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Using Guiding Questions and Facilitated Activities to Build the Implementation Plan for High Schools

Using Guiding Questions and Facilitated Activities to Build the Implementation Plan for High Schools . Susan Barrett & Patti Hershfeldt Sheppard Pratt Health System. Maryland’s Unique Collaboration.

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Using Guiding Questions and Facilitated Activities to Build the Implementation Plan for High Schools

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  1. Using Guiding Questions and Facilitated Activities to Build the Implementation Plan for High Schools Susan Barrett & Patti Hershfeldt Sheppard Pratt Health System

  2. 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).

  3. 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.

  4. 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).

  5. School Climate Model School Climate Model, Office of Safe and Drug-Free Schools. Kristen Harper (kristen.harper@ed.gov) .

  6. Maryland Safe and Supportive Schools (MDS3) overview • Participating Schools • 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 • 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

  7. 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

  8. How was the survey administered? • All versions were web-based, anonymous, voluntary, parental passive consent • Students • 25 Classrooms of students (n=21,189 ) • 7 9th 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

  9. 11 MDS3 Climate Survey Categories and Sample Questions SAFETY 1. Physical Safety • 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 • It is OK to hit someone if they hit me first. • I feel depressed. 4. Substance Use • 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?

  10. 11 MDS3 Climate Survey Categories and Sample Questions (cont) ENGAGEMENT 5. Relationships and Connectedness • 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. 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.

  12. School Climate Profile Scores to Be Posted on MSDE’s MDS3Website by October 3, 2011 • 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.

  13. Other data sources… • 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)

  14. Menu of EBPs • Life Skills program (Botvin et al., 2006) • OlweusBullying 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 of Maryland, Center for School Mental Health

  15. School Climate Model Office of Safe and Drug-Free Schools. Kristen Harper (kristen.harper@ed.gov)

  16. Climate Specialists • Masters level professionals supporting high school personnel … • 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

  17. Training andImplementation 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

  18. …target the needs using multiple data sources • Considering data sources mentioned previously • CSs took teams through brainstorming • Other ‘soft’ data sources • Teacher recommendations/input • Parent recommendations/input • Community agency referrals

  19. …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

  20. 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)

  21. 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

  22. 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?

  23. 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?

  24. 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)

  25. 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)

  26. Data • Decision Rules for access • Progress Monitoring • Criteria to define success (exit criteria) • Fidelity measures

  27. MDS3 Implementation Plan – page 1 Check and Connect Valued Outcome: _______________________ Step 1: What does the data say? ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ Step 4: What will we do to support staff? ______________________________________________________________________________________________________________________________________________________________________________________________________ DATA + Culture– Supports Decision Making SYSTEMS – Support Staff Behavior Step 2: What is the goal? ______________________________________________________________________________________________________________________________________________________________________________________ Step 3: What will we do to support student behavior? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ PRACTICES – Support Student Behavior

  28. 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

  29. MDS3 Implementation Plan – page 2

  30. Lessons learned thus far.. • Enrolling schools in the project • Engaging them to do the work • Empowering

  31. Enrolling schools in the project • Voluntary participation • What’s in it for me? • Don’t NAME it

  32. Engaging the adults • The mission begins with coordinating the resources • Taking a comprehensive look at what is already place • Resource Mapping Activity • …and one step further (AACPS) • Coordinating those resources • Multiple Mentors - • Developing communication systems/networks

  33. What do you already have? • Brainstorm inventory of current practices…

  34. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 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?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

  35. Resource Mapping • What are the practices in place at each tier of the triangle? • 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)

  36. 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

  37. Are you successful with these practices? • How do you know they are successful ? • Is there overlap? • Who do they serve? The students you intended to serve? • How do you decide who gets the intervention? • Do staff receive training and support to deliver intervention effectively? • Do you share impact of intervention with faculty? • Can you live without a couple? Wouldn‘tit be nice to do less but have the same outcome?

  38. 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

  39. 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 Schools • The story of one!

  40. 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

  41. Roadblocks to success • “We don’t need something else” • “Money is too tight to…” • Common Core comes first • Schools with high academic achievement

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