Maryland’s Unique Collaboration Since 1999, MSDE has been working in collaboration with Sheppard Pratt Health System and Johns Hopkins University to train 840 of its 1400 schools in.

Transcript Maryland’s Unique Collaboration Since 1999, MSDE has been working in collaboration with Sheppard Pratt Health System and Johns Hopkins University to train 840 of its 1400 schools in.

Maryland’s Unique Collaboration

• • Since 1999, MSDE has been working in collaboration with Sheppard Pratt Health System and Johns Hopkins University to train 840 of its 1400 schools in PBIS a systemic tiered framework promotes a safe and supportive school environment and reduces school violence (Sugai & Horner, 2006).

Maryland’s PBIS Foundations

900 schools trained in Maryland

Initiative has had greatest success and impact:

At the elementary and middle school level

Implementing universal supports, rather than more intensive targeted and indicated interventions (Barrett et al., 2008)

Identified need for expansion

focus on high schools

Development of intensive preventive interventions (IOM, 2009) for students at greater need.

High Schools and Advanced Tiers

Students with unmet social and emotional needs create challenges

High Schools are often unprepared to implement Tier 2 and Tier 3 interventions or to address mental health needs and resources at the local and state level have been limited to expand and support implementation

Relatively few developmentally appropriate EBPs (Greenberg et al., 2001).

School Climate Model

School Climate Engagement Safety Environment Relationships Respect for Diversity School Participation Emotional Safety Physical Safety Substance Use Physical Environment Academic Environment Wellness Disciplinary Environment

School Climate Model, Office of Safe and Drug-Free Schools. Kristen Harper ([email protected]) .

Maryland Safe and Supportive Schools (MDS3) overview

Participating Schools

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52 high schools across the state of Maryland In the following districts: Anne Arundel, Baltimore County, Charles, Caroline, Dorchester, Somerset, Washington, Wicomico, Worcester and Queen Anne’s

Second cohort of 8 additional schools planned for spring 2012, for a total of 60 schools

Design

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3 years (spring 2011 through summer 2014) All 52 schools participated in the data collection activities

29 “ implementation schools” who are implementing the MDS3 Initiative

23 schools are in the “ focus ” or control group for the evaluation

Schools were assigned to these groups through a lottery

Climate Survey

Research-based measure developed by a team at Johns Hopkins University – Center for Prevention of Youth Violence

Items derived from previously published and validated measures

Gather data from students, staff, and parents around each of these targeted areas of school

How was the survey administered?

All versions were web-based, anonymous, voluntary, parental passive consent

Students

25 Classrooms of students (n=21,189 )

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7 9 th grade 6 of grades 10-12

Schools selected classrooms

Staff survey (n=3,499)

announcements, memos, emails etc

Parent survey (n=1,955)

announcements, memos, emails, web site etc

Timeline: Late April through the end of the school year

11 MDS3 Climate Survey Categories and Sample Questions

SAFETY 1. Physical Safety

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I feel safe at this school.

How much of a problem at this school is physical fighting among students?

2. Bullying

During the current school year have you been bullied?

Adults at this school try to stop bullying.

3. Social-Emotional Wellbeing

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It is OK to hit someone if they hit me first.

I feel depressed.

4. Substance Use

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During the past 30 days, how many days did you have 1 drink of alcohol?

Based on your experience, how much of a problem at this school is students ’ drug use?

11 MDS3 Climate Survey Categories and Sample Questions (cont)

ENGAGEMENT 5. Relationships and Connectedness

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I feel like I belong.

My teachers care about me.

6. School Participation and Academic Emphasis

I like this school.

My teachers encourage me to work hard in my classes.

7. Parental Involvement

My parent or guardian feels welcome at this school.

This school tries to involve parents or guardians.

8. Culture of Inclusion and Equity

Teachers believe that all students can do well if they try.

This school provides instructional materials that reflect my culture, ethnicity, and identity.

11 MDS3 Climate Survey Categories and Sample Questions (cont)

ENVIRONMENT 9. Order and Discipline

Disruptions by other students can get in the way of my learning.

Students are rewarded for positive behavior.

10. Physical Environment

The school has a bright and pleasant appearance.

This school is usually clean and well-maintained.

11. Supportive Services

This school has programs to deal with violence and conflict among students.

Students who need help for their problems are able to get it through school.

School Climate Profile Scores to Be Posted on MSDE

’

s MDS3 Website by October 3, 2011

School

Jones High School

OVERALL SCORE 3.793

• • School climate profile scores range from 1 (poor) to 7 (favorable). Only the overall score is publically posted. • Schools receive details report of all 11 subscales, and 3 scales, and overall score.

Other data sources…

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School-wide Evaluation Tool data Individual Students System Evaluation Tool – modified Suspension/Expulsion data reported to MSDE Office Discipline Referrals

SWIS

County developed SW reporting database Observation of classroom and non-classroom environment, student/staff interactions, student behavior, school building, and grounds (supported by a grant to JHU from the William T. Grant Foundation)

Menu of EBPs

Life Skills program (Botvin et al., 2006)

Olweus Bullying Prevention (Olweus, 2007)

Check and Connect (Anderson et al., 2004)

Check in Check Out (Hawken & Horner, 2003

Cognitive Behavioral Intervention for Trauma in Schools (Kataoka et al., 2003)

Supported through collaboration with The University o f Maryland, Center for School Mental Health

School Climate Model

School Climate Engagement Check and Connect Culturally Responsive Teaching (Double Check) Relationships Respect for Diversity Safety Olweus Bully Prevention Botvin Life Skills Emotional Safety Environment Check in Check Out + Academic Support CBITS & Mental Health Awareness Physical Environment Physical Safety Academic Environment School Participation Substance Use Wellness Disciplinary Environment

Office of Safe and Drug-Free Schools. Kristen Harper ( [email protected]

)

Climate Specialists

Masters level professionals supporting high school personnel … 1.

target the needs of high schools through the evaluation of multiple data sources systematic selection, implementation and monitoring of selected EBPs that address substance use, student engagement (truancy), school violence and bullying provide ongoing technical assistance over 3 school years to develop building level capacity and sustainability

Training and Implementation plan

Climate specialist- Scope and Sequence, developmental process WIKI

School Teams- Implementation Plan, WIKI

District Level- TA, Implementation Science, Organizational Changes that support school implementation, Building Capacity

…target the needs using multiple data sources

Considering data sources mentioned previously

CSs took teams through brainstorming

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Other ‘soft’ data sources Teacher recommendations/input Parent recommendations/input Community agency referrals

…systematic selection, implementation and monitoring of selected EBPs

According to data… what are the needs of your school?

What systems are in place to support implementation of…

What systems are not in place and need to be developed to ensure successful implementation

Guiding Questions for Implementation Planning

Valued Outcome How is the practice linked to overall outcome outlined in your school improvement plan? Systems Teaming Structure –

RFA process

Communication Coaching and Staff Support Data Decision Rules Progress Monitoring Criteria to define success (exit criteria)

Valued Outcome: How is the practice linked to overall outcome outlined in your school improvement plan?

Common Core

Integrate with academics

Safe and supportive schools

Systems: Teaming Structure

What are your current Service Delivery Teams (i.e. Leadership Team, Student Services Team, Problem Solving Team)

What are roles and responsibilities of each team?

Systems: RFA process

How do teachers and support staff access these supports? Request for Assistance? How long does it take to get supports in place?

Is the process FORMAL or INFORMAL?

How is RFA perceived?

Systems: Coaching and Staff Support

What are the structures that support skill development for staff? Structures that support follow along activities?

What are the structures that support fidelity, on going teacher support and performance feedback? (Coaching)

Systems: Communication

How do your academic and behavior teams communicate with each other ?

. “How are we going to be sure everyone gets the same information about implementation? “ (M. Piper)

Data

Decision Rules for access

Progress Monitoring

Criteria to define success (exit criteria)

Fidelity measures

MDS3 Implementation Plan – page 1 Check and Connect Valued Outcome: _______________________

Step 4: What will we do to support staff?

_________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ SYSTEMS – Support Staff Behavior DATA +

Culture

– Supports Decision Making Step 1: What does the data say?

______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ PRACTICES – Support Student Behavior Step 2: What is the goal?

__________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________

Triangle Activity:

Applying the Three-Tiered Logic to Your School

Tier 3

Practices, Initiatives, Programs for a FEW

Tier 2

Practices, Initiatives, Programs for SOME

Tier 1

Practices, Initiatives, Programs for ALL

MDS3 Implementation Plan – page 2

In planning for the next school year, please complete the following MDS3 implementation plan. Consider how the Climate Specialist will help support you this year.

Safety

What needs to be done?

Who will do it?

What resources are needed to get it done?

When should it be done?

How will you know if it was done correctly?

Engagement

What needs to be done?

Who will do it?

What resources are needed to get it done?

When should it be done?

How will you know if it was done correctly

Environment

What needs to be done?

Who will do it?

What resources are needed to get it done?

When should it be done?

How will you know if it was done correctly

SW Interventions

What needs to be done?

Who will do it?

What resources are needed to get it done?

When should it be done?

How will you know if it was done correctly?

Lessons learned thus far..

Enrolling schools in the project

Engaging them to do the work

Empowering

Enrolling schools in the project

Voluntary participation

What’s in it for me?

Don’t NAME it

Engaging the adults

The mission begins with coordinating the resources

Taking a comprehensive look at what is already place

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Resource Mapping Activity …and one step further (AACPS)

Coordinating those resources

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Multiple Mentors Developing communication systems/networks

What do you already have?

Brainstorm inventory of current practices…

School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Tier 3/Tertiary Interventions

•Individual students •Assessment-based •High intensity

Tier 2/Secondary Interventions

•Some students (at-risk) •High efficiency •Rapid response •Small group interventions • Some individualizing

1-5% 5-15% Tier 1/Universal Interventions 80-90%

•All students •Preventive, proactive

1-5% 5-15% Behavioral Systems Tier 3/Tertiary Interventions

•Individual students •Assessment-based •Intense, durable procedures

Tier 2/Secondary Interventions

•Some students (at-risk) •High efficiency •Rapid response •Small group interventions •Some individualizing

80-90% Tier 1/Universal Interventions

•All settings, all students •Preventive, proactive

Illinois PBIS Network, Revised May 15, 2008. Adapted from

“

What is school-wide PBS?

Behavioral Interventions and Supports.

”

OSEP Technical Assistance Center on Positive Accessed at http://pbis.org/schoolwide.htm

Resource Mapping

What are the practices triangle?

in place at each tier of the

Are they evidence-based practices?

How are you measuring effectiveness of practices ( data )?

Who are the service delivery teams/personnel (e.g., Climate, School Improvement Team, Discipline)?

Link to outcomes - Strategic Plan (School Improvement Plan)

Triangle Activity:

Applying the Three-Tiered Logic to Your School

Tier 3

Practices, Initiatives, Programs for a FEW

Tier 2

Practices, Initiatives, Programs for SOME

Tier 1

Practices, Initiatives, Programs for ALL

Are you successful with these practices?

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How do you know they are successful ?

Is there overlap?

Who do they serve? The students you intended to serve?

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How do you decide who gets the intervention?

Do staff receive training and support to deliver intervention effectively?

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Do you share impact of intervention with faculty?

Can you live without a couple? Wouldn‘t it be nice to do less but have the same outcome?

Communication Systems: Feedback -Give it and Get it

2 times per term minimum

Especially important at high school and for students receiving Tier II supports

Gather feedback from the participating staff

How do teachers get feedback?

Unique ways to communicate

Empowering: Kids are key!

Student involvement is the KEY to success

Digital Learners

http://www.youtube.com/watch?v=_A-ZVCjfWf8

Stephen Decatur High School Worcester County Public Schools

Teaching the Expectations

Dundalk High School Baltimore County Public Schools

Student generated newsletter

North County High School Anne Arundel County Public

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The story of one!

Efforts to promote sustainability beyond the life of the grant.

Always a part of every discussion!

Graduated support

Cross training (all stakeholders)

Involving community stakeholders

Roadblocks to success

“We don’t need something else”

“Money is too tight to…”

Common Core comes first

Schools with high academic achievement

Maryland’s Unique Collaboration Since 1999, MSDE has been working in collaboration with Sheppard Pratt Health System and Johns Hopkins University to train 840 of its 1400 schools in.

Transcript Maryland’s Unique Collaboration Since 1999, MSDE has been working in collaboration with Sheppard Pratt Health System and Johns Hopkins University to train 840 of its 1400 schools in.