1 The Shi'ing Role of School Psychologists within a Mul7-7ered System of Support Framework FASP Annual Conference October 29, 2015
2 Dr. Jayna Jenkins, Florida PS/RtI Project EARLY WARNING SYSTEMS AND THE ROLE OF SCHOOL PSYCHOLOGISTS
3 Why: FDOE, K- 20 Strategic Plan Student Services Personnel School Psychologist Ensure students are engaged learners progressing toward college and career readiness District and school- based teams within MTSS Provide con7nuum of services to maximize impact of learning supports Data- based problem solving process Integrate behavioral, health, counseling, and social services hvp://sss.usf.edu/integrated/fissm/ac7on_guide.html hvp://www.ccrscenter.org/sites/default/files/ccrs%20lifelong%20learning%20skills%20policy %20Considera7ons_0.pdf
4 EWS: Big Picture To graduate College/Career/Life Ready: Successfully navigate key transi-ons Acquire academic enabling behaviors (ABCs) AVend classes Behave Complete course work well Early warning systems provide a mechanism for early iden7fica7on of those students who signal they are not on- track for on- 7me gradua7on Balfanz & Stenson, 2012
5 ABC Indicators AVendance Missing 20 or more days of school/ 10% of school Behavior 2 or more behavior infrac7ons in a year (suspensions) or sustained mild mis- behavior Course performance Failing ELA or math in MS; Failing 2 or more credit bearing courses in HS
6 Balfanz: Founda7onal Research
7 Early Warning System Most effec7ve Early Warning systems combine: Access at classroom level to off- track and on- track indicators Regular 7me to analyze data and organize a response system in mul7ple 7ers Most effec7ve systems combine whole school/class level preven7ons Targeted problem solving and interven7on support when preven7ons do not work Case managed high intensity supports for students with the most need Investments in mission building, consensus, professional development, coaching, networking Balfanz & Stenson, 2012
8 Balfanz: Everyone Graduates
9 Example (AVendance): Tiered System of Supports Individualized Interven?ons (Tier 3) Re- entry Program (DJJ, OSS); Family Connec?ons, Individual Counseling Early Interven?ons (Tier 2) Check- in Check- out; Social Skills Groups; Mentoring; Tutoring; Group Counseling SBLT: Revised & Implemented ATendance Policy (Tier 1) Sound policy with strategies to increase engagement, increase family involvement and community structures, consequences for missing school, aligned interven?ons
10 Example (Behavior) Tiered System of Supports Individualized Interven?ons (Tier 3) Individual Counseling; Verbal De- escala?on; Anger management Early Interven?ons (Tier 2) Social Skills Groups; Tutoring; Group Counseling; Conflict Resolu?on SBLT: Revised Code of Conduct, Implemented PBIS (Tier 1) School- wide posi?ve system of support strategies: defining, teaching, and suppor?ng all faculty and students to create a posi?ve school environment across a defined con?nuum of posi?ve behavior supports (?ers) for all students.
11 Consider the role of the School Psychologist in assis7ng school teams Integrate three differing data points to bever understand the rela-onships between avendance, behavior, course comple7on Determine the most ac-onable and reasonable level to intervene Fine tune (locally) indicators and cut points to balance efficiency and yield
12 Your thoughts Discuss your role in suppor-ng your district and schools with the implementa-on of EWS within a mul-- -ered system of supports (EWS data management, problem- solving, and implemen-ng preven-ons and interven-ons) What addi-onal supports / resources do you need? PS/RtI Staff: Advantages of collabora-on?
13 Beth Hardcastle, Florida PS/RtI Project SCHOOL PSYCHOLOGISTS AND SCHOOL IMPROVEMENT
14 NASP Research Summary: School Psychologists: Improving Student and School Outcomes Address some of biggest educa7onal challenges: Improving instruc7on to close achievement gap Increasing gradua7on rates/decreasing drop out rates Crea7ng safe, posi7ve school climates Providing meaningful accountability Strengthening family- school partnerships
15 NASP: Ready to Learn, Empowered to Teach (2008) Five guiding principles: 1. High expecta7ons for achievement with instruc7on matched to student need 2. Support services to address barriers to learning for all students 3. Comprehensive accountability and progress monitoring to assess student and school func7oning 4. Capacity for instruc7onal excellence that empowers teachers to teach effec7vely 5. Federal leadership and school- based research to promote whole child
16 FDOE Bureau of School Improvement The mission is to facilitate improved outcomes for all students by suppor7ng collabora.ve problem solving of district and school leaders in the areas of: Effec7ve leadership; Public and collabora7ve teaching; Ambi7ous instruc7on; Safe and suppor7ve environments; and Family and community engagement. The Bureau of School Improvement supports the condi.ons required for successful MTSS implementa7on
17 2014/15 SIP Template Part 1: Current Status (5 Essen7als) Inform the review of data indicators Prepare for Parts 2 and 3 Part 2: Needs Assessment (Step Zero) Review performance and EWS data to develop strategic goals and learning targets Iden7fy strengths and needs Part 3: 8 Step Planning and Problem Solving for Implementa7on Develop implementa7on plans for the school s highest priority goals
18 The 5 Essen?al suppo5ts 5 Essen7al Supports Schools found to be strong in 3 or more of the five essential supports 10X more likely to improve.
19 FDOE/BSI: 5 Essen7al Drivers of Improvement Effec7ve Leadership (Leadership) Public and Collabora7ve Teaching (Professional Capacity) Ambi7ous Instruc7on and Learning (Instruc7onal Guidance) Safe and Suppor7ve Environment (Student- Centered Learning Climate) Family and Community Involvement (Parent- Community Ties)
20 Essen7al 1: Consider: Effec7ve Leadership - school s mission, vision and infrastructure - data- based problem solving - trust and recogni7on - instruc7onal leadership and professional development
21 Essen7al 2: Public and Collabora7ve Teaching Consider: - Infrastructure of the school - Data- based problem solving - Professional development - High expecta7ons - Shared decision- making - Collegial development
22 Essen7al 3: Ambi7ous Instruc7on and Learning Consider: - Infrastructure of the school - Instruc7onal delivery strategies - Alignment of assessment and instruc7on
23 Essen7al 4: Safe and Suppor7ve Environment Consider: - Infrastructure of the school as it relates to behavior management - Data- based problem solving - High Expecta7ons - School Climate
24 Essen7al 5: Family & Community Involvement Consider: - Data- based problem solving - School safety - Communica7on
26 Reflec7on How do the BSI s 5 Essen7als for School Improvement relate to NASP s Service Model for School Psychologists?
28 2014/15 SIP Template Part 1: Current Status (5 Essen7als) Inform the review of data indicators Prepare for Parts 2 and 3 Part 2: Needs Assessment (Step Zero) Review performance and EWS data to develop strategic goals and learning targets Iden7fy strengths and needs Part 3: 8 Step Planning and Problem Solving for Implementa7on Develop implementa7on plans for the school s highest priority goals
29 SIP as Problem- Solving Doc SIP (1) problem defined as difference between current and expected, (2) guiding ques7ons for problem analysis; (3) ac7on planning steps to meet goals (4) support for plan (e.g., PD & Monitoring Fidelity); and (5) plan for evalua7on of progress towards goal(s).
30 Problem Solving within SIP SIP template includes 8- step PS and Planning: 1. Iden7fy goal/targets SMART 2. Brainstorm resources and barriers 3. Select an ini7al barrier 4. Brainstorm strategies to address barrier 5. Develop ac7on plans 6. Develop support plans 7. Evaluate progress toward reducing barrier 8. Evaluate progress toward iden7fied goal
31 Your sphere of influence Part of the leadership team Accessing the SIP Familiarity with school s student performance data Goal seung Facilita7on of Problem Solving Evalua7ng progress of components of SIP; student performance
32 Changing roles Discuss ways school psychologists can increase their role and influence in the development, implementa7on, and evalua7on of the SIP.
33 Kelly Jus7ce, Florida PS/RtI Project SELF- ASSESSMENT OF MTSS IMPLEMENTATION
34 Why This Instrument? Enhance capacity of districts to support MTSS with fidelity in schools Assess all components of MTSS Guide ac7on planning toward improved implementa7on
35 FAQs Who completes the instrument? School leadership team members What are the steps for comple7ng the instrument? Each member reviews the SAM Team completes one form based on consensus How long does it take to complete? Recommend 2- hour 7me block for first administra7on
36 Self Assessment of Mul7-7ered Systems of Support (SAM) INSTRUMENT OVERVIEW
37 Content Domains 1. Leadership 2. Building the Capacity/Infrastructure for Implementa7on 3. Communica7on and Collabora7on 4. Data- Based Problem Solving 5. Three- Tiered Instruc7onal/Interven7on Model 6. Data/Evalua7on (39 items)
38 Cri7cal Components of MTSS Mul7ple Tiers of Instruc7on & Interven7on Problem Solving Process Leadership Data Evalua7on Capacity Building Infrastructure Communica7on & Collabora7on MTSS is a framework to ensure successful educa-on outcomes for ALL students by using a data- based problem solving process to provide, and evaluate the effec-veness of mul-ple -ers of integrated academic, behavior, and social- emo-onal instruc-on/interven-on supports matched to student need in alignment with educa-onal standards.
39 Self Assessment of Mul7-7ered Systems of Support (SAM) ADMINISTRATION PROCEDURES
40 Administra7on Procedures 1. Instrument distributed to school leadership team members Members independently review instrument and think about school ra7ngs 2. School leadership team meets Trained facilitator guides team through instrument, establishing consensus on the ra7ng for each item
41 Scoring Prac7ce 1. Read the scenario 2. Use the rubric to determine the most appropriate ra7ng for the item 3. Be prepared to share you ra7onale
42 Item 8 - Scenario The school leadership team at Sunshine Elementary recently provided an introductory MTSS training to all school staff. The training focused on data- based problem- solving at different levels (e.g., school, classroom, small- group, student), as well as roles and responsibili7es for staff engaging in data- based problem- solving. Following the introductory training, the school leadership team began planning how to provide follow- up coaching and modeling, but has yet to finalize an ongoing professional development plan.
44 Using SAM Data How will the SAM help my school?
45 0 = Not Started; 1 = Emerging/Developing; 2 = Opera7onalizing; 3 = Op7mizing Average Domain Scores Areas of strength
46 Average Domain Scores 0 = Not Started; 1 = Emerging/Developing; 2 = Opera7onalizing; 3 = Op7mizing Areas of need
47 3 Leadership 0 = Not Started; 1 = Emerging/Developing; 2 = Opera7onalizing; 3 = Op7mizing The principal is ac7vely involved 1 2. A leadership team is established Specific areas for focus 3. The leadership 0 team 4. A strategic 0 plan for MTSS ac7vely engages PD implementa7on 1 5. The leadership team is ac7vely facilita7ng implementa7on
49 Addi7onal Benefits Reflec7on Team building Increase common understanding Increase common language
50 Uniquely Qualified NASP Model for Comprehensive and Integrated School Psychological Services, 2010
51 Uniquely Qualified Engage in systems level consulta7on and collabora7on Promote necessary systems level change Demonstrate knowledge and skill re: effec7ve program evalua7on Create/maintain mul7-7ered con7nuum of services to support all students Collect, analyze and interpret program evalua7on data NASP Model for Comprehensive and Integrated School Psychological Services, 2010
52 Dr. David Wheeler, FDOE, Student Services Support Project COLLABORATING WITH DISTRICT LEADERS AND OTHER MULTI- DISCIPLINARY STAFF
53 School Psychologists & MTSS School psychologists have the skill set, training, and knowledge required for successful implementa7on of a MTSS. MTSS provides school psychologists with an opportunity for systems impact. Challenge #1: Applying knowledge base, skill set, and consulta7ve skills to systemic issues within a mul7-7ered system of supports framework. Challenge #2: Collabora7ng with leadership to improve educa7onal outcomes for all students.
54 Role of School Psychologist NASP School psychologists provide services to help children and youth succeed academically, socially, behaviorally, and emo7onally. School psychologists work with parents, educators, and other professionals to create suppor7ve learning and social environments for all children and apply their knowledge of both psychology and educa7on during consulta7on and collabora7on with others. They conduct effec7ve decision- making using a founda7on of assessment and data collec7on. (NASP Model for Comprehensive & Integrated Services)
56 Essen7al Components of a MTSS Effec7ve core instruc7on & learning supports. Universal screening & progress monitoring. Team data- based problem solving that addresses systemic and individual student needs. Tiered supports that are evidence- based and matched to student need. Implementa7on fidelity.
57 Relevant MTSS Skills of School Psychologist Data collec7on Data analysis/interpreta7on Problem solving & decision making Academic and behavioral exper7se Evidence- based interven7ons Consulta7on Training/Coaching Program evalua7on (e.g., effec7veness of MTSS)
58 Highly Effec.ve Prac?ces in the SSPEM Domain A: Data- based Decision Making and Evalua?on of Prac?ce Analyzes, integrates, and interprets data from mul7ple sources at the school or district level, and uses the data to inform systems- level decisions. Domain B: Instruc?on/Interven?on Planning and Design Collaborates to iden7fy systems- level needs, resources, and infrastructure to access services and supports. Domain C: Instruc?on/Interven?on Facilita?on and Delivery Facilitates the development of MTSS at the district level by planning and implemen7ng interven7ons that address systemic issues/concerns. Domain D: Learning Environment Examines need and feasibility for systemic interven7on to support and increase student engagement district- wide. Student Services Personnel Evalua-on Model (SSPEM)
60 Three Ways Leadership Facilitates Learning Supports & Student Success Fostering student engagement Engaging in data- based planning and problem solving Promo7ng a mul7-7ered system of supports Integrated Student Services: Ac7on Guide
61 District Leadership Ac7on Steps 1. Facilitate a policy level adop7on of integrated student services that communicates the vision and cri7cal roles for integrated learning supports to all stakeholders including school principals and district leaders. 2. Establish infrastructure and build capacity to meet students physical, mental, social, emo7onal, and behavioral needs within a framework where student services professionals and school personnel work collabora7vely to implement evidence- based prac7ces. 3. Priori7ze the use of student support personnel to maximize the implementa7on of integrated student services in a way that accelerates the academic, behavioral, physical, mental and social- emo7onal performance for all students. 4. Evaluate the impact of integrated student services on student outcomes including student performance. Integrated Student Services: Ac7on Guide
62 Now is the 7me! Carpe diem! Step out of comfort zone (i.e., focus on individual student services). Iden7fy district ini7a7ves needs, policy and prac7ce issues (e.g., District Improvement Plan). Match knowledge base and skills to district ini7a7ves/needs. Look for opportuni7es to collaborate with district leadership (supply informa7on, par7cipate on district commivee, task force, training, etc.).
63 Addressing Root Causes of Dispari7es in Discipline: An Educator s Ac7on Planning Guide 1) Who is being disparately disciplined and what is happening to them? 2) The systemic causes of dispari7es in school discipline and why they occur? 3) How to reduce and eliminate dispari7es in school discipline?
64 Addressing Root Causes of Dispari7es in Discipline: An Educator s Ac7on Planning Guide Stage 1 Digging Into the Data guides you through how to gather and analyze data that will help you understand who is being disciplined and what is happening to students who are disciplined. Stage 2 Ge?ng at the Roots of Dispari.es explains how to conduct a root cause analysis to understand why these paverns exist. Stage 3 Crea.ng an Ac.on Plan describes how to address the root causes of dispari7es in school discipline by crea7ng and implemen7ng an ac7on plan.
65 Turn & Talk Iden7fy a cri7cal need in your district and discuss the role a school psychologist might play in suppor7ng district leadership implement system level change from a mul7-7ered system of support framework. OR Share an example of how you are currently collabora7ng with district leadership to enhance the systemic impact of the mul7-7ered system of support.