Using Guiding Questions and Facilitated Activities to Build the Implementation Plan for High Schools Susan Barrett & Patti HershfeldtSheppard Pratt Health System

Maryland’s Unique

CollaborationSince 1999, MSDE has been working in collaboration with Sheppard Pratt Health System and Johns Hopkins University to train 840 of its 1400 schools in PBIS• a systemic tiered

framework • promotes a safe and

supportive school environment and reduces school violence (Sugai & Horner, 2006).

Maryland’s PBIS Foundations0 900 schools trained in Maryland0 Initiative has had greatest success and impact:

0 At the elementary and middle school level0 Implementing universal supports, rather than more

intensive targeted and indicated interventions (Barrett et al., 2008)

0 Identified need for expansion0 focus on high schools0 Development of intensive preventive interventions (IOM,

2009) for students at greater need.

High Schools and Advanced Tiers

0Students with unmet social and emotional needs create challenges

0High Schools are often unprepared to implement Tier 2 and Tier 3 interventions or to address mental health needs and resources at the local and state level have been limited to expand and support implementation

0Relatively few developmentally appropriate EBPs (Greenberg et al., 2001).

School Climate ModelSchool Climate

Engagement

Relationships

Respect for Diversity

School Participation

Safety

Emotional Safety

Physical Safety

Substance Use

Environment

Physical Environment

Academic Environment

Wellness

Disciplinary Environment

School Climate Model, Office of Safe and Drug-Free Schools. Kristen Harper (kristen.harper@ed.gov) .

Maryland Safe and Supportive Schools (MDS3) overview

0 Participating Schools0 52 high schools across the state of Maryland 0 In the following districts: Anne Arundel, Baltimore County, Charles,

Caroline, Dorchester, Somerset, Washington, Wicomico, Worcester and Queen Anne’s0 Second cohort of 8 additional schools planned for spring 2012, for a

total of 60 schools0 Design

0 3 years (spring 2011 through summer 2014)0 All 52 schools participated in the data collection activities

029 “implementation schools” who are implementing the MDS3 Initiative

023 schools are in the “focus” or control group for the evaluation 0Schools were assigned to these groups through a lottery

Climate Survey0 Research-based measure developed by a team at

Johns Hopkins University – Center for Prevention of Youth Violence 0 Items derived from previously published and validated

measures 0 Gather data from students, staff, and parents around

each of these targeted areas of school

How was the survey administered?

0 All versions were web-based, anonymous, voluntary, parental passive consent

0 Students0 25 Classrooms of students (n=21,189 )

0 7 9th grade0 6 of grades 10-12

0 Schools selected classrooms

0 Staff survey (n=3,499)0 announcements, memos, emails etc

0 Parent survey (n=1,955)0 announcements, memos, emails, web site etc

0 Timeline: Late April through the end of the school year

11 MDS3 Climate Survey Categories and Sample Questions

SAFETY1. Physical Safety0 I feel safe at this school.0 How much of a problem at this school is physical fighting among students? 2. Bullying0 During the current school year have you been bullied? 0 Adults at this school try to stop bullying. 3. Social-Emotional Wellbeing0 It is OK to hit someone if they hit me first.0 I feel depressed.4. Substance Use0 During the past 30 days, how many days did you have 1 drink of alcohol?0 Based on your experience, how much of a problem at this school is

students’ drug use?

11 MDS3 Climate Survey Categories and Sample Questions (cont)

ENGAGEMENT5. Relationships and Connectedness0 I feel like I belong.0 My teachers care about me. 6. School Participation and Academic Emphasis0 I like this school.0 My teachers encourage me to work hard in my classes.7. Parental Involvement0 My parent or guardian feels welcome at this school.0 This school tries to involve parents or guardians.8. Culture of Inclusion and Equity0 Teachers believe that all students can do well if they try.0 This school provides instructional materials that reflect my culture, ethnicity,

and identity.

11 MDS3 Climate Survey Categories and Sample Questions (cont)

ENVIRONMENT9. Order and Discipline0 Disruptions by other students can get in the way of my learning.0 Students are rewarded for positive behavior. 10. Physical Environment0 The school has a bright and pleasant appearance.0 This school is usually clean and well-maintained.11. Supportive Services0 This school has programs to deal with violence and conflict among

students.0 Students who need help for their problems are able to get it

through school.

School Climate Profile Scores to Be Posted on MSDE’s MDS3 Website by

October 3, 2011School OVERALL SCORE

Jones High School 3.793

• School climate profile scores range from 1 (poor) to 7 (favorable). • Only the overall score is publically posted. • Schools receive details report of all 11 subscales, and 3 scales, and overall score.

Other data sources…0 School-wide Evaluation Tool data0 Individual Students System Evaluation Tool – modified 0 Suspension/Expulsion data reported to MSDE0 Office Discipline Referrals

0 SWIS0 County developed SW reporting database

0 Observation of classroom and non-classroom environment, student/staff interactions, student behavior, school building, and grounds (supported by a grant to JHU from the William T. Grant Foundation)

Menu of EBPs 0 Life Skills program (Botvin et al., 2006)0 Olweus Bullying Prevention (Olweus, 2007)0 Check and Connect (Anderson et al., 2004)0 Check in Check Out (Hawken & Horner, 20030 Cognitive Behavioral Intervention for Trauma in

Schools (Kataoka et al., 2003)0 Supported through collaboration with The University of

Maryland, Center for School Mental Health

School Climate ModelSchool Climate

EngagementCheck and Connect

Culturally Responsive Teaching (Double Check)

Relationships

Respect for Diversity

School Participation

SafetyOlweus Bully Prevention

Botvin Life Skills

Emotional Safety

Physical Safety

Substance Use

EnvironmentCheck in Check Out+ Academic Support

CBITS & Mental Health Awareness

Physical Environment

Academic Environment

Wellness

Disciplinary Environment

Office of Safe and Drug-Free Schools. Kristen Harper (kristen.harper@ed.gov)

Climate Specialists 0 Masters level professionals supporting high school

personnel …1. target the needs of high schools through the

evaluation of multiple data sources2. systematic selection, implementation and monitoring

of selected EBPs that address substance use, student engagement (truancy), school violence and bullying

3. provide ongoing technical assistance over 3 school years to develop building level capacity and sustainability

Training and Implementation plan

0 Climate specialist- Scope and Sequence, developmental process WIKI

0 School Teams- Implementation Plan, WIKI0 District Level- TA, Implementation Science,

Organizational Changes that support school implementation, Building Capacity

…target the needs using multiple data sources

0 Considering data sources mentioned previously0 CSs took teams through brainstorming

0 Other ‘soft’ data sources 0 Teacher recommendations/input0 Parent recommendations/input0 Community agency referrals

…systematic selection, implementation and monitoring of selected EBPs

0 According to data… what are the needs of your school?

0 What systems are in place to support implementation of…

0 What systems are not in place and need to be developed to ensure successful implementation

Guiding Questions for Implementation Planning

Valued OutcomeHow is the practice linked to overall outcome outlined in your school improvement plan?

SystemsTeaming Structure –RFA process CommunicationCoaching and Staff Support

DataDecision RulesProgress MonitoringCriteria to define success (exit criteria)

Valued Outcome: How is the practice linked to overall outcome outlined in your school improvement plan?

0 Common Core0 Integrate with academics 0 Safe and supportive schools

Systems: Teaming Structure

0 What are your current Service Delivery Teams (i.e. Leadership Team, Student Services Team, Problem Solving Team)

0 What are roles and responsibilities of each team?

Systems: RFA process

0 How do teachers and support staff access these supports? Request for Assistance? How long does it take to get supports in place?

0 Is the process FORMAL or INFORMAL?0 How is RFA perceived?

Systems: Coaching and Staff Support

0 What are the structures that support skill development for staff? Structures that support follow along activities?What are the structures that support fidelity, on going teacher support and performance feedback? (Coaching)

Systems: Communication

0 How do your academic and behavior teams communicate with each other ?

0 . “How are we going to be sure everyone gets the same information about implementation? “ (M. Piper)

Data

0 Decision Rules for access 0 Progress Monitoring0 Criteria to define success (exit criteria)0 Fidelity measures

SYSTEMS – Support Staff Behavior

PRACTICES – Support Student Behavior

DATA + Culture– Supports Decision Making

MDS3 Implementation Plan – page 1 Check and Connect

Valued Outcome: _______________________ Step 1: What does the data say?________________________________________________________________________________________________________________________________________________________________________

Step 4: What will we do to support staff?______________________________________________________________________________________________________________________________________________________________________________________________________

Step 3: What will we do to support student behavior?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step 2: What is the goal?______________________________________________________________________________________________________________________________________________________________________________________

Tier 3

Tier 2

Tier 1

Triangle Activity:

Applying the Three-Tiered

Logic to Your School

28

Practices, Initiatives, Programs for a FEW

Practices, Initiatives, Programs for SOME

Practices, Initiatives, Programs for ALL

In planning for the next school year, please complete the following MDS3 implementation plan. Consider how the Climate Specialist will help support you this year.Safety

What needs to be done?

Who will do it?

What resources are needed to get it done?

When should it be done?

How will you know if it was done correctly?

Engagement

What needs to be done?

Who will do it?

What resources are needed to get it done?

When should it be done?

How will you know if it was done correctly

Environment

What needs to be done?

Who will do it?

What resources are needed to get it done?

When should it be

done?

How will you know if it was done correctly

SW Interventions

What needs to be done?

Who will do it?

What resources are needed to get it done?

When should it be done?

How will you know if it was done correctly?

MDS3 Implementation Plan – page 2

Lessons learned thus far..

0Enrolling schools in the project 0Engaging them to do the work

0Empowering

Enrolling schools in the project0 Voluntary participation0 What’s in it for me? 0 Don’t NAME it

Engaging the adults 0 The mission begins with coordinating the resources0 Taking a comprehensive look at what is already place

0 Resource Mapping Activity 0 …and one step further (AACPS)

0 Coordinating those resources0 Multiple Mentors -

0 Developing communication systems/networks

What do you already have?0 Brainstorm inventory of current practices…

Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity

1-5% Tier 3/Tertiary Interventions• Individual students• Assessment-based• Intense, durable procedures

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

80-90% Tier 1/Universal Interventions• All settings, all students• Preventive, proactive

School-Wide Systems for Student Success:A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

Resource Mapping0What are the practices in place at each tier of the

triangle?0Are they evidence-based practices?0How are you measuring effectiveness of practices

(data)? 0Who are the service delivery teams/personnel (e.g.,

Climate, School Improvement Team, Discipline)?0Link to outcomes- Strategic Plan (School

Improvement Plan)

Tier 3

Tier 2

Tier 1

Triangle Activity:

Applying the Three-Tiered Logic to Your

School

36

Practices, Initiatives, Programs for a FEW

Practices, Initiatives, Programs for SOME

Practices, Initiatives, Programs for ALL

Are you successful with these practices?

0How do you know they are successful ?0Is there overlap?0Who do they serve? The students you intended to

serve?0How do you decide who gets the intervention?0Do staff receive training and support to deliver

intervention effectively? 0Do you share impact of intervention with faculty?0Can you live without a couple? Wouldn‘t it be nice to do

less but have the same outcome?

Communication Systems: Feedback -Give it and Get it

0 2 times per term minimum0 Especially important at high school and for students

receiving Tier II supports0 Gather feedback from the participating staff0 How do teachers get feedback? 0 Unique ways to communicate

Empowering: Kids are key!

0 Student involvement is the KEY to success0 Digital Learners

0 http://www.youtube.com/watch?v=_A-ZVCjfWf80 Stephen Decatur High School Worcester County Public Schools

0 Teaching the Expectations 0 Dundalk High School Baltimore County Public Schools

0 Student generated newsletter 0 North County High School Anne Arundel County Public

Schools0 The story of one!

Efforts to promote sustainability beyond the life of the grant.

0 Always a part of every discussion!0 Graduated support0 Cross training (all stakeholders) 0 Involving community stakeholders

Roadblocks to success0 “We don’t need something else”0 “Money is too tight to…” 0 Common Core comes first 0 Schools with high academic achievement