Direct and Indirect Services for Children, Families, and Schools (Systems-Level Services)

MTSS

is an evidence-based framework for effectively integrating multiple systems and services to simultaneously address students’ academic achievement, behavior, and social-emotional well-being

Must provide critical “ needs assessments” Needs assessment have these primary elements:

• common barriers on learning

• ineffective practices

• effective practices

• advocacy

Key MTSS elements and practices:

• Progress monitoring data collection

• Evidence-based learning interventions

• Supports practices that address learning barriers (e.g., physical, social, emotional, and intellectual supports)

• Prevention supports

• Direct school mental and behavioral health services

Specific Factors That Impact Academic Success or Failure

-School Climate

-Student Engagement and Motivation

-Educational Practices and Policies

-Family Involvement

-Student Retention Practices (A Negative Practice)

-Tracking and Zero- Tolerance Policies (A Negative Practice)

-Bullying and Harassment

BASIC Ph Model: Six Individual Coping Styles Related to Trauma

1. Belief — student uses core values and religion to cope with a crisis

2. Affect — student shares emotions and discusses emotional responses

with adults

3. Social — student uses social network, relationships, and family to help cope

4. Imagination — student expresses difficulties through creative means

5. Cognitive — student employs rational thought and prefers the direct

approach to process

6. Physiological — student uses physical activities to cope with the event

Broad elements for effective home– school collaboration:

▪ Mutual trust between staff and parents

▪ Proactive and responsive practices and services, not reactive

▪ Sensitivity and respect for culture

▪ Genuine recognition of teacher and parent contributions

Specific elements of an effective home–school collaboration:

▪ Effective bi directional communication

▪ Decision making and problem solving are collaborative processes

▪ Collaboration and communication should be consistent

▪ Services should be coordinated

▪ Services should have continuity (long term)

Barriers to effective collaboration

▪ Lack of trust for large systems

▪ Different cultural values about education

▪ Perceived lack of acceptance of cultural values

▪ School’s attitudes about culture and parents (negativity)

▪ Lack of qualified staff and interpreters

Six primary types of parental involvement (Epstein’s Model)

1. Parenting

2. Communicating

3. Volunteering

4. Learning at home

5. Decision making

6. Collaborating with community

Ecological perspective is

the foundation for effective Home–School Collaboration

 20% of

high school students in the United States have experienced bullying

28% of

students in the United States grades 6 to 12 experienced bullying.

30% of

students say they have bullied other students