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Measuring the Impact of Trauma-Informed Practices (B5)
Katie [email protected]
@midwestpbis
Kelly [email protected]
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Toward the end of this presentation, we’ll ask you to share your insights and experience with this session.
This session was designed using participant feedback.
An Equitable, Multi-Level System of Supports
If you see this icon on a slide, there is a specific connection to the key system feature of equity.
PBIS Cultural ResponsivenessField Guide ResourceIf you see this icon on a slide, there is a specific connection to “PBIS Cultural Responsiveness Field Guide.” This resource can also be viewed online here.
Session Outcomes
Specific assessment line items connected to this session’s content:
TFI 1.12, 1.13, 1.14, 1.15
• Recognize the core features of MTSS (MLSS) can be enhanced to integrated trauma informed approach
• Explore and identify progress monitoring data points to measure impact in your setting
Access Midwest PBIS Network Materials
Humility
Willingness to Learn• Set environment and practices to support ALL• Expand data sources to monitor response
As you listen today consider….
1. What kinds of information might be missing? What can we do to get a more accurate picture?
2. When thinking about what needs improving, are you beginning with the assumption that your practices are faulty and not the people you serve?
3. Do you have a full enough understanding of the history and situation of the groups you serve/lead to avoid perpetuating stereotypes and reinforcing societal inequities as you identify needs and priorities?
Integrated Framework
Practice Guide –Integrating a Trauma-informed Approach within a PBIS Framework
NEW
What Does the Research Say?
“Despite growing support and increased rate of which trauma-informed approaches are being promoted and implemented in schools, evidence to support this approach is lacking.”
Systematic review of current literature is unable to:1. Demonstrate systemic or programmatic changes or outcomes2. Unclear what schools are doing to be trauma informed
Maynard, B. R., Farina, A., Dell, N. A., & Kelly, M. S. (2019). Effects of trauma-informed approaches in schools: A systematic review. Campbell Systematic Reviews, 15(1-2), e1018.
SupportingStaff Behavior
SupportingDecision Making
SupportingStudent Behavior
OUTCOMES
Social Competence &Academic Achievement
Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www.Pbis.org/schoolwide.htm
PRACTICES
Tier III/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity
1-5% Tier III/Tertiary Interventions• Individual students• Assessment-based• Intense, durable procedures
Tier II/Targeted Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing
5-15% Tier II/Targeted Interventions• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing
Tier I/Universal Interventions 80-90%•All students•Preventive, proactive
How/Where Does Trauma Inform Your Triangle?
Academic Systems Behavioral Systems
80- 90% Tier I/Universal Interventions• All settings, all students• Preventive, proactive
Purpose of PBIS…to make schools more effective and equitable learning environments for ALL students.
Predictable
Consistent
Positive
Safe
Equitable
Fram
ewor
k fo
r Stu
dent
Sup
port
s
Systems
Trauma Responsive
NCT
SN
PBIS PRACTICES
1. Team based leadership and coordination2. Evaluation of implementation fidelity3. Three-Tiered Continuum of evidence-based practices4. Continuous data-based progress monitoring and decision-making5. Comprehensive universal screening6. On-going professional development including coaching with local content expertise
McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.
Alignment of Initiatives Related to PBIS is Guided by the Six MTSS Features
• Specific academic assessments and interventions
• Use of published curricula selected by school or district
• Use of direct assessment of skills• Periodic assessment through
benchmarking periods• Focus on grade-level teaming• Described in IDEA as special
education eligibility determination approach
• Focus on teaming• Scientifically based
interventions• Instruction as prevention• Tiered continuum of supports with
increasing intensity based on need• Regular screening for early
intervention• Use of a problem-solving model
and data-based decision rules• Emphasis on improving quality
of implementation• Embedded into school
improvement plan
• Specific social behavior assessments and interventions
• Use of free materials that are adapted to fit the school’s context
• Use of indirect assessment of behavior
• Continuous assessment of social behavior with existing data sources
• Focus on schoolwide teaming• Described in IDEA as schoolwide
prevention and individual intervention approach
Academic RTISchoolwide PBIS
Core Features of MTSS
Interconnected Systems Framework
Eber, L., Barrett, S., Perales, K., Jeffrey-Pearsall, J., Pohlman, K., Putnam, R, Splett, J., & Weist, M.D.(2019). Advancing Education Effectiveness: Interconnecting School Mental Health and School-Wide PBIS, Volume 2: An Implementation Guide. Center for Positive Behavior Interventions and Supports.
Let’s Reflect
Journal Prompts• Key Ideas—what stood out to you?• Share With Team—what information would your team find valuable?• My Reflections—How can you personally apply your learning?• Favorite Quote from the session.
SHARE IN CHAT
Data
3 Kinds of Data
Outcome What is impact of what we are doing?
PerceptionDo stakeholders see impact in same way?
Fidelity Are we doing what we said we would do?
1.12 Discipline Data
Tier I team has instantaneous access to graphed reports summarizing discipline data organized by the frequency of problem behavior events by behavior, location, time of day, and by individual student.
Enhancements:• Additional data points are monitored to help identify need for trauma informed
practices universally (e.g.: universal screening data, hospitalizations, violent crime rates).• Individual students response to Tier I is measured by expanded data points (e.g.:
universal screening data, nurse or counselor visits).
Outcome Data
• Office discipline referrals (ODRs)• Suspensions • Expulsions• Student attendance
Current data: Expand your thinking:• Student nurse visits• Social-emotional-behavior universal
screening data• Restraints• Teacher attendance• Student hospitalizations• Student safety screenings (i.e.: crisis calls)• Restrictive / out of district placements
SHARE IN CHAT
1.13 Data-based Decision Making
Tier I team reviews and uses discipline data and academic outcome data (e.g., curriculum-based measures, state tests) at least monthly for decision making.
Enhancements:• Tier I team utilizes a trauma informed lens to problem solve and action plan.• Team reviews data decision rules for identifying students for Tier I to consider additional
data points (e.g.: universal screening data, nurse or counselor visits).
Success is Defined by Student Outcomes
Identify need based on data
Select intervention to match need Progress Monitor Assess outcomes
30% of students are elevated for anxiety in SEB
screening
Teach coping skills at Tier 1• Use my breathing
technique• Listen to my signals
Trends in Request for Assistance
Frequency of nurse visits
Decrease in percentage of students with elevated risk for anxiety.
Increase instructional minutes.
Decrease in trends of Request for Assistance.
Let’s Reflect
Journal Prompts• Key Ideas—what stood out to you?• Share With Team—what information would your team find valuable?• My Reflections—How can you personally apply your learning?• Favorite Quote from the session.
SHARE IN CHAT
Perception Data
Student Perception• School Climate Survey (PBISApps)
Teacher Perception• School Climate Survey (PBISApps)• Self-Assessment Survey (PBISApps)
Family Perception• School Climate Survey (PBISApps)
Sample – School Climate Survey Student Questions
I like school.My school sets clear rules for behavior.Teachers treat me with respect.School is a place at which I feel safe.I know an adult at school I can talk with if I need help.
Safe, consistent, positive environment.
Sample – School Climate Survey Staff Questions
I feel safe at my school.Students at my school demonstrate behaviors that allow teachers to teach, and students to learn.Teachers at my school treat students fairly regardless of race, ethnicity, or culture.I feel connected to the teachers at my school.
Safe, consistent, positive environment.
Staff Perceptions on Trauma Informed
Rate level of agreement.My regulation directly correlates with a student’s ability to regulate.I can impact a student’s ability to overcome adversity.A person can control their behaviors when their stress response is triggered.A student needs to be regulated in order to access their cortex for decision making.
Let’s Reflect
Journal Prompts• Key Ideas—what stood out to you?• Share With Team—what information would your team find valuable?• My Reflections—How can you personally apply your learning?• Favorite Quote from the session.
SHARE IN CHAT
1.14 Fidelity Data
Tier I team reviews and uses SWPBIS fidelity (e.g., SET, BoQ, TIC, SAS, Tiered Fidelity Inventory) data at least annually.
Enhancements:• Team utilizes trauma informed enhancements to core features annually.• Team completes TFI walkthrough trauma informed enhancements annually.• Classroom Practices Observation tool used to assess implementation in
classrooms.
Eber, L., Barrett, S., Scheel, N., Flammini, A., & Pohlman, K. (May 2020). Integrating a Trauma-Informed Approach within a PBIS Framework. Eugene, OR: Center on PBIS, University of Oregon. Retrieved from www.pbis.org
TFI WalkthroughStaff Enhancements
Sample:What skills have you taught
students to use for regulation this school year?
TFI WalkthroughStudent Enhancements
Samples:What adult at school could you talk to if you needed help?
Have you used or been reminded to use a skill to help with calm down in last two weeks?
Let’s Take A Minute And ReviewWisconsin Trauma-Sensitive Schools Fidelity Tool
https://dpi.wi.gov/sites/default/files/imce/sspw/pdf/tsfidelitytool.pdf
1.15 Annual Evaluation
Tier I team documents fidelity and effectiveness (including on academic outcomes) of Tier I practices at least annually (including year-by-year comparisons) that are shared with stakeholders (staff, families, community, district) in a usable format.
Enhancements:• Tier I team documents fidelity (e.g.: TFI with trauma enhancements) and effectiveness
(e.g.: climate surveys, restraints, least restrictive environment data) of trauma informed implementation and shares with stakeholders at least annually.
• Tier I team considers perception data from students and staff as a measure of effectiveness.
Let’s Reflect
Journal Prompts• Key Ideas—what stood out to you?• Share With Team—what information would your team find valuable?• My Reflections—How can you personally apply your learning?• Favorite Quote from the session.
SHARE IN CHAT
Putting It All Together
Evaluation Plan
When developing your evaluation plan, don’t stop with collecting the data.
Determine a schedule and process for collecting the data.Example: Building coaches will enter data monthly on Google sheet. District coach will compile and bring to district team.
Identify process for action planning with the data. Example: District team will review perception data in May for action planning.
Let’s Take A Minute And
Review
https://docs.google.com/document/d/1jssFhDuSGnyKuXCOJZuBkEz0kj1Cb5ngW6wmTO-JbLg/edit
Poll:
Are you leaving with new data points to explore for monitoring fidelity of implementation and outcomes of trauma informed practices?• Yes• No• Still unsure
Big Take-Aways
✔ There is a need for trauma informed work.✔ There is a bigger need to define what trauma informed means
and impact is made. ✔ SW-PBIS provides framework for installing trauma informed
practices. This means data and systems, not just practices!✔ Your data determines where to intervene and what to measure
for impact.✔ Evaluation plans include outcome, perception, and fidelity data.
Capture Your Commitment
We are pausing the presentation for a brief time to allow you to think and to process your learning.
As you make connections to the content, capture any notes or ideas that you want to share with your team.
Make an IMPACT; Share Your Feedback!
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Sources CitedEber, L., Barrett, S., Perales, K., Jeffrey-Pearsall, J., Pohlman, K., Putnam, R, Splett, J., & Weist, M.D.(2019). Advancing Education Effectiveness: Interconnecting School Mental Health and School-Wide PBIS, Volume 2: An Implementation Guide. Center for Positive Behavior Interventions and Supports (funded by the Office of Special Education Programs, U.S. Department of Education). Eugene, Oregon: University of Oregon Press.
Eber, L., Barrett, S., Scheel, N., Flammini, A., & Pohlman, K. (May 2020). Integrating a Trauma-Informed Approach within a PBIS Framework. Eugene, OR: Center on PBIS, University of Oregon. Retrieved from www.pbis.org.
Maynard, B. R., Farina, A., Dell, N. A., & Kelly, M. S. (2019). Effects of trauma-informed approaches in schools: A systematic review. Campbell Systematic Reviews, 15(1-2), e1018.
