical features1. If-then statement
a. “IF a student ignores my request, THEN I will pause, take a deep breath & remain calm.”
2. Brief3. Clear steps (1, 2, 3...)4. Doable5. Interrupts the chain of events
Neutralizing Routine Examples
TRY • Take a deep breath • Reflect on your emotions• Youth’s best interest?
– “Let’s TRY that again.” – “Let’s TRY it a different way.” – “Let’s TRY it how we do it at
school.”
• If a student refuses to get started on a task, then I will calmly say “Let’s talk at the next break.”
• If a I hand out a worksheet and a student puts their head on their desk instead of getting started, I will get curious about what’s going on for them and ask about their needs privately.
Goal is Evidence-Based, Instructional Practices
Teach• Re-teach• Remind/ Prompt• Praise Around• Active Supervision & Proximity
• Establish & Maintain the Relationship• Stop punishing the hurt• Get rid of the systems and practices that ham: Replacement behaviors (BEST
PRACTICES)
Exit Chat
• What’s your takeaway? • How will you use that to shift your work? (Turn it into action)?
Q & A and More Resources
Resources
• Culturally Responsive School Mental Health Interventions - Presentation by Dr. Janine Jones, UW SMART Center and UW College of Ed
• MHTTC Racial Equity and Cultural Diversity Resource Page• Reducing Racial Aggression Disparities via ISF-aligned Discrimination Interevention
• Supporting SMH in the Context of Racial Violence• PBIS Culturally Responsiveness Field Guide • Advancing Education Effectiveness: Interconnecting School Mental Health and School-
Wide PBIS, Volume 2: An Implementation Guide: https://bit.ly/ISFGuideV2• Treatment & Services Adaptation Center https://traumaawareschools.org/
• 2021 UW SMART Center Speaker Series https://bit.ly/SpeakerSeries2021
• Northwest PBIS Network Conference (Feb 24-26)
• Association for Positive Behavior Supports Conference (Mar 17-19)
• Pacific Southwest School Mental Health Wellness Wednesdays: Every 2nd Wednesday of each month, 2-3 p.m. PT: REGISTER HERE >
Upcoming learning opportunities
Registration opens TODAY!
https://mhttcnetwork.org/centers/global-mhttc/school-mental-health-curriculum-always-and-now-learning-series
Pacific Southwest MHTTC
Contact InfoEmail: [email protected]
Phone: (844) 856-1749
Website: https://mhttcnetwork.org/pacificsouthwest
Join the Pacific Southwest MHTTC Newsletter!https://tinyurl.com/pacsw-mh-news
CONNECT WITH US ON SOCIAL MEDIA:@PSMHTTC
Northwest MHTTC
Contact InfoEmail: [email protected]
Phone: (206) 221-3054
Website: https://bit.ly/NWSMH
Join the NW MHTTC School MentalHealth Newsletter!https://bit.ly/NWSMHsignup
CONNECT WITH US ON SOCIAL MEDIA:@NorthwestMHTTC
West Coast ISF Webinar Series
All sessions 3:00 – 4:30 pm PTModule 1: ISF in Virtual Conditions•10/20/20 - ISF Systems in Virtual Conditions •10/22/20 - Secondary Traumatic Stress and Educator Well Being Module 2: ISF + Trauma Informed Approaches•10/27/20 - ISF Systems & Trauma-Informed Approaches•11/5/20 - Virtual Adaptations of Psychological First Aid•11/17/20 - Virtual Adaptations of Trauma Informed Skills for EducatorsModule 3: ISF + Tiers 2 & 3•12/1/20 - ISF Systems and Tiers 2 & 3 •12/3/20 - Virtual adaptations of SSET/Bounce Back Module 4: ISF & Equity•1/12/21 - Secondary Traumatic Stress & BIPOC Educator Well Being •1/19/21 - ISF Systems & Equity •1/21/21 - Racial Violence and Trauma and Schools ISF West Coast Town Hall•1/26/21 - ISF systems & practices in this moment with Susan Barrett & USC Faculty
https://mhttcnetwork.org/centers/pacific-southwest-mhttc/isf-west-coast-party-systems-structures-leadership-data-practices
Thank you!
This work is supported by grant SM 081721 from the Department of Health and Human Services, Substance Abuse and Mental Health Services Administration
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ISF Series Page:https://bit.ly/ISF2021