National PBIS Leadership Forum October 4 5 2018
National PBIS Leadership Forum | October 4 -5, 2018 | Chicago, IL E 10 Building Coaching Capacity for Trauma-Informed Practices Within a PBIS Framework Leader Presenter: Susan Barrett Exemplars: Ami Flammini, Katie Pohlman Key Words: Mental Health,
National PBIS Leadership Forum | October 4 -5, 2018 | Chicago, IL Objectives: Learn how to set up conditions to support youth impacted by trauma Learn about sites that developed a system to support building the social and emotional capacity for all staff to use trauma‐informed approaches Identify actions to increase skills of school‐based team members and staff in order to use trauma‐informed practices
Maximizing Your Session Participation When Working In Your Team Consider 4 questions: – – Where are we in our implementation? What do I hope to learn? What did I learn? What will I do with what I learned?
Where are you in the implementation process? Adapted from Fixsen & Blase, 2005 Exploration & Adoption • We think we know what we need so we are planning to move forward (evidence-based) Installation • Let’s make sure we’re ready to implement (capacity infrastructure) Initial Implementation • Let’s give it a try & evaluate (demonstration) Full Implementation • That worked, let’s do it for real and implement all tiers across all schools (investment) • Let’s make it our way of doing business & sustain implementation (institutionalized use)
Leadership Team Action Planning Worksheets: Steps Self-Assessment: Accomplishments & Priorities Leadership Team Action Planning Worksheet Session Assignments & Notes: High Priorities Team Member Note-Taking Worksheet Action Planning: Enhancements & Improvements Leadership Team Action Planning Worksheet
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 mental health/community systems – Who have the authority to reallocate resources, change role and function of staff, and change policy.
ISF Enhances MTSS Core Features Effective teams that include community mental health providers Data-based decision making that include school data beyond ODRs and community data Formal processes for the selection & implementation of evidence-based practices (EBP) across tiers with team decision making Early access through use of comprehensive screening, which includes internalizing and externalizing needs Rigorous progress-monitoring for both fidelity & effectiveness of all interventions regardless of who delivers Ongoing coaching at both the systems & practices level for both school and community employed professionals
is s s e c c A 2. NOT enough 1. Single System of Delivery Key Messages 4. MTSS essential to install SMH 3. Mental Health is for ALL
System Change “For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation” (R. Elmore, 2002)
Training Outcomes Related to Training Components Training Outcomes Training Components Presentation/ Lecture Plus Demonstration Plus Practice Plus Coaching/ Admin Support Data Feedback Knowledge of Content Skill Implementation Classroom Application 10% 0% 5% 30% 0% 20% 60% 5% 60% 95% 95% Joyce & Showers, 2002
• • • Tier 1 - Universal Precautions“Handwashing” Safe, positive, predictable, school environment Fostering Care and Connections with ALL Students Social Emotional College and. Emotional Career Behavior Curriculum Tier 1 Social is embedded in ALL aspects. Standards of curriculum Learning Readiness Community and School Data to inform programmingcontinuously- Selecting Evidence Based SEB curriculum matched specific school community needs Wellness and EAP for ALL staff Increase MH literacy for ALL adults, youth within community - YMHFA directly linked to SW Leadership Team effortsclear role and function for staff to recognize and respond (Request for Assistance 21 st Century Learning process) Equity Universal MH Screener Framework Family Screener Data review through social service lens: Nursing logs, attendance/truancy data, academic data Family Navigation System Health Life Habits Trauma Informed
Installing a Trauma Approach within the Framework of PBIS Step 1: What does the data say? (Community factors, behavior patterns, climate surveys, fidelity checks) How many students are impacted? How many staff are impacted? Step 4: How do we teach staff the necessary skills? How do we support staff to implement with fidelity? Professional Learning Communities used to support one another in development of practices. How do we use data to monitor progress toward our goal and inform each other? How do we improve ? SYSTEMS – Support Staff Behavior Step 3: What will we do to support student behavior and provide necessary coping skills? What curriculum will we use? (e. g. SEL, Coping Cat, SPARKS) Match to need Promote predictable, positive, safe, and consistent environments by: -Develop caring connections (e. g. morning meetings) -Teach expectations, replacement skills -Develop acknowledgement system Layered Daily Progress Report with additional time for acquiring coping skills PRACTICES – Support Student Behavior DATA – Supports Decision Making Step 2: What is the SMART (specific, measureable, attainable, realistic, time-bound) goal?
Investing in Coaching • Ensure Evidence Based Practice (EBP) Intervention Fidelity • Ensure Implementation (process) Fidelity • Develop Organizational Systems to Promote Professional Judgment and Sustainability
Leaders… How do we ensure that all students have access to effective practices that are implemented with fidelity and sustained over time? 2 Key Components for School Improvement: 1. Professional Development – Focus on skill development of ALL educators and installation of skills in classrooms! 2. Organization Capacity-Learn and be adaptive Focus on strong collaborative work cultures
Coaching Defined “Goal is to give skills away” • Coaching is the active and iterative delivery of: – (a) prompts that increase successful behavior, and – (b) corrections that decrease unsuccessful behavior. – Coaching is done by someone with credibility and experience with the target skill(s) – Coaching is done on-site, in real time – Coaching is done after initial training
Coaching: an activity that helps others achieve their goals Content Expert Mastering the “What” and the “How” Adjusting as needed Evaluation Clearly defined Goals Monitor and Adjust Check for Impact “Process” Training Application of knowledge in real life situations Enablement Remove barriers Foster pathways Streamline and integrate Relationship Support, Reinforce and Communicate
Organizing the Work Types of Coaching for Team/Group Change: focus on collaboration and facilitation, group dynamics Coaching for Individual Change: focus on skill development, support and performance feedback (content specific: academic, behavior) Coaching for Systems Change: focus on organizational change
Content Expert and Systems Coaching • Content Area: Trauma- Build Capacity for Experts • Systems Coach Use of MTSS – Action Plan for Success – Leadership Team has protocol for Data Review to identify need, select EBP – Secure Buy in and Readiness (District, Building Admin, Staff, students, families) – Know how to build content for staff through Professional Development days – Format, delivery, time – Facilitate teams to use Data for decision-making plan ( track fidelity and impact) – Level of support across staff – Build as part of Tier 1 SEB curriculum – Visibility and Marketing – Showcasing Results – Support Leadership and communicate to district around TA
PBIS Training Series Data Review and Needs Assessment and Readiness Foundation: Additional Professional Development on Specific Topics/Matched to Need Establish team operating procedures Establishing, Teaching and Acknowledging SW expectations and Social Skills Curriculum Establishing an Equitable Discipline System Using Data to Guide Decisions (Academic, Behavior, Climate, Attendance) Screening Classroom Systems: 8 components Student, Family, Community Support Evaluation: Fidelity and Impact Foundation Role and Function of Tier II Team Establish Team Operating Procedures Screening and Request for Assistance Install Data system to monitor student progress, evaluate fidelity and impact Access to Tier I supports Design System to Support Staff Foundation: Role and Function of Tier III Team Screening, Progress monitoring and outcomes Student Support Team Student/Family/Community Support Academic, Social and Physical Indicators Track 1: Trauma Informed Check In - Check Out Functional Assessmentbased Interventions and Behavior Support Plan Track 2: Equity Social Emotional and Academic Instructional Groups Person Centered Planning RENEW Track 3: Restorative Practices
Turn to your neighbor: Reflect on what coaching has been done in your district/building to help support individual change and systems change related to trauma.
National PBIS Leadership Forum | October 4 -5, 2018 | Chicago, IL Katie and Ami are going to share their experience providing a 3 -day Trainer of Trainer Training to support coaching individual and systems change.
National PBIS Leadership Forum | October 4 -5, 2018 | Chicago, IL Weset setup upconditions a Traumato TOT because weimpacted know it is support youth bypossible trauma to using Systems, Data and Practices
Coaching for Systems Change: focus on organizational change Trauma Informed Systems
OUR FOCUS: TIER ONE Multi-Tiered Framework ~5% ~15% Primary Prevention: School-/Classroom. Wide Systems for All Students, Staff, & Settings Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior • • ~80% of Students (USDOE OSEP PBIS TA Center, 2010) Students Staff Parents Families
Coaching for Systems Change: focus on organizational change Trauma Informed Data
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).
3 Kinds of Data • Fidelity – Are we doing what we said we would do? • Outcome – What is impact of what we are doing? • Perception – Do stakeholders see impact in same way?
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 calm down in last two weeks?
What trauma informed data are you using in your district/building?
Coaching for Systems Change: focus on organizational change Trauma Informed Practices
What might that look like? Tier 3: • FBA-BIP • Wraparound/RENEW Tier 2: • CICO • Modified CICO • SAIG Tier 1: • School-wide expectations • Teaching expectations • Social Emotional Learning (SEL) • Acknowledgement System • Regulation routines in classrooms
Pro-Social Skills on Matrix
Acknowledgement System • Relationships – High frequency acknowledgements to increase number of positive interactions (Perry research) – School-wide acknowledgements to increase sense of community • Teaching Skills – All acknowledgements are used to teach and reinforce skills • Safe, consistent, predictable environment
What trauma informed practices are in place in your district/building?
Coaching for Systems Change: focus on organizational change Teams Which building teams will need a trauma informed lens? • • • Tier 1 team Building Leadership Team Tier 2 team Individual student teams Problem solving teams How does trauma lens change the conversation? • Tier 1: Consider how school-wide and classroom practices are supporting all students. Is there need for more support for all students? • Tier 2: How are tier 2 interventions supporting students impacted by trauma? Do we need to add trauma based interventions? • Tier 3: How are we assessing impact trauma may have on student?
Which teams in your school need to become trauma informed?
National PBIS Leadership Forum | October 4 -5, 2018 | Chicago, IL Back to the DETAILS OF THE TOT
WHY we approached it as a Trainer of Trainers Model • Big change happens at the organizational level • Change can be put into place using data, systems and practices • A belief all educators need to understand the impacts of trauma • Understanding Illinois is a large state and we are a small organization • Recognition ownership is stronger when staff teach/present to their own staff
Objectives for the 3 -day training An introduction to developing a trauma-informed lens for District Leadership Teams. Over the course of this training series, teams will: • Learn the effects of childhood trauma on the brain and strategies for supporting students • Receive training to coach other school staff on being more informed and sensitive at all three tiers of the behavior continuum. • Be provided continued support on implementation of applying the trauma lens in existing school wide programs.
STRUCTURE OF THE 3 DAYS Day One: Teach modules Day Two: Practice modules Day Three: Coaching
HOW AND WHY organization of the training modules • Why we used a module format • Why we started with self-care • Why we added notes in each slide
The training modules • Eight modules – – – – Self-care What is Trauma and the Brain Fight Flight and Freeze in the classroom Trauma Informed Classrooms Integrating trauma into your MTSS structure Professional development plans Coaching Skills
A few notes about the modules – Self-care • Research & history of stress to reduce “fluffy” perception • Included self-assessments • Activity: self care plan and schedule – What is Trauma • Included privately taking ACE for self and anonymously for student • Life Change Index to demonstrate more than ACEs – Trauma and the Brain • Used videos to help teach – Fight Flight and Freeze in the classroom • Referenced Fostering the Resilient Classroom to demonstrate “looks like” in the classroom
Continued notes about the modules – Trauma Informed Classrooms • Crosswalk with 8 classroom practices – Integrating trauma into your MTSS structure • Resource Mapping • Fidelity Tools – Professional development plans • Sample Plan – Coaching Skills • Listening self-assessment • Coaching scenarios
Participant follow up steps last year 52 percent furthered their own PD 100 percent discussed with their building admin 43 percent discussed with their district admin 100 percent discussed informally with colleagues 71 percent completed formal professional development for staff 43 percent completed formal professional development for admin
Participants began looking at the data points… • • Implemented an SEL Screener Number of students who did not have a single adult figure Standard professional development assessments Classrooms who implemented mindfulness and yoga techniques after recess kept data points re: focus and discipline • Attendance and grades • Student behavior pre and post mindfulness activities throughout the year • Typical behavior data
What type of professional development related to trauma did you prioritize for the 18 -19 school year?
How much time is dedicated to trauma in your building professional development plan?
National PBIS Leadership Forum What needs completed A. Use slides with your team B. Review MWPPBIS Modules C. Determine what data could be used D. Determine need | October 4 -5, 2018 Resources Needed Who | Chicago, IL When
WHERE TO FIND CONTENT
References • https: //www. cdc. gov/healthyschools/trainingto ols. htm • Midwestpbis. org • Katie Polhman Katie. polhman@midwestpbis. org • Ami Flammini Ami. Flammini@midwestpbis. org
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National PBIS Leadership Forum | October 4 -5, 2018, Chicago, IL Please Complete the Session Evaluation to Tell Us What You Thought of This Session
Save the dates, February 20 – 23, 2019 for the… Pre-Conference Workshops FEBRUARY 20 Skill-Building Workshops FEBRUARY 23 Washington, DC Grand Hyatt Washington Breakout Sessions FEBRUARY 21 - 22 Networking | Posters | Exhibits For more information, visit: conference. apbs. org
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