Interconnected - Multi Tiered Systems of Support (I-MTSS) Cheryl Goldberg-Diaz, Program Manager...

Interconnected - Multi Tiered Systems of Support

(I-MTSS)

Cheryl Goldberg-Diaz, Program Manager

Corinne Foley, Program Manager

Kami Murphy, PBIS Coordinator

Desert/Mountain SELPA and Children’s Center

Big Picture School Challenges

Increasing number of youth with undiagnosed mental health needs

Rising rates of suspension and expulsion

Increased rigor and Common Core State Standards

Students living in toxic stress and trauma

Primary Intervention:School/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:

Specialized GroupSystems for

Students who need more supports

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Needs

~80%

~15%

~5 %

Main Ideas:

1. Invest in prevention first2. Multiple tiers of support/

intensity3. Early/rapid access to

support

Interconnected Multi-Tiered Systems of Support

(I-MTSS)

Interconnected Multi-Tiered Systems of Support Defined

IMTSF uses the tiered prevention as the overall organizer to develop an action plan.

IMTSF involves cross system problem solving teams that use data to decide which evidence based practices to implement.

IMTSF provides structure and process for education and mental health systems to interact in most effective and efficient way.

IMTSF is guided by key stakeholders in education and mental health systems who have the authority to reallocate resources, change role and function of staff, and change policy.

IMTSF applies strong interdisciplinary, cross-system collaboration.

Interconnected Multi-Tiered Systems of Support Defined

AcademicContinuum

Some StudentsSupplemental Targeted interventions Frequent Progress Monitoring

Few Students Intensive, Research-Based Interventions Frequent Progress Monitoring

All StudentsCommon Core State Standards Smarter Balanced Assessments

Behavior Continuum

Some Students Small groups or individual supportFrequent progress monitoring to guide intervention design

Few StudentsFBA/BIPPerson-Centered Individualized PlansFrequent progress monitoring

All StudentsUniversal Prevention School-Wide Behavioral ExpectationsReinforcement of Expected Behavior

Social/Emotional Continuum

All StudentsUniversal Social SkillsAlignment of Key Resources

Some StudentsMH Co-Facilitation of Social Skills GroupsFrequent Progress Monitoring

Few StudentsIndividual/Group/ Family TherapyFrequent Progress Monitoring and Data CollectionOutreach to families for support/intervention

Student Assistance Program(SAP)

To reduce risk factors, barriers, and stressors of kids, youth and their families

Social Skills Groups

Bully Intervention Skills

Substance Abuse Education

Health Living/Wellness Education

Identifying Risk Factors to Educators

Connecting to Community Resources

Positive Behavior Interventions and Supports (PBIS)

Define School-wide Expectationsfor Social Behavior

Identify 3-5 Expectations

Short statements

Positive Statements Memorable

Examples:Be Respectful, Be Responsible, Be Safe, Be Kind, Be a Friend, Be-There-be-Ready, Hands and feet to Self, Respect Self, Others, Property

Teach The Behavioral Expectations

Transform broad school-wide expectations into specific, observable behaviors - Matrix

Teach in the settings where behaviors occur

Teach (a) the words, and (b) the actions.

Teach “When” as well as “How” to behave

Build a social culture that is predictable, and focused on student success

School-Wide Expectations

We Learn . . . 10% of what we READ

20% of what we HEAR

30% of what we SEE

50% of what we both SEE and HEAR

70% of what is DISCUSSED WITH OTHERS

80% of what we EXPERIENCE PERSONALLY

95% of what we TEACH someone else

Universal Prevention in ClassTier 1

Create a Positive, Organized Classroom Environment

Teach Structure and Routine

Visual schedule for primary –specific

On white board for older students

Give Clear and Concise Directions

Task analyze projects, research papers, multi-step math problems, etc.

Write out the steps

Engage Students with Compelling Tasks

Repetition- 24 Repetitions for 80% Retention

Rehearse and Elaborate

Novelty

Partner Strategies

Universal Prevention in ClassTier 1

Create a Safe, Predictable Learning Environment

Teach Social Skills

Empathy

Conflict Resolution

Manners

Universal Prevention in ClassTier 1

Does MovementReally Matter?

“Third and fifth grade students’ brains were viewed after exercise. The hippocampus for working memory is not the only brain area that is powered up after physical exercise. Executive functioning is the frontal lobes was also observed to highly activated following physical exercise. Classroom outcomes included improved math, logical thinking, and reading, according to research.”

From Building the Brain for Reading

Grades 4-12 by Pamela Nevills

Heavy Work and Rhythm BreaksChange the psychological state of your students

every 20 minutes!

Wall Push-Ups (include academics)

Popcorn

Cross Crawl/Cross Pattern Movements

Refocus and Calming Activities

Listening Ears

Butterfly “eights” in air or on cards

Heart to Home Breathing

Also great after recess and transitions!

Targeted Intervention and SupportsTier 2

As with clothing, one size does not fit all!

Student Recommended for CICO

CICO is Implemented

ParentFeedback

Daily Teacher

Evaluation

AfternoonCheck-out

Morning Check-in

CICO CoordinatorReviews individual student outcome data every 2 weeks, averaging % of goals met per student.

Bi-weekly InterventionTeam Meeting to AssessStudent Progress. At 4 weeks, student continues if successful or Reverse Request for Assistance if not responding

Exit Program

ReviseProgram

Check In Check Out Cycle

Fort Irwin Middle SchoolP.A.W.S. (Positive Action With Support)

Name: ____________________________ Date: ________________Please indicate whether the student has met the goal during the time period indicated:

Meets = 2 pts So, so = 1 point Doesn’t meet = 0 ptsHUG Daily Goal _____/_____ HUG Daily Score _____/_____Teacher Comments: Please state briefly any specific behaviors or achievements that demonstrate the student’s progress.

GoalsAM to

RecessAM

RecessAM Recess to Lunch

Lunch Recess PM

Be Safe J K L J K L J K L J K L J K L

Be Kind J K L J K L J K L J K L J K L

Be Responsible J K L J K L J K L J K L J K L

Total Points          

Teacher Initials          

Parent’s Signature ___________________________________Parent’s Comments ___________________________________________________________________________________________________________________________________

H.U.G.(Hello, Update, Goodbye)

Profile of a Student for CICO

Adult Seeking Behaviors

Engages in Mild Acting Behaviors

Talking out

Off task

Behavior NOT Related to Work Avoidance

Problem Behavior in Multiple Settings

Curriculum Adaptations

Level of Participation

Pre-Correct Errors

Increase Rewards of Acceptable Behavior

Time In

Curriculum Adaptations

Task Size

Time to Complete

Level of Support

Input Method

Output Method

Social Skills Groups

Based on student needs and skill deficits

Focus and reinforce school expectations

Non-therapeutic

Teach students

Establish need

Break down the skill

Model

Rehearse

Specific feedback

Generalization

Clinician’s Role Before

INDIVIDUAL/DIRECT MINUTES WITH

STUDENTS

TIME SPENT IN ROLES SUCH AS PBIS TEAM MEMBER, GROUP

FACILITATOR, COACH, ETC.

Clinician’s Role After

INDIVIDUAL/DIRECT MINUTES WITH STUDENTS

TIME SPENT IN ROLES SUCH AS PBIS TEAM MEMBER, GROUP

FACILITATOR, COACH, ETC.

Intensive Individual SupportsTier 3

Intensive Classroom Support

Container of fidgets available

Take a Break

Weighted lap buddy

Heavy Work Bands

Referral for Individual Therapy

Prevent, Teach, Reinforce (PTR)

Five steps:

1. Team development—30 minutes if applicable

2. Goal setting—30-45 minutes

3. PTR assessment—30-60 minutes

4. PTR intervention—45-90 minutes

Coaching support (up to 12 hours)

5. Evaluation—30-40 minutes

Teams receive manual and assigned activities to be completed in each step.

LIFE LINKING INDIVIDUALS, FAMILIES AND EDUCATION

Based on the Illinois PBIS Network’s WRAP Planning

JoAnne Malloy, University of New Hampshire Institute on Disability

Lucille Eber, Illinois PBIS Network

Phase 1:Engagement, Assessment and Team

Identification

Phase 2: Initial

Implementation and

Family Goal Statement

Phase 3: Implementation and

Monitoring

Phase 4:Transition

to Less Intensive Supports

LIFE 4 PHASE PROCESS

WHO IS LIFE PLANNING FOR?

Youth with multiple needs across home, school and community

Students for whom Tier 2 interventions have been unsuccessful

Youth at-risk for change of placement (not responding to current systems/practices)

The adults in the youth’s life are not effectively engaged in comprehensive planning

PHASE 2: INITIAL IMPLEMENTATION AND FAMILY GOAL STATEMENT

The Facilitator holds the first meeting and . . .

Ensures the family/guests are met at the door and enter first Introduces the team using roles, not titles Shares the Working Agreements Facilitates a discussion of strengths and needs Facilitates prioritizing of needs Leads the creation of the family goal statement Creates a plan for next steps Documents and distributes the plan to the team

PHASE 3: IMPLEMENTATION AND MONITORING

The Team Meets as Determined to. . .

Update the Progress of first steps and review data

Adjust/adapt the plan based on data

Continue implementing strategies built upon the strengths of the student (and family).

Put in place a system for communication (updating relevant staff and team members not present at the meeting.

Update Interventions in Place - Data

Define “Good Enough”

Transition to less intensive supports – Tier 2

PHASE 4: TRANSITION TO LESS INTENSIVE SUPPORTS

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Students cannot benefit from interventions they do not experience.

The Problem

Resources Department of Behavioral Health

Special Education Local Plan Area (SELPA)

211

U. S. Department of Education – Guiding Principles

A Resource Guide for Improving School Climate 2014

PBIS.org

Contact Information

Desert/Mountain SELPA and Children’s Center

Cheryl Goldberg-Diaz, Program Manager760-955-3607

Corinne Foley, Program Manager760-955-3569

Kami Murphy, PBIS Coordinator760-955-3582