Tier II Best Practices

1. Tier II Best Practices Yolo County Office of Education TUPE Summit January 14, 2019 Michael Lombardo Executive Director, Prevention Services and Supports Coordinator for California PBIS Coalition mlombardo@placercoe.k12.ca.us 530.745.1493

2. Tier II Best Practices • Systems, Data and Practices are essential elements for student outcomes • To be effective we must organize our efforts within a framework • Careful selection is critical • Sample of practices and strategies for selection • We must think in terms of Integrated School Teams Key Messages

3. Comprehensive Student Supports Systems Data and Practices

4. To be effective we must organize our efforts through a responsive system Across Ages Triple P CICO I.Y. Coping Cat ART FAST Framework for Student Supports CAST Seeking Safety TPS Coping Power

5. Multi Tier Systems of Supports (MTSS) MTSS is a coherent continuum of evidence based, system-wide practices to support a rapid response to student needs, with frequent data-based monitoring to inform decision- making and empower each student to achieve their potential. Tier I for All Students Core/Universal Tier 2 for Some: for Targeted or Small Groups of Students Tier 3 for few: Intensive and Individualized Framework for Student Supports Systems

6. for enhancing the adoption and implementation of Multi Tier System of Supports Framework A continuum of evidence-based interventions to achieve MTSS: Operationalize systems change for improving how schools work with children. Framework for Student Supports Important academic behavioral and social -emotional outcomes For ALL Students Systems

7. MTSS is not just another initiative Framework for Student Supports Systems Adapted from Dan Reschly, 2002

8. Strategies and Practices • Most don’t last long is because they take a single trait or implemented alone in silos • End up being Ineffective if they are not organized, monitored and coached • Often end up sitting on a bookshelf • Data not used to monitor both outcomes and implementation • Lack structure and only address single student need • As a result, educators find themselves lamenting about initiative or strategy not working and repeat the entire process again Framework for Student Supports

9. Multi-tier System of Support for Student Wellness (School Supports) Tier III: Individual Practical Behavior Plan Wraparound Applied Suicide Intervention Training Incredible Years Special Education Reconnecting Youth Tier II: Check In Check Out Check and Connect Coping and Support Training Second Step Teaching Pro-Social Skills Steps to Respect Mental Health First Aid Signs of Suicide Tier I: Universal Interventions – All Students Second Step Kognito At Risk Simulation Steps to Respect Eliminating Barriers to Learning NAMI On Campus High School Framework for Student Supports Systems

10. Multi-tier System of Support for Student Wellness (Community Supports) Tier III: Functional Family Therapy Wraparound Parent Child Interactive Therapy Incredible Years Maternal Depression Trauma Focus Cognitive Behavior Therapy Tier II: A2Y Mentor Program Active Parenting Diversion Teaching Pro-Social Skills White Bison Native Art/Drumming Parent Project/Parent Project Latino Tier I: Universal Interventions – All Students Network of Care Sierra Native Alliance Latino Leadership Counsel Framework for Student Supports Systems

11. Multi-tier System of Support for Student Wellness (Suicide Prevention) • Tier III Indicated / Individual: • Applied Suicide Intervention Skills Training • Coping and Support Training • Tier II: Targeted / Selected: • Mental Health First Aid • Signs of Suicide • Tier I: Universal Interventions – All Students: • Eliminating Barriers to Learning • NAMI on Campus • Kognito • QPR Gate Keeper Training Should be locally developed and coordinated. Framework for Student Supports Systems

12. Helps more students with lower cost… Secondary Tertiary Primary $ $$$ $ $ $$$ Framework for Student Supports Systems

13. Behavior /Social Emotional Continuum Academic Continuum Framework for Student Supports Integrated Continuum Systems

14. Selecting and Monitoring Programs Selection of Evidence Based Practices: Identify need and data source for determining Tier EBPs Practice Use care in selecting practice model Track Initiatives and how they link to district LCAP and to Each Other Selection and Monitoring

15. Programs are not always right for you… Take Care in Selection – Hexagon Tool Capacity to Implement as intended and to sustain and improve implementation over time. Needs of students; how well the program or practice might meet identified needs. Fit with current initiatives, priorities, structures and supports, and parent/community values. Evidence Strength of evidence—for whom in what conditions. Usability: Well-defined program with mature sites to observe and several replications. Supports: Expert Assistance, staffing, training, coaching & supervision. Racial equity impact assessment, data systems technology supports (IT) administration & system Implementation Indicators Selection and Monitoring Program Indicators

16. Selecting a Practice or Intervention Framework for Student Supports Systems https://implementation.fpg.unc.edu

17. Monitoring Your Interventions Initiative Inventory Selection and Monitoring Systems

18. Inventory Practices and Interventions Selection and Monitoring Systems https://implementation.fpg.unc

19. Consider creating an integrated team structure for “Creating Wellness Campus” Admin Social Worker School Psychologist Mental Health & Wellness Integrated School Team Family Team & Team Decision Making Supporting Staff Response and Prevention Supporting Decision Making Academic Staff Community Based Agency Mental Health Behavior Staff Supporting Student Wellness

20. Team & Team Decision Making Systems

21. Three Essential Types of Data • Capacity Data • Fidelity Data • Outcome Data Types of Data and Evaluation Data

22. District Capacity Assessment • Facilitate building-level use of evidence-based interventions and strategies • Systems, activities, and resources that are necessary for schools to adopt and sustain effective innovations • Implementation Drivers: • Leadership • Competency • Organization Capacity Assessment Data

23. District Capacity Assessment • Types of Reports: Capacity Assessment Data

24. Fidelity Assessment • Measures the key elements necessary to assess the active implementation of a practice • Are there known dimensions for implementation • Is the program described in sufficient detail so that independent observers can detect its presence and strength • Two sets of outcomes must be observable • Intervention outcomes • Implementation outcomes Program Fidelity Data

25. Fidelity Assessment • Assessing fidelity at the teacher/practitioner level is imperative to interpreting outcomes. • Is innovation was actually used • Are we able to attribute outcomes to the use of the innovation • Do we know what to focus on to improve Program Fidelity Data

26. Fidelity Assessment • Examples: Program Fidelity Data

27. Fidelity Assessment • Examples: Program Fidelity Data

28. Fidelity Assessment • Examples: Program Fidelity Data

29. Intended Outcomes • Receiving the specific outcomes intended “Durable Change” Example: Al’s Pals • School-based early childhood program designed to develop young children’s social–emotional competence • Prevent antisocial, aggressive behavior • Enhance teachers’ abilities to embed protective factors into their daily interactions with children ages 3–8 and foster children’s resilience to help them deal with life’s challenges and avoid risky, unhealthy behaviors. Program Outcomes Data

30. Intended Outcomes • Receiving the specific outcomes intended “Durable Change” Example: Al’s Pals • Improving social competence • statistically significant greater improvement in children’s behaviors reflecting social–emotional competence • Improved social interaction Program Outcomes Data

31. Identifying Your Site and Student Needs • Identify one presenting need or problem at your school site for each tier - “As evidenced by…” • Where would you go to find the information/data needed • Analyze why it is occurring • What data do you have that demonstrates the problem or need • What are potential solutions? (What are you going to do about it) • How will you Evaluate your solution to know if it is working. • Student/family outcomes • Fidelity measures Program Outcomes

32. Program Outcomes

33. Fist and Second grade behaviors are externalizing: inappropriate play, not following directions, and lack of self controlbelieved to be occurring due to lagging social skills Implement Al’s Pals to improve social–emotional competence. Train teachers deliver two lessons a week, in sequence, to the entire first grade and second grade classroom Increased number of referrals from 1st and 2nd grade classrooms for frequent disruptions and off task behaviors Evaluate Every Four Weeks Metric: Student data and group data Desired Result: Decrease behavior referrals by 35% for participant grade levels.

34. Define Need and Identify Sources for Best Practice • Stages of Implementation • Exploration • Installation • Initial Implementation • Full Implementation 3-5 Years Tier II Practices Practices

35. Multiple Evidence-Based Interventions of Varying Intensity • Install foundational interventions school-wide – Is there a strong Tier I Program place • Ensure identification, monitoring, and selection process are in place • Identify additional interventions that might be needed for secondary intervention Tier II Practices

36. Strong Tier I – Critical for Tier II Implementation • Tier I “All” Students • Core Instruction • Consistent and Measurable • Can we ensure all students and staff understand behavioral and social expectations • Are expectations modeled, taught specific to context, measurable and behaviorally reinforced Tier II Practices

37. Tier II Interventions • Tier II “Some” Students • Integrated into a comprehensive system of student support • Strong evidence-base for use • Consistent and Measurable • Critical within a tiered service delivery model • represents a mechanism for systematically providing early intervention for students who are at risk for poor outcomes • Students who require additional support to successfully meet grade-level performance standards but who do not necessarily qualify for more intense services Tier II Practices

38. Multi-tier System of Support for Student Wellness (School Supports) Tier III: Individual Practical Behavior Plan Wraparound Applied Suicide Intervention Training Incredible Years Special Education Reconnecting Youth Tier II: Check In Check Out Check and Connect Coping and Support Training Second Step Teaching Pro-Social Skills Steps to Respect Mental Health First Aid Signs of Suicide Tier I: Universal Interventions – All Students Second Step Kognito At Risk Simulation Steps to Respect Eliminating Barriers to Learning NAMI On Campus High School Tier II Practices

39. Multi-tier System of Support for Student Wellness (Community Supports) Tier III: Functional Family Therapy Wraparound Parent Child Interactive Therapy Incredible Years Maternal Depression Trauma Focus Cognitive Behavior Therapy Tier II: A2Y Mentor Program Active Parenting Diversion Teaching Pro-Social Skills White Bison Native Art/Drumming Parent Project/Parent Project Latino Tier I: Universal Interventions – All Students Network of Care Sierra Native Alliance Latino Leadership Counsel Tier II Practices

40. School Based Supports Tier III: ________________________ ________________________ ________________________ ________________________ Tier II: _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ Tier I: _________________________ _________________________ _________________________ _________________________ _________________________ Tier II Practices Multi Tier System of Support for Student Wellness

41. Potential Resources for Interventions SMHI Clearinghouse www.regionalk12smhi.org What Works Clearinghouse https://ies.ed.gov/ncee/wwc/ California Evidence-Based Clearinghouse for Child Welfare CEBC: www.cebc4cw.org Office of Juvenile Justice and Delinquency Prevention (OJJDP): www.ojjdp.gov/MPG National Registry of Evidence Based Programs (NREPP): https://www.nrepp.samhsa.gov/landing.aspx Colorado Blueprints: www.colorado.edu/cspv/blueprints/ Tier II Practices

42. Triple P • Reconnecting Youth • Coping Power • Life Skills Training Targeted Supports Tier II Practices

43. Positive Parenting Plus (Triple P) • Program Description • Helps parents learn strategies that promote social competence and self-regulation in children • Reduce parents’ use of coercive and punitive methods of disciplining children • Increase parents’ use of positive parenting strategies in managing their children’s behavior • Increase parental confidence in raising their children • Decrease child behavior problems (for families experiencing difficult child behavior) • Training • By purveyor • Series of intensive workshops • Two or three days. • Multimodal video, group, rehearsals and discussion • Coaching during and after implementation Tier II Practices Intended Ages: 0-5 (Early childhood)6-12 (Childhood)26-55 (Adult)

44. Positive Parenting Plus (Triple P) • Indicated Level: Tiers I – III • Works to reduce stigma and can be offered individually or in groups • Cost • Cost: $21,415-$26,195 per site up to 20 Staff • Outcomes: Tier II Practices California Evidence Based Clearinghouse

45. Reconnecting Youth • Program Description • 75 Skills Based Lessons: Self-esteem Enhancement, decision Making personal Control interpersonal communication • Typically offered as a semester-long, for-credit class by a teacher/facilitator • Increased school performance • Decreased drug involvement, emotional distress • Decreased emotional distress • Training • By purveyor, two or three days • Multimodal video, group, rehearsals and discussion • Coaching during and after implementation Tier II Practices Intended Ages: 13-18

46. Reconnecting Youth • Indicated Level: Tiers II – III • Works to reduce stigma and can be offered individually or in groups • Cost • $8,800 per group of five to eight participants, or $1,100 per participant to attend an open training • Outcomes: Tier II Practices National Registry of Evidence-based Programs and Practices

47. Coping Power • Program Description • Emphasizes social and emotional skills for transition to middle school • Both Child and Parent Components • Duration: Thirty-four 50-minute group sessions • Students: 15–18 months, although the program can be shortened to fit into a single school year • Parent: 16 Group Session • Student Sessions: Focus on goal setting, problem solving, anger management, and peer relationships • Delivery: Small Group • Parent Sessions: Focus lessons support the child component of the program and address setting expectations, praise, discipline, managing stress, communication, and child study skills Tier II Practices Intended Ages: 12-14

48. Coping Power • Training • Workshop format and completed over a 2 or 3 day period. • Presentation, hands-on opportunities and practice intervention techniques, as well as presentationsmodeling • Coaching available • Indicated: Tier II • Cost: • 2-day training for up to 30 participants starting at $1,500 plus workbooks Tier II Practices Institute of Education Sciences (IES)

49. Life Skills Training • Program Description • Classroom-based, 3-year, middle school substance abuse prevention program to prevent teenage drug and alcohol abuse, adolescent tobacco use, violence and other risk behaviors • Skills based teaches students self-management skills, social skills, and drug awareness and resistance skills • Training: • One or two day multimodal training • Purveyor provides support materials: planning workbook, pre/post assessments, fidelity checklists, and a complimentary companion website for students and teachers. In addition, a variety of technical assistance workshops are available Intended Ages: (12-14) - Middle School Tier II Practices

50. Life Skills Training • Indicated Level: Tiers II – III • Works to reduce stigma and can be offered individually or in groups • Cost • LifeSkills Training includes a 1-day on-site training that costs $3,500 for up to 20 participants plus trainer travel expenses • 2-day on-site training is also available for $4,000 plus trainer travel expenses. • Off-site with participant travel to a regional training event costs $300 per attendee plus travel • Outcomes: • ENDORSEMENTS • Blueprints: Model Plus • Crime Solutions: Effective • OJJDP Model Programs: Effective • SAMHSA: 3.9-4.0 • Social Programs That Work: Top Tier Tier II Practices