MTSS Universal Screener - Behavior
Transcript of MTSS Universal Screener - Behavior
MTSS Universal Screener - Behavior
The Student Risk Screening Scale (SRSS-IE)
Created by Behavioral Health UnitOakland Unified School DistrictChristina McClain, Data AnalystKathy Bennett, LCSW, PPSC
Introductions - Who are we?
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Christina McClainData Analyst II
Kathy BennettBehavioral Health Program Manager
Turn to Elbow Partner: SEL Warm Up!
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What is a a workshop you are looking forward to at
this conference?
Naming the Complexity of Systems, Schools, and Needs of Students We Serve in Oakland
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Budget Cuts and
Systemic Issues
Poverty/Community
Violence
Limited Resources
Implicit Bias
Trauma/Historical Trauma
Institutional Racism
Gentri
ficati
on Organizational Stress:
High turnover
About OUSD
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Vision:All OUSD students will find joy in their academic experience while graduating with the skills to ensure they are caring, competent, fully-informed, critical thinkers who are prepared for college, career, and community success.
● 87 TK-12 Schools serving 36,286 students● 73.5% Eligible for Free or Reduced Price Lunch● 12.7% Special Education● 33% English Language Learners● 42% Latino; 24% African American; 12% Asian● 7% Newcomer OUSD Fast FactsNote: Preliminary data from the first Wednesday in October
Strategic Regional Analysis
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Why is Trauma Informed Care Important for Schools?From California Health Kids Survey Oakland students that have had at least one family member die by violence:38% of high schoolers34% middle school students 32% of elementary students
Adverse Childhood Experiences26.0% of the 17,337 people in this study had at least one adverse childhood experience.
ACES Higher in Urban Neighborhoods85% of youth in urban areas have witnessed violence and70% report direct victimization.
US National Library of Medicine ACES Data
Promoting Equity & Conditions for Learning
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OUSD Programs & PracticesMulti-Tiered Systems of Support
Family Engagement, Office of EquityRestorative Justice (2009 Adopted)
Positive Behavior Interventions and SupportsSocial Emotional Learning
Trauma Informed Practices
Objectives
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● Understand the purpose of a Universal Screener and why it could be helpful for your school or district.
● Share lessons learned
● Provide examples of universal screener data
● Recommendations on implementation
What Is the SRSS: Student Risk Screening Scale?
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● Universal Screening tool for behavior (internal/external behaviors)
● Done by teachers for each of their students
● Done in a spreadsheet at staff meeting/training
● Used for early intervention/prevention
● Every single student is thought about!
● Completed 3 times a year
How did Oakland Unified School District Come to Utilization of SRSS?
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Key Concepts of MTSS:
1. Multiple Tiers of Support2. Evidence-Based Practices 3. Universal Screening Practices 4. Progress Monitoring 5. Fidelity of Implementation 6. Data-Based Decision Making 7. Problem-Solving Process
SRSS
OUSD: Moving toward Multi Tiered Systems of Support Model
MTSS: Multi Tiered Systems of Support Needed to Sustain Next Steps for SRSS
SRSS data can be used to connect
students to supports, but you will need to know: what are all
supports in all tiers, to be most efficient.
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MTSS Informed Decision Making
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Where to Start?Tier 3 (Ok, now we need to offer the most intense interventions we only have so many slots, but this student should definitely be prioritized.)
Tier 2(We showed them and tried some classroom/general school supports, we’ve noticed a group of kids still having challenges.)
Tier 1 (Did we speak with the student and show them directly what we were asking for and practice with them?)
Tier 1 (80%)Example: Teacher teaches and
re-Teaches Be Safe, Be Respectful Be Responsible in all settings.
Tier 2 (10-15%)Example: Student still
needing help= Social skills group.
Tier 3 (1-5%)Example: Student still
struggling=Behavior Plan
MTSS Informed Decision Making
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Tier 1
Tier 2
Tier 3
❑ Individual treatment using evidence-based therapeutic approaches
❑ Crisis response (harm to self & others)❑ Referrals to mental health agencies❑ Individual academic assessments❑ 1:1 tutoring/academic conferencing❑ Community referrals
❑ Social Emotional Learning❑ School-wide academic, behavior &
social skills development❑ Teacher, staff & parent consultation
/conferencing❑ Classroom academic participation
strategies❑ Restorative Practices (for all tiers)❑ In classroom presentations in any
area
❑ Social & Study skills development
❑ Violence reduction, anger management groups
❑ Family support workshops❑ Check In Check Out❑ ELA, Math, Science small
group instruction❑ Mentoring programs
Check-In / Check-Out in an OUSD Elementary Schools
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Elementary school classroom teacher spends first and last 30 minutes of the day checking-in and out with her students.
Elementary school CICO table. Many staff take shifts at the table. Teacher on Special Assignment, Inclusion Teacher, Principal etc.
Activity to go!
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● Using MTSS Triangle Template, name several Tiered Supports at your site.
● What supports are needed?
● Who could creatively provide?
Template
Important Part of MTSS: Coordination of Services Team (COST)
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COST is a multi-disciplinary school-based team composed of teachers, administrators, school partners and support staff working together to develop and manage academic and social emotional interventions for students.
COST Goals and Vision
● Reduce number of students getting referred to Special Education who may not need it, especially African American students.
● Using Multi Tiered supports to provide appropriate interventions for students.
● Limit the number of students referred to Tier 3 services who can potentially get support with Tier 1 or 2.
● To make sure all students get connected to support they need.
SRSS Rationale● Evidence–based screening tool (Drummond, 1994)
● Identify students who may struggle without preventative
supports.
● Equitable access to additional behavioral/academic resources.
● Tier I Classroom Management Assessment is used to cross
reference with SRSS data.
● Is updated 3 times across the school year (Fall, Winter and Spring)
● The SRSS is not intended to:
○ Be evaluative or a formal assessment
○ Stigmatize students
○ Create a diagnosis
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SRSS Rationale• All children engage in problem behavior as a natural
part of growing up.
• Children exposed to trauma may display more intense
forms of these behaviors.
• Although problematic, they may serve to help the
student meet basic needs and can be considered
“survival skills”.
• Screening for these behaviors is intended to help with
earlier intervention.
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SRSS Items: Externalizing
Educators screen for risk by scoring each student on the following 7 items:
• Steal • Lie, cheat, sneak • Problem behaviors • Peer rejection• Low academic achievement • Negative attitude • Aggressive behavior
SRSS Items: Internalizing
Educators screen for risk by scoring each student on the following 5 items:
• Emotionally Flat• Shy; Withdrawn• Sad; Depressed• Anxious• Lonely• Peer Rejection (MS & HS Only)
Brain Break!
1. Stretch break
2. Grounding Exercises:
● Find one thing you see● One thing you hear● One thing you can feel
MIndfulness Does not Always Fit with Trauma Informed Practices
SRSS Scoring
• The user inputs a score for each of the 12 (13 for MS & HS) items on the electronic spreadsheet
• A 4-point Likert scale is used:0: Never1: Occasionally2: Sometimes3: Frequently
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Be sure to score all the way across, one student at time.
SRSS Results:
The electronic form automatically divides students into three risk levels:
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Score Risk Level0-3 Low4-8 Moderate
9-21 High
Score (ES Only)
Score (MS & HS)
Risk Level
0-1 0-3 Low2-3 4-5 Moderate
4-15 6-18 High
Externalizing
Internalizing
SRSS Example: Externalizing
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Individual Classroom Class Average by Scoring Indicator
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Self Reflect on your own classroom practices: ● What strategy can I re-teach my students to address the
highest scoring average? What SEL concept might support? Use this guide!
Whole School SRSS Data
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Grade Level SRSS Data: Internalizing
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Grade Level SRSS Data: Externalizing
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Externalizing Behavior Data Across All Grades
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Internalizing Behavior DataAcross All Grades
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Process Break
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Turn to an elbow partner and reflect on:
● What are your initial thoughts about the Student Risk Screening Scale tool?
● Could you see this as a beneficial tool for your site or district? In what ways?
*Each partner gets one minute to share!*
SRSS Dashboard
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Purpose: ● Share information broadly with district leadership● To help inform decisions around services academic,
mental, and behavior schools may need
Audience:● District Leadership● School Leaders● Central Office Staff (Behavioral Health, PBIS)
Information● Internal and External scores combined and separate● Scores by grade level, teacher, school, network
SRSS Dashboard
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Development Process:
● Multiple iterations of how the data is presented in the dashboard○ External and Internal behaviors
show separately or together?
● Student Profile - What information do school leaders want to see?
● Who should have access to the dashboard?
SRSS Dashboard - Grade Level View
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SRSS Dashboard - Behavior & Risk Level Plus Teacher View
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SRSS Dashboard - Student Profile
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URF (Universal Referral Form): Submitted and completed for students who do not follow expectations. The infractions, major and minor are aligned with the district’s discipline code.
COST (Coordination of Services Team):Students are referred to COST for academic and/or behavior reasons. Referrals are made by the team to support the student.
Activity!
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Look at SRSS example data, and think about which interventions the student can be matched to.
Use other data sources listed to pair student to interventions with fidelity!
● Referrals to Office/Suspensions● SRSS● PBIS Tier 1 Classroom Tool ● Attendance
Activity
SRSS Data for Activity
Reflect...
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● What are some reflections or noticings you had about the data?
● What interventions did your team come up with? Tier 1, 2, or 3?
SRSS Pilot Year OverviewObstacles:
➢ Some schools are not ready and need more systemic support first.
➢ Site level staff do not always follow through due to capacity and the data is unused.
Successes: ➢ Some school are creative and use the data is awesome
ways. ➢ Some teachers really love the classroom intervention
support ideas. Clever way to steer back to tier 1!
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SRSS Pilot Year OverviewLessons Learned:
➢ Digital sharing can be tricky➢ Tier 1 is a high need. High need for academic support➢ Defining best scoring times in the school year➢ Some sites need a lot more coaching on using data.➢ Sites need support with the spreadsheet. (Deleting
classroom tabs changes how data is represented.)
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Questions? Comments?
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Thank you for attending and for your hard work with students and families!
Resources
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● SRSS/PBIS Website (tool at bottom of page)
● SRSS Slides for Presenting to Teachers
● SRSS/PBIS Aligned Interventions for Teachers
● SRSS Data Dive Sheet for COSTs (Coordination of Services Teams)
● Decision Rules Sheet (for triangulating student data)
● COST Website
Acknowledgements
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Thank you to our OUSD team for their support in making this happen!
Barb McClung, Director | Behavioral Health
Ilene Fortune, Program Manager | Positive Behavioral Support Systems
Aleja Rambonga, Positive Behavioral Support Systems Coach
Mario Montesino, Positive Behavioral Support Systems Coach