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What is ISF?

Midwest PBIS Network

Content Exploration

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8/27/26

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UPDATED 10/18/24

www.midwestpbis.org

@midwestpbis

In partnership with

All youth achieve

social - emotional - behavioral

and academic success.

Our Vision

Collaborate with adults to create a safe, equitable, consistent, and positive learning environment for all youth.

Our Mission

The Midwest PBIS Network (MWPBIS) is a non-profit organization of education and human services leaders advancing systems change in youth-serving settings.

Our primary charge is to function as a hub of the Center on PBIS, a national technical assistance partnership funded from the U.S. Department of Education.

ABOUT MIDWEST PBIS NETWORK

The Center's model of capacity building emphasizes a cascade of implementation to assist state departments of education in the installation, fidelity, outcomes, and sustainability of PBIS. We encourage you to also access local technical assistance from your state and region.

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Community Agreements

Decision to be made about how to use subtitle/sections

Decision to be made about how to date and credit

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Be Responsible

Be Engaged

Make yourself comfortable
Take care of your needs (water, food, restroom, etc.)
Share your questions with the group

Be Respectful

Turn cell phones off or to “vibrate”
Listen to others attentively by staying quiet while they are speaking
Follow up, and complete assigned tasks

Ask what you need to know to understand and contribute
Contribute to the team by sharing relevant information and ideas

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Objectives

Describe an Interconnected Systems Framework
Identify how an integrated system could benefit your community/district/school needs
Identify tools and resources to support next steps

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In the chat, share:

1) Role / Job Title

2) School/District/Agency

Let’s hear some voices:

What brought you to this session today?

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Materials for Today

www.midwestpbis.org

PBIS

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Usable PowerPoint

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Mental Health/Social-Emotional-Behavioral Well-Being

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https://www.pbis.org/mental-health-social-emotional-well-being

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What if… ?

School Employed and Community Employed Staff use community and school data to assess the needs of young people in their school community and, together as an integrated team, select evidence-based practices that match specific needs.

This means moving away from co-located model…

PBIS

Community Partners

to a fully integrated system

Interconnected Systems Framework

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Positive Behavioral Interventions and Supports

PBIS organizes our school, and integrates our initiatives, to achieve desired outcomes through understanding our data, implementing a continuum of practices, supporting staff through systems, and prioritizing equity.

Midwest PBIS Network 4/5/22

Adapted from: USDOE OSEP TA Center on PBIS (October 2015). PBIS Implementation Blueprint: Part 1 – Foundations and Supporting Information. Eugene, OR: University of Oregon, 5. https://www.pbis.org/blueprint/implementation-blueprint

Slide Starter: “This visual is the organizing logic of a Multi-Tiered Behavioral Framework…

Sources:

1. What is a systems Approach in school-wide PBIS? OSEP Technical Assistance on Positive Behavioral Interventions and Supports.

2. McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, and educators. (What is important to each particular learning community?)

Practices: interventions and strategies that are evidence based. (How will you reach the goals?)

Data: information that is used to identify status, need for change, and effects of interventions. (What data will you use to support your success or barriers?)

Systems: supports that are needed to enable the accurate and durable implementation of the practices of MTSS. (What durable systems can be implemented that will sustain this over the long haul?)

The framework language is familiar and used often when discussing MTSS. By framework, we mean MTSS is a singular method of organizing the decision making, implementation, and progress monitoring of school operations. The circles represent the key components of that framework, and are used to organize the school’s way of work. Start with identifying outcomes, which for whole school is often Social Competence and Academic achievement…

Then we look to the data to uncover our “current reality” or what is showing up around this outcome-where are we/where do we stand. We would use the data to identify a precision statement that clearly defines the current reality (problem to address). Then we would look to our resources (e.g., resource map) to identify what practices we might have that would support students with the issues showing up in our data (e.g., school-wide expectations defined, taught, and reinforced for respectful behavior). Then we look at what supports would be necessary to support the adults to implement the practices identified to support students. Then we return to data to monitor progress and make decisions as to whether or not what we implemented worked. If not, was it because we lacked fidelity? Or was it because it wasn’t the right match of practices to need? Do we need different systems (supports) for the adults.

Cultural Relevancy:

Culturally relevant behavior support: Teach behaviors that are socially relevant to Culturally and Linguistically Diverse (CLD) students

Culturally validating behavior support: Acknowledge students’ cultural identity as a strength

Establish cultural validity of data: Carefully review operational definitions of behavioral violations�

Disaggregate ODR data by student race. For example, ethnicity report of the School Wide Information System (www.swis.org)�

Revise measures: Provide schools with tools to assess extent to which culturally responsive systems and practices are in place

Generate school-wide commitment to culturally equitable behavioral outcomes: Define school-wide behavioral goals in collaboration with parents of CLD students�

Increase accountability for equitable outcomes. Review extent to which defined goals are met.

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When Implementing Positive Behavior Interventions and Supports (PBIS) with Fidelity

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Alignment of Initiatives Related to PBIS is Guided by the Six MTSS Features

Team based leadership and coordination
Evaluation of implementation fidelity
Three-Tiered Continuum of evidence-based practices
Continuous data-based progress monitoring and decision-making
Comprehensive universal screening
On-going professional development including coaching with local content expertise

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

Specific academic assessments and interventions
Use of published curricula selected by school or district
Use of direct assessment of skills
Periodic assessment through benchmarking periods
Focus on grade-level teaming
Described in IDEA as special education eligibility determination approach

Focus on teaming
Scientifically based �interventions
Instruction as prevention
Tiered continuum of supports with increasing intensity based on need
Regular screening for early intervention
Use of a problem-solving model and data-based decision rules
Emphasis on improving quality of implementation
Embedded into school improvement plan

Specific social behavior assessments and interventions
Use of free materials that are adapted to fit the school’s context
Use of indirect assessment of behavior
Continuous assessment of social behavior with existing data sources
Focus on schoolwide teaming
Described in IDEA as schoolwide prevention and individual intervention approach

Academic RTI

Schoolwide PBIS

Core Features of MTSS

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Comprehensive School Mental Health Systems

Provide full array of supports and services

Promote positive school climate, social emotional learning, mental health, and well-being

Build on strong foundation of district and school professionals in partnership with students, families and community partners

Assess and address social and environmental factors

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Romer, N., von der Embse, N., Eklund, K., Kilgus, S., Perales, K., Splett, J. W., Sudlo, S., Wheeler, D., (2020). Best Practices in Social, Emotional, and Behavioral Screening: An Implementation Guide. Version 2.0. Retrieved from www.smhcollaborative.org/universalscreening

Complete Mental Health is Social-Emotional-Behavioral
Mental Health is more than simply the absence of psychological problems. The absence of phycological problems does not infer wellness or happiness.
Therefore one’s mental health, or wellness, is strong when they are experiencing both low levels of SEB psychological problems, and high levels of SEB competencies.

What is Mental Health?

What is Wellness?

Rev 9/15/21 Midwest PBIS Network

We need to expand our lens and definition of mental health

Social-Emotional-Behavioral encompasses both the absence of psychological problems (risk factors) as well as presence of high levels of well-being (protective factors)

“In short, similar to comprehensive school-based SEB programming, SEB screening involves assessment of early signs of psychological problems, as well as the presence of resilience factors and indicators of well- being. Assessing both psychological problems and well-being permits identification of students most in need of intervention because these students are experiencing SEB problems and have limited skills, assets, and supports to effectively manage and cope.” (pg 8)

Romer, N., von der Embse, N., Eklund, K., Kilgus, S., Perales, K., Splett, J.W., Suldo, S., & Wheeler, D. (2020). Best Practices in Universal Screening for Social, Emotional, and Behavioral Outcomes: An Implementation Guide.

Suldo, S. M., Thalji-Raitano, A., Kiefer, S. M., & Ferron, J. M. (2016). Conceptualizing high school students’ mental health through a dual- factor model. School Psychology Review, 45(4), 434-457.

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School Mental Health

Co-location model

PBIS

School-Based Mental Health

School-based mental health services reach children in typical, every-day environments. The natural, non-stigmatizing location offers an early and effective environment for intervention.

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Without a framework

With a framework

A framework is defined as a structure that is intended to serve as a

support or guide for the building of something that expands the structure

into something useful.

Barrett, 2020

To show how a framework pulls all parts together to increase functionality

This picture shows all of the parts of a bicycle. But even with all of the parts, this is not a functioning bike. A framework is defined as a structure that is intended to serve as a support or guide for the building of something that expands the structure into something useful.
[click] When you take those same parts of the bike and connect them to the frame, you now have a functioning bike. The Single System of Support framework increases the functionality of your system.
There are some key takeaways from this analogy:

Most systems tend to have everything you need. You won’t know what’s working well, what’s malfunctioning, or even what’s missing until you organize under a framework; and
Often, when one part of our system fails, we tend to throw it all away. Going back to the bike analogy, if the wheel is broken, we fix the wheel, we don’t throw away the whole bike.

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Using MTSS Logic to Redesign the System

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Simple Responses won’t be enough		Using MTSS logic
Hire social emotional experts		Participate in teams across tiers: Strengthen Tier 1 and focus on Tier 2 System. Adapt role to include building capacity of ALL staff.
Select Social Emotional Behavioral (SEB) curriculum		Formal process, team-based decision. Data used to prioritize skills. All instructional staff model, teach alongside academic content.
Train staff on trauma-informed practices		Team based training. Time to embed new learning. Time to develop evaluation plan.
Strengthen partnerships with families and community providers.		Expanded Team uses problem solving logic with school AND community data to inform efforts across all tiers.

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MTSS is an �Operating System

for our School Initiatives

OUTCOMES

What organizational goal is supported by the initiative?

SYSTEMS

Which team is overseeing the initiative?

What PD & Coaching is being provided

PRACTICES

What continuum of evidence-based practices will be used?

DATA

What is the baseline data?

How will we know if it is working?

EQUITY

Is the initiative culturally responsive and equitable?

Midwest PBIS Network 4-10-22