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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
Primary Intervention:School/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:
Specialized GroupSystems for
Students who need more supports
Tertiary Prevention:Specialized
IndividualizedSystems for Students with
High-Risk Needs
~80%
~15%
~5 %
Main Ideas:
1. Invest in prevention first2. Multiple tiers of support/
intensity3. Early/rapid access to
support
Interconnected Multi-Tiered Systems of Support
(I-MTSS)
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.
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.
Interconnected Multi-Tiered Systems of Support Defined
AcademicContinuum
Some StudentsSupplemental Targeted interventions Frequent Progress Monitoring
Few Students Intensive, Research-Based Interventions Frequent Progress Monitoring
All StudentsCommon Core State Standards Smarter Balanced Assessments
Behavior Continuum
Some Students Small groups or individual supportFrequent progress monitoring to guide intervention design
Few StudentsFBA/BIPPerson-Centered Individualized PlansFrequent progress monitoring
All StudentsUniversal Prevention School-Wide Behavioral ExpectationsReinforcement of Expected Behavior
Social/Emotional Continuum
All StudentsUniversal Social SkillsAlignment of Key Resources
Some StudentsMH Co-Facilitation of Social Skills GroupsFrequent Progress Monitoring
Few StudentsIndividual/Group/ Family TherapyFrequent Progress Monitoring and Data CollectionOutreach to families for support/intervention
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 Expectationsfor 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 ClassTier 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
Engage Students with Compelling Tasks
Repetition- 24 Repetitions for 80% Retention
Rehearse and Elaborate
Novelty
Partner Strategies
Universal Prevention in ClassTier 1
Create a Safe, Predictable Learning Environment
Teach Social Skills
Empathy
Conflict Resolution
Manners
Universal Prevention in ClassTier 1
Does MovementReally 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 BreaksChange 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 SupportsTier 2
As with clothing, one size does not fit all!
Student Recommended for CICO
CICO is Implemented
ParentFeedback
Daily Teacher
Evaluation
AfternoonCheck-out
Morning Check-in
CICO CoordinatorReviews individual student outcome data every 2 weeks, averaging % of goals met per student.
Bi-weekly InterventionTeam Meeting to AssessStudent Progress. At 4 weeks, student continues if successful or Reverse Request for Assistance if not responding
Exit Program
ReviseProgram
Check In Check Out Cycle
Fort Irwin Middle SchoolP.A.W.S. (Positive Action With Support)
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 ptsHUG Daily Goal _____/_____ HUG Daily Score _____/_____Teacher Comments: Please state briefly any specific behaviors or achievements that demonstrate the student’s progress.
GoalsAM to
RecessAM
RecessAM Recess to Lunch
Lunch Recess PM
Be Safe J K L J K L J K L J K L J K L
Be Kind J K L J K L J K L J K L J K L
Be Responsible J K L J K L J K L J K L J K L
Total Points
Teacher Initials
Parent’s Signature ___________________________________Parent’s Comments ___________________________________________________________________________________________________________________________________
H.U.G.(Hello, Update, Goodbye)
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 SupportsTier 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.
LIFE LINKING INDIVIDUALS, FAMILIES AND EDUCATION
Based on the Illinois PBIS Network’s WRAP Planning
JoAnne 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
LIFE 4 PHASE PROCESS
WHO IS LIFE PLANNING FOR?
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
PHASE 2: INITIAL IMPLEMENTATION AND FAMILY GOAL STATEMENT
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
PHASE 3: IMPLEMENTATION AND MONITORING
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
PHASE 4: TRANSITION TO LESS INTENSIVE SUPPORTS
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Students cannot benefit from interventions they do not experience.
The Problem
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 Manager760-955-3607
Corinne Foley, Program Manager760-955-3569
Kami Murphy, PBIS Coordinator760-955-3582