SocialEmotional Learning within an MTSS Approach MultiTiered Systems

Social-Emotional Learning within an MTSS Approach Multi-Tiered Systems of Support Lisa Jo Gagliardi, MPA Eastern Upper Peninsula ISD lgagliardi@eup. k 12. mi. us

Goals MTSS Basics and how Social Emotional Health and the Michigan Model for Health® are imperative to meet the needs of students. Health Skills imperative for students success as Tier I Instruction. Fitting it into other initiatives

Sault Ste. Marie Drummond Island

One of 24 Regional School Health Coordinators in the State of Michigan. Executive Member of Mi. CSHA (Michigan Coordinated School Health Association) Member of the MTSS Regional Leadership Team Member of the NCA Accreditation Leadership Team Board Member of SCHA-MI (School-Community Health Alliance of Michigan)

Social Emotional Health

MTSS A research-based, tiered approach geared towards supporting students that need extra support. A process that empowers general education to be accountable for ALL students. A process to improve academic and behavioral outcomes. Helps identify if a student truly needs special education services. Applies to both academic, behavioral and social emotional student achievement. Utilizes data to make sound decisions about how to intervene with students, and to identify if interventions are working. It is FLEXIBLE, FLUID, and RESPONSIVE to the student’s progress. IT IS NOT A PROGRAM YOU SUBSCRIBE TO, BUT A PROCESS IN WHICH WE ADDRESS ALL STUDENTS

MTSS follows the Phases of Problem-Solving

Who is familiar with the MTSS Pyramid?

Where my journey began…

2007

2008

WHY DIDN’T I THINK OF THAT!? ! The next slide is so simple, it makes everything come to light, lightening fast, for all players at the table.

He alt h. E du ca tio n

Reading Example 4 th grade class of 30 students In Reading comprehension we might see 1 student that needs intensive 1: 1 Tier 3 intervention 5 students that need Tier 2 small group intervention 24 students making it in the Tier one classroom

Behavior Example 5 th grade class of 30 students In disciplinary problems (ODRs) we might see disciplinary problems (ODRs) 2 students that needs intensive 1: 1 Tier 3 intervention 3 students that need Tier 2 small group behavior intervention 25 students thriving under school-wide behavior supports

Social Emotional Example 5 th grade class of 30 students In Social Emotional problems we might see 2 students that needs intensive 1: 1 Tier 3 intervention such as Therapy 4 students that need Tier 2 small group such as Why Try as an example 25 students thriving in classroom with VALIDATED CURRICULUM for SOCIAL EMOTIONAL HEALTH and RISK REDUCTION

In what ways are you/your school supporting social emotional learning in the Tier 1 classroom?

The Michigan Model for Health®

Why do we teach prevention?

What non-academic skill deficits do some students have? i. e. goal setting DEMONSTRATING… ü ü ü Decision making Goal Setting Communication Respect Calming themselves down Empathy Healthy Relationships Motivation Recognizing influences Assertiveness Manners Self Management

Michigan Model for Health Almost always… It’s in there!

Could the previous skills make a student successful beyond just health? In what ways? How?

Key Concepts in Social Emotional Health o Showing respect and caring o Making and keeping friends o Identifying feelings o Managing strong feelings o Empathy o Listening Skills o Decision Making Skills o Problem Solving Skills o Seeking Positive Influences o Assertive Communication o Conflict Resolution o Respecting differences o Protecting others from bullying o Helping others and getting help o Identifying trouble situations o Goal setting o Appreciation o Giving compliments o Protecting yourself from bullying o Positive Self-Talk o I-Messages o Ways to calm down

Why are improved Social Emotional Skills in students important for success in school? In what ways?

Teaching Michigan Model with Fidelity When taught with fidelity and efficacy, the Michigan Model for Health will show improvements for most students in Social Emotional Health, as well as Nutrition and Physical Activity, Safety, Alcohol, Tobacco and Other Drug prevention and Personal Health and Wellness. Fidelity: strict observance and adherence to the curriculum. Efficacy: the ability to produce a desired or intended result.

Local Results in the Eastern Upper Peninsula (EUP)

Understanding the process n. Universal Screenings n. Tier I n. Progress Monitoring n. Tier III n. Progress Monitoring

Recommended Screeners The SRSS (Student Risk Scale Score) ODR Reports Michigan Model Pre-Post tests for 2 -6 th grades. Not 3 times a year, so supplemental See your Regional School Health Coordinator.

SRSS http: //www. ci 3 t. org/measures. html

Resources www. eup. k 12. mi. us/health (all about Michigan Model) www. eup. k 12. mi. us/4 s (how we address social emotional through MTSS) www. whytry. org (can be tier 1, 2 or 3) www. pbisworld. com (tons of tier 1, 2 and 3 ideas)

Lisa Jo Gagliardi, MPA Eastern Upper Peninsula ISD lgagliardi@eup. k 12. mi. us Check out my Health Ed. Website for more resources: www. eup. k 12. mi. us/health