Aligning Initiatives in a Multi-Tiered System of Support Framework

1. Aligning Initiatives in a Multi-Tiered System of Support Framework McKenzie Harrington-Bacote Laconia, NH Michael Petrasek & Emily Jordon Ohio

5. Social Competence & Academic Achievement SW-Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

6. Key Features of Effective Alignment • Align multiple initiatives at the organizational level where a common budget authority exists. • Align multiple initiatives by using a common outcome measureto assess effectiveness. • Build aligned professional development by comparing and combining the “core features” of multiple initiatives. • Compare fundamental assumptions • Start with common “core features” and compare the practices used to achieve these features. • Determine how to incorporate additional core features with efficiency • Build single Professional Development curricula that combine core features. Goodman & Horner, 2016

7. Will Require District-wide Systems and Processes

8. District-Wide Basic Logic • All schools receive training & support to implement essential Universal behavior support practices and systems - Local variations • District develops (and revises based on outcomes) a standard Tier II and III system including integrated practices • A percentage of current behavioral expertise must move from traditional case by case, to supporting school team Tier II & III systems

9. Example District-wide Tier II System • Data-based student identification • # of behavior infractions (majors/minors) • Teacher referral (standard district form) • Screening (standard district-wide tool) • Limit range of practices • Self-management (CICO, Check & connect) • Social Skill Instruction (2-3 curriculum) • Academic Supports (RtI, accommodations)

10. District Data-Based Decision makingTFI & SAS

11. Rethinking Professional Development and Technical Assistance • Moving from a case by case expert model to building “expertise” in the school • Primary focus of TA is on teaching the school team to solve problems or address challenges for themselves with district resources • However, need for specialist will always remain to assist students and teachers

12. SCTG LEA integration McKenzie Harrington-Bacote, M.Ed. Laconia School District, NH Administrator, Office of School Wellness

13. Key objectives

14. background

15. Where did we begin?

16. 2013-2014 snapshot District Population: Approximately 2,000 pre-K through 12th grade students Schools: 3 Elementary Schools 1 Middle School 1 High School 1 Technical Center Free/Reduced Lunch Rate: 60% district-wide 1 elementary school at 74% McKinney-Vento eligible:6% • Office Discipline Referrals: 8,060 • In-school suspensions: 743 • Out-of-school suspensions: 517 • Habitually Truant: 136 • Higher rate of students with disabilities vs. state average (1 elementary at 33%) • 60 open DCYF cases involving 103 children with 58 children in placement • 30 open CHINS cases • 83 open JJS cases with 25 children in placement

17. timeline 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

18. PBIS District Leadership Team • Grants Administrator • PBIS District Coordinator • Building Principals • Student Services Administrators • Assistant Superintendent • Internal PBIS Coaches (Behavior Support Specialists, Teachers, Counselors, Social Workers) • External PBIS Consultants (as needed) • External Evaluator, Antioch University Core Management Team Community Partners & School District Staff organization Office of School Wellness Staff: Grants Administrator PBIS District Coordinator 3 School-based Social Workers Licensed Alcohol/Drug Counselor 2 Mental Health Clinicians Training/Marketing Coordinator Health/Wellness Coordinator Homeless Education Facilitator Families in Transition Coordinator

19. NH-specific model that blends research-based school mental health practices with the PBIS framework. • Social-Emotional Learning (SEL) • Interconnected Systems Framework (ISF) • Student Assistance Program (SAP) • Trauma-Sensitive Schools (TSS) • Pyramid Model MTSS for Behavioral health & wellness Positive Behavioral Interventions and Supports (PBIS) *evidence-based, multi-tiered prevention framework that reinforces positive behaviors *creates an environment that supports student learning

20. Multi-Tiered System of Supports for Behavioral Health & Wellness (MTSS-B) School & Community Mental Health Family outreach Individualized supports ↑ School MH CMHC Collaboration Family & Community Engagement Early Childhood School Climate Risk Behaviors Infrastructure & Capacity Pre-K expansion SEL screening LADCs PYDSROs Training & PD PBIS TSS Family Engage-ment Safe & violence-free schools MH Access Reduced risk factors Collabo-ration & Knowledge Early Childhood SE Skills

21. Tier I fidelity

22. Tier ii fidelity

23. Tier iii fidelity

24. Odrs per 100 students

25. % of students with 0-1 odr

26. Disability disproportionality of odrs

27. In and out-of-school suspensions

28. Student & staff time gained

29. ISF & TSS Measures School-based mental health services Family engagement (Home visits)

30. Integration of supports & services MTSS-B: Preschool – Graduation

31. MTSS-B integration at tier i Funding Streams Funding Streams Project AWARE SS/HS Student Assistance Program SCTG Charitable Foundation Project GROW

32. MTSS-B integration at tier Ii Funding Streams Funding Streams SPARK NH SS/HS Student Assistance Program SCTG Project GROW

33. MTSS-B integration at tier IIi Funding Streams Funding Streams McKinney-Vento SS/HS Student Assistance Program SCTG System of Care Dropout Prevention

34. alignment DISTRICTWIDE OUTCOME MEASURES • All Schools held accountable (friendly competition) ELEMENTARY LEVEL ALIGNMENT • Responsive Classroom, Zones of Regulation, Diversity & Cultural Competence, Mindfulness, Botvin’sLifeskills, Parent Education, SEL screenings, ACES screener, TSS, High-Fidelity Wraparound MIDDLE/HIGH ALIGNMENT • RENEW, High-Fidelity Wrap-around, Mental Health Clinicians, LADC, Project SUCCESS, Mindfulness, Parent Education, YMHFA, Diversity & Cultural Competence, ACES Screener, SAEBERS, TSS

35. Support must be top-down and mandated by Superintendent with School Board support • One Administrator grant writing, coordinating funding streams, and directing implementation • PBIS District Coordinator and external MTSS Consultants critical to district-wide coordination and implementation • Pilot/prototype new ideas in 1-2 schools before district rollout • Cross-train staff • Include the “nay-sayers” for full-school buy-in Lessons learned

36. Strategically select key members for each Tier team and staff to receive intensive PBIS PD • Fidelity measures dip with Administrative and Staff turnover – this is unavoidable • Full implementation 5-10 years • Acronym overload – simple and consistent language is necessary • Never reinvent the wheel (don’t be afraid to ask) • Utilize Community Partners & Resources Lessons learned

37. Funding guidance COMPREHENSIVE/BUSINESS PLAN CREATED ALWAYS SEEK ADDITIONAL FUNDING BRAID FUNDING WHEN POSSIBLE WORK WITH SAU LEADERS TO MAXIMIZE AND RESTRUCTURE ENTITLEMENT FUNDING OSW CURRENT FUNDING: SCTG, SOC, SAP, PROJECT GROW, MCKINNEY-VENTO SUB-GRANT, DROPOUT PREVENTION, CHARITABLE FOUNDATION, SPARK NH

38. Questions? McKenzie Harrington-Bacote Laconia School District 39 Harvard Street Laconia, NH 03246 (603) 524-5710 mbacote@laconiaschools.org http://laconiaschoolwellness.weebly.com/

39. Positive Collaborations for PBIS Michael Petrasek and Emily Jordan

40. Ohio: The Buckeye State

41. State Level Collaboration and Integration

42. Healthy Schools and Communities Resource Team

43. Aligning the Work • Each grant presented on their goals and initiatives (Aug, Sept, Oct 2015) • Commonalities and alignment activity based on (Nov 2015) • Created and shared common activities crosswalk (January 2015)

44. Aligning the Work

45. Joint Efforts • PBIS is the Foundation for the Work • Public Value Statement • Using PBIS to Address Behavioral Health Info Brief and Next Steps Training • Youth Mental Health First Aid • Information Briefs

46. Ohio Interagency Council for Youth State level multisystem stakeholders focused on increasing access to quality behavioral health services Recommendations to the Ohio Family and Children First deputies and directors

48. Lessons Learned: Networks • Initially people will join because they don’t want to be left out, but….. • Need a shared vision and a commitment • An external process consultant helps • A paid leader helps

49. Lessons Learned: Networks • Shared leadership • Identified process/person for meeting minutes, document sharing, meeting agendas, securing a meeting location • Administrative Buy-in

50. Lessons Learned: Challenges • Large groups are inefficient - workgroups • Time and money • Plan for set-backs • “My work” comes first • Sustainability • Communication and documentation