Interconnected Multi Tiered Systems of Support IMTSS Cheryl

Interconnected - Multi Tiered Systems of Support (I-MTSS) Cheryl Goldberg-Diaz, Program Manager Corinne Foley, Program Manager Kami Murphy, PBIS Coordinator Desert/Mountain SELPA and Children’s Center

Big Picture School Challenges Increasing number of youth with undiagnosed mental health needs Rising rates of suspension and expulsion Increased rigor and Common Core State Standards Students living in toxic stress and trauma

Interconnected Multi-Tiered Systems of Support (I-MTSS) Primary Intervention: School/Classroom. Wide Systems for All Students, Staff, & Settings ~5 % Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Needs ~15% Secondary Prevention: Specialized Group Systems for Students who need more supports Main Ideas: 1. 2. 3. Invest in prevention first Multiple tiers of support/ intensity Early/rapid access to support ~80%

Interconnected Multi-Tiered Systems of Support Defined IMTSF uses the tiered prevention as the overall organizer to develop an action plan. IMTSF involves cross system problem solving teams that use data to decide which evidence based practices to implement.

Interconnected Multi-Tiered Systems of Support Defined IMTSF provides structure and process for education and mental health systems to interact in most effective and efficient way. IMTSF is guided by key stakeholders in education and mental health systems who have the authority to reallocate resources, change role and function of staff, and change policy. IMTSF applies strong interdisciplinary, cross-system collaboration.

Academic Continuum

Few Students Intensive, Research-Based Interventions Frequent Progress Monitoring Some Students Supplemental Targeted interventions Frequent Progress Monitoring All Students Common Core State Standards Smarter Balanced Assessments

Behavior Continuum

Few Students FBA/BIP Person-Centered Individualized Plans Frequent progress monitoring Some Students Small groups or individual support Frequent progress monitoring to guide intervention design All Students Universal Prevention School-Wide Behavioral Expectations Reinforcement of Expected Behavior

Social/Emotional Continuum

Few Students Individual/Group/ Family Therapy Frequent Progress Monitoring and Data Collection Outreach to families for support/intervention Some Students MH Co-Facilitation of Social Skills Groups Frequent Progress Monitoring All Students Universal Social Skills Alignment of Key Resources

Student Assistance Program (SAP) To reduce risk factors, barriers, and stressors of kids, youth and their families Social Skills Groups Bully Intervention Skills Substance Abuse Education Health Living/Wellness Education Identifying Risk Factors to Educators Connecting to Community Resources

Positive Behavior Interventions and Supports (PBIS)

Define School-wide Expectations for Social Behavior Identify 3 -5 Expectations Short statements Positive Statements Memorable Examples: Be Respectful, Be Responsible, Be Safe, Be Kind, Be a Friend, Be-There-be-Ready, Hands and feet to Self, Respect Self, Others, Property

Teach The Behavioral Expectations Transform broad school-wide expectations into specific, observable behaviors - Matrix Teach in the settings where behaviors occur Teach (a) the words, and (b) the actions. Teach “When” as well as “How” to behave Build a social culture that is predictable, and focused on student success

School-Wide Expectations

We Learn. . . 10% of what we READ 20% of what we HEAR 30% of what we SEE 50% of what we both SEE and HEAR 70% of what is DISCUSSED WITH OTHERS 80% of what we EXPERIENCE PERSONALLY 95% of what we TEACH someone else

Universal Prevention in Class Tier 1 Create a Positive, Organized Classroom Environment Teach Structure and Routine Visual schedule for primary –specific On white board for older students Give Clear and Concise Directions Task analyze projects, research papers, multi-step math problems, etc. Write out the steps

Universal Prevention in Class Tier 1 Engage Students with Compelling Tasks Repetition- 24 Repetitions for 80% Retention Rehearse and Elaborate Novelty Partner Strategies

Universal Prevention in Class Tier 1 Create a Safe, Predictable Learning Environment Teach Social Skills Empathy Conflict Resolution Manners

Does Movement Really Matter? “Third and fifth grade students’ brains were viewed after exercise. The hippocampus for working memory is not the only brain area that is powered up after physical exercise. Executive functioning is the frontal lobes was also observed to highly activated following physical exercise. Classroom outcomes included improved math, logical thinking, and reading, according to research. ” From Building the Brain for Reading Grades 4 -12 by Pamela Nevills

Heavy Work and Rhythm Breaks Change the psychological state of your students every 20 minutes! Wall Push-Ups (include academics) Popcorn Cross Crawl/Cross Pattern Movements

Refocus and Calming Activities Listening Ears Butterfly “eights” in air or on cards Heart to Home Breathing Also great after recess and transitions!

Targeted Intervention and Supports Tier 2 As with clothing, one size does not fit all!

Student Recommended for CICO Check In Check Out Cycle CICO Coordinator Reviews individual student outcome data every 2 weeks, averaging % of goals met per student. CICO is Implemented Morning Check-in Daily Teacher Evaluation Parent Feedback Afternoon Check-out Bi-weekly Intervention Team Meeting to Assess Student Progress. At 4 weeks, student continues if successful or Reverse Request for Assistance if not responding Revise Program Exit Program

Fort Irwin Middle School P. A. W. S. (Positive Action With Support)

H. U. G. (Hello, Update, Goodbye) Name: ______________ Date: ________ Please indicate whether the student has met the goal during the time period indicated: Meets = 2 pts So, so = 1 point Doesn’t meet = 0 pts HUG Daily Goal _____/_____ HUG Daily Score _____/_____ Teacher Comments: Please state briefly any specific behaviors or achievements that demonstrate the student’s progress. Goals AM to Recess AM Recess to Lunch Recess PM Be Safe J K L J K L Be Kind J K L J K L Be Responsible J K L J K L Total Points Teacher Initials Parent’s Signature __________________ Parent’s Comments __________________________________________________________________

Profile of a Student for CICO Adult Seeking Behaviors Engages in Mild Acting Behaviors Talking out Off task Behavior NOT Related to Work Avoidance Problem Behavior in Multiple Settings

Curriculum Adaptations Level of Participation Pre-Correct Errors Increase Rewards of Acceptable Behavior Time In

Curriculum Adaptations Task Size Time to Complete Level of Support Input Method Output Method

Social Skills Groups Based on student needs and skill deficits Focus and reinforce school expectations Non-therapeutic Teach students Establish need Break down the skill Model Rehearse Specific feedback Generalization

Clinician’s Role Before INDIVIDUAL/DIRECT MINUTES WITH STUDENTS TIME SPENT IN ROLES SUCH AS PBIS TEAM MEMBER, GROUP FACILITATOR, COACH, ETC.

Clinician’s Role After INDIVIDUAL/DIRECT MINUTES WITH STUDENTS TIME SPENT IN ROLES SUCH AS PBIS TEAM MEMBER, GROUP FACILITATOR, COACH, ETC.

Intensive Individual Supports Tier 3

Intensive Classroom Support Container of fidgets available Take a Break Weighted lap buddy Heavy Work Bands Referral for Individual Therapy

Prevent, Teach, Reinforce (PTR) Five steps: 1. Team development— 30 minutes if applicable 2. Goal setting— 30 -45 minutes 3. PTR assessment— 30 -60 minutes 4. PTR intervention— 45 -90 minutes Coaching support (up to 12 hours) 5. Evaluation— 30 -40 minutes Teams receive manual and assigned activities to be completed in each step.

Based on the Illinois PBIS Network’s WRAP Planning Jo. Anne Malloy, University of New Hampshire Institute on Disability Lucille Eber, Illinois PBIS Network

Phase 1: Engagement, Assessment and Team Identification Phase 2: Initial Implementation and Family Goal Statement Phase 3: Implementation and Monitoring Phase 4: Transition to Less Intensive Supports

Youth with multiple needs across home, school and community Students for whom Tier 2 interventions have been unsuccessful Youth at-risk for change of placement (not responding to current systems/practices) The adults in the youth’s life are not effectively engaged in comprehensive planning

The Facilitator holds the first meeting and. . . Ensures the family/guests are met at the door and enter first Introduces the team using roles, not titles Shares the Working Agreements Facilitates a discussion of strengths and needs Facilitates prioritizing of needs Leads the creation of the family goal statement Creates a plan for next steps Documents and distributes the plan to the team

The Team Meets as Determined to. . . Update the Progress of first steps and review data Adjust/adapt the plan based on data Continue implementing strategies built upon the strengths of the student (and family). Put in place a system for communication (updating relevant staff and team members not present at the meeting.

Update Interventions in Place - Data Define “Good Enough” Transition to less intensive supports – Tier 2

Students cannot benefit from interventions they do not experience. © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Resources Department of Behavioral Health Special Education Local Plan Area (SELPA) 211 U. S. Department of Education – Guiding Principles A Resource Guide for Improving School Climate 2014 PBIS. org

Contact Information Desert/Mountain SELPA and Children’s Center Cheryl Goldberg-Diaz, Program Manager 760 -955 -3607 Corinne Foley, Program Manager 760 -955 -3569 Kami Murphy, PBIS Coordinator 760 -955 -3582