Maximizing Your Session Participation

1. C11– Integrating Mental Health and PBIS: An Overview of Training Curriculum for Coaches and TrainersLeader Presenter: Kelly PeralesExemplars: Dusty Phelps and Chris WhitsellKey Words: Mental Health, Coaching, Training

2. Maximizing Your Session Participation • When Working In Your Team • Consider 4 questions: • Where are we in our implementation? • What do I hope to learn? • What did I learn? • What will I do with what I learned?

3. Where are you in the implementation process?Adapted from Fixsen & Blase, 2005

4. Leadership Team Action Planning Worksheets: Steps • Self-Assessment: Accomplishments & Priorities • Leadership Team Action Planning Worksheet • Session Assignments & Notes: High Priorities • Team Member Note-Taking Worksheet • Action Planning: Enhancements & Improvements • Leadership Team Action Planning Worksheet

5. Please Provide Feedback Your feedback is important to us! Please take a few moments at the end of the session to complete an evaluation form for this session. Forms are available: • In our mobile application by clicking the link in the session description. • Online underneath the posted presentations at www.pbis.org/presentations/chicago_forum_18

6. Objectives • Learn an overview of ISF • Describe the training curriculum and workbook • Understand how exemplars used this content to support implementation sites

7. Disclaimers • Language is important and you need to decide what works best in your context • Acronyms – there are many, so let’s make sure we are clear about what we mean • Questions and discussion – please interject, it will be more helpful for everyone • DOTS – “Depends on the Situation” – context is important, so we will work together • Process is iterative and we are learning too. Some of the content in this session is based on materials we used for the 2017-18 school year. New versions of all materials will be posted soon and available in the second volume of the monograph “coming soon”.

8. An Interconnected Systems Framework (ISF) Defined • A 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, youth/family • who have the authority to reallocate resources, change role and function of staff, and change policy.

9. 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

11. www.midwestpbis.org

12. Several Pages are Available

13. Tools to Support Action • Leadership Installation Guide • Action Planning Companion Guide to the TFI • ISF Implementation Inventory • Building Workbook and current training curriculum

14. Step 1: Establish a Leadership Team • Representative Stakeholders Identified • Executive leadership from both school and agency systems b) Establish Team Operating Procedures • Time to meet (at least quarterly)

15. Who should be on the team? Academic MTSS Director School Improvement Special Education Director, Professional Development/Teacher Mentoring Local MH provider/Core Service Agency Board Member Family Youth Community Leaders District Community Leadership Team Law Enforcement Implementation Team Juvenile Services Coordinator Youth Move Social Services Afterschool Dept of Recreation Services Student Supports Director Administrative and TeacherRepresentative (Union)

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

17. PBIS Implementer’s Blueprint

18. Initiative Inventory

19. 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)

20. MISSION The mission of the U-46 School and Community Alliance is to create, integrate and leverage existing and new school/community partnerships that develop a full continuum of systematic interventions based on data. It encompasses three intervention tiers: • Systems for promoting healthy development and preventing problems • Systems for responding to problems as soon after onset as is feasible • Systems for providing intensive care

21. Step 4: Establish DCLT 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 of interventions • Process to monitor outcomes of interventions

22. Protocol for Selecting EBPs Identify a process to guide selection: • Consumer Guide to Selecting EBPs (ISF Monograph) • Hexagon Tool from NIRN

23. Use Screening Data to Drill Down on Skills Needed Sample BESS-3 Data

24. Monitor – Fidelity (focus on features of the intervention)

25. Monitor - Outcomes

26. Developing an Integrated Action Plan • Outlines goals and activities • Plan for 1, 3, 5 years and beyond • Focus specifically on: • Professional Development plan (including coaching) • Evaluation plan • Identifying demonstration schools • Finalizing Memorandum of Understanding (MOU)

27. Integrated Action Plan Example

28. Example Aligned Professional Development Plan

29. Coaching Plan Example:

30. Evaluation Plan Example:

31. ISF Action Planning Companion Guide for TFI • TFI – Tiered Fidelity Inventory • Action Planning Companion Guide – not for scoring • Provides ISF big ideas and enhancements

32. Purpose of the School-wide PBIS Tiered Fidelity Inventory • The purpose of the School-wide PBIS Tiered Fidelity Inventory is to provide an efficient and valid index of the extent to which PBIS core features are in place within a school. • Tier I (Universal PBIS) • Whole School Universal Prevention • Tier II (Targeted PBIS) • Secondary, Small Group Prevention • Tier III (Intensive PBIS) • Tertiary, Individual Support Prevention

33. Use the TFI to deepen quality of implementation and broaden ways of work to include other systems. Change in routines and procedures? (e.g. who needs to be available to participate in team meetings?) Change in how interventions are selected and monitored? (e.g. team review of data/research vs individual clinician choice?) Change in language we use? (e.g. identifying specific interventions vs generic terms such as “counseling” or “supports”?) Changes in Roles/functions of staff? (e.g. clinicians coordinating/overseeing some interventions that non-clinicians deliver?)

34. 1.1 Team Composition: Single System

35. ISF Implementation Inventory • To assist school and community partners in their installation and implementation of ISF • To assess baseline and/or ongoing implementation progress of critical ISF features • To inform action planning that advances and enhances ISF implementation • To measure ISF implementation fidelity

36. ISF Implementation Inventory: Tiered Domains

37. ISF Building Implementation Workbook • 2017-18 – followed domains of ISFII; 2018-19 – will follow logic of second volume of monograph • Provides links to other resources, tools, and examples • Provides teams with action planning templates • Training curriculum developed for each domain

38. Teaming • District and Community Leadership Team • Roles and responsibilities • ISF Coaches – roles and responsibilities • Building Level Teams • Tier 1 Building System Team • Tier 2 / Tier 3 Building System Team • Tier 2 Problem Solving Team • Tier 3 Individual Student Team

39. Team Inventory Which conversations exist in your building? And what are your experiences? What questions do you have regarding these conversations?

40. Team Membership Inventory Which teams had all stakeholders represented? What questions do you have regarding including all stakeholders in these conversations?

41. Collaborative Planning and Training • Open communication and collaboration across systems, including student and family voice • Providing training on how each system operates, including data systems • Ensuring all students, families and staff understand the core features across tiers and how to access all aspects of the system, including interventions/practices • Professional development for all involved in the use of interventions.

42. Building Level Action Plan UNIVERSAL SYSTEM SECONDARY SYSTEM TERTIARY SYSTEM Problem Solving Team (individual student) Universal Systems Team Secondary Systems Team Tertiary Systems Team PRACTICES PRACTICES PRACTICES PRACTICES Data Decision Rule Data Decision Rule Data Decision Rule Data Decision Rule

43. Intervention Mapping Activity Pg 28

44. 1.7 Professional Development

45. 1.10 Faculty Involvement

46. 2.9 Professional Development

47. 3.7 Professional Development

48. PBIS Training How do you currently train all school employed staff on PBIS systems, data, and practices (i.e.: new faculty orientation, booster trainings, etc)? How can community partners be included in these training opportunities? How are families and community partners provided information and/or how is their perspective and perception obtained?

49. Data Systems How will both settings train each other on their data systems? Then determine what data will be shared and what additional data is needed? What confidentiality cautions might you need to consider in sharing data? Joint Guidance on FERPA and HIPAA.

50. Interventions When and how will community partners be trained in school-based practices? When and how will school staff be trained in interventions provided by community partners? How will both partners be trained in criteria for entering, monitoring and exiting interventions? What is the process for staff to request assistance for a student around behavioral concerns?