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Alice Barber, Paul Hyry-Dermith, Sarah RigneyApril 6, 2020
● Alice, Sarah, Sarah, Paul● BRYT● The MTSS framework● COVID-19, Stress, and
Resilience● Comprehensive multi-tiered
supports during the crisis● Building Resilience● Discussion● Closing
Agenda
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Some housekeeping:● We will use Chat to send links to
documents for you to review anduse during this session.
● Questions are welcome inChat--we’d prefer that over the“Q&A” module
● Please limit use of “Everybody”chat to questions and commentsrelevant to this session (i.e.,please resist the urge towardpleasantries and jokes. . . hard asit is. . .)
● We will have specific slides for theCEU/PDP Code
CEU/PDP Code (case- sensitive)
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BRYT is a program of the Brookline Center for Community Mental Healthwww. brooklinecenter.org
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The Growing BRYT Network
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The BRYT NetworkAbout:● 100 MA high schools● 30 MA middle schools● 10 MA elementary
schoolsPlus one school each in CT, NY, OR, and NY; NH in the pipeline; and many more to come
What are BRYT Programs in SchoolsA process of school-based transition planning and support that extends from program entry until full participation in the school community
Typically 8-12 weeks in high schools, longer process with younger childrenContinuous engagement with the student, family, school staff, and outside providers
What students are served in BRYT programs
Both general education and special education studentsSerious emotional or medical problems +
Absent or unable to function in school for at least five days
Key Features
Space: Classroom and Private Counseling
Staffing for Intensive & Integrated Supports
What are the components of the BRYT intervention?
Academic Coordination Clinical Support
Family Engagement Care Coordination
BRYT Supports
The Brookline Center’s BRYT Team helps schools establish and continuously improve BRYT programs
• Program planning• Customized technical
assistance• Self-assessment process• Resources, tools, and
networking• Organization of peer-led
professional development
CEU/PDP Code (case- sensitive)
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BRYT embraces the Multi-Tiered System of Supports (MTSS) framework
(c) 2019 BCMHC
Core: What all students need and receive in order to be successful
Tier IAll
students
Supplemental Supports (Core + More): What some students need and receive in order to be successful
Tier II~15-20%
Intensive Supports
(Core + More + More): What a few seriously struggling
students need
Tier III~5-10%
Enabling Structures:● Teams● Data
systems● Community
Partners
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When schools are open, we help their leaders/teams think of MTSS in terms of these three areas
Acade
mic
“RTI
” Mental Health
SEL
(SOCIAL EMOTIONAL LEARNING)
Programming usually sufficient for students who:• Are typically abled• Face typical age &
stage challenges• May periodically
miss small amountsof school
Students may:• Consistently get behind and need help
staying academically caught up• Not understand how to behave in
group situations and ‘act out’• Have less serious emotional disorders
(e.g., periodic anxiety or depression)• Have ‘tough lives’
Students may:• Have serious specific learning disabilities or
be intellectually disabled• Have serious psychiatric/emotional disorders• Have experienced major trauma• Have had major interruptions in their
education
Tier IISupplemental: Core + More
Tier ICore
Tier IIIIntensive: Core + More + More
Sample “Regular Times” MTSS map
CEU/PDP Code (case- sensitive)
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Considerations: Stress and Resilience
The COVID-19 Closure
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“[Stress] is nothing to be afraid of.”
➢ It’s normal and natural➢ Our bodies are made to handle appropriate
stress as it is predictable and moderate. (It actually makes us build resilience to encounter and handle this kind of stress!)
➢ If the pattern of stress is unpredictable, extreme, and prolonged, it may cause one to be more vulnerable to further stress.
To see the entirety of Dr. Bruce Perry’s webinar on neurosequential stress and resilience, go to: https://m.youtube.com/watch?v=orwIn02h6V4
In non-pandemic times, folks generally fall into three different groups with regard to their response to stress. Let’s picture 3 people.
1. Person A is very, very resilient (for a variety of reasons) in theirstress responses.
2. Person B is typical with regard to stress.
3. Person C is very vulnerable with regard to responding to stress (dueto a history of unpredictable, extreme, and prolonged stress).
When we locate these three people as students at different levels of resiliency, we can think of them as three students standing in the proximity of a cliff.
A B C
Pre-COVID
Now add the current pandemic (pictured as a tsunami). This is how we can view our students via Bruce Perry:
The stress of the current situation will impact ALL of us (no exceptions).
Resiliency shifts left, reflecting impact of stress
A B
C
Impact of COVID-19 crisis on those already sensitized to stress, or hypervigilant.
Our Task: How do those of us with resilient or typical stress responses aid those with vulnerable stress responses to stay the same as they are now?Within in the cliff metaphor, how do we help them not fall over the edge?
CEU/PDP Code (case- sensitive)
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The COVID-19 crisis has changed the way our systems need to look and work
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COVID-19 is impacting students, and:● Parents/guardians are now serving as
educators, health care providers, breadwinners, etc. and needing to take care of themselves
● School staff are in many cases parents, and in every case are struggling with the pandemic just like the rest of us. . .
SO we need to be planning to keep adults as well as children from falling off the cliff.
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Tier IUniversal: CoreALL Students, Families, and Staff
Tier IISupplemental: Core + MoreStudents/families may struggle with:● Mild to moderate mental health
challenges● Non life-threatening medical
challenges● Access to transportation● Food insecurity
Tier IIIIntensive: Core + More + MoreStudents/families may struggle with:● Death of family member(s)● Severe medical challenges● Severe mental health challenges● Severe resource shortages
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We are pasting the link to the MTSS map in the chat
Please take some time to open and browse through the links yourselves.
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When you think about your school/district (or the one you know most about):● Does the school/district have clear systems and clearly-assigned
people in place for (non-academic) check-ins at Tiers 1, 2, and 3?
● Are there clear referral protocols in place for when Tier 1 staff identifystudents/families in need of support?
● Is there a comprehensive, continuously-updated, locally-specific list ofcommunity resources?
● Have counseling staff been trained in best practice, and are there clearguidelines for, remote (telehealth-style) counseling?
● Are there structures in place for parent/guardian emotional support?
● Are there structures in place for school/district staff support?
● Is it clear who is responsible for the most intensive supports(comprehensive care coordination)?
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When you think about your school/district (or the one you know most about):
● What are the most important steps needed tomove toward effective, comprehensivesupports for students, families, and staff?
● What can you do to help ensure those steps aretaken?
Let’s take a minute or two to share our answers bychatting to everyone.
CEU/PDP Code (case- sensitive)
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Building Resiliency
Tolerating Stress
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Building Resiliency: Being an Educational “First Responder”
Apply the following to yourself, and to your practice with students:
a) Practice self-careb) Foster connectionc) Create predictabilityd) Model moderatione) Enable controllability (agency)
We cannot help others if we are depleted.
We cannot save everyone, nor can we undo a person’s trauma. It’s not our job, nor is it in our power to do so.
Our job is to mitigate stress and harm; to support the healing process; to facilitate access to resources; to reinforce existing strengths; and to create opportunities for personal agency.
What are three things you can commit to doing during this time to maintain your energy and drive?*
How can you model this for, and encourage this practice with, students?
Self-Care: Don’t Pay it Lip-Service!
Fundamentally, as humans we desire connection. Part of the discomfort many of us are feeling now is a sense of GRIEF. We are grieving the loss of:
- Normalcy - Routine, structure
- Certainty - the predictability of ourday-to-day routines has been disrupted;the financial implications of the pandemicremain unknown; the availability of basicgrocery items is unknown (Does anyonehave any toilet paper?!)
- Human Connection (literally - hugging,shaking hands - even just sharing closeproximity!)
Connection
And yet, much of the healing we facilitate
starts with authentic connection.
● How are you staying connected to those you love/care about?
● How are you connecting with students?
● In what way are you fostering that relationship telephonically? Via Zoom/other video apps?
● What do you do that enhances these connections, i.e. is energizing, boosts your mood, and allows you to feel joined in this experience?Connection (cont’d)
In reaching out to students, make the connection predictable:
➢ Set up a regular day/time to check-in
➢ Have a check-in routine that has nothing to do withacademics
➢ Reflection exercise highlighting strength/positive no matterhow small
➢ Do not assume a student is well-resourced; always offernames, contact information, resources to every student (Canthey name a trusted adult for every finger on their hand?)
Predictability
All of us are doing the best we can under these exceptional circumstances.
➢ Changeability re: we mean when wetalk about our “best”
➢ Defining moderation: flexible,responsive, creative, andunderstanding. *This does not meanboundaryless!
➢ (Re)Defining “Success” andconsidering standpoint
Moderation
Where can you OFFER CHOICES?
How can you ENCOURAGE INITIATIVE?
Where can you RECOGNIZE EFFORT (and praise it)?
Where can you ACKNOWLEDGE the student’s ACCOMPLISHMENTS (vs. achievement)?
How can you SUPPORT the GROWTH OF ADAPTIVE (to stress) SKILLS (identify core values, beliefs)?
Controllability (Agency)
Building Individuals’Resiliency Across Tiers
Building Systemic Resiliency Across Tiers
Tiered Supports
CEU/PDP Code (case- sensitive)
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Questions? Thoughts?
Alice Barber, BRYT Project Lead for Holyoke Elementary [email protected]
Paul Hyry-Dermith, BRYT [email protected]
Sarah Nemetz, BRYT Junior Program [email protected]
Sarah Rigney, BRYT School Support [email protected]
Please reach out any time!
www.brooklinecenter.org/bryt
or just type “bryt” in your search engine
