Going for Gold: How MTSS Supports Social and Emotional Growth VBCPS Administrators’ conference 2016

Learning Target for Today’s Session By the end of this session, I can Discuss new parallels between academic and behavioral practices Explain core components of multi-tiered systems of support Facilitate exercises to begin exploring multi-tiered systems of support with my staff

Rethinking Discipline in Our Schools If a child doesn’t know how to read, we teach. If a child doesn’t know how to swim, we teach. If a child doesn’t know how to multiply, we teach. If a child doesn’t know how to drive, we teach. If a child doesn’t know how to behave, we… teach? punish? Why can’t we finish the last sentence as automatically as we do the others? (Herner, 1998)

Rethinking Discipline Activity TASK: Review the chart in front of you and write a synthesis statement (GIST) that explains your understanding of this information.

Our Rethinking Discipline GIST Academic Responsiveness Behavioral Responsiveness

Contrasting Solutions for Similar Problems Approaches for Academic Problems Approaches for Social Problems Reason for Behavior Assume student is trying to make correct responses Academic error was accidental Skill deficit(s) exists Student has learned the wrong way Student was instructed incorrectly Assume student is choosing to be “bad” and knows right from wrong Assume student is refusing to cooperate and is defiant Assume student “learned” lesson and will behave better in the future Action Taken Identify problem Provide additional assistance Provide more practice and feedback Monitor student progress Adjust instruction Enroll in tutoring/remedial program   Issue a warning Use consequences and/or punishments Remove student from instructional setting Increase severity of consequences over time if there are no signs of improvement Provide no practice for improvement Adapted from MO SW-PBS Team Workbook

MTSS: Going for Gold The multi-tiered system of support (MTSS) framework closely aligns with the strategies outlined in Goal 3 of our strategic framework and the teaching and learning framework Like our frameworks, MTSS is driven by data analysis, evidence-based practices, an embedded curriculum, & a problem-solving partnership between administrators and instructional leaders.

Multiple Acronyms, One Goal Multi-tiered System of Support for Behavior (MTSS-B) Designing and Implementing School-Wide Systems Change

Dispelling Seven Myths & Misconceptions Some believe that PBIS … Myth #1 is different from VTSS and MTSS Myth #2 a packaged program of interventions & a behavioral curriculum Myth #3 products can be used interchangeably between schools Myth #4 emphasizes the use of tangible rewards for the display of appropriate behaviors Myth #5 is something new that was designed for students with disabilities Myth #6 is exclusively designed for managing discipline Myth #7 simply requires schools to define behaviors, create matrices, and issue reward tickets Adapted from Positive Behavior Interventions and Supports: History, Defining Features, and Misconceptions, (2012)

What is Multi-Tiered Systems Change? PBIS/MTSS-B/VTSS is a data-driven decision making framework for establishing the social culture and behavioral supports needed for a school to be an effective learning environment (academic, social, and behavior) for all students. Increase Effectiveness and Efficiency Process for Continuous Improvement Multi-tiered System of Support for Behavior (MTSS-B) (OSEP Center on PBIS, 2010)

What are the Evidence-Based Outcomes of MTSS? Reductions in… Improvements in… problem behaviors staff turnover / teacher burnout teacher reported bullying behaviors peer rejection academic performance daily attendance teacher self-efficacy instructional effectiveness perceived safety school climate organizational efficiency Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115 Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473. Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148. Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26. Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145. Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14. Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics. Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156

MTSS in Our Division

Multi-Tiered Systems Work: Process vs. Product INTENSIVE TARGETED UNIVERSAL

Exploring MTSS Readiness as a Leader In this initial “call to readiness,” we encourage you to continue fostering a safe environment to: Build a partnership with staff members in our initial steps of exploration Share and analyze aggregate discipline data with your staff Understand current staff perceptions about discipline practices and procedures in your building Invite staff to engage in the problem- solving and decision-making process

How Does MTSS Align with the Teaching and Learning Framework?

Tools to Support Exploration Your next step is to gain a fluent understanding of perceptions in your building Data Awareness: Use the affinity diagram labeled “Perceptions vs. Reality” and follow that attached lesson plan to replicate with your staff Exploring Definitions: Use the sorting activity labeled “Defining Our Behaviors” and follow the attached lesson plan to replicate with your staff

Next Steps w/MTSS to Support Equity & Excellence in VBCPS Schools MTSS Pre-service week requirement: For Schools Exploring MTSS: Complete “Definitions” and “Perceptions vs. Reality” activities with your staff (lesson plans available digitally). For Schools Currently Implementing PBIS/MTSS: Complete the “Rethinking Discipline” and “Myth Buster” activity modeled during this presentation. This presentation and the guide will be on the Shared Drive as well as linked from the Teaching and Learning Framework.

Next Steps w/SRT to Support Equity & Excellence in VBCPS Schools Pre-service Week Staff Discussion on Equity and Excellence for All Students Review Your School’s Equity Data With Staff Identify School-Wide Problem for 2016-17 focus Identify available resources. Review SRT purpose and process. TO #1: equity story #2: resources mapping #: Review the SRT purpose and process/ ideally it should be an AP serving as the SRT facilitator examples: AP assigned to oversee Drop-out task force at HS level AP who does not oversee SEC Elementary Aps SHARED PROCESS: you are filtering the process; it will filter through you. Establish a set day for your SRT meetings to occur ID members Create a contact group Decide on a Day to meet

School Based Facilitators for Professional Development Psychologist Social Worker School Counselor Seven – Classroom Teachers & Instructional Support Staff Professional Development Days Focus: Equity and Excellence for All Students October 10, 2016 March 8, 2017 Principals memo will come out in August with details.