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Transcript of The Shifting Role of School Psychologists within a Multi-tiered System of Support Framework FASP...
The Shifting Role of School Psychologists within a Multi-tiered System of Support Framework
FASP Annual ConferenceOctober 29, 2015
EARLY WARNING SYSTEMS AND THE ROLE OF SCHOOL PSYCHOLOGISTS
Dr. Jayna Jenkins, Florida PS/RtI Project
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
serviceshttp://sss.usf.edu/integrated/fissm/Action_guide.html
http://www.ccrscenter.org/sites/default/files/CCRS%20Lifelong%20Learning%20Skills%20Policy%20Considerations_0.pdf
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
‘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
Balfanz: Foundational Research
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
Balfanz: Everyone Graduates
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
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.
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
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?
SCHOOL PSYCHOLOGISTS AND SCHOOL IMPROVEMENT
Beth Hardcastle, Florida PS/RtI Project
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
NASP: Ready to Learn, Empowered to Teach (2008)
Five guiding principles:1. High expectations for achievement with instruction
matched to student need2. Support services to address barriers to learning for all
students3. Comprehensive accountability and progress monitoring to
assess student and school functioning4. Capacity for instructional excellence that empowers
teachers to teach effectively5. Federal leadership and school-based research to promote
whole child
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
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
Schools found to be strong in 3 or more of the five essential supports…
10X more likely to improve.
The 5 Essential suppo5ts5 Essential Supports
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)
Essential 1: Effective Leadership
Consider:- school’s mission, vision and infrastructure- data-based problem solving- trust and recognition- instructional leadership and professional
development
Essential 2: Public and Collaborative Teaching
Consider:- Infrastructure of the school- Data-based problem solving- Professional development- High expectations- Shared decision-making- Collegial development
Essential 3: Ambitious Instruction and Learning
Consider:- Infrastructure of the school- Instructional delivery strategies- Alignment of assessment and instruction
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
Essential 5: Family & Community Involvement
Consider:- Data-based problem solving- School safety- Communication
Reflection…
How do the BSI’s 5 Essentials for School Improvement relate to NASP’s Service Model for School Psychologists?
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
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).
Problem Solving within SIP
SIP template includes 8-step PS and Planning:1. Identify goal/targets—SMART2. Brainstorm resources and barriers3. Select an initial barrier4. Brainstorm strategies to address barrier5. Develop action plans6. Develop support plans7. Evaluate progress toward reducing barrier8. Evaluate progress toward identified goal
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
Changing roles…
Discuss ways school psychologists can increase their role and influence in the development, implementation, and evaluation of the SIP.
SELF-ASSESSMENT OF MTSS IMPLEMENTATION
Kelly Justice, Florida PS/RtI Project
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
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
INSTRUMENT OVERVIEWSelf Assessment of Multi-tiered Systems of Support (SAM)
Content Domains
1. Leadership2. Building the Capacity/Infrastructure for
Implementation3. Communication and Collaboration4. Data-Based Problem Solving5. Three-Tiered Instructional/Intervention Model6. Data/Evaluation
(39 items)
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.
ADMINISTRATION PROCEDURESSelf Assessment of Multi-tiered Systems of Support (SAM)
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
Scoring Practice
1. Read the scenario2. Use the rubric to determine the most
appropriate rating for the item3. Be prepared to share you rationale
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.
How will the SAM help my school? Using SAM Data
Overal
l (All i
tems)
Leaders
hip
Capaci
ty/Infra
structu
re
Communication/C
ollaborati
onDBPS
3-Tier
Model
Data/Ev
aluati
on0.00
0.50
1.00
1.50
2.00
2.50
3.00
1.9
0.8
2.0
2.8
2.5
2.0
1.5
Average Domain Scores0
= No
t Sta
rted
; 1 =
Em
ergi
ng/D
evel
opin
g; 2
= O
pera
tiona
lizin
g; 3
= O
ptim
izing
Areas of strength
Overal
l (All i
tems)
Leaders
hip
Capaci
ty/Infra
structu
re
Communication/C
ollaborati
onDBPS
3-Tier
Model
Data/Ev
aluati
on0.00
0.50
1.00
1.50
2.00
2.50
3.00
1.9
0.8
2.0
2.8
2.5
2.0
1.5
Average Domain Scores0
= No
t Sta
rted
; 1 =
Em
ergi
ng/D
evel
opin
g; 2
= O
pera
tiona
lizin
g; 3
= O
ptim
izing
Areas of need
1. The p
rincip
al is a
ctive
ly invo
lved
2. A le
aders
hip team
is est
ablish
ed
3. The l
eaders
hip team
active
ly en
gage
s PD
4. A st
rateg
ic plan
for M
TSS i
mplemen
tation
5. The l
eaders
hip team
is acti
vely
facilit
ating i
mplemen
tation
0
1
2
3
2
1
0 0
1
Leadership
0 =
Not
Sta
rted
; 1 =
Em
ergi
ng/D
evel
opin
g; 2
= O
pera
tiona
lizin
g; 3
= O
ptim
izin
g
Specific areas for focus
Additional Benefits
• Reflection• Team building • Increase common understanding• Increase common language
Uniquely Qualified
NASP Model for Comprehensive and Integrated School Psychological Services , 2010
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 dataNASP Model for Comprehensive and Integrated School Psychological Services , 2010
COLLABORATING WITH DISTRICT LEADERS AND OTHER MULTI-DISCIPLINARY STAFF
Dr. David Wheeler, FDOE, Student Services Support Project
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.
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)
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.
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)
Highly Effective Practices in the SSPEMDomain 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)
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
District Leadership Action Steps1. 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
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.).
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?
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.
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.
ORShare an example of how you are currently collaborating with district leadership to enhance the systemic impact of the multi-tiered system of support.