Effective Safe and Supportive School Climate and Culture

Presented by: Michele Carmichael

ISBE Principal ConsultantBehavioral Health Supports in Schools

Definitions

• Safe

• Supportive

• Climate

• Culture

US DOE Guiding Principles*

• Guiding Principle 1: Climate and Prevention

• Guiding Principle 2: Clear, Appropriate, and Consistent Expectations and Consequences

• Guiding Principle 3: Equity and Continuous Improvement .

*http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201401-title-vi.html

US DOE-DOJ Joint “Dear Colleague” Letter

“The Departments strongly support schools in their efforts to create and maintain safe and orderly educational environments that allow our nation’s students to learn and thrive. Many schools have adopted comprehensive, appropriate, and effective programs demonstrated to: (1) reduce disruption and misconduct; (2) support and reinforce positive behavior and character development; and (3) help students succeed. Successful programs (may incorporate a wide range of strategies to reduce misbehavior and maintain a safe learning environment, including conflict resolution, restorative practices, counseling, and structured systems of positive interventions. The Departments recognize that schools may use disciplinary measures as part of a program to promote safe and orderly educational environments”

US DOE-DOJ Joint “Dear Colleague” Letter

“Regardless of the program adopted, Federal law prohibits public school districts from discriminating in the administration of student discipline based on certain personal characteristics.”

“Federal law also prohibits discriminatory discipline based on other factors, including disability, religion, and sex.”

Framework for Safe & Successful Schools*

• Efforts to improve school climate, safety, and learning are not separate endeavors.

• They must be designed, funded, and implemented as a comprehensive school-wide approach that facilitates interdisciplinary collaboration and builds on a multitiered system of supports

*Cowan, K. C., Vaillancourt, K., Rossen, E., & Pollitt, K. (2013). A framework for safe and successful schools [Brief]. Bethesda, MD: National Association of School Psychologists.

Illinois’ Essential Elements of School Improvement

1.Leadership2.Professional Development3.Curriculum4.Instruction5.Assessment6.Conditions for Learning7.Community & Family 8.Data Driven Decision Making

Curriculum & Instruction

CurriculumInstruction

Governance/ Management•Leadership

•Comprehensive Planning-Data Driven Decision-Making •Professional Development•Assessment

Learning Supports-MTSS

•Conditions for Learning

•Community andFamily Engagement

IL-SIP Systems

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Learning SupportsLearning SupportsImproving Student OutcomesImproving Student Outcomes

Restorative

Practices

How?

MTSS: Framework for organizing a continuum of interventions

Ensure ALL students get appropriate instruction & supports within a safe & supportive environment

Maximize student achievement AND

Increase social, emotional, behavioral student competencies

MTSS“MTSS encompasses:

• Wellness promotion;

• Universal screening for academic, behavioral, and emotional barriers to learning;

• Implementation of evidence-based interventions that increase with intensity as needed; and

• Values cultural and ethnic diversity.

MTSS cont.

Intensity & Duration of intervention based on student need(s)

Intervention

Wellness Promotion/Prevention

Early Intervention

Intensive Individualized

MTSS cont.• Monitoring of on-going

student progress in response to implemented interventions, and

• Engagement in systematic data-based decision-making about services needed for students based on specific outcomes.

MTSS cont.

Holistic approach to integrate academic, social, emotional, behavioral and physical efforts (Whole Child)

State, Community, LEA, School, Classroom

MTSSEvidence supporting social, emotional and behavioral supports within a MTSS framework:Grounded in the Public Health ModelGrounded in Organizational TheoryGround in Ecological ApproachTheoretical foundations in:

o Behaviorismo ABAo PBS

Randomized control trials in behavioral supportsMeta-Analyses on social, emotional supports

Essential Element:Leadership MTSS requires effective leadership, leadership that is dedicated to principles that ensure high levels of success for all students.

This leadership is symbolized by a collaborative stylethat is focused on the mission that all students will

achieve and the creation of a system to be certain that good intentions are translated into success.

Essential Element: Professional

Development

Professional development for teachers is determined by data (including classroom observations and review of lesson plans) that demonstrate teachers' attention to academic, social, emotional, and behavioral expectations and standards.

Essential Element: Conditions for Learning http://isbe.net/learningsupports/html/conditions.htm

Integrate supports through collaboration

MTSS for academic, physical, social, emotional, and behavioral programming

Resources identified and allocated/reallocated for MTSS’s implementation.

Implementation is monitored and evaluated for continuous improvement

Essential Element: Conditions for Learning cont.

School personnel actively model and foster a positive school environment where students feel valued and are challenged to be engaged and grow cognitively.

School Leadership actively models and fosters a positive school environment where staff members feel valued and are challenged to be engaged and grow professionally.

The environment of the school (physical, social, emotional, and behavioral) is safe, welcoming, and conducive to learning.

The school culture supports teachers in practicing effective and responsive instruction to meet individual student needs.

All teachers invite valid and reliable Learning Supports identified by their school leadership into their classrooms including but not limited to programs/strategies, co-teaching opportunities, and consultation.

Essential Element:Conditions for Learning cont.

The school culture promotes and supports the academic, physical, social, emotional, and behavioral skill development and engagement of students.

The school culture promotes and supports the physical, social, emotional, and behavioral health of all school personnel.

All school personnel work effectively and equitably with racially, culturally, linguistically, and economically diverse students.

Essential Element: Conditions for Learning cont.

Essential Element:Community and Family Engagement

School Leadership and primary caregivers engage in regular communication to provide mutual supports and guidance between home and school for all aspects of student learning.

All teachers communicate regularly with primary caregivers and encourage them to participate as active partners in teaching and reinforcing physical, social, emotional, behavioral, and academic competencies.

Essential Element: Assessment

Data-driven processo Screening

o Diagnostic

o Progress Monitoring/Formative Assessment

o Evaluative

Screening Assessment

Social, Emotional, Behavioral screening o Pediatriciano Child Find

0-3 EC School-age

o Local

IndicatorsAttendance, Nurse visits, ODRs, …

Diagnostic Assessment

• Functional Behavior Assessmento Simple/Practical

Mild to moderate problem behaviors Not dangerous Occurring in few settings

o Complex Analysis Moderate to severe behavioral issues May be dangerous May occur in multiple settings

Progress Monitoring(Formative) Assessment

Social, emotional, behavioral progress monitoringo Is the intervention working (Universal, Targeted &

Individual)o Continue?o Revise?o Change?

Lack of student progress

Progress Monitoring (Formative) Assessment

Social, emotional, behavioral progress monitoring

Lack of student progresso Implemented with fidelity?oMatch the function of behavior?o Correct function?oAppropriate intervention?oNeed additional supplemental supports?

Multi-Tiered System of Support

Functional Behavior Assessment (FBA)/Behavior Support Planning(BSP)

Functional Behavior AssessmentoSimple/Practical

Mild to moderate problem behaviors Not dangerous Occurring in few settings

oComplex Analysis Moderate to severe behavioral issues May be dangerous May occur in multiple settings

FBA/BSP

“A primary goal of FBA is to guide the development of effective positive interventions based on the function of the behavior.”*

Interventions based on FBA result in significant change in student behavior. **

* Horner, 1994** Carr et al., 1999; Ingram, Lewis-Palmer, & Sugai, 2005

FBA/BSP At the Universal – Tier 1 Prevention LevelFBA can be used as a school-wide practice to predict environmental changes and

develop interventions to prevent.

At the Targeted – Tier 2 Early Intervention Level FBA can be used as a simple assessment/intervention process for students with

mild to moderate issues.

At the Intensive – Tier 3 Individualized LevelFBA involves a more complex assessment/intervention process for students with

more chronic, intensive behavior issues which potential cross multiple domains and where Universal and targeted interventions were unsuccessful at supporting the student.

* Horner, 1994** Carr et al., 1999; Ingram, Lewis-Palmer, & Sugai, 2005

Basic FBA to BSP

Trainer’s Manual Authorso Sheldon Loman, Ph.D.

Portland State Universityo M. Kathleen Strickland-Cohen, Ph.D.

University of Oregono Chris Borgmeier, Ph.D.

Portland State Universityo Robert Horner, Ph.D.

University of Oregon

ISTAC

Illinois Statewide Technical Assistance Collaborative

• Service entity

• Training and Technical Assistance

Basic FBA/BSPISTAC SERVICES• Statewide team of Technical Assistance

Specialists• Provision of both training and targeted

technical assistance• Content aligned with Eight Essentials• Technical assistance provided through a coach

the coach model at district or coop level• Common goals: build local capacity and

establish sustainability

Basic FBA/BSPISTAC SERVICESISTAC TRAINING CURRICULUM

– Data-driven decision making

– Systemic support structures

– School climate and culture

– Inclusive educational environments

– Leadership skill development

– Student behavior

– Stakeholder engagement

– Transition planning and other special education mandates

Evidence-based/Evidence-informed Practices for:

ISTAC TRAINING CURRICULUM Available to all public schools

All trainings accessible through statewide training calendar https://www.illinoiscsi.org/Pages/Calendar.aspx & www.ISTAC.net

Duplicate trainings offered on regional basis to ensure statewide consistency and equitable access

Closure/Contacts

Michele Carmichael o Behavioral Health Supports & Schools, ISTAC o mcarmich@isbe.net o 217/782-5589