Transcript What Makes an Effective School: Multi

Effective Safe and Supportive
School Climate and Culture
Presented by:
Michele Carmichael
ISBE Principal Consultant
Behavioral Health Supports in Schools
Definitions
• Safe
• Supportive
• Climate
• Culture
US DOE Guiding Principles*
• Guiding Principle 1: Climate and Prevention
• Guiding Principle 2: Clear, Appropriate, and
Consistent Expectations and Consequences
• Guiding Principle 3: Equity and Continuous
Improvement .
*http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201401-title-vi.html
US DOE-DOJ Joint
“Dear Colleague” Letter
“The Departments strongly support schools in their efforts to
create and maintain safe and orderly educational environments
that allow our nation’s students to learn and thrive. Many
schools have adopted comprehensive, appropriate, and
effective programs demonstrated to: (1) reduce disruption and
misconduct; (2) support and reinforce positive behavior and
character development; and (3) help students succeed.
Successful programs (may incorporate a wide range of
strategies to reduce misbehavior and maintain a safe learning
environment, including conflict resolution, restorative
practices, counseling, and structured systems of positive
interventions. The Departments recognize that schools may
use disciplinary measures as part of a program to promote safe
and orderly educational environments”
US DOE-DOJ Joint
“Dear Colleague” Letter
“Regardless of the program adopted, Federal
law prohibits public school districts from
discriminating in the administration of student
discipline based on certain personal
characteristics.”
“Federal law also prohibits discriminatory
discipline based on other factors, including
disability, religion, and sex.”
Framework for Safe & Successful
Schools*
• Efforts to improve school climate, safety, and
learning are not separate endeavors.
• They must be designed, funded, and implemented
as a comprehensive school-wide approach that
facilitates interdisciplinary collaboration and
builds on a multitiered system of supports
*Cowan, K. C., Vaillancourt, K., Rossen, E., & Pollitt, K. (2013). A framework for safe and
successful schools [Brief]. Bethesda, MD: National Association of School Psychologists.
Illinois’ Essential Elements of School
Improvement
1.Leadership
2.Professional Development
3.Curriculum
4.Instruction
5.Assessment
6.Conditions for Learning
7.Community & Family
8.Data Driven Decision Making
IL-SIP
Systems
Curriculum &
Instruction
Curriculum
Instruction
Governance/
Management
•Leadership
•Comprehensive
Planning-Data
Driven DecisionMaking
•Professional
Development
•Assessment
Learning
Supports-MTSS
•Conditions
for Learning
•Community and
Family Engagement
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What?
Substance Use and
Abuse
Special Education
Learning Supports
Improving Student Outcomes
How?
MTSS:
Framework for organizing a continuum
of interventions
 Ensure ALL students get appropriate instruction
& supports within a safe & supportive
environment
 Maximize student achievement AND
 Increase social, emotional, behavioral student
competencies
MTSS
“MTSS encompasses:
• Wellness promotion;
• Universal screening for
academic, behavioral, and
emotional barriers to learning;
• Implementation of evidencebased interventions that
increase with intensity as
needed; and
• Values cultural and ethnic
diversity.
MTSS cont.
Intervention
Intensive
Individualized
Early
Intervention
Intensity & Duration
of intervention based
on student need(s)
Wellness Promotion/Prevention
MTSS cont.
• Monitoring of on-going
student progress in
response to implemented
interventions, and
• Engagement in systematic
data-based decisionmaking about services
needed for students based
on specific outcomes.
MTSS cont.
 Holistic approach to
integrate academic, social,
emotional, behavioral and
physical efforts (Whole
Child)
 State, Community, LEA,
School, Classroom
MTSS
Evidence supporting social, emotional and behavioral
supports within a MTSS framework:
 Grounded in the Public Health Model
 Grounded in Organizational Theory
 Ground in Ecological Approach
 Theoretical foundations in:
o Behaviorism
o ABA
o PBS
 Randomized control trials in behavioral supports
 Meta-Analyses on social, emotional supports
Essential Element:
Leadership
 MTSS requires effective leadership,
leadership that is dedicated to principles
that ensure high levels of success for all
students.
 This leadership is symbolized by a collaborative style
that is focused on the mission that all students will
achieve and the creation of a system to be certain that
good intentions are translated into success.
Essential Element:
Professional
Development
 Professional development for teachers is determined
by data (including classroom observations and review
of lesson plans) that demonstrate teachers' attention to
academic, social, emotional, and behavioral
expectations and standards.
Essential Element:
Conditions for Learning
http://isbe.net/learningsupports/html/conditions.htm
 Integrate supports through collaboration
 MTSS for academic, physical, social, emotional, and
behavioral programming
 Resources identified and allocated/reallocated for MTSS’s
implementation.
 Implementation is monitored and evaluated for continuous
improvement
Essential Element:
Conditions for Learning cont.
 School personnel actively model and foster a positive school
environment where students feel valued and are challenged to
be engaged and grow cognitively.
 School Leadership actively models and fosters a positive
school environment where staff members feel valued and are
challenged to be engaged and grow professionally.
Essential Element:
Conditions for Learning cont.
 The environment of the school (physical, social, emotional, and
behavioral) is safe, welcoming, and conducive to learning.
 The school culture supports teachers in practicing effective and
responsive instruction to meet individual student needs.
 All teachers invite valid and reliable Learning Supports identified
by their school leadership into their classrooms including but not
limited to programs/strategies, co-teaching opportunities, and
consultation.
Essential Element:
Conditions for Learning cont.
 The school culture promotes and supports the academic,
physical, social, emotional, and behavioral skill development
and engagement of students.
 The school culture promotes and supports the physical,
social, emotional, and behavioral health of all school
personnel.
 All school personnel work effectively and equitably with
racially, culturally, linguistically, and economically diverse
students.
Essential Element:
Community and Family
Engagement
 School Leadership and primary caregivers engage in regular
communication to provide mutual supports and guidance
between home and school for all aspects of student learning.
 All teachers communicate regularly with primary caregivers
and encourage them to participate as active partners in
teaching and reinforcing physical, social, emotional,
behavioral, and academic competencies.
Essential Element: Assessment
 Data-driven process
o Screening
o Diagnostic
Screening
Evaluation
Assessment
o Progress Monitoring/
Formative Assessment
o Evaluative
Progress
Monitoring
Diagnostic
Screening Assessment
 Social, Emotional, Behavioral screening
o Pediatrician
o Child Find
 0-3
 EC
 School-age
o Local
 Indicators
 Attendance, Nurse visits, ODRs, …
Diagnostic Assessment
• Functional Behavior Assessment
o Simple/Practical
 Mild to moderate problem behaviors
 Not dangerous
 Occurring in few settings
o Complex Analysis
 Moderate to severe behavioral issues
 May be dangerous
 May occur in multiple settings
Progress Monitoring
(Formative) Assessment
Social, emotional, behavioral progress
monitoring
o Is the intervention working (Universal, Targeted &
Individual)
o Continue?
o Revise?
o Change?
Lack of student progress
Progress Monitoring (Formative)
Assessment
 Social, emotional, behavioral progress monitoring
 Lack of student progress
o Implemented with fidelity?
o Match the function of behavior?
o Correct function?
o Appropriate intervention?
o Need additional supplemental supports?
Multi-Tiered System of Support
Functional Behavior Assessment (FBA)/
Behavior Support Planning(BSP)
Functional Behavior Assessment
oSimple/Practical
 Mild to moderate problem behaviors
 Not dangerous
 Occurring in few settings
oComplex Analysis
 Moderate to severe behavioral issues
 May be dangerous
 May occur in multiple settings
FBA/BSP
“A primary goal of FBA is to guide the
development of effective positive
interventions based on the function of the
behavior.”*
Interventions based on FBA result in
significant change in student behavior. **
* Horner, 1994
** Carr et al., 1999; Ingram, Lewis-Palmer, & Sugai, 2005
FBA/BSP

At the Universal – Tier 1 Prevention Level
FBA can be used as a school-wide practice to predict environmental
changes and develop interventions to prevent.

At the Targeted – Tier 2 Early Intervention
Level
FBA can be used as a simple assessment/intervention process for
students with mild to moderate issues.

At the Intensive – Tier 3 Individualized Level
FBA involves a more complex assessment/intervention process for
students with more chronic, intensive behavior issues which
potential cross multiple domains and where Universal and targeted
interventions were unsuccessful at supporting the student.
Basic FBA to BSP
 Trainer’s Manual Authors
o Sheldon Loman, Ph.D.
Portland State University
o M. Kathleen Strickland-Cohen, Ph.D.
University of Oregon
o Chris Borgmeier, Ph.D.
Portland State University
o Robert Horner, Ph.D.
University of Oregon
ISTAC
Illinois Statewide Technical Assistance
Collaborative
• Service entity
• Training and Technical Assistance
ISTAC
Basic SERVICES
FBA/BSP
• Statewide team of Technical Assistance
Specialists
• Provision of both training and targeted technical
assistance
• Content aligned with Eight Essentials
• Technical assistance provided through a coach
the coach model at district or coop level
• Common goals: build local capacity and
establish sustainability
ISTAC SERVICES
ISTAC TRAINING
CURRICULUM
Basic FBA/BSP
Evidence-based/Evidence-informed Practices for:
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Data-driven decision making
Systemic support structures
School climate and culture
Inclusive educational environments
Leadership skill development
Student behavior
Stakeholder engagement
Transition planning and other
special education mandates
ISTAC TRAINING CURRICULUM
 Available to all public schools
 All trainings accessible through statewide
training calendar
https://www.illinoiscsi.org/Pages/Calendar.
aspx & www.ISTAC.net
 Duplicate trainings offered on regional
basis to ensure statewide consistency and
equitable access
Closure/Contacts
Michele Carmichael
o Behavioral Health Supports & Schools, ISTAC
o [email protected]
o 217/782-5589