Building a Comprehensive System of Student Supports - PowerPoint Presentation

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Building a Comprehensive System of Student Supports

May 29, 2018

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Quick Logistics

Audio

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Agenda

Welcome

Introduction

, David OsherWhat Is a Comprehensive System of Student Supports and How Can It Help Integrate and Support Discipline ImprovementsLessons Learned, Jane Ross, Peter PriceMoving from Silos to the Integrated Child Study System/MTSS in Austin I.S.D.Q/AFeedback SurveyWrap Up

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Poll 1

What do you hope to learn or hear today? (short response)

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What Is a Comprehensive System of Student Supports and How Can It Help Integrate and Support Discipline Improvements

May 29, 2018

David Osher, Vice President, AIR

dosher@air.org

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Take Home Message:

Align Interventions & Efforts Ecologically

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The Four Elements of a Comprehensive Plan for Safe, Supportive and Successful Schools

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Provide Individualized Intensive Supports

Provide coordinated, intensive, sustained, culturally appropriate, child and family focused services and supports.

Intervene Early and Provide Focused Youth Development Activities

Implement strategies and provide supports that address risk factors and build protective factors for students at risk for severe academic or behavioral difficulties.

Build a Schoolwide Foundation

Universal prevention and youth development approaches, caring school climate, positive and proactive approach to discipline, personalized instruction, cultural competence, and strong family involvement.

Multi-Tiered Support

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Improved

Climate

&

Learning

Collaborating

with Families & Community

Relational Trust,

Growth Mindsets

Efficacy

Focused Professional & Development

Cultural Competence

Cultural Responsiveness

Leadership

Coordination & Collaboration

Readiness

Using Data for Monitoring

& CQI

The Base For Collaboration

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Challenges to Developing a Comprehensive System of Student Support

Cognitive Load, Bandwidth, and Time

Fragmentation

Professional and Bureaucratic Silos

Incoherence Limited ResourcesInnovation and Implementation FatiguePaper Alignment10

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Examples of Benefits of Combining PBIS, SEL, & RP/RJ

Behavioral interventions don’t generalize.

Some contexts are so out of control that behavioral interventions and mental health interventions are necessary to gain control.

Restorative justice will work best in a setting that prevents problems and promotes problem solving skills.

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Poll 2

To what extent are your student supports integrated in your district or school?

Not at all

To a small extent

To some extentTo a large extentCompletely12

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Questions

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Moving from Silos to the Integrated Child Study System/MTSS in Austin I.S.D.

Jane Ross, Ph.D.

Assistant Director of the Child Study System/MTSS

jane.ross@austinisd.org

Pete Price

Director of SEL and MTSS

pete.price@austinisd.org

Lisa Goodnow, Ph.D.

Associate Superintendent of Academics and SEL

lisa.goodnow@austinisd.org

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Child Study System: An Approach Towards Integration

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Child Study System/MTSS And

Response To Intervention

System

Process

Tool

MTSS

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Whole Child, Every Child: Components of an Effective Child Study System

A three-tiered system of prevention and intervention for academics, behavior, and attendance.

Comprised of the campus leadership team, the Child Study Team, and campus staff all working together.

Communication and shared vision.

eCST is the tool for the system but it is not THE SYSTEM.

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Step 1: Deliver Tier 1 supports to all students

Step 2: Identify students in need of additional Tier 2/3 support using a screener/diagnostic tool.

Step 3: Engage in a recurring pattern of Intervention/Progress Monitoring as long as the student is responding

Campus Child Study Team Process

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Campus Child Study Team Process (cont.)

Step 4: Implement Intervention(s) and Progress Monitoring with fidelity

Step 5: Recurring Child Study Team monitoring of intervention and Progress Monitoring

Step 6: Consideration for further evaluation

**Data is documented in eCST , and MTSS Coaches are available for support within the CST process.

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Poll 3

(select all that apply)

Which steps are your school/district focused on now?

Step 1: Deliver Tier 1 supports to all students

Step 2: Identify students in need of additional Tier 2/3 supportStep 3: Engage in a recurring pattern of intervention/progress Monitoring

Step 4: Implement intervention(s) and progress monitoring with fidelity

Step 5: Recurring team monitoring of intervention and progress Monitoring

Step 6: Consideration for further evaluation

Other (Enter in chat pod.)

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Questions

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Electronic Student Case Management: Data Analysis and Use

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Data Analysis Documented in eCST

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Writing S.M.A.R.T. Goals

S

pecific

—clearly focused; answers who, what, where, when, etc.

Measurable

—establishes concrete criteria for measuring progress

A

ttainable

—reasonable chance of being achieved

R

elevant

—achievement will make a significant difference to the student’s ability to make progress

T

imely

—the goal has a begin date and time frames for progress monitoring and follow-up

(from the work of George T. Doran and Paul J. Meyer)

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Poll 4

To what extent does your student tracking system include components like Austin’s?

Not at all

To a small extent

To some extentTo a large extentCompletely32

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Questions

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Professional Development

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Questions

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Support for Campuses

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When You’re In a Pinch

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PreK - 2

nd

Support Process

Progress

No progress

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VT MTSS Coach

LMHP

Early Childhood

SEL

Cultural Proficiency & Inclusiveness

VT MTSS Coach & LMHP

Problem Solving/CST Meetings

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PreK - 2

nd

Support Process

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VT MTSS Coach

PreK-2 MTSS Coach

LMHP

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PreK - 2

nd

Support Process Continued…

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Associate Superintendent’s Office

(thru eCST)

PreK-2 MTSS Coach

PreK-2nd MTSS LSC Team

Approval Needed

Approval Not Needed

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Deliver Tier I Interventions

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All Children

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No One Will Ever Be At Starbucks!

If Available: Prek-2

nd

Triage Team

PreK-2

nd

MTSS Coach

MTSS Vertical Coach

LSC Teacher

LMHP

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Child Study Team(CST)

For students receiving services, consult with 504/ARD/LPAC, etc.

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Arms of the CST:

“PreK-2

nd

and Beyond”

sub committee

Ideally led by teacher/staff

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Progress

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Legend

BIP – Behavior Intervention Plan

CIS – Communities In Schools

CP&I – Cultural Proficiency & Inclusiveness

CST – Child Study Team

EC – Early Childhood Specialist

eCST – Electronic Child Study Team

FBA – Functional Behavior Assessment

ILP – Individual Learning Plan

LMHP – Licensed Mental Health Professional

MTSS – Multi-Tiered Systems of Support

MTSS LSC – MTSS Learning Support Center

NME/NMT Neurosequential Model in Education/Therapuetics

PALS – Peer Assistance, Leadership & Service

PBIS – Positive Behavior Intervention and Support

SEL – Social Emotional & Learning

TBRI – Trust-Based Relational Intervention

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Poll 5

(short response)

To build a comprehensive system of student supports, what kind of support would be most useful to your campuses or school?

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Questions

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Poll 6

Based on what you heard today, what do you think could be a good next step towards building a comprehensive system of student supports in your school or district? (Short response.)

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Feedback Survey

https://www.surveymonkey.com/r/BCOSSS

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Wrap Up

Thank you for joining us today!

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