JOIN THE CONVERSATION PBISLC 20 DataBased Decision Making
JOIN THE CONVERSATION #PBISLC 20
Data-Based Decision Making and Trauma Ami Flammini, Midwest PBIS Network Ami. flammini@midwestpbis. org
Experiencing Audio or Connection Issues? Call in Via phone: 646‐ 558‐ 8656 Meeting ID: 929 4275 1183
We Want You To Get the Most Out of Your Virtual Conference Attendance CHAT: If you have any questions or issues during this session, please chat us! (The chat will not be delivered to all participants, only to the presenter and facilitator. )
We Want You To Get the Most Out of Your Virtual Conference Attendance BREAKOUT ROOMS: During the session, your host may place you into a breakout room. Click Join Breakout Room. An alert will display two minutes before a breakout room ends. When the breakout rooms close, you will be given the option to return to the main room immediately or in 60 seconds. TIP: Zoom organizes participants alphabetically. We may ask you to change your name to help us to group participants into breakout rooms (for example, “Susan Smith” might enter “Hartford Elementary Susan Smith” to make it easier to be placed in a breakout room with her team). To change your name, open the Participants panel (Windows: Alt + U; Mac: Shift + Command + U), mouse over your name, and select More > Rename.
A Little Bit About Me • • • Small town Went to school Social work § Special education cooperative § Alternative school § Springfield public schools ‐ Magic of PBIS • • Private practice Taught yoga Opened a studio Now
Please Complete a Brief Survey at the End of This Session The link for this session’s survey is on the last slide of this presentation.
An Equitable, Multi -Level System of Supports This session connects to STRATEGIC USE OF DATA, SYSTEMIC IMPLEMENTATION, POSITIVE CULTURE.
Session Outcomes 1. Describe trauma‐informed care within the PBIS/MTSS framework. 2. Explain the need to measure how schools are making an impact. 3. Explore and identify pre/post data points to measure impact in your setting. Specific assessment line items connected to this session’s content: TFI, item 1. 1, 1. 2, 1. 4, 1. 5. , 1. 6, 1. 7, 1. 8, 1. 9, 1. 10, 1. 11
MIDWESTPBIS. ORG
What Does the Research Say? “Despite growing support and increased rate of which trauma‐ informed approaches are being promoted and implemented in schools, evidence to support this approach is lacking. ” Systematic review of current is unable to: 1. Demonstrate systemic or programmatic changes or outcomes 2. Unclear what schools are doing to be trauma informed Maynard, B. R. , Farina, A. , Dell, N. A. , & Kelly, M. S. (2019). Effects of trauma‐informed approaches in schools: A systematic review. Campbell Systematic Reviews, 15(1‐ 2), e 1018.
Statistics Demonstrating Need Suicide is 2 nd leading cause of death among young adults 63% increase in teens reporting symptoms of depression 46% of children in the US have experienced at least one adverse childhood experience (ACE) A steady rise in opioid use and deaths since the 90 s The CDC reports “electronic aggression” as an emerging public health problem • Any type of harassment or bullying that occurs through email, a chat room, instant messaging, a website or text messaging What is the need in your district and community?
Data Is The Driver Student response to your current implementation tells you… 1. Where to intervene? All, some, or few 2. What data to measure for impact?
Describe Trauma-Informed Care Within The PBIS/MTSS Framework
Public Health Implementation Framework Social Emotional and Behavioral Mental Health We organize our resources • Multi‐tier mapping, gap analysis So kids get help early • Actions based on outcomes (data!), not procedures We do stuff that’s likely to work • Evidence‐based interventions We provide supports to staff to do it right • Systems (e. g. , matrix, tickets, daily progress report, PD) And make sure they’re successful • • Coaching and support Progress monitoring and performance feedback Problem‐solving process Increasing levels of intensity
It’s A Framework! Academic Systems Behavioral Systems Tier III/Tertiary Interventions 1 -5% Tier III/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • Individual students • Assessment-based • High intensity Tier II/Targeted Interventions 5 -15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing Tier I/Universal Interventions 8090% • All students • Preventive, proactive 5 -15 Tier II/Targeted Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions 80 - 90% Tier I/Universal Interventions • Some individualizing • All settings, all students • Preventive, proactive
How/Where Does Trauma Inform Your Triangle? Academic Systems Behavioral Systems Tier III/Tertiary Interventions 1 -5% Tier III/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • Individual students • Assessment-based • High intensity Tier II/Targeted Interventions 5 -15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing Tier I/Universal Interventions 8090% • All students • Preventive, proactive 5 -15 Tier II/Targeted Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions 80 - 90% Tier I/Universal Interventions • Some individualizing • All settings, all students • Preventive, proactive
Outcomes Tier 1 Implementation Teaming & Leadership Data-Based Decision. Making Preventing & Responding to Inappropriate Behavior System for Feedback & Acknowledging Vision & Expectations Define Rules (examples) and Routines System for Teaching • Create a safe, predictable, and consistent environment • Replace inappropriate behaviors with skills • Establish and strengthen relationships • Replaces subjectivity with data‐driven decision making
Framework for Student Supports Purpose of PBIS …to make schools more effective and equitable learning environments for ALL students. Predictable Consistent Positive Equitable Trauma Responsive Safe Systems
Framework for Student Supports Purpose of PBIS National Child and Traumatic Stress Network (Coordinated by UCLA and Duke University) Predictable Consistent Positive Equitable Trauma Responsive Safe Systems Maintain usual routines. A return to “normalcy” will communicate the message that the child is safe and life will go on. www. nctsn. org
Framework for Student Supports Purpose of PBIS National Child and Traumatic Stress Network (Coordinated by UCLA and Duke University) Predictable Consistent Positive Equitable Trauma Responsive Safe Systems Set clear, firm limits for inappropriate behavior and develop logical—rather than punitive—consequences. www. nctsn. org
Framework for Student Supports Purpose of PBIS National Child and Traumatic Stress Network (Coordinated by UCLA and Duke University) Predictable Consistent Positive Equitable Trauma Responsive Safe Systems Warn children if you will be doing something out of the ordinary www. nctsn. org
Framework for Student Supports Purpose of PBIS National Child and Traumatic Stress Network (Coordinated by UCLA and Duke University) Predictable Consistent Positive Equitable Trauma Responsive Safe Systems The school supports all children to feel safe physically, socially, emotionally, and academically www. nctsn. org
Framework for Student Supports Purpose of PBIS National Child and Traumatic Stress Network (Coordinated by UCLA and Duke University) Predictable Consistent Positive Equitable Trauma Responsive Safe Systems The school addresses students needs in holistic ways, taking into account their relationships, self‐regulation, academic competence, and physical and emotional well‐being www. nctsn. org
Advantages of PBIS Framework • • • Promotes effective decision making Improves climate and learning environment Changes adult behavior Reduces punitive approaches Reduces OSS and ODRs Improves student academic performance
Let’s Reflect 1. What is one piece of information that challenged how you think about PBIS and trauma? 2. What is one action item you can document?
Partnerships are needed: • One in 5 youth have a MH “condition” • • About 80% of those get no treatment School is “de facto” MH provider Juvenile justice system is next level of system default Suicide is 2 nd leading cause of death among young adults Factors that impact mental health occur ‘round the clock’ It is challenging for educators to address the factors beyond school It is challenging for community providers to address the factors in school
Advancing Education Effectiveness: Interconnecting School Mental Health and School‐Wide Positive Behavior Support Editors: Susan Barrett, Lucille Eber and Mark Weist pbis. org csmh. umaryland IDEA Partnership NASDSE
Development of ISF 2002‐ 2007: 2005: 2008: 2009‐ 2013: 2009‐ 2011: June 2012: 2015: 2016: 2017: Site development with PBIS expansion (informal and independent) Co. P focus on integration of PBIS and SMH ISF white paper: formal partnership between PBIS and SMH Monthly calls with implementation sites, national presentations (from sessions to strands) Grant submissions September 2013 ISF monograph Monograph advisory group ISF Learning Community, SOC Webinar Series RCT grant awarded Targeted work group webinars (8) Targeted work group webinars continuing
The Interconnected Systems Framework (ISF) • How Multi‐Tiered Systems of Support (MTSS) can enhance mental health in schools • Installing MH through MTSS in schools • Systems • Data • Practices
1. Single system of delivery 4. MTSS essential to install SMH Key Messages 3. Mental health is for ALL 2. Access is NOT enough
ISF Defined • Structure and process for education and mental health systems to interact in most effective and efficient way … • … guided by key stakeholders in education and community mental health systems … • … who have the authority to reallocate resources, change role and function of staff, and change policy.
Core Features of an Interconnected System Effective teams that include community mental health providers Tiered prevention logic using data‐based decision making Early access through use of comprehensive screening Formal processes for the selection and implementation of evidence‐ based practices (EBP) • Rigorous progress‐monitoring for both fidelity and effectiveness • Ongoing PD including coaching at both the systems and practices level • •
ISF Defined • Tiered prevention logic • Cross system problem‐solving teams • Use of data to decide which evidence‐based practices to implement • Progress monitoring for both fidelity and impact • Active involvement by youth, families, and other school and community stakeholders
Alignment: Defined Alignment: • “To be in precise adjustment or correct relative position” • “The proper positioning of parts in relation to each other. ” Organizational Alignment • The simultaneous implementation of multiple initiatives with efficiency and effectiveness.
Why Alignment is Important New emphasis on “sustainability” and “efficiency” have heightened attention on the need for effective systems of alignment. “One of the major variables affecting sustained implementation of effective practices is the introduction of new initiatives that either (a) compete with resources needed for sustained implementation or (b) contradict existing initiatives. ” Mc. Intosh (2015)
Let’s Reflect In Breakout Rooms 1. How integrated is your current system? 2. Do you live in a building/district where an ISF is in place? 3. What is one action item you can document?
Data
3 Kinds of Data Outcome What is impact of what we are doing? Perception Do stakeholders see impact in same way? Fidelity Are we doing what we said we would do?
1. 12 Discipline Data Tier I team has instantaneous access to graphed reports summarizing discipline data organized by the frequency of problem behavior events by behavior, location, time of day, and by individual student. Enhancements: • Additional data points are monitored to help identify need for trauma informed practices universally (e. g. : universal screening data, hospitalizations, violent crime rates). • Individual students response to Tier I is measured by expanded data points (e. g. : universal screening data, nurse or counselor visits).
Outcome Data Current data: Expand your thinking: Student nurse visits Office discipline referrals (ODRs) Social‐emotional‐behavior universal screening data Suspensions Restraints Expulsions Teacher attendance Student hospitalizations Student attendance Student safety screenings (i. e. : crisis calls) Restrictive / out of district placements
Let’s Reflect 1. Write down two outcome data points which you believe might be impacted? 2. What is one action item you can document?
Perception Data Student Perception • School Climate Survey (PBISApps) • 5 Essentials Survey ‐ Illinois Teacher Perception • • School Climate Survey (PBIS Apps) Self‐Assessment Survey (PBISApps) The Attitudes Related to Trauma‐Informed Care (ARTIC) Scale 5 Essentials ‐ Illinois Family Perception • School Climate Survey (PBIS Apps)
Sample – School Climate Survey Student Questions I like school. My school sets clear rules for behavior. Teachers treat me with respect. School is a place at which I feel safe. I know an adult at school I can talk with if I need help. Safe, predictable, consistent environment.
Sample – School Climate Survey Staff Questions I feel safe at my school. Students at my school demonstrate behaviors that allow teachers to teach, and students to learn. Teachers at my school treat students fairly regardless of race, ethnicity, or culture. I feel connected to the teachers at my school.
Additional Staff Perceptions on Trauma Informed Rate level of agreement. My regulation directly correlates with a student’s ability to regulate. I can impact a student’s ability to overcome adversity. A person can control their behaviors when their stress response is triggered. A student needs to be regulated in order to access their cortex for decision making.
Let’s Reflect 1. Write down two perception data points which you believe might be impacted? 2. What is one action item you can document?
1. 14 Fidelity Data Tier I team reviews and uses SWPBIS fidelity (e. g. , SET, Bo. Q, TIC, SAS, Tiered Fidelity Inventory) data at least annually. Enhancements: • Team utilizes trauma informed enhancements to TFI annually. • Team completes TFI walkthrough trauma informed enhancements annually. • Classroom Practices Observation tool used to assess implementation in classrooms.
TFI – Trauma Companion Guide We are recommending that your current school‐wide behavior team use the Trauma Companion Guide for reflection and planning purposes. The Trauma Companion Guide does not have scoring criteria. Therefore, your score on the TFI is not impacted by the trauma enhancements. Trauma enhancements are available in PPT format posted with Module 6.
System Features TFI Items Trauma Informed Enhancements 1. 1 Team Composition • Individual(s) with knowledge, expertise, and ability to provide coaching/support around trauma are part of team 1. 2 Team Operating Procedures • All items on agenda are considered through trauma informed lens. • Action steps for trauma informed are integrated one plan. 1. 5 Problem Behavior Definitions • Problem behavior definitions create consistency and safety. 1. 6 Discipline Policies • Discipline policies encourage (a) regulation, (b) relationship development, (c) teaching skills, and (d) promoting safe, consistent and positive environments. 1. 7 Professional Development • All staff receive professional development to understand the impact trauma can have on student learning and practices to support. • Process defined for faculty to request assistance on maintaining trauma informed lens.
System Features Continued TFI Features Trauma Informed Enhancements 1. 10 Faculty Involvement • Faculty are provided data used to monitor trauma informed care on regular basis. • Faculty provide input on trauma informed implementation. 1. 11 Student/Family/ Community Involvement • Students perception is collected on school climate and culture. • Families and community partners provide feedback and input on trauma informed practice. • Students, families, and community have access to information and resources on trauma. 1. 13 Data-based Decision Making • Tier I team utilizes a trauma informed lens to problem solve and action plan. • Team reviews data decision rules for identifying students for Tier I to consider additional data points (e. g. : universal screening data, nurse or counselor visits).
Data Features TFI Feature Trauma Informed Enhancements 1. 12 Discipline Data • Additional data points are monitored to help identify need for trauma informed practices universally (e. g. : universal screening data, hospitalizations, violent crime rates). • Individual students response to Tier I is measured by expanded data points (e. g. : universal screening data, nurse or counselor visits). 1. 14 Fidelity Data • Team utilizes trauma informed enhancements to TFI annually. • Team completes TFI walkthrough trauma informed enhancements annually. • Classroom Practices Observation tool used to assess implementation in classrooms. 1. 15 Annual Evaluation • Tier I team documents fidelity (e. g. : TFI with trauma enhancements) and effectiveness (e. g. : climate surveys, restraints, least restrictive environment data) of trauma informed implementation and shares with stakeholders at least annually.
Practice Features TFI Features Trauma Informed Enhancements 1. 3 Behavioral Expectations • Behavioral expectations are established and behavior matrix has been reviewed to add skills to support students impacted by trauma. 1. 4 Teaching Expectations • Data is utilized to determine need for additional behavioral skills (e. g. : identifying stress response, utilizing calm down strategies) to teach to students. 1. 8 Classroom Procedures • Staff have assessed current classroom practices from trauma informed lens to increase use or add practices to support students impacted by trauma. 1. 9 Feedback and Acknowledgement • Staff consistently utilize BSPS with high frequency acknowledgements to assist in developing relationships. Schoolwide celebrations include all students and focus on community building.
TFI Walkthrough Staff Enhancements What skills have you taught students to use for regulation this school year?
TFI Walkthrough Student Enhancements What adult at school could you talk to if you needed help? Have you used or been reminded to use a skill to help with calm down in last two weeks?
Additional Fidelity Tools Trauma informed fidelity tools • Trauma Sensitive School Checklist • Wisconsin Trauma‐Sensitive Schools Fidelity Tool Trauma Sensitive School Checklist: http: //www. tolerance. org/sites/default/files/general/trauma%20 sensitive%20 school%20 checklist%20(1). pdf Wisconsin Trauma-Sensitive Schools Fidelity Tool https: //dpi. wi. gov/sites/default/files/imce/sspw/pdf/tsfidelitytool. pdf
Let’s Take A Minute And Review Wisconsin Trauma-Sensitive Schools Fidelity Tool https: //dpi. wi. gov/sites/default/files/imce/sspw/pdf/tsfidelitytool. pdf
1. 13 Data-based Decision Making Tier I team reviews and uses discipline data and academic outcome data (e. g. , curriculum‐based measures, state tests) at least monthly for decision making. Enhancements: • Tier I team utilizes a trauma informed lens to problem solve and action plan. • Team reviews data decision rules for identifying students for Tier I to consider additional data points (e. g. : universal screening data, nurse or counselor visits).
1. 15 Annual Evaluation Tier I team documents fidelity and effectiveness (including on academic outcomes) of Tier I practices at least annually (including year‐by‐year comparisons) that are shared with stakeholders (staff, families, community, district) in a usable format. Enhancements: • Tier I team documents fidelity (e. g. : TFI with trauma enhancements) and effectiveness (e. g. : climate surveys, restraints, least restrictive environment data) of trauma informed implementation and shares with stakeholders at least annually. • Tier I team considers perception data from students and staff as a measure of effectiveness.
Let’s Reflect 1. Write down two fidelity data points which you might want to consider looking at 2. What is one action item you can document?
Evaluation Plan When developing your evaluation plan, don’t stop with collecting the data. Determine a schedule and process for collecting the data. Example: Building coaches will enter data monthly on Google sheet. District coach will compile and bring to district team. Identify process for action planning with the data. Example: District team will review perception data in May for action planning.
Sample Trauma Evaluation Plan Tips for developing your plan! Sample plan – your plan should be customized to match your school‐community need. Use different format as desired. Start by discussing what brought you to this training. What is your community need? Top portion of sample plan is your system — documents full plan. Bottom portion is meant to support tracking the data.
Let’s Take A Minute And Review https: //docs. google. com/d ocument/d/1 jss. Fh. Du. SGny Ku. XCOJZu. Bk. Ez 0 kj 1 Cb 5 ng W 6 wm. TO‐Jb. Lg/edit
Let’s Reflect in Randomly Assigned Breakout Rooms • What do you need to further define your current need? • What outcome data will you collect? • How often? By who? Who will use the data for planning? • What perception data will you collect? • How often? By who? Who will use the data for planning? • What fidelity data will you collect? • How often? By who? Who will use the data for planning?
Big Take-Aways ü There is a need for trauma informed work. ü There is a bigger need to define what trauma informed means and impact is made. ü SW‐PBIS provides framework for installing trauma informed practices. This means data and systems, not just practices! ü Your data determines where to intervene and what to measure for impact. ü Evaluation plans include outcome, perception and fidelity data.
Coming Soon TRAUMA GUIDE will be posted at PBIS. ORG
Resources / References Midwest PBIS Network – Trauma Content http: //www. midwestpbis. org/materials/special‐topics/trauma Effects of Trauma-Informed Approaches in Schools: A Systematic Review
Contact Information Midwest PBIS Network www. midwestpbis. org Ami Flammini ami. flammini@midwestpbis. org
Please Complete the Survey and Tell Us What You Thought of This Session https: //bit. ly/2 MQNOP
- Slides: 72