School-University Partnerships in MTSS Implementation:

A Unique Supervision and Service Model

APBS Conference: March 29, 2018

Sara Rich and Gary DuhonOklahoma State University

Brit’ny Stein and Debbie EnosOsage County Interlocal Cooperative

Osage County Interlocal Cooperative (OCIC)

● Serves 13 Member Districts (17 school sites on grant)

● Provides Support services to schools such as Speech Therapists and Psychometry

● Provides Professional Development for Schools

● Obtains, manages, and implements grant-funded projects in the schools

OSU School Psychology Program

● PhD & EDS training program● 8 - 10 students per cohort● 5 Core Faculty● Students on campus 3 to 4

years ● School-Based Practicum: 1

year of at least 600 hours ● Students receive at least .25

FTE assistantship

1. Improve students’ classroom behavior

2. Improve school attendance

3. Reduce suspensions and expulsions

4. Implement Oklahoma Tiered Systems of Support (OTISS) with fidelity

Goals

Project AWARE and OSU Working together

Supervision Model

Developmental-Ecological-Problem Solving(Simon, Cruise, Huber, Swerdlik, & Newman, 2014)

Simon, Cruise, Huber, Swerdlik,

& Newman, 2014

New Coaches Training

Coaches trained on basics of MTSS and Systems ConsultationAttend Monthly Staff MeetingsObserve Specific activities in schoolsAttend PBIS conference

Supervised Site Interactions

Coaches attend school meetings with their supervisor and/or coach mentorCoaches meet with supervisor biweekly and as needed in vivo supervision

Independent Site Interactions and specialized supervision

Coaches attend meetings without supervisors Year 2 coaches train and mentor year 1 coachesSpecialization supervision and activities, such as ABA or trauma

Jan - July(Yr 1) Aug-Dec Jan-May

(Yr 2)

Consultation for academic and behavior concerns

Classroom

consultation

for behavior

concerns

FBAs And BIPs

District wide trainings

University

Courses and

Supervision

State

Model of

MTSS

(OTISS)

Direct Academic

Interventions

MTSS-Systems Level ConsultationCoaches work with

site facilitators and school-based

teams

Individual Evaluations

for SPED

Project Level DataFidelity Assessments% of students on academic level% of students receiving ODRsAttendance DataSuspension/Expulsion dataCoaches’ Skills/Needs

District/School Level DataFidelity Assessments% of students on academic level% of students receiving ODRsAttendance DataSuspension/Expulsion dataProject Feedback

Grade/Team DataIdentification of areas of concern for grade/teamIdentify students who need interventionGrade-Level progress on skillsMonitor group level interventions

Individual Student DataIdentify Effective interventions for studentsProgress monitor academic and behavioral interventions

Advantages

● Training support for coaches

● Training support for site-based personnel

● Communication with sites● Application of model across

multiple sites

● Cost effectiveness● Increased Manpower● Interdisciplinary● Unique training opportunities● Increased services for the

schools

Challenges

Current Project Data

● Fidelity of Implementation● Office Discipline Referrals● Reading Screening● Math Screening● Coaching Self Assessment

EBISS Systems Coach Self-AssessmentEvaluates 4 Domains of MTSS Coaching related to Knowledge and Skills

● Evidenced-Based Practices● Leadership and Team Facilitation● Systems Coordination● Professional Development and Coaching

From Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS by Kent McIntosh and Steve Goodman. Copyright © 2016 The Guilford Press.

Contact InformationSara Rich - sara.e.house@okstate.edu

Brit’ny Stein - bstein@ocic.k12.ok.us

Debbie Enos - denos@ocic.k12.ok.us

Gary Duhon - gduhon@ocic.k12.ok.us