I N T R O DUC T I O N Propel Partners in Wellness (PPIW) is - PowerPoint Presentation

INTRODUCTIONPropel Partners in Wellness (PPIW) is an innovative school-wide behavioral health intervention pilot initiative for a vulnerable and high-risk urban population of students from grades K-12th. PPIW uses a Multi-tiered Systems of Support (MTSS; e.g., RTI, PBIS) model that encompasses a continuum of broad-based prevention-to-intervention supports to address student, teacher, school climate, and family assets and needs and to promote healthy learning, behavior, interpersonal relationships, school environments, and community-based interagency partnerships. The operational element of the PPIW model is a school-community partnership and teamwork model to engage teachers, support staff, parents/families, and community partners in supporting students so as to promote their healthy behaviors and progress. The PPIW pilot model engages a partnership between Propel Schools and Turtle Creek Valley Community Services (TCV). The central intervention elements of Propel Partners in Wellness are organized across three overarching pillars: PPIW Model Need for Prevention and Intervention CONTEXT Propel schools began implementing many of the components of the PPIW initiative in three schools in January of the 2016-2017 school year. Though Propel expanded to another three schools in the 2017-2018 school year, this Program Evaluation focuses on the initial cohort of PPIW schools. Given its prevention framework, a key component of the PPIW model has involved the implementation and support for universal screening procedures to identify and target supports. Results from Year 1 highlight the urgency of the PPIW model. A Focus on Prevention TCV practitioners and Propel support staff recognized the need and opportunity to focus on prevention at the classroom and teacher-level. TCV staff requested a tool that could be used to guide their observations, consultation, and support work with teachers, which led to the use of an adapted version of the Classroom Management Assessment (CMA; Simonsen et al., 2008; MacSuga & Simonsen, 2011) CMA Baseline Results OFFICE OF CHILD DEVELOPMENT | Propel Charter Schools Implementation of Integrated School- and Community-Based Behavioral Health SupportsCaitlin Forbes Spear, PhD; Tracy Larson, M.Ed, NCSP; Stephen J. Bagnato, EdD; Amber Greenwood, Caroline Barmen spacer bar Initial Cohort of Schools Implementing PPIW: Schools (# of students):School 1: K-8 (n = 372)School 2: K-8 (n = 373)School 3: 9th-12th (n = 288)Participants across Schools: Students: ~ 1000Teachers/Instructional Staff: ~100 TCV Staff: 8 (2/school + support staff) At its core, the PPIW model involves the integration of a community-school partnership into a MTSS framework to provide a continuum of broad-based prevention-to-intervention supports. In the PPIW model, TCV and Propel partner to provide supports across multiple levels, focusing on the following: StudentsFamily Needs & AssetsTeachersSchool Climate Discussion CMA results highlight the need for prevention, and indicate that teacher- and classroom-level supports are warranted for prevention purposes. These CMA results also align with student screening results and highlight the need to support students and teachers in navigating social emotional and behavioral challenges. Engaging in the process of using the CMA also illustrates many of the strengths, and challenges of community-school partnerships: Coaching and Consultation ConsiderationsTCV staff are in a unique position to provide consultation and coaching to teachers, but several questions around coaching effectiveness warrant discussion. What are the challenges involved when non-school based staff are in this role? How can the partnership foster strong relationships between school and community staff? Measurement and Data ConsiderationsWhat types of measures and observations support community partners in using data to support effective coaching?What level of training is required to support community partners in using specific measures for data-based decision making? Training ConsiderationsEngaging in this process highlighted similarities and differences in the skill sets, expectations, and contexts of community and school-based settings. What skills do community partners need to engage in this type of work? What level and type of training is required to support community partners providing teacher- and student-level supports in MTSS framework? CMA Part 2: Action Planning CMA Part 1: Assessment Classroom Management Assessment: 1. Assess whether each classroom management practice was evident.2. Sum the number of “yes” scores for each practice to determine whether the practice is:In place (All indicators = yes)Partially in place (At least half of the indicators = yes)Not in place (Less than half of the indicators = yes)3. Sum the overall number of “yes” scores across practices to determine overall classroom management score:Effective (At least 13 “yes” scores; 81-100%)Somewhat Effective (10-12 “yes” scores; 61-80%)Area for Development (0-9 “yes” scores; 0-60%) Note. Missing data is not included; scores do not total 100%. Note. Missing data is not included; scores do not total 100%.

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BIBLIOGRAPHY References. lum exer adipsustrud doloree tuerat lorpera esenibh eu faccum eum iuscili quamcommy nit lorerillut ullam quat lore verostrud ming et, si tie faciliquisse modolortin volorevel et vel dionsenit adit, consenim zzrillute el euguerostie faci bla conse minim zzriure tio dolore tet, volobor si.Velit vendipit, quat iustrud eraeseniat do conummod ea alisci tie vel ea commodo lortis aliquamcommy niat aliquat niam ercillan eu feugue magnisl utpat autat.Ut nostionsed molobore feugiam quiscing exeraese ting etue dit atetum ipsum inim ex exercin cincincinci et lut incinis er inhenibh esequat, quis aci eniamet ut ad modolutpat wis eumsandipit aliquipsum zzriure verosto enim ea feu faccum vulputet vel utet non ute conse tis dip er aliquam cortin henim duipisim iuscing ex et nos dolorem zzrit wiscilit er sisl.Sim ipsum dolorem velis aut vulputpat eu facilit am delestrud eui blan vendre elisisc illaorp ercilisi blan eu faccumsandre tat dipit nis dionull amconsequa. 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