Facilitating an Integrated Systems Framework: Coaching District and Community Teams

1. D11 – Facilitating the Installation of an Interconnected Systems Framework: Coaching District and Community Leadership TeamsLead Presenter: Kelly Perales Exemplar Presenters: Katy Lee, Tammy McSweeney, and Mary SultKey Words: Mental Health, Coaching, Systems Alignment

2. Who We Are: • Kelly Perales, Midwest PBIS Network • Katy Lee and Tammy McSweeney, Grant Wood Area Education Agency, ISF Facilitators • Mary Sult, District Systems Facilitator Anamosa Community School District

3. ISF Defined • Structure and process for education and mental health systems to interact in most effective and efficient way. • Guided by key stakeholders in education and mental health/community systems • Who have the authority to reallocate resources, change role and function of staff, and change policy.

4. ISF Enhances MTSS Core Features • Effective teams that include community mental health providers • Data-based decision making that include school data beyond ODRs and community data • Formal processes for the selection & implementation of evidence-based practices (EBP) across tiers with team decision making • Early access through use of comprehensive screening, which includes internalizing and externalizing needs • Rigorous progress-monitoring for both fidelity & effectiveness of all interventions regardless of who delivers • Ongoing coaching at both the systems & practices level for both school and community employed professionals

6. Installing ISF at State/Regional/District Leadership Level • Establish (or enhance) Leadership Team • Assess Current Status of PBIS and SMH • Establish Mission • Establish Team Routines and Procedures for MTSS • Agenda/mtg process in place? • Do we have a sufficient screening process? • How we select district/community-level EBPs? • Is data system sufficient for needed measurement of fidelity & outcomes? • Ensuring PD/Coaching plan addresses systems/data/practices? • Implementation Plan • Select Demo Sites • PD/Coaching • Evaluation Plan • Establish MOUs as Needed

7. Exploration/ Adoption • Should we do this? STAGES of IMPLEMENTATION(Fixsen, Blasé, 2005) Installation • Put resources and systems in place Initial Implementation • Initial pilots and assess results Full Implementation • The practice was successful, adopt system- wide Innovation • Adopt variations of the practice and assess results Sustainability • Make this the way of doing business

8. Symmetry of Process State Leadership Team Regional Leadership Team Regional Leadership Team District/Community Leadership Team District/Community Leadership Team District/Community Leadership Team School Leadership Team School Leadership Team School Leadership Team School Leadership Team

9. Funding Stakeholder Support Policy & Systems Alignment Workforce Capacity Executive Functions LEADERSHIP TEAMING Implementation Functions Social, Emotional, Behavioral Expertise Training Coaching Evaluation & Performance Feedback Local Implementation Demonstrations

10. WHY focus on District/Community Leadership Teams for Installation: • Adopting a truly integrated way of working involves organizational change and therefore requires active leadership from those who have authority to change policy, blend funding streams and re-position personnel and procedures at the school level. • If we focus on building level installation without DCLT, there will be barriers that stall implementation, • roles of clinicians within MTSS (teams, data, fidelity, etc) • issues with confidentiality • Agency productivity/funding policies

11. How DCLTs Set-up for Installation at School Level • Review MOU and redefine expectations of clinician functioning • for team-based MTSS features • Address funding issues to allow the new functioning • Review existing programs and interventions and target some for change (possibly elimination?) • Staff utilization review • Develop co-coaching system and feedback loop from pilot schools to DCLT

14. Grant Wood AEA 32 Public school districts 74,491 Students 7 Counties

15. Grant Wood AEA Executive team annual visits with school administrators • Concerns have shifted from technology and autism to mental health and behavior Devoted 2 FTE • Mental Health Task Force • Choice of Interconnected Systems Framework • Consultation with Kelly Perales of the Midwest PBIS Network

16. Determining Demonstration Sites Triangle Data TFI, SES. Ethnicity, Teacher Retention, Drop Out Rate, Attendance, FAST, Urban vs Rural ** ADMINISTRATIVE SUPPORT**

17. Initial Demonstration Sites 3 Districts 4 Elementary Buildings

18. Initial Steps We met to share information about ISF • District Leaders • School Administrators/PBIS coaches • Mental Health Agency Leaders • ISF Overview handout Provided ISF overview trainings

19. Establishing DCLT We utilized the Leadership Installation Guide (vol 1) to support our work Guide updated! We will utilize as we move forward Continuous Improvement!

20. Step 1: Establish a Leadership Team • Representative Stakeholders Identified • Executive leadership from both school and agency systems • Family/Youth as active team members b) Establish Team Operating Procedures • Meeting protocol • Time to meet (at least quarterly)

21. Establishing DCLT: Start Where They Are • Districts did not have PBIS District Leadership Teams in place • One had a trauma informed district level team • The other 2 sites formed a DCLT

22. Establishing DCLT: Start Where They Are • Size of District • Resources available in the community • Services in the school setting • Location • Complexity of District Organizational Structure

23. Establishing DCLT: Our Role Planning Sessions with District Administrators • Identify school and community leaders • Plan DCLT meetings Provided orientation on ISF to DCLT members Co Facilitated the DCLT meetings Participated on committees

24. Step 2: Assess Current Status of Mental Health Services and PBIS PBIS Implementation Blueprint Self-Assessment part 2. Conducted a services, barriers, and data activity

25. Step 2: Assess Current Status of Mental Health & PBIS Systems • Conduct assessment of current system structures • Stakeholder Support, Funding, Policy & Systems Alignment, & Workforce Capacity (PBIS Blueprint Self-assessment Tool) • Conduct review of current initiatives & practices • Conduct staff utilization review • Review current school & community data

26. Step 3: Reach Team Consensus on Mission and Vision • Community and School Data shared with DCLT members • District leaders proposed Mission and Vision statement • DCLT members provided feedback and consensus was reached

27. Step 3: Reach Team Consensus on a Mission Statement • Establish a common mission • Valued by all stakeholder groups • Establishes priorities to share with stakeholder groups (e.g.: teachers, students, families)

28. Steps 4 and 5

29. Step 4: Establish Procedures & Routines • Selecting and installing a universal screener • Addressing both internalizing & externalizing behavior needs • Conducted 2x per year • Selection process for evidence-based practices • Process to monitor fidelity • and outcomes of interventions

30. Step 5: Establish Ongoing Action Planning Process a. Professional Development & Coaching Plan • Ensure Level of Expertise at District and Building Levels b. Develop Evaluation Plan • Outcomes & Fidelity • Performance Feedback • Selection of Demo Sites • Address Roles and Responsibilities via an MOU • Coaching • Intervention facilitators

31. DCLT Year One

32. Data for DCLT

33. One Student’s Story Nov 28- School Counselor gets email from parent with concerns their child “not herself” lately. Dec 20- Nurse notes child frequently coming to see her with stomach aches Jan 3- Child started on CICO

34. One Student’s Story CICO Data March 6: Parent reports seeing “tons of improvement at home!”

35. Lessons Learned for Year One We are so glad we did this!

36. Lesson Learned from the 1st year Coaching and support for this work was invaluable! Importance of building relationships with multiple partners Managing complex change

38. Lessons Learned…. ISF is an ENHANCEMENT to PBIS • Communicate that message explicitly so teams don’t see this as “another thing” • Build PBIS/MTSS systems and structures at the district and building level

39. Lessons Learned... Communication Plan: • Be planful about communication • It is hard to “over-communicate” • We have been utilizing the TIPS agenda

40. Lessons Learned…. 3-5 year installation process

41. Year 2 Plan

42. Grant Wood AEA

43. Year 2…. Our agency mental health task force is now an agency SEBMH oversight committee • Associate Director • Representation from all SEBMH services • School Improvement staff (align with ESSA work)

44. Year 2... DCLT • Facilitate action planning with District Administrators/teams • Evaluate DCLT membership • Review District priorities • Review Data

45. Year 2... Continue to work with community mental agencies • Address “billable hours” • Continue cross training • MOU’s with districts

46. Anamosa Community Schools District Community Leadership Team Local services, outreach programming, law enforcement, mental health clinicians, GWAEA staff and school staff

47. Anamosa Community Schools The purpose of the Anamosa DCLT is to develop structures to efficiently and effectively collaborate across our community to: • Support mental health of all students, families & staff • Increase the resilience of all students, families, staff and community • Decrease stigma relating to mental health

48. Anamosa Community Schools • Data: • Iowa Youth Survey • PBIS implementation Blueprint • Big 5 reports pulled from SIS • Conditions for Learning

49. Anamosa Community Schools Percentage of students indicating positive responses

50. Anamosa Community Schools • System Changes • PBIS K-8 implemented • ISF added to 5-8 in 2019 • Operational Sharing • Counselor/Social Worker • Mental Health supports on Tier 1 and 2 teams • District focus on SEL Professional Development • PBIS • THRIVE