1. ROLE OF CLINICIANS IN MTSS BUILDING CAPACITY FOR CHANGE AT THE DISTRICT LEVEL National PBIS Leadership Forum October 22-23, 2015 Ali Hearn, LCSW Midwest PBIS Network Russ Uhing & Brenda Leggiadro Lincoln Public School District

2. Session Description  Explore how districts can build the capacity of their staff by positioning clinicians as social/emotional leaders in the building(s).  Exemplar clinician leaders will guide participants through considerations of  resources  data  systems  Practices Ultimately building the capacity of the district to effectively meet the social/emotional needs of ALL youth.

3. 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? 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?

4. Where are you in the implementation process? Adapted from Fixsen & Blase, 2005 We think we know what we need so we are planning to move forward (evidence- based) Exploration & Adoption Let’s make sure we’re ready to implement (capacity infrastructure) Installation Let’s give it a try & evaluate (demonstration) Initial Implementation That worked, let’s do it for real and implement all tiers across all schools (investment) Let’s make it our way of doing business & sustain implementation (institutionalized use) Full Implementation

5. 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

6. Session Objectives  Describe how a clinician can effectively fit into an MTSS model of support  Learn how to utilize clinicians as social emotional leaders, helping build the capacity of district/building  Identify potential district/building-level systems that may need consideration in the process  Review different ways to gather data for district/building-level decision making and progress monitoring

7. What we know… Jane Meredith Adams, EdSource “Definitions of social and emotional learning vary…” “Interest in social and emotional learning is growing, fueled by a desire to create positive school environments and prevent bullying, disconnection, and academic underachievement.” “Many educators are still unclear about what social and emotional learning is and how they can incorporate it into the classroom.” “We sometimes receive push back from teachers, who say ‘right now, my top priority is Common Core’.” (Libia-Gil, vice president at the Collaborative for Academic, Social, and Emotional Learning (CASEL)) Adams, Jane M. "Social and Emotional Learning Gaining New Focus under Common Core." EdSource Today. N.p., 15 May 2013.

8. The “Old” System (pre-MTSS) Examples  Send a student with any social/emotional concern to the clinician at any time  Subjective decision-making vs. Data Driven decision-making to determine which social/emotional supports a youth receives  Ask the clinician during an IEP/update meeting “how does George do with you in your office” as a means to assess success- his ability to generalize his behaviors to other settings  Ask the clinician to cover the jobs of multiple other roles in the building (i.e. admin, discipline, etc.)

9. Over-servicing students with low level needs AND Under-servicing students with high level needs

10. Understanding some of the System(s) Challenges… Video (IEP Cartoon)

11. A Shift in Practice Where/How is time currently being spent?

12. A shift in our thinking…

13. Coaching/Consultation Coaching/Coordination Coaching/Facilitation The Role of the School- Based/Community-Based Clinician at All Three Tiers

14. Coordinator vs. Facilitator Coordinator Organizes and/or oversees the specific interventions such as CICO, S/AIG & Group with Individual Features Roles may include: scheduling meetings, reviewing & collecting data to share during team meetings, curriculum development, training, mentoring, etc… Facilitator Directly provides intervention support services to youth/families Roles include: meeting with students for CICO, running groups, etc.

15. Teams Systems Data All-Staff Families Tier 1

16. Systems Interventions Training/support for Facilitators Tier 2

17. Individual student teams Direct services Tier 3

18. Where do school/community-based clinicians fit in? (example of how a clinician can travel through the Tiers as they are being developed) Universal Team Universal Team Member All-school data analysis Consultation with team Secondary Team Tier 2 Coach Coordinate Tier 2 Intervention(s) Tertiary Team Tier 3 Coach Coordinate Tier 3 Intervention(s) Tier 3 Facilitator

19. Moving from being the only response to identified social emotional needs, to being social emotional leaders of the building. TO Helping to build the capacity of the rest of the staff

20. General Education & Special Education Tier 1/Universal School-Wide Assessment / School-Wide Prevention Systems Check-In-Check-Out Check-In-Check-Out with Individualized Features Social/Academic Instructional Groups Mentoring Brief Function-Based Problem Solving Individualized Team Development: Complex Function-Based Problem Solving Person-Centered Planning How do we design this filter to prevent too many students from going through to receive Tier 2 support, AND also ensure that enough youth receive it? Who will receive clinician support?

21. HomeSchool Community There is a place for a clinician to be involved in supporting youth and families at ALL 3 Tiers Areas of involvement can be broken down by Tier (level of need) and Domain (home, school, community)

22. Common Trends  Moving from reactive to preventative  Time efficient and least restrictive  Moving from Tier 1 to leading/coordinating Tier 2/3  Facilitating Tier 3 Interventions and teams  Serving students in a purposeful/intentional way  Systems approach  (Consider looking at buildings as clients and not just individual youth/families)  Interventions first vs. Referral to Professional or IEP

23. How easy would it be to engage others in this dialogue?  Easy  Moderately Easy  Neutral  Moderately Challenging  Challenging

24. Guiding Questions Examples from Admin & Clinician Dialogue  How would administrators, staff and clinicians in your district describe the role of the clinician? Are these descriptions the same or different?  How are decisions made about when to give youth more social/emotional support?  How to gain access to time with the clinician(s)?  How are clinicians able to report on whether or not the work they are doing with students is effective?

27. Change sometimes takes having (potentially) Difficult Conversations…  Other clinicians in the district  Staff  Administration  Director(s) of Special Education  Superintendent  Board of Education  Parents/Families …and (potentially) dare to step one foot into someone else's… Know your sandbox…

28. Russ Uhing Director of Student Services Brenda Leggiadro Coordinator for Counselors and School Social Workers Lincoln Public Schools

29. PBIS Implementation Plan  Three year timeline for implementation of PBIS  School Transformation Grant – mental health, social-emotional learning, increasing staff capacity around behavior/mental health  Regular education and special education together – changes the traditional roles of some clinicians

30. The District’s Plan for Clinicians 56 school buildings  PD was scheduled for ALL clinicians together at the same time (for the first time in this district).  125+ clinicians in the same room hearing the same messages and collaborating with one another including: Social Workers Psychologists School Counselors Psychotherapists

31. The District’s Plan for Clinicians  3 events were scheduled throughout the year with the intended outcomes of:  Consistent and clear understanding of MTSS for behavior  Analysis of where we are and where we are going  Increased collaboration

32. The District’s Plan for Clinicians  First 2 sessions were with clinicians - getting on the same page  Last session included administrators Administrators and clinicians engaged in systems level conversations about data, systems and practices at all 3 tiers

33. The District’s Plan for Clinicians Within the district:  Definition of roles to guide clinicians and administrators in buildings  Skillstreaming & Second Step training  Trauma training for all school staff  School mental health teams  Conference attendance to build capacity in team members  CBITS – coming in summer 2016

34. The District’s Plan for Clinicians With the community:  Better use of existing resources (Expedited SCIP process; Hospital triage)  Mental Health Response Team  PBIS Trainings attended by HSF members  Human Services Federation Resource Fair  Mental Health Interns from a local college

35. The District’s Plan for Clinicians  5 District exemplar sites have been identified to shift systems effectively and efficiently, create outcomes for youth, and ultimately lead the way for this work to continue  Next stop: Clinicians will learn the process of FBA/BIP within a PBIS framework, with Psychologists as the leadership/coaching team, to help the district move forward through the tiers of support  Continuing to educate ALL staff on Clinicians being social emotional leaders

36. The District’s Plan for Clinicians  Systems  District-level conversations- paradigm shift  Cross-talk between clinical departments  Ongoing dialogue with community agency partners about partnering opportunities  Practices  Embedding Second Step into Tier 1 as Universal Curriculum (aligned with expectations and using data for delivery) starting with grades k-1  Shifting clinicians from Tier 1 Facilitation to Tier 2/3 Coordination/Facilitation as much as possible  Considerations for community partners on PBIS teams and facilitating practices  Data  Using the TFI  Using student outcomes  Tracking outcomes from exemplar sites

37. Benefits and Challenges Benefits:  Increased cooperation between regular ed and special ed  Collaboration of clinicians  Less duplication of services  Better use of mental health experts  Building capacity of all staff

38. Benefits and Challenges Challenges:  Data System  Shift in roles is challenging  Ways to identify students for interventions  Planning the intervention  Who provides the intervention  Resources and practices in buildings vary  Working with community agencies effectively

39. What will be the greatest barriers to making this work, work?

40. CONTACT INFORMATION: Ali Hearn- ali.hearn@midwestpbis.orgali.hearn@midwestpbis.org Russ Uhing- duhing@lps.orgduhing@lps.org Brenda Leggiadro- bleggia@lps.orgbleggia@lps.org Other Questions/Comments?

41. Before you leave the session...  Take a moment to reflect on the session  Record your thoughts in the back of your program booklet  These notes will assist you in completing the online evaluation after the conference  Your comments are valued and assist in developing future conference sessions