001all right welcome everyone to our mental health and behavior health webinar session um today we're going to talk about leveraging mtss to support student mental health so on behalf of tea we're really glad that you took the time out of um your day to join us um today so in today's session we're going to learn about how to use your multi-tiered system of support to enhance the mental health of students so this is going to include learning about how mtss is used to support student mental health through implementing best practice strategies utilizing data to inform decisions and working with Community Partners so today's session will be led by our colleagues at tier which is supported by tea Texas sped supports the meadow Center for preventing uh educational risk and the University of Texas at Austin
002so our hope today is that you can take something away from our session and use it in your school community so this is being recorded and the recording and the supporting uh resources for this webinar will be posted on our website at um the school mhal tx.org webinars and that link will be put in the chat for you um and it will be posted um give us about a week or so to get everything rendered and up and and ready all right so I want to give you a reminder um as we start today we before we conclude our session we're going to ask you to complete a post survey so part of our mental health work here at tea is funded by project aware Texas through Federal subst through the federal uh substance abuse
003in Mental Health Services Administration or samsa um our grant requires a brief post survey for our training sessions with stakeholders so we really appreciate your support with this requirement all right so it's a few other little keeping things is today's session is in Zoom webinar format which means participants can't show their video or share their audio so to ask questions please you use the Q&A function and we're going to do our best to get them answered um if by chance um you use the raise the hand function we won't be able to um assist you in that if you could just put your questions in the Q&A function um we also want you to become familiar with our chat function so we're going to be adding uh resource links and stuff like that in the
004chat for you as we get started and then throughout our time together so our last piece of housekeeping is a reminder that we will provide 1.5 CPE credits to Educators for today's webinar to those attending the whole session so a CPE certificate will be sent within about a week uh to the email address that you registered with and this is the only way to get the certificate we will not provide a CPE from tea for the recordings I will say in the past um those that have not received their certificates um have found them in the spam or the junk folder so please check um that if you are missing your certificate all right so on with that Ashton I'm G turn it over to you alrighty thank you Tammy I'm super excited for uh
005our learning uh experience today um I know the folks over here at tier are are really uh awesome at what they do and very knowledgeable what I'm going to do is just remind us really quickly about our Texas school heal framework our teer team they'll touch on this during our time together but I do want to make sure and just give a a reminder to everybody that the strategies and best practices that'll be showcased throughout this session they all go into implementing this Texas school mental health framework and just to kind of walk us through that really quickly so if we look at the schoolhouse that is our multi-tier system of support support right which is our approach to planning School Mental Health Services and supports uh and then as we look at the steps
006and the stone path way those all identify the key domains and practices for establishing a quality School mental health system and then finally as we look up above the schoolhouse towards the clouds uh that's where you'll see the components or the areas of school mental health which is established by our Texas Education Code uh 38351 and that in particular uh requires leas to address each area by developing practices procedures and professional development opportunities and we're super excited to have the the tier team here today to really showcase again all of the ways to really leverage a multi-tier system of support to really impact uh student mental health uh through school mental health as well so uh without further Ado I will pass it over to Dr Barrett and Dr Kierney from the tier team to
007take you all on this amazing learning uh Journey uh that they had planned for you all right thank you ashon and Tammy for getting us started um I'm gonna share screen but I'm gonna let Dr Kerney introduce herself first and then we'll get rolling hi good morning everyone my name is Lisha Kerney Dr Kerney I'm excited to join you from the tier team today some of you might know me already from the state of Texas I am a school psychologist lssp I worked in a couple districts here in Texas most recently I'm coming from uh good Region 4 so hi to all my esc4 friends uh good to see you in the chat today um and also to my other uh HISD friends and UMO ISD friends and all of the great friends in uh
008the Houston area um I'm happy to be with you today sharing all of the mental health uh and mtss uh Resources with with you today so uh sit back uh strap in uh and share all the uh wealth of information uh that we have with you for today yes thank you um so happy uh Lish and I have been working together just a short time but man it's it's been really great and I'm looking forward to more U uh collaboration uh and that's a lot of what this is this tier project and with tea it's collaboration uh so excited to see some some familiar names in the chat too so David Barrett um a little bit about me um so I've worked in education and mental health uh fields for 30 years now 22 of
009those have been in the public education realm I have a master's degree in counseling um I have a doctorate degree in education leadership and before um my time here at UT I worked in U mosquit ISD I was a special education teacher at Barry middle school and then I became a school counselor at AG Middle School um and I was also a principal for the um extended school year and structured summer programs there um and so um I'm excited about this work passionate about this work personally um I'm married to a former teacher and school counselor who has her own private practice now uh we have a seven-year-old who's in first grade so it's Al really fun to see the world through his eyes and and um exciting to explain things as they come up
010so uh we'll kind of Dive In in here to this content um a lot of our uh tier trainings all of our tier trainings have been um developed uh in collaboration with ESC staff with uh school districts across the state with experts across the country uh and so again it's really a collaborative effort and it's really about getting a conversation and working together um our biggest goal here right now is to advance student mental health supports in schools through an integrated multi-tiered system of ports that is something that uh we are passionate about uh and I'm going to talk about the objectives but before I do want to kind of get a little hole and as we start talking about mtss multi-tier systems of supports just want to see what's your level of knowledge um
011when you feel like is it you're like um mtss what's that what' you say uh or you're like oh yeah mtss I know it I got it uh just kind of give us a little a little feel for where you're at it's kind of cool to watch this in real time looks like um about two-thirds of us are somewhere in the middle three or four you know decent knowledge about it a few folks um still maybe still pretty new to them um so thanks for sharing that hopefully um after today you'll have a you know more knowledge of mtss and especially where mtss fits when it comes to supporting student mental health so um you know we have just a short time together today you know 90 minutes total um this is a huge topic
012um but I really do hope that in this time you know we can introduce some key components uh share some some tools give you some resources guidance really kind of spark that interest uh for you to learn more uh and get you connected where you can get more support and learn more and um you know we we hope that by the end of this session you can define a multi-tiered system of supports if you don't know that definition yet you can understand how this mtss can you be leveraged uh to support student mental health you can describe actionable best practices for how teams can effectively use data to drive decisions you can identify data points at the systems level and student level that schools and districts can use to assess their school mental health system
013and you can determine best practice strategies that can be implemented within an mtss to address student needs so we'll move um on here and I do want to apologize about my voice um with the uh the way the Longhorns and the Cowboys been playing lately I've been yelling with the TV a lot so I've got some hot tea that will hopefully help you um help me hear me better so let's let's uh look at what this question what are comprehensive School Mental Health Systems so we have a definition here of comprehensive School Health Systems and they're really designed to provide this Continuum of services and supports uh the goal is to promote positive School climate teach and support skills for social emotional Behavioral Health prevent mental health and substance use problems intervene early to reduce
014the severity of mental health concerns and provide access to school-based and community-based interventions and supports to students and Families so here uh is a picture we saw earlier um and this is a really great visual graphic uh developed by tea and it can kind of help us visualize and plan how to implement a research-based process to deliver services and supports within this comprehensive School mental health system right so we have this path to Quality School Mental Health Systems it leads to our steps it leads to our mtss system we have Essential Elements up in the clouds what we're striving for and I do like um I like this graphic a lot and one of the things I like is it is a journey and one of the things we're going to be talking about today
015is is the journey that you are in that your school is in that your District or Charter in uh and we really kind of want to work and partner with you um with that Journey so multi-tiered systems of support you know um when I was working um as a special education teacher and as a school counselor I hadn't even heard the phrase mtss I'd heard RTI I learned about PBIS um but those are all and we'll talk a little bit more later but those are all multi-tiered systems of support and so it's the framework and it's kind of the backpack that provides you know a structure that you can house and hold all the elements that you need uh for academics Behavior mental health and so our goal today is to really look at at
016that mental health piece and we'll start off with um a story that apparent shared with us it was actually a collaborator that uh helped us develop uh this content and uh as she was helping us develop the content she wanted to share her own story because this is what it's all about right it's about the people in our building it's about their story and it's about how um school and the work we're doing it's impacting that so I I'll read this to you here uh you can read along my daughter was attending a school where she was obtaining a great deal of special education services but failing skipping school Etc I was advised that she should just drop out I transferred her to a school using mtss on her first day she told me that
017the teachers cared and that being in trouble was not cool this was so strange to her that she wanted to leave they showed her that it was okay to take risk and struggle how to take pride in doing something she thought she could never do they built close relationships with her my relationship with her improved and behavior at home improved she now is an honor student in college and stays connected with her High School teachers I love the school the folks there brought the amazing girl that I knew was hiding underneath back to life so this was a title one school that spent a lot of time and energy on training and mentoring the staff and I just think it's a really powerful um story that kind of shows us you know how important sometimes
018these tedious things can be but um they're important they're needed they create that structure that we need to do that work to build the relationships and work with parents and students and caregivers So speaking of the framework um here you have some bulleted um list to kind of help Define what that mtss framework is um it provides an integrated system to support students academic behavioral and mental health needs and I kind of want to pause on that it's that integrated piece right because what I don't want anyone to Come Away with it's like oh my gosh one more thing Dr Barrett and Dr KY said now I got to do mtss oh my gosh one more thing is should be um integrated and I really you know we're talking about mental health and that is
019my area and my background but it's not separate really from academics and behavior they're all intertwined uh so that is a key piece here another primary component is using that data to drive differentiated instruction and to identify students in need of additional academic and academic supports so effective mtss implementation also requires schools to provide evidence-based intervention support to students experiencing difficulty additional benefits of mtss include collaboration among teachers general education special education support Specialists and Community Partners and improved communication with caregivers about student progress and Community Resources so here is our three- tiered model of the mtss framework as I mentioned if you've um seen anything about RTI or PB you may have seen something very similar it may have looked uh like a pyramid uh we kind of have flipped it on its side
020I like to think of this as an arrow pointing toward student outcomes and this is the kind of traditional model and the one that we we really use where you have your univ Universal you're targeted and you're intensive so let's take a closer look at each so the universal intervention and supports it's also known as tier one or primary prevention it's designed for all students and it occurs in the general education classroom schoolwide type supports so um examples of this would include Universal screening character education teaching mental health literacy and building School Community now the second tier is the targeted tier this is often referred to as tier two or secondary prevention and it's designed for students who are experiencing difficulty with behavior and mental health targeted intervention can occur in many different settings inside
021or outside the general relation education classroom typically targeted intervention occurs in small groups with students who have very similar behavioral needs mental health needs um one thing is the research shows us that even with um an effective well planned well executed Universal system supports interventions only 80% are likely going to be um achieving adequately with those there's there's 10 there's 10 to 20% of students are likely going to need more and that's where the targeted comes in then at the next level we can see our intensive uh supports intensive intervention this is also known as tier three or tertiary prevention and it's designed for the students who are not making adequate progress in tier two or maybe students who there have a really high intensity or frequency of behaviors and mental health needs and they
022they need that intensive support right away um examples of this would include evidence-based individual or family counseling a functional Behavior assessment FBA and their behavior intervention plan bip safety planning intervention and wraparound training so like we said with targeted even though if you have the best Universal uh tier supports the very best targeted tier supports there's still likely going to be 1 to 5% of students who are going to need more uh supports that's just what the research shows us and one other thing that we really want to critically uh remind is that mtss cannot be used to delay or deny an evaluation of a child suspected of having a disability and needing special education and related Services if you suspect the child may have a disability and needs these Services then you go ahead
023and go with the evaluation process uh we don't use mtss to delay um mtss process though does help us with data and things like that so that if you ever get to that point where you do think you need a referral um it'll also help you have the data and the supports that you need with that so here we are again with our um Schoolhouse model of the multi-tiered system of supports so we've zoomed in a little bit and you can see that we have these foundational um features those are the ones that are on the steps so the schoolhouse in the center of the picture represents the multi-tiered system of supports that outlines the structure of the school mental health system it draws from a public health approach and mtss identifies that our services
024and supports are planned for the three tiers one tier to provide Universal supports to all students one tier to intervene early and address emerging Mental Health concerns and one tier to provide intensive or specialized services to support students with a mental health disorder the mtss is strengthened by the foundational features represented on the steps to the school leas should consider how each of the foundational steps are addressed on a regular and ongoing basis to help Advance the local comprehensive School mental health system so let's as we continue to talk about mtss and mental health it's important that we correct some misconceptions so here's a few observations and some things we want to provide some clarity on a goal of tier one is to reduce the near the need for tier two and tier three interventions
025and support so all tiers are designed to be preventative and proactive but you really need to have an emphasis on tier one and I've seen this with some schools where they've identified so many students with need you have 50 60% of our students need tier two that's that's too much tier two it's targeted it takes a lot of time and energy and it's just not um feasible or sustainable to try to have do that with 60% of your students so if you've identified a need then um that 60% of your students have then that's where you really want to bolster the tier one that needs to be the universal schoolwide uh and that that can be impacted by you know where your community is some communities have certain needs um that are they're a tier
026one need and so you focus on that and then the students are still not responding adequately you can provide better tier two and tier three interventions the other thing too is that tiers are not student labels they're levels of support so you don't say oh our tier two students or oh our tier three students it's like no you have students who are receiving tier two or tier three and we'll talk a little bit more about that here in a minute um additionally an integrated mtss implementation it's perpetually under construction it's not a fixed system it's a process that requires flexibility willingness to make mistakes learn from them and consistency do not expect automatic results and this is where we'll talk more about the team is important so you know we can't take this work lightly
027it's very important there is a sense of urgency but it's it's a challenge because we can't rush it and we can't force it so it's a real balance of it's urgent it's important and yet we also have to know it is a long-term process and it takes time student movement between tears so kind of as I mentioned we don't label students as oh they're a tier 2 student or they're a tier three student um we want to think about the supports as supplements to that tier one we mentioned how tier one is really really the most important because it's schoolwide it's targeting it's focusing on all students and then the tier two and tier three will provide supplements for students who are not adequately responding to that tier one uh the other thing is though
028they don't replace tier one so if a student is receiving tier 2 support um for po Behavior mental health they're still getting all the tier one instruction and intervention same with tier three uh and and students don't necessarily move between the tiers in a linear manner like we mentioned earlier if you might have a student with some high-intensity needs they need um tier three interventions right away you don't have to well let's try tier two first and see if that works that just is delaying the student getting what they need if it's it's a parent that they need intensive support then um that's what we'll provide and some students may require supports from multiple tiers for different needs so you may have students who um are doing doing great um academically in their math and
029tier one universal is what they need they might um be getting some extra support for their reading in tier two and maybe they um are also getting some support for mental health or behavioral needs in tier two it just kind of depends you know they can kind of fluctuate so it's it's it's not a one siiz fits-all and it's not over there tier two and they're tier two for everything it's really about the individual needs of that student um and the main goal too is that the students are participating in the least restrictive environment and getting as much time in that general education as possible so there are some core features of mental health within mtss that we want to talk about um a we have effective teams that include Community Mental Health Providers B
030we have data dat based decision-making that includes School data Beyond office discipline referrals and Community data C we have formal processes for the selection and implementation of evidence-based practices across tiers with team decision-making D we have Early Access to mental health support through comprehensive screening including internalizing and externalizing needs so internalizing would be uh needs that might not be so apparent their behaviors or mental health that're they're very internal and you might not might see it external are um the type of behaviors or needs that they're more apparent you can observe them more easily uh rigorous progress monitoring for Fidelity and effectiveness of all interventions regardless of who delivers them ongoing coaching at the systems and practices levels for schools and Community professionals so we want to optimize student me Health supports and using mtss
031can really help us establish a single system of delivery for supporting students mental health needs that's why I talked about we don't want to have RTI over here and PBIS over here and then oh we're doing an MTS over here it should be really one single system you know it could be we do think of and we'll talk a little bit here more but of how we think of RTI as a little more academic and PBS as a little more Behavior but they're really two arms on the same body and that body is mtss and so in that single system of delivery we want to have mental health specialists that are part of the school team we we want to have outside referrals processed through one team and we also want to when we're defining
032success we don't want to just say access is enough you can't just say oh you know what we got that student connected with um counseling services our job is done they're fine it's like no we Define the success by the outcomes okay um is that students needs and goals being addressed are we monitoring is that counseling helping is that enough are there other things we really look at rigorous progress monitoring is key to helping us monitor the outcomes so the evolution of mtss excuse me um as I mentioned we talk about RTI as being generally viewed as focusing on academics right and it includes uncovering strengths and needs and academic skills even using evidence-based curricula explicit instruction increasing intensity of supports and teams making decision about what and how to implement support you know by
033grade level and then you know we also have probably a lot of you have heard of PBIS right positive behavior intervention Sports and that is often thought of when it comes to you know Behavior and the social part and the emotional part and this includes similar key aspects um there's a few key exceptions that are highlighted in bold but again we're uncovering strengths and needs and social emotional behavioral skills we're using we have the use of evidencebased curricula we have explicit instruction as prevention we are increasing intensity of supports dose and frequenly based on strength and need and teams are making decisions about what and how to implement uh to support lead so you can see some similarities and some differences there um but when we really bring it all together here it is within
034mtss uh because again I am a firm believer that learning does not happen in a vacuum and any of your academic learning is social anything you're learning academically is emotional and if you're trying to engage students and trying to get them connected with your math curriculum your history curriculum well you're also connecting them at a at an emotional level at a social level and so it really all does come together and with that we're going to kind of talk about teams and practices like that and I'll hand the mic to Dr Kerney okay so thank you Dr Barrett so when we he just mentioned about having a single system of delivery so how do we do that so we talk about uh teaming practices and we talk about how we start with teams and how
035you form teams uh um on your campuses and your districts right so how do we do that um um if schools have multiple teams that address mental health behavior academics staff members can feel overloaded with meetings uh sometimes with multiple teams going on we can be unaware of the potential overlaps of our efforts additionally families students teachers staff members can be confused about where to go how to seek assistance right so if we're going to have one system of delivering then we need to systematically integrate our teams uh and that can improve the efficiency and reduce confusion and stress well guess what uh when we have the first task to align integrate our personnel and stakeholders we already have a process um and a way to do that uh and the first way to establish
036the system to integrate the teams comes from our handy dandy framework um of mtss that we already saw and so the framework of mtss came from Senate Bill 11 that was passed in 2019 and that stems from Texas Education Code 37115 that formed that safe and supportive schools programs team many of you know it as the sssp team which stated that we have to have a systematic and coordinated multi-tier support system that address the school climate social soci emotional domain Behavior mental health Wellness that also included collaboration with our community County State organization now that team also could conduct Behavior threat assessments it also looked at school safety But ultimately it was say that we would have one team right that did that s one single set of delivery but this is not really something
037that's new this is just um what we're describing might sound different but really it is what we're saying is that um looking at that sssp team so you have in your handouts uh ta is uh also provided provided for you in the safe and supportive school program guidance uh a way to look at it through uh School climate that positive School climate so you have it in your handouts uh to peruse later so we know that schools can do this alone uh and you can certainly cannot address the enormity of mental health by yourself and so out in our community there are many child- serving agencies that are also addressing the needs of student mental health so for a minute I want you to think about the resources in your community some are on the
038screen and some of you are already working with many agencies in your surrounding School community and District areas can you think of some more agencies some more Personnel that you could possibly join your district and school team and we are going to submit a poll thank you Ashton um to think about now specifically Personnel that you could add to your District Community leadership team and then you can just type in who you have already currently sitting on those teams from your community here so what we'll do um Ashton will have those and ta will have those and so we will have a listing of the types of people you all are already using the types of community PE uh members the types of personnel you already reaching out to so ta will have that data
039and so this is a huge resource for us to have um to say we can already reach out right uh and have this data so thank you all for responding okay whenever you're ready Ashton you can close the poll so hopefully many of you had some some of these members on your um are utilizing or inviting some of these members on your District Community leadership team so if not you can include law enforcement you're including some local Mental Health Partners um some Personnel from juvenile Services right some Personnel maybe from after school programs um Personnel from Department of Recreation services and think about why some of these um Community Partners would be great uh voices to have on that District Community leadership team what kind of perspective they can offer as far as interventions the
040kinds of supports um the kinds of prevention that they can offer to your schools when you're looking for resources for families when you're looking for uh prevention tiered prevention Serv Services whether it's Universal targeted or um um intensive supports that you might need for your students and families right so this is why we want to expand the way that we reach out and um add members to that single Source set of teams right an integrated leadership structure really should reflect the local context right so we should be expanding our view because we'll talk in a minute about expanding data but expanding our view beyond the context of the building because we're trying to build on strengths and the way that we build on strengths especially when we're talking about Universal prevention and intervention is to
041pull from the strengths of our community so thank you for that activity so in addition to pulling from the strengths we talk about mental health services and the strengths of our clinicians right when we talk about the perspectives on our teams sometimes we are including the voices of our clinicians when there is a crisis right or when we are waiting for that tier three uh intervention but we really should be including an integrating our teams including people with expertise with behavior and mental health across all tiers so utilizing our clinicians including community and school based right social workers counselors psychologists LSPs at every tier so at tier one you know utilizing our mental health providers for consultation for coaching right not just for providing Services um Mental Health Providers can support teachers provide coaching have
042consultation on Behavior interventions right what can we do at targeted and tier 2 supports again um consultation coordination we can support um those targeted groups how to coordinate those groups what kind of students would work best when we are trying to group students right for behavior and mental health um and then coaching and facilitation for those uh more in intensive or individual kinds of services so utilizing those voices not just for those targeted uh Individual Services but throughout all tiers and not just from school-based uh clinicians but pulling from our communitybased clinicians to work with families um to work with our staff right not just students but providing tiered supports for staff as well so establishing School level uh procedures is huge part of that team's duties right so we have Team who's going to
043be looking at data and in order to do that we've got to have some procedures and routines so at the district level their job would be setting up uh procedures and protocols at the campus level their job would really be those uh routines uh that that is a critical part of strengthening implementation for mtss right uh the district would establish the set of procedures of integrating uh the coaches would guide and support those campuses and implementing these protocols so specifically schools would establish routines and procedures for let's say uh we are going to do Universal screening right so campuses would say well this is what it's going to look like this is how we're going to screen our students for mental health and behavior right this is what a request for assistance process is going
044to look like on our campus this is how we are going to engage in database decision making uh this is how we're going to say students are going to move and get assistance from tier one tier two and tier three right this these are the evidence-based interventions we are going to supply on our campus um and then the district would provide support with monitoring of fidelity are we doing what we say we're going to do how it's supposed to be done and then again monitor the outcomes are students getting what they need and are they being supported and having the outcomes we want to see so here is where schools are typically very good with using data to support academic interventions but think about how we consider interventions for mental health right the use of
045data kind of varies so I think back of when I was at a camp campus um and sometimes we would be sitting around a table and a student might have had several discipline referrals and perhaps someone said oh you know maybe the student needs counseling and everyone at the table agreed that the student could use counseling right and so the student got counseling and that was kind of how a student was referred and received a service so we are suggesting that in the era ntss and use of data that we actually expand our use of data and um do some progress monitoring and we say now what is it about um intervention and how do we collect data to determine if this is what if counseling is really what the student needs that we have
046a source of data that determine that that's really what the student needs now we're going to progress monitor to make sure that we are delivering that Counseling in the way and doing counseling that the student actually needs and then we are going to make sure that once the student meets the goal that that student can then go down and and be supported by uh maybe those Universal uh interventions so that's really if you need a snapshot of mtss for mental health that's what it would look like in comparison to maybe 10 15 years ago right for counseling so how can we expand our view of data and how it can benefit mtss for school to so what types of community data are you using now to support your mtss work for school mental health so
047Ashton has put up another poll and think about the data that you're using to support Mental Health again you can type in whatever you're using again this is great data that we can collect um ta can collect uh and we can supply it for you if you guys want to know um what people are currently using and then we'll talk about how we can expand and what other kinds of data we can be collecting so thank you for responding whenever you're ready to close you can do that Ashton thank you okay so hopefully some of you had some of these things on your call answers so when we start thinking about adding families youth Community agencies to our teams and to our collection of data we get an expanded view of lives lived outside of
048school you can see some of the community data we can review because now we can start to customize our programming for the students and families we serve so if we start looking at the demographic data of neighborhoods of the community the district we can also start looking at Community strengths and Partnerships maybe some of the um Partnerships that families already have with Community agencies that that are serving as strengths like um agencies that families already lean on that are already supporting them um and then we also can find out what are the homeless homeless rates right what are incarceration rates um other things like military deployment rates if that is something in our community uh I will give an example of the substance use rates um because I was supporting a very small school community
049uh and the counselors and they were ready to implement mtss for mental health their campus they had their team uh their super intendent was supportive they were ready right and their counselors came and said you know we have a really um significant problem with substance use on our campus and we are sending a very high amount of students out um for uh discipline alternative education placement right into the da and we know that's not working matter of fact we know that several of our students are really addicted to vaping vaping was their issue and we've reached out to uh substance abuse counselors we have a social worker coming and none of this has been effective and we can't get support from our families and we're struggling so they uh the social worker who was supporting
050them had reached out to law enforcement and uh law enforcement had connected them to the health department and so the health department came to one of the meetings that we were supporting them with and said you know when we pulled up the data the statistics showed that that Community actually the whole Community had a really really really high uh substance use and addiction um statistic so the families were not supportive because the families were struggling themselves with substance use so because we expanded and Comm and went outside of the school and found resources outside we realized that this was a whole Community issue and not just a school-based issue have the counselors not reached out for support they would have just kept sending kids to the DA right and that would not have been effective
051for the the kids or the campus so when we expand our view of um data and and resources then we can get some support for prevention and intervention this slide hopefully you can see it but I'll read some of the community and school data this just comes from a a campus and a slide that we use in one of our trainings but this is just an example of a campus and the types of data that they looked for so for school they use some climate surveys youth risk assessment survey uh School Behavior data attendance data right and then for Community data they went all out and use Census Data they used Community Asset and wellness data they looked at Community Health indicator so these are just examples of things that you could use of data
052that already exist so these are things that you don't have to collect if you want to know um mental health right and wellness indicators in your community so that's data that exists that you don't have to go and collect now if you want to find out um what's happening on your campus and you want to do some assessment there are three main forms of assessment that you could do for mtss under the mtss framework and really those are screening prog first monitoring and Diagnostics right so when you look at screening that would be under the universal progress monitoring you would do in all tiers Universal targeted and intensive and really Diagnostics you're only going to do in the Intensive um tier so if you want to know I'm not going to spend a lot of
053time today but if you'd like to know more about assess in mtss then you are more than welcome tier has a whole pathway about assessments um in mtss specifically for uh Behavior so we encourage you uh to come and join us uh Universal screening I'm going to touch a little bit on this but again we have a whole pathway designed for Universal screening and progress monitoring specifically for behavior and mental health so would encourage you because we we talk a lot about Universal screening which I know for mental health sometimes is a a bad word uh but we would encourage you to explore uh Universal screening uh it can be a positive way to to gain some great data specifically because the purpose can be really to tell us who is at risk right and
054who we do not want to miss children who might be struggling and who really could benefit from early intervention right I would rather um intervene early than not catch a student who we could have intervened with and we just let go by and go by and go by right so sometimes catching students who may not need intervention um by engaging in Universal screening which sometimes we don't want to do maybe a risk I'd be willing to take rather than missing children who might be struggling and we could have caught them right on the flip side we can look at Universal screening if we do it for looking for strengths right and build on those strengths if we're looking at Social and emotional competencies in our MTH screening uh we can uh show you how to
055do Universal screening for strengths as well so in screening that could be teacher questionnaires we could look at internalizing or externalizing behavior you could use a review of existing data if you did not want to use a a screener you could just look at data for a small group of people a small group of students so there are lots of ways to do Universal screening and behavior and mental health again there's not just one way you all are on a fabulous website and in order to get on this website uh on this webinar today which has uh the Texas Mental Health toolkit has some screening resources for you in addition the national Center for intensive interventions has some helpful resources through its tools chart uh for screening for academics and behavior again uh the school-based
056screening tool compilation on the Texas school mental health toolkit and the center on POS POS Behavior interventions and supports has a great systematic screening tool for Universal Behavior screeners you have these in your handout as well the Highlight for considerations on assessments really is if you're going to use assessments are they reliable and valid right is the assessment used for what it's purpose and designed to do is it cost effective can you get the data from um doing looking at data you already have do you really need to pay for using a screener if you already have the data right so sometimes we already know this about students without having to do a screener so do what's most cost effective I would say and then is the assessment directly related to the intervention sometimes we're
057Gathering data on students and it's not even related to the interventions that we're trying to do right if we're if our interventions are trauma based bed right we're trying to do trauma informed interventions and none of our data is related to trauma then perhaps we should rethink of the data collection that we're doing okay so the last thing that a team needs to do is looking at our database decision making so the team really has to look at that data and decide what are we going to do with this how what kind of interventions are we going to put in place and how do we determine how students are going to get support right how they are going to move throughout the tiers how we are going to design our tier one tier two and
058tier three so that's that is the job of the team and the team has to decide this before we start moving students in and out of tiers right so we already have to have our Partnerships with our community agencies we already have to have established uh with our agencies so we already have to talk with our community providers and partners to say hey we would like for you to come in and help our staff with tier one interventions for X Y and Z hey can you come and support us with small groups for XY and Z right or can you support us with individual um supports with x y and z based on maybe a pattern of data that you already have right you have to have that already established and set in place before
059you start placing students in and out because what happens if you wait and you say oh we have this many students who need this we have this many students who need this and now we've got to go and find our providers what's going to happen then right then you're going to have students who are not going to get the help they need so the team's job is to be proactive the team's job is to make decisions about evidence-based interventions ahead of time and their job is to make decisions about how students are going to move in and out in the Partnerships that are established before students are in need of these services so the team can Define and adopt the range of relevant data sources to guide their effort okay and again the the job
060of the team is to assess uh and set the entrance and CR entrance criteria and data thresholds providing students with supports so if we say um if we're going to use referral our um discipline data which is one piece of data it shouldn't be the sole piece of data but let's say we um use discipline data uh after three uh discipline referrals we might have a meeting to discuss X Y and Z and that would um mean that we sit down with the teacher to look at some additional things right that would be an entrance criteria for a meeting right but we have to deter the team has to determine that before we start getting students getting disciplinary referals right it can't be a on the- fly on the go thing so that's what we
061mean by having processes and procedures in place through the mtss framework ahead of time so that is the goal and the job of the team and finally progress monitoring so Dr Barrett talked about this um and this is a big piece of what I think Mental Health uh this is new for us in the mental health World academics has pretty much been doing this for a while but for us this is new so this is how uh monitoring the outcomes so this this would be I've been in counseling I have a goal and now how am I progressing right and if I have met the goal then I no longer need counseling and then whatever I was working on let's say I was working on Anger Management and I've met the goal with my counselor
062now I go back to my classroom and I'm supported that anger management goal is Now supported in the classroom with tier one interventions right it doesn't mean that I might not be struggling with anger management it just means that that anger management is now monitored with tier one interventions back in the classroom so this is a little bit different from how we may we used to be uh managing mental health supports so progress monitoring means I continue to monitor the student and whatever Pro and whatever support I needed throughout the tiers right and we continue to track the progressive students who are struggling with a specific intervention so we don't keep them in the intervention the whole year right so they don't stay in counseling all year unless they need to but the data can
063reflect that they require that particular intervention and the team is meeting on a consistent basis with data reflects that they require that intervention for as long as they are in that intervention so all of that we can expound on and reflect on uh and with much more um support and training um if you want to learn more we've got more for you but overall mental health we know is everyone's job we need to build on the capacity of the entire staff we know you're doing hard work and Dr Barrett is going to talk about more great things and more examples of uh best practices that you can continue this work thank you Dr KY I'll go ahead and uh share my [Music] screen gotta get caught up so I do like that segue of moving
064from uh the idea of a few staff members are responsible to it being everyone's job um you know I just like you were talking about kind of the way we did things 10 15 years ago you know when I was the school counselor uh we had 800 students and we had two counselors and uh typically the way our model was one counselor was the did all the scheduling and enrollment and transition to high school and transition from elementary and the other counselor was the counselor counselor which was me and so you know I I took on the guidance curriculums I did Red Ribbon Week and um College week and things like that but also would you know talk to the students do Pam mediations things like that but you know there was a lot of
065students and so it couldn't just be oh go see Dr Barrett go see Dr Barrett like I couldn't be the one person to meet the needs of the 800 students you know we needed um we needed to be a collaborative whole wide team effort and so we're going to look at some of those best practices uh for supporting student mental health uh more systemically versus just putting it on the shoulders of a few um you know people a few experts in the school one of the uh most um impactful ways uh that the research shows that we can do this is with creating a school environment in which mutually supportive relationships among students teachers and parents can develop Student Success is greatest when teachers students and parents collectively work together so this is a big
066first step if you have a positive School climate and culture that Fosters what we just read here that creates this inclusive supportive school um environment for students that is the first step and that is something that is everybody's job you know and one thing too I think it's clear in um you know a lot of research shows and Survey shows you know teachers don't feel as comfortable they don't feel like they have the right training or things to get into mental health needs and we're not asking people to we're not asking another teacher like oh you're a history teacher you're an expert in your content and now you also have to be a therapist you know that is that is not the case at all but every one of us in this school can do
067things that are therapeutic right even as a school counselor in the school I wasn't providing therapy I do have my LPC I'm a licensed professional counselor but in the school setting I'm not providing therapy I am just doing things that are are therapeutic um and so you know that is I think a thing with a lot of this focus and a lot of what we're going to talk about in this section is it's really starts with the adults and what can we do support the adults bolster the adults and what can the adults do to help create this um positive climate and culture uh PBIS is a very uh important piece of creating School climate and culture uh the PBS framework it's a multi-tiered system of support and it's designed to prevent problem Behavior by
068creating predictable environments that include common language and practices throughout the school the expectations and pro-social behaviors are explicitly taught and reinforced just as we teach and practice academic skills and knowledge at the heart of PB is the idea that students can learn positive behavior this learning happens when we create predictable environments right a predictable environment is helps create a sense of safety you know what to expect you know what's coming to create environments that support teaching and reinforc positive behaviors educator Behavior must change navigating this change requires a system of supports for both students and Educators within PBIS there's a strong emphasis on supporting and and fostering positive relationships between Educators and students we're going to look at this in a moment after We examined PBIS but again that relationship that went back to our
069parent story right the teachers there built a relationship with um with that student and that was a key with turning around the success um you turning around the failures that that student was um experiencing into successes so PBIS you know again is always I think important to kind of Define things right uh one of the things about PBIS is having common language so let's have a Common Language about PBIS right so within an mtss framework PBIS helps districts and schools support students academic social and behavioral success it is defined as an evidence-based multi-tiered framework that helps districts and schools organize and Implement effective social and behavioral practices that support academic achievement for all students especially students with disabilities now what is PBS not sometimes it's good to define something by what it isn't it's not
070a program it's not a curriculum it's not a one-time training PBS is not just putting a bunch of posters up in the hallway and throwing out some rewards periodically and feeling like you're doing PBIS it is it is not that at all it is very systemic is very intentional and is continuously looking at data for improvement so PBIS in essence is an instructional approach right discipline comes from the same Latin root that means to learn to teach and so PB is about teaching Behavior So within this framework we have an emphasis placed on preventing problem Behavior by creating predictable environments that include common language and practices throughout the school expectations and pro-social behaviors are explicitly taught and reinforced just like when we teach and practice academic skills and languages that's where when you we don't
071won't get into it as much in this but we do have some trainings if you really want to dive into the PBIS and where at the universal level you're teaching the expectations and then sometimes when the students aren't really succeeding you have some targeted supports that are just reteaching and reemphasizing and giving students a chance to practice and learn how to engage in those um expected behaviors uh it also gets into what things look like in different settings what do these expectations and behaviors look like in the library what do they look like in the cafeteria what do they look like in the hallways what do they look like in the classro uh it's a very well um thought out and systemic process so again we're we're kind of reemphasizing here that this is about
072students can learn positive behavior we have to teach it we can't just expect students to come in and just know what to do school environment is a thing and we have uh we want to create that environment where we can teach and reinforce these behaviors you know one of the things that I I like to do when I was a teacher in my classroom I talked about like in here this is what we do um and you know everybody's coming from different places and some some behaviors are acceptable in different settings from different families from different places you know but in here like this is what we do in here right and this is how we're expected in here and you kind of create that environment to reinforce that and we also know that if
073we're going to change those environments and that has to change the educator Behavior right and so when we create these systems of support we're supporting um not just the students but we're also supporting the Educators the adults in the building so this is another um visual of kind of what we talk about with that PBIS framework right we talked kind of a little bit about an umbrella before but what you have in these elements is you have um proactive preventative design you have common language and it is also adaptable to fit the context and needs right so we can kind of think about how this umbrella encompasses many initiatives strategies programs that improve behavioral academic outcomes for students many of which are probably already in place there's already a lot of good things happening and
074so we don't want to again not pile on more but like what are we doing already what can we expand what what can we build on and so we have this framework because it's not a curriculum right but we have this framework this umbrella that can um house and oversee all the things that we're doing in that way and then we have again the three tiers right we have the Universal interventions we have the targeted interventions and we have the Intensive interventions in a school that implements pbas with Fidelity these initiatives and strategies are never used in isolation but are instead are consistently tied back to the larger framework all behavioral strategies relate back to the schoolwide expectations creating a Common Language and positive School culture the common language and the strategies used to teach
075and promote the language can be used to support every student including those who have dis abilities or struggle with skill deficits a lot of this when we're talking about you know the integrating of the positive School climate and culture and creating this framework you know it's the predictable environment things like that it's also about building relationships and having a sense of belonging so students know what is expected of them and feel like they belong um so we'll talk a little bit more about that well um one of the things too that we have a framework designed for is what is called the interconnected systems framework so once PBIS is firmly established districts and schools can use this interconnected systems framework also known as ISF as an implementation framework that creates and guides the deliberate merger
076of education and mental health systems and staff members so ISF was developed because despite the strengths of PBIS and school mental health school and Community Systems continue to struggle to meet the mental health needs of Children and adolescents and schools often lacked a comprehensive Universal approach to support mental health in Children and Youth so ISF draws on the strengths while addressing the limitations of PBIS and school mental health through strategic linkage of the the student mental health practices within the framework of PBIS this produces a single system of delivery for behavior and mental health supports remember we talked about that single system of delivery earlier this results in an integrated structure and process for education and mental health leaders to interact more effectively and efficiently so again I don't want to feel like we're just
077throwing more things at you but if you have your PBIS system firmly in place we have some really great trainings and there's other places that have it too but the ISF it can go really step by step so I remember seeing some questions in the chat of like where can I find Community data and where can I get behavioral screenings the um the interconnected systems framework has what they call installation guides and so at the district level there are I think like five steps to install ISF to the district level but don't let that fool you those five steps each one of them has like five steps within themselves and each step is very detailed and it's a it's a commitment to go through but once you have the basics in place of a good
078PBIS and you've got your good um mental health supports going if you really want to take it to that next level ISF can really help you do that and I I've alluded to this a little bit too but I think really one of the things that we don't want to forget we don't want to lose sight of when we're looking at data and we're looking at systems and Frameworks is you know it really comes down to relationships right all learning is really about relationships it learning does not H happen in a vacuum right learn new learning is gained and reinforced from teacher to student student to teacher student to student and like student you know old knowledge with new knowledge it's all about relationships and connection right human connection knowledge connection and building relationships with
079students can create that positive support for Learning and growth such relationships must be intentionally developed and nurtured and then you know I'm not just saying this right here on this slide we show that the research demonstrates that teacher student relationships have a strong impact on educational outcomes right I mean you could talk about reducing your discipline Problems by 31% that's huge and a lot of that comes from having those strong relationships and that sense of longing is another big piece that can really help create a mental health support for children you know if they're coming from disadvantaged economic backgrounds they have learning difficulties if they're highly mobile things like that creating a sense of belonging it's a human need that we all need and that students need and it can really help bolster their academic
080achievement their mental health success their behavior achievement things like that so you know positive relationships they're a foundation for Student Success you know they're not sufficient to improve student outcomes but they are a huge piece of the puzzle So speaking of the relationship building you know we also want to engage the family right all caregivers and families want their children to succeed families who are informed and involved in this work are more likely to support it and we need to work from a culturally responsive lens to build on caregiver strengths to support their children's needs we want to collect family data to um and family input to ensure that the system supports and expectations for students at school are culturally relevant and meaningful to the families we want to use various channels of communication to
081share information such as schoolwide expectations mental health strategies that are effective at school and might also benefit families at home and we want to capitalize on some of those existing formal and informal events such as family nights some caregivers have had traumatic experiences with schools authority figures Etc so trauma-informed practices can facilitate family engagement and if you liked any of those little bullets we also have trainings on that on how to partner with families when you're implementing pbas we have trainings on creating trauma sensitive school so part of this I said is in a short 70 minutes with a big broad topic some of it is just trying to kind of help uh get you hooked to learn more and get you connected to where you can can learn more uh similarly you know not
082only do we want to engage with the family we want to engage with the community uh to fully support student Mental Health Schools must engage at this level right we want to engage social service agencies to connect with families through schools to build trust in interaction we want families to receive information and training regarding mental health and wellness families and Community Partners promote social behavioral and well-being skills for children and to implement mpss effectively we must formalize those institutional relationships within the community they can't just be relied upon those personal relationships like oh hey I know somebody I made this it's got to be formal we need to keep that because that's got to be sustainable so information about creating memoranda of understanding with Community Partners can be found in the interconnected systems framework Pathways
083uh again there's more really detailed things if um to get to that uh granular level in those ISF trainings we're really kind of 30,000 feet right now um but we do want to get your hands on resources for implementation so we do have online self-paced courses that your offers you can find that on the Texas sped support website um we have Community Resources listed in our handout I know people have been asking about the handout I think Ashton linked it but you're also going to get it uh when this is over uh we've got the resources specific to Texas Educators and we have some mental health needs assessment resources there too and as we highlight here too we have a really nice trauma informed training series from Project restore um so a lot of really
084great work is happening across the state we just just want to make sure you're staying connected with that so we're kind of coming up um toward the end of this this piece and we want to kind of close out um with this here and so we have a quick poll as we talk about self-care um what are some ways that your school or District promote self-care and mental health we'll give you a little bit of time to answer that and as you're answering it I'll talk a little bit about how we can promote self-care at the individual level level which is prioritizing your mental health right it's kind of like when you're on the plane and they tell the parent you got to put your um mask on before you put the mask on the
085kid like as the adults we've got to be taking care of ourselves if we're going to be able to take care of our students and our colleagues we have to build our own resiliency uh we can't teach what we don't know so we have to teach we have to model we have to reinforce and going back again to that parent Story one of the reasons that school was so successful was the emphasis on the training and on continuous learning and continuous improving so yeah please feel free to share and we we'll look at that if there's any ways that your school or District are promoting self-care and mental health especially even for the adults you know um at the school and District level um you could emphasize the mental health and wellness of all adults
086you could conduct needs assessments provide that training support ongoing professional development opportunities to Foster personal well-being you know so if you're at that um leadership level like what are you doing uh to help take care of the staff you know those types of things too when it comes to this that's going to help those senses of belonging taking care of self that leads to um higher teacher retention rates which we know is a really important thing right now um you we want to keep it's a it's a tough job and trying to keep those teachers connected and keeping them um supported so that they can do do this really important and challenging work um so that's what we're going to kind of end on here is that you know we're shifting this whole school approach
087for supporting student mental health it's not like what we've been doing 10 15 years ago like Dr Kerney mentioned and you know if we're going to begin to be build that capacity the initial unit of change is the individual so for all adults in the school to be fully responsible to student needs and those of families individuals must prioritize their own mental health and well-being like we said it's everyone's job we're all in this together so um let's let's take care of one another okay so that kind of concludes things for us Ashton yes sir thank you so much Dr bar and Dr Kierney uh it sounds like from the chat folks have learned a lot uh we are going to have a little bit of a Q&A really quickly um one quick reminder though
088is we will really appreciate if you all could uh complete our post survey I just put it in the chat um we'll do our Q&A cuz I don't want to uh limit our time on that but so as we kind of uh had this conversation please remember to uh complete the uh the post survey um so Tammy does have a few q&as that she has uh or a few questions that she's checked out in the Q&A function um but before we get started with that I did want to uh ask you all a quick question especially Dr bar and Dr KY you all mentioned a little bit about right you know we kind of touched the tip of the iceberg with this session like there's a lot more resources that tier has to offer whether
089it be online or even some of the more intensive technical assistants out there in the ESC region so I just wanted to see if y'all could take just a couple of minutes to uh describe a little bit about the resources that you all have that uh eleas or even campuses could connect with and then also how they can get those resources for technical assistance yeah no that's great um so we do um we work with every regional service center we have certified trainers uh in this content and lots of content across all the esc's and also many of um leas have participated in trained with this so that would be our biggest recommendation is to connect with your regional service center um they can provide training they can provide coaching they can provide additional support
090um that would be the best best way and uh you can if you're not familiar with the Texas fed support website you know there are um there's contact information on there where you can search um and you can search mtss and then you can find the representative but you know I know the regional service centers are very responsive so if you just reach out to them um that would be the first thing and then as we mentioned um you can also find through that Texas ped support website links to we have some online classes if you want to um continue your learning we have some uh course on PBIS uh partnering with families with PBIS and other um other tier um created mtss trainings so that uh would be but we do hope this is
091not a one and done we do hope I mean I've seen some some names that are pretty familiar and I hope that uh these names become familiar because this is a very much a collaborative effort Dr Kern do you have anything to add no and you know you can always Reach Out out we can also provide if you want you I I saw a lot of people had some questions uh partic about particular things you can always reach out through that uh Texas SP support website uh for if you have specific questions um to one of our tier members and we can we'll always chat with you as well awesome thank you for sharing that I know uh there is a a strong appetite out here in the state to really uh get a grasp
092on mtss especially as it relates to to implementing that school mental health piece right so definitely appreciate you all for uh sharing how to get access to that uh that ta provided um I'll pass it over to my colleague Tammy now I know we have some really uh thoughtful questions in the the Q&A function and I'm going give us a couple of minutes to just uh share those questions out and see if youall have some answers to them awesome thank you Ashton all right so what I'm gonna do is I'm gonna kind of combine these questions so the first question has to do with universal screeners can you talk a a little bit more about let's say a district or campus is interested in Universal screening is there any information or resource that you could
093provide or think of that would help them along that Universal screening process so going from choosing the right Universal screener for their District all the way to what processes are given I know they were asked uh you know specific questions about um consent etc etc but is there any any like a good resource that you wouldn't that you would recommend to to our audience so those uh three websites on the handout um those that systematic tool um that really walks you through are you ready for a screener um should you be using a screener you know really that's those are the questions you should be asking first before you start looking for a screener um because a not everyone needs to be doing a screener so before you you start um searching uh you really
094have to start determining whether or not screeners are good for you so going through that process first um and then utilizing those websites on identifying the based on your data based on your um population you know walking through those websites will help you walk through that process but essentially what we talked about today establishing an mtss you have to have your framework first so Universal screening is part of the framework right it's not something you would do in isolation so if you don't have your framework established I would suggest not even starting down the pathway for Universal screening but all of those websites and resources will give you what you need in order to go down the process for un Universal screening yeah picky back off what Dr C saying like if you screen and
095then you've identified students but you don't have a plan for what to do with those students then you've just kind of wasted time so like if you're going to screen you better be prepared to address uh the needs of the students you've identified great Point thank you so much for that um someone also asked about data collection system and so in a broader sense can you talk a little bit more about as a campus or a district are looking at you know their mtss systems as it relates to mental health what are things that they should be looking for in um a a data system and um you know are there any resources of of um that they can use as they set that up yeah I mean you know a lot of times when
096we're looking at at data for behavior and mental health you know we we typically look at some of those those beginning um the ABCs they're called you have your attendance your behavior and which is usually measured by like office discipline referrals or if there's other sort of referral systems in there and then this is um has to do with like course grades you know how how they're doing so you know those those ABCs they're also part of what are known as early warning indicator systems so if you ever want to look up early warning indicator systems Johns Hopkins has a lot of really great uh information about building that so you know if you're noticing problems with attendance that's an area that's like a red flag what's going on you know a lot of discipline
097referrals what's going on there um they're they're not succeeding academically what's going on there uh the nurse is another really great um Source you know um and so because you see students a lot and and you can find Trends if they're going to the nurse at a certain time of day or things like that what's going on um but again a lot of our Pathways too have things with like you can build um a a referral system right that's why you have those teams so you're not just kind of anecdotally talking but you know you want to capture you're looking at your your early warning indicator data those are ways but then you can also have like a referral system that that teachers can refer hey I'm I'm kind of concerned um about about these
098um about the student what's going on and kind of again with the data is not outside the relationship too if a teacher has a good relationship with the kids they notice when maybe things are are not quite um right something's different you know because sometimes the harder thing to capture those internalizing behaviors and so some of those again some of those screeners can be ways to capture some of those um you know but if you've got this PB system and things like that too and you're doing say surveys and need assessments and you're kind of getting feedback family input you know family input is some really great qualitative data they can let you know some things that are going on and if they feel engaged then you're you're getting bigger picture and finding out U
099what's going on but yeah there's there's some great resources to build that you know kind of comprehensive data system and you want to pull multiple sources so um again that's kind of a 30,000 foot level I mean we could do a whole uh you know training on just the the data piece but hopefully that kind of answers definitely thank you well let me ask you both this so let's say I'm an administrator I'm a I'm a classroom teacher I've heard all this great amazing things I know that my campus and District aren't quite there with um you know that the mental health systems and supports for students but I am fired up and I want to go back to my campus and district and and I want to start having these conversations what are some
100what's some advice that you have um to those for as as next steps um after this webinar I I do really think it starts with that whole school climate and culture and kind of examining and looking at what strengths you have what um was going on you know the needs assessments looking at your yourself I'm a firm believer that the principal sets the tone in the school so if you're in that role you have a huge influence of the tone um but but everyone is really involved in this you know I mean the teachers and and the way they're interacting with students I mean some of it comes really simple you know we have uh expectations that have to be enforced you know if we don't enforce it we endorse it but how are you
101you know is the first thing when a student walks to your classroom are you criticizing them because they didn't they forgot their belt today or their shirts untucked or they're out of you know are you kind are they're late are you kind of like is that first impact just a really negative like getting on them or do they feel welcome and hey it's good to see you oh and by the way let's get that shirt tucked in or I noticed you're a little bit late you know so I think that is a really kind of starting standpoint you know just from a really easy level of like what's that relationship and what um how are you treating one another but again it's like it's really got to be um Allin and it's like are your
102custodians you know how are they interacting their influence your cafeteria staff your maintenance staff I mean it's really really a group effort and I was at a a training this week with a a principal who's turned around schools um in in California a lot of work and they were doing they would do um an annual event actually twice a year a state of the school and they were looking at the data but it built up and it was positive and they were celebrating their wins and any little bit of win and this she was at the the lowest performing School in the in the entire um area of Long Beach and she moved it up to be one of the highest performing in just a couple years but it was really getting everybody together and
103examining what you have what you need and and she was all about celebrating every little success you have every little win and and bringing that together was where people feel the familes felt welcome people felt welcome and you kind of create that and then like and like Dr KY said you got to have that MTS system in place when you're building that system and you're building those relationships you'll just keep you keep going because it's a process you know it's it's urgent it's important and it can't happen overnight so that's that's tough so we got to keep keep each other motivated definitely thank you so much so I really appreciate you Dr Barrett and Dr Kerney for for joining us today and giving us this amazing um information there's a couple things we need to
104do to kind of wind up um this webinar hopefully you'll see on the screen I've kind of posted a little bit early but there is our um post survey for this session it only takes about like