Transcript Slide 1

ISF: Exploration, Adoption and
Installation
Kelly Perales, Jill Johnson
Susan Barrett and Lucille Eber
ISF Development Team
A National Community of Practice on
School Behavioral Health (COP)
www.sharedwork.org
• IDEA Partnership (www.ideapartnership.org)
providing support
• OSEP National PBIS Technical Assistance
Center
• Center for School Mental Health
2
Today’s Goal
• Susan Barrett, Lucille Eber, Center on PBIS
– Introduction and Big Ideas
• Kelly Perales, PA,
– Lessons Learned with Resource Mapping
• Jill Johnson, Illinois
– Lessons Learned with Consumer Guide to
Selecting Evidenced Based Mental Health
• Closing comments and Final Thoughts
Polling Question #1
• Did you participate in a previous webinar on
Interconnected Systems Framework (ISF)?
Common Frame of Reference
• Implementation Science: Phases of
Implementation
• MTSS: Expanding the Tiered Framework
• Defining ISF
• Process and structure that blends education and
mental health
• Formal process to study, refine and replicate
– http://tadnet.adobeconnect.com/p4jg8mya9xc/
Using and Expanding the Framework
• Change creates uncertainty and fear
• Struggle always precedes growth
Help foster new mental map- framework leads to having people
think in different ways
Tools
• Tools help manage conversation in smaller groups
• Lead to minimizing danger and maximizing reward
• Lead to overwhelming sense of purpose
David Rock
Equal Priority
Academic Rigor
Social Emotional
Health/ Mental
Wellness/Physical
Health
Close the Global
Gap
Adapted from © Fixsen and Blase 2013, Barrett
2013
Organizational
Health:
Workforce
Formula for Success
Effective
Interventions
•Resource Mapping
•Consumer Guide
Effective
Implementation
Methods
•Cross Training
•Coaching
•Fidelity Checks
Socially
Significant
Outcomes
© Fixsen and Blase 2013
Enabling Contexts
•Policy
•Political Support
•Leadership
•Flexible Funding
Stages of Implementation
Focus
Should we
do it
Stage
Exploration/
Adoption
Decision regarding commitment to adopting
the program/practices and supporting
successful implementation.
Installation
Set up infrastructure so that successful
implementation can take place and be
supported. Establish team and data systems,
conduct audit, develop plan.
Initial
Implementation
Try out the practices, work out details, learn
and improve before expanding to other
contexts.
Elaboration
Expand the program/practices to other
locations, individuals, times- adjust from
learning in initial implementation.
Continuous
Improvement/Re
generation
Make it easier, more efficient. Embed within
current practices.
Getting it
right
Making it
better
Description
Current Tools (in development)
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Dialogue Guides (IDEA partnership)
Implementation Guides (Funding, Team)
Crosswalk of Demo Sites (Data, Systems, Practices)
Readiness Checklist
Resource Mapping
Consumer Guide for Selecting MH practices
• Other Resources
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ISF webinar recordings
White Paper
Monograph (Sept)
Blueprint ( Jan)
Crosswalks
What creates the pathway?
Systems, Data, Practices
• Systems:
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Identified need (gaps in services, lack of services)
Identified cost savings
Shift in population (increased poverty, homelessness, health concerns)
Frustration with current condition (restrictive, inefficient, ineffective)
Flexible funding source identified (United Way, Walter Reed, community care, blended)
PBIS foundation (provided both structure and process)
Local “Champions”
Demo sites created opportunity
Received Grant (Systems of Care)
Non profit working with school system for district wide change
• Data: Moving beyond Office Referrals and Suspensions to 360 view that
include community data
– hearing data, # of student encounters with law enforcement, calls to crisis centers,
instructional time lost for services, use of screeners, behavioral health assessments
• Practices: Broader range: EBP with Trauma focus
Resource Mapping Definition
• Mapping focuses on what communities have to offer
by identifying assets and resources that can be used
for building a system
– It is not a "one-shot" drive to create a published
list or directory
– It is a catalyst for joint planning and professional
development, resource and cost sharing, and
performance-based management of programs and
services
(National Center on Secondary Education and Transition, 2003)
Before you add one more thing….
www.safetycenter.navy.mil
Resource Mapping: Identifying community
resources, assess duplication and build
comprehensive, sustainable resources
 Identify the geographic community
 Identify all currently participating organizations
 Discuss the description of required target population
 Identify services/programs available
• Inventory each agency/organization’s expenditures
• Identify funds expended but not fully matched
• Discuss spending resources collaboratively
• Assess redundancy
• Use resource map
• Develop and implement plan
• Share information and results to ensure support
4/15/2013 - Hershfeldt
Activity: What’s in Place?
1-5%
Community-Based
Services/Resources and
Providers
Tier 3-Resources/Supports for a Few
5-15%
SchoolBased
Services &
Resources
Tier 2- Resources/Supports for Some
80-90% Tier 1 –Resources/Supports for All
Applying the Logic to Families
Tier 3: Intensive, Individual Interventions
Family Liaison-matched with family, needs matched with
community resources
 Individual Skill Building Sessions-
1-5%
Tier 2: Targeted Group Interventions
Support Groups (Military Families, Newcomer Group)
5-10%
Skill Building Sessions (Academic and Behavior)
Tier 1: Universal Interventions
Self Assessments: Family Engagement Checklist, Surveys
Skill Building Series Guest Speaker (Topics Vary- Survey Families)
Newsletter, Resource Library , “Shout Outs”
80-90%
Volunteer Opportunities (DOGS- Dads of Great Students)
Teacher Conferences- Goal Setting, Family Vision, Strengths
Discovery
Family Fun Nights throughout the year
School Handbook (Description, Teaching Matrix – promote
common language between school and home)
Polling Question #2
What experience do you have with resource
mapping?
• None
• I am familiar with the concepts
• I have done resource mapping with a school
building level systems team
• I have done resource mapping with a school
district level team
Resource Mapping
Examples an Lessons Learned
Kelly Perales
Practical Application
• State Leadership Team
• District and Community Leadership Team
• Building and Community Systems Teams
Interconnected Systems Framework
Systems Features
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Exploration and Adoption
Installation Phase
Initial Implementation
Full Implementation
Innovation and Sustainability
Fixsen, 2010
Comprehensive
screening
Early &
timely
decision
making
Data-based
decision
making
Implementation
Fidelity
Support for
nonresponders
Need
for
better
Instructional
accountability &
justification
Assessmentinstruction
alignment
Resource
& time use
IMPLEMENTATION
W/ FIDELITY
CONTINUUM OF
CONTINUOUS
EVIDENCE-BASED
PROGRESS
INTERVENTIONS
MONITORING
UNIVERSAL
SCREENING
MTSS
DATA-BASED
DECISION MAKING
& PROBLEM
SOLVING
CONTENT
EXPERTISE &
FLUENCY
TEAM-BASED
IMPLEMENTATION
School-Wide Systems for Student Success:
A Response to Intervention (RtI) Model:
Resources
Needs
Tier 3/Tertiary Interventions
Tier 2/Secondary Interventions
1-5%
5-15%
1-5%
5-15%
80-90%
Tier 1/Universal Interventions80-90%
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/school-wide.htm
Tier 3/Tertiary Interventions
•SBBH Team
•Outpatient therapy
•SB Partial
•Guidance – individual support
•SAVES/school aged mothers
Tier 2/Secondary Interventions
•SAP
•Guidance – groups
•Community Partners – groups
•Resource Officer
Tier 1/Universal Interventions
•SWPBIS
•Drug and Alcohol
Prevention
Interconnected Systems Framework
Systems Features
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Exploration and Adoption
Installation Phase
Initial Implementation
Full Implementation
Innovation and Sustainability
School-Wide Systems for Student Success:
A Response to Intervention (RtI) Model: SUPPORTS
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions
•1:1 instruction
•Increased time
•504
1-5%
1-5%
5-15%
Tier 2/Secondary Interventions
•Title I Reading and Math
•ERI, RM, RN, etc.
•IST
5-15%
80-90%
Tier 1/Universal Interventions80-90%
•Core Curriculum – reading and math
•AIMS Web
•MAP
•PSSAs
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/school-wide.htm
Tier 3/Tertiary Interventions
•SBMH, Partial Hospitalization
•Alt Ed
•FBA/PBISP
•Home School Visitor
Tier 2/Secondary Interventions
•Counselor groups, lunch bunch
•Friendship groups
•Behavior Chart/plan
•IST
•Parenting Classes
Tier 1/Universal Interventions
•Character Education
curriculum
•Bullying Prevention
•SWPBS (some schools)
•Act 211 D&A awareness
•Counselor classroom
lessons
•Community Activities
•Health Screening
Positive Behavior Interventions & Supports:
A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
Tier 2/
Secondary
ODRs,
Attendance,
Tardies, Grades,
DIBELS, etc.
Check-in/
Check-out (CICO)
Social/Academic
Instructional Groups (SAIG)
Daily Progress
Report (DPR)
(Behavior and
Academic Goals)
Competing Behavior
Pathway, Functional
Assessment Interview,
Scatter Plots, etc.
Group Intervention with
Individualized Feature
(e.g., Check and Connect -CnC
and Mentoring)
Tier 3/
Tertiary
Brief Functional Behavior Assessment/
Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Illinois PBIS Network, Revised October 2009
Adapted from T. Scott, 2004
SIMEO Tools:
HSC-T, RD-T, EI-T
Wraparound
Interconnected Systems Framework
Systems Features
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•
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•
Exploration and Adoption
Installation Phase
Initial Implementation
Full Implementation
Innovation and Sustainability
Montrose Elementary Schools
K-6th Grade
Data
Practices
Tertiary, Tier 3, Individual
Child Outcomes Survey
Strengths and Difficulties Q.
Teacher feedback
Academic data
1-5%
5-10%
1-5%
5-10%
Tertiary, Tier 3, Individual
•Guidance counselors see
individual students
•SBBH Team
Secondary, Tier 2
Group/Individual
Secondary, Tier 2
Group/Individual
Data from Tier One team
Progress monitoring
Data decision rules
80-90%
80-90%
•Guidance counselors run
Targeted groups
•IST
•CICO
•mentoring
Universal, Tier 1
Whole School
Universal, Tier 1,
Whole school
ODRs, teacher nominations,
Card system, MMS,
•Guidance counselors teach
“I Can Problem Solve” lessons
•Treehab D and A awareness
•Bully prevention/Character Ed
•Peer Mediation
(lessons learned)
3-Tiered System of Support
Necessary Conversations (Teams)
Universal
Team
Plans SW &
Class-wide
supports
Universal
Support
Secondary
Systems Team
Problem Solving
Team
Tertiary Systems
Team
Uses Process data;
determines overall
intervention
effectiveness
Standing team; uses
FBA/BIP process for
one youth at a time
Uses Process data;
determines overall
intervention
effectiveness
CICO
Brief
SAIG
Group w.
individual
feature
Brief
FBA/BIP
FBA/
BIP
Complex
FBA/BIP
WRAP
Building Level Action Plan
UNIVERSAL SYSTEM
SECONDARY SYSTEM
TERTIARY SYSTEM
Universal Systems
Team
Secondary Systems
Team
Problem Solving Team
(individual student)
Tertiary Systems
Team
PRACTICES
PRACTICES
PRACTICES
PRACTICES
Data Decision Rule
Data Decision Rule
Data Decision Rule
Data Decision Rule
30
Interconnected Systems Framework
Systems Features
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•
Exploration and Adoption
Installation Phase
Initial Implementation
Full Implementation
Innovation and Sustainability
Annual Fidelity Check
Action Planning
• Benchmarks of Advanced Tiers
– Do we have more than one strategy available to
support students who need more?
– Do we use data to make decisions?
– Are we selecting Evidence-Based Practices?
– Do we have the staff and resources to implement
with fidelity?
– Are we progress monitoring?
Revisit Resource Map
• Do we have a continuum of interventions and
supports?
• Does our systems team include
representatives from our community
partners?
• Are their gaps that we need filled?
• Can we present needs to our district and
community leadership team?
Consumer Guide to Selecting Evidenced
Based Mental Health Services
(Putnam et al, 2012 in draft)
Presented by Jill Johnson, PBIS Coordinator, IL
Main Components
• Assessment
• Interventions Selection
• Intervention Progress Monitoring
Assessment
Intervention Selection
Intervention Progress Monitoring
Tool Usage in Champaign-Urbana
• District Leadership Team meeting
• School Social Work meeting
School Social Work Meeting Results
Mean = 6
Social Worker Responses to Assessment
120%
100%
Percentage
80%
60%
Social Worker Response
40%
20%
0%
Assessment of
need/risk
Assessment
strengths/deficits
Appropriate team
Assessment Questions
Appropriate sb
intervention
Referral to mh
professional
Social Worker Response Intervention Selection
120
100
Percentage
80
60
40
20
Social Worker Response
0
Assessment Questions
Social Worker Response Intervention Progress Monitoring
90
80
70
Percentage
60
50
40
Social Worker Response
30
20
10
0
MH Intervention implementation
fidelity
Ongoing data-based progress
monitor
Progress Monitoring Questions
Report/Review progress at team
District Leader Thoughts
• Partnership between school and community providers
is lacking
• Implementation fidelity not addressed
• Progress monitoring interventions not done
systematically
• Social workers may not be self-assessing accurately
– Budget issues
– Defensive
• Example: They scored themselves 100% on culturally relevant
interventions: however, students on intervention were all AfricanAmerican and at-risk for change of placement
District Action Steps
• Work towards school-community partnership on
Strategic Plan/District Leadership Team
– Short-term goal: Quarterly, one community partner invited
to school social work meeting
• Long-term goal: add community partners back on DLT
• Long-term goal: each building collaborate with one community
partner; add to tiered team
• Addition of implementation fidelity and evaluation tool
– Short term goal: Strickland tools
• Professional development/support for social workers
– Short-term goal: Use Consumer Guide, BAT, ISSET to drive
school social work meetings monthly
BEHAVIOR SUPPORT IMPLEMENTATION PLAN
Person
Responsible
Tasks
By
When
Review Date _________________
Impl. Rating:
2 = Yes - 90%+
1 =Kinda 50-90%
0 = No - <50%
Prevention (environmental redesign)
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
Teaching (teach new skills)
Consequences (reward appropriate behavior, minimize
pay-off for problem behavior)
Impl
Score ##
##
Total
Possible
M.K. Strickland-Cohen (2011) ECS,
University of Oregon
Evaluation Decision
Monitor, Modify, or
Discontinue
EVALUATION PLAN
Behavioral Goal (Use specific, observable, measurable descriptions of goal)
What is the short-term behavioral goal?
_________ Expected date
What is the long-term behavioral goal?
_________ Expected date
Evaluation Procedures
Procedures for Data Collection
Data to be Collected
Person
Responsible
Timeline
Is Plan Being
Implemented?
Is Plan Making a
Difference?
Plan date for review meeting (suggested within 2 weeks) ________________
M.K. Strickland-Cohen (2011) ECS,
University of Oregon
4/15/2013 - Hershfeldt
Preparing for Mapping
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Know your group
Provide local example: School Level
Small Group
Fluid nature of process
Anchor for change and action planning
Provides structure
Openers: Terms of Reference
May not be able to prepare for everything
– Strong facilitator
A National Community of Practice
(COP); www.sharedwork.org
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CSMH and IDEA Partnership providing support
30 professional organizations and 16 states
12 practice groups
Providing mutual support, opportunities for
dialogue and collaboration
• Advancing multiscale learning