1. The Shifting Role of School Psychologists within a Multi-tiered System of Support Framework FASP Annual Conference October 29, 2015

2. EARLY WARNING SYSTEMS AND THE ROLE OF SCHOOL PSYCHOLOGISTS Dr. Jayna Jenkins, Florida PS/RtI Project

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 continuum of services to maximize impact of learning supports Data-based problem solving process Integrate behavioral, health, counseling, and social services http://sss.usf.edu/integrated/fissm/Action_guide.html http://www.ccrscenter.org/sites/default/files/CCRS%20Lifelong%20Learning%20Skills%20Policy% 20Considerations_0.pdf

4. EWS: Big Picture To graduate College/Career/Life Ready: Successfully navigate key transitions – Acquire academic enabling behaviors (ABCs) Attend classes Behave Complete course work well Early warning systems provide a mechanism for early identification of those students who signal they are not on-track for on-time graduation Balfanz & Stenson, 2012

5. ‘ABC’ Indicators Attendance Missing 20 or more days of school/ 10% of school Behavior 2 or more behavior infractions 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: Foundational Research

7. Early Warning “System” Most effective Early Warning systems combine: – Access at classroom level to off-track and on-track indicators – Regular time to analyze data and organize a response system in multiple tiers Most effective systems combine – whole school/class level preventions – Targeted problem solving and intervention support when preventions 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 (Attendance): Tiered System of Supports Individualized Interventions (Tier 3) Re-entry Program (DJJ, OSS); Family Connections, Individual Counseling Early Interventions (Tier 2) Check-in Check-out; Social Skills Groups; Mentoring; Tutoring; Group Counseling SBLT: Revised & Implemented Attendance Policy (Tier 1) Sound policy with strategies to increase engagement, increase family involvement and community structures, consequences for missing school, aligned interventions

10. Example (Behavior) Tiered System of Supports Individualized Interventions (Tier 3) Individual Counseling; Verbal De- escalation; Anger management Early Interventions (Tier 2) Social Skills Groups; Tutoring; Group Counseling; Conflict Resolution SBLT: Revised Code of Conduct, Implemented PBIS (Tier 1) School-wide positive system of support strategies: defining, teaching, and supporting all faculty and students to create a positive school environment across a defined continuum of positive behavior supports (tiers) for all students.

11. Consider the role of the School Psychologist in assisting school teams Integrate three differing data points to better understand the relationships between attendance, behavior, course completion Determine the most actionable and reasonable level to intervene Fine tune (locally) indicators and cut points to balance efficiency and yield

12. Your thoughts Discuss your role in supporting your district and schools with the implementation of EWS within a multi-tiered system of supports (EWS data management, problem- solving, and implementing preventions and interventions) What additional supports / resources do you need? PS/RtI Staff: Advantages of collaboration?

13. SCHOOL PSYCHOLOGISTS AND SCHOOL IMPROVEMENT Beth Hardcastle, Florida PS/RtI Project

14. NASP Research Summary: School Psychologists: Improving Student and School Outcomes Address some of biggest educational challenges: Improving instruction to close achievement gap Increasing graduation rates/decreasing drop out rates Creating safe, positive school climates Providing meaningful accountability Strengthening family-school partnerships

15. NASP: Ready to Learn, Empowered to Teach (2008) Five guiding principles: 1.High expectations for achievement with instruction 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 functioning 4.Capacity for instructional excellence that empowers teachers to teach effectively 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 supporting collaborative problem solving of district and school leaders in the areas of: Effective leadership; Public and collaborative teaching; Ambitious instruction; Safe and supportive environments; and Family and community engagement. The Bureau of School Improvement supports the conditions required for successful MTSS implementation

17. 2014/15 SIP Template Part 1: Current Status (5 Essentials) – 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 – Identify strengths and needs Part 3: 8 Step Planning and Problem Solving for Implementation – Develop implementation plans for the school’s highest priority goals

18. Schools found to be strong in 3 or more of the five essential supports… 10X more likely to improve. The 5 Essential suppo5ts 5 Essential Supports

19. FDOE/BSI: 5 Essential Drivers of Improvement Effective Leadership (Leadership) Public and Collaborative Teaching (Professional Capacity) Ambitious Instruction and Learning (Instructional Guidance) Safe and Supportive Environment (Student-Centered Learning Climate) Family and Community Involvement (Parent-Community Ties)

20. Essential 1: Effective Leadership Consider: -school’s mission, vision and infrastructure -data-based problem solving -trust and recognition -instructional leadership and professional development

21. Essential 2: Public and Collaborative Teaching Consider: -Infrastructure of the school -Data-based problem solving -Professional development -High expectations -Shared decision-making -Collegial development

22. Essential 3: Ambitious Instruction and Learning Consider: -Infrastructure of the school -Instructional delivery strategies -Alignment of assessment and instruction

23. Essential 4: Safe and Supportive Environment Consider: -Infrastructure of the school as it relates to behavior management -Data-based problem solving -High Expectations -School Climate

24. Essential 5: Family & Community Involvement Consider: -Data-based problem solving -School safety -Communication

26. Reflection… How do the BSI’s 5 Essentials for School Improvement relate to NASP’s Service Model for School Psychologists?

28. 2014/15 SIP Template Part 1: Current Status (5 Essentials) – 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 – Identify strengths and needs Part 3: 8 Step Planning and Problem Solving for Implementation – Develop implementation 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 questions for problem analysis; – (3) action planning steps to meet goals – (4) support for plan (e.g., PD & Monitoring Fidelity); and – (5) plan for evaluation of progress towards goal(s).

30. Problem Solving within SIP SIP template includes 8-step PS and Planning: 1.Identify goal/targets—SMART 2.Brainstorm resources and barriers 3.Select an initial barrier 4.Brainstorm strategies to address barrier 5.Develop action plans 6.Develop support plans 7.Evaluate progress toward reducing barrier 8.Evaluate progress toward identified goal

31. Your sphere of influence Part of the leadership team Accessing the SIP Familiarity with school’s student performance data Goal setting Facilitation of Problem Solving Evaluating progress of components of SIP; student performance

32. Changing roles… Discuss ways school psychologists can increase their role and influence in the development, implementation, and evaluation of the SIP.

33. SELF-ASSESSMENT OF MTSS IMPLEMENTATION Kelly Justice, Florida PS/RtI Project

34. Why This Instrument? Enhance capacity of districts to support MTSS with fidelity in schools Assess all components of MTSS Guide action planning toward improved implementation

35. FAQs Who completes the instrument? – School leadership team members What are the steps for completing the instrument? – Each member reviews the SAM – Team completes one form based on consensus How long does it take to complete? – Recommend 2-hour time block for first administration

36. INSTRUMENT OVERVIEW Self Assessment of Multi-tiered Systems of Support (SAM)

37. Content Domains 1.Leadership 2.Building the Capacity/Infrastructure for Implementation 3.Communication and Collaboration 4.Data-Based Problem Solving 5.Three-Tiered Instructional/Intervention Model 6.Data/Evaluation (39 items)

38. Critical Components of MTSS Data Evaluation Problem Solving Process Multiple Tiers of Instruction & Intervention Leadership Capacity Building Infrastructure Communication & Collaboration MTSS is a framework to ensure successful education outcomes for ALL students by using a data- based problem solving process to provide, and evaluate the effectiveness of multiple tiers of integrated academic, behavior, and social-emotional instruction/intervention supports matched to student need in alignment with educational standards.

39. ADMINISTRATION PROCEDURES Self Assessment of Multi-tiered Systems of Support (SAM)

40. Administration Procedures 1.Instrument distributed to school leadership team members – Members independently review instrument and think about school ratings 2.School leadership team meets – Trained facilitator guides team through instrument, establishing consensus on the rating for each item

41. Scoring Practice 1.Read the scenario 2.Use the rubric to determine the most appropriate rating for the item 3.Be prepared to share you rationale

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 responsibilities 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. How will the SAM help my school? Using SAM Data

45. Areas of strength

49. Additional Benefits Reflection 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 consultation and collaboration Promote necessary systems level change Demonstrate knowledge and skill re: effective program evaluation Create/maintain multi-tiered continuum of services to support all students Collect, analyze and interpret program evaluation data NASP Model for Comprehensive and Integrated School Psychological Services, 2010

52. COLLABORATING WITH DISTRICT LEADERS AND OTHER MULTI- DISCIPLINARY STAFF Dr. David Wheeler, FDOE, Student Services Support Project

53. School Psychologists & MTSS School psychologists have the skill set, training, and knowledge required for successful implementation of a MTSS. MTSS provides school psychologists with an opportunity for systems impact. Challenge #1: Applying knowledge base, skill set, and consultative skills to systemic issues within a multi-tiered system of supports framework. Challenge #2: Collaborating with leadership to improve educational outcomes for all students.

54. Role of School Psychologist – NASP School psychologists provide services to help children and youth succeed academically, socially, behaviorally, and emotionally. School psychologists work with parents, educators, and other professionals to create supportive learning and social environments for all children and apply their knowledge of both psychology and education during consultation and collaboration with others. They conduct effective decision-making using a foundation of assessment and data collection. (NASP Model for Comprehensive & Integrated Services)

56. Essential Components of a MTSS Effective core instruction & 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. Implementation fidelity.

57. Relevant MTSS Skills of School Psychologist Data collection Data analysis/interpretation Problem solving & decision making Academic and behavioral expertise Evidence-based interventions Consultation Training/Coaching Program evaluation (e.g., effectiveness of MTSS)

58. Highly Effective Practices in the SSPEM Domain A: Data-based Decision Making and Evaluation of Practice Analyzes, integrates, and interprets data from multiple sources at the school or district level, and uses the data to inform systems-level decisions. Domain B: Instruction/Intervention Planning and Design Collaborates to identify systems-level needs, resources, and infrastructure to access services and supports. Domain C: Instruction/Intervention Facilitation and Delivery Facilitates the development of MTSS at the district level by planning and implementing interventions that address systemic issues/concerns. Domain D: Learning Environment Examines need and feasibility for systemic intervention to support and increase student engagement district- wide. Student Services Personnel Evaluation Model (SSPEM)

60. Three Ways Leadership Facilitates Learning Supports & Student Success Fostering student engagement Engaging in data-based planning and problem solving Promoting a multi-tiered system of supports Integrated Student Services: Action Guide

61. District Leadership Action Steps 1.Facilitate a policy level adoption of integrated student services that communicates the vision and critical 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, emotional, and behavioral needs within a framework where student services professionals and school personnel work collaboratively to implement evidence-based practices. 3.Prioritize the use of student support personnel to maximize the implementation of integrated student services in a way that accelerates the academic, behavioral, physical, mental and social- emotional performance for all students. 4.Evaluate the impact of integrated student services on student outcomes including student performance. Integrated Student Services: Action Guide

62. Now is the time! Carpe diem! Step out of comfort zone (i.e., focus on individual student services). Identify district initiatives needs, policy and practice issues (e.g., District Improvement Plan). Match knowledge base and skills to district initiatives/needs. Look for opportunities to collaborate with district leadership (supply information, participate on district committee, task force, training, etc.).

63. Addressing Root Causes of Disparities in Discipline: An Educator’s Action Planning Guide 1)Who is being disparately disciplined and what is happening to them? 2)The systemic causes of disparities in school discipline and why they occur? 3)How to reduce and eliminate disparities in school discipline?

64. Addressing Root Causes of Disparities in Discipline: An Educator’s Action 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 Getting at the Roots of Disparities explains how to conduct a root cause analysis to understand why these patterns exist. Stage 3 Creating an Action Plan describes how to address the root causes of disparities in school discipline by creating and implementing an action plan.

65. Turn & Talk Identify a critical need in your district and discuss the role a school psychologist might play in supporting district leadership implement system level change from a multi-tiered system of support framework. OR Share an example of how you are currently collaborating with district leadership to enhance the systemic impact of the multi-tiered system of support.