Integrating Community Supports with MTSS A Case for

Integrating Community Supports with MTSS: A Case for a Trauma. Informed Community Schools Model Meg Garton & Candace Mulcahy | TECBD

S L I D E T I T L E H E R E Agenda § Challenges to current school structures § Features of community schools § Features of MTSS § An integrated approach to harness community resources § A case example § Next steps 2

Challenges to the Current Structures

S L I D E Historical Oppressio n and Privilege Teacher Preparatio n T I T L E H E R E Curriculum and School Practices SCHO OL Complex Needs of Students 4

S L I D E Historical Oppression and Privilege Curriculum and School Practices H E R E Complex Needs of Students Cultural and Linguistic Diversity Teacher Preparation Trauma and Stress among Students and Families T I T L E SCHO OL Access to Community Services 5

S L I D E Teacher Preparation Historical Oppression and Privilege Trauma and Stress among Students and Families Complex Needs of Students T I T L E H E R E Curriculum and School Practices Cultural and Linguistic Diversity SCHO OL Access to Community Services 6

S L I D E T I T L E H E R E 7

S L I D E T I T L E H E R E § Lack of identification of student needs (perceived universal social/emotional/behavioral screening barriers, internalizing behaviors) § Alignment: Current interventions for students (academic & social/behavior/emotional) may not match needs of population/community § Implementation: interventions/programs/practices have inadequate fidelity (lack of training, coaching) § Siloed model: Challenges to school staff and community providers to address needs in traditional or co-located manner § Data: Difficulty in data sharing leads to lack of data informed decision making 8

One “solution”: Community Schools

S L I D E T I T L E H E R E Interagency Collaboration as a framework… ØSchool-linked Services ØWraparound ØExpanded School Mental Health ØSchool-Based Health Services ØInterconnected Systems Framework ØFull-Service Community Schools Not a new thing… 10

S L I D E T I T L E H E R E Community schools are both a strategy and a place Ø Ø A strategy aimed at bringing together educators, families and community stakeholders to attain collective impact A Community School acts as a hub, offering, “an integrated approach to academics, health and social services, youth and community development, and community engagement, ” to connect and cultivate assets in the community and to link families to services (Maier, Daniel, Oakes, & Lam, 2017, p. 1). 11

S L I D E T I T L E H E R E Community School Pillars 12

S L I D E T I T L E H E R E What does it look like? Community School Intentional school transformation strategy focused on collective participation Braid additional resources to develop collaborative systems Integrate learning opportunities that develop cognitive, social, emotional, physical and civic competencies Build social capital—enhance networks and relationships that support learning and create opportunities for young people Inform through shared data and team membership Traditional Model Periodic participation & not tied to whole school efforts Siloed, non-aligned operation of community partners and programs Added on or parallel learning opportunities beyond academics that do not align to curriculum Networks are not known or acknowledged to promote maximum collaboration Data may be collected but not shared across stakeholders & team membership may lack representation or decision making authority 13

S L I D E T I T L E H E R E 14

S L I D E Teacher Preparation Historical Oppression and Privilege Trauma and Stress among Students and Families Complex Needs of Students T I T L E H E R E Curriculum and School Practices Cultural and Linguistic Diversity SCHO OL Access to Community Services MTSS 15

Features of Multi-Tiered Systems of Support

Multi-tiered System of Supports

Key Systems Features of MTSS q q q Collaborative team-based approach: determination, implementation, assessment of interventions Expectations for high quality, evidence based instruction in general education classrooms Universal screening to identify need for additional support Increasingly intense, layered application of an array of highquality, evidence-based instruction matched to individual needs Continuous progress monitoring to determine impact of interventions Ongoing professional development including training & coaching q Mc. Intosh & Goodman, 2016

An Integrated Approach

S L I D E T I T L E H E R E Community School strategies & MTSS framework promote: Integration of supports Establishing system wide organization Engagement of all stakeholders (student, school, home, community) Ø In addition, MTSS: Based on implementation science research Promotes organizational capacity development through identified core drivers (teaming, coaching, training, fidelity assessments, data informed decision making, facilitative leadership) Thus promoting a sustainable system aimed at achieving positive outcomes for all (Fixsen, Naoom, Blase, Friedman, and Wallace, 2005). 22

MTSS & Community Schools 6 Critical Features MTSS 1. Team based leadership & coordination 2. Evaluation of implementation fidelity 3. Tiered Continuum of Evidence based practices 4. Continuous data based progress monitoring and decision making 5. Comprehensive universal screening 6. On-going professional development including coaching with content expertise Community Schools 1. Community partners integrated within teams 2. Fidelity of data, systems, practices checked regularly at school & partner agencies 3. Protocol for selecting EBP’s at all tiers (including CBO partners) & consideration for contextual fit 4. Integration of community and school data for decision making 5. Screening informs “in, on & off” intervention decision rules including partner agency’s 6. Community partners & schools attend integrated professional development

A framework is like a toothbrush…. everyone has one and no one wants to use anyone else’s. ERIC BRUNS, PHD UNIVERSITY OF WASHINGTON ASSOCIATE DIRECTOR, UW SMART CENTER 24

Regional Implementation Case Example

S L I D E T I T L E H E R E County Collaborative Supporting development of culturally responsive, trauma-informed community schools that integrate school and community resources utilizing a Multi. Tiered System of Supports 26

S L I D E T I T L E H E R E Membership § 11 districts, 43 county agencies/community based organizations § 5 x/year: meet as a whole group to align resources, share information and maintain a collaborative spirit among agencies § 3 subcommittee working groups: voluntary membership n n n Education Behavioral Health Family Resource 27

S L I D E T I T L E H E R E Data Informed § Data collection for continual improvement: n Graduation rates ▪ School attendance ▪ Literacy rates ▪ Kindergarten readiness ▪ Domestic violence ▪ Child abuse ▪ Sexual abuse ▪ Substance abuse ▪ Mental health concerns § Risk and protective factors youth survey in schools across the county. § Surveys provide data that fuel grant proposals, agency planning and strategic resource alignment across the county. 28

S L I D E T I T L E H E R E MTSS Inventory Tier 1 Tier 2 Tier 3 • SW-PBIS • Primary Project • Wrap/Renew • Second Step • NYS Mentoring • Botvin's Life Skills* • Check In/ Check Out • Youth Advocate Program Mentoring (before involvement with court)* • Project Success* (substance prevention in middle and high schools) • FACT* (Family Access and Connection Team) • PINS Diversion* • Responsive Classroom • Why Try* • Satellite MH Office in School Building* • Goal Attainment Scaling Restorative Practices at all Tiers 29

S L I D E T I T L E H E Regional Implementation 1 -3 Districts Responsive Classroom Covey: Leader in Me 4 -6 Districts 7 -9 Districts 10 -11 Districts Primary Project Restorative Practices Wrap/Renew Trauma Informed Work Satellite MH Offices (every building, every district) SRO NYS Mentoring Delphi (Life Skills) YAP Mentoring Second Step Thriving Families Program Why Try Check-In/Check Out Therapeutic Crisis Intervention Training FACT (Family Access and Connection Team) SW-PBIS Our Community Reads 30

S L I D E T I T L E H E R E Trauma Informed § Programs, agencies & school districts have adopted the trauma-informed approach as defined by SAMHSA (2014) n n Realizes the widespread impact of trauma and understands practical paths for recovery; Recognizes the signs and symptoms of trauma in clients, families, staff, and others involved with the system; Responds by fully integrating knowledge about trauma into policies, procedures, and practices; and Seeks to actively resist re-traumatization 31

S L I D E T I T L E H E R E Trauma Informed § Screened Paper Tigers & Resilience & included panel discussion forums § Trauma 101 training for 80 professionals § Youth Mental Health First Aid training for 180 individuals § The Impact of Trauma on Learning training for four clinicians or Head Start educators. § Therapeutic Crisis Intervention (TCI) training for school district staff § Restorative practices implemented at all Tiers, across all districts 32

Next Steps

S L I D E T I T L E H E Regional Activities § Encourage use of Set-Aside funds § Increase shared services through a Co-Ser* § Conduct professional development on Integration of CS & MTSS § Facilitate emerging regional/county collaboratives through strategic planning & alignment 34

Thank you! MEGAN GARTON, MSED CANDACE MULCAHY, PHD Assistant Director, NYSED Central/Western Region Community Schools TAC Associate Professor, Special Education Doctoral Candidate, College Of Community And Public Affairs mgarton@binghamton. edu 35 Department Chair, Teaching, Learning And Educational Leadership cmulcahy@binghamton. edu