Geauga County fovcarionastivice caren Forum Work Group Cardinal and Berkshire Pilot Program Status Report October 3, 2019COUNTY WIDE DECISION FRAMEWORK 2018-2019 TOOL(S)/DATA 1. Search combination; REACH, A&B. Pilot 7" | Goal: How do we grade Cardinal and Berkshire assure initiatives (COMPLETE). Possible Juvenile Court are purposeful? special population pilot. 2. School Services Inventory-what's in each —_| Task: What building now. (IN PROCESS) Guidelines do we 3. Data Review (OCTOBER). gather, review and 4. Post Survey and program outcome data _| utilize data? TIMEFRAME FALL - Search Survey and Schoo! Inventories Goal: Increase “Survey completed. understanding of -Initiatives/programs _| Spring- Post survey. agency services. School year- Programming/partnerships Gather individual program data (for | Task: Guidelines services with specific goals i.e. improve social skills, | for gathering Silos increase STI knowledge (Silos of Excellence) of Excellence. Review post survey results/impact | Format electronic directory 3 TIERED 1. Building data and program trends ‘What are we APPROACH 2. District data and program trends missing? How do 3. County data and program trends we include all Determine need for further risk based services assessments (Becks, CANS etc.) purposefully? COLLABORATION __| Identify collaborative partners based on common | How do we goals, assessment data, ‘common underlying promote needs/concepts, "purposefulness” collaboration and Silos of Excellence reduce ~Steps to Success developmental pillars duplication? COMMUNICATION — | Agency-School: How will schools Point of Contact- Need role similar to “Central Registration’ in districts, Advisory board-equal representation of this, committee. Liaison/navigator - rotating responsibility or paid position Building Check- Person in each district who screens for purposefulness using data results, check for best practice and a ‘checklist’ as well as, building inventory. ‘schedule initiatives: and programs based on above evidence? What guidelines, tools, or checklists exist to determine best practices? Hes We ont Yypondid or pwere export iveSchool to Family-Family Engagement. ‘Go to! parents. Intra-School- Principal- teacher, principal-principal (in different buildings) teacher to teacher. Professional Development/Training/Awareness Agency to Family- Need a referral process, promotion/awareness conduit to parents. Schoo! to Community- Speakers Bureau, Business involvement, others not at the table? Electronic - Student app. Electronic guides, framework resource How do we make sure all youth and family services are included in the framework? CATEGORIES OF SERVICES Prevention Programs (evidence basedinformed, long term) Education Programs (one time programs- information spectic) Mental HeattvCiinical (services or groups) Support Services/support groups (identified youth, parents) Wrap Around Services Juvenile Cour/Law Enforcement Services PST, case management, In-home sJob/Career Education and services ‘Advocacy ~ (MH, recover, ant-violence) Training/Protessional Development Youth Led/Peer to Peer programs Digital Information Dissemination/help/support (Text 4 Lite, Kognito) Library and Recreation program partners ‘One time speakers (non-professional) Speakers Bureau Mentoring Programs Staff Care Services (rauma based) Criss Intervention Determine where these fit at the 3 tiered approach level? How can these support PBIS, PAX and school climate initiatives in place?Geauga County EDUCATIONAL SERVICE CENTER School Community Forum Steps for Pilot Implementation 1) Review Data: Search Institute Developmental Assets/Relationships 360, School Inventory, key informant interviews, other youth data (YLP, MH screening etc.). 2) School staff create a ‘Wish List’ of programs, strategies and interventions that would address school need and the short term objectives in the Forum’s strategic plan. 3) Administrative/PBIS consultant review of process, plan and wish list. Select 3-4 beginning strategies. 4) Hold a Provider Summit to review Forum plan, optional strategies, PBIS goals and matrix, and ask for provider commitment to the process (Provider Feedback Form). 5) School based PBIS team and coaches are trained in Forum Plan, strategies chosen and how those strategies will support PBIS and teachers in the classroom 6) Provider meeting (for only those signing forms) to be trained in PBIS and PBIS matrix, how to support the process (PRIDE paws), and begin to schedule programs/classes that they will provide. 7) Design quarterly assessment and schedule that reflect strategies and objectives. 8) Schedule Search Survey —Fall for baseline. 9) Begin strategy implementationCommunity Forum-Programs and Strategies Cardinal Pilot Project Tier 1 Strategies (Universal Prevention) - Creation of “Mental Health Minute” or “Wellness Wednesdays” -brief interventions, blasts, tip or quote of the day, or short 20 or 30 -minute ‘programs’ to make mental health promotion a part of everyday conversations. Reinforced by school staff/teachers. -Provider training and participation in PBIS goals and ‘Pride Paws’ -Expand PAX Good Behavior Game -Expand Asset Class-Collective Impact approach -Support staff recognition as ‘trusted adults’- future Developmental Relationships traini -Mental health ‘screening’ for all students -Integrate long term prevention programs grade 5-8- know what each other do, use same data, reinforce not duplicate common topics. -Offer Social media parent education program. Parent role modeling ‘campaign’ -Support for Search Institute survey -Community support and expansion of out of school activities such as school/community program fairs (Cardinal Family Fest, Parent Nights, Open House). Tier 2 Strategies (Targeted prevention/early intervention, in need of extra support/skills) Establishment of a School Resource Team (Care Team) in each district that will act as the school-community connection (Family First light) for identifying need, referring students, communication hub for providers, and helps establish relationships with disconnected students. Mentorship programs-peer to peer, adult-youth, community mentorship (focus on transition grades) -Mental Health Training for teachers ~ Peer to peer mental health training for students. Agency supported SEL lessons -Social Skills groups -Elementary and Middle schoo! Youth Led Program Tier 3 Strategies (High need students) -Streamline JFS contacts/dedicated intake worker for school. -Add counselor support-Counseling interns, therapists, consultation. -Parent-school liaison for high need students -Dedicated CPST worker in district “Increase in-school therapist/therapeutic groupsMab f ? aPrity tprcrae "OM porta ps ebey it uoauanaid > (1201 siga) yous} auore Avot.e aun sowneyag | oe 28p9]mOUy eH yoasnannannsu0y UYU Yea | Aepsaupam daav0> ay) ov 4p 2ouapiout eStion avaupe sanaesiut pa saul Suuing pauoddns aay YInoA. sowonine ‘uowwoo ‘haBaue sapmayeduia 40} aygeiun0328 sap0 ue evep pase {e905 suonepadi ae ue sayepuncg (ts2u1 sia) Jaypeay Woo4sse|) 40} uossa] IdId elpawi jesos ‘ayesineu paieupi00y 4 nysse0ons (zai stad) sde8 aaqnsas SOO Asso, iy ox sardaiens anenouuy ‘suodaxe> hynuap: ‘anisod‘uoddns sooi9s pue way 3u07 uyeay ; uoneniunion Bs (es siad) ‘snonuauo> weal ~ 3ie9 ue ssapinoud uodn paesdy saaqzalqo sangzalqo wa] wo0Ys aqejpawaqul rae ied al salZaqejqs pue ssaoons ’ swies301g 40} suogIpUoD ue|g 21893435 WiNJo4 JOOHDS FIGGIW WNiauvd~ souneyog Supueyuo uneou | jo eouoprout feodo.e9 a4 | yo asn annonnsu0), 8paynouy yeu, yda2uon axp 01 auaype sonneniuy pasea.out 2o1neyaq 95110 sa0uapjou] samo uonsued, Jo weiBoid diysiapeay souil 8uing 10 /puo 21035 YINOA jooyas payoddns | soy e298 ysiy-Apquawa|a Bay YINOA r = parersoqu| 4304 hugewunoa.e pueeveppaeys sopuote pur e1paus 21905 ayefineu Ayinyssaoons YANO, Bululen sapinoid iy ossavozens ‘aanenouiy 10 paIes seojvas pue so2unosa: povaje ‘eno usa 8u07 aunsse 04 Uuonesjunuiu0s ‘snonugue) swarshs 438d 0} 38d pue siapinoid ssonve soonsesd uodn pasidy saagsalqo saagoafqo ual JOYS ayeipawsequy saldayens pue ssaoons sweszOold Jo} suonipuo> ue|g 2139}e135 WiNso4 WvVud0ud LOTid JuIHSNuaaGeauga County EDUCATIONAL SERVICE CENTER ‘Meeting summary ‘School Community Forum-Cardinal Pilot ‘August 15, 2019 Strategies and Programs Chosen by PBIS Tier: -Wellness Wednesday (Tier 1) will be held during PE class weekly. These are brief interactive mental and physical wellness activities that take 20 minutes or less, and will be done by local providers. Each activity will target a Developmental Asset that surveyed as ‘challenged’ or ‘vulnerable’ Asset classroom (Tier 2). Once this program goes school-wide it will be a tier 1 strategy. This class will be for either 7" or 8 grade (yet to be decided) on Mondays during intervention period. The daily activities are based on the Developmental Asset needs this year. The class will also include activities and lessons within the Social and Emotional Learning factors of self- regulation, teamwork, social skill, communication, and mindsets/values. Ravenwood and ESC are lead partners, and other providers will be asked to support topics in their area of expertise. -PRIDE lessons for classroom teachers (Tier 1). PRIDE lessons now done by teachers can be done by providers in their area of expertise. Topics can cover empathy, respect, test anxiety etc. This is@ team approach, teachers providing insight into student need, behaviors of concern, and classroom strengths on the topic of the day. Providers will teach the lesson and provide teachers with tips and tools for reinforcement. Providers are available for follow up, and any tools and skills worked on will be shared (at Care Team, PBIS team, or with other providers) for reinforcement outside the classroom. for certain students in a particular area there are 3 providers approved who can do fide and CASA (Circles). If concerns pe social skills groups, therapeutic groups or lunch bunch: Ravenwood, Family To effectively align Forum objectives with the PBIS matrix, providers will be trained in PBIS and the language that educators use for interventions, frameworks and programs. The PBIS team will also be updated on the activities and strategic plan of the Forum. Care Team (Tier 1). Care Team (Tier 3) is a group of agency professionals who serve Cardinal Schools in some capacity and will act as school-community connection for identifying need, referring high need students, providing a‘communication hub for providers, and helping establish relationships with disconnected students. Care team members will also be a support and resource for both teachers and administration. A member of this team can also act as a Parent-School liaison and parent outreach (removing administration from this role) and follow up (with signed release) on results of referrals made by the team. ‘Agency members will include: Job and Family Services, Youth Led Prevention, Ravenwood, Family Pride, ‘and Juvenile Court. Schoo! representatives will include Andy Cardinal/sen S. representing administration, Kelly A. representing PBIS/RTI, multi-system coordination, Corinna Behavior Specialist, and Sarah D. ‘School Social Worker. Meetings: Care Team meetings will take place twice a month to respond to student needs of Tier 3 students, and coordinate Tier 1 and 2 services to assure support of both PBIS and Forum objectives. One ‘Care Captain’ will attend PBIS meetings that convened about individual students of concern. This person will present the student to Care Team to organize supports. These meetings happen on an as- needed basis only. One Care Team member will also attend the Full school PBIS meetings that take place one time per ‘month. The role in this meeting is to assess how Care Team agencies can support teachers and administration, get team feedback on current strategies (Wellness Wednesday, lessons, Asset class), and gather information on PBIS topics, themes and issues and report to Care Team. Next steps and strategies include Mental Health Training for teachers, mental health screening for all students, coordination of programs such Life Act with providers to assure student support. Primary prevention programs will continue, however, providers must begin to align content to need. Search institute Survey will be scheduled for after Labor Day, and quarterly evaluation tool will be finalized Kelly, Sonia and Karen.Dear Provider, ‘As you may know, the Geauga School-Community Agency Forum has been working on a plan to improve services to our students for the last two years. The Forum has utilized input from nearly 100 partners and community members, as well as every school district in the county. In the fall of 2019, we will be piloting our strategic plan in two buildings; Berkshire and Cardinal Middle School. ‘This letter is to invite you to be part of our service team, either because you have provided services to us in the past, or your agency has been identified as a provider we would like to include in our menu of services. This is a very important pilot, as we plan to replicate it in other districts to help provide and align services to students identified needs. ‘The Forum has been thorough in reaching consensus on three common objectives, identifying student needs and common outcome measures for this pilot. We would like all providers to understand this initiative and their very important role in providing needed services, and collaborating with other organizations to help us achieve our goals. Hf you would like provide programs or services in Cardinal Middle School in the 2019-20 school year, this isa necessary meeting. We will be overviewing the forum and pilot and asking you to help us align our current services as well as fill gaps in service. For your information, please find attached our current logic model, The programs and strategies section will be finalized after the meeting. Evaluation, outcome measures and data collection will also be discussed at the meeting. ‘The School Community Forum Provider meeting is scheduled for August 6" from 9:00-11:00 am at Cardinal Middle School. Please RSVP to Andy Cardinal at andy.cardinal@cardinalschools.org or at 440-632-0263. Sincerely, Andy Cardinal Principal Cardinal Middle Schoo!~Unovge” Sha of excellence” / area & exporter. ~ Wnaink te format Dear School-Community Forum Provider: Thank you for your attendance at our recent Provider Meeting, and for offering your services to this very important project. A this initiative is designed as a Community Impact Model, your participation will be an important part of our success. if you plan to continue in the project please plan to attend a planning meeting on Thursday, September 5 from 8:00-10:00 a.m. at the CLC (old CIS) at 16000 E High St. Middlefield. ‘The purpose of this meeting is to effectively align Forum abjectives with the district's PBIS matrix. Providers will gain a working knowledge of PBIS, and how it aligns with the Forum objectives. Participants will also learn key terminology, language and processes utilized in PBIS and other school frameworks, as well as pick up and learn how to use “Pride Paws” when you are in district. Finally, we will begin the process of matching providers with the chosen strategies below, as we hope to begin services in mid-September. Following is alist our initial four initial strategies chosen by Cardinal's Administrative Team. Other programs and services will be added according to need and the results of quarterly assessments throughout the year. Strategies and Programs Chosen by PBIS Tier: -Care Team (Tier 3). Care Team is a School Resource Team that will act as the school-community connection, sometimes referred to as Family First Light. The purpose of Care Team is: ‘+ Tohelp identify student and staff needs. © Review and refer Tier 3 (high need) students to programs and services. ‘* Acta communication hub for providers working with in the school to assure alignment of services with the goals of Forum and the district’s PBIS. © Work to Creative innovative practices to help meet identified need and establish relationships with disconnected students. ‘The Care Team will meet bi-monthly in the Fall as we get started, and later set their own meeting schedule. The team will also send one representative to Cardinal's monthly general PBIS meeting, as well as PBIS case meetings that review a particular Tier 3 student. Wellness Wednesday (Tier 1) will be held during PE class weekly. These are brief interactive mental and physical wellness activities that take 20 minutes or less, and will be done by local providers. Each activity will target a Developmental Asset that surveyed as ‘challenged’ or ‘vulnerable’. # Pax OBG ~ Good Btw Game = Toodtes - ALW4AMS more efbecHe coMeny POM apeer™-Asset classroom (Tier 2). Once this program goes school-wide it willbe a tier 1 strategy. This clas will be for either 7* or 8 grade (yet to be decided) on Mondays during Intervention period. The daily activities are based on the Developmental Asset needs this year. The class will also include activities and lessons within the Social and Emotional Learning factors of self-regulation, teamwork, socal skills, communication, and mindsets/values. Ravenwood and ESC are lead partners, and other providers will be asked to support topics in their area of expertise. -PRIDE lessons for classroom teachers (Tier 1). PRIDE lessons now done by teachers can be done by providers in their area of expertise. Topics can cover empathy, respect, test anxiety etc. This isa team approach, teachers providing insight into student need, behaviors of concern, and classroom strengths on the topic of the day. Providers will teach the lesson and provide teachers with tips and tools for reinforcement. Providers are available for follow up, and any tools and skills worked on will be shared {at Care Team, PBIS team, or with other providers) for reinforcement outside the classroom, If concerns persist for certain students in a particular area there are 3 providers approved who can do social skills groups, therapeutic groups or lunch bunch: Ravenwood, Family Pride and CASA (Circles). Thank you for your time and commitment to this project. Please RSVP to both Karen Lackey and me at ‘your soonest convenience. Sincerely, Andy Cardinal Principal Cardinal Middle Schoo!2019-2020 ofS Handbook) Cardinal Local Schools utilizes a Multi-Tiered Systems of Support (MTSS) service delivery model to provide instruction and intervention to all students. MTSS is a multi-tier framework defined as “the practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions” (Batsche et al, 2005). The purpose of MTSS is to provide the necessary supports with the goal of bringing each student up to grade level, and instruction and interventions are provided at varying levels of frequency and intensity. Academic support is provided through a system that is sometimes referred ‘to as Response to Intervention (RTI), and behavior support is provided through a system referred to as Positive Behavior Intervention & Supports (PBIS). Both systems operate under the MTSS model. Tier 1 supports typically occur in the classroom and target all students. Tier 2 Interventions are provided in addition to regular classroom instruction and are focused on the identified need(s) of the student. Tier 3 Interventions are provided for students who have not responded adequately to Tiers 1.and 2, and include specific, custom-designed individual or small group instruction. An intervention is a specific academic, behavioral, or social strategy that differs from acti ~“Teach a new skill, build fluency in a skill, or encourage a student to apply an existing skill to new situations or settings. Interventions are provided in addition to the core curriculum and focus on the identified needs of at-risk student{s). The MTSS framework is designed to provide an at-risk student with the necessary skills and academic and/or behavioral supports to allow him/her to achieve grade level expectations. fies occuring in the student's classroom, and is used to For students who require Tier 2 and/or Tier 3 levels of support, a team comprised of teachers, administration, and/or relevant support personnel, as well as parents, will meet to develop a plan of action and/or intervention plan to address concerns. Teams use a process of data-based decision making to identify specific needs, develop strategies to address those needs, and monitor student progress. Data is gathered on interventions regularly, and the team reviews intervention effectiveness. If an intervention is found effective, it is continued (or discontinued if team agrees that it is no longer necessary). If data from at not yield expected results, the team will meet to revise the plan, which may include adjusting the frequency or intensity of current interventions and/or developing new strategies and interventions. Parents are regularly, 1d. Parents also have the right intervention does involved in the MTSS process and are encouraged to attend meetings when in to request an evaluation at any time during the process. Board Approved on [is B2019-2020 CMS Handbook Disciplinary Outcomes The goal of school discipline is to teach students to behave in ways that contribute to school success and supports a school environment that builds positive relationships where students and staff are responsible and respectful. Cardinal Middle School expects all students to be active learners and responsible members of their learning community, and our PBIS model is used as a preventative measure to promote and reward appropriate behaviors and address early signs of behavior concerns. f/when students do not respond to positive behavior supports and interventions, disciplinary measures can be implemented. Violations of the code of conduct can be minor, major, severe or severe major offenses. Consequences for minor violations will be managed by classroom teachers. When students engage in minor violations, teachers will utilize a 4-Step disciplinary response. The first three violations will result in teacher-managed consequences, which may include Tier 1 Classroom interventions and behavior strategies, as well as parent contact. The fourth violation will result in an office referral and a possible Tier 2 meeting with CMS PBIS team. Consequences for major, severe, or major severe violations will be managed by office administration and may include lunch detention, morning detention, after school detention, loss of privilege, loss of bus privilege, community service, In-School Suspension (ISS), Out of School Suspension (OSS), referral for expulsion, referral to court, compensatory payment of damages, loss of credit, or other consequences that are appropriate to the situation and agreed upon by the parent, teacher and/or administrator. Bus violations and consequences are also included in the information below. In addition, the school works collaboratively with the local authorities and law enforcement as deemed necessary. Minor Violations (classroom-managed! Failure to follow classroom rules and procedures established by the teacher Inappropriate/Disruptive behavior (behavior that actively inhibits students' ability to learn, instructors’ ability to teach, and/or the regular operations of the class) Tardiness Loitering Public Display of Affection (PDA) Dress Code Cafeteria misbehavior Inappropriate Language or Profanity Misuse or unauthorized use of equipment including electronics Bus misconduct as determined minor by the principal ‘Any other rules that may be established from time to time by the Board of Education (BOE), superintendent or principal eP AL ozanmgo Major Violations (office/administrator-managed): A. False identification, cheating, forgery, plagiarism B. Failure to serve detention Board Approved on ay 5What’s Inside? Huskie... Ne) yo quUSKiES Productive | Respectful Involved _| Determined | _Empathetic Daive/walk Make sure ; Come to school | slowly & Be aware of everyoneis | Bea considerate Parking Lot on time park/walk in | traffic at all times following, deiver/walker designated area the males Walk & use ; Keep hallway & ‘Watch where Havea Use appropriate Hallway appropriate locker clean caopage you are going purpose voice level Reduce Consider other Cafeteria Reme | Beindvonalf&e) Ke Bebelpfal | people's felings Recycle P 0 & needs Bathroom/ Haves | Cleanupafier | RORAF!=° | Hen Practice Locket Room purpose yourself mts facies purpose good hygiene Bean active |, Complete all = Come to cass | Follow classroom | BE* 264° | assignments to Respect esroom peepeed ses eae se | bet of pour | other eas participant "ilty Belind to bus | Report any Be at the bus stop . Use appropziate | Respect vs on time deiver & stayin) inappropriate | voice level all riders your seat behavior ; : Make sure Extracurricular Bein Practice good | Show positive | everyone is | Tzeatall visitors Activities farea_ | SPOrEmanship at | supportfor | fojlowing the | with respect ssi proper dine yor ean ing pe baving to Prvvides ormirg 10 ate tratleiry For vse? Bucs Problem = gang ttm ov (6 vijective16175 Almeda Drive CARDINAL Po noxo79 Middlefield, OF 44062 MIDDLE SCHOOL jitcsosema option + Fax: 440-632-0294 ‘wwvicardinalschools.org Dear School-Community Forum Provider, ‘Thank you for committing your agency's time and expertise to helping make the Cardinal Pilot Project a success, This is an unprecedented step toward coordinating policies and practices for the best interest of our students and support for our teachers. Your agency has been identified as a very important part of the success of this effort. With that, we would like to invite you to be part of our Care Team, one of four main strategies chosen by the administrative team to begin this fall. Care Team is a School Resource Team that will act as the school-community connection, sometimes referred to as “Family First Light". ‘The purpose of Care Team is: © Tohelp identify student and staff needs. Review and refer Tier 3 (high need) students to programs and services. © Actas a communication hub for providers working within the school to ensure alignment of services with ‘the goals of Forum and the district's PBIS. © Work to create innovative practices to help meet identified need and establish relationships with disconnected students. ‘The Care Team will meet bi-monthly inthe Fall as we get started, and later set their own meeting schedule. The team will also send one representative to Cardinal's monthly general PBIS meeting, as well as PBIS case meetings ‘that review a particular Tier 3 student. If you would like to accept this Invitation, please reply to both Karen Lackey and | at your soonest convenience. A BIS training is scheduled for September 5, 8:00-10:00 am at Cardinal Learning Center (old Cis) and the role of Care Team and the other strategies will be discussed. ‘We hope that this initiative wil not only serve the children of Cardinal Schools, but that the framework will become a regional and state model. Thank you for being part of this very important project. Sincerely, Andy Cardinal Principal Cardinal Middle SchoolCardinal Care Team Purpose The purpose of Care Team is t © Review and refer Tier 3 (high need) students to programs and services. Referrals come from the PBIS team or directly from administration. © Help identify student and staff needs as you act as service providers in district. * Act acommunication hub for providers working within the school to assure alignment of services with the goals of Forum and the district’s PBIS Matrix. ‘© Work to creative innovative practices to help meet identified need and establish relationships with disconnected students. Strategies can include but are not limited to social skill or therapeutic groups, screenings, parent involvement, community programs, project based learning etc. © Work to create innovative practices, new relationships, and change the perspective associated with outside providers (especially in tier 3 cases). ‘Strategies developed may include but are not limited to teacher training, provision of classroom tools or activities, or various ways to involve other school staff, parents, PBIS coaches and administration that are needed to achieve the objectives of the Forum Strategic Plan. ‘Two Types of Meetings -Monthly general meetings will be held to review pilot program strategies; what’s working, what's not, review quarterly data, recommend new strategies according to needs reported by PBIS team/data/identtfied issues by providers. Care Team can recommend or create tier 2 services such as small group program (grief groups, high test anxiety, bullying etc) or mentorship programs, or new tier 1 strategies. Members will also coordinate/sponsor non-PBIS trained providers if their services are needed to meet objectives to assure alignment of strategies and activities to PBIS. One member (either Sarah D or Holly J) to be the liaison with the middle school PBIS team. Invitations for monthly meetings will come from Karen Lackey, ESC. Tier 3 meeting will be called at the request of the school. These meetings are on an as-needed basis for Tier 3 behavior issues and concerns that school based PBIS interventions have not been successful addressing. These meetings have a separate procedure that is noted at as the last page in this document. Invitations for a Tier 3 meeting will come from Andy Cardinal.Membership Monthly Care Team is made up of 1-2 community providers from each area of the Forum Continuum of Care (Universal Prevention through Treatment/Recovery). School members will include school psychologist, school social worker, and principal. Tier 3 Members may be added in accordance with need, IEP status and providers currently servicing the family if deemed necessary. Additional school members may include classroom teacher, intervention specialist (IEP and 504 students), director of pupil services, and ‘Metzenbaum staff, for example. Current members include Cardinal Principal, Job and Family Services, Juvenile Court, Family Pride, Ravenwood, Youth Led Prevention, ESC school social worker, ESC Director of Prevention Services. Member Roles -Attend monthly general meetings and be ‘on-call’ for tier 3 meetings as needed. -Review quarterly Forum and PBIS data. -Assess gaps, needs, and create innovative strategies when appropriate. -Coordinate and ‘sponsor’ non-PBIS trained providers who can provide a needed program or service. This entails vetting, scheduling and orientating them in PBIS matrix and Forum goals, as, well as. Meeting Procedures Monthly meetings An agenda will be sent in advance with topics to be addressed. Each meeting will include a check-in on status of currently operating strategies, a report from the PBIS team (through our liaison) or in person from the PBIS coach, review of data (if available), and discussion/problem solving. Care Team Tier 3 Procedures The Care Team will mimic Family First Council (Multi) procedures and make adjustments as needed. -The school district (either principal or pupil services director) will present the Tier 3 case.- Prior to presentation, releases will be signed and Andy will send a meeting announcement to the Care Team membership. Family First release is on their website and can be adapted for our purposes. A typical presentation has 3 parts 1) Introduction/Presentation of purpose of the Care Team and the meeting- To help parents and staff help this student to be successful in school and in life. Introduction of those at the table Presentation of the case: Time limited to 15 minutes. Background, data, history Current Services/Players/Agency Involvement ‘What has worked and not Concerns Why we are stuck 2) Parent Input Parent is invited to comment and summarize concerns. Providers can ask parent questions. Parent leaves. No recommendations are made with parent present. Time limited to 10 minutes, 3) Recommendations. Discussion and recommendation made. Tasks are assigned to members where appropriate and a plan of action created. Tasks may include gathering of further information, recommendations for testing, service or referrals, creative ideas for support during the school day etc. Awritten plan for support, services and referrals is created and next steps identified and assigned to team members. Post Meeting -Presentation of the plan to parents. Either Sarah D. or Holly J. or Andy will present plan or portions of plan to parent. Members with tasks assigned report progress to presenter (again, typically Andy). -Andy reports out to the team via email and can reconvene the group if necessary.Components for a successful meeting ime limits, and discussion within parameters of Care Team purpose and goals. -Need to assign a recorder. Notes should include family, school, and student perspectives and goals; physical, health, behavioral, emotional and relationship/social considerations discussed, and decisions, recommendations and plan of action with members assigned to each task. -Name tags for presenters (Fab lab can create) -Parent check-ins can be done if necessary by any member who has a relationship with parent when they leave the meeting. -Other?Quarterly Data Measures Cardinal and Berkshire Pilot MEASURE 1: QUARTERLY STUDENT SURVEY Mental Health ~ flccoy-s 1) I feel good about myself Notatallorrarely Somewhat orSometimes Very or Often Extremely or Almost Always 2) | feel valued and appreciated by others Not atallorrarely Somewhat or Sometimes __Veryor Often Extremely or Almost Always 3) I can overcome challenges in a positive way Not at all or rarely ‘Somewhat or Sometimes Very or Often Extremely or Almost Always 4)1 feel in control of my life and future Not at all or rarely Somewhat or Sometimes Very or Often Extremely or Almost Always Social Media —ftd§ urcettcol. 5) On average, how many hours a day do you spend on social media (snap, twitter, Insta). 6) l only post positive and respectful things on social media. Not at all or rarely Somewhat or Sometimes Very or Often Extremely or Almost Always 7) The need to feel ‘perfect’ on social media causes me stress Not atall or rarely Somewhat orSometimes Very or Often Extremely or Almost Always Transitions ~ Aggcts 8) | feel welcome at my school Not at all or rarely Somewhat or Sometimes Very or Often Extremely or Almost Always Developmental Relationships — (Wat col 9) | have a school that cares about kids and encourages them Not at all/rarely Somewhat /Sometimes Very /Often Extremely/r Almost Always 10) I have at least one adult in m school that | feel comfortable approaching if | have a problem, Never Rarely Sometimes Often Very Often How to wreaguee thie 7? Qvartuty Furey Includes eavh object(MEASURE 2: COUNSELOR CHECKLIST —Kow Meakin i€ [nstances are gang dowh © Number of guidance visits related to problematic social media situations © Number of guidance visits (voluntary or called down) for transition related issues that cause stress. faeving Lecettiens? olen Yar ay ® Number of students who attend meetings or events aimed at transition © Number of students who open emails with transition information, opportunities, clubs etc. MEASURE 2: PBIS DATA POINTS RIDE lessons for classroom teacher Forum Strategy: Measure: Count the number of lessons provided in each matrix area. Ex. Lesson on positive sense of self = matrix respect (self-respect). Forum Strategy: Care Team: Measure: Tier 3 Individual Plans- did interventions proposed by Care Team work to reduce behavior incidents, reach goals (weekly IEP goals) , improve PRIDE Paws, reports to guidance Forum Strategy: All Measure: Quarterly count what each PRIDE Paw is given for. Compare # of lessons or programs provided on topics to increases in bucks. Ex. Asset Class empathy lesson, Life Act program = increase in 20% in empathy bucks given that 9 weeks, Measure: Flow Chart Tracking. School Psychologist tracks (if possible) the number of students in each tier. Report out by quarter© Baseline survey administered to students © Tier 1 Strategies implemented with fidelity © Common evaluation questions administered to students after any program delivery ‘© Based on quarterly evaluation tool, determine additional programs needed ‘© Discuss students that may need individual supports co Intervene as necessary d Students © Implement tier 2 interventions with fidelity as selected by the school for targeted students * Common evaluation questions administered to students after any program delivery Based on quarterly evaluation tool determine student movement © Discuss students that may need even more supports | © Intervene as necessary © Refer to RTI | Fert entero) ergy EET EDN TCU TOUTED Renee eT URES Bavr demtity tre peed (C yr ooh hawt forics awaable- Intensive Team Needed | Intensive team meeting needed to move to this tier | Administer selected tier 3 intervention with fidelity co Continued progress on IEP behavior goals | o Referral to outside agency | co Individual behavioral supports (CPST) Oe eee teeta eee gunn ere ene eT “y.