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Making it All Work Together. Patti Hershfeldt Mid Atlantic PBIS Network Center for Social Behavior Supports (West). Discussion. Did you notice that often we focus on the one dot in the middle. We miss all the space on the slide.
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Making it All Work Together Patti Hershfeldt Mid Atlantic PBIS Network Center for Social Behavior Supports (West)
Discussion • Did you notice that often we focus on the one dot in the middle. We miss all the space on the slide. • We need to broaden our perspective to explore all possibilities and opportunities.
Where are we going with this? • Why align? • When to consider alignment? • How to align? • Use what you already have: the matrix, curriculum… • Thinking about key features/language that are shared across initiatives/interventions • Tools to help with alignment
Develop a SharedUnderstandingLanguage SWPBIS MTSS RTI Others? PBS PBIS
Culturally Equitable Social, Emotional & Behavioral & Academic Competence Implementation Logic OUTCOMES Outcome data (social behavior, academic achievement, Progress Monitoring, Fidelity) SYSTEMS DATA What we do to support adults to implement the practices PRACTICES What we do to support students
All Students -- All Needs Meet needs of the whole child: • Behavior • Social Emotional • Academics • Mental Wellness Additional Lenses: • Trauma informed • Culturally responsive • Equitable practices MTSS, Second Step, Responsive Classroom, Restorative Practices
PBIS/MTSS is the Umbrella College Career Ready Bully Prevention Social Emotional Learning Substance Use Prevention Teach and reinforce desired behaviors Training and on-going support to ensure fidelity of Implementation Improved efficiency of team time Use your data Substance Use Prevention College Career Ready Second Step Trauma Informed Practices Behavioral Health Services Bully Prevention Social Emotional Skills development
The Reality is.. We typically only disagree on about 15% of all the issues We really can … Them Us Successful students Discovery approach Explicit approach Successful educators Differentiate supports Eclectic research base Measure outcomes Specific research base Use information to get better Use effective practices Specific required measures Self selected measures
When to Consider Alignment? • When taking on new initiative(s) • When new leadership has priority initiative(s) • When there are new mandates • When there is initiative fatigue (Project 1= Monday, Project 2 = Wed., Project 3 =Thurs.) • When there are changes in funding R. Horner
R. Horner Getting Started • Start at the End • ….First define the outcomes for children and families • Too often we start with the initiatives: • Given that you are already doing X, please add Y and A • We are already implementing Positive Action and are now asked to add PBIS and Mental Health First Aid • New mandate / funding to add X, Y, and Z • Implement Restorative Practices, Bully Prevention, PBIS, and Ripple Effects
Effective Alignment Begins with Student Outcomes • Define the benefits for students • Define the measure of student benefits • Office Discipline Referrals • DIBELS reading • Easy CBM Math • Course Grades R. Horner
PBIS/MTSS is the Umbrella College Career Ready Bully Prevention Social Emotional Learning Substance Use Prevention Pause for a minute, take a deep breath and consider what else you are doing that is unique to your school? Teach and reinforce desired behaviors Training and on-going support to ensure fidelity of Implementation Improved efficiency of team time Pause for a minute, take a deep breath and consider what else you are doing that is unique to your school? Use your data Substance Use Prevention College Career Ready Second Step Trauma Informed Practices Behavioral Health Services Bully Prevention Social Emotional Skills development
STOP: Interrupt & model respect, rather than watch or join in WALK: Invite people who are being disrespected to to join you and move away. Invite those who are alone to join in. Expectations Stop: Interrupt, Say “that’s not ok.” Walk: Walk away Don’t be an audience Talk: REPORT to an adult
Social Emotional/Mental Health Social Emotional
Align with Second Step Cross-walk school-wide teaching matrix with Second Step • Identify areas to align language • Determine if Second Step can be anchored to SW expectations, College & Career Readiness, etc. • Identify overlap with behaviors reflected in matrix and skills reflected in second step • Consider using Second Step Lessons along side or in place of school-wide lessons if there is clear alignment
Culturally Responsive Lens…Gather Feedback from all Stakeholders • Staff • Engage them in development of matrix OR develop a draft and engage them in a review to provide feedback • Students, Families, Communities • Engage small group of students representative of all students to solicit feedback • Engage all or focus group of family members with matrix to ensure behaviors honor collective values
Culturally Responsive Adaptation: Personal Matrix (Leverson, Smith, McIntosh, & Rose, in prep) • Tool to assist in recognizing differences in various areas of daily life • The tweak: • Take school expectations and… • Add differences at home • Add differences in community • How can you use this tool? When?
Embed Into the Curriculum Character study Reading Books Civic Engagement, Social Studies Using Technology with Instruction Morning Meetings Using Cooperative Learning Groups
f Embed into the Curriculum Fidelity and student feedback
Embed in the Curriculum System for developing lessons plans includes student participation
Embed Into the Curriculum- Secondary Reading Books Civic Engagement History/Current Events Class Meetings Using Cooperative Learning Groups Debate
TIER II: Supplemental, Targeted TIER III: Intensive, Individualized High School Freshman Math Informal Teacher “see me before/after school” support 40 % ? % Lack of systemic supports for students starting to indicate need 60% Responsive to 60% of freshman student math needs with core curriculums 29
Progress monitoring: Student Academic growth to benchmark; student attendance High School Freshman Math Outcome data: 60% of freshman are meeting math academic benchmarks at end of 2ndqtr OUTCOMES SYSTEMS DATA Schedule arranged for strongest math teachers to work with students needing addtl support PRACTICES Tier 2 Academic Instruction Group targeting closing the gap
Cultural Responsiveness: SWPBIS leadership teams not only include stakeholders as team members but also actively elicit ownership, voice, and broad representation of their families and communities, especially underserved families and cultures. Although teams should be small enough to be efficient, family voice is critical. If team size is a concern, consider the use of a subcommittee structure and have families represented on the subcommittees.
Mental Health Integration: School-wide expectations foster skill building, positive relationships, and focus on teaching social and emotional competencies. Families, students and community participate in development of the expectations. All elements of the social emotional curriculum including community enhancements are linked the behavioral expectations.
Restorative Practices: Students have been taught (a) how to have informal RP conversations with affective statements and questions, (b) the RP circle process, and (c) what to expect if they are ever involved as a stakeholder in any role in a formal RP conference. In the classrooms, RP circles and/or Stop Everything and Dialogue (SEAD) activities (Anderson, n.d.; Riestenberg, 2012) are among the methods used to teach expectations.
High School: Stakeholder involvement insures ALL voices have dialogued around the issues and have created a perception of “doing it together”. Student involvement through forums and/or opportunities (i.e. youth empowerment summit) allow students to connect and increase consistency across school and other settings. Parent involvement through focus groups/surveys provide a bridge to cultural competence. Data from focus groups and surveys can also help initiate or support local and statewide commitment to SWPBIS.
Cultural Responsiveness: Teams regularly disaggregate their discipline data as an effective and objective way to asses and monitor equity in student outcomes. Teams are purposeful in examining inequitable outcome data first from a systems perspective, before viewing it as an issue with an individual student or family
Academics: (R-TFI) Elementary: The School Leadership Team and Grade-Level Teams use a process for data-based decision making for the health of the school-wide reading system to include: % of students at risk; % of students responding to interventions; % of students remaining at-risk; and % of students with reduced risk. At least 3 times a year all new reading data is analyzed; resulting in a summary of celebrations, precise problem statements and generation of a hypothesis as to the contributing factors. Analysis of data validates hypothesis and refines the implementation plan. Secondary: Department Teams and the School Leadership Team use a data-based problem solving model. Teams use a process for data-based decision making for the health of the school-wide reading system:% of students at risk; % of students responding to interventions; % of students at remaining at-risk; and % of students with reduced risk. At least 3 times a year data all new reading data is analyzed, resulting in a summary of celebrations, precise problem statements and generation of a hypothesis as to the contributing factors. Analysis of data validates hypothesis and refines the implementation plan.
What? One Fidelity Measure Can we use Core Features to guide design of one fidelity measure that can be used to assess implementation across different initiatives? R. Horner
Can We Build a Unified Professional Development Model? • Integrated Training Models use training from different initiatives to build a desired set of core features. • Sequential training models build layers of competence • Skills crossover (behavior specific praise, data tallying, …) • What else?
Can We Align Professional Development? • Define core features of effective environment • Define contributions from each initiative to the core features • Define how Professional Development will focus on core features across initiatives
Can We Resolve Logic Model Conflicts? When logic models are in conflict…build a narrative that indicates either how these can co-exist or will be managed • Cultural standards • Use of rewards • Reading instruction
Alignment worksheet • How can core features of the Effective Innovations (programs, initiatives, etc.) better align or be leveraged? • Share resources (e.g., people who are supporting similar core Effective Innovations components can be leveraged to support the new or consolidated). • Share activities (e.g., professional development) • Share information (e.g., data collection) • Can Effective Innovations be eliminated or consolidated to better meet our goals through efficiency and effectiveness? What would this look like?
