National PBIS Leadership Forum
October 10-11, 2013
Chicago, IL
Maryland Safe & Supportive Schools Initiative:
C9 Effective Coaching for High Schools
A Collaborative Effort of the MSDE, Sheppard Pratt
Health System, and Johns Hopkins University
Presenters:
Patricia Hershfeldt, Rebecca Piermattei, and
Rebecca Philbrick
Session Objectives
• Review tools and strategies for implementation with
fidelity at the high school level
• Understand how to collaborate with current high
school systems when implementing new EBP
• Review data demonstrating progress being made
• Learn about successes, challenges, and barriers
when implementing PBIS and/or EBPs in high
schools
What is MDS3?
Maryland Safe and Supportive Schools (MDS3) Goals:
• Assess school climate, student engagement, and the
school environment
• Implement evidence-based programs (EBPs) to
meet student needs, based on survey
• Improve conditions for learning
• Reduce school violence and substance use, and
improve student engagement and the school
environment to support student learning
Menu of Evidence-Based Programs
•
Positive Behavioral Interventions and Supports
– (PBIS; Sugai & Horner, 2006)
– 3 tiered prevention model, focused on climate and behavior
management
•
Olweus Bullying Prevention Program
– (Olweus, 2007)
– Bullying and school climate
•
Botvin LifeSkills program
– (Botvin et al., 2006)
– Substance abuse prevention
•
Check-in/Check-Out
– (Hawken & Horner, 2003)
– Mentoring and behavior management
•
Check & Connect
– (Anderson et al., 2004)
– Mentoring and truancy prevention
•
Cognitive Behavioral Intervention for Trauma in Schools
– (Kataoka et al., 2003)
– Focused on mental health issues (e.g., anxiety, depression)
Participation in MDS3
• 60 Maryland comprehensive high schools from
systems that agree to goals and outcomes of the
project
• 52 High Schools currently enrolled from:
– Baltimore County (22 Schools)
Schools)
– Wicomico (4 Schools)
– Dorchester (2 Schools)
– Queen Anne’s (2 Schools)
– Caroline (2 Schools)
– Calvert (2 Schools)
- Anne Arundel (9
- Somerset (2 Schools)
- Washington (2 Schools)
- Charles (6 Schools)
- Frederick (3 Schools)
- Worcester (2 Schools)
MDS3 Data Sources
• Data for Decision-making:
• Web-based school climate survey (students, school staff,
parents)
• Site visits - Health and safety of school environment
• School-level records: suspensions, attendance,
academics
• School-wide Evaluation Tool (SET), Individual Student
Systems Evaluation Tool (ISSET)
MSD3 Climate Survey Results
2011
2012
2013
STUDENT CLIMATE SURVEY RESULTS:
SAFETY
83%
83%
82% -feel safe at school
25%
23%
23 % -reported being bullied during the school year
32%
37%
41 % -reported that other students try to stop bullying
20%
20%
21 % -often or very often feel sad
65%
63%
60 % -reported that substance abuse is a problem
at their school
MSD3 Climate Survey Results
2011
2012
2013
Student Climate Survey Results: ENGAGEMENT
68%
67%
67 % - feel they belong at school
81%
80%
81 % - feel their teachers encourage them to work hard
44%
42%
43 % – feel their parents are informed when they do well
58%
59%
60 % – feel students of all races are treated equally
MSD3 Climate Survey Results
2011
2012
2013
Student Climate Survey Results: ENVIRONMENT
61%
72%
74 % – report that disruptions in the classroom get in the
way of their learning
49%
50%
49 % – report the school building is clean and
well-maintained
64%
68%
68 % – report that students who need help with their
problems are able to get it at school
Evidence-Based Programs
30
25
20
2010-2011
15
2011-2012
2012-2013
10
5
0
PBIS
CICO
CnC
Life Skills
Olweus
CBITS
Coaching High School Teams
Coaching High School Teams with Fidelity
Part A: Goals
Part B: Identifying Students
Part C: Operations
Part D: Ongoing Sustainability and
Fidelity
Part A: Goals
1. What do we hope to achieve by implementing this program?
– To increase engagement with school and with learning.
2. Which students are we targeting with this
initiative/intervention?
– Students in danger of not completing high school.
3. What data can we access to tell us more about this group of
students?
– Grades, credits earned, attendance, behavior data.
Part B: Identify Students
1. How will students be identified for the program?
1. Who will process the referrals?
2. What variables will you use for referral criteria?
4. What is the minimum and maximum of any variable that you
will accept in the program?
5. How many students will be in the program?
6. When does a student exit the program? What data is used to
determine that the student will exit from the program?
Part B: Identify Students
Part B: Identify Students
1. How will students be identified for the program?
– Data and referrals from teachers
2. Who will process the referrals?
– Intervention Coordinator
3. What variables will you use for referral criteria?
– Rising sophomores with GPA between 1.5-2.0
– Absences: < 9 for the year
– No participation in any other club/activity
Part B: Identify Students
4. What is the minimum and maximum of any variable that you
will accept in the program?
– Between 1.5 to 2.0 for GPA
– How many absences each month or week?
5. How many students will be in the program?
– 17 students total
6. When does a student exit the program? What data is used to
determine that the student will exit from the program?
– Each student will spend 2 years in the program
Part C: Operations
1. What resources or people are needed to implement this
program?
– Coordinator, mentor, time, funding, activities, training
(initial and ongoing), and materials.
2. What staff will be involved in this program?
– School-based staff, administration, school counselor
3. How will you inform or train the rest of the school staff ?
– Faculty meetings to introduce program, share data at
subsequent faculty meetings. Emails to teachers for
feedback on mentees
Part C: Operations
4. How will parents be included or informed?
– Formal letter introducing program and mentor.
– Kick off event.
– Weekly phone call/email regarding mentee’s progress.
5. What duties will each staff member hold?
– Coordinators
– Mentors
Part C: Operations
6. How much time will students spend on the interventions? By
staff ?
– Up to an hour a week for students, an average of an
hour/week with students.
7. Describe what the staff members involved in the program do?
– Coordinator- Support mentors, facilitates mentor and staff meetings,
collects and enters data from monitoring sheets, shares data, ensures
fidelity of program, collaborates with administration
– Mentors- at least one formal and informal meetings per week with
mentee, weekly contact with parent/guardian, weekly check in with
teachers, complete monitoring sheet, attend monthly mentor
meeting
Part C: Operations
7. Describe what students involved in the program do.
– Meet with mentors, participate in structured activites
with whole Check and Connect group.
8. When will this program start and end?
– Fall 2012 to Spring 2014
Part D: Ongoing Sustainability and Fidelity
1. How will additional students be identified?
– Referral, meet established criteria
2. What indicators/benchmarks will show student
success in the intervention? And program success?
– Individual student success as well as program
success.
– Meeting with mentors regularly.
– Meeting criteria for basic intervention
– GPA, credits earned
Part D: Ongoing and Fidelity
3. How will student and program progress be
measured/monitored? Who is responsible for
monitoring/assessing progress?
– A) STUDENT PROGRESS: Mentor monitors
on a weekly basis using monitoring sheet.
– B) PROGRAM PROGRESS: Mentor and
coordinator measure on monthly, quarterly
and annual basis using Intervention Tracking
Tool
Student:_______________________
Grade:__________
Mentor:_______________ Month: ________________
M
TU
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TH
F
Student ID:_________________ Counselor:______________________________
Year:______________________
M
TU
W
TH
F
M
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F
M
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TH
F M
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TH
F
TH
F M
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F
CHECK
Tardy
Absent
Behavior Referral
In school suspension
Out of school suspension
Failing Classes: ____D's _____F's Classes passed _____(Total)
Behind in credits: _____ Credits earned out of ______(Total)
Pass high school exit exam ____Yes ____No
M
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M
CONNECT
Student
Shared "Check" data
Regular feedback
Discussed school
Problem solving
Goal Setting
Academic support
Behavior support
social support
Referral to resources
Rapport building
FAMILY
Attempt/unable
Left Message
Note Home
Conversation
Meeting
Check and Connect Program at South River High School
TU
W
Part D: Ongoing and Fidelity
Intervention Tracking Tool
–Illinois PBIS Network
Tier 2/Tier 3 Intervention Tracking Tool
School Name: _____________________________ __
Interventions
Check-in Check-out
(CICO)
Social/Academic
Instructional Groups
# Students # Students
# Students # Students
Participating Responding Participating Responding
Total School Population as of October 1:________
Individualized CheckIn/Check-Out, Groups &
Mentoring
# Students # Students
Participating Responding
Brief FBA/BIP
(Functional Behavior
Assessment/Behavior
Intervention Planning)
# Students # Students
Participating Responding
Complex FBA/BIP
Wraparound Support
# Students # Students
Participating Responding
# Students # Students
Participating Responding
July
August
September
October
November
December
January
February
March
April
May
June
Data-based Decision-rules for defining “response to intervention”: Please list below your data-based decision-rule/s to determine youth ‘response
for each of the six levels of intervention. Ex. Students received 80% or better on Daily Progress Report for 4 consecutive weeks.
Responding to Check-in Check-out (CICO):
Responding to Social/Academic Instructional Groups:
Responding to Individualized CICO, Groups & Mentoring:
Responding to Brief FBA/BIP:
Responding to a Complex FBA/BIP:
Responding to Wraparound Support:
Part D: Ongoing and Fidelity
• Tier 2 coordinator meeting
– 1 time a month or as needed
– Should take no longer than 15 minutes
– Should include intervention coordinator,
administrator, possibly counselor or
psychologist
– What should this meeting look like.
Part D: Ongoing and Fidelity
4. How much time is needed to determine if the
student is meeting benchmarks?
– Weekly basis
5. What steps will be taken for students NOT
responding to the interventions?
– Connect mentee with additional resources,
personal contact with parent/guardian,
formal meeting with mentee around problem
solving.
Part D: Ongoing and Fidelity
6. What fidelity checklist will be used and how often
will we do fidelity checks?
– MDS3 Check and Connect Fidelity checklist
in fall and spring.
Part D: Ongoing and Fidelity
CHECK AND CONNECT FIDELITY CHECKLIST
MDS3
Tools and Strategies
•
•
•
•
•
•
•
•
Coaching Guide
Monitoring Sheet
Intervention Tracking Tool
Fidelity Checks
Have clear goals.
Celebrate small successes.
Frontload the planning
Encouraging while coaching
Collaboration with High Schools
• Identify teams, committees, and
resources.
• Don’t repeat what is already done
• Work collaboratively with other
programs
Reviewing Data
• Know what data you need and how to
access the data.
• Review data on a regular basis.
• Keep it simple and reasonable.
• Use your data to guide your decision
making.
• Start with your data.
Successes, Challenges, and Barriers
Successes
• Celebrate and publicize each success
• Coaches need to highlight successes
Barriers
• Time and resources
• Central office must be on board
Acknowledgements
•
•
•
•
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MDS3 is funded by a grant from the USDOE.
Federal Grant CFDA# Q184Y100015
Sheppard Pratt Health System:
– Patti Hershfeldt, Ed.D
– Rebecca Piermattei,
– Rebecca Philbrick, Ed.S, LGSW
Maryland State Department of Education
Johns Hopkins University
Share Your Thoughts…
Any Comments?
Questions?
Patti Hershfeldt
Rebecca Piermattei
Rebecca Philbrick, Ed.S,LGSW
bchatfield@mds3online.org
rpiermattei@mds3online.org
rphilbrick@mds3online.org
“No significant learning occurs without a significant relationship."
Dr. James Comer