Transcript An Introduction to Integrated Multi

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
Interconnected MultiTiered Systems of Support
(I-MTSS)
Primary Intervention:
School/ClassroomWide Systems for
All Students,
Staff, & Settings
~5 %
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Needs
~15%
Main Ideas:
1.
2.
3.
Invest in prevention first
Multiple tiers of support/
intensity
Early/rapid access to
support
~80%
Secondary
Prevention:
Specialized Group
Systems for
Students who need
more supports
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.
Interconnected Multi-Tiered
Systems of Support Defined
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.
Academic
Continuum
Few Students
Intensive, Research-Based Interventions
Frequent Progress Monitoring
Some Students
Supplemental Targeted interventions
Frequent Progress Monitoring
All Students
Common Core State Standards
Smarter Balanced Assessments
Behavior
Continuum
Few Students
FBA/BIP
Person-Centered Individualized Plans
Frequent progress monitoring
Some Students
Small groups or individual support
Frequent progress monitoring to guide
intervention design
All Students
Universal Prevention
School-Wide Behavioral Expectations
Reinforcement of Expected Behavior
Social/Emotional
Continuum
Few Students
Individual/Group/ Family Therapy
Frequent Progress Monitoring and Data Collection
Outreach to families for support/intervention
Some Students
MH Co-Facilitation of Social Skills Groups
Frequent Progress Monitoring
All Students
Universal Social Skills
Alignment of Key Resources
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 Expectations
for 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 Class
Tier 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
Universal Prevention in Class
Tier 1
Engage Students with Compelling Tasks
Repetition- 24 Repetitions for 80% Retention
Rehearse and Elaborate
Novelty
Partner Strategies
Universal Prevention in Class
Tier 1
Create a Safe, Predictable Learning
Environment
Teach Social Skills
Empathy
Conflict Resolution
Manners
Does Movement
Really 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 Breaks
Change 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 Supports
Tier 2
As with clothing, one size does not fit all!
Student Recommended for CICO
Check In Check Out Cycle
CICO Coordinator
Reviews individual student
outcome data every
2 weeks, averaging %
of goals met per student.
CICO is Implemented
Morning
Check-in
Daily
Teacher
Evaluation
Parent
Feedback
Afternoon
Check-out
Bi-weekly Intervention
Team Meeting to Assess
Student Progress. At 4 weeks,
student continues if successful
or Reverse Request for
Assistance if not responding
Revise
Program
Exit
Program
Fort Irwin Middle School
P.A.W.S. (Positive Action With Support)
H.U.G.
(Hello, Update, Goodbye)
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 pts
HUG Daily Goal
_____/_____
HUG Daily Score _____/_____
Teacher Comments: Please state briefly any specific behaviors or achievements that
demonstrate the student’s progress.
Goals
AM to
Recess
AM
Recess
AM 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 _________________________________________________________
__________________________________________________________________________
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 Supports
Tier 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.
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
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
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
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
Students cannot benefit from
interventions they do not experience.
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
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 Manager
760-955-3607
Corinne Foley, Program Manager
760-955-3569
Kami Murphy, PBIS Coordinator
760-955-3582