Implementing MTSS with Impact:Family Engagement /Tier II and Tier III / Scaling

Rob Horner, University of Oregon, www.pbis.org

SUMS

Objectives

Focus on Moving MTSS forward

1.Establishing family engagement efforts

2.Extending from Tier I to Tiers II and III

3.Building the capacity to scale up

School Climate ---- Prevention ----- Resilience

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AK AR AZ CA CO CT DC DE FL GA GU HI IA ID IL IN KS KY LA MA MD ME MI MN MO MS MT NC ND NE NH NJ NM NV NY OH OK OR PA RI SC SD TN TX UT VA VI VT WA WI WY

Schools Implementing SWPBIS by State in 2016-17 (Tier 1)

MetTier1FidelityCriterion ReportingTier1Fidelity ImplementingPBIS

14,324 Schools Reporting Tier I Fidelity

9,564 Schools Meeting PBIS Tier I Fidelity Criteria

Schools Reporting PBIS Tier I FidelityAugust, 2017

FAMILY ENGAGEMENT

AND MULTI-TIERED SYSTEMS OF SUPPORTROB HORNER, UNIVERSITY OF OREGON

…we define family engagement as an active,

interactive, dynamic, and ongoing process in which

family members and key stakeholders engage as

equal partners in decision-making, planning, and

implementation to support children and adolescents

across settings (see Fette et al., 2009; Sheridan,

Knoche, Kupzyk, Edwards, & Marvin, 2011

Mark Weist

Andy Garbacz

Tom Dishion

Available at

PBIS.org

ASSUMPTIONS AND CONTEXT

Effective education requires contributions from three core sources

Student

Faculty and staff

Family

To date we have focused more on Interventions implemented by faculty/staff and responsibilities/skills of

students. Less precision has been focused on the role of families.

2

Prevention Research in Public Middle Schools (Project Alliance 1 and 2: Dishion & Stormshak)

Randomly

Assigned

7th 7th ---> 11th Grade

6th Grade

Middle School

Students:

Portland Public

Schools

Control:Middle

school as

usual.

Family

Resource

Room

Offered

Family

Check-up &

FU support

Positive Family Support

Intervention Outcome on CDI Reports of Depression

For High Risk Middle School Students

(adapted from Connell & Dishion,2008)

Self

Rep

ort

of

Dep

ress

ion

on

th

e C

DI

Schools without Positive Family Support

Schools with Positive Family Support

Police Documented Arrests from Age 11 through 17

as a Function of FCU Engagement.

(Connell, Dishion et al, 2007).

11 12 13 14 15 16 17

E

Ec

Ei

NN

N=Non-engaged

E=Engaged

Age in Years

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10

Pe

rce

nta

ge

of

Arr

es

ts a

t E

ac

h A

ge

Schools with

Family Checkup

Schools without

Family Checkup

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0.1

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0.8

6 7 8 9

alc

oh

ol u

se

(n

um

be

r o

f d

rin

ks

)

grade

control, engager

treatment, engager

control, non-engager

treatment, non-engager

Preventive Effects on Growth in Alcohol Use by Intervention

Engagement –Transition to High school

Van Ryzin, Stormshak, & Dishion, 2012

Schools without Family Checkup

Schools with Family Checkup

Core Features of Multi-Tiered Behavior Support

SECONDARY PREVENTION

• Check in/ Check out

• Targeted social skills instruction

• Social skills club

• First Step to Success

TERTIARY PREVENTION

• Function-based support

• Wraparound

• Person-centered planning

• Check and Connect

•

PRIMARY PREVENTION

• Teach SW expectations

• Consistent Consequences

• Positive reinforcement

• Classroom Systems

• Parent engagement

• Bully Prevention

• Data-based decision-making

SECONDARY PREVENTION

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•

•

•

TERTIARY PREVENTION

•

•

•

•

•

PRIMARY PREVENTION

•

•

•

•

•

•

Core Features of Family Engagement within MTSS

SECONDARY PREVENTION

• Increase structure at home

• Increase feedback

• Increase monitoring

TERTIARY PREVENTION

• Member of Individual Support

Team

• Monitor school implementation

• Lead family, community

implementation

PRIMARY PREVENTION

• Know where your student is and

who they are with

• Be knowledgeable about

school-wide expectations

• Ask about school

• Create location/time for

homework

• Inform school about key

events/ needs

POSITIVE FAMILY SUPPORT (PFS) LEVELS

TOM DISHION

YOUR TURN

Select a grade level and identify three things that families can do to

enhance the educational success of their student? (Tier I)

(a) Elementary, (b) Middle, (c) High school

How would you work with schools/students/families to define how families

can best contribute?

How would schools best work with families to share and build from these?

• Implementing Tier II and Tier III

Focusing on Tier II and Tier III

LessonsLearned

• MTSS Changes Expectations of and for schools

1. Invest in Tier I supports first.a. Tier I foundation is needed for Tier II and Tier III efficiency.b. Easy to say, hard to do… (may require extra initial efforts)

2. All schools have the capacity to implement Tier I a. But implementation of Tier II and Tier III will require investment in people with training in behavior support (school psychologists, social workers, counselors)

3. Invest in a Continuum of Support Before need is documented.a. Tier II and Tier III supports should not be a “surprise need.”

Lessons Learned

• MTSS Changes Expectations of and for schools

4. Build Support that is “Function-Based” and “Comprehensive”a. It is as important to know “why” a behavior keeps happening

as is it to know what behavior is occurring.b. Build support that not only reduces problem behavior but

leads to overall student success (academic, social, emotional)

5. PBIS requires Tier III SYSTEMS as well as Tier III PRACTICES a. Schools must be able to adapt support to meet both the number of students and intensity of support needs of students in Tier II and Tier III

Tier I PBIS Core Features

Consequences for Problem

Behavior

School-wide Expectations

System to Acknowledge

Behavior

Leadership Team

Classroom Systems

Data and Decision System

Bully Prevention

Family Engagement

Tier I PBIS

Implementing Tier II and Tier III

Critical Features

and Systems at

all Three Tiers

Core Features Systems

Tier I Leadership Team

School-wide expectations defined and taught

Formal system for recognizing positive behavior

Function-based consequence for problem beh

Classroom management procedures that match

Data collection and use for decision-making

Bully prevention

Family engagement

Policies supporting MTSS• Mission• Hiring, training, coaching• Annual evaluation

Team designation and time

Functional and efficient data systems.

MTSS - Behavior

Preference will be given to individuals with demonstrated knowledge and experience

implementing multi-tiered systems of behavior and academic support.

Tier III PBIS Core Features

Individualized Support Plan

Implementation

Assessment Capacity (FBA,

academic)

Individual Support Planning

Individual Student Team

Increased Intensity of Data

Collection

Increased Family

Engagement

Tier III PBIS

Implementing Tier II and Tier III

Critical Features

and Systems at

all Three Tiers

Core Features Systems

Tier III Tier II/ Tier III leadership team

Individual student assessment • Academic, Behavior (FBA), Mental Health

Individual support plan• Comprehensive• Function-based• Tied to Action Plan

Measure of support fidelity

Increased focus on reducing the unintended rewards for problem behavior

Increased frequency and precision of data collection

Increased family engagement.

Team designation and time

Personnel trained in behavioral theory

Coaching for Tier III practices

FTE to implement individualized plans

Functional and efficient Tier III data system.

MTSS - Behavior

• Functional behavioral assessment

------------------------

• Identify WHAT behavior is a problem

• Identify WHERE the behavior is most and least likely

• Identify WHEN the behavior is most and least likely

• Identify WHY the behavior continues (what is the reward?)

The Effectiveness of Intervention Strategies Based on Functional Behavioral Assessment.

Kimberly IngramGeorge SugaiTeri Lewis-Palmer

• Kimberly L. Ingram,

• Teri Lewis-Palmer and George Sugai

• University of Oregon,

• Compare plans “indicated” by FBA versus “contra-indicated”

Your Turn

• Are we building Tier II and Tier III Support Practices and Systems

For Table Discussion

1. Do we have a process for recruiting, hiring, training and coaching personnel with knowledge about behavioral theory

2. Do we have the data systems needed to assess the fidelity and impact of Tier II and Tier III supports?

3. Are we able to identify students in need of more intensive support?

4. Are we able to conduct individual assessments that include (a) functional behavioral assessment, (b) academic assessment (c) mental health needs?

5. Are we able to develop comprehensive plans of support that match the needs of students?

6. Are we able to implement support plans with fidelity, impact and efficiency?

Scaling and Sustaining MTSS

• Scaling of PBIS in California

Scale and Sustain

• Lessons Learned

Implement with fidelity and depth* Invest in team development * Classroom PBIS* Tier II, Tier III* Recognition system

Establish Decision Systems (Collect and use data)* Collect fidelity data* Collect impact data• Teach teams not just how to collect data but how to USE data for decision

making

Invest in the Systems as well as Practices.* Team structure and process* Policy* Hiring and Evaluation Practices* Orientation for new personnel

Leverage initial success* Document and report initial fidelity and impact* Use initial success to improve efficiency of implementation* Use initial success to repurpose existing resources

(Scaling is not about always getting new funding)

McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews, S. (2013). Factors related to sustained implementation of School-wide Positive Behavior Support. Exceptional Children, 79, 293-311.

Mathews, S., McIntosh, K., Frank, J. L., & May, S. (2014). Critical features predicting sustained implementation of school-wide positive behavior support. Journal of Positive Behavior Interventions, 16, 168-178.

McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews, S. (2013). Factors related to sustained implementation of school-wide positive behaviour support. Exceptional Children, 79, 293-311.

McIntosh, K., Predy, L. K., Upreti, G., Hume, A. E., Turri, M. G., & Mathews, S. (2014). Perceptions of contextual features related to implementation and sustainability of school-wide positive behaviour support. Journal of Positive Behavior Interventions, 16, 29-41

• Main Ideas

Major Considerations

1. Engage Families as active collaborators

2. Establish Tier I first (and likely Tier II)

3. Establish, Train and Coach Tier II/ Tier III teams

4. Build capacity to include at least one person with knowledge of behavioral theory on each team

5. Support plans should be function-based and comprehensive

6. Data systems documenting fidelity as well as impact are necessary for Tier III support implementation

7. Build the systems needed to support effective practices.• Coordination, Hiring, Evaluation, Team Process• Monitoring• Allocation of time outside classroom

Self Assessment

• Discussion

Implementing MTSS with Depth and Impact 0= no, 1 = partial, 2 = yes

1. Tier I practices and systems in place

2. Tier II/III leadership team trained, coached and effective

3. Personnel with knowledge of behavioral theory

4. Assessment of individual student capabilityand needs (math, reading, behavior, mental health)

5. Comprehensive plan design

6. Action planning

7. Data Systems used for decision-making (individual and system-wide)

8. Process for adapting support plans

9. Defined plan for allocating personnel to meet needs (district wide)

Summary

• Team

• Behavioral Expertise

• Data

• Decision Process

Summary

• Team

• Behavioral Expertise

• Data

• Decision Process